Title: Finding an Affordable
Home in Yonkers
Ms. Felder
A WebQuest
Introduction
Mrs. Felder needs to find a new home. I want to live
in
The Task
Investigate the housing problems in Yonkers. Find one problem
area you can address. Your team will
prepare a presentation that shows what you have found and use a brochure,
display board, or PowerPoint to present your work.
The Process
Meeting
with your team of problem solvers, you will study the problems faced by people
seeking to find good housing in Yonkers today. You will use the Public Policy Analyst
as a method of looking into this problem. Your team will complete the six
worksheets as part of your study.
1. Define the problem – Use worksheet #1
2. Gather the evidence – Use worksheet #2
3. Identify the causes (one cause) – Use worksheet #3
4. Evaluate an existing policy – Use worksheet #4
5. Develop solutions – Use worksheet #5
6. Select the solution you will investigate and share
with the class – Use worksheet #6
Preparing
a brochure; display board; or PowerPoint
A
demonstration for how to do each of these presentations will be given in class.
Click
the link for an example;
Brochure
Criteria
Display
Board Criteria
PowerPoint
Criteria
Resources:
Journal News
Article 1 - Low-income
housing endangered by cuts
Evaluation:
GRADING RUBRIC
How should I look at my
work? How will my work be
graded?
|
4 |
3 |
2 |
1 |
|
All of the criteria has
been met. My response: |
Most of the criteria has
been met. My response: |
Some of the criteria has
been met. My response: |
None of the criteria has been met. My response: |
|
Includes all of the steps
to complete the task |
Most of the steps to
complete the task are done. |
Some of the steps to
complete the task are done. |
None of the steps to
complete the task are done. |
|
Uses clear language that
explains my answer in detail |
Uses mostly clear language
that explains my answer in detail |
Uses some clear language
that explains my answer in detail |
I did some work but I did
not answer the task that was assigned. |
|
Is easy to read, makes
sense, and can be explained |
Is mostly easy to read,
makes sense, and can be explained |
Is somewhat easy to read,
makes sense, and can be explained |
|
|
Is in my own words |
Is mostly done in my own
words |
Uses some of my own words |
|
|
Is completed step by step
and in order |
Is mostly completed step by
step and in order |
Some of the work is
completed step by step and in order |
|
|
Answers the task and does
not go off the topic (subject) |
Mostly answers the task and
does not go off the topic (subject) |
Mostly answers the task and
does not go off the topic (subject) |
|
|
Is neat and summarizes the
task |
Is mostly neat and
summarizes the task |
Some of the work is neat
and summarizes the task |
|
|
Connects to something
beyond the task. (Related to another subject from another
class) |
Makes some connection
beyond the task. (Related to another subject from another class.) |
Makes at least 1 connection
beyond the task. (Related to another subject from another class.) |
|
|
Uses all the vocabulary
from the lesson |
Uses most of the vocabulary
from the lesson. |
Uses most of the vocabulary
from the lesson. |
|
SCORING RANGE COMPARED TO RUBRIC
Scoring is based on a scale
that corresponds with the New York State Assessments.
4 is equivalent to 85-100
3 is equivalent to 65-84
2 is equivalent to 44-64
1 is equivalent to 0-43
Attached is a copy of the
grading rubric that is used for all grading in this class.
If you have any questions
please feel free to ask.
Conclusion:
I want to thank you for using
your skills as a Professional Problem Solver or Public Policy Analyst to help
me in my quest for finding an affordable home. You have clearly identified one
of the obstacles I am having and you have given me a solution that I can use to
solve my problem. You have helped me by: giving me a solution that makes sense,
providing me with knowledge that will help me reach my goal, and identified
other professionals I can contact to help me.
Standards Addressed:
English
Language Arts Standard:
Students will read, write, listen, and speak for
information and understanding.
As listeners and readers,
students will collect data, facts,
and ideas, discover relationships, concepts, and
generalizations; and use knowledge generated from oral, written, and
electronically produced texts. As speakers and writers, they will use oral and
written language to acquire, interpret, apply, and transmit information.
Social
Studies Standards: Economics Standard
Students
will:
Organize
and classify economic information by distinguishing relevant from irrelevant
information, placing ideas in chronological order, and selecting appropriate
labels for data
•
evaluate economic data by differentiating fact from opinion and identifying
frames of reference
•
develop conclusions about economic issues and problems by creating broad
statements which summarize findings and solutions
•
present economic information by using media and other
appropriate visuals such as tables, charts, and graphs to communicate ideas and
conclusions