Ms. Isenberg
7th Grade Social
Studies Teacher
&
Ms. Imhof
Resource Teacher
As one of the big five major cities in
|
You have been hired by the
City of |
|
||
Frederick Philipse II |
His wife Joanna Philipse |
Image
above: Philipse Manor Hall
Process
STEP ONE: The SIX-STEP PUBLIC POLICY ANALYST
Your group must first complete The
Six Public Policy Analyst worksheets (steps) on the social problem
dealing with the lack of the public’s knowledge on the history and rich culture of
WORKSHEET
ONE: Step #1:
What Is The Social Problem?
http://www.maxwell.syr.edu/plegal/lppa/step1a.html
WORKSHEET
TWO: Step #2:
Where Is The Evidence?
http://www.maxwell.syr.edu/plegal/lppa/step2a.html
WORKSHEET
THREE: Step #3:
What are the Causes?
http://www.maxwell.syr.edu/plegal/lppa/step3a.html
WORKSHEET
FOUR: Step #4: What
is the existing policy?
http://www.maxwell.syr.edu/plegal/lppa/step4a.html
WORKSHEET
FIVE: Step #5:
What policies can you create to correct the problem?
http://www.maxwell.syr.edu/plegal/lppa/step5a.html
WORKSHEET
SIX: Step #6:
What is the best policy to correct the problem?
http://www.maxwell.syr.edu/plegal/lppa/step6a.html
Your group will use these worksheets as
resource for completing the task assignment.
These worksheets must be included in your task products.
Image above: A
View of Philipse Manor, dated June 18, 1784; The original sepia drawing is the earliest known image of
Philipse Manor Hall.
STEP TWO: The class
is divided into groups of FOUR.
Each
member of the group must fulfill their given responsibilities. The group will
decide the roles for each member using the outline below. Each group member
will be responsible for two Written Reports but there will be a group grade for
the power point.
Individual responsibilities
for group members:
Student # 1:
Recorder & Writer: This student will take notes on information
gathered by group members and write an outline for the power point slides.
These notes will also be used by each member to write the paper. This student
will be responsible for completing the Public Policy Analyst Worksheets.
Student # 2:
Researcher: This student will do the research, with help
of other members. He/she will search the Internet and gather information that
will be used to complete the worksheets. The information gathered will be
focused on
Student # 3:
Time keeper of organizer: Will keep the group on track. He/she will
assist in the research, lead & coordinate group meetings and be aware of
teacher made deadlines and schedules
Student # 4: Presenter: This
student will be responsible to convey the group findings to the class. They
will be the main speaker in the Oral Presentation and will assign others their
subordinate roles for the oral presentation. The
Power Point, Board
Game or brochure should be used
as part of this presentation. The presenter will
coordinate the oral report but all members will take part in some form.
Image above: The
Image below: 1858 View of Train Station
Image above: One of the most familiar images
in
Image above: View of Otis Elevator Plant Image above: View of Otis Elevator in 1860
STEP THREE: Each group member should do individual research
whenever possible.
Adriaen van der Donck Elisha Graves Otis Samuel Tilden Edwin H. Armstrong Leo Hendrik Baekeland
Image below: Pier in 1920s
Image above: Recreation Pier, c. 1902
Image right:
Pier in 2002
Resources 
SEARCH ENGINES (to find websites on your
own):
About.com http://www.about.com
All the Web http://www.alltheweb.com
AltaVista http://www.altavista.com
AskJeeves
http://www.askjeeves.com
Awesome Library http://www.awesomelibrary.org/
Dogpile
http://www.dogpile.com
Google https://www.google.com
HotBot http://www.hotbot.com
Infomine http://infomine.ucr.edu/
Librarians'
Index to the Internet http://lii.org/
Lycos http://www.lycos.com
SearchEdu http://searchedu.com/
Yahoo http://www.yahoo.com
)
Image above: Empire City Casino at
SPECIFIC WEBSITES
http://www.yonkershistory.org/infcode.html
History of
http://www.yonkershistory.org/his5.html
Early History of
http://www.yonkerschamber.com/history.html
Vintage
http://yonkers-history.asburymurder.com/
http://www.helloyonkers.com/HistoricPlaces.Cfm
Wikipedia on
http://en.wikipedia.org/wiki/Yonkers,_New_York
http://www.yfd.org/history3.htm
http://www.philipsemanorfriends.org/arc.htm
Image above: On
Image below: Looking West on
Image above: View
of
STEP FOUR: Each group
will create products that display learning occurred.
TOOLS FOR PRODUCTS
How to create a PowerPoint Presentation:
http://www.wikihow.com/Make-Your-Own-Board-Game
How to create a Brochure:
http://www.computorcompanion.com/LPMArticle.asp?ID=143
Image
above: Great Fire of 1869
Evaluation
The
Six Step Public Policy Analyst Worksheets:
|
Performance |
Excellent 5 |
Very
Good 4 |
Fair 3 |
Poor 2 |
|
Worksheets |
All
worksheets are thoroughly completed with an excellent understanding of the
social problem, its causes and the public policy that arose |
Most
worksheets (4+) are completed with a good understanding of the social
problem, its causes and the policy that arose. |
Some
worksheets (3+) are completed with a fair understanding of the social
problem, its causes, and the policy that arose. |
Few
worksheets (less than 3) are completed with a poor understanding of the
social problem, its causes, and the policy that arose. |
|
Performance |
Excellent 5 |
Very Good 4 |
Fair 3 |
Poor 2 |
|
Product |
The
PowerPoint reflects a thorough understanding of the social problem, public
policy, and information. |
The
PowerPoint reflects a good understanding of the social problem, public
policy, and information. |
The
PowerPoint reflects a fair understanding of the social problem, public policy,
and information. |
The
PowerPoint reflects a poor understanding of the social problem, public
policy, and information. |
|
Organization |
Information,
group work and oral presentation are extremely well integrated. |
Information,
group work, and oral presentation are well integrated. |
Information,
group work, and oral presentation are somewhat integrated. |
Information,
group work and oral presentation are poorly integrated. Final product lacks clarity. |
Board Game:
|
CATEGORY |
4 |
3 |
2 |
1 |
|
Rules |
Rules were written
clearly enough that all could easily participate. |
Rules were written,
but one part of the game needed slightly more explanation. |
Rules were written,
but people had some difficulty figuring out the game. |
The rules were not
written. |
|
Creativity |
The group put a lot
of thought into making the game interesting and fun to play as shown by
creative questions, game pieces and/or game board. |
The group put some
thought into making the game interesting and fun to play by using textures,
fancy writing, and/or interesting characters. |
The group tried to
make the game interesting and fun, but some of the things made it harder to
understand/enjoy the game. |
Little thought was
put into making the game interesting or fun. |
|
Attractiveness |
Contrasting colors
and at least 3 original graphics were used to give the cards and game board
visual appeal. |
Contrasting colors
and at least 1 original graphic were used to give the cards and game board
visual appeal. |
Contrasting colors
and "borrowed" graphics were used to give the cards and game board
visual appeal. |
Little or no color
or fewer than 3 graphics were included. |
Brochure:
|
CATEGORY |
4
|
3
|
2
|
1
|
|
Writing
- Organization |
Each
section in the brochure has a clear beginning, middle, and end. |
Almost
all sections of the brochure have a clear beginning, middle and end. |
Most
sections of the brochure have a clear beginning, middle and end. |
Less
than half of the sections of the brochure have a clear beginning, middle and
end. |
|
Graphics/Pictures
|
Graphics
go well with the text and there is a good mix of text and graphics. |
Graphics
go well with the text, but there are so many that they distract from the
text. |
Graphics
go well with the text, but there are too few and the brochure seems
"text-heavy". |
Graphics
do not go with the accompanying text or appear to be randomly chosen. |
|
Organization
|
The
story is very well organized. One idea or scene follows another in a logical
sequence with clear transitions. |
The
story is pretty well organized. One idea or scene may seem out of place.
Clear transitions are used. |
The
story is a little hard to follow. The transitions are sometimes not clear. |
Ideas
and scenes seem to be randomly arranged. |
|
Title
Page |
Title
page has a graphic or fancy lettering, has the title, author's name, and the
date. |
Title
page has the title, author's name, and the date. |
|
Title
page has fewer than 3 of the required elements. |
You should have experienced the importance of a ‘Public Policy Analyst.”
It is this profession that analyzes critical social problems and formulates
innovative policies that improve all our lives.
You should
have learned that as one of the big five major cities in
Image above: View
of Alexander Smith Carpet Mills
Image above: Osterheld & Eickemeyer, Machinists
Standards
This Web quest
responds to the following curriculum standards:
Social
Studies: Standard 2
The
student will use a variety of intellectual skills to demonstrate their
understanding of major ideas, eras, themes, developments and turning points in
world history, and examine the broad sweep of history from a variety of
perspectives.
Social
Studies: Standard 3
The
student will use a variety of intellectual skills to demonstrate their
understanding of the geography of the interdependent world in which we live-
local, national, and global- including the distribution of people, places, and
environments over the Earth’s surface.
English
Language Arts: Standard 1
Students will read, write, listen, and speak for
information and understanding.
English
Language Arts: Standard 3
Students will read,
write, listen, and speak for critical analysis and evaluation.
English
Language Arts: Standard 4
Students
will read, write, listen, and speak for social interaction.
Image above: View
of