HIV AMONGEST TEENAGERS IN AMERICA

HIV TEENAGERS IN AMERICA

WEBQUEST

A. Philip Randolph Campus High School

10th Grade

English Language Arts

Language of Argument

Ms. Stallone

INTRODUCTION:

There can be a ten-year period from the time you are infected with HIV (Human Immunodeficiency Virus) until you show symptoms of AIDS (Acquired Immune Deficiency Syndrome). During this symptom-free period you can still spread the virus to others. Young people are acquiring this disease at higher rates than ever before. The rates are growing so dramatically that something needs to be done to prevent this disease from spreading even more. Because of the newer medicines available, teenagers are fooled into thinking AIDS is “manageable” and many teens don’t take this life and death disease seriously. Infection rates of African-Americans and Hispanics are disproportionate to their population. In particular, African-American women are catching the disease as teenagers and dying at very early ages after being infected. The rates of infection amongst Hispanic women are also rising alarmingly. How can you help teenage girls before they become victims?

TASK:

Your class has been asked by the N.Y. City Youth Health Center to come up with a program that will target teenage girls at High Schools in upper Manhattan neighborhoods. Your group will be responsible for researching the topic (see resources below) and for coming up with new policy solutions that will be presented in the form of a skit.

You will be a member of one of five groups. Each group will write its own 10 minute skit and will stage a performance at a junior high school in the neighborhood. Each group will also design and create a poster publicizing the play and depicting a solution to the problem. Follow the tasks below:

Task 1: A type-written skit offering solutions to the problem within the play. This play must be a minimum of 10 minutes.

Task 2: Practice and perform the skit.

Task 3: A poster (at least 16” x 20”) depicting a solution to the problem. Make sure it is clear and easy to understand. It must be suitable for hanging in school.

PROCESS:

Step One:

Your class will be divided into five groups by the teacher. One designated student will serve as the group leader.

Step Two:

Your groups will complete the six steps Public Policy Analyst to lead toward developing new policy solutions. Follow each step carefully below and complete all of the worksheets:

v Use the 6-step Public Policy format which you have already learned. Complete the handouts given to collect information for each step.

1. Define the problem

6. Select the best solution

v Go to the PPA and complete the worksheets:

1. Identify and define the problem. Use the worksheet found at the website:

https://www.maxwell.syr.edu/plegal/TIPS/worksheet1.html

2. Gather evidence for this problem and complete worksheets.

https://www.maxwell.syr.edu/plegal/TIPS/worksheet2.html

3. Identify the causes and effects by using the worksheet found at the website:

https://www.maxwell.syr.edu/plegal/TIPS/worksheet3.html.

4. Create a public policy that will address the social problem. Use the worksheets found at:

https://www.maxwell.syr.edu/plegal/TIPS/worksheet4.html and https://www.maxwell.syr.edu/plegal/TIPS/solutions.html

6. Finally, evaluate the effectiveness of your public policy solution and select the best solution by using the worksheet found at the website:

https://www.maxwell.syr.edu/plegal/TIPS/worksheet6.html

RESOURCES:

http://www.avert.org/usastata.htm

http://www.cdc.gov/hiv/partners/ahp.htm

http://www.cdc.gov/hiv/dhap.htm

http://www.cdc.gov/hiv/PUBS/Facts/hispanic.pdf

http://www.upi.com/view.cfm?StoryID=20040210-080401-8625r

http://kidshealth.org/teen/sexual_health/stds/std_hiv_p2.html

http://www.nyc.gov/html/doh/html/ah/ah.html

http://www.nyc.gov/html/doh/pdf/dires/dires-2004-report-qtr2.pdf

http://www.nyc.gov/html/doh/html/ah/hivtables2002.html

http://www.hwatch.org/hivny.shtml

EVALUATION:

RUBRIC FOR WRITING PIECES (SKIT AND THE POSTER)

CATEGORY	4	3	2	1
Skit	Writing shows in depth understanding of the social problem through explicit references to the social problem.	Shows some understanding and direct references to the social problem	Shows some understanding of topic, but uses few textual examples.	Does not seem to understand the topic very well.
Organization	Clear, elaborate sentence structure; gives background, analysis, and persuasive evidence for new policy. Clear evidence of research.	Writing varies length of sentences; gives some background analysis, and partly persuades with some evidence.	Writing uses basic sentence structure; news story gives little or no background or analysis, and does not support new policy	Writing shows little or no analysis. Scant evidence of reseach.
Visual Piece	Poster is appealing; images represent complete understanding of issues	Poster is somewhat interesting; captures some main ideas of topic	Poster shows few main ideas and limited is not indicative of many of the issues	Poster is visually uninteresting and shows little understanding of themes

ORAL PRESENTATION RUBRIC

CATEGORY	4	3	2	1
Content	Shows a full understanding of the topic and uses many textual examples.	Shows a good understanding of the topic and uses some textual examples.	Shows a good understanding of parts of the topic and uses few textual examples.	Does not seem to understand the topic very well.
Props	Student uses several props that show considerable work/creativity and which make the presentation better.	Student uses 1 prop that shows considerable work/creativity and which make the presentation better.	Student uses 1 prop which makes the presentation better.	The student uses no props OR the props chosen detract from the presentation.
Speaks Clearly	Speaks clearly and distinctly all the time, and mispronounces no words.	Speaks clearly and distinctly all the time, but mispronounces one word.	Speaks clearly and distinctly most of the time. Mispronounces no more than one word.	Often mumbles or can not be understood OR mispronounces more than one word.
Collaboration with Peers	Almost always listens to, shares with, and supports the efforts of others in the group. Tries to keep people working well together.	Usually listens to, shares with, and supports the efforts of others in the group. Does not cause "waves" in the group.	Often listens to, shares with, and supports the efforts of others in the group but sometimes is not a good team member.	Rarely listens to, shares with, and supports the efforts of others in the group. Often is not a good team member.

STANDARDS:

English Language Art Standards

E1c Reads and comprehends information materials.

E2a Produce a report of information.

E3b Participate in-group meetings.

E6a Critique public documents with an eye to strategies common in public discourse.

E6b Produce public documents.

E7a Critique functional documents with an eye to strategies common to effective functional documents.

E7b Produce functional documents appropriate to audience and purpose.

CONCLUSION:

After following all steps in this assignment and putting in your best effort, you will be able to define, research and critically think about this important social issue that disproportionately affects teenagers. You will also be able to analyze the effectiveness of policies and advocate for changes, locate community resources, be able to gather and present information both orally and in written form.