A Major Social Problem For All!
Presented by: Ms. M. Duran
You are sound asleep. It is the middle
of the night. All of a sudden you hear sirens. The police surround your apartment
building. There is a knock at your door and an officer says,” have you seen any
suspicious people”. You say “no” and ask “what is this all about?” The
policeman says “there has been a shooting in front of your building. Two
teenagers were killed. It seems to have been drug related”. Marijuana, cocaine,
heroine and methamphetamines have become the curse of
What can be done to stop this menace?
What policies and laws can be passed to prevent one of your loved ones from
being hooked on cocaine? In this web quest you will investigate the problem and
find solutions. Maybe you can find the answer. Let’s hope so. Good luck!
1: You will be divided into groups to
investigate the problem of illegal drugs in our cities
2: You will use the Public Policy
Analyst as a guide for your investigation.
3: Each group will create a BROCHURE that
will be given to each student at
4: Your Brochure will be FOUR pages in
length5: It will include pictures, illustration and text.
5: It should be attractive and quickly
catch one’s attention.
6: There should be a cover that explains
the brochure
7: The brochure will be graded by the
rubric in the “evaluation” section of the web quest
8: The six steps of the PPA will be
included in the brochure
1: The class will be divided into groups
of FOUR
2: Each member of the group will have a
job
3: Each job will be used to create the
final product which is a brochure
4: The group members will assign the
jobs at the first meeting
DIFFERENTIATED GROUP
ASSIGNNMENTS
I:
RESEARCHER- The students will research all categories of the PPA through
internet and text research. He/she will report back to the group, from this
research, the six step PPA categories will be completed.
II:
PUBLIC POLICY ANALYST- This student will coordinate the research and complete
the writing of the six-step PPA worksheets. He/she will have input from all
group members and will help coordinate the creation of the POSTER.
III:
POSTER MAKER: This student will take the PPA steps and create an artistic
poster that represents the conclusions of the group on Truancy and its
solutions.
IV:
COORDINATOR- This student will keep track of deadlines and coordinate all
research material for the poster makers. He/she will be in charge of presenting
the findings to the Principal and the class and will proof read the poster and
all written material.
5: All members of the group have the
responsibility to complete the six worksheets linked below in the Public Policy
Analyst
6: These worksheets will be the resource
material the group will use to complete the Brochure
REMEMBER: The brochure MUST
include all the steps from the PPA linked below
THE SIX STEP PUBLIC POLICY ANALYST
LINKS AND WORKSHEETS
STEP # 1: Define the Social Problem
2: Find Evidence for the Problem
3: Find the Causes for the problem
4: Examine Public Policies that exist today
in
Regarding Illegal drugs
5: DEVELOP OWN SOLUTIONS FOR THE PROBLEM
Remember-work together and coordinate all
efforts
IV: You will complete ALL the worksheets on the links
To the PPA and these
will be used as resource
material for your
POSTER.
V: You will be graded by the
Rubrics in the
“Evaluation” section of the web quest
VI: You will use the INTERNET RESOURCES given
Below along with printed material to
complete the
worksheets and product.
GENERAL WEB SITES
SPECIFIC WEB SITES
CAUSES
& RESULTS OF DRUG USE-MANY LINKS FOR PPA
|
|
CATEGORY |
4 EXCELLENT |
3 VERY GOOD |
2 SATISFACTORY |
1 UNACCEPTABLE |
|
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. |
|
Writing - Vocabulary |
The
authors correctly use several new words and define words unfamiliar to the
reader. |
The
authors correctly use a few new words and define words unfamiliar to the
reader. |
The
authors try to use some new vocabulary, but may use 1-2 words incorrectly. |
The
authors do not incorporate new vocabulary. |
|
Writing - Mechanics |
Capitalization
and punctuation are correct throughout the brochure. |
Capitalization
and punctuation are correct throughout the brochure after feedback from an
adult. |
There
are 1-2 capitalization and/or punctuation errors in the brochure even after
feedback from an adult. |
There
are several capitalization or punctuation errors in the brochure even after
feedback from an adult. |
|
Content - Accuracy |
All
facts in the brochure are accurate. |
99-90%
of the facts in the brochure are accurate. |
89-80%
of the facts in the brochure are accurate. |
Fewer
than 80% of the facts in the brochure are accurate. |
|
Attractiveness & Organization |
The
brochure has exceptionally attractive formatting and well-organized
information. |
The
brochure has attractive formatting and well-organized information. |
The
brochure has well-organized information. |
The
brochure's formatting and organization of material are confusing to the
reader. |
|
Knowledge Gained |
All
students in the group can accurately answer all questions related to facts in
the brochure and to technical processes used to create the brochure. |
All
students in the group can accurately answer most questions related to facts
in the brochure and to technical processes used to create the brochure. |
Most
students in the group can accurately answer most questions related to facts
in the brochure and to technical processes used to create the brochure. |
Several
students in the group appear to have little knowledge about the facts or
technical processes used in the brochure. |
|
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. |
You should have learned from this web
quest about the dangers of drugs such as Heroine, cocaine and marijuana. They
can destroy and kill the even the best people in our city. Drugs invade all public
places and cause millions to live in fear. Streets are empty, parks are closed
and public places cannot be used because of drugs. You also have learned that
solutions can be found. That is the job of the Public Policy Analyst. This
person investigates social problems and finds ways to prevent them. He advises
mayors and presidents. Let’s hope your brochure will make a difference. Let’s
hope drugs never get into
Thanks you for your participation. It is much
appreciated.
English Language Arts
Standard 1: Language for Information and Understanding
Students will listen, speak, read, and write 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 that follows the accepted conventions of the English language to acquire, interpret, apply, and transmit information.
Standard 2: Language for Literary Response and Expression
Students will read and listen to oral, written, and electronically produced texts and performances from American and world literature; relate texts and performances to their own lives; and develop an understanding of the diverse social, historical, and cultural dimensions the texts and performances represent. As speakers and writers, students will use oral and written language that follows the accepted conventions of the English language for self-expression and artistic creation.
Standard 3: Language for Critical Analysis and Evaluation
Students will listen, speak, read, and write for critical analysis and evaluation. As listeners and readers, students will analyze experiences, ideas, information, and issues presented by others using a variety of established criteria. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to present, from a variety of perspectives, their opinions and judgments on experiences, ideas, information and issues.
Standard 4: Language for Social Interaction
Students will listen, speak, read, and write for social interaction. Students will use oral and written language that follows the accepted conventions of the English language for effective social communication with a wide variety of people. As readers and listeners, they will use the social communications of others to enrich their understanding of people and their views.
Social Studies
Standard 4: Economics
Students will use a variety of
intellectual skills to demonstrate their understanding of how the United States
and other societies develop economic systems and associated institutions to
allocate scarce resources, how major decision-making units function in the
United States and other national economies. This will be part of the solution
process in the PPA.
Standard 5: Civics, Citizenship, and Government
Students will use a variety of
intellectual skills to demonstrate their understanding of the necessity for
establishing governments; the governmental system of the
