Girls vs. Boys
In NYC
Specialized Public High Schools
The High School for Math, Science & Engineering @ CCNY
Model United Nations Club
Advisors: Ms. Florian & Ms. Boylan
1.
Introduction/Scenario
NYC Mayor Michael Bloomberg and Chancellor Joel Klein
announced expanding educational opportunities in
2.
Task
You are an educational public policy analyst that has been
hired by the City of
Your group will write a one page, single-spaced policy paper proposal to be submitted and reviewed at a mock New York City Department of Education (NYCDOE) meeting in which you have been placed on the agenda. The faculty and staff who represent members of the NYCDOE, including the Mayor and the Chancellor, will have time to review your paper and then you will be given ten minutes to make a presentation in a format of your choice with five minutes to answer questions. Ultimately the faculty and staff who represent members of the NYCDOE, including the Mayor and Chancellor, will choose a proposal. This proposal will be sent to the appropriate NYCDOE office.
3.
Process
In order to complete your task, you and your group (groups and roles will be assigned by your teacher with input from students) need to first become public policy analysts and go through the following six steps, which will give you the foundational information required to write a policy paper and create your presentation.
Roles Defined
· Project Manager – Maintains forward direction for group and edits all written products and presentation. Ensures that the group meets its deadlines.
· Notetaker / Worksheet Writer – keep record of the group’s activities and complete research development worksheets.
· Policy Paper Writer – works closely with all members to put the group’s ideas and research into a cohesive paper.
· Research Coordinator - collects information from group members and keeps it organized.
·
Presenters (2) –creates presentation
and presents information.
Research
Step 1. Define the Problem
Step 2. Gather Evidence
Step 3. Identify Causes
Analysis
Step 4. Evaluate a Policy
Step 5. Develop Solutions
Step 6. Select Best Solutions
Policy Paper Proposal
Make your research relevant: propose policy for consideration! The writing process for proposals and policy papers is not rigid and can be adapted to your group's particular needs. The Foundation Center website offers an on-line short course for proposal writing. Once you have written your policy paper you will submit it to your teachers to be copied and distributed to the "NYCDOE Meeting Chair" for distribution.
Presentation
You may choose the format for your presentation. You may create a pamphlet, use photos or film, create a PowerPoint presentation, a role play, or invite a powerful speaker to contribute to your presentation. You must be prepared to answer questions on the topic.
4.
Resources
Make sure to track and cite resources!
Some resources to help you with your research:
New York City Department of Education
This site provides general statistical information on NYC’s public schools. You will have to do a specific school search to find any specialized schools.
Gender Gap Issues
http://ed.stanford.edu/suse/news-bureau/displayRecord.php?tablename=notify1&id=371
http://www.aboutourkids.org/aboutour/articles/giftedgirls.html
http://www.fairtest.org/facts/satfact.htm
http://www.findarticles.com/p/articles/mi_m0838/is_2002_Nov-Dec/ai_100807177
http://emlab.berkeley.edu/users/emiguel/Forbes-Cash-Talks_24nov03.htm
http://cie.asu.edu/volume8/number9/
Search Engines
http://www.kn.pacbell.com/wired/fil/ (search filamentality)
Opinionpower.com is a free on-line survey generator. If, during your research, you decide to survey people this is an excellent option for creation and distribution.
5.
The Evaluation
Policy Paper
Rubric
Category |
4 |
3 |
2 |
1 |
Thesis |
Easily identifiable, clear thesis |
Identifiable, clear thesis |
Vague or unclear thesis |
No clear thesis statement |
Research |
Accurate and adequate research that was used to convinced reader to support your thesis |
Accurate and adequate research information used to support thesis |
Weak research information and points used to support thesis |
Much or most research information is inaccurate or incomplete |
Content (support for proposed policy) |
All ideas are clearly written and flow logically to support/prove thesis |
All ideas are clearly written; some ideas may not support / prove thesis appropriately |
Ideas show a weak structure and do not flow smoothly |
Little, if any, development of supporting ideas |
Transitions |
Connecting and logical transitions to support your thesis |
Clear and connecting transitions |
Few words connect paragraphs |
No transitions present |
Conventions |
Sentence structure, grammar, and punctuation
demonstrate proficiency of mechanics; minimal or no spelling errors |
Sentence structure, grammar, and
punctuation demonstrate an adequate understanding of mechanics; infrequent,
minor errors in spelling |
Sentence structure, grammar, and
punctuation demonstrate a basic under-standing
of mechanics; frequent
minor errors in spelling |
Sentence structure, grammar, and
punctuation show frequent errors; Frequent misspelling of commonly used
words |
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 / Presentation Medium |
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 a few words. |
Often
mumbles or can not be understood OR mispronounces many words. |
Individual
Rubric
Category |
4 |
3 |
2 |
1 |
Individual Work in a Team |
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. |
6.
The Standards
This WebQuest adheres to the NYS ELA STANDARD 4 and NYS SOCIAL STUDIES STANDARD 5
7.
The Conclusion
Make your voice heard and submit your educational proposal to the Mayor and the Chancellor. You may also modify your proposal and send it to an elected official. This project marks the beginning of your training to represent the High School for Math, Science & Engineering as a Model United Nations Delegate. At a conference, it is MOST important for you to understand your issue. One of the unique things about Model United Nations is that there are fewer restrictions to policy than in “real life”. Be creative and smart with your choices. Push the diplomatic and political envelope as you attempt to solve problems the way you want to!