TEENAGE PREGANCY
A SOCIAL DILEMNA
Presented by: Ms. Duhe Qureshi
Families
have been ripped apart by it. Teenagers have been emotionally and physically
destroyed by it. The public school drop out rate has skyrocketed from it. It
has kept many in poverty beyond their years. What is it? TEENAGE PREGNANCY! Young adults, who
do not understand the ramifications of bearing children, have wrestled with
this problem for decades. “Children having children” has been foremost in
public policy planning throughout cities of
school
and never gain economic freedom. Teenage fathers, who are not equipped for the
huge responsibility before them, often leave the family and create hardships
for all left behind. Single parent households also produce many social problems
that last for years. Single mothers often have a dual and impossible role. They
must finish school, earn a wage and care for infants. This is a life of
constant stress for which a responsible adult, no less a teenager are not
equipped to handle.
This
problem is wide spread. I am sure you know someone that is in this position
right now! In our twenty-first century age of job specialization, teenage
mothers rarely get the opportunity to enter the upper levels of the works
force.
Well now is the time for YOU to do something
about this dilemma. In this web quest, you will research the problem and act as
a Public Policy Analyst. You will produce a report that will be given to the
Mayor of New York City,
Good
luck! You have an opportunity to aid your family, friends and neighbors.
CLICK HERE:
1:
You will be divided into groups of FOUR. This will be explained in the Process
section of the web quest.
2:
Each member of the group will produce a FIVE page paper using the Public Policy
Analyst as your guideline
3:
The paper will be typed, double spaced, using MS Word
4:
You will include pictures, illustrations, charts or graphs gotten from Internet
research and properly placed into your report
5:
Your group will then give a 10 MINUTE oral presentation using the PPA model for
your outline. This report will be (hypothetically) given to Mayor Bloomberg’s
committee of social welfare (the class). Your oral presentation should be
creative and use illustrations to prove your points
I: The class will be divided into groups of four as
follows
Student # 1: Recorder & Writer
Student
# 2: Researcher
Student
# 3: Time keeper of organizer
Student
# 4: Presenter
However, each member of the group
will submit a five page paper.
II: Each group member will have to research the
social problem of Teenage Pregnancy. As a group, you will complete the Public
Policy Analyst.
III: Your group will become public
policy analysts
You will use the six-step procedure below to structure you products
and complete the research
THE
SIX STEP PUBLIC POLICY ANALYST
LINKS AND WORKSHEETS
STEP # 1: Define the Social Problem
2: Find Evidence for the Problem
(In the novel)
3: Find the Causes (given by the author and
Your knowledge of history)
for the problem
4: Examine Public Policies that Existed
during
The time period as expressed
in the novel
5: DEVELOP OWN SOLUTIONS FOR THE
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
products
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
work sheets and products.
SPECIFIC WEB SITES
GENERAL SEARCH ENGINES
|
|
CATEGORY |
4 EXCELLENT
|
3 SATISFACATORY
|
2 NEEDS IMPROVEMENT
|
1 UNSATISFACTORY
|
|
Organization
|
Information
is very organized with well-constructed paragraphs and subheadings. |
Information
is organized with well-constructed paragraphs. |
Information
is organized, but paragraphs are not well-constructed. |
The
information appears to be disorganized. 8) |
|
Amount
of Information |
All topics
are addressed and all questions answered with at least 2 sentences about
each. |
All topics
are addressed and most questions answered with at least 2 sentences about each.
|
All topics
are addressed, and most questions answered with 1 sentence about each. |
One or
more topics were not addressed. |
|
Sources
|
All
sources (information and graphics) are accurately documented in the desired
format. |
All
sources (information and graphics) are accurately documented, but a few are
not in the desired format. |
All
sources (information and graphics) are accurately documented, but many are
not in the desired format. |
Some
sources are not accurately documented. |
|
Paragraph
Construction |
All
paragraphs include introductory sentence, explanations or details, and
concluding sentence. |
Most
paragraphs include introductory sentence, explanations or details, and
concluding sentence. |
Paragraphs
included related information but were typically not constructed well. |
Paragraphing
structure was not clear and sentences were not typically related within the
paragraphs. |
|
Internet
Use |
Successfully
uses suggested internet links to find information and navigates within these
sites easily without assistance. |
Usually
able to use suggested internet links to find information and navigates within
these sites easily without assistance. |
Occasionally
able to use suggested internet links to find information and navigates within
these sites easily without assistance. |
Needs
assistance or supervision to use suggested internet links and/or to navigate
within these sites. |
|
Diagrams
& Illustrations |
Diagrams
and illustrations are neat, accurate and add to the reader's understanding of
the topic. |
Diagrams
and illustrations are accurate and add to the reader's understanding of the
topic. |
Diagrams
and illustrations are neat and accurate and sometimes add to the reader's
understanding of the topic. |
Diagrams
and illustrations are not accurate OR do not add to the reader's
understanding of the topic. |
GRADING: “A” = 21-24 POINTS “B”= 16-20
POINTS “C”= 11-15 POINTS
“F”=BELOW 11 POINTS
|
|
CATEGORY |
4 EXCELLENT
|
3 VERY GOOD
|
2 SATISFACTORY
|
1 UNSATISFACTORY
|
|
Enthusiasm
|
Facial
expressions and body language generate a strong interest and enthusiasm about
the topic in others. |
Facial
expressions and body language sometimes generate a strong interest and
enthusiasm about the topic in others. |
Facial
expressions and body language are used to try to generate enthusiasm, but
seem somewhat faked. |
Very
little use of facial expressions or body language. Did not generate much
interest in topic being presented. |
|
Preparedness
|
Student is
completely prepared and has obviously rehearsed. |
Student
seems pretty prepared but might have needed a couple more rehearsals. |
The
student is somewhat prepared, but it is clear that rehearsal was lacking. |
Student
does not seem at all prepared to present. |
|
Speaks
Clearly |
Speaks
clearly and distinctly all (100-95%) the time, and mispronounces no words. |
Speaks
clearly and distinctly all (100-95%) 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. |
|
Props |
Student
uses several props (could include costume) 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. |
|
Stays
on Topic |
Stays on
topic all (100%) of the time. |
Stays on
topic most (99-90%) of the time. |
Stays on
topic some (89%-75%) of the time. |
It was
hard to tell what the topic was. |
|
Content
|
Shows a
full understanding of the topic. |
Shows a
good understanding of the topic. |
Shows a
good understanding of parts of the topic. |
Does not
seem to understand the topic very well. |
GRADING: “A” = 21-24 POINTS “B”= 16-20
POINTS “C”= 11-15 POINTS
“F”=BELOW 11 POINTS
Thank YOU. Let’s hope you made a
difference. As you complete this web quest, you should have learned that
“teenage pregnancy” is a major social problem. You have learned the deep social
and economic impact of this problem, not only on the teenage parents, but on
the entire community. You have also learned the importance of the public policy
analyst. It is this professional that carefully analyzes social problems and
finds solutions. The public policy which evolves, affects all our lives.
Congratulations !!!!!
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
Democracy; and
the roles, rights, and responsibilities of citizenship, including avenues of
participation.
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, and how an economy solves the
scarcity problem through market and non-market mechanisms.
. 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.