Ms. Samboy
and Mr. Krause
Introduction
Dear Mott Hall II Students,
Africa is three times the size of
the
So why is
Together we are going to find
answers to these questions, but more importantly, we are going to make sure
that we don’t perpetuate these stereotypes to future students at Mott Hall II
who study Africa as one of their 6th grade Humanities units. Working in groups, you will:
1. Analyze
the problem of stereotyping
2. Establish
why these stereotypes exist
3. Propose
a series of changes to Humanities curriculum that will offer Mott Hall II
students an examination of
Goals and Objectives:
This webquest
requires your group to use the Public Policy Analyst (PPA) model (below) to:
1)
Define the specific problems that teachers face in teaching
2)
Use the resources provided, as well as those that you find on the
Internet, to examine the problems associated with stereotyping Africa, and
teaching those stereotypes to Mott Hall II’s
students.
3)
Survey teachers, administrators, and students at Mott Hall II regarding
current and past
4)
Critically analyze the source of the problem (why is
5) Propose
a number of policies (based on your research and critical analyzation
of the problem) that you believe will help to lessen the amount of problems
associated with curricular stereotyping of
6) Each
group’s Manager is required to present their policy recommendation to their
class, Mr. Krause, Ms. Samboy, Ms. Moss, Ms. De Los
Santos, and an outside Policy Analyst.
As a group we will vote on the best possible solution to the problems
associated with curriculum that perpetuates African stereotypes
Process:
Follow the six (6) step process
below to analyze the problems associated with curricular stereotyping of
Public Policy Analyst (PPA)
Process:
Step 1: Defining the Social Problem
https://www.maxwell.syr.edu/plegal/TIPS/worksheet1.doc
Step 2: Gathering Evidence of the
Problems https://www.maxwell.syr.edu/plegal/TIPS/worksheet2.doc
·
Conduct a survey of teachers, students and
administrators involving past and present Africa curriculum at Mott Hall II
Step 3: Identifying Causes of the
Problems https://www.maxwell.syr.edu/plegal/TIPS/worksheet3.doc
Step 4: Identify and Evaluate
Existing Pubic Policy https://www.maxwell.syr.edu/plegal/TIPS/worksheet4.doc
Step 5: Develop Public Policy
Solutions https://www.maxwell.syr.edu/plegal/TIPS/worksheet5.doc
Step 6: Selecting the Best Policy https://www.maxwell.syr.edu/plegal/TIPS/worksheet6.doc
Group Roles:
All group members are required to:
a) Research
the problem using their assigned articles, and find articles on their own that
add to their knowledge of the problem, therefore everyone will be a Note Taker,
a Researcher, and a Writer
b) Each
person in the group must create their own representation of the diversity of
c) Help
their fellow AAP mates when they need assistance
Individual Roles:
Role # 1: Creative Consultant
The Creative Consultant should have
an artistic background. You will work
closely with the Mediator to design your Power Point policy presentation.
Role # 2: Mindful
Mediator
The Mindful Mediator is responsible
for mediating the conversation between the group members. If there is an issue that the group members
disagree on, it is your job to bring everyone together and figure out a
solution.
Role # 3: Power Point
Creator/Presenter
Role # 4: Wondrous Writer
The Wondrous Writer must work
closely with all other group members to ensure that every group members’
opinions are represented in the final product
Resources:
Every student will be assigned a
pair of Internet resources. You must
read and examine these resources in order to understand the problem associated
with African stereotypes, and take notes on the most important information you
come across.
1. http://www.npr.org/templates/story/story.php?storyId=4106909
Explanation: This is an NPR interview with the author
Janus Adams about her experience with American stereotypes of Africa
2. http://www.geographyiq.com/
Explanation: On this website you can research the
geography, people, government, economy, transportation, climate, etc. of any
country, from a-z.
3. http://www.cia.gov/cia/publications/factbook/index.html
Explanation: This website offers background information on
any country in the world. In addition,
you can also find information on a country’s geography, people, government,
economy, communications, transportation, military, and issues.
4. http://www.graphicmaps.com/webimage/countrys/af.htm
Explanation: This site has a wealth of statistical
information as well as historical and political information for each of the 53
countries on the continent of Africa.
5. http://www.mnh.si.edu/africanvoices/
Explanation: This website is an exhibition that examines
the diversity and global influence of
6. http://www.socialstudies.org/standards/strands/
Explanation: This website gives the NATIONAL Social Studies
Curriculum Standards.
Evaluation
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ACTIVITY |
Exemplary |
Proficient |
Partially Proficient |
Incomplete |
POINTS |
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Research |
6 points Notes indicate group members accurately
researched varied information sources, recorded and interpreted statements,
graphics and questions and evaluated alternative points of view. |
4 points Notes show group members recorded
relevant information from multiple sources of information, evaluated and
synthesized relevant information. |
2 points Notes show group members
misinterpreted statements, graphics and questions and failed to identify
relevant arguments. |
0 points Notes show group members
recorded information from four or less resources, and ignored alternative
points of view. |
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Introduction |
3 points The introduction presents the
overall topic and draws the audience into the presentation with compelling
questions or by relating to the audience's interests or goals. |
2 points The introduction is clear and
coherent and relates to the topic. |
1 point The introduction shows some
structure but does not create a strong sense of what is to follow. May be overly
detailed or incomplete and is somewhat appealing to the audience. |
0 points The introduction does not
orient the audience to what will follow. The sequencing is unclear and
does not appear interesting or relevant to the audience. |
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Content |
8 points The content is written clearly
and concisely with a logical progression of ideas and supporting information.
The project includes
motivating questions and advanced organizers that provide the audience with
sense of the project’s main idea. Information is accurate,
current and comes mainly from * primary sources. |
6 points The content is written with a
logical progression of ideas and supporting information. Includes persuasive
information from *primary sources. |
4 points The content is vague in
conveying a point of view and does not create a strong sense of purpose. Includes some persuasive
information with few facts. Some of the information may
not seem to fit. *Primary source use is not
always clear. |
0 points The content lacks a clear
point of view and logical sequence of information. Includes little persuasive
information and only one or two facts about the topic. Information is incomplete, out
of date and/or incorrect. Sequencing of ideas is
unclear. |
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Text Elements |
3 points The fonts are easy-to-read and
point size varies appropriately for headings and text. Use of italics, bold, and
indentations enhances readability. Text is appropriate in length
for the target audience and to the point. The background and colors
enhance the readability of text. |
2 points Sometimes the fonts are easy-to-read, but in a few places the use of fonts,
italics, bold, long paragraphs, color or busy background detracts and does
not enhance readability. |
1 point Overall readability is
difficult with lengthy paragraphs, too many different fonts, dark or busy
background, overuse of bold or lack of appropriate indentations of text. |
0 points The text is extremely
difficult to read with long blocks of text and
small point size of fonts, inappropriate contrasting colors, poor use of
headings, subheadings, indentations, or bold formatting. |
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Layout |
3 points The layout is aesthetically
pleasing and contributes to the overall message with appropriate use of headings
and subheadings and white space. |
2 points The layout uses horizontal and
vertical white space appropriately. |
1 point The layout shows some
structure, but appears cluttered and busy or distracting with large gaps of
white space or uses a distracting background. |
0 points The layout is cluttered,
confusing, and does not use spacing, headings
and subheadings to enhance the readability. |
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Citations |
6 points Sources of information are properly
cited so that the audience can determine the credibility and authority of the
information presented. All sources of information are
clearly identified and credited using MLA citations throughout the project. |
4 points Most sources of information
use proper MLA citation, and sources are documented
to make it possible to check on the accuracy of information. |
2 points Sometimes copyright guidelines
are followed and some information, photos and graphics do not use proper MLA
citations. |
0 points No way to check validity of
information. |
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Graphics, Sound and/or
Animation |
3 points The graphics, sound and/or
animation assist in presenting an overall theme and make visual connections that
enhance understanding of concept, ideas and relationships. Original images are created
using proper size and resolution, and all images enhance the content. There is a consistent visual
theme. |
2 points The graphics, sound/and or
animation visually depict material and assist the audience in understanding
the flow of information or content. Original images are used. Images are proper size,
resolution. |
1 point Some of the graphics, sounds,
and/or animations seem unrelated to the topic/theme and do not enhance the
overall concepts. Most images are clipart or
recycled from the WWW. Images are too large/small in
size. Images are poorly cropped or
the color/resolution is fuzzy. |
0 points The graphics,
sounds, and/or animations are unrelated to the content. Graphics do not enhance
understanding of the content, or are distracting decorations that create a
busy feeling and detract from the content. |
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Writing Mechanics |
6 points The text is written with no
errors in grammar, capitalization, punctuation, and spelling. |
4 points The text is clearly
written with little or no editing required for grammar, punctuation, and
spelling. |
2 points Spelling, punctuation, and grammar
errors distract or impair readability. (3 or more errors) |
0 points Errors in spelling,
capitalization, punctuation, usage and grammar repeatedly distract the reader
and major editing and revision is required. (more than 5 errors) |
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Teamwork |
6 points The group documents how
members brainstormed, discussed, assumed roles and solved problems. Provides evidence that group
members helped one another, shared ideas, developed and evaluated their
finished product(s). The project is clearly a group
effort. |
4 points The group documents how
members divided tasks, shared the workload and managed problems in a way that
advanced the group goal. |
2 points The group occasionally helped
one another but required teacher assistance to resolve differences. One person documents that
he/she did most of the work and/or problems were not managed in a way that
advanced the group goal. |
0 points The group required teacher
assistance with dividing tasks and resolving differences. Few people contributed their
fair share of work. |
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TOTAL POINTS |
/50 |
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