PROJECT CRITICAL

Influence of Role Models on Education

Students in Washington Heights lack a diverse group of role models:

An Essential Component for Learning, Growth and Success

Presented by:

M.Brady

MS 324

Introduction

A student’s attitude toward education is a reflection of their broader cultural environment and students who have limited numbers of realistic role models to emulate and are more at risk of problematic behavior. This sees to be a major social problem in our community of Washington Heights, New York. This large urban environment, with its diversity and congestion, lacks role models for its youth. The facilities, for interaction with role model adults, are severely limited. After school programs are under funded. Students do not have access to programs that feature role model building. Often, both parents are hard at work or there is a single mother raising the children. Youth are left to fend for themselves, without adult guidance. In some cases, the results are catastrophic. Gangs, violence and drugs become part of every day life. We need role models to prevent “wasted youth”. It will be your task, in this web quest, to analyze the social problem and find public policy solutions. You may have an opportunity to present your group’s findings to the MS 324 Parents Association for community implementation. You can play an enormous part in helping your family and friends in the Washington Heights Community.

GOOD LUCK IN FINDING A ROLE MODEL PROGRAM!

Task

Your task is to analyze your community and identify what kinds of role models you look up to. You will work in groups to complete the SIX STEPS IN THE PUBLIC POLICY ANALYST to decide on public policy solutions that will result in raising awareness about the lack of role models in the Washington Heights environment and how it is affecting young people.

You will work with a group of your peers in groups of 5 to answer the following QUESTIONS using the resource material given you in the web quest.

· What are “role models”?

· Who or what are the greatest influences in young people’s lives today?

· What are some benefits of having role models? What are the drawbacks of not having role models?

· What types of people are good role models?

· How much do you think these influences determine who you will become?

The answers to these questions will become part of your presentation.

SECONDARY TASKS

· You will create a survey of students at your school to find out how much they know about role models and who their role models are.

· Your group will then prepare a presentation/oral report based on your findings to be used in a classroom presentation. The oral presentations will reflect the SIX STEP PUBLIC POLCIY ANALYST format. The presentation will be a minimum of 10 minutes. It will accompanied by survey results, graphs, charts and illustrations to prove your public policy points regarding the need for role models in Washington Heights. The presentation framework will be the Six-Step Public Policy Analyst format. All members of the group will take part and responsibilities are outlined below in the “Process” section of the web quest.

Process: “Community Role Models” NYC

· Students will be required to follow the process of the Public Policy Analyst (PPA) by reviewing the following steps to guide them in the process with their group: Students will complete all the worksheets accompanying each step and use these worksheets to complete the task. The information on these worksheets will form the basis for your presentation. You will use the Internet resources, listed in the “Resource” section of eh web quest, and text material to complete the worksheets. You must also include your survey in the steps. That will be your choice. A copy of each group’s survey will be collected after the presentation results are given.

1. Identifying the Problem, and Worksheet #1

2. Gathering Evidence, and Worksheet # 2

3. Identify Causes of the problem, and Worksheet # 3

4. Evaluate the Policy, and Worksheet #4

5. Develop a solution to the Problem, and Worksheet #5

Selecting the Best Solution, and Worksheet #6

GROUP RESPONSIBILITIES

TWO RESEARCHERS-These students will access the resource sites, take notes and complete the PPA worksheets. These worksheets will then be given to the ORAL PRESENTERS. All group members may take part in research but the researcher will coordinate completion of the worksheets. These students must be good internet researchers and have an in-depth understanding of the Washington Heights community.

ONE- TIME KEEPER-COORDINATOR-This student will clearly organize the material and data from the PPA worksheets and from the input of the two researchers. He/she will then give it to the oral presenters with recommendation. This student will also be TME KEEPER and make sure the group is on task and on deadline. The oral presentation must include all the steps from the PPA with a focus on steps # 4 & 5& 6.

TWO ORAL PRESENTERS & ORGANIZERS-These students will coordinate the oral presentation, create a script and construct props along with acquiring detailed knowledge from the Researchers. These students may delegate responsibilities to other group members for completion of the 10 minute presentation. The group presenters MUST use all the steps in the PPA accompanied by graphs, charts, survey results and illustrations.

Resources

GENERAL INTERNET SITES

WWW.GOOGLE.COM

WWW.YAHOO.COM

WWW.ASK.COM

SPECIFIC INTERNET SITES

http://en.wikipedia.org/wiki/Role_model

http://www.rolemodel.net

http://www.childrenforchildren.org/default.asp

http://www.washingtonpost.com/wp-dyn/content/article/2006/09/10/AR2006091001133.html

http://teenagerstoday.com/articles/952.php?wcat=329

http://teenagerstoday.com/articles/1029.php?wcat=329

http://select.nytimes.com/2006/08/24/opinion/24herbert.html

http://www.washingtonpost.com/wp-dyn/content/article/2006/10/13/AR2006101301426.html - gave up

http://www.worldpress.org/print_article.cfm?article_id=2450&dont=yes

http://www.washingtonpost.com/wp-dyn/content/article/2006/08/20/AR2006082000527.html- banish bling

Evaluation

CATEGORY	4	3	2	1
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.
Quality of Information	Information clearly relates to the main topic. It includes several supporting details and/or examples.	Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples.	Information clearly relates to the main topic. No details and/or examples are given.	Information has little or nothing to do with the main topic.
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.
Mechanics	No grammatical, spelling or punctuation errors.	Almost no grammatical, spelling or punctuation errors	A few grammatical spelling or punctuation errors.	Many grammatical, spelling, or punctuation errors.
Use of PPA Worksheets	Complete, thoughtful, and through answers to every single question.	Somewhat complete answers to every question.	Incomplete answers to most questions. Not thoughtful or through.	Did not answer every question. Answers were incomplete.
Oral Presentation	Information presented using effective speaking skills and a useful visual /video.	Information presented using some speaking skills and an adequate visual /video.	Information presented in a somewhat disorganized fashion. Visual /video is poor/missing.	Information not presented/presented in a disorganized fashion. Visual /video is poor/missing.

Conclusion

From this web quest you should have learned that there are serious problems involving urban youth. These social problems must be addressed if we are to make our democracy work for all. You have also experienced the world of the public policy analyst. The recommendations you have proposed and products you have created are one first step in increasing opportunities for urban youth. Thanks for your participation. Let’s hope you made a difference in your community and will continue to do so………..

Standards

In doing this project students have met the following New York State Learning Standards:

ENGLISH LANGUAGE ARTS STANDARDS

STANDARD 1 - LANGUAGE FOR INFORMATION AND UNDERSTANDING

1. LISTENING AND READING

Listening and reading to acquire information and understanding involves collecting data, facts, and ideas; discovering relationships, concepts, and generalizations; and using knowledge from oral, written and electronic sources.

2. SPEAKING AND WRITING

Speaking and writing to acquire and transmit information requires asking probing and clarifying questions, interpreting information in one’s own words, applying information from one context to another, and presenting the information clearly, concisely, and comprehensibly.

E1 - READING

E1c. - read and comprehend information material.

E2 - WRITING

E2a. - produce a report of information.

E3 - SPEAKING, LISTENING AND VIEWING

E3b. - participate in one to one conferences with a teacher.

E3c. - participate and deliver an individual presentation.

E4 - CONVENTIONS, GRAMMAR, AND USAGE OF THE ENGLISH LANGUAGE

E4a. - Independently and habitually demonstrate an understanding of the rules of the English language in written and oral work.

E4b. - analyze and subsequently revise work to improve its clarity and effectiveness.

MATHEMATICS, SCIENCE, AND TECHNOLOGY STANDARDS

Standard 1: Analysis, Inquiry, and Design

Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seeks answers, and develop solutions.

Standard 2: Information Systems

Students will access, generate, process, and transfer information using appropriate technologies.

Standard 7: Interdisciplinary Problem Solving

Students will apply the knowledge and thinking skills of mathematics, science, and technology to address real-life problems and make informed decisions.

SOCIAL STUDIES STANDARDS

Standard 5: Civics, Citizenship, and Government

Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing… the basic civic values of American constitution, democracy, and the roles, rights, and responsibilities of citizenship, including avenues of participation.