Ms. C. FORTIER

Mott hall ii

American Students are Falling Behind in Math Skills Nationally!

Introduction

The president of the united states needs your help! Mr. Bush has looked at statistics that show that American universities are graduating fewer engineers and mathematicians than most foreign countries. In order to compete in the new globalized community, this must change and change quickly. China, Korea and Japan, just to mention a few, are waiting to take control of international trade, technology and economic world supremacy. The one sure way is through education. the president needs accurate information and constructive public policy to meet the challenges of the future. This will be your job! You and your group will become advisers to the President of the United States. You will be his economic council. Your group will advise him as to the best policies to implement, to meet the challenges of the 21^st century. This is a daunting task! The future of the country could be in your hands.

We need you !!!!

Task Each group will use the steps of the Public Policy analyst to analyze the issue of where American students rank among other industrialized nations in mathematics. This research will culminate in 10 minute presentation of the findings, along with public policy recommendations to improve America’s global position. The presentation will include a Written report that cites references And analyzes the data through the use of charts, graphs, tables. and written explanations. You will use resources from the internet, magazines and newspapers. All work/information must be cited using PUBLIC POLICY ANALYST format. The presentation will also include a power point to help when presenting data.

Process

You will be assigned to one of five groups working on this problem:

Group 1: red

Group 2: white

Group 3: blue

Group 4: stars

Group 5: stripes

There will be a group manager, who is responsible for keeping the group on schedule for the due date. When things are not done on time and the teacher hasn’t been notified, this person is held most responsible by the teacher. The group manager is in charge of setting a completion schedule which will include “progess goal dates.” The manager needs to keep track of the progress of each group member throughout the project and be able to inform the teacher of other members’ progress when asked. Also, the manager must intervene when necessary with suggestions, encouragement, or help if needed. The manager is the member who should contact the teacher if any issues arise socially or with the work. This person must be a neutral guide in the group and have the quality of the project as their first priority over all else.

There will be a Group writer, who is responsible for combining the works of the other group members’ work and citations to form a cohesive report.

There will be a group Technology coordinator, who is responsible for getting copies of worksheets, printing, help with searches, find resources when other members are having difficulty, making sure the final presentation is neat and attractive, helping design the graphs and tables on the computer, inputting data, and any other technologically associated issues That arise.

There will be a group editor who will be an expert in citing resources and copyright. Note: each person does their own citing, the citing expert just checks to make sure they did it correctly and clarifies any confusion with members. They are ultimately responsible for the accuracy of citations and assuring copyright data where needed on the final report.

There will be a group resource specialist. This person will find as many relevant resources for their group members as they can. They will be in charge of going to the library and using newspapers or magazines as well as websites that provide clear and important information their group members can use. They must ensure that the data they and their group members find is from a reputable resource. They must use a variety of resources and must find a variety of types of websites (.gov, .com, .org, .edu)

Ø Each team will be responsible for a written and oral report and a 10 slide minimum power point presentation. All groups must read and fully understand the 6 steps of the public policy analyst. All worksheets for the 6 steps must be completed as well. These worksheets will be used as resource material to complete the products outlined in the task. All six steps must be represented in the Power point, written and oral report.

The links to the steps are listed below

STEP #1: DEEINE THE SOCIAL PROBLEM

Ø STEP # 2 Gather Evidence

o Gather evidence Worksheet

Step #3

Ø Identify causes

o Identify Causes Worksheet

Step # 4

Ø Evaluate a policy

o Evaluate a policy Worksheet

Step # 5

Ø Develop Solutions

o Develop solutions Worksheet

Step # 6

Ø Select the best solution

o Select the best solution worksheet

Extension Extension extension extension extention Extension

Ø Benefits and Costs

o Benefits and Costs Worksheet

Ø The prince system

o The Prince System Worksheet

Ø Political Strategies

o Political Strategies Worksheet

RESOURCES

Some Helpful links

Ø Information Gathering tools

Ø Student Resources

Ø Use Zoomerang (http://info.zoomerang.com) to design a survey . 

Ø You may also use the links on surveys and graphing at http://www.kn.sbc.com/wired/fil/pages/listmarketinan.html to assist you with surveys and graphs.

Ø Copyright and citations

Ø http://www.dessci.com/en/solutions/access/mathskills.htm

Ø http://nces.ed.gov/help/sitemap.asp

Ø http://www.pisa.oecd.org/pages/0,2966,en_32252351_32235731_1_1_1_1_1,00.html

GENERAL WEB SITES

WWW.YAHOO.COM

WWW.GOOGLE.COM

WWW.ASK.COM

Evaluation

RUBRIC FOR ALL PRODUCTS

CATEGORY	4 Excellent	3 Very Good	2 Satisfactory	1 Unsatisfactory
Delegation of Responsibility	Each student in the group can clearly explain what information is needed by the group, what information s/he is responsible for locating, and when the information is needed.	Each student in the group can clearly explain what information s/he is responsible for locating.	Each student in the group can, with minimal prompting from peers, clearly explain what information s/he is responsible for locating.	One or more students in the group cannot clearly explain what information they are responsible for locating.
Quality of Sources	Researchers independently locate at least 2 reliable, interesting information sources for EACH of their ideas or questions.	Researchers independently locate at least 2 reliable information sources for EACH of their ideas or questions.	Researchers, with some adult help, locate at least 2 reliable information sources for EACH of their ideas or questions.	Researchers, with extensive adult help, locate at least 2 reliable information sources for EACH of their ideas or questions.
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.
Comprehension	Student is able to accurately answer almost all questions posed by classmates about the topic.	Student is able to accurately answer most questions posed by classmates about the topic.	Student is able to accurately answer a few questions posed by classmates about the topic.	Student is unable to accurately answer questions posed by classmates about the topic.
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.
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.
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.
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.
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.
				.
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.
Buttons and Links Work Correctly	All buttons and links work correctly.	Most (99-90%) buttons and links work correctly	Many (89-75%) of the buttons and links work correctly.	Fewer than 75% of the buttons work correctly.
Text - Font Choice & Formatting	Font formats (e.g., color, bold, italic) have been carefully planned to enhance readability and content.	Font formats have been carefully planned to enhance readability.	Font formatting has been carefully planned to complement the content. It may be a little hard to read.	Font formatting makes it very difficult to read the material

Conclusion

At the end of this project, students will have:

Ø Researched information about how the state of our mathematics curriculum compares with other countries.

Ø analyzed the information they found.

Ø Learned how to cite works in PUBLIC POLICY ANALYST format

Ø Written reports on a current event

Ø Developed and labeled graphs that help visualize the issues

Ø Described the state of mathematics in our country

Ø Applied their newfound knowledge developing a solution.

Ø developed a solution to the problem facing our nation by creating a long term plan of action.

Ø Justified their plan to their peers.

Ø Judged their peers plans and recommended them based on personal and group evaluations.

STANDARDS ADDRESSED

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, and how an economy solves the scarcity problem through market and nonmarket mechanisms.

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 United States and other nations; the United States Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.