A PROJECT CRITICAL WEB QUEST
Mr. T. Robinson
VIOLENT CRIMES and PUNISHMENT
Violent crime has been a major social problem in
1: You will be divided into groups of five.
2: Each group will be responsible for two products.
One will be a Power Point of a minimum of 10 slides. The power point must
contain all the steps of the Public Policy Analyst. It must contain graphics,
pictures, statistics and text.
3: Each group will also present an oral report of a
minimum of 10 minutes. The oral report will be made in conjunction with the
power point presentation
4: Your group will present their findings in an
orderly and intelligent matter and will come up with solutions to the problem
of violent crime.
1: The class will be divided into groups of five
2: Each group member will have a specific role to play
in completion of the two products
3: Each group will use the INTERNET web sites, and
written text material to complete the
PUBLIC
POLICY ANALYST worksheets linked below. Each sheet represents one of
the SIX STEPS in the PPA
Format.
These worksheets will form the basis of your group’s power point presentation
and oral report.
1) Defining the
Social Problem
2) Gathering Evidence
of the Problems
3) Identifying Causes
of the Problems
4) Identify and
Evaluate Existing Pubic Policy
5} Develop Public
Policy Solutions
4: GROUP RESPONSIBILITIES. Each group will divide the
responsibilities among themselves
These are
the roles for the products
TWO RESEARCHERS-These students will access the
resource sites, take notes and complete the PPA worksheets. These worksheets
will then be given to the Power point creator. All group members may take part
in research but the researcher will coordinate completion of the worksheets
ONE POWER POINT CONSTRUCTOR-This student will complete the
power point slides using the data from the PPA worksheets and from the input of
the two researchers. This student will also be TME KEEPER and make sure the
group is on task and on deadline.
TWO
ORAL PRESENTERS & ORGANIZERS-These students will coordinate the oral presentation,
create a script and construct props along with acquiring detailed knowledge of
the power point slides. These students may delegate responsibilities to other
group members for completion of the 10 minute presentation.
GENERAL WEB SITES
FOR RESEARCH
SPECIFIC
WEB SITES FOR COMPLETION OF THE PPA WORKSHEETS
CRIME
IN AMERICA---AN OVERVIEW
PUBLIC POLICIES TO COMBAT CRIME
COMPREHENSIVE
HISTORY OF DEATH PENALTY
ARGUMENTS FOR
AND AGAINST CAPITAL PUNISHMENT
DISCUSSIONS
& DEBATES OF PUNISHMENTS FOR CRIME
|
|
CATEGORY |
4 EXCELLENT |
3 VERY GOOD |
2 SATISFACTORY |
1 UNACCEPTABLE |
|
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. |
|
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.
|
|
Listens to Other Presentations |
Listens
intently. Does not make distracting noises or movements. |
Listens
intently but has one distracting noise or movement. |
Sometimes
does not appear to be listening but is not distracting. |
Sometimes
does not appear to be listening and has distracting noises or movements. |
|
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. |
|
|
CATEGORY |
4 Excellent |
3 Very Good |
2 Satisfactory |
1 Unacceptable |
|
Originality |
Presentation
shows considerable originality and inventiveness. The content and ideas are
presented in a unique and interesting way. |
Presentation
shows some originality and inventiveness. The content and ideas are presented
in an interesting way. |
Presentation
shows an attempt at originality and inventiveness on 1-2 cards. |
Presentation
is a rehash of other people's ideas and/or graphics and shows very little
attempt at original thought. |
|
Content - Accuracy |
All
content throughout the presentation is accurate. There are no factual errors.
|
Most
of the content is accurate but there is one piece of information that might
be inaccurate. |
The
content is generally accurate, but one piece of information is clearly flawed
or inaccurate. |
Content
is typically confusing or contains more than one factual error. |
|
Sequencing of Information |
Information
is organized in a clear, logical way. It is easy to anticipate the type of
material that might be on the next card. |
Most
information is organized in a clear, logical way. One card or item of
information seems out of place. |
Some
information is logically sequenced. An occasional card or item of information
seems out of place. |
There
is no clear plan for the organization of information. |
|
Effectiveness |
Project
includes all material needed to gain a comfortable understanding of the
topic. It is a highly effective study guide. |
Project
includes most material needed to gain a comfortable understanding of the
material but is lacking one or two key elements. It is an adequate study
guide. |
Project
is missing more than two key elements. It would make an incomplete study
guide. |
Project
is lacking several key elements and has inaccuracies that make it a poor
study guide. |
You should have
learned from this web quest, that violent crime is a major social problem that
affects all Americans. Violent crime destroys the democratic fabric that is so
essential for our political system. Violent crime must be dealt with by our
elected officials and every citizen. You have also experienced the vital role
of the public policy analyst. It is this person who finds solutions to complex
social problems. In this case, you have found solutions to the stopping violent
crime. Let’s hope you made a difference and let’s hope violent crime
stops!
THANKS FOR YOUR PARTICIPATION
CONCLUSION 
From this web quest, you should have
learned the extent of the social problem regarding education for the disabled.
Many thousands are relegated to substandard living due to lack of educational
facilities for the disabled. Their diplomas neither have to relevance to the
real world nor allow them to improve their lives. You also have experienced the
value of the “public policy analyst” in our democratic society. It is this
person, who identifies social problems and search for solutions.
Thanks for your participation. Let’s hope you and your group members
have made a difference.
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 no market 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