A PROJECT CRITICAL WEB QUEST

MS. T. STAHLING

FREDERICK DOUGLASS ACADEMY II

New York City, NY

LOW SELF-ESTEEM

A Social Problem and a Cause for Low Academic Performance

Lydia is a bright, intelligent and motivated young high school student. She enjoys learning and wants to do well in school. She has plans to become a lawyer and studies long into the night to attain high grades. Yet when she attends her public speaking class at Frederick Douglass Academy II, she refuses to do public speaking or participate in class. Her teacher is puzzled. Her homework and test grades are exceptional. However she is failing this course and may prevent her from getting into the college of her choice. Lydia’s teacher referred her to guidance. It was there, the problem came to light. Lydia admitted a feeling of LOW SELF-ESTTEM to her counselor. She felt inadequate compared to other students even though she has preformed above them. She has unfounded fears of failure and Lydia sees herself as inferior. Lydia is a young Afro-American growing up in Harlem, New York. He teacher wonders if race and environment has an effect on low self-esteem. She has taught many young Afro-American teenagers with the same problem.

This is not a social problem afflicting only Lydia. Low self-esteem is a problem faced by thousands of Afro-American and youth of all ethnic and racial groups. It leads larger social problems which include school drop out, alcoholism, anorexia and many more serious problems. What can Lydia do? What can millions like her do? That will be your task in this web quest. You and your group will investigate the problem of low self-esteem. You will be asked to find policy solutions. Your recommendations will be given to the guidance department of Frederick Douglass Academy II. Hopefully they will implement your suggestions and save friends and family from this psychological disorder. Good Luck!!!!

1: You will be divided into groups to complete the task product

2: Your group will be asked to prepare a short play depicting the problem

The dialogue of the play must include the Six steps of the Public Policy Analyst

4: The play should include

a} A written dialogue encompassing the six step PPA worksheets

b} Focus on steps # 5 & # 6 ( The PPA steps and the Public Policy Analyst are linked

In the “Process” section of the web quest

c} Pictures & Illustrations that are relevant to the six-step PPA will be used as PROPS

d} Graphs, charts & statistics that prove your conclusions

e} Your play should have a plot, theme and focus on a solution.

5: All word processing will be accomplished using Ms Word, 14 font double spaced

6: The group play will be performed in class and the grading will be done a group basis.

1: The class will be divided into groups of FIVE

2: Each member of the group will have a specific role

3: The group will divide these roles among themselves but all members will be graded as a whole

4: HERE ARE THE INDIVIDUAL ROLES AND RESPONSIBILITIES

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TWO- RESEARCHERS= research information using the internet and books about your topic

These two researchers will use the Internet resources below and complete the six PPA worksheets. These two members may also create SURVEYS in Frederick Douglass Academy II that may be used in the play regarding self-esteem of peers. These surveys can be used very effectively in the dialogue of the play

TWO RECORDER/ORGANIZERS/WRITERS-These two students record group findings from the PPA worksheets, closely work with the researchers and create the dialogue for the play. These students will also keep time and be sure deadlines are met.

PROPS CREATOR-This student will work closely with the organizer to display your. This student will create graphs, charts, and illustrations to be used in the short play presentation. This MEMBER will also proof read essays and check for accuracy. This member will also be the time keeper and be cognizant of deadlines.

Please coordinate supplies with your teacher.

ALL MEMBERS WILL PARTICIPATE IN THE PLAY PRESENTATION. Roles for the presentation will be coordinated by the two organizers, but all members will be responsible for representing for the five minute oral report to the class.

Each step of the PPA must be included on the poster board. Focus should be made on the public policy

Step # 6. All worksheets must be filled out and the essays for each step must reflect the completed worksheets.

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

6) Selecting the Best Policy

The worksheets above should be completed using the INTERNET sources found in the resource section below and by use of print material, magazines, newspapers and text books.

GENERAL WEB SITES –These can be used to find all information needed for completion of the worksheets in the SIX-STEP PUBLIC POLICY ANALYST

1: WWW.GOOGLE.COM

2: WWW.YAHOO.COM

3: WWW.ALTAVISTA.COM

READ THE FOLLOWING LINK FOR HELP-“Conducting Internet searches”

SPECIFIC WEBSITES—Use these links to focus in on the six-steps

Improving self-esteem

Causes for low self esteem & Tips

Frequently Asked Questions

A Comprehensive Background

A Guide

Low Self-Esteem from a Teacher’s Point of View

New York Times Article

CASE STUDIES

Problems of Afro-American Youth

ROLE PLAY & DIALOGUE

“ LOW SELF-ESTEEM”

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Teacher Name: Ms. STHALING

CATEGORY	4 EXCELLENT	3 VERY GOOD	2 SATISFACTORY	1 NEEDS IMPROVEMENT
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 (94-85%) 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.
Vocabulary	Uses vocabulary appropriate for the audience. Extends audience vocabulary by defining words that might be new to most of the audience.	Uses vocabulary appropriate for the audience. Includes 1-2 words that might be new to most of the audience, but does not define them.	Uses vocabulary appropriate for the audience. Does not include any vocabulary that might be new to the audience.	Uses several (5 or more) words or phrases that are not understood by the audience.
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. Uses all PPA steps accurately	Shows a good understanding of the topic. Uses all PPA steps but with inaccuracies	Shows a good understanding of parts of the topic. Limited use of PPA steps	Does not seem to understand the topic very well. Does not follow PPA format
Collaboration with Peers	Almost always listens to, shares with, and supports the efforts of others in the group. Tries to keep people working well together.	Usually listens to, shares with, and supports the efforts of others in the group. Does not cause "waves" in the group.	Often listens to, shares with, and supports the efforts of others in the group but sometimes is not a good team member.	Rarely listens to, shares with, and supports the efforts of others in the group. Often is not a good team member.

You should have learned from this web quest that low self esteem can be an extremely destructive force for American youth and Afro-American inner city you especially. Low self-esteem can cause serious problems and may lead to poor school performance, drug addiction and a wasted youth. You have also learned that steps can be taken to counter this social problem. This can be accomplished by a very important professional in our society; the public policy analyst. This person investigates social problems and finds public policy solutions. You have found solutions and presented them in your play. Let’s hope you made a difference and let’s hope you keep on making a difference...

THANKS FOR YOUR PARTICIPATION

STANDARDS ADDRESSED

SOCIAL STUDIES

Civics, Citizenship and Government Standard 5:2

• analyze the disparities between civic values expressed in the United States Constitution and the United Nation Universal Declaration of Human Rights and the realities as evidenced in the political, social, and economic life in the United States and throughout the world

Civics, Citizenship and Government Standard 5:3

• understand how citizenship includes the exercise of certain personal responsibilities, including voting, considering the rights and interests of others, behaving in a civil manner, and accepting responsibility for the consequences of one’s actions (Adapted from The National Standards for Civics and Government, 1994)

• analyze issues at the local, state, and national levels and prescribe responses that promote the public interest or general welfare, such as planning and carrying out a voter registration campaign

Civics, Citizenship and Government Standard 5:4

• participate in school/classroom/ community activities that focus on an issue or problem

• prepare a plan of action that defines an issue or problem, suggests alternative solutions or courses of action, evaluates the consequences for each alternative solution or course of action, prioritizes the solutions based on established criteria, and proposes an action plan to address the issue or to resolve the problem

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.