A PROJECT CRITICAL WEB QUEST
Ms. J. TOOMER
A
HOMELESSNESS
IN
A Critical Social Problem for all Citizens
INTRODUCTION
|
Hamlet: ...I did love you once. |
|
Ophelia: Indeed, my, lord, you made me believe so. |
|
Hamlet: You should not have believed me...I loved you not. |
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Ophelia: I was the more deceived. |
After this Ophelia phases an uncertain world and of
disillusionment and distress. She leaves her safe haven of the castle and
wonders aimlessly and homeless until, eventually, committing suicide.
Shakespeare was more than an entertaining playwright. He was a chronicler of
his time and times have not changed much from the 16th century. The
same reasons, that drove Ophelia to homelessness and suicide cause thousands to
day to exact the same fate. Shakespeare was delving into the psychological
causes for homelessness, helplessness and suicide and you will be doing in this
web quest.
Homelessness is a major social problem faced by all
large and small cities throughout
It is now your turn. You can help. You
and your group will use the Public Policy Analyst and make a presentation to
Mayor Bloomberg’s committee on the homeless. Let’s hope you come up with public
policy solutions to alleviate the problem and save thousands from suffering.
Let’s hope you can make a difference.
THE TASK
1: You will be divided into groups of
FIVE
2: Each group will be responsible for
completion of a POWER POINT PRESENTATION of a minimum of SEVEN slides. All the
steps in the Public Policy Analyst should be used in the power point with an
emphasis on step # 6, “Choosing the best Solution” or public policy to
institute to solve the homeless problem
3: Each group will also be responsible
for a FIVE MINUTE ORAL presentation that will be mad to the class as if they
were the Mayo’s Committee on the Homeless. This presentation will be sent to
City Hall so make it professional.
THE PROCESS
1: The class
will be divided into groups of FIVE as follows.
Each group member will have individual
responsibilities decided
upon by the group members. The grading for both
products will
be done on a
group basis so cooperation is a necessity.
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 5 minute presentation.
2: 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
3: The completed worksheets, steps # 1-6,
will be used as resource material for completion of the power point and the
oral presentation. These are guiding elements for analysis of a social problem.
RESOURCES 
GENERAL WEB SITES
FOR RESEARCH
SPECIFIC
WEB SITES FOR COMPLETION OF THE PPA WORKSHEETS
SUGGESTIONS
FOR SOLUITONS “Hope Charities”
A
History and In-Depth study of Homelessness
GOVERNMENT AGENCIES
& PROGRAMS
EVALUATION
|
|
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. USES
PPA FULLY |
Stays
on topic most (99-90%) of the time. USESS
PPA FULLY BUT WITH INACCURACIES |
Stays
on topic some (89%-75%) of the time. DOES
NOT USE ALL STEPS OF PPA |
It
was hard to tell what the topic was. HAS
LIMITED USE OF PPA |
|
|
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.
USES PPA FULLY |
Most
of the content is accurate but there is one piece of information that might
be inaccurate. USESS PPA FULLY BUT WITH INACCURACIES |
The
content is generally accurate, but one piece of information is clearly flawed
or inaccurate. DOES NOT USE ALL STEPS OF PPA |
Content
is typically confusing or contains more than one factual error. HAS LIMITED
USE OF PPA |
|
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. |
CONCLUSION 
You should have learned from this web quest, the
seriousness of the social problem of homelessness.
This is a plague on our American democracy. It creates
wasted lives, helplessness and deteriorates the living standards of all. The
causes and solutions of homelessness, as you have seen, are complex. Often, it
leads to drug addiction and suicide. You also now know the importance of the
Public Policy Analyst. It is this professional, who analyzes social problems
and finds solutions to help us all. Maybe if Shakespeare read your PPA STEP #
6, he would have changed the fate of Ophelia. But let’s hope you and your group
have made a difference and created a public policy that will help thousands..
THANKS FOR YOUR PARTICIPATION. LET’S HOPE YOU MADE A DIFFERENCE
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 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