But still a Lingering Social Problem

You have been accepted to the middle school of your choice. In the mail you receive your orientation packet. It contains a list of books that you must read and all the supplies that you will need for each class. It also contains a letter from the school nurse urging you to go to your doctor and get a meningitis vaccination in accordance with New York Public Law PS 175 which was developed to help stop the spread of meningitis in New York Public Schools. This new law requires that each public school distribute written information about meningococcal meningitis including a description of the disease, means of transmission, availability of immunization, and the benefits, risks, and cost associated with immunization. Is this enough?

You just find out that “There are approximately 1,400 to 2,800 cases of meningococcal infections in the United States per year. Approximately 10 to 14 percent of people experiencing this disease will die, and 20 percent of survivors will have long-term disabilities. "The highest rates of disease are seen in children under the age of 2 years."

You find this quite disturbing to you so now you look again at immunization.

This new law also requires for you to submit a form to your middle school, which was included in the package, that certifies that either you have already received immunization against meningococcal meningitis or that you have received and reviewed the information regarding the risks and benefits of immunization and that you have decided not to obtain immunization against meningococcal meningitis. It is very important that you return this form to your school immediately in order to be able to keep your seat at your middle school.

After discussing the recently received package with your parents, you learned that you and thousands of other students have never received immunization against meningococcal meningitis. You know have to decide what to do about this social problem

The research will divide the class into FIVE groups. They are as follows:

Jimmy Neutron’s Team- Smart Guy’s Team- Wade’s Team- Naurto’s Team, and Stewie’s Team. There will be a maximum of 4 members to a team. Each team will be responsible for producing one group product which is assigned according to group.

Jimmy Neutron’s Team—Public Service Announcement (Audio/Visual)

Smart Guy’s Team—Power Point Presentation

Wade’s Team—Public Service Announcement (Audio/Visual)

Naurto’s Team—Power Point Presentation

Stewie’s Team— Power Point Presentation

.

Each member of the group must research meningococcal meningitis, and the history of this vaccination in the United States. You will focus your research around THE PUBLIC POLICY ANALYST (hyperlinked).

Each group will utilize the SIX-STEP Public Policy Analyst to organize their research for the power point presentation and the public service announcement. Each worksheet step must be completed by using the “resource” section of the web quest and other outside sources. You will focus your attention on step 6, choosing the best solution to the problem of Meningitis inoculations. To access the PPA and the worksheets use the following HYPER-links. All worksheets must be included in your final presentation.

STEP # 1: IDENTIFY THE PROBLEM

STEP # 2: FIND EVIDENCE FOR THE PROBLEM

STEP # 3: DETERMINE THE CAUSES FOR THE PROBLEMM

STEP # 4: EVALUATE AND EXISITNG PUBLIC POLICY

STEP # 5: DEVELOP SOLUTIONS TO THE PROBLEM

STEP # 6: CHOOSE THE BEST SOLUTION

You will become meningococcal meningitis experts. You will find solutions for preventing the spread of meningococcal meningitis. Based on the group you have chosen your group will come together to utilize your skills to put together either a PowerPoint slide show presentation, or a Public Service Announcement sharing your position about meningococcal meningitis vaccination. You will be assigned a particular role in this process. This visual presentation, when viewed, will help other students in the school take a stand on how they feel about the issue of being vaccinated for meningococcal meningitis. Useful links and worksheets will be provided for you to assist in your research.

Along with the six steps of the PPA, your Power Point Presentation must include the following information:

· Know what meningococcal meningitis is.

· Be able to recognize the symptoms of the illness

· Know some nearby health facilities

· Power Point Presentation Roles

· Reporters

You will make sure that all PPA worksheets are complete and accurate.

· Editors

You will make sure that all the spelling is correct, sentences are complete and make sense, and make sure the information is factual. You may include any pictures, tables, charts, etc. that you may find in your investigation of the topic

· Production Managers

You will make sure the project is Visually Pleasing. You will lay out what the reporter and editor have given you to include.  You will choose color schemes, cover art and style. You must make sure everything is in place the way the team likes it.

· Producer

You will make sure that the product gets finished on time.

Your facts are accurate

Your resources are cited

That everyone in the group contributes

Public Service Announcement Roles

Your group will be filming a two minute public service announcement to inform your community about your position on meningococcal meningitis vaccination. As a group, you must create a catchphrase you would use to highlight your message.

Public Service Announcement Roles

Producer-Director

- Restate the task to ensure the team’s understanding of expectations
- Coordinate the team product development
- Encourage participation by all team members in the selection of an appropriate ‘theme’, ‘title’, ‘slogan’
- Ensure that assigned roles/tasks are in line with the interests and abilities of individuals in your group

Script Writer

-Record the directions for the group production
-Collaborate with Producer-Director in staging your 120 second performance
-Include ‘parts’ that allow participation by each interested group member
-Make sure that PPA worksheets are complete and accurate

Costuming & Properties Coordinator

- take informal inventory of props/costumes
- guide your group in the selection and creation of costumes/props appropriate to the task
- ensure the ‘safe’ return of equipment following filming/recording
- assist in finding the proper location for the public service announcement.

Audio-Visual Expert

- effectively ‘frame’ the live performance
- use the video camera provided to capture your group production
- select appropriate background music
- assist in finding the proper location for the public service announcement.

GENERAL WEB SITES

WWW.GOOGLE.COM

WWW.YAHOO.COM

WWW.ASK.COM

SPECIFIC WEB SITES

SYMPTOMS

EVIDENCE OF THE PROBLEM

SPREAD & TREATMENT

VACCINE INFORMATION

EXAMS & TESTS

DANGERS

WIKIPEDIA

PREVENTION POLICIES

DEMOGRAPHIC STUDY OF PREVENTION

DIAGNOSIS

A LAW IN NEW YORK STATE

NEW YORK STATE PUBLIC Health law

A HEALTH PROCEDURE IN LINCOLNSHIRE

GREAT WEB SITES AND POLICIES

PUBLIC SERVICE ANNOUNCEMENT:

MENINGITIS-A PUBLIC POLICY ENIGMA

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Teacher Name: Ms. ELLMAN

CATEGORY	4 EXCELLENT	3 VERY GOOD	2 SATISFACTORY	1 UNACCEPTABLE
Research	Group researched the subject and integrated ALL 6 PPA STEPS" from their research into their ANNOUNCEMENT.	Group researched the subject and integrated 5 PPA STEPS INTO their research into their announcement	Group researched the subject and integrated 6 PPA steps but with inaccuracies	Either no research was done or it was not clear that the group used it in the announcement
Accuracy of Facts	All supportive facts are reported accurately (3 of 3).	Almost all facts are reported accurately (2 of 3).	One fact is reported accurately.	No facts are reported accurately OR no facts were reported.
Graphics	Graphics include some original material and are clearly related to the material being presented.	Graphics are clearly related to the material being presented, but none are original.	Graphics include some original material but are only somewhat related to the material being presented.	Graphics are not related to the material being presented.
Speaks clearly	Speaks clearly and distinctly all of the time and mispronounces no words.	Speaks clearly and distinctly all of the time but mispronounces 1 or more words.	Speaks clearly and distinctly most of the time and mispronounces no words.	Does NOT speak clearly and distinctly most of the time AND/OR mispronounces more than 1 word.
Posture and Eye Contact	Stands or sits up straight and looks confident and relaxed. Establishes eye contact with audience during most of newscast.	Stands or sits up straight. Establishes eye contact with audience during most of newscast.	Slouches or appears too casual but establishes good eye contact with audience during most of newscast.	Slouches or appears too casual AND establishes little eye contact with audience during newscast.
Enthusiasm	Facial expression and body language show a strong interest and enthusiasm about the topic throughout the announcement, but it is not overdone.	Facial expression and body language show a strong interest and enthusiasm about the topic throughout the announcement but it is somewhat overdone.	Facial expression and body language show some interest and enthusiasm about the topic throughout the announcement.	Facial expression and body language depict apathy or boredom with the topic.
Awareness of Audience	All students in group can clearly explain why they felt the vocabulary, audio and graphics they chose fit their intended audience.	All students in group can explain why they felt the vocabulary, audio and graphics they chose fit their intended audience.	There was some awareness of the audience, but not all of the students can describe how the vocabulary, audio and graphics they chose fit their intended audience	Limited attention to audience in designing newscast AND/OR one or fewer members of the group can explain how the element relate to the audience.
Point of View - Purpose	Announcement Establishes a purpose at the beginning and maintains that focus throughout! Cohesive newscast.	Establishes a purpose at the beginning, but occasionally wanders from that focus.	The purpose is somewhat clear but many aspects of the newscast seem only slightly related.	It was difficult to figure out the purpose of the newscast.
Group Work	The group functioned exceptionally well. All members listened to, shared with and supported the efforts of others. The group (all members) was almost always on task!	The group functioned pretty well. Most members listened to, shared with and supported the efforts of others. The group (all members) was almost always on task!	The group functioned fairly well but was dominated by one or two members. The group (all members) was almost always on task!	Some members of the group were often off task AND/OR were overtly disrespectful to others in the group AND/OR were typically disregarded by other group members.

Power point Appearance and Content :

MININGITIS-A SOCIAL PROBLEM

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Teacher Name: Ms. ELLMAN

CATEGORY	4 EXCELLENT	3 VERY GOOD	2 SATISFACTORY	1 UNACCEPTABLE
Graphics Sources	Graphics are hand-drawn. The illustrator(s) are given credit somewhere in the presentation.	A combination of hand-drawn and graphics are used. Sources are documented in the presentation for all images.	Some graphics are from sources that clearly state that non-commercial use is allowed without written permission. Sources are documented in the presentation for all "borrowed" images.	Some graphics are borrowed from sites that do not have copyright statements or do not state that non-commercial use is allowed, OR sources are not documented for all images.
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.
Use of Graphics	All graphics are attractive (size and colors) and support the theme/content of the presentation.	A few graphics are not attractive but all support the theme/content of the presentation.	All graphics are attractive but a few do not seem to support the theme/content of the presentation.	Several graphics are unattractive AND detract from the content of the presentation.
Cooperation	Group delegates tasks and shares responsibility effectively all of the time.	Group delegates tasks and shares responsibility effectively most of the time.	Group delegates tasks and shares responsibility effectively some of the time.	Group often is not effective in delegating tasks and/or sharing responsibility.
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.

By completing this web quest you have experienced the role of a “Public Policy Analyst.” This political scientist searches for social problems and finds solutions that positively affect millions of citizens. You have also researched a critical public policy issue—Meningitis in the United States and local communities of New York. This horrific disease kills without warning, destroys the youth and permanently scars families. Inoculations are pragmatic and a questionable solution to the problem. Let’s hope your solutions will make a difference! Thanks for your participation and let’s hope you will always make a positive 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.

Health, Physical Education, and
Family and Consumer Sciences

Standard 1:   Personal Health and Fitness

Students will have the necessary knowledge and skills to establish and maintain physical fitness, participate in physical activity, and maintain personal health.

Standard 2:   A Safe and Healthy Environment

Students will acquire the knowledge and ability necessary to create and maintain a safe and healthy environment.

Standard 3:   Resource Management

Students will understand and be able to manage their personal and community resources.