A PROJECT CRITICAL WEB QUEST
“MODERN DAY SLAVERY IN
A MAJOR SOCIAL PROBLEM
Presented
by: Ms. S. Epstein
A.
B.
Conditions
of domestic slavery
:
A couple living in
The
Long Island case has awakened concern among
Over its history our country has
struggled with the legacy of slavery: discrimination against and
marginalization of people of color. We
need to address slavery as it exists in our society today to prevent the
further erosion of human rights. In this web quest you have an opportunity to create
positive change through public policy. You will become a public policy Analyst.
It will be your daunting responsibility to find solutions to this critical
social problem. Good Luck!
Each group will prepare a 5-7 page
research paper, including graphics, charts, and statistics, based on
the structure of the worksheets of the Public Policy Analyst. The groups will present a 5-10
minute oral presentations to the
class summarizing the findings of the research.
For your research you will use the
resources listed in this Web quest. In
your paper you will provide a brief historical survey of the slavery issue in
this country and state, a brief account of the global issue of modern slavery,
incidents of modern day enslavement in various sectors (agriculture, industry,
domestic work, prostitution), and statistics.
You will discuss social forces that lead to people enslaving, or being
enslaved.
You
will examine and evaluate existing public policies dealing with this issue, and
recommend improvements and new policies as needed.
Most
importantly, you will use all six steps of the
PUBLIC POLICY ANALYST as an
outline for both products. You will be graded by the rubrics in the evaluation
section of the web quest
Your group will use
the 6 step Public Policy Analyst to present your findings. Each step has a link to a worksheet, which
you must complete according to instructions.
You will use the completed worksheets to structure and write your final
paper.
The 6 steps are as follows:
Gathering evidence
of the problem
Identifying the
cause of the problem
Determining
existing public policies
Developing public
policy solutions
Selecting the best
public policy solution
Your groups will access these links and complete all
worksheets. These worksheets will be used as resource material and an outline
for your products
Groups
You
will be put in groups of 6. The
following roles will be assigned to group members as follows:
Research coordinator (1): Assigns research questions on the worksheets
to all group members (including self); reviews the results for relevance,
comprehensiveness, and source citations.
Convenes whole group to evaluate existing policies, propose
new ones, and select the best ones (completing worksheets 4 – 6).
Writers (2): Each is responsible for using information in 3
worksheets to compose the written report.
Editor (1): Reviews and revises written segments
according to a checklist. **
Artist (1): Responsible
for the insertion of pictures, graphs, and charts that are relevant to the text
of the report.
Presenter (1): Develops and presents a summary of the
work for a 5-10 minute oral report.
N.
Y. Couple Convicted in Slave Case (New York Times article)
Slaves
of Long Island (New York Times article)
House
Passes Bill to Toughen Law on Forced Labor (New York Times article)
Albany
Agrees on Law against Sexual and Labor Trafficking (New York Times article)
N.
Y. State Department of Criminal Justice Services: Human Trafficking
Text
of N. Y. State Law against Sexual and Labor Trafficking
Human
Trafficking: Contemporary Slavery
Statistics: Federal
Prosecution of Human Trafficking, 2001-2005
HumanTrafficking.Org This website provides a global perspective.
“Opposing
Please ask your school librarian for the
web address and password to this database.
General search engines:
Please evaluate all information found through these
sites for reliability. What person or agency is presenting the information? Is
the presenter an expert in the field? What is the point of view or bias? What is the date of the statistics? You will
use this information to create a public policy under steps 5 and 6 of the PPA
Search terms:
modern slavery, human trafficking, forced labor.
GENERAL SEARCH ENGINES
This rubric will be used as a basis for the written
and oral reports
|
|
Excellent 100-90 (4) |
Very Good 89-80 (3) |
Satisfactory 79-65 (2) |
Unsatisfactory 65-Below (1) |
|
Research |
Problem clearly identified and thoroughly researched |
Problem identified and reasonably well researched |
Problem identified |
Problem identified
but research is lacking |
|
PPA Usage |
All six steps of the PPA are
clearly addressed and all worksheets correctly completed |
All six steps of the PPA are addressed and most worksheets correctly completed |
Limited research |
Incomplete worksheets |
|
|
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. |
|
|
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. |
|
|
|
Congratulations! You’ve completed the Web quest on Modern
Day Slavery in |
English
Language Arts:
Standard 1:
Students will read, write, listen, and speak 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 to acquire, interpret, apply, and transmit information.
Standard 3:
Students will read, write, listen, and speak 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 present, in oral and written language and from a variety
of perspectives, their opinions and judgments on experiences,
ideas, information and issues.
Standard 4:
Students will read, write, listen, and
speak for social interaction.
Students will use oral and written
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 1: History of
the
Students will use
a variety of intellectual skills to demonstrate their understanding of major
ideas, eras, themes, developments, and turning points in the history of the
Standard 2: World History
Students will use
a variety of intellectual skills to demonstrate their understanding of major
ideas, eras, themes, developments, and turning points in world history and
examine the broad sweep of history from a variety of perspectives.
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