PROJECT CRITICAL
A
Long Way Gone:
A
Webquest to solve the real-world
problem
of millions of
Children,
conscripted as Soldiers
Web
Quest Presented by: Ms. Abigail Hope
H.S.
of Arts and Technology
“Child
Soldiers” As
reported by “Save The Children”
Introduction:
In A Long Way Gone:
Memoir of a Boy Soldier, we experienced the chaos and terror of civil war
in
In this Web Quest you
will research the issues of child soldiers, prepare a presentation and choose
and produce one publicity format to raise public awareness.
Tasks:
Each student will be responsible for completing
the following product:
1.
Position Paper: 2 page double-spaced paper stating the
problem and offering several solutions and your recommendation for the best
solution. Annotated Research embedded
into the paper. Bibliography in MLA format on a separate page. (See resources for help with this). Your
group will use the Public Policy Analyst, as an outline for your
products.
Each group will be responsible for completing:
2.
Power Point Presentation
using graphics, presenting research, offering solution. 10 Slides minimum.
3.
Present Power Point in
public forum. **All group members must
participate in the presentation!**
4.
Choose a method of
raising public awareness and produce it.
Choices: The requirements for these products will be discussed
individually with each group
·
Poster campaign
·
Petition Letter with
signatures collected and sent on to members of government, the U.N, mass media.
·
Film or Play
script/production
·
Website Design
·
Your own Bright Idea
**All
products must include the six steps of the Public
Policy Analyst (PPA)**
You will be placed in groups of five in order to
complete the gathering of information of the PPA worksheets. Each member of the
group will have a specific role. Your group roles …
“Editor-in-Chief”/ Leader - This student will lead the research by guiding the
other members to the web pages. He/She
will assign information from the resources and collect information that will be
used to complete the worksheets.
“Reporters”/ Writers - These students will take notes on information
gathered by the group members. They will
be responsible for completing the PPA worksheets.
“General Manager”/ Task
master 1 - This student will keep
the group on their path. He/She will
assign information from the resources and collect information that will be used
to complete the worksheets. This person
will assist in the research, keep the others abreast of the aim of the
assignment, and will assign class work/homework to make sure the deadlines are
met.
“Art Editor” / Task master
2 – This student will cover all
aspects of layout, design, and photography.
He/She will discuss design and layout ideas with the other group members
and will oversee the designing of the power point.
**All group members are
required to contribute to the completion of the worksheets AND the completion and presentation of the power point.**
Along
with the information from the text and the resources, follow the Public Policy
Analyst (PPA) 6 step process. https://www.maxwell.syr.edu/plegal/TIPS/select.html
Complete the worksheets and allow them to guide you with your policy paper,
power point, and public awareness project.
1.
Identifying the
problem (Worksheet #1)- https://www.maxwell.syr.edu/plegal/tips/qeworksheet.doc
2.
Gathering Evidence
(Worksheet #2)
3.
Identifying Causes
of the problem (Worksheet #3)
4.
Evaluate the Policy
(Worksheet #4)
5.
Develop a Solution
to the problem (Worksheet #5)
6.
Selecting the Best
Solution (Worksheet #6)
Work as a group to
complete the worksheets first and then each student should begin writing their
papers at home. At the same time, in
class, the groups will create power point presentations and then present them
in various public forums (to be announced).
All this while your group should have been thinking and talking about
your public awareness project. Begin working on it as soon as possible after
other projects are finished or nearly finished.
Use the completed six worksheets as a basis for your products. All steps
of the PPA MUST be included in your products.
Follow these links to
research the problem of child soldiers.
Use these links to
complete the six-step PPA worksheets
SPECIFIC WEB
SITES
Ishmael Beal addresses
United Nations
Ishmael
Beal makes Jon Stewart's heart hurt
National Public Radio
stories on Sierra Leone
Wikipedia entries
with photos from all over the world
General
Resources for Advanced Research
**Be sure you evaluate
any resources you locate for reliability!**
Help with the
products:
PowerPoint Tutorial
MLA Style Guide
Use for citations of research resources.
Being that this course has
familiarized you with scoring rubrics, your individual written work will be graded
using the comprehensive grading rubric designed to assess reading and writing
for information. è http://www.tnellen.com/cybereng/ELA/rubric2.html
You
will also receive a grade for your work as a group member:
|
|
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. |
Each group member will
receive a grade for the power point and the presentation, as well:
|
RubiStar
|
|
Rubric
Made Using: RubiStar
( http://rubistar.4teachers.org )
|
|
|
CATEGORY |
4
|
3
|
2
|
1
|
|
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. |
|
Use
of Graphics |
All
graphics are effective (size and colors) and support the theme/content of the
presentation. |
A
few graphics are not as effective but all support the theme/content of the
presentation. |
All
graphics are effective but a few do not seem to support the theme/content of
the presentation. |
Several
graphics are unattractive /ineffective AND detract from the content of the
presentation. |
|
Buttons
and Links Work Correctly |
All
buttons and links work correctly. |
Most
(99-90%) buttons and links work correctly |
Many
(89-75%) of the buttons and links work correctly. |
Fewer
than 75% of the buttons work correctly. |
|
Sounds
-planning |
Careful
planning has gone into sounds. All sounds improve the content or
"feel" of the presentation. |
Some
planning has gone into sounds. Most enhance the content or "feel"
of the presentation, but 1-2 seem to be added for no real reason. None
detract from the overall presentation. |
Sounds
that are chosen are appropriate for the topic, but some detract from the
overall presentation. |
Sounds
are not appropriate for the presentation. |
|
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. |
|
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. |
|
|
CATEGORY |
4
|
3
|
2
|
1
|
|
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. |
|
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. |
|
Posture
and Eye Contact |
Stands
up straight, looks relaxed and confident. Establishes eye contact with
everyone in the room during the presentation. |
Stands
up straight and establishes eye contact with everyone in the room during the
presentation. |
Sometimes
stands up straight and establishes eye contact. |
Slouches
and/or does not look at people during 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.
|
|
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. |
|
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. |
|
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.
|
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about the Privacy Policies and the Terms of Use, please go to the following web
address:
http://rubistar.4teachers.org/index.php?screen=TermsOfUse
Your final project is on
generating public awareness about the problem of Child Soldiers, and hopefully
promoting a solution or improvement of the problem. Depending on how your group chooses to raise
public awareness, I will use either a rubric for written work, media, or oral
presentation to evaluate. In addition,
the probable effectiveness of your project will heavily influence this grade.
Congratulations! You’ve completed the
Web Quest study of the problem of child soldiers, as introduced in Ishmael
Beah’s memoir, Long Way Gone, Memoirs of a Boy Soldier . Not only have you succeeded in your task of
becoming socially aware of this issue, but you have also discovered possible
solutions of how to improve it. In the
process you have simultaneously learned and used the six steps of the Public
Policy Analyst (PPA) to evaluate civics, citizenship, and governmental systems
in order to become a public policy creator, consultant, or lobbyist.
This Web Quest addresses the following
English Language Arts and Social Studies Standards:
ELA Standards:
Standard
1: Language for Information and Understanding
Students will listen, speak,
read, and write for information and understanding. They will collect data, facts, and ideas;
discover relationships, concepts, and generalizations; and use knowledge
generated from oral, written, and electronically produced texts.
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.
Standard 3: Language for Critical Analysis and Evaluation
Students will listen, speak,
read, and write for critical analysis and evaluation. They will analyze
experiences, ideas, information, and issues presented by others using a variety
of established criteria presented from multiple 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. They will use oral and written language
for effective social communication with a wide variety of people.
Social Studies Standards:
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 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