A PROJECT CRITICAL WEB
QUEST
“YOUTH VIOLENCE”
A Critical Social Problem
Presented by: Ms. Karsten
Mott Hall Hugh School
New York City, NY
- Introduction:
1:
Youth violence is widespread in the United States. It is the second leading
cause of death
for young people between the
ages of 10 and 24.
2: Statistic-5,686
young people age 10 to 24 were murdered, an average of 16 each day, in 2005.
(CDC, 2008)
These statistics are frightening! They signal a
critical social problem!
You have been exposed to
violence in literature (Lord of the Flies, Monster, and The Lottery) but also
you see it daily on the news and in your streets. In order to create awareness
and public policy, YOU will become a spokesman for the Mayor’s
Committee on Anti-Violence”. You will create models that will end this violence
by researching “Youth Violence” in New York City. Two groups have been selected
to give their presentations to a local middle or elementary school as a
fieldtrip as part of the Mayor’s program to stem the tide of youth violence. You will become a public policy analyst. Good
Luck! You have an important task ahead.
·
The Task: 
You will be divided into
groups of five and will complete this project as a group.
Ø
Each group will
use and complete the SIX STEPS in the PUBLIC POLICY
ANALYST process.
Ø
Each group will
create a 10 question survey to gather data from peers
Ø
Each group will
complete ONE of the following to display their findings:
1.
A PowerPoint
geared towards middle school students
ADDITIONAL
INFORMATION- Power point must contain the following:
Emailed
copy to me before your presentation
Minimum
of 15 slides, in color with a mix of graphics and text supporting your findings
from the PPA
Use bullet points and short phrases to highlight your major ideas.
Edit your
work!
Don’t read directly
from the power point!
2.
A Pamphlet
geared towards middle school students
ADDITIONAL
INFORMATION- Pamphlet must contain the following:
6
copies, one for each other group in the class
Cover
all findings in the six step PPA
Include
graphics, charts and text
Be
divided into six parts.
SUGGESTED ROLES FOR YOUR GROUP!!!
v COORDINATOR-
a team member whose job is to see that all research is completed on time and
meets the requirements of the assignment. The Coordinator will also arrange for
an effective oral presentation of the group’s findings. This job also involves
assisting other team members with their roles as necessary
v RESEARCHER(S) these are TWO group members,
whose job will be to gather information to address the social problem and
provide enough data to develop specific policies to deal with it. They will
also be responsible for completing and submitting the worksheets from the
Public Policy Analyst.
v POWERPOINT/PAMPHLET WRITER- This person will
be responsible for the design and development of an effective PowerPoint/
Pamphlet presentation using the information developed by the researchers
v PRESENTER- This person will be responsible
for the actual oral presentation to the class of the group’s research and
conclusions. The presenter must clearly understand the PowerPoint/ Pamphlet
being used, the research undertaken be the Researchers, and the conclusions
drawn by the group to deal with the social problem.
·
The
Process: 
Complete the following worksheets
aligned to the PPA. Everyone MUST complete these steps.
Each group will complete the PPA
worksheets linked below using the Internet resources. Access each web page,
read the details then click on the worksheet at the bottom of each page (MS
Word) and complete the particulars. These worksheets will be used as the basis
for each of the products. All steps must be included in each product.
Worksheet 1: Identify the
problem
Worksheet 2: Gather the Evidence
for the problem
Worksheet 3: Determine the
causes for the problem
Worksheet 4: Evaluate an
existing public policy
Worksheet 5: Develop solutions
for the problem
Worksheet 6: Choose the BEST
solution
SUGGESTION: Each group
should create a survey. The group will be responsible for making up a minimum
of 10 questions that will determine the extent which students understands the
social problem of youth violence. This will be used in your products under
“evidence for the problem”.
Each group of FIVE will decide upon a choice
of a power point or pamphlet. The group will also create roles and
responsibilities for each member. Other
requirements will be covered by your teacher in a class lesson
·
Resources: 
GENERAL SEARCH ENGINES
SPECIFIC WEB SITES
Youth violence facts and
statistics
Evidence
of
youth violence-surgeon general report
·
The
Evaluation: 
|
|
|
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. |
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. |
|
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. |
|
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. |
|
USE OF PPA |
Uses all six steps of the PPA in correct order and with factual
content |
Uses five steps of the PPA in correct order and with factual
content |
Uses all six steps of the PPA in correct order but lacks some
factual content |
Does not use the PPA properly as described in the web quest
process section |
CONCLUSION 
Thanks for your participation. You have
investigated a very serious problem found in all parts of New York City and in
the United States. You should have learned the seriousness of the problem and
found public policy solutions that will alleviate the effects of youth
violence. You have also experienced the role of he public policy analyst. This
political scientist searches out social problems that plague our society and
creates public policy solutions that help millions. Let’s hope your suggestions
on youth violence lead to the same end.
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 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 United States and
other nations; the United States Constitution; the basic civic values of
American constitutional democracy; and the roles, rights, and responsibilities
of citizenship, including avenues of participation.