A
PROJECT CRITICAL WEB QUEST
Created by: Ms. Claxton / ELA
INTRODUCTION
Homelessness is a major problem for many teenagers in today’s
Rhoda, who has just arrived from school. Rhoda
senses tension in the air and stumbles upon her mother who is crying.
Rhoda's father, meanwhile, is very upset. Rhoda has just been informed by her
parents that she and her siblings will be moving shortly, into a homeless
shelter. This information is
difficult to process because Rhoda has lived her entire life in a normal
household setting. Rhoda’s teenage world is crumbling. Her final
thought is, “what will my friends think?” Many teenagers come to school,
from a shelter. In our English Language Arts class, we will be reading the
story of ”Huckleberry
Finn, ”by Mark Twain. This story set
during the post Civil War era, deals with the social issue of homelessness.
You are a member of a community based
organization called, “Acorn.” Your organization monitors and helps the
disadvantaged in a community who are plagued with social problems, such as
homelessness, abuse, and immigration issues. Your job as a Public Policy
Analyst is to inform people in the Wadleigh community of the causes and effects
of teenagers, who are homeless in today’s society. Your job is daunting. It
means research and effort, analyzing public policies that for years have made
no impact on this crucial problem. You have a chance to find solutions that can
help you friends, family and neighbors. Good luck! We are counting on you!
TASK
You will be required to obtain and
present research on teenage homelessness. The final culmination of your
research will result in one of the following assignments;
1} A BROCHURE-The brochure must contain pictures,
text, graphs, charts etc. It must be a minimum of four pages in length and be
persuasive and informative using the PPA model as the outline
OR
2} A POWER POINT PRESENTATION: The power
point must be a minimum of 10 slides and contain text, pictures, graphs and/or
charts to prove your point. All six PPA steps must be included in the power
point
Each brochure
or power point presentation must contain specific references to all classroom
discussions and books, movies, and shelter visits as it relates to the topic of
homelessness. Each product must have all six steps of the Public Policy Analyst
that will be discussed in the process section of the web quest.
THE PROCESS 
The class will be divided into five (5) groups of
five. Each group member will be assigned task- specific roles within the group
as follows:
1. Time keeper/ moderator: This student will keep everyone on task and be
responsible for scheduling and meeting deadlines
2. Researchers: This student will provides evidence from a variety of sources. He/she
will be responsible for internet research and obtaining
Information from outside material. All member
so the group will help in this task
3. Artist – Creates colorful visual representations both
in the brochure or power point. This student will be responsible for
coordinating text and
Visuals, using the PPA format as the outline for the
task products
4. Editors –This
student will Proof read all written work for changes and corrections. This
student will also help in the research and ordering the
Public Policy Analyst worksheets
THE STEPS OF THE PPA
You are required to use the Public Policy Analyst
or PPA format when writing your research assignment. It is mandatory that the following guided
questions are answered thoroughly and incorporated into your report. Each step
of the Public Policy Analyst has a linked worksheet. Your group will complete
these worksheets using the Internet and outside sources. These worksheets will
then be used as resources material fro your brochure or power point. All six
worksheets must be handed in with the task product. Click on the links below
Step 1: What is the Social
Problem
Step 2: Gather
evidence for the Social Problem
Step 3: Identify
the causes of the Social Problem
Step 4: What
are some existing policies? (List 3)
a. newspapers
b.government
agencies
c. news
magazines
Step 5 What policies can
you create to correct the problem?
Step 6: Are these policies feasible? Are they
effective? How? Which are the BEST!
RESOURCES:
General
Sources
Specific Sources
· Excerpts from the novel, “Huckleberry Finn” work
sheets to be distributed by teacher
· Excerpts from both movies entitled, “Pursuit of
Happiness” and “The Soloist.”
· Personal case studies
EVALUATION 
PowerPoint Rubric
|
ACTIVITY |
Exemplary
4 points |
Proficient 3 points |
Partially
Proficient 2 points |
Incomplete 0-1 point |
POINTS |
|
Research
and Note taking |
4 points You accurately researched a variety of sources. recorded and interpreted significant facts, meaningful
graphics, accurate sounds and evaluated alternative points of view. |
3 points You recorded relevant information from multiple sources. You
also evaluated and synthesized information. |
2 points You misinterpreted a few statements and graphics,
questions. failed to identify relevant arguments. |
1 point You recorded “basic” information from one resource., poor graphics or sounds, ignored
alternative points of view. |
|
|
Introduction |
The introduction draws the audience into the presentation.
compelling questions relating to the audience's interests
or goals. |
The introduction is clear and coherent and relates
to the topic. A “few” compelling facts |
The introduction shows “some” structure but does not
create a strong sense of what is to follow. May be incomplete and is “somewhat”
appealing to the audience. |
The introduction is boring. The sequencing is
unclear and does not appear interesting or relevant to the audience. |
|
|
Topic |
The topic is written clearly and concisely with an
analytical progression of ideas and supporting information. advanced organization.. Information is accurate, current and comes mainly
from * primary sources. |
The topic is written with a logical progression of
ideas and support information. Includes relevant information from reliable sources. |
The content is somewhat vague in conveying a point
of view and does not create a strong sense of purpose. Includes some persuasive information with few facts. Sources used appear unreliable. |
The content lacks a clear point of view and logical
sequence of information. Includes little persuasive information and only one
or two facts about the topic. Information is incomplete, out of date and/or
incorrect. Sequencing of ideas is unclear. |
|
|
Citations |
Sources of information are properly cited so that
the audience can determine the credibility and authority of the information
presented. All sources of information are clearly identified
and credited using MLA citations throughout the project. |
Most sources of information use proper MLA citation,
sources are documented to check relevance of information. |
Some copyright guidelines followed some information, photos and graphics do not use proper
MLA citations. |
No way to check validity of information. |
|
|
Graphics, Sound
and/or Animation |
presenting an overall theme and enhance understanding of
concept, ideas and relationships. used proper size and resolution, all images enhance the content. There is visual
consistency |
depicts colorful material and assist the audience in
understanding the flow of information . Images are proper size, resolution. |
Some of the graphics, sounds, and/or animations seem
unrelated to the topic. does not enhance overall concepts. Images are too large/small in size. Images are poorly cropped or the color/resolution is
fuzzy. |
The graphics, sounds,
and/or animations are unrelated to the content. Graphics do not enhance understanding of the
content, or are distracting decorations that create a busy feeling and
detract from the content. |
|
|
Writing Mechanics |
no errors in grammar, capitalization, punctuation, and
spelling. Sophisticated vernacular noted |
The text is clearly written with little or no
editing required for grammar, punctuation, and spelling. Nice vocabulary |
Some Spelling, punctuation, and grammar errors
distract or impair readability. (3 or more errors) |
Errors in spelling, capitalization, punctuation,
usage and grammar repeatedly distract the reader and major editing and
revision is required. |
|
|
TOTAL
POINTS |
/44 |
||||
*Rubrics for a Brochure
|
CATEGORY |
4 |
3 |
2 |
1 |
|
Title |
All
items of importance on the brochure are clearly labeled 4 titles for every pg. |
Titles
are colorful and topic centered. 3 titles |
Titles are colorful. 2 titles per page. |
Titles
are too small to view OR no important items were labeled. |
|
Attractiveness |
The
brochure is “exceptionally” attractive in terms of design, layout, and
neatness. |
The
poster is attractive in terms of design, layout and neatness. |
The
poster is “acceptably “attractive though it may be a bit messy. |
The
poster is distractingly messy or very poorly designed. It is not attractive. |
|
Grammar |
There
are no grammatical/mechanical mistakes on the poster. |
There
are 1-2 grammatical/mechanical mistakes on the poster. |
There
are 3-4 grammatical/mechanical mistakes on the poster. |
There
are more than 4 grammatical/mechanical mistakes on the poster. |
Public Policy Analysts
CONCLUSION 
New
York City 2009
By becoming Public Policy
Analysts, you will be able to develop long-lasting research skills. These
skills will help you to become active participants in your own education, while
making text-to self, and text-to world connections. You will become much more involved in
everyday social issues that affect many of you in the communities in which you live. As Public Policy Analysts you have learned
empowerment through research and evaluation which will help you as you continue
on with your academic progression.
You have also learned the seriousness of
the social problem of homelessness. There is a tremendous need for positive
public policies to meet the needs of millions who are without family, home or
future. Let’s hope you made a difference!
English
Language Arts
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.
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