Introduction:
Public policy: the action the government
takes to address an issue, solve a problem, or meet the needs and wishes of the
citizens
Public policy is an
attempt by the government to address a public
issue. The government, whether it is city, state, or federal, develops public policy
in terms of laws, regulations, decisions, and actions. There are three parts to
public policy-making:
problems, players, and the policy.
The problem
is the issue that needs to be addressed. The player is
the individual or group that is influential in forming a plan to address the
problem in question. Policy
is the finalized course of action decided upon by the government. In most
cases, policies are widely open to interpretation by non-governmental players,
including those in the private sector. Leaders of religious and cultural institutions also
make public policy.
Task:
Public policy in the United States is (believe it or not!) a
hotly debated topic, just watch any of the “news” channels and you will see
debates happening regularly. Your task
is to choose a current public policy that is being debated in the country. You will conduct research on the policy using
the websites provided or by conducting your own searches. Once your group has conducted enough research
you will then choose a side and either support or oppose the public
policy. Ideally, in groups of 4, two of
you will support and two of you will oppose.
You will individually write a position paper either supporting or
opposing and finally, create a power point supporting or opposing your public
policy.
Process:
·
Create a group of 4 and choose a public policy that is currently being
debated.
·
Research your public policy.
You may use the resources provided or conduct your own research.
·
Once your topic has been chosen and research has begun, decide
who will support or oppose the policy.
·
IN ORDER TO COMPLETE YOUR PAPER AND PREPARE FOR YOUR PRESENTATION, YOU
WILL USE THE PUBLIC POLICY ANALYST, COMPLETE WITH FORMS AND INSTRUCTIONS, TO
GATHER INFORMATION FOR YOUR TASK. FOLLOW THE LINKS BELOW TO COMPLETE THIS.
·
Each group member will write a position paper either supporting or opposing the public policy and
the solution chosen.
·
Finally, create a power point about both sides of the public
policy. Be sure to include the
following:
a.
Definition of Public
Policy
b.
Explain your Public Policy
c.
Explain the possible solutions
d.
Present the chosen solution
e.
Argue support for the public policy (be sure to describes WHO
supports this and why)
f.
Oppose the public policy (be sure to describe WHO opposes this
and why)
You may choose from the following list of public policy
issues. You are not limited to this list
– but you must get teacher approval before you begin your project!
RESOURCES:
·
http://www.publicagenda.org/
·
http://www.annenbergpublicpolicycenter.org/
EVALUATION
Persuasive
Essay: Public Polci |
|||||
CATEGORY
|
4 - Above Standards |
3 - Meets Standards |
2 - Approaching Standards |
1 - Below Standards |
Score |
Focus or Thesis Statement |
The thesis statement names the topic of the essay and outlines
the main points to be discussed. (15 points) |
The thesis statement names the topic of the essay. (11 points) |
The thesis statement outlines some or all of the main points to
be discussed but does not name the topic. (7 points) |
The thesis statement does not name the topic AND does not
preview what will be discussed. (3 points) |
|
Support for Position |
Includes 3 or more pieces of evidence (facts, statistics,
examples, real-life experiences) that support the position statement. The
writer anticipates the reader's concerns, biases or arguments and has
provided at least 1 counter-argument. (40 points) |
Includes 3 or more pieces of evidence (facts, statistics,
examples, real-life experiences) that support the position statement. (30
points) |
Includes 2 pieces of evidence (facts, statistics, examples,
real-life experiences) that support the position statement. (20 points) |
Includes 1 or fewer pieces of evidence (facts, statistics,
examples, real-life experiences). (10 points) |
|
Closing paragraph |
The conclusion is strong and leaves the reader solidly
understanding the writer's position. Effective restatement of the position
statement begins the closing paragraph. (15 points) |
The conclusion is recognizable. The author's position is
restated within the first two sentences of the closing paragraph. (11 points)
|
The author's position is restated within the closing paragraph,
but not near the beginning. (7 points) |
There is no conclusion - the paper just ends. (3 points) |
|
Grammar & Spelling |
Author makes no errors in grammar or spelling that distracts the
reader from the content. (10 points) |
Author makes 1-2 errors in grammar or spelling that distract the
reader from the content. (8 points) |
Author makes 3-4 errors in grammar or spelling that distract the
reader from the content. (6 points) |
Author makes more than 4 errors in grammar or spelling that
distracts the reader from the content. (4 points) |
|
Capitalization & Punctuation |
Author makes no errors in capitalization or punctuation, so the
essay is exceptionally easy to read. (10 points) |
Author makes 1-2 errors in capitalization or punctuation, but
the essay is still easy to read. (8 points) |
Author makes a few errors in capitalization and/or punctuation
that catch the reader's attention and interrupt the flow. (6 points) |
Author makes several errors in capitalization and/or punctuation
that catch the reader's attention and interrupt the flow. (4 points) |
|
Sources |
Four sources used for quotes, statistics and facts are credible
and cited correctly. (10 points) |
Three sources used for quotes, statistics and facts are credible
and are cited correctly. (8 points) |
Two sources used for quotes, statistics and facts are credible
and cited correctly. (6 points) |
One source used and cited correctly. (4 points) |
|
Group
Presentation Rubric: Public Policy
Project |
|||||
CATEGORY |
10 |
8 |
5 |
2 |
|
Content |
Shows a full understanding of the topic. Logical, interesting
sequence which audience can follow. Points and counter points are clearly
made and all evidence supports thesis. |
Shows a good understanding of the topic. Logical sequence which
audience can follow. Many good points and counter points made but there is an
uneven balance. |
Shows some understanding of parts of the topic. Difficult to
follow presentation because students jump around. Both sides of the policy are not
clear. Great deal of information that
is not clearly connected to thesis. |
Does not seem to understand the topic very well. No sequence of
information. Only one side of the
policy is included, and that is unclear.
Information included does not support thesis in any way. |
|
Preparedness/Organization |
Students are completely prepared and have obviously rehearsed. Seldom
uses notes. Few pauses or stumbling. No repetition. |
Students seem pretty prepared but might have needed a couple
more rehearsals. Uses notes and frequently returns to notes. Only slight
hesitation and minor pauses. No repetition. |
The students are somewhat prepared, but it is clear that
rehearsal was lacking. Reads most of presentation. Choppy or slow with
frequent pauses; few incomplete thoughts. Some repetition. |
Students do not seem at all prepared to present. Reads all of
presentation. Uneven with long pauses or incomplete thoughts. Repetitive. |
|
Comprehension |
Students are able to accurately answer almost all questions
posed by classmates about the topic. Demonstrates full knowledge with
explanations and elaboration. |
Students are able to accurately answer most questions posed by
classmates about the topic. May fail to elaborate. |
Students are able to accurately answer a few questions posed by
classmates about the topic. Seems uncomfortable with information. |
Student s are unable to accurately answer
questions posed by classmates about the topic. |
|
Creativity/Use of Materials/Stays on Topic |
Very original presentation of material; captures audience's
attention. |
Some originality apparent; good variety and blending of
materials/media. |
Material presented with little originality or interpretation;
little use of materials/media. |
Repetitive with little or originality or use of materials/media;
it was hard to tell what the topic was. |
|
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
incorrectly pronounces some terms. |
Speaks low (94-85%) most of the time. Mispronounces terms. |
Often mumbles and cannot be understood OR mispronounces terms
and speaks too quietly for students in the back of class to hear. |
|
Contribution to Group |
All of the group spoke (100%) and got the audience to respond in
some way. |
All of the group
spoke. (100%) |
Most of the group spoke. (More than 50%) |
Some of the group spoke. (Less than 50%) |
|
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. |
|
CONCLUSION
At
the conclusion of this web quest, you will have become an expert on your
particular public policy. You will have
completed a position paper defending or opposing your Public Policy, and given
a thoughtful presentation to the class.
STANDARDS
Key
Idea 3: Central to civics and citizenship is an understanding of the roles of
the citizen within American constitutional democracy
and the scope of a citizen’s rights and responsibilities.