Creating Public Policy

 

 

 

 

 

 


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.

 

1.      Define the Problem

2.    Gather Evidence

3.    Identify Causes

4.    Evaluate the Policy

5.     Develop Possible Solutions

6.    Choosing the Best Solution

 

·        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/

·        http://www.cato.org/

·        http://www.rand.org/

·        https://www.google.com/

·        http://www.bing.com/

 

 

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.