Presented by: Pauline Sawyers

IS52M

Do you have family members, friends or neighbors who have been targeted by gang members, bullied, pressured to joined gangs or killed as a result of increased crime levels in your community?

In the novel The Outsiders, the characters are faced with various social problems on a daily basis. Some of these are:

· Gang violence Prejudice ( stereotype, class- rich vs. poor)

· Truancy Teenage drug and alcohol abuse

· Bullying

These social problems have; also, for decades plagued the communities in which you live. They have resulted in a major decrease in the quality of life for you, your families, friends and neighbors. They have also caused premature deaths, low self-esteem in young people, illnesses, family break-ups and an increase in crime.

Why are these social problems so high? What effects do they have on the youths of your communities? What can be done to alleviate these problems? You have all experienced or know of someone who has experienced one or more of these problems. The longer these social problems exist; the reality becomes clearer that we have to address each problem and target the root causes in order to alleviate them.

You now have the grand opportunity to make a difference in your community, and in your school. As a member of the Social Problem Prevention Committee (SPPC), you are hired by the Manhattan Borough President to conduct a web-based research about these problems, find the causes, impacts of these problems on the youths as well as possible solutions and advise the President about new laws that will reduce the impact of these problems on the youths of your community. You may also motivate your peers to follow the advice of Johnny Cade to “Stay Gold.”

THE RESPONSIBILITY IS GREAT, BUT THE FUTURE OF THE YOUTHS IN YOUR COMMUNITY IS DEPENDENT ON YOU!! RISE TO THE OCCASION AND MAKE A DIFFERENCE! GOOD LUCK!

In groups of 3 or 4 you will conduct a web-based research to explore one of the social problems listed above. You will use the PPA steps as a guide as you gather evidence to help your group find a solution to the problem.

· Product: You will create a PowerPoint of at least 10 slides. Your presentation should include; how the problem affects the youths in your community, causes and proposed solutions, laws, and statistics found in your research.

· Each group will present a 3 minute oral presentation explaining the group’s findings. All steps in the PPA must be in your presentation.

· Each group member will then use information from the research to write a 2 page report on your findings

1. DEFINE THE PROBLEM: Click on the hyperlink and review the page with group members to help you see how to define the problem. You will form groups of 3 or 4 and choose a problem from the list given above. Each group will research the problem in your neighborhood. This may include information about why this problem still exist, the location and the impacts the youths. Each group will complete the following:

What is the problem that you plan to address? Each group member should complete web quest problem sheet1 (MSWORD). You can work collaboratively on this to define the problem as it affects your community.

Complete the Reflective Research Response Questions (type questions for this work sheet) Each group should print worksheet after completing it

2. GATHER THE EVIDENCE: Click on the hyperlink and review the page with group members to help you see how to gather evidence. Find statistics of incidents and evidences of the problem in your area. Gather the evidence to prove that the problem exists in your community. Complete worksheet 2 MSWORD

3. IDENTIFY THE CAUSES: Click on the hyperlink and review the page with group members to help you see how to identify the causes. What factors contribute to this problem? Identify the causes of the problem you are studying. Use one of the internet resources to find causes for your problem. Complete worksheet 3 MSWORD.

4. EVALUATE THE EXISTING POLICY: Click on the hyperlink and review the page with group members to help you see how to evaluate the existing problem. Look for current laws or policies about the problem. What are some methods that have been used in your borough or in other places to prevent the problem? Find agencies and contacts that are already in place to help individuals struggling with the problem. Complete worksheet 4 (MSWORD)

5.DEVELOP SOLUTIONS: Click on the hyperlink and review the page with group members to see the factors involved when developing a public policy. As soon as groups are done collecting data for the research, meet collectively as a group and share your findings. Then develop a solution for the problem. Complete worksheet 5 (MSWORD)

6. SELECT THE BEST SOLUTION (Feasibility and Effectiveness): Click on the hyperlink and review the page with group members to help you see how to select the best solution. Decide with your group the best policy to use for the particular problem. Complete worksheet 6 (MSWORD)

RESOURCES TO BE USED IN WEBQUEST:

Gang Violence

1. http://www.teenviolencestatistics.com/content/gang-violence.html

2. http://at-riskyouth.org/welcome-to-arise-resources/grab-a-future/

3. http://www.focusas.com/Gangs.html

4. http://www.great-online.org/

5. http://www.troubledteensinfo.com/Defiant_Teens/Teen_Violence/Teen_Violence_and_Gangs/

6. http://www.nydailynews.com/new-york/nypd-double-gang-division-article-1.1172347

7. http://schools.nyc.gov/StudentSupport/NonAcademicSupport/GangPrevention/default.htm

Truancy

1. http://mcdonough.k12.il.us/optionaleducation/TAOEP/truancy.htm

2. (Truancy in NY): http://www.ehow.com/facts_7273203_truancy-laws-new-york-state.html

3. (Truancy Policies): http://www.ericdigests.org/1998-2/urban.htm

4. (Programs): http://www.ongov.net/probation/pins.html http://www.palnyc.org/800-PAL-4KIDS/Program.aspx?id=26

5. http://www.nyc.gov/html/truancy/html/home/home.shtml

Prejudice

1. http://learningtogive.org/papers/paper233.html

2. http://www.understandingprejudice.org/multimedia/reducing.htm

Teenage Drug and Alcohol Abuse

1. http://www.aacap.org/cs/root/facts_for_families/teens_alcohol_and_other_drugs

2. http://www.cigna.com/individualandfamilies/health-and-well-being/hw/medical-topics/teen-alcohol-and-drug-abuse-tp17749.html

3. http://www.projectknow.com/research/drugs-and-alcohol/

Bullying

1. http://www.justsayyes.org/topics/bullying-suicide-prevention/?gclid=CJmn_-LwsbUCFahlOgodKGYAaw

2. http://www.kenrigby.net/

Power Point Rubric

PowerPoint Rubric
	Expert 14 Points		Skilled 13 Points		Emergent 11 Points	Novice 10 Points
Text	Easy to read. Font size varies appropriately. Text is appropriate length.		Fonts are generally easy to read. Font size varies appropriately. Too much text.		Overall readability is difficult. Too much text. Too many different fonts.	Text is difficult to read. Too much text. Inappropriate fonts. Small font size.
Graphics	Graphics create an overall theme and make connections that help the audience understand the concepts.		All graphics are related to content. All graphics are appropriate size and good quality. Graphics help audience understand the flow of content. All graphics are related to content. All graphics are appropriate size and good quality.		Some of the graphics are unrelated to content. Too many graphics on one page. Some of the graphics distract from the text. Images are poor quality. Too large or too small.	Most of the graphics are unrelated to content. Too many graphics on one page. Most of the graphics distract from the text. Images are poor quality. Too large or too small.
Animation	Animation creates an An overall theme and make connection that helps the audience understand the concepts.		Animation helps audience understand the flow of content.		Some of the animation is unrelated to content. Too much animation on one page. Some of the animation distract from the text.	Much of the animation is unrelated to content. Too much animation on one page. Much of the animation distract from the text.
Background	Background makes text easy to read.	Text is readable, but background is very Distracting.		Text is readable, but background is very Distracting.			Background makes text difficult to read.
Layout	Pleasing to the eye. Appropriate use of headings and sub-headings. Appropriate use of white space.	Layout shows some structure. Cluttered, distracts from readability. Large gaps of space.		Layout shows some structure. Cluttered, distracts from readability. Large gaps of space.			Layout is cluttered, confusing. Poor use of spacing, headings and sub headings. Hard to read.
Writing Mechanics	No errors in grammar, capitalization, punctuation or spelling.	Many errors in grammar, capitalization, punctuation or spelling.		Many errors in grammar, capitalization, punctuation or spelling.			Errors in grammar, capitalization, punctuation or spelling distract from readability.
Content	Completely covers all required parts of research(PPA)	Covers most parts of the PPA		Covers most parts of the PPA			PPA incompletely covered.
Total Points + 2 if you have your name on your PowerPoint

Oral Presentation Rubric

CATEGORY	4 EXCELLENT	3 VERY GOOD	2 SATISFACTORY	1 UNSATISFACTORY
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.
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 of the time. Mispronounces no more than one word.	Often mumbles or can not be understood OR mispronounces more than one word.
Stays on Topic	Stays on topic all (100%) of the time.	Stays on topic most (99-90%) of the time.	Stays on topic some (89%-75%) of the time.	It was hard to tell what the topic was.
Content	Shows a full understanding of the topic.	Shows a good understanding of the topic.	Shows a good understanding of parts of the topic.	Does not seem to understand the topic very well.

Written report Rubric

		I.S. 52 ELA	Writing Rubric
	Exceptional (100)	Capable (85)	Developing (75)	Emerging (60)
Ideas: Shows understanding of unit specific task and text	-Ideas make clear connections beyond the task and text -Fulfills all requirements of the task 20	-Ideas are clear, original and focused -Fulfills most requirements of the task 17	-Ideas are reasonably clear -Fulfills some requirements of the task and/or shows some gaps in understanding of the text or task 15	-Ideas are unclear or incomplete -fulfills few or no requirements of the task and/or lacks understanding of the text or task. 12
Development Shows relationship between ideas and evidence	-Supports ideas with elaboration and thorough analysis. -Provides relevant and well chosen evidence, details and examples that go beyond the obvious. 25	- Supports ideas clearly and fully - Provides relevant and well chosen evidence, details and examples. 20	-develops ideas briefly -provides some evidence and examples but may include inaccurate details 20	--fails to develop ideas -provides almost no examples and details, and/or includes inaccurate or irrelevant information. 14
Organization: Shows how the structure builds direction and coherence	-Introduces a topic clearly, previewing what is to follow. -Uses a logical sequence through sophisticated and varied transition words, phrases and clauses. -Title is creative and captures meaning. -Provides a conclusion that follows from and supports the evidence. 20	- Introduces the topic clearly - Uses a logical sequence through appropriate transition words, phrases and clauses - Title is interesting and makes sense - Provides a conclusion that follows from the evidence 17	-Attempts to introduce the topic while making some connection to the task -Attempts a logical sequence through transition words, phrases or clauses. -Title is simple and hints at meaning. -Conclusion shows little connection to evidence. 15	-Fails to introduce the topic and makes no connection to the task. -use of transition -fails to establish a logical sequence -transition words are not present or are used incorrectly. -Lacks a title -Conclusion is missing or unrelated to content 12
Language use: Shows awareness of language and purpose	-Is fluent and easy to read with a strong sense of engagement or voice. -Consistently uses precise and above grade level vocabulary. -Varies structure and length of sentences to enhance meaning and hold reader interest. -Is sophisticated in style and tone. 20	- Is fluent and easy to read with some sense of engagement or voice. -Uses precise and some above grade level vocabulary. - Varies structure and length of sentences to enhance meaning. - Maintains consistency in style and tone 17	-Is readable with little sense of engagement or voice. -Uses basic vocabulary -Exhibits some attempt to vary sentence structure or length but with uneven success. -Establishes but fails to maintain style and tone 15	-is difficult to read with little or no sense of engagement or voice. -uses limited or repetitive vocabulary -Sentences lack variety in structure or length. -fails to establish style or tone. -uses language that is inappropriate for audience or purpose. 12
Mechanics: Shows command of the conventions of Standard English	Shows control with no errors in: - Spelling - Punctuation - Capitalization - Grammar -Paragraphing 15	Shows control with essentially no errors in: - Spelling - Punctuation - Capitalization - Grammar -Paragraphing 14	Shows some control with occasional errors that hinder comprehension when using -Spelling -Punctuation -Capitalization -Grammar -Paragraphing 10	Shows little control with errors that make comprehension difficult when using -Spelling -Punctuation -Capitalization -Grammar -Paragraphing 10

Name: ____________________________________________ Date: _______________________ Class: _________________ Score: _____________/100

By completing this web quest you should have learned the dangers and seriousness of the social problems you studied. These social problems are diminishing the opportunities and lowering the self esteem as well as destroying the lives of friends, families and fellow students. You should also have gained a deeper appreciation and knowledge of Public Policy Analyst and the work they do. The policy solutions you have suggested will hopefully be ones that will make a difference in the lives of youths in your neighborhood and New York.

W 2

Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

1. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

3. Provide a concluding statement or section that follows from and supports the information or explanation presented.

W 6

Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources

W 7

Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.

W 8

Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

RI 1

Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

SL 4

Present claims and findings, emphasizing salient points in a focused, coherent manner. Use appropriate eye contact, adequate volume and clear pronunciation

SL 5

Include multimedia components and visual displays in presentation

Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples