“2 + 2 = 5”

No Skills = No Job

A WebQuest by Jackie Shantler

School Without Walls Foundation Academy

Jaclyn.Shantler@rcsdk12.org

INTRODUCTION

You are a high school graduate and you are trying to find a job. You have applied for many positions but every employer says that you don’t have enough basic math skills to do the job. You find yourself wishing that you had paid more attention in math class when Jackie was teaching you about algebra and integers.

You know that students in the Rochester City School District are going to graduate the same way, lacking the math skills they need to get a job. You don’t want this to happen to anyone else so you decide to do something about it.

TASK

You will be assigned a group to explore the causes, effects, and possible solutions for students graduating without basic math skills. You will complete the following:

1) Write a newspaper article for the Democrat and Chronicle

2) Create a PowerPoint presentation

PROCESS

1) Use the Six Steps of the Public Policy Analyst (PPA) to:

a) Define the Problem using Worksheet 1

b) Gather the Evidence using Worksheet 2

c) Determine the Causes using Worksheet 3

d) Examine an Existing Policy using Worksheet 4

e) Develop Solutions using Worksheet 5

f) Select the Best Solution using Worksheet 6

2) Write an article for the Democrat and Chronicle in which you describe the problem and how it affects students’ lives after high school. This should be an informative article that will alert the public to the growing problem.

3) Create a PowerPoint presentation of no more than 15 slides that you will present to the Rochester Board of Education (aka the rest of your class).

Your presentation will include:

· A statement of the problem

· Evidence of the problem

· What is causing the problem

· What is being done now to help solve the problem

· How the existing policy can be improved, or other solutions

· The best way to solve this problem

RESOURCES

The following websites will help you in your research:

Newspapers to Examine Various Articles

http://www.democratandchronicle.com/apps/pbcs.dll/frontpage

http://www.usatoday.com/

http://www.buffalonews.com/

http://www.syracuse.com/

http://www.timesunion.com/

How to Write a Newspaper Article

http://www.media-awareness.ca/english/resources/educational/handouts/broadcast_news/create_a_newspaper_article.cfm

http://www.media-awareness.ca/english/resources/educational/handouts/broadcast_news/news_article_formula.cfm

http://www.emints.org/ethemes/resources/S00001200.shtml

http://www.galaxy.bedfordshire.gov.uk/webingres/bedfordshire/vlib/0.children_teenagers/vhc_how_newspaper.htm

http://www.ehow.com/how_2002073_write-newspaper-article.html

Articles for Ideas

http://www.worsleyschool.net/students/survive/survival.html

http://www.deseretnews.com/dn/view/0,1249,660227161,00.html

http://www.ksl.com/index.php?nid=148&sid=1312807

http://www.all4ed.org/publications/IssueBriefs.html

http://www.manhattan-institute.org/html/ewp_08.htm

http://www.conference-board.org/UTILITIES/pressDetail.cfm?press_ID=2971

EVALUATION

Your group newspaper article will be evaluated using the following rubric:

CATEGORY	4	3	2	1
Layout - Headlines & Captions	The article has a headline that captures the reader's attention and accurately describes the content. The article has a byline. All graphics have captions that adequately describe the people and action in the graphic.	The article has a headline that accurately describes the content. The article has a byline. All graphics have captions.	The article has a headline that describes the content. Most graphics have captions.	Article is missing bylines OR article does not have adequate headline OR many graphics do not have captions.
Articles - Purpose	The entire article establishes a clear purpose in the lead paragraph and demonstrates a clear understanding of the topic.	Most of the article establishes a clear purpose in the lead paragraph and demonstrates a clear understanding of the topic.	Some of the article establishes a clear purpose in the lead paragraph and demonstrates a clear understanding of the topic.	Little or none of the article establishes a clear purpose in the lead paragraph and demonstrates a clear understanding of the topic.
Requirements	All of the required content was present.	Almost all the required content was present.	At least 75% of the required content was present.	Less than 75% of the required content was present.
Spelling and Proofreading	No spelling or grammar errors remain after one or more people (in addition to the typist) read and correct the newspaper.	No more than a couple of spelling or grammar errors remain after one or more people (in addition to the typist) read and correct the newspaper.	No more than 3 spelling or grammar errors remain after one or more people (in addition to the typist) read and correct the newspaper.	Several spelling or grammar errors remain in the final copy of the newspaper.
Contributions of Group Members	Each person in the group has contributed fully without prompting from peers or teacher.	Each person in the group has contributed with a few reminders from peers or teacher.	Each person in the group has contributed with assistance from peers or teacher.	One or more students in the group required quite a lot of assistance from peers or teacher.

Your group PowerPoint will be evaluated using the following rubric:

CATEGORY	4	3	2	1
Layout - Headlines & Captions	The article has a headline that captures the reader's attention and accurately describes the content. The article has a byline. All graphics have captions that adequately describe the people and action in the graphic.	The article has a headline that accurately describes the content. The article has a byline. All graphics have captions.	The article has a headline that describes the content. Most graphics have captions.	Article is missing bylines OR article does not have adequate headline OR many graphics do not have captions.
Articles - Purpose	The entire article establishes a clear purpose in the lead paragraph and demonstrates a clear understanding of the topic.	Most of the article establishes a clear purpose in the lead paragraph and demonstrates a clear understanding of the topic.	Some of the article establishes a clear purpose in the lead paragraph and demonstrates a clear understanding of the topic.	Little or none of the article establishes a clear purpose in the lead paragraph and demonstrates a clear understanding of the topic.
Requirements	All of the required content was present.	Almost all the required content was present.	At least 75% of the required content was present.	Less than 75% of the required content was present.
Spelling and Proofreading	No spelling or grammar errors remain after one or more people (in addition to the typist) read and correct the newspaper.	No more than a couple of spelling or grammar errors remain after one or more people (in addition to the typist) read and correct the newspaper.	No more than 3 spelling or grammar errors remain after one or more people (in addition to the typist) read and correct the newspaper.	Several spelling or grammar errors remain in the final copy of the newspaper.
Contributions of Group Members	Each person in the group has contributed fully without prompting from peers or teacher.	Each person in the group has contributed with a few reminders from peers or teacher.	Each person in the group has contributed with assistance from peers or teacher.	One or more students in the group required quite a lot of assistance from peers or teacher.

CONCLUSION

At the end of this WebQuest you will be able to understand how students are graduating without the necessary basic math skills. You will also be able to present your information and use logical arguments and solutions to persuade others to help you enact new policies.

STANDARDS

Mathematics, Science, and Technology

Standard 1: Analysis, Inquiry, and Design

Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions.

Standard 2: Information Systems

Students will access, generate, process, and transfer information using appropriate technologies.

Standard 7: Interdisciplinary Problem Solving

Students will apply the knowledge and thinking skills of mathematics, science, and technology to address real-life problems and make informed decisions.

English Language Arts

Standard 1: Language for Information and Understanding

Students will listen, speak, read, and write for information and understanding.

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.

Standard 3: Language for Critical Analysis and Evaluation

Students will listen, speak, read, and write for critical analysis and evaluation.

Standard 4: Language for Social Interaction

Students will listen, speak, read, and write for social interaction.