Web Quest

Explicit Photos and Cell Phones:

Innocent Fun or Illegal Behavior

A Major Social Problem

Ms. Karlsson

JHS 144

A significant number of teenagers are sending and receiving sexually explicit cell phone photos, often with little, if any, awareness of the possible psychological, interpersonal, and sometimes legal consequences of doing so. Even many of those who believe there could be serious legal consequences still choose to engage in this risky behavior.

Approximately one-third of teenagers in a recent study admitted to sending or forwarding explicit photographs were aware of the possible criminal repercussions of “sexting” were actually far more likely to have “sexted” than teens who were not aware of the consequences.

Mr. Kabinoff has selected your class to research this social problem that is affecting our youth. Future generations depend on you. Good luck.

You will work in groups of 5 and research this major social problem. Your group will create a Power Point Presentation using the 6 steps of the PPA. In addition, each student must write a well developed 2-3 page paper explaining the problem and possible solutions. Your paper must include a minimum of 3 supporting details from secondary sources and include a Work Cited page.

Use the internet and your Word Generation books to find research along with the PPA handout. Use the attached worksheets to help gather your evidence.

Identify the problem

http://www2.maxwell.syr.edu/plegal/TIPS/select.html

Gather evidence

http://www2.maxwell.syr.edu/plegal/TIPS/gather.html

Identify causes of the problem

http://www2.maxwell.syr.edu/plegal/TIPS/identify.html

Evaluate the policy

http://www2.maxwell.syr.edu/plegal/TIPS/existing.html

Develop a solution to the problem

http://www2.maxwell.syr.edu/plegal/TIPS/solutions.html

Select the best Public Policy Solution

http://www2.maxwell.syr.edu/plegal/TIPS/bestsol.html

• http://knowledgebase.findlaw.com/kb/2012/Jul/708386.html
• http://teenink.com/opinion/pop_culture_trends/article/131108/Sexting-Know-the-Facts/
• http://www.foxnews.com/politics/2012/03/05/in-effort-to-curb-teen-sexting-state-lawmakers-work-to-avoid-turning-kids-into/
• http://www.safeteens.org/relationships/sexting/

	1	2	3	4
Presentation of Information CCLS W.6.2a CCLS W.6.2f CCLS W.6.4	Topic is not introduced. Ideas, concepts, and information are disorganized. Strategies such as definition, classification, comparison/contrast, and cause/effect; including formatting, graphics, and multimedia are not used to aid comprehension. A concluding statement or section is omitted or irrelevant. Ending is abrupt.	Topic is not clearly introduced. Ideas, concepts, and information are basically organized . Strategies such as definition, classification, comparison/contrast, and cause/effect; including formatting, graphics, and multimedia may not be used to aid comprehension. A weak concluding statement or section follows vaguely from the information or explanation presented.	Topic is introduced. Ideas, concepts, and information are organized using strategies such as definition, classification, comparison/contrast, and cause/effect; including formatting, graphics, and multimedia to aid comprehension. A concluding statement or section follows from the information or explanation presented.	Topic is clearly introduced, previewing what is to follow. Ideas, concepts, and information are logically organized using many strategies such as definition, classification, comparison/contrast, and cause/effect; including formatting, graphics, and multimedia to aid comprehension. A strong concluding statement or section follows from and supports the information or explanation presented.
Information and Evidence CCLS W.6.2b CCLS W.6.9 CCLS W.6.7 CCLS R.6.1	Topic is insufficiently developed. Facts, definitions, concrete details, quotations, or other information and examples are insufficient or inaccurate. Sources are not credible. Evidence fails to support analysis, reflection, or research.	Topic is partially developed with relevant facts, definitions, concrete details, quotations, or other information and examples, using some credible nonfictional sources. Evidence basically supports analysis, reflection, and research.	Topic is sufficiently developed with relevant facts, definitions, concrete details, quotations, and other information and examples, using several credible nonfictional sources. Evidence supports analysis, reflection, and research.	. Topic is well developed with many relevant facts, definitions, concrete details, quotations, and other information and examples, using many credible nonfictional sources. Evidence strongly supports analysis, reflection, and research.
Language and Wording CCLS W.6.2c CCLS L.6.3 CCLS L.6.3a CCLS L.6.6 CCLS CCRL.3 CCLS CCRL. 6	Sentence patterns are highly repetitive and basic. General vocabulary is far below grade-appropriate. Domain-specific vocabulary is not used. Appropriate transitions to clarify relationships among ideas and concepts are not effectively used.	Sentence patterns are not varied for meaning, reader interest, and style. Writing is repetitive. General vocabulary is slightly below grade-appropriate. Little domain-specific vocabulary is used. Some appropriate transitions indicate relationships among ideas and concepts.	Sentence patterns are adequately varied for meaning, reader interest, and style. General vocabulary is grade-appropriate. Domain-specific vocabulary is used throughout paper. Appropriate transitions clarify relationships among ideas and concepts.	Sentence patterns are highly varied for meaning, reader interest, and style. General vocabulary includes words and phrases beyond grade level. Domain-specific vocabulary is properly used throughout paper. Appropriate transitions create cohesion and clarify the relationships among ideas and concepts.
Conventions of Standard English CCLS L.6.2 CCLS CCRL.1 CCLS CCRL. 2	Command of the conventions of standard English grammar, capitalization, punctuation, and spelling not demonstrated. Many errors interfere with comprehension.	Command of the conventions of standard English grammar, capitalization, punctuation, and spelling is weak. Few errors appear, some of which may interfere with comprehension.	Command of the conventions of standard English grammar, capitalization, punctuation, and spelling is clear. Errors are minimal and do not interfere with comprehension.	Command of the conventions of standard English grammar, capitalization, punctuation, and spelling is clear. May include few minor errors that do not interfere with comprehension.
Revision CCLS W.6.5	With some guidance and support from peers and adults, writing remains undeveloped and is not strengthened by planning, revising, editing, rewriting, or trying a new approach.	With some guidance and support from peers and adults, writing is somewhat developed and strengthened by planning, revising, editing, rewriting, or trying a new approach.	With some guidance and support from peers and adults, writing is developed and strengthened by planning, revising, editing, rewriting, or trying a new approach.	With some guidance and support from peers and adults, writing is developed and strengthened by planning, revising, editing, rewriting, or trying a new approach. Purpose and audience are addressed.
Adherence to Task CCLS W.6.4	Many aspects of the task have not been addressed. Many specifics may be incomplete or omitted.	Most aspects of the task are addressed. Some specifics may be omitted or too generally addressed.	All aspects of the task are adequately addressed. No additional elaboration is included.	All aspects of the task are fully addressed, including additional elaboration beyond what was required.

Conclusion:

After completing this web quest each group member will have a better understanding of the social problem, Explicit Photos and Cell Phones: Innocent Fun or Illegal Behavior. Group members will be able to identify consequences associated with the problem as well as possible solutions. Each group member will have participated in a group Power Point Presentation and an individual essay.

Standards:

CCLS W.6.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

CCLS W.6.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

CCLS W.6.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

CCLS W.6.7: Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.

CCLS W.6.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

CCLS L.6.2: Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.

CCLS L.6.3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.

CCLS L.6.6: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

CCLS CCR.1: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

CCLS CCR.2: Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.

CCLS CCR.3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

CCLS CCR.6: Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

CCLS R1.6.7: Integrate information presented in different media formats (ex. visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.