Ms.
Neumann
Michelangelo
JHS 144
New York City has one of the nation’s lowest graduation rates. Less
than half of the city’s students graduate high school on time. Many students are not making it to high
school graduations. As a result, many
problems have resulted from the lack of education and skills.
There
are major consequences for dropping out of school: impacts on academic
achievement, family, economic, social and self esteem over the long run. More importantly, it is very likely that this
decision will affect future generations to come.
Mr. Kabinoff would like
you to improve the graduation rate. Your
group was chosen to research and report on this problem. Your future for generations depends on this.
You will work in groups of 5 and research
the topic and create a PowerPoint of at least 8 slides. You will be working
with a partner. You will need to include
the following in your presentation:
· Introduction
& definition of the problem
· How
do you know that the problem exists?
· What
causes the problem?
· What
suggestions are there for the problem?
· Which
is the BEST solution?
· Present
the PowerPoint to the class.
In your groups, complete the task by following the
steps below:
ü
Define the
Problem
o
Your
group will want to understand how to define a social problem. This website will explain the process used in
understanding and defining a social problem.
o
COMPLETE
WORKSHEET 1. On this worksheet you will state the nature of the problem,
the location, and the reasons that this situation creates social problems where
you live.
http://www.maxwell.syr.edu/plegal/TIPS/worksheet1.doc
ü Gather
Evidence of the Problem
http://www2.maxwell.syr.edu/plegal/TIPS/gather.html
ü Identify
the Cause of the Problem
http://www2.maxwell.syr.edu/plegal/TIPS/identify.html
ü Evaluate
Existing Public Policies
http://www2.maxwell.syr.edu/plegal/TIPS/existing.html
ü Develop
Public Policy Solutions
http://www2.maxwell.syr.edu/plegal/TIPS/solutions.html
ü Select
the Best Public Policy Solution
http://www2.maxwell.syr.edu/plegal/TIPS/bestsol.html
Ø http://teens.lovetoknow.com/Causes_of_High_School_Dropouts
Ø http://www.womensforum.com/why-teens-drop-out-of-high-school.html
Ø http://www.nysun.com/new-york/event-will-highlight-rising-high-school-dropout/71431/
|
|
1 |
2 |
3 |
4 |
|
Presentation of Information |
Topic is not
introduced. Ideas, concepts, and
information are disorganized. Strategies such as definition, classification, conparison/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, conparison/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, conparison/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, conparison/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 |
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 besically
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 |
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 |
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 |
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 |
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. |
This task will help you better understand the causes and effects of
dropping out of high school and not earning a high school diploma. This is your
opportunity to encourage your classmates that school is important and valuable.
English Language
Arts:
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.
Social Studies
Students will use a variety of
intellectual skills to demonstrate their understanding of the necessity for
establishing governments; the governmental system of the United States and
other nations; the United States Constitution; the basic civic values of
American constitutional democracy; and the roles, rights, and responsibilities
of citizenship, including avenues of participation.