TITLE: SOCIAL PROBLEMS:
ANTISOCIAL BEHAVIOR OF HIGH SCHOOL STUDENTS
INTRODUCTION:
AFTER READING THE NEWSPAPERS, and LOOKING AT OUR LOCAL NEWS, WE SEE THAT
OUR WORLD IS FILLED with ANTI-SOCIAL BEHAVIOR .YOU AS HIGH SCHOOL STUDENTS WILL
BECOME PUBLIC POLICY ANALYSTS. yOU WILL INVESTIGATE AND EVALUATE THE HISTORY OF
ANTISOCIAL BEHAVIOR IN
HIGH SCHOOLS ,FIND THE CAUSES , THE EFFECTS AND THE POSSIBLE SOLUTIONS.
task:
uSING THE SIX STEP ppA, RESEARCH THE ANTI-SOCIAL
BEHAVIOR EXHIBITED BY PEOPLE IN THE NEWSPAPERS AND THE LOCAL NEWS. YOUR GROUP
WILL BE RESPONSIBLE FOR WRITING A THREE PAGE EDITORIAL USING INFORMATION
GATHERED FROM THE PPA, AN ORAL PRESENTATION OF YOUR FINDINGS AND USING GRAPHICS
OR A POWER POINT PRESENTATION .
.
process:
1.
You will work in FOUR GROUPS AND EACH MEMBER OF YOUR GROUP WILL ASSUME
THE ROLE OF AN INVESTIGATIVE REPORTER.
2. using the six step ppa you will perform the
following and incorporate these findings in your written and oral presentations
3.
yOU WILL ACCESS THE PPA ON THE INTERNET AND COMPLETE THE WORKSHEETS
LISTED BELOW
Worksheets: http://www.maxwell.syr.edu/plegal/TIPS
4.
YOU WILL USE THE INTERNET RESOURCES ALONG WITH PRINT MEDIA FOR YOUR
REPORT AND ORAL PRESENTATIONS.
:
WORKSHEETS:
1.Define the problem
2.Gather evidence
3.Identify causes
4.Evaluate a policy
5.develop solutions
6.Select best solution
RESOURCES:
ENGINES:
websites:
1.
http://www.alaska.net/~rosenbau/EmotionalCA.html
2.
www.samhsa.gov/centers/csap/modelprograms/
3.
www.users.york.ac.uk/~am1/GrpwrCrit/Benefit%20
4.
www.users.york.ac.uk/~am1/GrpwrCrit/Benefit%2
5.
www.ncrel.org/sdrs/areas/issues/
6.
www.envrnmnt/drugfree/sa1lk6.htm
7.
www.serve.org/UCR/UCCOMPSIX.HTML
6.WWW.TEACHMORELOVEMORE.ORG/
9.
www.mccordcenter.com/news/mayjune02.htm
10 www.samhsa.gov/centers/csap/modelprograms/
More results from http://www.samhsa.gov//
evaluation:
A Rubric
for Evaluating WebQuests
The WebQuest format can be applied to a variety of teaching situations. If you take advantage of all the possibilities inherent in the format, your students will have a rich and powerful experience. This rubric will help you pinpoint the ways in which your WebQuest isn't doing everything it could do. If a page seems to fall between categories, feel free to score it with in-between points.
|
Beginning |
Developing |
Accomplished |
Score |
Overall Aesthetics (This refers to the WebQuest page itself, not the external resources linked to it.) |
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Overall Visual Appeal |
0 points There are few or no graphic elements. No variation in layout or typography. OR Color is garish and/or typographic variations are overused and legibility suffers. Background interferes with the readability. |
2 points Graphic elements sometimes, but not always, contribute to the understanding of concepts, ideas and relationships. There is some variation in type size, color, and layout.
|
4 points Appropriate and thematic graphic elements are used to make visual connections that contribute to the understanding of concepts, ideas and relationships. Differences in type size and/or color are used well and consistently. |
|
Navigation & Flow |
0 points Getting through the lesson is confusing and unconventional. Pages can't be found easily and/or the way back isn't clear. |
2 points There are a few places where the learner can get lost and not know where to go next. |
4 points Navigation is seamless. It is always clear to the learner what all the pieces are and how to get to them. |
|
Mechanical Aspects |
0 points There are more than 5 broken links, misplaced or missing images, badly sized tables, misspellings and/or grammatical errors. |
1 point There are some broken links, misplaced or missing images, badly sized tables, misspellings and/or grammatical errors. |
2 points No mechanical problems noted. |
|
Introduction |
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Motivational Effectiveness of Introduction |
0 points The introduction is purely factual, with no appeal to relevance or social importance OR The scenario posed is transparently bogus and doesn't respect the media literacy of today's learners. |
1 point The introduction relates somewhat to the learner's interests and/or describes a compelling question or problem. |
2 points The introduction draws the reader into the lesson by relating to the learner's interests or goals and/or engagingly describing a compelling question or problem. |
|
Cognitive Effectiveness of the Introduction |
0 points The introduction doesn't prepare the reader for what is to come, or build on what the learner already knows. |
1 point The introduction makes some reference to learner's prior knowledge and previews to some extent what the lesson is about. |
2 points The introduction builds on learner's prior knowledge and effectively prepares the learner by foreshadowing what the lesson is about. |
|
Task (The task is the end result of student efforts... not the steps involved in getting there.) |
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Connection of Task to Standards |
0 points The task is not related to standards. |
2 point The task is referenced to standards but is not clearly connected to what students must know and be able to do to achieve proficiency of those standards. |
4 points The task is referenced to standards and is clearly connected to what students must know and be able to do to achieve proficiency of those standards. |
|
Cognitive Level of the Task |
0 points Task requires simply comprehending or retelling of information found on web pages and answering factual questions. |
3 points Task is doable but is limited in its significance to students' lives. The task requires analysis of information and/or putting together information from several sources. |
6 points Task is doable and engaging, and elicits thinking that goes beyond rote comprehension. The task requires synthesis of multiple sources of information, and/or taking a position, and/or going beyond the data given and making a generalization or creative product. See WebQuest Taskonomy. |
|
Process (The process is the step-by-step description of how students will accomplish the task.) |
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Clarity of Process |
0 points Process is not clearly stated. Students would not know exactly what they were supposed to do just from reading this. |
2 points Some directions are given, but there is missing information. Students might be confused. |
4 points Every step is clearly stated. Most students would know exactly where they are at each step of the process and know what to do next. |
|
Scaffolding of Process |
0 points The process lacks strategies and organizational tools needed for students to gain the knowledge needed to complete the task. Activities are of little significance to one another and/or to the accomplishment of the task. |
3 points Strategies and organizational tools embedded in the process are insufficient to ensure that all students will gain the knowledge needed to complete the task. Some of the activities do not relate specifically to the accomplishment of the task. |
6 points The process provides students coming in at different entry levels with strategies and organizational tools to access and gain the knowledge needed to complete the task. Activities are clearly related and designed to take the students from basic knowledge to higher level thinking. Checks for understanding are built in to assess whether students are getting it. See: |
|
Richness of Process |
0 points Few steps, no separate roles assigned. |
1 points Some separate tasks or roles assigned. More complex activities required. |
2 points Different roles are assigned to help students understand different perspectives and/or share responsibility in accomplishing the task. |
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Resources (Note: you should evaluate all resources linked to the page, even if they are in sections other than the Process block. Also note that books, video and other off-line resources can and should be used where appropriate.) |
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Relevance & Quantity of Resources |
0 points Resources provided are not sufficient for students to accomplish the task. OR There are too many resources for learners to look at in a reasonable time. |
2 point There is some connection between the resources and the information needed for students to accomplish the task. Some resources don't add anything new. |
4 points There is a clear and meaningful connection between all the resources and the information needed for students to accomplish the task. Every resource carries its weight. |
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Quality of |
0 points Links are mundane. They lead to information that could be found in a classroom encyclopedia. |
2 points Some links carry information not ordinarily found in a classroom. |
4 points Links make excellent use of the Web's timeliness and colorfulness. Varied resources provide enough meaningful information for students to think deeply. |
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Evaluation |
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Clarity of Evaluation Criteria |
0 points Criteria for success are not described. |
3 points Criteria for success are at least partially described. |
6 points Criteria for success are clearly stated in the form of a rubric. Criteria include qualitative as well as quantitative descriptors. The evaluation instrument clearly measures what students must know and be able to do to accomplish the task. See Creating a Rubric. |
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Total Score |
/50 |
Original WebQuest rubric by Bernie
Dodge.
This is Version 1.03. Modified by Laura Bellofatto,
Nick Bohl, Mike Casey, Marsha Krill, and Bernie Dodge
and last updated on
STANDARDS:
ELA STANDARDS:
THIS WEB QUEST FOCUSES ON THE FOLLOWING
ENGLISH LANGUAGE ARTS PERFORMANCE STANDARDS:
1.
E1C : rEAD AND
COMPREHEND INFORMATIONAL MATERIAL.
2.
E2A: PRODUCE A
REPORT OF INFOORMATION.
3.
E3A: PARTICIPATE
IN ONE –TO –ONE CONFERENCE WITH THE TEACHER.
4.
E3C:prepare and deliver a group presentation.
5.
e4b: analyze and
subsequently revise work to improve its clarity and effectiveness.
Conclusion:
THIS PPA WEB QUEST WILL HELP YOU TO BECOME
BETTER JOURNALISTS AND TO HELP YOU TO UNDERSTAND THE PROBLEMS FACED BY PEOPLE
IN OUR SOCIETY WHO EXHIBIT ANTISOCIAL BEHAVIOR. AS A PPA ANALYST AND A
JOURNALIST, YOU WILL HAVE IDENTIFIED THE PROCESS IT TAKES TO CREATE AN
ALTERNATIVE POLICY TO THE ALREADY EXISTING POLICY. AS A RESULT OF THIS PROJECT,
YOU WILL HAVE A SET MODEL FOR YOU TO BECOME INDIVIDUAL PROBLEM SOLVERS ON
PUBLIC POLICIES THAT AFFECT YOU AND AS A RESULT, MORE ACCOMPLISHED JOURNALISTS.
OUR NEXT WEB QUEST WILL BE TO EVALUATE PROGRAMS
WHICH DEAL WITH DISRUPTIVE STUDENTS.