Grace Dodge Vocational H.S.
English – 9
Ms. Fishman
Merylinez@aol.com
WEBQUEST- Poverty and Depression in the
Introduction: We just
finished reading the Grapes of Wrath. We
know Jobe and his family experienced hardship
and extreme poverty during the depression. Many of our citizens still
experience dire poverty in the 21st century. This issue must be addressed if
our democracy can achieve its true measure of equality and freedom. This will
be YOUR task. You will be a public policy advocate for the President of the
TASK:
1.) Working in-groups (no more than 3), you
will be asked to write an essay based on the following findings.
You now have the ability to create change
using the TIPS methodology.
2.) Your article will follow essay format and
have 150-200 words per page.
3.) You must refer to the
characters in the book and explain your answer and cite examples (step 2).
4.) You must include charts
and graphs.
5.) You will also need to use
four outside sources, (books, magazines, and web sites).
6.) Use your PPA worksheets
to help you in your paper and power point presentation.
7.) There will also be a 10 minute oral
presentation.
The web sites will be
provided for you. For your assignment
you will need to follow the following procedures to give support of your
findings.
PROCESS:
Step 1: State the problem, which you are asked
to solve.
*Be sure to compare the
experiences of Jobe and his family, when comparing
their struggles with poverty and depression in the
Worksheet
1-“Defining the
social Problem.”
Step
2:Show evidence that such a problem exists.
* Be sure to use the text to show
necessary examples and help state the problem. Complete the worksheet.
Worksheet 2- “ Gathering evidence
of the problem.”
Step 3: Identify the causes and effects of the
problem.
* Use Textbooks and Web sites to
gather information.
Worksheet 3- “Identifying the
cause of the problem.”
Step
4: What laws were in effect at the time and how did they effect
people during the depression?
Worksheet 4-“Evaluating
existing public policies.
Step
5: Choose the laws and policies to solve the problem.
Select the best solution by
using prior knowledge, websites and worksheets from the depression. Construct
public policy that would be effective in the
Worksheet 5 “Selecting the Best
Policy”
Class requirements:
1. The class will be broken up into groups of
3-4 people.
2. Each group will be responsible for
presenting information gathered.
3. You will also present with your group a 10
minute oral presentation, and show your charts/ graph.
All worksheets can be found at http://www.maxwell.syr.edu/plegal/hsppareg.htm
The following websites should
be used:
WEBSITE RESOURCES : 
http://www.ac.wwu.edu/~stephan/Steinbeck/index.html
http://images.google.com/images?q=the+great+depression&ie=UTF-8&oe=UTF-8&hl=
http://search.msn.com/results.aspx?q=DEPRESSION+IN+THE+BRONX&FORM=SMCRT
The Magpie Sings the Great Depression
From Eviction
Resistance to Rent Control; the Great Depression
http://search.yahoo.com/bin/search?p=depression+in+the+bronx
If you need further sites
please use these general search engines
METHOD OF EVALUATION:
Your work will be evaluated
according to the following rubric:
|
|
A(100-90) |
B(89-80 |
C(79-70) |
D969-60 |
F(59-<) |
|
Step 1-Intro |
Background information Thesis statement and
examples |
Thesis statement and
examples of essay direction |
Thesis statement and 1
example |
Thesis statement |
Background information |
|
Step 2-Evidence |
Show evidence from text to
prove thesis (at least 3 for each character) |
Show evidence from text to
prove thesis (at least 3 for each character) |
Show evidence from text to
prove thesis( at least 2 for each character) |
Show evidence from text to
prove thesis ( at least 1 for each character) |
Provides evidence and
thesis statement as a unit |
|
Step 3-Causes |
From research show possible
causes for problem(at least 3 causes |
From research show possible
causes (at least 2) |
From research show possible
causes(at least 1) |
From research show possible
causes (at least 1) |
Shows one possible cause of
problem |
|
Step 4-Laws which existed |
Cite at least 2 laws which
helped the |
Cite at least 2 laws which
helped the |
Cite 1 law which helped the
|
Cite 1 law, which helped
the |
Does not Cite a law that
verifies claim |
|
Step 5- Reform
possibilities |
Give at least 3
possibilities |
Give 3 possibilities |
Give 2 possibilities |
Give 2 possibilities |
N/A |
|
Step 6- Best solution |
Of the three choose the
best one |
Of the three choose the
best one |
Choose the better of the
two choices |
Choose the better of the
two choices |
Gives a recommendation |
|
Spelling, grammar and
punctuation |
There should be a minimum
of 5 |
There should be a minimum
of 6 |
There should be a minimum
of 8 |
There should be a minimum
of 10 |
There should be a minimum
of 11 |
Conclusion:
At the end of this project
each student, and group will become familiar with the
problems of poverty, and its causes and solutions that resulted from using the
public policies relating to poverty in the
In your next project you will explore the
poetry of the Great Depression.
The Web quest focuses on the
following
English
Language arts performance standards.
STANDARD 1
Students will read, write, listen, and speak
for information and understanding.
As listeners and readers,
students will collect data, facts, and ideas, discover relationships,
Concepts, and generalizations; and use
knowledge generated from oral, written, and
Electronically produced
texts. As speakers and writers, they will use oral and written language
to acquire, interpret, apply, and transmit information.
STANDARD 2
Students will read, write, listen,
and speak for literary response and expression.
Students will read and listen to oral, written and electronically
produced texts and performance 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. As speakers and
writers, students will use oral and written language for self-expression and
artistic creation.
STANDARD 3
Students will read, write, listen, and speak
for critical analysis and evaluation. As listeners and readers, students will
analyze experiences; ideas, information, and issues presented by others using a
variety of established criteria. As speakers and writers, they will present, in
oral and written language and from a variety of perspectives, their opinions
and judgments on experiences, ideas, information and issues.
STANDARD 4
Students will read, write,
listen, and speak for social interaction. Students will use oral and written
language for effective social communication with a wide variety of people. As
readers and listeners, they will use the social communications of others to enrich
the understanding of people and their views.
SOCIAL STUDIES PERFORMANCE
STANDARDS
Standard 4: Economics
Students will use a variety
of intellectual skills to demonstrate their understanding of how the United
States and other societies develop economic systems and associated institutions
to allocate scarce resources, how major decision-making units function in the
United States..
Standard 5: Civics,
Citizenship, and Government
Students will use a variety
of intellectual skills to demonstrate their understanding of the necessity for
establishing governments; the governmental system of the
CONGRATULATIONS!!!!_
