DeWitt
Clinton HS
Andrea Black
Jeffries
Task:
Your objective is to do research and create a power point
demonstration or report intended to evaluate the effectiveness of local
charities. You will use this information
to describe the charity, identify the beneficiaries, financial records, and
impact. This information will be used to
advise the community about their donations.
Use the Public Policy Analyst to guide you.
Process:
Define problem
Gather evidence
Identify societal, economic and historical implications
Develop and evaluate possible suggestions Hypothesize the
outcome of your suggestions.
Each group will have:
One coordinator
Two researchers and one designer and editor
Day One:
Review the situation.
Worksheet One:
Defining the problem
Assign roles for the members of the group
Day Two and
Three:
There are many websites that evaluate the appropriation of funds
charities receive. You should use several sites to complete Worksheet Two:
Gathering Evidence for the Problem and Worksheet Three:
Identifying the Causes of the Problem.
Day Four and Five:
Work with your groups.
Coordinators organize, check on progress. What have you
accomplished? What do you need to do?
Create timeline or calendar.
Researchers: Organize information. Choose the best information. Eliminate irrelevant information. Make sure that you choose documents that
support your point of view and advance your arguments. (All members read the chosen articles.)
Designers: Experiment
with fonts, colors and Clip Art to visually enhance your presentation.
Day Six:
Hold a group meeting to complete Worksheet Four:
Evaluating Existing Public Policies.
How advertisements and fund raising campaigns contributing to the
problem? Brainstorm new policies that
would help.
Day Seven: Complete Worksheet
five: Developing Public Policy Solutions and Worksheet Six: Selecting the Best Public Policy
Solutions. You may use
current laws and policies, but be sure to identify the dates and sources.
Day Seven:
Organize information. Design presentation.
Day Eight:
Practice oral presentation.
Be sure to include references.
Day Nine:
Presentations
Day Ten:
Evaluation of presentations.
Use of rubrics to aid in evaluation
Resources:
http://www.newyork.bbb.org/nypas/newstands.html
http://charityguide.org/charity/charityratings.htm
http://charityguide.org/charity/external_frameset.htm?http://charitywatch.org/criteria.html
http://charityguide.org/charity/charityratings.htm
http://www.nonprofitbasics.org/TopicAreaProfileDetail.aspx?ID=14&ProfileID=100
http://www.charitynavigator.org/index.cfm/bay/content.view/catid/64/cpid/79.htm
http://www.cwu.edu/~vargas/vargam.htm
http://www.sls.lib.il.us/reference/por/features/98/charity.html
“The True meaning of life is to plant trees, under
whose shade you do not expect to
sit.”
Nelson
Henderson
Evaluation:
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Grade |
Information Seeking/Selecting and Evaluating |
Analysis |
Synthesis |
Documentation |
Product/Process |
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4 |
Student(s) posed a thoughtful, creative question that engaged them in challenging or provocative research. The question contributes to knowledge in a focused, specific area. Students used all six steps of Public Policy Analyst. |
Student(s) gathered information from a variety of quality electronic sources, including appropriate licensed databases. Sources are relevant, balanced and include critical readings relating to the thesis or problem. Primary sources were included (if appropriate). |
Student(s) carefully analyzed the information collected and drew appropriate and inventive conclusions supported by evidence. Voice of the student writer is evident. |
Student(s) developed appropriate structure for communicating product, incorporating variety of quality sources. Information is logically and creatively organized with smooth transitions. |
Student(s) documented all sources, including visuals, Sources are properly cited, both in-text/in-product and on Works-Cited/Works-Consulted pages/slides. Documentation is error-free. |
Student(s) effectively and creatively used appropriate communication tools to convey their conclusions and demonstrated PPA techniques. Product displays creativity and originality. |
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3 |
Student(s) posed a focused question involving them in challenging research. Students used four or five steps of Public Policy Analyst |
Student(s) gathered information from a variety of relevant sources--print and electronic |
Student (s) product shows good effort was made in analyzing the evidence collected |
Student(s) logically organized the product and made good connections among ideas |
Student(s) documented sources with some care, Sources are cited, both in-text/in-product and on Works-Cited/Works-Consulted pages/slides. Few errors noted. |
Student(s) effectively communicated the results of research to the audience and demonstrated PPA techniques |
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2 |
Student(s) constructed a question that lends itself to readily available answers. Students used three or four steps of Public Policy Analyst |
Student(s) gathered information from a limited range of sources and displayed minimal effort in selecting quality resources |
Student(s) conclusions could be supported by stronger evidence. Level of analysis could have been deeper. |
Student(s) could have put greater effort into organizing the product |
Student(s) need to use greater care in documenting sources. Documentation was poorly constructed or absent. |
Student(s) need to work on communicating more effectively and did not demonstrated PPA techniques |
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1 |
Student(s) relied on teacher-generated questions or developed a question requiring little creative thought. Students used two or less steps of Public Policy Analyst |
Student(s) gathered information that lacked relevance, quality, depth and balance. |
Student(s) conclusions simply involved restating information. Conclusions were not supported by evidence. |
Student(s) work is not logically or effectively structured. |
Student(s) clearly plagiarized materials. |
Student(s) showed little evidence of thoughtful research. Product does not use PPA techniques |
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Teacher/Librarian Comments |
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Conclusion:
After
completing this Web Quest you will have produced a report or PowerPoint which
can be presented to your community. You
will supply all of the necessary data and evaluation needed to make an informed
choice for contributing to a charity. This project will meet the following New York
State Learning Standards:
English Language Arts Performance Standards
E1c:
Read and comprehend informational materials.
E2a:
Produce a report of.
E3c:
Prepare and deliver an individual presentation
E6a: Critique public document with an eye to strategies common
in public discourse.
E3b: Participate in-group
meetings
Performance Standards in Science
S6d Acquires information
from multiple sources.
S6e Recognizes and
limits sources of bias in data
S7e Communicates in a
form suited to the purpose and the audience
Standard 3: Mathematics
Students will understand mathematics and become mathematically
confident by communicating and reasoning mathematically, by applying
mathematics in real-world settings, and by solving problems through the
integrated study of number systems, geometry, algebra, data analysis,
probability, and trigonometry.
Standard 6: Interconnectedness: Common Themes
Students
will understand the relationships and common themes that connect mathematics,
science, and technology and apply the themes to these and other areas of
learning.
