TEENAGE UNEMPLOYMENT IS RISING IN
Ms. Shustrin
Grace Dodge Vocational High School
You attend high
school. You are a good student. However, there is not enough money at home
for all the things you want. Whenever
you ask your Mom for something, she always tells you no. There is not enough
money. She tells you that money doesn’t
grow on trees. But you really need a new
outfit for the first day of school, and then you need new clothes for the
school dance. So, you decide to get a
job. You go to all the stores near your
house, but no matter what you do you cannot get a job.
When you speak
to your friends they have all been having the same problem. In fact, your whole class has been having the
same problem. It seems like the whole world
is having this same problem. You have
been selected by our school, and will be paid to find out why teenage
unemployment is so widespread, and then to find various ways that would make it
easier for teenagers to get a job.
You
will be working with a partner. You can
choose whom you would like to work with.
The two of you will create a PowerPoint presentation of at least eight
slides. You will need a title slide,
and then a slide defining the problem. The next slide will identify the
causes. You will then need two slides
that evaluate the present policy. You
will then have two slides with suggestions for new policies to help other
students find a job. Then you will have
a slide with the best solution. You will
then show your PowerPoint slides to the class in a five-minute presentation. Your PowerPoint will represent use of the Public
Policy Analyst.
IN GROUPS OF TWO YOU WILL COMPLETE THE TASK BY FOLLOWING THE PROCESS STEPS BELOW
A: Complete the worksheets for each of the PPA categories
- DEFINE
THE PROBLEM OF TEEN UNEMPLOYMENT AS IT EXISTS IN
a.
Read the following to help you define the problem:
http://www.maxwell.syr.edu/plegal/TIPS/select.html
b. The two of you
will talk to each other exchanging ideas.
c. Fill out the
following worksheet defining the problem.
http://www.maxwell.syr.edu/plegal/TIPS/worksheet1.doc
- GATHERING
EVIDENCE OF THE PROBLEM
a. Read the
following to help you find out how to gather evidence:
http://www.maxwell.syr.edu/plegal/TIPS/gather.html
b. The goal of these
activities is to use the Internet to locate evidence to support the existence
of your problem. Go to the following
websites to gather your evidence.
http://www.lrna.org/league/PT/PT.2003.12/PT.2003.12.2.html
http://www.thenorthstarnetwork.com/news/opinion/182097-1.html
c. You will then fill
out the attached worksheet.
http://www.maxwell.syr.edu/plegal/TIPS/worksheet2.doc
On the worksheet you
will state the problem in the space provided, then in the next box list the
websites you went to. Below the boxes
you are need to list four statements from the following documents that prove
that teenage unemployment is a problem.
- IDENTIFY
THE CAUSES FOR THE PROBLEM
a. Read the
following to help you see how to identify the cause of the problem:
http://www.maxwell.syr.edu/plegal/TIPS/identify.html
b. You need to
identify the factors that contribute to the difficulty of teenagers getting
jobs. Review the articles listed below
to find the causes and factors that contribute to the lack of jobs for
teenagers.
You will go to the
following websites to identify these factors.
http://www.cssny.org/whatsnew/releases/2002_0214.html
http://www.cssny.org/pubs/issuebrief/no12.htm
http://www.dushkin.com/connectext/econ/ch11/causes.mhtml
http://jobsearch.about.com/cs/careerresources/a/offshore.htm#b
http://www.nydailynews.com/front/v-pfriendly/story/82908p-75788c.html
http://www.nydailynews.com/news/local/v-pfriendly/story/95406p-86473c.html
c. You will then
click below to open and complete Worksheet 3 citing the causes of teenage
unemployment.
http://www.maxwell.syr.edu/plegal/TIPS/worksheet3.doc
- DESCRIBE AND EVALUATE THE EXISTING
POLICY IN
a. Read the
following to help you learn how to describe and evaluate existing policy:
http://www.maxwell.syr.edu/plegal/TIPS/existing.html
b. You are going to
look at the following website to see
http://www.nyc.gov/html/doe/html/youth_services.html#top
c. You will then
fill-out the following worksheet to evaluate this policy. You will analyze the advantages and
disadvantages of the current policy.
http://www.maxwell.syr.edu/plegal/TIPS/worksheet4.doc
5. DEVELOP
SOLUTIONS/POLICIES FOR THE PROBLEM OF TEENAGE UNEMPLOYMENT
a. Read the
following to learn how to develop solutions:
http://www.maxwell.syr.edu/plegal/TIPS/solutions.html
b. Based on your
knowledge from the articles, you will create three solutions to the
problem. Some of these are articles that
you have already read, but some of these are new articles giving ideas for
solutions to the problem.
http://www.thenorthstarnetwork.com/news/opinion/182097-1.html
http://www.cssny.org/whatsnew/releases/2002_0214.html
http://www.cssny.org/pubs/issuebrief/no12.htm
http://jobsearch.about.com/cs/careerresources/a/b
http://jobsearch.about.com/library/weekly/aa071402a.htm
http://jobsearch.about.com/library/bljobsource.htm?PM=ss11_jobsearch
http://jobsearch.about.com/library/weekly/aa052001a.htm
http://jobsearch.about.com/library/blparttime.htm
c. After discussing
your solutions, you will fill out the following worksheet. You will list the
three solutions that you have found.
http://www.maxwell.syr.edu/plegal/TIPS/worksheet5.doc
-
SELECT
THE BEST POLICY
a.
Read the following to help you select the best policy:
http://www.maxwell.syr.edu/plegal/TIPS/bestsol.html
b.
Fill out the following worksheet listing the three solutions that you proposed
in worksheet 5. Then change the font
style to BOLD for the one that you
feel would be the best policy for
http://www.maxwell.syr.edu/plegal/TIPS/worksheet6.doc
Each student will be evaluated and graded on the
following criteria.
Note: All of
the percentages (%) add up to 200%, which means that this WEBQUEST will count
as 2 exams!
|
ASSIGNMENTS TO BE JUDGED… |
IN PROGRESS…KEEP WORKING. |
SATISFACTORY |
IDEAL |
POSSIBLE SCORE |
YOUR SCORE |
|
Team Work, Both on the computer and during presentation |
Worked collectively with your
partner |
Worked collectively with your
partner, showed maturity and courtesy |
Above and beyond satisfactory,
showed leadership qualities |
30% |
|
|
Worksheets #1-6 |
Answered most questions
adequately |
Answered all questions adequately |
Answered all questions
adequately, showed advanced understanding |
50% |
|
|
8-Slide Power Point Presentation on your Topic |
Did not address all of the issues
or make a very convincing argument |
Has all of the required issues in
the Presentation, but the PPT is not very convincing |
Shows how each required issue is
relates to your side, and the PPT is clear and convincing |
100% |
|
|
Presented your PPT |
Showed up unprepared and
presented the PPT poorly because of this |
Showed up well prepared and
presented your side clearly and were articulate |
Above and beyond well prepared,
added a lot to the actual Presentation aside from the computer, great presenter |
20% |
|
Your
completion of this web quest should provide you with the following knowledge
and skills:
·
You
should understand the causes of teenage unemployment.
·
You
should be able to suggest new approaches in policy making.
·
You
will have learned how to make convincing arguments to support your findings.
Your next web quest will analyze censorship on the Internet
Technology
Standard 5: Technology
Students will apply
technological knowledge and skills to design, construct, use, and evaluate
products and systems to satisfy human and environmental needs.
Standard 7:
Interdisciplinary Problem Solving
Students will apply the knowledge and thinking skills of mathematics,
science, and technology to address real-life problems and make informed
decisions.
Career
Development and Occupational Studies
Standard 1: Career
Development
Students will
be knowledgeable about the world of work, explore career options, and relate
personal skills, aptitudes, and abilities to future career decisions.
English
Language Arts
Standard 1: Language for
Information and Understanding
Students will
listen, speak, read, and write 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 that follows the accepted conventions of the
English language to acquire, interpret, apply, and transmit information.
Standard 2: Language for
Literary Response and Expression
Students will
read and listen to oral, written, and electronically produced texts and
performances from American and world literature; 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 that follows
the accepted conventions of the English language for self-expression and
artistic creation.
Standard 3: Language for
Critical Analysis and Evaluation
Students will
listen, speak, read, and write 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 use oral and written language that follows the
accepted conventions of the English language to present, from a variety of
perspectives, their opinions and judgments on experiences, ideas, information
and issues.
Standard 4: Language for
Social Interaction
Students will listen, speak, read, and write for social
interaction. Students will use oral and written language that follows the
accepted conventions of the English 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 their understanding of people and their
views.