WHY DO GOOD KIDS GO BAD?
Ms Silva
English Department
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Introduction:
In William Golding’s novel, Lord Of
The Flies, we see the conflict between the savage instinct of
survival and the social instinct created by civilization. The young characters in the novel, stranded
in a deserted island, went from being innocent schoolboys to killers. The violence that the boys cause on each
other leads to the question of why some children “go bad.” Is the lack of parental guidance to blame,
the “savage” setting or a combination of both conditions? The problem of troubled children and teens
is an issue that affects our society as well.
Some individuals blame society for not providing a better example for
its children while others blame the children themselves. After reading William Golding’s, Lord of the Flies,
the school board has invited you and your classmates to write an updated
version of the novel. Before writing
your novel you must research current problems that young Americans face today
and then develop a plausible resolution.
Your task, along with three
other group members, is to research and write about the issues troubling
American Teens, using the PPA procedures and sites listed below. After selecting a social issue to research,
you will also be required to offer possible solutions to this social problem. Your findings will be presented to the rest
of the class.
Task:
1: You will complete a 1-2
page paper that is typewritten and double-spaced using MS Word OR:
2: Create a minimum of
six-slide power point explaining the social problems;
Both products must follow
the outlined of the “PUBLIC POLICY ANALYST”
as shown on the PPA web site.
Process:
You will
divide into groups of four and your group will be responsible for one of the
following:
1.
Choose one of the following:
A. Write a brief paper (1-2 pages) about the
social problem you have selected. You must
present evidence that this problem exists in our country, and determine its
causes and effects. You must also
propose possible solutions. You must
follow the six steps of the Public
Policy Analysis (PPA) in your research.
OR
B. Create and present a PowerPoint
presentation about the social problem you have selected. You must present evidence that this problem
exists in our country, and determine its causes and effects. You must also propose possible
solutions. The Power Point presentation
must include a minimum of six slides; each slide will discuss the information
gathered in the PPA worksheets.
2. Ensure that each group member completes and submits the
following PPA worksheets, which are hyperlinked below:
Gather Evidence of the Problem
Identify the Causes of the Problem
Evaluate Existing Public Policies
3: Your group
will use the websites listed in the resources section and your class notes and
text material to complete the worksheets on the Public Policy Analyst
RESOURCES
1. “Children Today Lack the Proper Role Models”
http://www.thedesertsun.com/news/stories/opinion/979093142.shtml
2. “Risk
Factors That Affect Adolescents in or on the Periphery of Gangs”
http://www.beamentor.org/Risk.htm
3. “Gangsta Rap: a musical menace to society”
4. Teens: Alcohol and Other Drugs
http://www.aacap.org/publications/factsfam/teendrug.htm
5. “Poverty by
Family Structure Among Adolescents…” http://www.wvdhhr.org/mcfh/adohealthprofile/nationalstatedata/Poverty_by_Family_Structure2DAdolescents_102D172DAll_Adolescentslist.asp?cmd=resetall
6. “The Consequences
of Fatherlessness”
http://www.fathers.com/research/consequences.html
7. “Teenagers
and young people: Peer Pressure”
http://www.families.qld.gov.au/family/familiesfirst/tipsheets/tipsheet_peerpressure.html
8. “Parenting
Troubled Teens”
http://www.suite101.com/welcome.cfm/troubled_teens
9. “Troubled
Teens: How to tell if your teenager’s
behavior is normal”
http://www.ucihealth.com/News/UCI%20Health/troubteen.htm
General
Search Engines:
EVALUATION
RUBRICS: RESEARCH PAPER
|
|
3 |
2 |
1 |
|
Content |
Writing shows in-depth analysis of the
criticism of the social problem and offers insightful proposals according to
the Public Policy Analysis methodology. |
Writing shows basic understanding and
analysis of the criticism of the social problem and offers adequate
solutions. It briefly addresses each
of the steps of the PPA. |
Writing shows summarization of the
research information. It may contain
vague references to the steps of Public Policy Analysis. |
|
Structure
and Organization |
Writing is generally well organized
according to definite plans. Topics or
ideas generally clear. Typically clear beginnings and ends. Most transitions smooth and logical. Details generally varied and vivid. |
Controlling topics, ideas, or overall
plans always present but do not always focus the
writing. Endings may sometimes be
awkward or abrupt. Transitions are typically logical but may
on occasion lack depth and/or direct relevance. |
Topics or overall plans may not be
clearly present. Possible digressions or elaborations
confusing to reader. Beginnings and endings may be awkward or
abrupt. Key elements may be unevenly developed or
omitted. Details used inconsistently. |
|
Style |
Sound reasoning. Clear position. Opinions
thoughtfully supported. Credible evidence.
Avoids exaggeration. Compelling arguments. Fact/opinion
distinguished. Conclusions well-grounded. Displays evidence to advantage.
Believable and defensible. Convincing. |
Few surprises. Predictable, well-worn
arguments. Credible but limited support. Acceptable, knowledge as evidence. Fact/opinion
sometimes overlap. |
Minimal content. Unsupported statements. Weak, questionable evidence. Position
weak/unclear/shifting. Overly reliant on repetition and exaggeration. |
RUBRICS: POWERPOINT PRESENTATION
|
|
3 |
2 |
1 |
|
Content |
The
content is written clearly and concisely with a logical progression of ideas
and supporting information. The
project includes motivating questions and advanced organizers that provide
the audience with sense of the project’s main idea. Information
is accurate, current and comes mainly from primary sources. |
The
content is vague in conveying a point of view and does not create a strong
sense of purpose. Includes
some persuasive information with few facts. Some
of the information may not seem to fit. Primary
source use is not always clear. |
The
content lacks a clear point of view and logical sequence of information. Includes
little persuasive information and only one or two facts about the topic. Information
is incomplete, out of date and/or incorrect. Sequencing
of ideas is unclear. |
|
Text/Graphics Layout |
The
fonts are easy-to-read and point size varies appropriately for headings and
text. The
graphics, sound and/or animation assist in presenting an overall theme and
make visual connections that enhance understanding of concept, ideas and
relationships. |
Sometimes
the fonts are easy-to-read, but in a few places the use of fonts,
italics, bold, long paragraphs, color or busy background detracts and does
not enhance readability. Some of the
graphics, sounds, and/or animations seem unrelated to the topic/theme and do
not enhance the overall concepts. |
The
text is extremely difficult to read with long blocks of text and small
point size of fonts, inappropriate contrasting colors, poor
use of headings, subheadings, indentations, or bold formatting. The graphics,
sounds, and/or animations are unrelated to the content |
CONCLUSION
This
web quest should have taught you to analyze the problems that American youth
currently face in our country. Through
your research, you saw the social issues concerning teens by researching
through various points of view— even those you don’t fully agree with—and
factual information. With this research
you learned how to select a public policy that best solved this existing social
problem. You also learned to evaluate
the costs and benefits of your public policy in order to determine its
feasibility. Based on your research and
efforts to create an effective public policy, you created a research paper or
PowerPoint presentation.
This
web quest has enabled students to meet standards one, three, and four of the
1.
Students will read and write for information and understanding
2.
Students will read and write for literary response and expression
3.
Students will read and write for critical analysis and evaluation
4.
Students will speak and listen for social interaction
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ENLISH
LANGUAGE ARTS STANDRDS
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.
SOCIAL STUDIES STANDRDS
Standard 4:
Economics
Students
will use a variety of intellectual skills to demonstrate their understanding of
how the
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