Mr. Sullivan's TIPS WebQuest
Child Abuse/Neglect
for
AP Language & Composition
at
Grace Dodge Career & Technical High
Visit my website: mistersullivansclass.com
Introduction:
In her short story, The Ones that Walk Away from Omelas, Ursula LeGuin writes about a utopian society that has a secret. The citizens' seemingly perfect lives are predicated on the suffering, abuse, and neglect of a young child. The "ones that walk away from Omelas" are those that cannot live with the knowledge that the child suffers involuntarily in order that they may live a better life.
In our imperfect society, we have public policies in place to try to ensure no child has to live through neglect or abuse.
Task: For this project, picture yourself as the Bronx Borough consultant to Governor Pataki on Child Abuse/Neglect. You are asked to research the topic, evaluate the current policies, develop alternative solutions, then select the best solution. Finally, you will be asked to present your findings to the Governor, so he can make an informed judgment as to whether to change the current policies.
Process:
Your job is to complete the TIPS website worksheets:
Gather the evidence: research the problem to establish that there is indeed a problem.
Identify the causes: research the problem to establish the possible causes.
Evaluate the public policies: research the current policies and evaluate them as to their effectiveness.
Develop new solutions: make some suggestions as to how you might solve the problem.
Select the best policy: Compare the current policies and your suggested policies and make a decision on which is the best.
Finally, you will create a PowerPoint presentation on your findings and report them to Governor Pataki. (Remember to parenthetically document your sources and provide a work cited page at the end of your presentation according to MLA standards.)
Resources:
Here are some resources to get you started:
http://nccanch.acf.hhs.gov/- National Clearinghouse on Child Abuse and Neglect Information
http://www.jimhopper.com/abstats/ - Child Abuse: Statistics, Research, and Resources
http://www.acf.hhs.gov/acf_policy_planning.html#policy - Administration for Children and families
http://www.ci.nyc.ny.us/html/acs/home.html - NYC Administration for Children's Services
http://child-abuse.com/ - Child Abuse Prevention Network
http://www.ocfs.state.ny.us/main/ - New York State Office of Children and Family Services
Grading Rubric:
Your grade will be determined on your successful completion of the worksheets and the PowerPoint presentation.
Worksheet Rubric
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A |
B |
C |
D |
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Excellent understanding of the researched topic. Correct use of grammar and correct spelling. Excellent organization. Clearly answers and understands six Step PPA |
Understands researched topic. Fair use of grammar and correct spelling most of the time. Well organized.
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Satisfactory understanding of the researched topic. Words are misspelled, poor usage of grammar. Not well organized. |
Little or no understanding of the researched topic. Poor usage of grammar, words are misspelled. No organization.
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Introduction |
The introduction presents the overall topic and draws the audience into the presentation with compelling questions or by relating to the audience's interests or goals. |
The introduction is clear and coherent and relates to the topic. |
The introduction shows some structure but does not create a strong sense of what is to follow. May be overly detailed or incomplete and is somewhat appealing to the audience. |
The introduction does not orient the audience to what will follow. The sequencing is unclear and does not appear interesting or relevant to the audience. |
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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 written with a logical progression of ideas and supporting information. Includes persuasive information 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. |
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Text Elements |
The fonts are easy-to-read and point size varies appropriately for headings and text. Use of italics, bold, and indentations enhances readability. Text is appropriate in length for the target audience and to the point. The background and colors enhance the readability of text. |
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. |
Overall readability is difficult with lengthy paragraphs, too many different fonts, dark or busy background, overuse of bold or lack of appropriate indentations of text. |
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. |
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Layout |
The layout is aesthetically pleasing and contributes to the overall message with appropriate use of headings and subheadings and white space. |
The layout uses horizontal and vertical white space appropriately. |
The layout shows some structure, but appears cluttered and busy or distracting with large gaps of white space or uses a distracting background. |
The layout is cluttered, confusing, and does not use spacing, headings and subheadings to enhance the readability. |
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Citations |
Sources of information are properly cited so that the audience can determine the credibility and authority of the information presented. All sources of information are clearly identified and credited using MLA citations throughout the project. |
Most sources of information use proper MLA citation, and sources are documented to make it possible to check on the accuracy of information.
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Sometimes copyright guidelines are followed and some information, photos and graphics do not use proper MLA citations. |
No way to check validity of information. |
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Graphics, Sound and/or Animation |
The graphics, sound and/or animation assist in presenting an overall theme and make visual connections that enhance understanding of concept, ideas and relationships. Original images are created using proper size and resolution, and all images enhance the content. There is a consistent visual theme. |
The graphics, sound/and or animation visually depict material and assist the audience in understanding the flow of information or content. Original images are used. Images are proper size, resolution. |
Some of the graphics, sounds, and/or animations seem unrelated to the topic/theme and do not enhance the overall concepts. Most images are clipart or recycled from the WWW. Images are too large/small in size. Images are poorly cropped or the color/resolution is fuzzy. |
The graphics, sounds, and/or animations are unrelated to the content. Graphics do not enhance understanding of the content, or are distracting decorations that create a busy feeling and detract from the content. |
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Writing Mechanics |
The text is written with no errors in grammar, capitalization, punctuation, and spelling. |
The text is clearly written with little or no editing required for grammar, punctuation, and spelling. |
Spelling, punctuation, and grammar errors distract or impair readability. (3 or more errors) |
Errors in spelling, capitalization, punctuation, usage and grammar repeatedly distract the reader and major editing and revision is required. (more than 5 errors) |
Standards:
This WebQuest will focus on the following academic standards in Social Studies and English Language Arts:
Social Studies
Standard 1: History of the
Students will use a variety of intellectual skills to demonstrate their
understanding of major ideas, eras, themes, developments, and turning points in
the history of the
Standard 2: World History
Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives.
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
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.
Conclusion: Your successful completion of this WebQuest is not an end; it is a journey! You have started down a path which will lead to planning your own society! In creating your own utopian society, you will need to call on the same skills as you did in this project. The lives of the citizens in your utopia will count on it!
You can email me at mrsullivansclass@hotmail.com. Visit my website: mistersullivansclass.com