V.Houck

John F. Kennedy Middle School

Introduction

Have you ever felt overwhelmed with your homework?  Do you often wonder, what is the point of all of the work your teachers assign?  Do you feel ill when it comes time to complete homework?  Or do you just not care at all?  Why should I do homework when I sit in school all day long and do work, work, work?  Statistics show that homework has a direct correlation on your grades in school.  Congrats to those of you who do your homework, you are enhancing your own learning.  Now let’s figure out why so many of your classmates choose to not do their homework.

Task

As a class we will analyze the causes of the lack of homework being completed within our School. We will perform research which will entail linking not doing homework to poor academic grades. Also, we will begin to brainstorm some possible solutions to improve our homework grades and become educationally empowered!

Your task is to imagine that you are part of JFK Middle Schools Task Force established to prevent high numbers of student failure at JFK Middle School.  In your groups you will create surveys/posters/argumentative paper to be placed in and around the school building. The posters will allow your fellow school mates to respond, comment, and express feeling and issues they are facing in the areas of low school performance.  You must follow the Public Analyst(PPA) steps in order to gather your information. 

Process

*Please note: You must use the Public Policy Analyst(PPA) guideline

1. Define the Problem
2. Gather the Evidence
3. Identify the Causes
4. Evaluate an Existing Policy
5. Develop Solutions
6. Select the Best Solution (Feasibility vs. Effectiveness)

Resources

· wikipedia.org/homework

· Homework Excuses

· Why your students don’t do their homework - Articles - UsingEnglish.com

· http://today.duke.edu/2006/03/homework.html

· Home Work:  Too much or not enough?

· Facts About Positive Effects of Homework | eHow.com

· Research of the Pros of Homework, Part 2

· Connect with Kids : Weekly News Stories : "Too Much Homework"

· Down With Homework! | Scholastic.com

· Homework Pays Off | Hoover Institution

Evaluation

POSTER RUBRIC

Exceeds Expectations

Meets Expectations

Does Not Meet Expectations

Score

Points Earned

3

2

1 or 0

 Layout

 Creatively enhances information

 Balanced, uncluttered, adequate white space

 Not balanced, cluttered, insufficient white space

 Titles and Subtitles

 All titles and subtitles are clear, enhance readability

 Most titles and subtitles are clear, enhance readability

 Few or no titles or subtitles to clarify text

 Text Size and Color

 All text is clear and readable; a few changes in size and color enhance understanding

 Text is clear and readable; changes in size and color enhance understanding

 Some text is clear and readable; frequent changes in size and color do not enhance understanding

 Writing

 Well written and organized, clear, easy to follow

 Adequately written and organized, clear, reasonably easy to follow

 Poorly written and organized, unclear, hard to follow

 Quality of Information

  Product description is clear, complete, concise

 Product description is mostly clear, could be a little more concise

 Product description is not clear, incomplete, not concise

Rubric for the Assessment of the Argumentative Essay

Points Earned

	4	3	2	1
INTRODUCTION Background/History Define the Problem Thesis Statement	Well developed introductory paragraph contains detailed background information, a clear explanation or definition of the problem, and a thesis statement.	Introductory paragraph contains some background information and states the problem, but does not explain using details. States the thesis of the paper.	Introduction states the thesis but does not adequately explain the background of the problem.  The problem is stated, but lacks detail.	Thesis and/or problem is vague or unclear. Background details are a seemingly random collection of information, unclear, or not related to the topic.	____
CONCLUSION	Conclusion summarizes the main topics without repeating previous sentences; writer's opinions and suggestions for change are logical and well thought out.	Conclusion summarizes main topics.  Some suggestions for change are evident.	Conclusion summarizes main topics, but is repetitive. No suggestions for change and/or opinions are included.	Conclusion does not adequately summarize the main points. No suggestions for change or opinions are included.	____
MAIN POINTS Body Paragraphs Refutation	Three or more main points are well developed with supporting details. Refutation paragraph acknowledges the opposing view, and summarizes their main points.	Three or more main points are present but may lack detail and development in one or two. Refutation paragraph acknowledges the opposing view, but doesn't summarize points.	Three or more main points, but all lack development. Refutation paragraph missing and/or vague.	Less than three main points, with poor development of ideas.  Refutation missing or vague.	____
USE OF SOURCES Documentation	All source material is used and smoothly integrated into the text. All sources are accurately documented and in the desired format on the Works Cited page. All sources are relevant and reliable.	All source material is used. All sources are accurately documented, but a few are not in the desired format on the Works Cited page. Most sources are relevant and reliable.	All sources are accurately documented, but many are not in the desired format on the Works Cited page. Some sources are relevant and reliable.	Lacks sources and/or sources are not accurately documented. Incorrect format is used. Sources are not relevant nor reliable.	____
SENTENCE PRECISION Sentence Clarity	The writer treats the subject seriously using formal language. All sentences are complete, accurate, and clear; the writer controls the point of view appropriately.	The writer uses some informal language and slang. Most sentences are complete, accurate and clear; there is an occasional use of "you" in the essay, indicating a lack of revision or control.	Some unclear or confused sentences; the writer shifts person throughout the essay or uses "you" and "I" frequently.	Many unclear or incomplete sentences.	____
MECHANICS Punctuation & Capitalization	Punctuation and capitalization are correct.	Sentence structure is generally correct. Some awkward sentences do appear. There are one or two errors in punctuation and/or capitalization.	Work contains structural weaknesses and grammatical errors. There are three or four errors in punctuation and/or capitalization.	Work contains multiple incorrect sentence structures. There are four or more errors in punctuation and/or capitalization.	____

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Survey & Data Collection Rubric

	4	3	2	1	Total Points
Survey Development	Survey items are well thought out and include all important items to adequately review books.	Survey items sufficiently cover important items for book reviews.	Survey questions are limited and offer some information required to review books.	Survey questions do not adequately present enough information to review books.	_____
Organization & Mechanics	Survey questions are asked in a logical and well thought out sequence which respondants can follow. No misspellings or grammatical errors.	Survey questions are asked in logical sequence which respondants can follow. No more than two misspellings and/or grammatical errors.	Survey questions are not listed or asked in a logical format. There are four misspellings and/or grammatical errors.	Survey questions are not appropriate for a requested information . There are more than 4 spellings errors and/or grammatical errors.	_____
Format	The format is correct, title appropriate, and laid out wisely, with no typing errors.	The format is correct, title is appropriate, and has no more than 2 typing errors.	Format has some inconsistencies and missing areas, and/or more than 4 typing errors.	Format is sloppy, margins, layout is inconsistent, and many typing errors.	_____
Research & Gather Information	Collects a great deal of information--all relates to the topic.	Collects some basic information--most relates to the topic.	Collects very little information--some relates to the topic.	Does not collect any information that relates to the topic.	_____
					Total Points

CONCLUSION:

Congratulations! You have completed The Social Problem Webquest on the importance of completing Homework. You have used the steps of the American Public Policy Analyst to analyze a social problem in American history.

NYS STANDARDS:

SOCIAL STUDIES

Standard 1: History of the United States and New York

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 United States and New York

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 United States and other nations; the United States Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.

ENGLISH LANGUAGE ARTS

Standard 1: Students will read, write, listen, and speak for information and understanding.

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.

MATH, SCIENCE, and TECHNOLOGY

Standard 2: Students will access, generate, process, and transfer information using appropriate technologies.

NYS COMMON CORE STATE STANDARDS

Performance Indicator - SS1.I.3B:
Students gather and organize information about the important achievements and contributions of individuals and groups living in New York State and the United States.

Performance Indicator - SS1.C.4A:
Students analyze historical narratives about key events in New York State and United States history to identify the facts and evaluate the author’s perspectives