Public Policy Poster Project

Teaching Problem Solving (TIPS) through Educational Technology Interdisciplinary

Amy M. Gicewicz

Protesting Public Policy Project

Web-Quest

Introduction:

You are a team researching protesting public policy in the past and present. Many colonial leaders in the American colonies were not happy about the British taxation to pay for the French and Indian War. Before 1763, the British did not ENFORCE their policies.

Your team will also research a current social problem that has recently caused Americans to protest.

Task:

Your team is assigned the task of researching, writing, and creating a poster protesting public policy past and present. You will be presenting your project to the class.

Past 1760-1774 Current: 2000

Process:

In a team of four students, decide two people to research past social problem (1763-1774). Decide 2 people to research current social problem.

Each past group (A-F) will be assigned a social problem (British Taxing). Current group will choose one social problem from the three provided.

Past Groups (A-F)

Each letter below corresponds to your group. Group A will research letter A, Group B will research letter B and so on…

Research each event and who was involved. Use the public

policy worksheets to guide you.

Past social problem: British Taxation

A. Boston Tea Party, Tea Act, Sons of Liberty

B. Stamp Act, Stamp Act Congress, Patrick Henry

C. Boston Massacre, Stamp Act, John Adams

D. Quartering Act, Sugar Act, Paul Revere

E. Townsend Act, Ben Franklin, boycott

F. Intolerable Acts, First Continental Congress, John Hancock

Current social problem:

Choose 1 from the three problems below.

Gun control
Homelessness
Racial profiling

You are expected to find all key figures involved, the dates of the protesting, and why Americans are protesting the public policy. Step 4 will help you.

Each student must complete Public Policy Analyst worksheets by researching information. This step will help you understand why it is a problem.

Define the Problem

Gather Evidence

Causes for the Problem

After worksheets are handed in, create a poster of protesting social problem past and present. Past and present must each have three pictures each. A total of six pictures.

You will present your poster in a 5-minute presentation. All group members are expected to know all the information and work together.

Each group will compare and contrast past and present protesting public policies in the presentation.

Resources:

Research topic using the Internet and textbooks provided. Make sure you are researching the topics only.

Past: Groups A-F

www.Historyplace.com/unitedstates/revolution/rev~prel.htm

www.earlyamerica.com

www.geocities.com

www.encarta.msn.com

www.people.ne.mediaone.net/franlopes./tea.htm

www.pbs.org/ktca/liberty/

www.English.udel.edu/lemay/franklin/ambassador.html

www.colonialhall.com

www.suite101.com/welcome.cfm/colonial_america

Present:

Evaluation:

Did you hand in the three public policy worksheets?

Are the worksheets well researched and describe the cause of the social problem?

Are their at least 6 pictures (3 past pictures and 3 current social problems pictures included in the poster?

Does each picture have an explanation with at least 5-8 sentences?

Are your explanations well researched? Do you give specific examples?

Is your poster informative and appealing?

Did your group work together to compare and contrast the differences from past and present?

Does each member take an equal part in the presentation?

Conclusion:

After creating your poster, discuss how the role of protest changed a public policy? Was protesting more successful in the 1760’s or current? What was similar? What was different?

Public Policy Poster Rubric

Worksheets	A (3 points)	B (2 points)	C (1 point)	F (0 points)	Total
Define the Problem	Complete and accurate information where ideas are elaborated on. Well researched and uses specific examples	Complete, sufficiently developed information. Effective use of examples from research.	Complete, may be brief but with little examples Research could be stronger Minor inaccuracies.	Did not complete
Gather the Evidence	Complete and accurate information where ideas are elaborated on. Well researched and uses specific examples.	Complete, sufficiently developed information. Effective use of examples.	Complete, may be brief with little specific examples. Research could be stronger Minor inaccuracies.	Did not complete
Causes for the Problem	Complete and accurate information where ideas are elaborated on. Well researched and uses specific examples.	Complete, sufficiently developed information. Effective use of examples.	Complete, may be brief with little specific examples. Research could be stronger Minor inaccuracies	Did not complete

Poster	A (3 points)	B (2 points)	C (1 point)	F (0 points)	Total
Pictures/ Graphics	More than 6 visual pictures that show topics	At least 6 pictures 3 current visuals 3 past visuals	Less than 6 visuals that display topic	Pictures do not display topic
Explanation	Excellent description of public policy-demonstrates full knowledge with examples	Good description. Knows subject matter with an example.	Average Description-Student is uncomfortable with the idea of protest	Does not grasp the idea of protesting public policy
Mechanics	Excellent Poster has none or one error in spelling and grammar	Poster has 2 errors in spelling and grammar	3-4errors in spelling or grammar	Excessive errors –5 or more errors in spelling or grammar
Appealing	Excellent, Colorful, Neat, Decorative, poster	Good, Colorful Neat Poster	Few Details and little color	No Detail, no color

Group Work	A (3 points)	B (2 points)	C (1 point)	F (0 points)	Total
Collaboration &Cooperative	Excellent team work & decision making	Good team work & decision making	Usually work well Most decisions made as a group	Much difficulty working as a group
Use of Time	On task all of the time	Most of the time on time	On task sometimes	Off task

Presentation	A (3 points)	B (2 points)	C (1 point)	F (0 points)	Total
Organization	Student presents information in logical, interesting that the audience can follow.	Students present information in a logical sequence so audience can follow.	Audience had difficulty following, because student jumped around.	Audience can not understand presentation, because there is no sequence
Eye Contact	Student remains eye contact with audience, seldom returning to notes.	Student remains eye contact most of the time, but frequently returns to notes.	Student occasionally uses eye contact, but still reads most of the report.	Student reads whole report with no eye contact
Elocution	Student uses a clear voice and correct precise pronunciation of terms so that all audience can hear presentation.	Students voice is clear. Student pronounces most words correctly. Most audience members can hear presentation.	Students voice is low. Student incorrectly pronounces most words correctly. Audience members have a hard time hearing presentation.	Student mumbles, incorrectly pronounces terms, and speaks too quietly for audience members in the back to hear.