Name/Issue ______PIF Advisor______
Pay It Forward Check-List
Done / Deliverable / Due DateI turned in the “Declare Your Issue and Define the Problem” worksheet. / Thur, March 24
I completed my essay outline and reviewed it with my project advisor. / Friday, April 1
I conducted an interview with at least one organization involved with my issue & took notes. / Mon., April 4
I used feedback on my outline to write the first rough draft of my essay. / Wed, April 6
I revised using peer feedback. / Thur, April 7
I completed and turned in my second rough draft of my essay. / Fri, April 8
I completed and mailed my interview thank you letter. / Friday, April 15
I submitted my action plan proposal grid / Mon, April 11
I turned in a final draft of my essay. / Wed. April 13
I sent thank you notes to people and organizations that helped me with my research and action plan. / Fri, May 6th
I completed my action plan. / Fri, May 13th
I completed my action plan display. / Wed., May 18th
I participated fully in culmination night. / Thurs, May 19th
Declaring Your Issue & Defining the Problem
Due Monday, March 29th
You should be able to define your PIF issue in one sentence.
To define the problem, it is often helpful to think in terms of a deficit (a lack) or an excess.
Examples of how to state the problem:
· The highways in Seattle are too congested.
· Polar bear habitat is shrinking and there is not enough habitat to support current polar bear populations.
· Malaria kills too many children each year around the world.
· There is too much pollution in Puget Sound.
· There are not enough schools to educate the world’s children.
Caution! When writing the problem statement, be careful not to blame the victim.
For example: There are too many homeless people in Seattle.
In this statement, it’s the people being stated as the problem rather than the lack of housing, jobs, and public attention.
An alternative is:
· There are not enough affordable homes for people who are homeless in Seattle.
Okay, now it’s your turn. Pick your PIF issue and define the problem, following the instructions and examples above.
Problem Definition:
Pay It Forward Interview & Essay Requirements
Now that you know your PIF issue, it’s time to determine what the THREE MAIN ROOT CAUSES of the issue are. You will make these discoveries through research and an interview, and compile your findings in a five-paragraph essay. It is from this essay that your ACTION will take off!
DUE Dates
Essay Outline: Due April 14, 2010
First Draft of Essay: Due April 21, 2010
Second Draft of Essay: Due April 23, 2010
Final Draft of Essay: Due May 10, 2010
Nitty Gritty of Essay Outline
To complete your essay, substantial research and a clear outline is needed. Make sure that you are looking at reputable websites and finding governmental and non-governmental organizations that are working in the field. These two steps need to be completed prior to writing your first draft.
Your essay MUST include:
o At least one ‘ism relating to one or more of the root causes
o Evidence from your interview
o Relevant mathematical data
o Must follow the structured outline
o Bibliography in MLA format (3 sources minimum and not Wikipedia
Name/Issue ______PIF Advisor______
Formatting for you essay:
o 1.5 spacing
o 12 point font
o Your full name
o Date
o Original title
PIF Essay Outline: Name of Issue
Intro
1. First sentence “hook” the reader with a statistic, metaphor, quote or question
2. Middle sentences should explain the relevance of the “hook.”
3. Last sentence is your thesis statement. The thesis statement clearly states the problem (could be taken from “Declare your issue” handout) and identifies the 3 main root causes.
Paragraph 1: Root Cause 1
1. First sentence is the topic sentence. It must identify the first root cause.
2. Middle sentences discuss the reasons why it is a root cause.
o First reason
o Second reason
o Third reason
3. Last sentence is a transition sentence that leads into the next paragraph and root cause.
Paragraph 2: Root Cause 2
1. First sentence is the topic sentence. It must identify the second root cause.
2. Middle sentences discuss the reasons why it is a root cause.
o First reason
o Second reason
o Third reason
3. Last sentence is a transition sentence that leads into the next paragraph and root cause.
Paragraph 3: Root Cause 3
1. First sentence is the topic sentence. It must identify the third root cause.
2. Middle sentences discuss the reasons why it is a root cause.
o First reason
o Second reason
o Third reason
3. Last sentence is a transition sentence that leads into the concluding paragraph.
Conclusion
Discussion of possible solutions.
In new words, restate the thesis statement and three main arguments.
Root Causes Essay Rubric
Exceeding Standard / MeetingStandard / Approaching Standard / Not Meeting Standard
Writing / Includes an original title.
Thesis (statement of root causes) is powerfully stated in the introduction and conclusion. Each supporting paragraph includes at least 3 supporting details tied to a strong topic sentence. Effective transition sentences create flow between the paragraphs. / Includes an original title.
Thesis (statement of root causes) is clearly stated in the introduction and conclusion. Each supporting paragraph includes 3 supporting details tied to a topic sentence. Effective transitions between paragraphs are used. / Includes an original title.
Thesis (statement of root causes) is stated in the introduction and conclusion but may be unclear, or arguments may not be clearly related to it. Supporting paragraphs may contain unclear topic sentences and/or each includes only 2 supporting details. / Includes an original title. Thesis (statement of root causes) is not clear. Supporting paragraphs do not contain clear topic sentences and/or each contains just one supporting detail.
Writing Mechanics / No mechanical or spelling errors and is formatted correctly. Word choices are thoughtful and effective. / Very few mechanical or spelling errors throughout and is
formatted correctly. / A number of mechanical or spelling errors detract from readability/or not formatted correctly. / Several mechanical and spelling errors detract from readability and/or not formatted correctly.
Critical Thinking / Includes substantial description of issue and three or more root causes. Root causes selected are the most significant sources of the issue. Explanation of root causes takes into account multiple viewpoints on the issue. Evidence (in the body paragraphs) reflects depth and relevance, using mathematical data, and quotes (ie: from interview) to support the position. Ism is clearly linked to root cause(s). / Includes description of issue and three root causes. Root causes selected are the most significant sources of the issue. Explanation of root causes takes into account multiple viewpoints on the issue. Relevant evidence (in the body paragraphs) incorporates mathematical data, and quotes (ie: from interview) to support the position. Ism is linked to root cause(s). / Description of issue and root causes may be surface in nature. Root causes selected may not be the most significant sources of the issue. Explanation of root causes may not take into account multiple viewpoints on the issue. Evidence (in the body paragraphs) attempts to incorporate mathematical data, and/or quotes (ie: from interview) to support the position. Ism may not be clearly linked to root cause(s). / Description of issue and root causes is thin and superficial. Root causes selected are not be the most significant sources of the issue. Explanation of root causes does not take into account multiple viewpoints on the issue. Evidence (in the body paragraphs) is superficial or not relevant to the position. Ism is not mentioned. Math or interview elements may be missing.
Communication / Essay is clear, informative and well organized. Voice, content and word choice are strong throughout, and have the potential to inspire action. / Essay is clear, informative and well organized. Voice, content and word choice are thoughtful, and likely to engage the reader. / Some parts of essay are well organized and clear. Essay is able to inform the reader about the issue and root causes, but may lack some organization, clarity and/or passion. / Much of the essay is disorganized and unclear. Essay is not able to inform the reader of the issue and root causes.
Work Habits / Outline, rough drafts, final essay, bibliography (in MLA format), and rubric were turned in on time. All reflect significant time and thought. More than three sources of info (other than Wikipedia) are used including an interview with an expert. / Outline, rough drafts, final essay, bibliography (in MLA format), and rubric were turned in on time. All reflect significant time and thought. Three sources of info (other than Wikipedia) are used including an interview with an expert. / Most components of the essay were turned in on time. Bibliography may not be in proper format. Most reflect time and thought. Two sources of info (other than Wikipedia) are used. / Several components of the paper were turned in late. A few reflect time and thought. Bibliography was not included. Essay appears to use two or fewer sources (including Wikipedia).
Interview with Activist or Advocacy Organization
Due Dates
Interview Notes: April 19, 2010
Interview Thank You Card: April 26, 2010
Requirements
· Completion of one interview with activist or advocacy organization who is working on your issue
· Include the name, title, and organization of your interviewee at the top of your notes
· Ask all nine questions below
· Include two of your own follow-up questions
· Take detailed and legible notes on a separate sheet of paper or computer
· Include date of interview at the top of your notes
· Turn in notes to your project advisor
Questions
1) Who is most affected by the problem of ______and in what ways?
2) How does your organization seek input from the community you serve?
3) What do you see as the root causes of the problem of ______?
4) What is the biggest problem you face in trying to deal with this issue? (What are the obstacles your organization faces?)
5) What actions could I take to help address these problems? (Keep in mind that you are attempting to make a meaningful difference, not just volunteer with existing efforts.)
6) Could you share with me any statistics, charts, or graphs that quantify the problem? Why are these measurements important?
7) What is your evidence that your work is effective?
8) What is the most important information I should share with the general public about this issue?
9) What gives you hope and keeps you motivated in trying to address this problem (without becoming overwhelmed)?
Exceeding Standard / MeetingStandard / Approaching Standard / Not Meeting Standard
Work Habits / Assignment reflects significant time and effort. Notes are thorough, legible, and clear. Goes beyond the requirements by including more original questions or multiple interviewees. Assignment is turned in on time with rubric. / Assignment reflects significant time and effort. Notes are thorough, legible, and clear. Assignment meets all requirements. Assignment is turned in on time with rubric. / Assignment reflects some time and effort. Student meets most requirements. Assignment is turned in within a week of deadline. May be missing rubric. / Assignment reflects little time and effort. Student meets some requirements. Assignment is turned in more than a week late. May be missing rubric.
Math for Social Justice
Due Friday, April 17th to your project advisor
Requirements:
· Find or create one graph or table, or find 5 statistics (if you create your own graph or table, please consult your advisor on how to collect data)
· Provide a title and key for your graph or table; provide a title for your list of statistics
· Statistics should be specific (for example, include information about time and location)
· Answer the questions below in coherent, paragraph form
· Provide a bibliography for the data in MLA format (see bibliography packet)
· Math project should be included in your culmination night display
Questions for Graphs and Tables
· Describe what the table or graph shows. Is there a trend (i.e. pattern) in your graph or table? It may be helpful to explain the key if the graph is complicated.
· How do these data help you understand your issue?
· What is the message that you want your audience to take away from these data?
· Why did you select this graph or table?
Questions for 5 Statistics
· How do these data help you understand your issue?
· What is the message that you want your audience to take away from these data?
· Why did you select these statistics?
Questions for Graphs and Tables Based on Student Data
· How did you collect your data? How many data points do you have?
· Describe what the table or graph shows. Is there a trend (i.e. pattern) in your graph or table? It may be helpful to explain the key if the graph is complicated.
· How do these data help you understand your issue?
· What is the message that you want your audience to take away from these data?
· Why did you select this graph or table?
Math for Social Justice Rubric
Standard / Approaching Standard / Not Meeting Standard
Math / Student selects two or more different math elements that are relevant and significant to the issue. Student correctly and concisely interprets all math elements, demonstrating depth of understanding of math concepts and how they relate to the issue. / Student selects one math element that is relevant to the issue. Student correctly interprets math element, demonstrating good understanding of math concepts and how they relate to the issue. / Student selects one math element with some relevance to the issue. Student interprets most of the math element correctly. / Student does not select a math element relevant to the issue or does not interpret it correctly.
Communication / Written explanations are in complete sentences in well-formed paragraphs and are communicated with exceptional clarity and depth. / Written explanations are in complete sentences in well-formed paragraphs and are communicated clearly and thoroughly. / Written explanations are in complete sentences in paragraph format and are somewhat clear but lacking detail. / Written explanations may not be in complete sentences or paragraph format or are vague or incomplete.
Work Habits / Assignment reflects significant time and effort. Student goes above and beyond by interpreting an additional graph or table beyond the requirements. Assignment is turned in on time with a complete bibliography in MLA format and rubric. / Assignment reflects significant time and effort. Student meets all requirements. Assignment is turned in on time with a complete bibliography in MLA format and rubric. / Assignment reflects some time and effort. Student meets most requirements. Assignment is turned in within a week of deadline. May be missing bibliography and rubric. / Assignment reflects little time and effort. Student meets some requirements. Assignment is turned in more than a week late and may be missing bibliography and rubric.
Action Plan