Senior High Performance
For English Language Arts, Social Studies and
Information Literacy Skills
Public Policy Performance Task
I.Introduction:
This unit on public policy fits into the New York State Standards, National Information Literacy
Standards and appropriate curriculum. Students will analyze public policy issues that are critical to their Participation in Government course. Students will focus on public policies that affect their daily lives and make knowledgeable decisions. Students will participate in school, classroom and community activities that focus on a particular issue or problem.
II.Rationale:
NYS Social Studies Standard #5 – Civics, Citizenship & Government: The study of civics and citizenship requires the ability to probe ideas and assumptions, ask and answer analytical questions, take a skeptical attitude toward questionable arguments, evaluate evidence, formulate rational conclusions, and develop and refine participatory skills. This will allow for peer interaction, group communications skills development and the evaluation and synthesis of information.
NYS English Language Arts Standard #3: 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 present, in oral and written language and from a variety of perspectives, their opinions and judgments on experiences, ideas, information and issues.
AASL Information Literacy Standards for Student Learning Standards I – III: The student who is information literate accesses, evaluates and uses information effectively and creatively.
AASL Information Literacy Standards for Student Learning Standard IV: The student who contributes positively to the learning community and to society is information literate and recognizes the importance of information to a democratic society.
III.Life-Long Learner Traits
Access and utilize information.
Demonstrate respect and concern for oneself and others.
Contribute ideas and suggestions.
Integrate social studies knowledge through English.
Evaluate self and group.
Apply knowledge.
Construct new knowledge.
Utilize and evaluate media to form own opinions.
Respect the rights of others in discussions regardless of their viewpoints.
IV.Bloom’s Taxonomy
Recall:Explain the process by which public policy is created or changed.
Comprehension:Understand that public policy is ever-changing due to the political landscape, public opinion, the economy, etc.
Application:Propose an action plan on how to solve a public policy problem.
Analysis:Analyze a variety of opinions related to classroom/school/community (local or global) issues.
Synthesis:Document participation in a public policy issue through development of a graphic organizer. Knowledge of public policy issues allows for informed participation in government.
Evaluation:Determine what course of action is needed to use the political process to affect change. Evaluate and compare their own and others’ work with regard to different criteria and recognize the change in evaluation when different criteria are considered to be more important.
V.Implementation
TopicPublic policy
Overarching concept:Establishment of public policy and how to change it
Essential questions:
What are the four steps of the public policy process?
How has a specific local, state or national public policy changed?
How does a specific public policy apply to real-world situations and how does it affect quality of life issues?
What is the process of locating appropriate information on a specific topic of public policy?
What are the sources of information on public policy?
Overview: Students will understand the importance of public policy and participate as a citizen in making positive changes in society.
Performance Indicators by Standards Area:
Social Studies Standards
Take, defend and evaluate positions about attitudes that facilitate thoughtful and effective participation in public policy.
Consider the need to respect the rights of each other’s points of view.
Participate in school, class or community activities that focus on an issue or problem.
Prepare a plan of action that defines an issue or problem, suggests alternative solutions or courses of action, evaluates the consequences of each alternative solution or courses of action, prioritizes the solutions based on established criteria and proposes an action plan to address the issue or resolve the problem.
Explain how democratic principles have been used to resolve an issue or problem.
English Language Arts Standards
Present a controlling idea that conveys an individual perspective and insight into the topic.
Support interpretations and decisions about relative significance of information with explicit statement, evidence and appropriate argument.
Make effective use of details, evidence, arguments and of presentational strategies to influence an audience to adopt their position.
Study the social conventions and language conventions of writers from other groups and cultures and use those conventions to communicate with members of those groups.
Information Literacy Skills Standards
Determine the usefulness, authority and reliability of electronic bulletin boards, discussion groups, E-mail, newsgroups and mailing lists.
Manage multiple sources effectively by organizing and synthesizing information from each into a whole and then apply the knowledge derived to other situations.
Access information from diverse viewpoints, scholarly traditions and cultural perspectives, which allows for reasoned and informed participation in government.
Understand that participation in a democracy is limited without critical reading/listening/viewing skills.
Pursue, generate and share information and ideas across a range of sources and perspectives.
Collaborate with others, both in person and through technologies, to identify information problems and to seek their solutions.
Required Unit Task
(All activities of the task are to be pre-approved by the classroom teacher and the library media specialist, if appropriate.)
The student will demonstrate an understanding of the concept of public policy by completing all activities below:
1.Select, analyze and formulate a thesis statement about a public policy issue.
2.Create a list of annotated websites including accurate URL, a brief description, usefulness and one E-mail address or contact.
3.Use the library to locate information through traditional/print methods including books, magazine articles, video or other sources. Present two viewpoints from the above sources, one in favor and one opposed regarding the topic/position.
4.Create an annotated bibliography of the sources located.
5.Write a position paper (two-page minimum typed) on your issue demonstrating your understanding of public policy including a thesis statement, key issues, pertinent data and a summary of positions on all sides of the topic.
6.Create a 5-7 minute individual or group presentation on your issue, including a skit, debate, panel discussion, PowerPoint presentation, etc.
Supplemental Suggested Tasks (choose one, in addition to the required tasks):
Create a research log in which the student reflects upon the research process, including the different types of resources used to acquire information for the project (magazine articles, Internet resources, radio commentaries, etc.) Indicate the nature of any difficulties or problems encountered doing the research and the amount of time spent on task.
Write a journal reflecting upon this project. Include how this process will affect you as an adult in the community. Are you likely to become involved in policy issues in the future? Explain why or why not.
Produce a newsletter containing the following: websites, E-mail addresses, a summary of position on all sides of the issue, key personalities connected to this issue and visuals – one student-created plus one political cartoon.
Write a position letter following the National Issues Forum format and E-mail it to one of the following: elected public officials, editors of news periodicals or corporate leaders.
Make a website on your topic.
Register on Dejanews/Usenet. Participate in a discussion on your issue and print out the stand.
Videotape (with permission) a presentation, press conference, a walking tour associated with your issue.
Online Writing Guide
Develop a graphic organizer on the topic.
Construct a timeline on your topic.
Develop a teacher-approved supplemental activity.
Resources
Internet / Monographs / Reference BooksMagazines / Newspapers / Guest speakers
Interviews / Television / Radio
Agencies / Legislators / Electronic mail
Electronic newsgroups
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Online Writing Guide
Thesis Papers
How do I write a thesis paper?
A specific style of writing is necessary in order to write a thesis paper. A good thesis paper will use sound evidence presented in a convincing way to prove a thesis statement.
After the thesis is introduced in the opening paragraph, the writer presents facts, which are used to prove their thesis. These facts are contained with the body paragraphs. Finally, a conclusion is presented which restates the thesis and summarizes the steps that were taken by the writer in order to prove it. A visual representation of the organization of a research paper is provided below:
Step 1: Decide on a topic.
The paper topic may already have been assigned by the teacher. Sometimes the teacher assigns a general topic like the “Civil War” and your job is to pick a more focused subtopic such as “cavalry tactics during the Civil War.”
Initially, you must determine your focus. Thesis papers attempt to persuade and inform the reader while proving a thesis. Brainstorm potential topics and then evaluate each potential topic for appropriateness and availability of sources.
Step 2: Begin your research.
Write down the main ideas or concepts that you discover during your research. Keep these notes in a safe place, and remember to record the sources that you are using so you can easily document them in a Works Cited. Support main points with detailed information and elaborate where needed.
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Online Writing Guide
Step 3: Organize your research.
Step 4: Write a thesis statement.
A thesis statement is the idea upon which your entire paper is constructed. Your research will provide you with the information that you need to prove your thesis in the body of your paper.
Step 5: Write the body of your paper.
Write down the main points from your research. This will become the foundation for your body paragraphs. Support each main point with detailed information and elaborate where needed.
Step 6: Write the introduction.
Begin with a “hook” which will grab the reader’s attention immediately. State your thesis. Briefly elaborate on the thesis and what is to follow in the body of the paper.
Step 7: Write the conclusion.
Summarize the content of your paper. Be sure to note how the main points proved your thesis. End your paper with a hard-hitting sentence, anecdote or quote which reminds the reader that you proved your thesis.
Step 8: Edit your paper.
At this point, you should ask a parent, teacher, or friend to read over your paper to make sure that it is clear and concise. You should ask for specific suggestions, which will help make your paper stronger. It always helps to edit your paper by asking yourself some guiding questions as you read through it such as:
- Does the body support the thesis?
- Check over the organization of the paper. Does it make sense?
- Make sure that you followed the instructions for the assignment (e.g., margins, spacing, etc.).
- Check your writing for errors (e.g., paragraph order, grammar, spelling, etc.).
Step 9: Prepare a final draft.
After you have thoroughly edited your draft, revise your paper.
Thesis Statements
What is a thesis statement?
Thesis statements serve research paper in one complete sentence. In doing so, they tell the reader what your paper is about. Thesis statements also establish the point of view the writer is taking and the focus of the paper. Lastly, these statements set the mood for the paper, and they prepare the reader for facts and details which you will provide as evidence for your thesis.
Where are thesis statements located?
Thesis statements are generally found in the introduction, or opening paragraph, of a research paper. In addition, thesis statements are often restated in the conclusion, or last paragraph.
A few general guidelines.
- The thesis statement is not constant; you may possibly change the statement before the paper is finished.
- The thesis statement does not have to be long or complicated.
- The thesis statement must be supported by using sufficient material in your paper.
- The thesis statement can appear anywhere in the opening paragraph; however, it is most likely to be the first or last sentence.
- Keep the reader or teacher’s expectations in mind.
An example to follow.
A thesis statement that is too general serves no purpose! Always keep the statement specific. Two examples follow:
Too General: Hawthorn discusses evilness in Young Goodman Brown.
Revised:
In Young Goodman Brown, Hawthorn uses light and darkness to emphasize good and evil in the world.
Organize your research using an outline. Some suggested outline methods include: traditional, box and mind-mapping formats.
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