Social Studies Education--Solving Community Problems - Middle School Level

Description:

The purpose of this project is to select an important community problem, collect appropriate data using the scientific method and apply graphing and statistical analysis to define and understand the problem. Student groups will create an oral report and written report about their findings. Students researched topics from racism within the school to pedestrian safety on roads surrounding the school and litter at city parks. They made presentations before city planning commissions, state highway officials, school boards and school administrators. Student groups have influenced adults to increase the number of busses on crowded routes, install walk buttons, install recycling bins at city parks, construct a student drop-off next to a busy road and redesign parks to reflect needs of youth.

Political Science and Citizenship Performance Standards from the Wisconsin Model Academic Standards for Social Studies:

C.8.7. Locate, organize, and use relevant information to understand an issue of public concern, take a position, and advocate the position in a debate.

C.8.8. Identify ways in which advocates participate in public policy debates.

Student Evidence - Students can:

• apply the scientific method to study and gather data about a community problem of their choosing.
• analyze the problem to gain a deeper understanding of it and its impact on the community.
• create solutions after the problem is examined.
• produce a written document that can be sent to interested individuals or organizations.
• demonstrate their ability to write a problem with clarity, understand the importance of controlling variables, gather data independently, and write conclusions based on gathered data.

Concepts: The common good, separation of powers, property rights, advocacy, compromise, consensus building

Possible Student Generalizations:

• Individuals and groups can bring about change.
• Citizens should participate in identifying the common good.
• The political process involves negotiating among the interests of various community members, and to work together to transform individual and group wishes into shared goals.

Instructional Strategy:

1. Brainstorm with students what problems they see within their community. As a group, define community and through consensus, eliminate problems that do not affect students.
2. After reviewing proposed problems and considering student personalities and strengths, the teacher forms student project groups of three to four students.
3. Give each project group a folder to keep their work (stays in the classroom) and a criteria description.
4. Student groups need to decide which grade criteria they will work toward and are responsible for assigning how they will meet the criteria requirements.
5. The groups will produce an oral presentation and a written report or newspaper article describing their research and proposals.

Evaluation/Grading:

Students received 3 grades for the project:

• Individual grade based on a self evaluation
• Individual grade based on an oral presentation
• Overall group grade for completing criteria requirements

Criteria for Grade:

Oral Presentation--20 points (maximum 2 points for each skill)

___   Enthusiasm
___   Eye Contact - looked at the audience
___   Posture - standing erect yet relaxed
___   Pauses - for effect and punctuation
___   Gestures - appropriately placed movements or facial expressions
___   Fluency - smoothness of delivery; no stumbles
___   Rate--not too fast or slow
___   Volume--loud enough to be heard without shouting
___   Clarity--each word is clear and understandable
___   Expression - rising and falling tones; emphasis

All student groups complete the criteria for a grade of C.

Grade C Criteria

1. Rationale: Write a paragraph describing the problem and why it is important. Tell what you hope to learn by conducting research about this problem. Submit at least one rough draft before writing your final copy.
   
   
2. Data: Discuss with your teacher your data collection method. Be prepared to explain why you selected this method, sample data chart or survey questions. After receiving approval, collect your data and organize it using a data table. (Note: Make sure there are at least two students and an adult present if you conduct interviews off school grounds.) Each team member will create at least one hand drawn graph showing some aspect of the information gathered. Each graph should be different, showing an understanding of how different kinds of graphs can be used to illustrate data. Each student will write a summary of what their graph shows using terms like mean, median, mode, range and frequency. Tell how the graph helped you understand the problem. Correct graphing technique is used including: Title, axis appropriately labeled with correct units and color used to enhance the graph.
   
   
3. Solution Based upon Your Data: Describe a solution to the problem. Tell how your data supports this solution. Do you think your solution would create a problem for anyone? How? Why? What individuals or organizations might be interested in your research? Tell how you would present your results.
   
   
4. Oral Report: Each person will have a speaking role in your presentation. You should be prepared to discuss the rationale, data collection method and results and your solution. Graphs that support the proposed solution should be shared by using an overhead or large poster. Each individual will be graded on his or her portion using the Oral Presentation Form. Group presentations will be video taped and groups will have a second opportunity to present their findings after reviewing their tape.
   
   
5. Written Report: Groups will submit for publication their study including the Rationale, Data Collection with Graphs and Solution. You may ask for help on your report from your language arts teacher. Work must be typed or neatly hand written in pen. Each student will include a self-evaluation describing their contributions, level of cooperative work and their earned individual grade.

Grade B Criteria

In addition to the Criteria, complete the following:

1. Rationale: Include at least 3 reasons why the problem is important. Look for reasons in the newspaper, family discussions or personal experiences.
   
   
2. Data: Use at least two different methods to collect data at the site of the problem you are examining. Talk to your teacher for ideas if you need help. Each individual will make two different kinds of graphs to illustrate the data collected. Data may be displayed using a line plot, stem and leaf, coordinate, circle, bar graph or map. A summary is written for each graph. As a group, decide which graphs will be included in the final report (you may use 1 page in the final report for the graphs). Write a reason for your selection.
   
   
3. Solution: Propose two solutions for the problem and state which proposal is better. Give a rationale for your preference.
   
   
4. Written Report: You may produce a newspaper article for publication (talk to your language arts teacher for help on how to write a newspaper article) or a written report using the C outline. The report should be 2 ½ to 3 pages long, typed with double spacing.

Grade A Criteria

In addition to the C and B criteria, complete the following:

1. Rationale: Tell how the problem impacts the larger community of Madison. The problem should have an impact beyond effecting youth in your school or neighborhood. Give examples to build a persuasive argument.
   
   
2. Data: After creating hand drawn graphs, each student will enter data into a spreadsheet on the computer and create a computer drawn graph.
   
   
3. Decide on some additional information that allows you to gain a better understanding of the problem or gather community reaction to your proposed solution. Conduct this research and create a graphic representation of the data gathered. Tell how your additional research effected your proposals. How have the proposals after gathering more information? How will your proposals impact your community?
   
   
4. Written Report: Your written report may be up to 6 pages. Your newspaper article should include one graph (refereed to in your text) and a photograph of your group working on the project.

Reflections From the Author:

The format of this interdisciplinary project provided several advantages for me. First, I could introduce it with varying degrees of teaching team support and it provided a good performance assessment for a unit on data analysis. The class time devoted for student groups to work has varied from ten hours (spread over 3 weeks) to six weeks using about two hours a day. Students not only found curricular connections but they also find ways to connect what they learn in school to their community. Students become empowered as adults show interest in their careful research and analysis by listening, asking meaningful questions and making needed improvements.

Sometimes parents complain they can't get their children to stop working on their project. All students learn they can make a difference in their community, regardless of students' socioeconomic backgrounds or talents brought to the classroom.

Contact: Beth Ratway -- phone 608/266-2207

For questions about this information, contact Beth E. Ratway (608) 266-2207

Last updated on 2/25/2008 1:42:55 PM