Student Voices Senior Project

7/31/2019 Student Voices Senior Project

1/33


2/33

Senior Project Curriculum

ActionBased on the groups topic, students should design a project that will creatively

and effectively illustrate their analysis of the subject matter. Below are several

examples of group projects that stem from the Students Voices curriculum.Students are not to be limited by these examples; instead, they should use these

models to help them create their own project.

Group Project Ideas:

Video about community issue/political campaign, which is

written, edited, produced, and directed by the students.

(Please see Student Voices Making An Issue Based VideoCurriculum)

Educational Brochure about an election and/or community

issue

Mock campaign/Mock Election(Please refer to the Roles section of this curriculum for examples of

individual roles that can be assigned to students working on the above

projects.)

The Project component requires students to demonstrate skills in conflict

management, trust-building, decision making, time management, problem

solving, interdependence, participation.

Display / Tri- BoardThe display board is the visual presentation of the students project.

Suggested Display board items are:

Background - why students chose the topic/issue

Goals

Summary of research

Community and/or School Outreach

Results Next Steps

Project Timeline

The Display Board requires the student to demonstrate skills in design,

sorting, synthesizing, time-management, and task completion.

2Senior Project Curriculum

Copyright 2006 The Annenberg Public Policy Center. All rights reserved


3/33


4/33


1 margins

APA Reference Page with at least 5 sources. Sources mayinclude primary or secondary sources.

APA notation

Number each page, except the cover page, in the bottom

right hand corner

The I-search paper requires students to demonstrate the following skills:

analytical, writing, self-discipline, comprehension, and research skills.

*Essential questions: Before beginning research, students must develop

essential questions to guide their research. Essential questions require theresearcher to make a decision or plan a course of action. When formulating

their questions for their I-Search paper, students should avoid what is type

questions. Instead, they should ask what if, should, how, why, or

which one. For example, What is Pennsylvanias gun control policy? isnot an essential question because it asks about background information, which

the students should know if their topic is gun control policy. An essential

question might be Should Pennsylvania gun control policy limit the number ofguns an individual may purchase each month? This question requires decision

making. An essential question that requires a plan of action might be What

steps can we take to encourage PA representative to support a policy that will

limit gun purchases?

Journal Component (Optional)Each student may be asked to keep a journal or log during the course of his/her

project. This journal will help students with their I-Search/Research paper and

the groups oral presentation and display/tri-board. Teacher may also use thejournal/log for the purpose of individual assessment. The journal or log should

provide a record of the following:

(1) group meetings: what was discussed and decisions made

(2) individual work: individual tasks and timeline for completion(3) reflections on learning: a) the research process, b) the issue/topic/focus, c)civic action




5/33





6/33


7/33

Suggested Time Frame

September

Students choose group members. Groups select project topic, through discussion with peers

and their teacher, and begin research phase.

October

Student group submits a written summary of project topic to teacher for advice. Through

deliberation, student groups identify sub-topics to investigate further. Group membersdecide on sub-topic to investigate further for I-Search Paper. Students begin I-Search

research; formulate list of essential questions.

November

Educator reviews students I-Search research thus far.

To review APA style information about writing a research paper using, go to:

http://www.calstatela.edu/library/guides/3apa.pdf,http://www.wooster.edu/psychology/apa-crib.html

Citation machine (electronically creates reference and notation for APA and MLA):

http://citationmachine.net/

December

Educator reviews Students I-Search research. Student groups discuss their research and

initiate groups Action plan, the Action component of the Senior Project.

January

Students turn in individual research/I-Search paper. Student groups write time-line for theiraction plan and start initial stages of the plan.

February

Student groups are mid-way through the Action component of their project.

March

Students complete the Action Component of the project. Student groups begin working ontheir oral presentations and tri-board display.

April

Student groups complete their oral presentations and tri-board display. Senior ProjectDue! Each team will present their oral presentation and tri-board to a panel of judges or

judge at their school. The judges can be students, teachers, and/or administrators.

May

Student Voices Civics Fair Each school is encouraged to participate, entering 1 to 2

group projects in the Student Voices Civics Fair. (For more information about the StudentVoices Civics Fair, please contact the Philadelphia Project Coordinator.)
http://www.calstatela.edu/library/guides/3apa.pdfhttp://www.wooster.edu/psychology/apa-crib.htmlhttp://citationmachine.net/http://www.calstatela.edu/library/guides/3apa.pdfhttp://www.wooster.edu/psychology/apa-crib.htmlhttp://citationmachine.net/


8/33

Individual Roles for Group Projects

Roles are a set of responsibilities given to each student working in a group project.

They allow students to be assessed individually, as well as assure that all students

have a good understanding of their project tasks. This section includes possibleroles that can be assigned to students working on the following types of projects

(students should not be limited by these models):

Educational Brochure

Video

Mock Election and Campaign


9/33


10/33


11/33

Individual Roles for Group Projects

Mock Campaign or Mock Election ProjectA mock campaign is a good way for students to analyze and construct the multifaceted political

campaign. To make the project more interesting, two or more student groups can run against

each other in a mock election. A class, school, panel of teachers or community organizationcan act as the constituents.

Before assigning roles, student groups should decide the political party they will represent, andthe office their candidate will run for (Mayor, City Councilperson, Governor, Congressman,

President, etc.). Groups are not limited by existing political parties, figures, and partyplatforms; students may create a political figure, political party name and platform of their

own.

CandidateThe Candidate must effectively and consistently communicate his/her political vision to his/her

staff members (group members). This person must also be well-versed on policy issuesaffecting his/her constituents. The candidate must work with his/her speechwriter and political

consultant to ensure that a clear, powerful, and consistent message is articulated to the public atall times. Finally, the candidate must know the job duties of the office he/she is running for, as

well as their partys platform.

Campaign manager

The Campaign Manager coordinates the campaign.Apart from the candidate, the campaign

manager is the campaign's most visible leader. This person facilitates group meetings anddiscussions, coordinates the activities of all team members, and helps the team stay on task.

The campaign manager must know the job duties of the office the candidate is running for, aswell as their partys political platform.

Researcher

The researcher researches key issues being discussed in the campaign (I-Search research can beused) and relay it to the entire group. This person must also retrieve constituent information,

through surveys, and/or focus groups, to ensure that the candidates message is in sync with theneeds of his/her constituents. Finally, the researcher must know the partys political platform.

Political Consultant

The political consultant works with the candidate, campaign manager, and researcher todevelop the candidates message to the general public, as well as the media throughout the

campaign. This person must construct a plan to counteract any ads or messages that attack thecandidate. The political consultant must also work with the Art and Advertising person on the

campaign ads.

Art and Advertising Person (Optional Role)The Art and Advertising Person must develop an advertising plan that will represent the

candidate in a positive light. This person is responsible for making advocacy ads, whichmakes the case for the candidate, as well as attack ads, which makes relevant criticisms

against the candidates opponent. This person can use mass communications methods such as,poster advertisements, video advertisements, web sites, political blogs, and flyers to effectively

communicate their message to the public about the candidates running in the race.


12/33


13/33

Rubrics

Individual assessment rubric

The following rubric may be used to assess individuals in the group. It may also be usedfor student self-assessment.

CATEGORY Always 3Most of the times 2 Sometimes - 1

ContributionsProvides useful ideas

during group discussion.Effectively contributes

to overall group project.

Quality of WorkProvides quality work.Work does not have to

be redone by other groupmembers.

Time-managementMeet group deadlines.Group does not have toadjust deadlines or work

responsibilities becauseof this person's

procrastination.

Problem-solvingActively looks for andsuggests solutions to

problems.

.

Focus on the taskConsistently staysfocused on the task and

what needs to be done.Very self-directed.Other group memberscan count on this person.

PreparednessBrings needed materials

to class and is alwaysready to work.

Working with

OthersListens to, shares with,

and supports the effortsof others. Tries to keep

people working welltogether; workscooperatively.

Oral Presentation Rubric

The oral presentation should be a group effort. Each student should present part of the

presentation.


14/33


15/33

Rubrics

Expectations

3

Expectations -

2

BackgroundClearly and convincingly

states why the topic/issue wasselected

Goals / Essential

Question(s)Clearly and convincingly

states the goals of the project.Essential questions are

specific and directlyaddressed in the project.

Research ProcessResearch steps and decisionmaking outlined in a step-by-step fashion that could be

followed by anyone withoutadditional explanations.

Community OutreachActive, engaging and logical

description of communityoutreach. Appropriate for the

topic/issue.

Diagrams /

illustrations/

photos/etc.Enhance the display byillustrating the projects

elements, procedures andconclusions.

DisplayEach element in the display

has a function and clearlyillustrates some aspect of the

project. Visually appealing.

ResultsClear and comprehensive

summary of results of theproject.

Next StepsLogical, effective anddirectly related next steps toeither continue the project or

other civicengagement/action

components.

Individual Research/I-Search Rubric

CATEGORY Exceeds

Expectations 3

Meets Expectations - 2 Below Expectations


16/33


17/33

Rubrics

______________ essential question(s)*

_______________ no evidence of plagiarism


18/33


19/33


20/33


21/33

Outline for Research/I-Search Paper

Students may benefit from a structured outline to organize their I-Search/Research paperwith.

Introduction

Groups Topic/Focus/Issue -

My focus area -

Essential questions -

Groups:

Mine:

My thesis -

Why group selected the topic/focus/issue -


22/33


23/33


24/33


Conclusion

Restate thesis and essential questions

Summary of the groups findings -

Summary of your findings -

Action component ideas/ next steps

References (alphabetical order) (at least 5)Note: References should be from your group and your individual sources.


25/33



26/33

Writers Workshop

Writing a research/ I-Search paper is a daunting task. It involves the analysis, synthesis,

and evaluation of information for the development of an informed position on an issue.One way to support students through this process is to designate class time for each group

to meet and support each other through the process.

The writing process generally involves the following states:

Prewriting

Drafting

Revising

Editing

Publishing/presentation

Prewriting

The prewriting stage happens after students have (1) determine their groups focus, (2)

developed essential questions, and (3) completed their research. Students may want tocomplete the outline for the Research/I-Search paper before beginning the writers

workshop.

During the prewriting stage students identify their papers focus and form theirthesis

statement.

Creating an individual thesis for the research/I-search paper

A format for developing a good thesis statement

Brainstorm:

a) write your topicb) write your opinion about the topic

c) write 3 to 4 reasons why you hold that opinion (based on your research)

Example:

a) topic: school uniforms

b) opinion: should be required

c) Why: (1) creates a sense of belonging to a school, (2) they are less expensive, and (3)there is less competition over clothes.

Thesis = A + B + C

Sample Thesis Statement: School uniforms should be required because students will have a

sense of belonging, they are less expensive than street clothes, and there is less competitionover clothes.

To view additional sample thesis statements, go to:

http://leo.stcloudstate.edu/acadwrite/thesistatement.html
http://leo.stcloudstate.edu/acadwrite/thesistatement.htmlhttp://leo.stcloudstate.edu/acadwrite/thesistatement.html


27/33


28/33

Brochure Project

This section includes:

A step-by-step student handout that takes student groups through the process of

making a brochure

A Brochure check off list that can be used by students and teachers

A Brochure Grading Rubric


29/33


30/33


31/33

Brochure Check-off list

This Check-off list can be used by teachers, as well as students.

_____ headline to create curiosity, encourage the reader to open the brochure, and letting

the reader know the focus of the brochure

_____ subheadings

_____ short, easy-to-read blocks of text

_____ charts, graphics, pictures, etc. to get attention and/or provide information

_____ layout is consistent and logical

_____ web sites, phone numbers, and addresses are accurate


32/33


33/33

Student Voices Senior Project

Documents

Transcript of Student Voices Senior Project