Docstoc

QUEST packet

Document Sample
QUEST packet Powered By Docstoc
					  QUEST
Semester 1
2010-2011
                                                                    September 2010


Dear Seniors,

Welcome to your Senior year at IHS! You have finally made it. The past eleven
years have been preparing you for the next nine months. And, this project will
provide you with the platform to show off the skills you have honed. QUEST is
more than just a school assignment, it is an opportunity for you to take ownership
of your project…to create your QUEST around a topic and social issue that
interests you; to perform experience and service in an area that interests you. This
is the wonder of QUEST.

This packet is your key to successful completion of QUEST and your senior year.
QUEST is directly connected to outcomes in English and Government/Economics.
The key is to start early, ask questions often, be organized, and keep excellent
records. As you know well by now, you need to pass ALL of your outcomes in
order to pass a course…AND you need to pass Senior English and
Government/Economics in order to graduate from Irvington.

While QUEST may feel overwhelming right now, know there are many people
who are available to support you over the next few months. This project is a quest.
It is about the process. By the time you get to your testimony it will be a
celebration of all you have accomplished. We all want you to be successful. There
are the senior teachers, consultants, administrators, parents and other community
members who have experiences and ideas to share. A network of community
members has been developed over the years that are QUEST friendly. It is my job
to do what I can to try to make QUEST a positive, learning experience for every
Senior. I am looking forward to working with all of you this year.

Sincerely,


Mark Rodocker
QUEST Coordinator




                                      1
Table of Contents

Timeline ..........................................................................................................................................2
Grading ...........................................................................................................................................4
QUEST: Essential Question ..........................................................................................................5
Parent Notification Form ..............................................................................................................7
Social Issue Declaration Form ......................................................................................................8
Request for Information (RFI) .....................................................................................................9
Essential Question: Draft/Revisions/Final Form ......................................................................12
QUEST: Understand ...................................................................................................................13
Consultant Agreement Form ......................................................................................................14
Consultant Interviews..................................................................................................................15
QUEST: Experience.....................................................................................................................17
Experience Plan ............................................................................................................................18
Experience Hours Log .................................................................................................................19
Service Pre-Plan ...........................................................................................................................20
Standard QUEST Style................................................................................................................21
Connection Essay #1 ....................................................................................................................22
QUEST Paper Rubric ..................................................................................................................25
QUEST: Service ...........................................................................................................................27
Service Plan ..................................................................................................................................29
Annotated Bibliography ..............................................................................................................30
Simple QUEST Rubric ................................................................................................................32
Presentation Rubric .....................................................................................................................33
QUEST Binder .............................................................................................................................34




                                                                   1
                                      QUEST
                                         Timeline
                                        2010-2011

FIRST SEMESTER
September 28, 2010
    QUEST kickoff in Norse Hall

October 5, 2010
    Parental Notification form due (English)
    Social Issue Declaration form due (English/Government)

October 26, 2010
    Request for Information: RFI due (Government)

November 9, 2010
    Consultant Agreement form due (English/Government)
    Essential Question (first draft) due (English/Government)

November 16, 2010
    Experience Plan due (Government)

November 30, 2010
    Service Pre-Plan due (Government)
    Consultant Introductory Interview notes due (English)

December 14, 2010
    Connection Paper #1 due (English)
    Service Plan due (Government)

January 4, 2011
    Essential Question Final due (English/Government)

January 11, 2011
    Annotated Bibliography due (English)
    First five Experience hours due (Government)
    Experience Presentation to be scheduled in January at the discretion of your English
       teacher

January 25, 2011
    Second five Experience hours due (Government)




                                          2
SECOND SEMESTER
February 8, 2011
    Last five Experience hours due (Economics)
    Connection #2

February 22, 2011
    Consultant Exit Interview notes due (English)
    Thank You Letter due (English)
       Service Presentation to be scheduled last week in March/first week in April at the
       discretion of your Economics teacher

March 15, 2011
    Connection Paper #3: Service Connection due (Economics)

March 29, 2011
   SERVICE COMPLETE!
    Abstract with Answer to EQ due (English/Economics)
    Service Project Economic Impact Analysis due (Economics)

April 5, 2011
    Service Verification form due (Economics)
    Service Log and letter/pics/documentation due (Economics)

April 12, 2011
    QUEST Final Paper due (English)

April 21, 2011
       *** LAST DAY TO SUBMIT LATE QUEST WORK ***

May 10, 2011
   QUEST Binder due (English)

May 25 & 26, 2011
   TESTIMONY dates




                                            3
                                   QUEST GRADING

QUEST is an essential outcome of our 12th grade English, government and economics
curriculum. As such, it is important to submit each assignment on its due date, and in its correct
order. Each assignment has been given a point value. If assignments are submitted and
approved on their respective due dates they will potentially earn full credit. Assignments not
completed correctly will be returned as redos. Any assignment submitted after its due date will
earn half credit. ALL work must be typed or written in blue or black ink.

QUEST work first semester is worth 30% of the English grade.
QUEST work second semester is worth 30% of the English grade.

QUEST work first semester government is 20%
QUEST work second semester economics is 30%

Example…if you submit your assignments late, the highest score you can earn is 15/30. Average
that 50% in with other English work first and second quarters and…you may fail the semester.
POINTS ARE IMPORTANT!

EVERY ASSIGNMENT IS IMPORTANT!

REMEMBER, YOUR QUEST PROJECT IS SEQUENTIAL AND FOLLOWS A SET
FRAMEWORK.


For those students who do submit late work, be aware that ALL QUEST assignments must be
submitted in final draft form by 2:35 pm on April 21, 2011.
If ALL QUEST assignments are not submitted and approved by that time, no Testimony date
will be given and you will not be able to participate in the JUNE GRADUATION
CEREMONY.

No need to be late…pace yourself and enjoy all the things you are going to learn in the course of
this project.



QUEST assignments correlate to the California State Standards and as such are essential
outcomes of the courses. Missing QUEST work will result in an INC at any grading period.




                                             4
                        QUEST: ESSENTIAL QUESTION
QUEST is your opportunity to finally explore all the aspects of an area that interests you. Your
teachers and consultant will help you along the way, but ultimately, YOU will determine your
own success through the choices that you make, your commitment to this project, and your
willingness to take a risk and learn something new. The decisions and choices that you make
will not only guide you to answering your QUESTION, but they will also help you to recognize
that you can be an independent and life-long learner.

QUESTION: FORMAT
One of the first decisions you will need to make is to choose a social issue of interest that you
want to investigate. In the beginning, you should brainstorm as many possibilities as you have
interests. Make sure that your project is about something personal, genuine, and important to
YOU. The question must be something you cannot answer without research and experience.

Once you have chosen one topic or area of personal interest, you will need to create an
ESSENTIAL QUESTION about your topic that you wish to investigate through your project.
Your ESSENTIAL QUESTION should meet the following criteria:
   * Will it allow me to explore my personal interests?
   *   Will I be able to do research and hands-on activities to better understand my interest and
       answer my ESSENTIAL QUESTION?
   *   Will I be able to connect my question and experience to a service that is of benefit to my
       community?
   *   Will my question address a social issue?
   *   Will I be able to share what I learn with my school and community?
   *   Will I be able to demonstrate my expertise to a panel of professionals and peers so that
       they will recognize my readiness to contribute and participate in society?
   *   Will it expand on and reflect my ability to learn independently and make good choices?

SAMPLE ESSENTIAL QUESTIONS:

POOR: Why do advertising agencies use things that are bad for you to sell products?
(UNACCEPTABLE)

GOOD: What effect does the media have on a young girls self esteem? (IN PROGRESS)

EXCELLENT: How does the mass marketing of beauty products, minimalist clothing, and diet
products affect a teenage girl’s self image in our American culture? What might be done to help
encourage positive self-image among teenage girls in America?




                                             5
An excellent question can be answered and the outcome can be measured through research,
observation and experience.


DO’s
  * DO choose a topic in which you have some interest.
   *   DO build your ESSENTIAL QUESTION around a specific concern, focusing on HOW
       and WHY.
   *   DO choose a specific interest that can be easily linked to a SERVICE project.
   *   Do start early and ask questions often.
DON'T'S
   *   DON'T form a question that can be answered with a list (What does it take…).
   *   DON’T choose a topic you dislike.
   *   DON’T choose a topic on which you are already proficient.
   *   DON’T choose a topic just because your best friend is doing it.
   *   DON’T PROCRASTINATE! Without a viable ESSENTIAL QUESTION, there will be
       no focus in your project.




School-wide Outcomes Addressed: Personal Responsibility and Communication




                                            6
        Parental Notification of Student Participation in QUEST
                     Due October 5, 2010 (English)
I am the parent or legal guardian of __________________________________
                                          print
who is a Senior at Irvington High School. I understand that as part of the senior curriculum at
Irvington High School, he/she will participate in the QUEST project and that his/her successful
completion of this benchmark is necessary to graduate from Irvington High School. I understand
that QUEST occasionally requires him/her to travel off the Irvington High School campus to
property and places not owned and operated by the Fremont Unified School District. In addition,
QUEST requires him/her to schedule and travel to appointments and to work with individuals
and entities that are not employed by and are not agents of the Fremont Unified School
District. I further understand that when traveling to and/or attending appointments and/or
tutoring property not owned and/or operated by the Fremont Unified School District that he/she
will not be under the immediate supervision of an employees or agent of the Fremont Unified
School District or School Board.

I have read the material distributed by Irvington High School about QUEST. In accordance with
my understanding, as outlined above, I understand my son/daughter will participate in QUEST
and I release and hold harmless the Fremont Unified School District, along with all its employees
and agents, from any and all liability for personal injury, including physical, emotional and pain
and suffering, injuries and/or property loss and damage which I and/or he/she incurs while he/she
participates in or travels to activities not held on property owned and/or operated by the Fremont
Unified School District and which are associated with QUEST.


________________________________ ______________________________ _______
Parent/guardian print            sign                           date

________________________________ ______________________________ _______
Student       print              sign                           date


English Teacher: __________________________________


Government/Economics teacher: ____________________________________




                                            7
                          Social Issue Declaration Form
                         Due October 5, 2010 (English)
                       (Provide a copy to your government teacher.)
                                   Use blue or black ink.

Student Name ________________________________________________________

EnglishTeacher _______________________________________________________

GovernmentTeacher ___________________________________________________

Identify a social issue.
(A social issue is a problem that directly or indirectly affects many or all members of
society often related to morals and/or values. Often a social issue is beyond the control of
any one individual and may represent conflicting interests of different members of a
community.)
____________________________________________________
____________________________________________
What do you want to learn about this specific issue that you don’t already know? (Create a
question.)
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
________________________________
What community(ies) does this issue affect and how?
(A Community is any group of people who share the same conditions or needs. They could
be people who share the same geographic location, socio-economic status, condition or
disease, ethnic background, cultural beliefs and practices, political concerns, or dietary
practices..)
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
________________________________



                                         8
                           Request for Information (RFI)
                      Due October 26, 2010 (Government/English)

Purpose:
Now that you have found a social issue that interests you and have worked on perfecting
your research skills, it’s time to find out more so that you can come up with a great
Essential Question. In order to do this you need to carry out a Request for Information
(RFI).

Requirements:
Format: Standard QUEST Format: See Page 20.

Step 1: You need to find out general, basic, factual information on your social issue. Come
up with a list of 10 questions that will help you do this.
Example:
Social Issue: Global Warming
Questions: 1. What is GW?
            2. What causes GW?
            3. What are the effects of GW?
            4. Who/what is responsible for GW?
            5. What do we need to do stop GW?
               and so on, until you have 10 questions

Step 2:

         Research and answer your 10 questions writing one single-spaced paragraph for
          each question.
         Each paragraph should be at least five sentences long and include any scientific
          data, statistics, surveys, etc., relevant to your social issue.
         Use parenthetical citations and include a Works Cited page at the end of the RFI.

Don’t worry if you can’t come up with 10 questions immediately, as you research you will
come up with more questions.

Step 3: After you have mastered the basic factual knowledge, write a paragraph identifying
any controversy, disagreement or injustice related to your social issue. This will help you
formulate your EQ.

Step 4: Type up THREE potential Essential Questions based on the knowledge you have
gained.

From a broad base of general knowledge and comprehension of your social issue you will
be able to synthesize and evaluate that information into creating a great Essential Question.
Sally Student




                                            9
Ms. Palos/Ms. Mangiardi

Government/English 12

October 27, 2010

                                     Request for Information

   Social Issue: Extracurricular activities for disadvantaged teenage girls that curb negative
                  behaviors such as drug use, alcohol use, teenage pregnancy.

1. What percentage of American teen girls become pregnant during high school?

According to a journal article in SCIENCE, the teen pregnancy rate is much higher than I
originally thought. The article cites a few different percentages based on different polls and
different years over the past ten years. The most shocking of these numbers is that one-third of
girls get pregnant before the age of 20. This does not specifically state high school students, but
under the age of 20 qualifies as teens, and since most students graduate high school as 17 and 18
year olds it is a valid statistic to note. The article lists different negative results of teen
pregnancy, like dropping out of high school, remaining a single parent, and scoring lower in
reading and math scores (Dane 9).

2. What afterschool programs are available to girls specifically in the Bay Area?

In the Bay Area, many programs are available to teens, but some are specifically geared towards
girls. Bay Area Girls Rock Camps are music programs designed specifically for girls ages 8-18
in Oakland and Girls Incorporated of Alameda believes in inspiring all girls to be “strong, smart,
and bold” (Girls Inc. par. 1). Another program in the Bay Area is Girls on the Run, which helps
plan run/walk events for charity (Girls on the Run par. 5). There are programs like Boys and
Girls Club, which serves both genders, but the above three serve specifically female students and
also have teenage components. Girls Circle is yet another program designed for teenage girls
that helps build skills and discusses how to avoid risky behaviors. Girls Circle works with other
programs, like Girls Inc., to help girls have a safe place to grow and learn after school (Girls
Circle in the Bay Area par. 3).

(RFI continues…)

···························· START A NEW PAGE FOR WORKS CITED! ····························




                                            10
                                          Works Cited

Bay Area Girls Rock Camp. 2009. Bay Area Girls Rock Camp. Web. 21 Oct. 2009.

       <www.bayareagirlsrockcamp.org>.

Dane, Gabrielle. “Teen Pregnancy in Our Country: A Trend.” SCIENCE 10.2 (1998). Web. 22

       June 2002. <http://JSTOR/science/teenpregnancyatrend/danefram.htm>.

Girls Circle in the Bay Area. 2008. Girls Circle, Incorporated. Web. 21 Oct. 2009.

       <http://www.girlscircle.com>.

Girls Inc. 2009. Girls Incorporated. Web. 21 Oct. 2009. <www.girlsinc.org>.

Girls on the Run of the Bay Area. 2009. Girls on the Run. Web. 21 Oct. 2009.

       <www.gotrbayarea.org>.




                                           11
                      ESSENTIAL QUESTION: DRAFT#
                         1 2 3 4 5 6 7 8 . . . FINAL
                           (Cross off the number for each revision.)
                   Due November 9, 2010 (English/Government)

Student Name __________________________________________________________

English Teacher _______________________________________________________

Government Teacher _________________________________________________



ESSENTIAL QUESTION:




SUBMIT THIS AND EACH SUBSEQUENT REVISION TO YOUR ENGLISH AND
GOVERNMENT TEACHER. Save each draft submitted. FIRST DRAFT DUE November 9,
2010.




Your essential question may change many times. Keep all copies of attempted essential
question with the teachers’ comments on them. Only final draft receives the signature of
both English and gov/econ teacher.




                                         12
                              QUEST: UNDERSTAND
Throughout the course of QUEST, you will write several connection papers with analyses that
will be part of the written exploration of your ESSENTIAL QUESTION. These connections
should help you, as well as your readers, UNDERSTAND the investigation of your ESSENTIAL
QUESTION. You will write a connection paper with analysis after each of your consultant
interviews, during the two phases of your research on sources related to your topic, and
after the first set of experience hours.

UNDERSTAND

Research is imperative to understanding the answer to your ESSENTIAL QUESTION. You are
required to use print and internet resources, as well as people who are experts in their field.
These experts are your consultant and associates of your consultant. Choose your consultant
wisely. You are not limited to just one expert. You may also rely on your primary consultant’s
associates. The consultant must conform to the requirements on the Consultant Agreement Form.

UNDERSTAND: CONTENT for connection paper with analyses

Use Standard QUEST style for all papers.

Each of your connection papers should follow the specific directions on the assignment sheet.
Each of the papers should connect what you have learned and how this has helped you answer
your essential question. Like all good research, you may find that parts of your EQ is too easily
answered or has no answer. This is why you will need to make a number of revisions to your EQ.
There is no penalty for the number of revisions unless you miss specified due dates. We expect
you to work toward an excellent ESSENTIAL QUESTION. Some thoughts while making the
connection:

   1. What did I learn about my ESSENTIAL QUESTION?
   2. What do I still need to know? How will I find this information?
   3. How did this activity or research help me to answer my ESSENTIAL QUESTION?
   4. What new ideas/directions do I want to explore? How might these ideas connect with my
      ESSENTIAL QUESTION?
   5. Give as complete an answer as you can to your essential questions with the information at
      hand. Each connection paper should lead you to a more complex answer to your
      ESSENTIAL QUESTION.




                 School-wide Outcomes Addressed: Critical Thinking and Communication




                                             13
           QUEST CONSULTANT AGREEMENT FORM
                      Due November 9, 2010 (English/Government)

Student name _____________________________________________________
English Teacher _______________________ Government Teacher_________________
I agree to be a QUEST Consultant for _______________________________________
                                                 print
I can verify that I am:
    1. Over 25 years of age.
    2. Not related by blood or marriage to the student for whom I am consulting.
    3. Either a professional in the student’s research topic or qualified to mentor this student
        because of previous experience.
    4. Aware that I am responsible for 15 hours of guided experience for the student, including
        two interviews and several signed forms.

I expect to be called by Irvington High School to verify this information and give feedback on
the performance of this student.

I understand that it is my duty to report any fraudulent or misrepresented claims of those 15
experience hours by the student to Irvington High School.

I understand that if I agree to be this student’s consultant and I am not qualified by reasons 1- 4
above, the student will fail the senior QUEST Project, of which the penalty is non-graduation in
                                             June 2011.

__________________________________________        ____________
  (Signature of Consultant)                            (date)
Please print the information below (*REQUIRED FIELDS):

*Name_______________________________________________________
*Company Name________________________________________________
*Work Address__________________________________________________
                __________________________________________________
*Work phone_______________________           Work Fax______________________
*Email Address_____________________

Reminder: this form is due on TUESDAY, NOVEMBER 9, 2010! Please give to the student to
return by this date or fax this document to:
                                       Mark Rodocker
                                     QUEST COORDINATOR
                                   IRVINGTON HIGH SCHOOL
                                       FAX (510) 623 - 9805



                                            14
                                 Consultant Interviews
                            Due November 30, 2010 (English)
You will discover that interviewing people in your field of interest is often the best way to access
updated and vital information for your social issue. It is interactive, teaches you things in your
field that may not yet be published, and does not require hours of checking your citations. This is
the beginning of many interviews in your life. Enjoy them! You will conduct two interviews
with your consultant at different parts of your QUEST. Check your timeline for deadlines.

Primary Interview:
Based on what you learned from your RFI, compile a list of questions that will bring you closer
to answering your Essential Question. Your RFI should provide you with answers to the lower
levels of Bloom’s Taxonomy. Use what you now know to make connections between this and
what you are now curious about. Questions for your consultant should be geared towards the mid
and higher range levels of Bloom’s Taxonomy: application, analysis and synthesis of
information.

Brainstorm 15 open-ended questions for your consultant that will help you answer your Essential
Question An open-ended question allows the respondent to choose how to answer the question,
i.e., they don't select "yes" or "no" or provide a numeric rating. The more focused these questions
are, the better you will be able to make connections to answer your E.Q. Choose the best ten
from your brainstorm to ask your consultant.

When it is time for the interview, it is important to be on time. Take two copies of the questions
with you to the interview, one for you to review and one for your consultant. Only approved
questions should be taken to the interview. If you want to tape the interview, please ask
permission beforehand. Take notes during the interview. Use standard size 81/2 x 11 paper. As
you learn more and more at the interview, new questions will probably arise. Feel free to ask
them (make sure to take notes on that too).
    When you are finished, ask your consultant to sign and date your interview notes at the
       bottom of the page.
    Immediately following the interview take some time to go over your notes and fill in any
       blanks you remember. Be specific. You need these notes to write your connection paper.
    Turn in your questions along with all the notes you took during the interview.


Before your interview, be sure that you:
    Get your interview questions approved by your English teacher.
    Prepare yourself, your questions and your materials in advance
    Establish rapport, or a personal relationship, with your source.
    If you are using a tape recorder, check to make sure it is working and you have spare
       batteries.
    Observe the source and the surroundings. Stay on your toes! Be ready to improvise
       questions on the fly.




                                            15
During your interview, be sure that you:
    Identify yourself and the organization you represent:
              “Hi, I’m Dylan Rivera from Irvington High School.”
    State the purpose of the interview,
      its length, and how the information will be used.
    Don’t waste time. Keep the interview moving.
      Most interviews can be completed under thirty minutes. Sometimes consultants enjoy
      talking and can go for over an hour, but you shouldn’t be the one keeping him or her
      there.
    Ask specific questions and don’t be afraid to follow up.
      If the source’s answer sparks another question, ask it. This is your opportunity.
    Give the source plenty of time to respond.
      You want to acquire as much information as possible.
    Give the source opportunities to clarify his or her answers.
      If you don’t understand it, your reader probably won’t either. Ask for clarifications of
      things that don’t make sense.
    Use silence to encourage the source to reply.
      People naturally want to fill pauses in conversation.

Remember, the quality and amount of information you receive is largely under your power. Make this
interview count! Milk your consultant for all the information you can get.


              Nervous? Need more help? For more information, check out:
              http://www.engl.niu.edu/wac/interview.html
              http://www.grad.illinois.edu/careerservices/nonacademic/info_intvws.htm




                                           16
                                 QUEST: EXPERIENCE

The EXPERIENCE component of QUEST is a hands-on investigation. Through experience, you
will become an expert on your ESSENTIAL QUESTION. Your Consultant will act as your
EXPERIENCE coach, and he/she will help you design an EXPERIENCE Plan that will focus
you on what you need to do. Your consultant may NOT be a family member. DO NOT
CHOOSE a consultant who is a family member of a boy or girlfriend.

EXPERIENCE: FORMAT

The format of the EXPERIENCE requires that you become actively involved in answering the
ESSENTIAL QUESTION you have posed for yourself. This involvement must address a social
issue. You may do a variety of things to accomplish this, on site training, formal instruction,
investigating a political issue, interviewing experts, or volunteering. While a small portion of
your experience with your consultant may be observing, (small defined as 5 hours or less), the
rest must be active engagement that might involve hands-on activities or participating in
discussion.


EXPERIENCE: EXAMPLES

    1. If your ESSENTIAL QUESTION involves exploring services of a government office,
       you can observe and discuss constituents' issues related to your topic at an elected
       official’s office.
    2. If your ESSENTIAL QUESTION involves learning the techniques of portrait
       photography, you can take a series of portraits following the guidelines from a
       professional portrait photography manual with guidance from a professional
       photographer and use those skills to help address your topic.
    3. If your ESSENTIAL QUESTION involves the local community, you can develop a
       proposal for change, research the local governmental steps for proposing changes, and
       then take the proposal through the steps with guidance from a city planner or developer.


Your EXPERIENCE must include a minimum of 15 hours of active involvement in the
exploration of your ESSENTIAL QUESTION. These 15 hours are independent of any time you
spend at Irvington or ROP classes; your first 15 hours do not count toward Service Learning
requirements. However, two of your EXPERIENCE hours may be your Consultant interviews.




School-wide Outcomes Addressed: Personal Responsibility and Communication




                                               17
                         QUEST EXPERIENCE PLAN
                       Due November 16, 2010 (Government)
Student Name_________________________________ EnglishTeacher____________

EQ:

                                                                _______________
What questions do you still have that haven’t been answered by your RFI/Interview or
what parts of your EQ do you need more information on?




What activities will you be doing to help answer these questions? (Be specific)



How do you anticipate that these activities will help you answer your essential question?



List dates and times you will be doing at least 15 hours of experience. (These dates and times
may change but the activities may not without approval. Use the back if necessary)




Where and with whom will you be doing your experience?

Name:________________________________ Organization:___________________________

Address: ___________________________________ Phone # or Email____________________

Consultant’s signature of approval__________________________________ Date: _________

Government Teacher Approval: (initial one) YES _____ N0 _____ Reason:

______________________________________________________________________
Turn in approved plan to your English teacher with your experience presentation rubric
and outline. Failure to do so will affect your grade.




                                          18
                            Experience Hours Log
                          Due to Government Teacher
                               Jan. 11, Jan. 25, Feb. 8, 2011

Name ____________________________________English Teacher: _______________

EQ: ___________________________________________________________________

________________________________________________________________________

 Each entry must contain a signature. If you were supervised by someone other than the
consultant from your Consultant Agreement Form and they sign your Experience Log, you must
provide their contact information below or you will not receive credit.

Date &     Organization       Duties (be specific)     Supervisor’s Signature     Total
 Time




1. Supervisor Name: ____________________________ Organization: ____________________

Email: ________________________________________ Phone: ________________________


2. Supervisor Name: ____________________________ Organization: ____________________

Email: ________________________________________ Phone: ________________________



                                          19
                            QUEST Service PrePlan
                      Due November 30, 2010 (Government)
*Note: You may not begin your service until you have an approved Service Plan*

Name ____________________________________English Teacher: _______________

EQ: ___________________________________________________________________

________________________________________________________________________

What social issue(s) did you identify when forming your EQ or through your research?

A)                             B)                             C)

What “communities” might be affected by this social issue? Community is a broad concept, this
may be a community based on location, age, economic status and many others.

A)                             B)                             C)

Using your social issue and the communities you’ve identified as search terms, research 5 NON-PROFIT
 ORGANIZATIONS/GOVERNMENT AGENCY related to your essential question. Check to see if the
                            activity requires special training or requirements.

     1. Organization: ___________________________Phone/Website:____________________________

     Relationship to EQ: _________________________________________________________________

     Upcoming Volunteer activities: ________________________________________________________

     2. Organization: ___________________________Phone/Website:_____________________________

     Relationship to EQ: _________________________________________________________________

     Upcoming Volunteer activities: ________________________________________________________

     3. Organization: ___________________________Phone/Website:_____________________________

     Relationship to EQ: _________________________________________________________________

     Upcoming Volunteer activities: ________________________________________________________

     4. Organization: ___________________________Phone/Website:_____________________________

     Relationship to EQ: _________________________________________________________________

     Upcoming Volunteer activities: ________________________________________________________

     5. Organization: ___________________________Phone/Website:_____________________________

     Relationship to EQ: _________________________________________________________________

     Upcoming Volunteer activities: ________________________________________________________




                                             20
                                     Standard QUEST Style

        All QUEST papers should be formatted the same (unless specific formatting directions

are given for that style of paper). Below are the formatting directions to be followed exactly on

all papers.

   Text: 12-point font, either Times New Roman or Arial; double space lines; indent 1/2-inch
    at the beginning of each new paragraph.

   Page Setup: 1-inch margins (top, bottom, left, and right); create a header (1/2-inch from the
    top and flush with the right margin) that has your last name and each page, numbered
    consecutively (including page 1).

   In the upper left-hand corner of the first page, on separate lines list your name, your
    instructors’ names (English first, then History), the course, and the date. Again, be sure to use
    double-spaced text.

   Double space after the date and center the title of the paper. Don't underline or italicize your
    title or put it in quotation marks; write the title in Title Case, not in all capital letters. Double
    space again and center your Essential Question. Your Essential Question should be single-
    spaced and in italics. Double space again between your Essential Question and the first line
    of text.


Example of Page 1:

                                                                                       Cleaver 1
        Theodore Cleaver

        Mr. Adams/Ms. Booth

        English 12

        November 4, 2009

                                         Connection Paper #1

              How does a chef apply his/her culinary skills and responsibilities to areas
                                    outside his/her occupation?

                 After identifying my social issue as: how can a chef have a positive impact

        on the homeless population in their community, I met with my consultant,




                                               21
                             Connection Essay #1
                        Due December 14, 2010 (English)
Purpose: To establish CONNECTIONS between
      Social Issue/Essential Question
      All research (RFI)
      Industry Information (consultant interview)

Requirements:
      1200-2000 words (roughly 2-4 pages)
      Typed, double-spaced, TNR, size 12 (Standard QUEST Style – See page 19)
      QUEST heading (MLA)
      Must include 2 relevant and well supported quotations from your research (RFI)
      Must include 1 supporting quotation from your consultant (interview)
      All quotes must be properly cited in the paper (parenthetical citations) as well as at the
       end of the paper (works cited page).

Format:
Introduction paragraph:
    Hook/attention grabber
    Transition into your topic by discussing your interest in this subject or how you came
      about to choose this social issue
    A THESIS: Your thesis is your Essential Question (Avoid saying My Essential Question
      is… )

Body Paragraphs: (each one with a focus, and in any order)
    DEFINE social issue. What is the issue? Why is this social issue a problem? Use your
      research to support.
    Explain any historical significance of this issue and where in the world this issue is
      present. Use your research to support this.
    Connect what you have found in your research to what you learned from your consultant.
      Does your consultant confirm or deny your research? Quote your consultant here.

Conclusion Paragraph:
    Remind your reader of your THESIS (EQ)
    Summarize some key points
    Discuss how your project affects you and the world around you




                                            22
Example:

Sally Student

Ms. Mangiardi/ Mr. Silvernale

English 12/ U.S. Government

13 September 2010

                                        Connection Essay #1

        Since Title Nine was enacted, athletic participation by females in high school increased

by 904 percent, and participation in collegiate sports increased by 456 percent (“Collegiate

Athletic Participation” par. 12). These are staggering numbers to describe a section of athletics

still considered by the media, and perhaps most of American society, as “second tier.” I have

been competing in competitive female sports since I was a child, and continued in this pursuit

through college; during this “career,” if you will, I personally felt the weight of the first tier

bearing its load of fame and fortune and glory, leaving a dark shadow below. It is for this regard

that I came to choose the topic of female athletics for my QUEST project, and eventually, after

research and the discovery that I was not alone under this expansive shadow, I came to ask, not

only of myself, but of the society in which I grow and learn, how can female athletes overcome

the gender biases working against them, and why is it worthwhile to do so?

        Women have been competing in college athletics nearly as long as universities and

colleges began opening their doors to women as students. However, in the early 1900s, most

colleges “generally held the conviction that competition was unfeminine, keeping their contests

mostly informal” (Welch 57). In 1972, when Congress passed Title IX, gender discrimination in

athletics was prohibited by any school receiving federal funds. However, not until 1973, a full




                                              23
year after the enactment of Title IX, did the NCAA “rescind its rule prohibiting female student-

athletes from competing for NCAA championships” (Horrow par. 3). Dacia Schileru, a diver

(Example essay is NOT COMPLETE)



                                          Works Cited

“Collegiate Athletics Participation.” Women’s Sports Foundation. NCAA, 25 Nov. 2005. Web. 5

       Sept. 2010. <http://NCAA.com/womensparticiapationstatistics/2005-11-5-statistics.htm>.

Horrow, Ellen J. “The Evolution of Women’s College Sports.” USA Today 26 Sept.

       2001. Web. 7 Sept. 2010. < http://www.usatoday.com/sports/college/2001-09-27-

       women-timeline.htm>.

Welch, Paula. Silver Era, Golden Moments: A Celebration of Ivy League Women's

       Athletics. Detroit: Madison, 1999. Print.




                                            24
                                               QUEST PAPER
    Criteria            Exemplary               Commendable                   Standard                 Approaches
                          100%                     85%                          70%                     Standard
                                                                                                       Incomplete
Focus                Fully answers the         Fully answers questions    Majority of claims        Does not answer
                     questions thus far        thus far guided by         relate to the essential   question
30%                  guided by extensive       extensive research,        question and are
How the research,    research, experience,     experience, and service    connected to              Few claims relate
experience, and      and service and                                      research, experience,     directly to topic,
                     determines points for     Goes beyond a              and service               answer stated without
service shows        elaboration and           chronological summary                                any direct mention of
logical connection   development               of activities by showing                             research, experience
                                               a progression of                                     or service
                     Acknowledges              knowledge and re-
                     alternative answers,      visitation of prior                                  No sense in
                     viewpoints and related    theories                            21%              progression in
                     issues                               25.5%                                     activities or
                               30%                                                                  knowledge
Personal Growth      Connects all aspects of   Connects new               Connects with             Offers no mention of
10%                  QUEST thus far to         knowledge and growth       personal growth           personal growth
Connects             achieve new               with little elaboration
                     knowledge and
progressively        personal growth                     8.5%                       7%
toward answering               10%
the E.Q.
Presentation of      Wealth of specific,                                                            Evidence is non
Evidence             relevant, interesting,                                                         existent or unrelated to
                     and persuasive                                                                 claims
30%                  evidence for all claims
                                                                                                    No citations
                     Uses appropriate
                     number of citations
                     from texts and
                     interviews for each
                     assignment
                                  30%
MLA Formatting       Provides correct MLA                                 Provides an MLA in-       More than three errors
10%                  in-text citations for                                text citations for        in works cited page or
                     quoted and                                           quoted and                MLA in- text citations
                     paraphrased material                                 paraphrased material
                                                                          with no more than
                     Provides a complete                                  three discernable
                     and accurate work                                    errors
                     cited page
                                                                          Provides a complete
                                                                          and accurate works
                                                                          cited page with no
                                                                          more than three
                              10%                                         discernable errors
                                                                                   7%
Style                Precise, varied and       Clear yet conventional     Appropriate language      Immature use of
                     fresh use of language     language with some         with basic control of     language, inability to
10%                  with wide range of        sentence variety           sentences                 correctly use basic
                     sentence structures,                                                           sentences
                     absence of clichés        Minimal errors in          Some errors in
                                               grammar spelling, and      grammar, spelling,        Grammar, spelling and
                     Virtually no errors in    punctuation, and errors    and punctuation, but      punctuation errors
                     grammar, spelling, or     do not interfere with      errors do not interfere   interfere with clarity
                     punctuation               clarity                    with clarity
                              10%                        8.5%
                                                                                    7%



                                                   25
Organization        Paper has logical and                  Paper has an              Too brief, unfocused,
                    effective organization                 introduction, body        or incoherent in some
10%                 including an                           paragraphs, topic         places
Paper has a         introduction, body                     sentences, supporting
discernable         paragraphs, topic                      sentences, transitions,   No identifiable
                    sentences, supporting                  and a conclusion          introduction, body
beginning, middle   sentences, transitions                                           paragraphs, topic
and end             and a conclusion                                                 sentences, supporting
                              10%                                   7%               sentences, transitions,
                                                                                     or conclusion
* Limit each quotation to two lines of typed text ** Essay must have 1” 12 point TNR, a
correct title page and works cited page, or it will not be accepted




                                             26
                                   QUEST: SERVICE
The SERVICE component of QUEST is when you show the community what you now
UNDERSTAND about your ESSENTIAL QUESTION. SERVICE involves giving back to your
community and making your knowledge public.


SERVICE: FORMAT
Your SERVICE project will be something that you design with the help of your
government/economics teacher. Together, you will create an individualized service plan that
will specifically address your Essential Question. DO NOT base your service on past projects.
Each student’s service plan needs the approval of the Government/Economics Committee. The
Committee’s decision is final.

Your service activities must be substantive in nature and truly serve the needs of a given
community or nonprofit organization.

Service must be for a non-profit (501c3) or government agency and address a social issue. You
may not do a service for a company that makes money. (That is really slave labor.)

SERVICE: EXAMPLES
   1. If your EXPERIENCE involved spending time at a battered women’s shelter, your
      SERVICE could involve setting up an after school program for their kids.
   2. If your EXPERIENCE involved observation and discussion with an athletic trainer, your
      SERVICE activity could involve volunteering at a senior center helping seniors remain
      healthy and active.
   3. If your EXPERIENCE was learning the techniques of mural painting, your SERVICE
      activity could involve designing an original mural for a community facility.

A substantive service would fulfill a preexisting community need (not YOURS!) and be
completed in a series of activities (i.e.: tutoring/coaching twice a week for 3 months) or in
fulfillment of a substantive service recognized by the service committee (The gov/econ
committee will determine what is of substance and how many hours necessary to fulfill the
requirement.) The best way to find a service is to ask an organization what it needs. (What do
you NEED volunteers to do?)

      A substantive service might be organizing and facilitating a group of students to
       volunteer one day at an event. Only attending the event would not be enough.

      Translating and handing out information at an event could work, standing at a table all
       day would not.

      Volunteering twice a week for month as a tutor for a non-profit is a series, dropping by
       once or twice and helping a few kids would not.




                                            27
Your SERVICE activities must be scheduled and publicized. The activities must be done at a
location off-campus and must involve members of the greater community (non IHS people).
You can work with other seniors who share the same QUEST topic in organizing and
implementing your collective SERVICE project. It must be service substantive enough for all
involved. All of the participants’ government/economics teachers must agree that the
service is substantive enough for all participants to receive credit. You must have evidence
of your SERVICE activities, which can include photographs, videotape footage, written reactions
from participants, or samples of work created by the participants. Document everything! Finally,
you must have your SERVICE hours signed by your consultant/authority figure and have it
authenticated by IHS Service learning Coordinator in order to receive hours towards graduation.
(Mr. Lewis in room 25.)

Document everything. You must be able to measure what you estimate to be the economic
impact of your service.


School-wide Outcomes Addressed: Social Responsibility and Communication




                                               28
                          QUEST SERVICE PLAN
                     Due December 14, 2010 (Government)
Name ____________________________________English Teacher: _______________

     EQ: ___________________________________________________________________

  ________________________________________________________________________
What non-profit organization will you work with?

     Organization: _________________________ Contact Person:________________

     Address:______________________________ Phone/Email:__________________

When you contacted the non-profit organization, what need(s) did they express having?

A)                                 B)                            C)


What planned activities do you have with this organization? (Your service must have a
“substantial” impact on the community you’ve identified and should include a planned series of
activities over a period of time).

Activity                       Location                       Length of time




How do these activities relate to your EQ? (How will your activities help answer your EQ? or
How did you discover this organization or need through your QUEST project?)




Government Teacher’s signature___________________________________________
Signature indicates the final plan has been approved. Keep all copies of your service plan.




                                            29
                           ANNOTATED BIBLIOGRAPHY
                            Due January 11, 2011 (English)
An annotated bibliography has two components: a bibliographic citation which give the
publishing information of the source and an annotation which summarizes and evaluates the
quality of the source (see sample annotated bibliography for format contained on the next page.)

For this annotated bibliography, you will need to choose six (6) new resources. At this point,
your research should focus on your specific question. You must choose your six sources from a
minimum of three (3) types listed: books, magazines, newspapers, brochures, corporate
publications, television or radio programs, websites, online databases, and personal interviews.

Each bibliographic citation must follow the MLA format for documentation (see examples
below).

Some reminders:
 Names of articles, television episodes, and web pages are in quotation marks.
     Names of books, magazines, newspapers, television programs, and web sites are underlined
      or italicized (either format is okay, but choose one and stay consistent throughout your
      bibliography).
     All entries must be in alphabetical order.
     Do not number entries.
     All entries must have a period at the end of the citation.
     Citations have a hanging indent and are double-spaced; annotations have no indentation and
      are single spaced.
     Annotations should be three-five sentences long and focus on the aspects of the source that
      are important to your project.
     Include a quotation in your annotation (followed by a parenthetical citation) that is especially
      pertinent (or that you think you may be able to use later).

    Some websites that will help you learn how to use parenthetical documentation and create a
                                         works cited page:

http://webster.commnet.edu/mla.htm

http://www.mla.org/publications/style_faq

http://owl.english.purdue.edu/handouts/research/r_mla.html#Handling

    For most citations, please refer to the MLA citation guidelines at Irvington.org/MLA.
Additional samples:



                                               30
Personal Interview
Powell, Colin. Personal interview. 4 Jan. 1996.

Television or radio program
“Prime Suspect 3.” Writ. Lynda La Plante. Perf. Helen Mirren. Mystery! WNET, New York. 28

       Apr. 1994. Television.

CD-ROM: Article from a magazine/newspaper with a print version
Ingrassia, Michele and Karen Spingen. “She’s Not Baby Jessica Anymore.” Newsweek 21 Mar.

       1994: 60-65. InfoTrac Magazine Index Plus. CD-Rom. Information Access. Aug. 1995.

Internet: Article from a magazine/newspaper with a print version
Weiser, Jay. “The Tyranny of Informatlity.” New Republic 26 Feb. 1996. Web. 1 Mar. 1996.

       <http://www.enews.com/magazines/tnr/crrent/022696.3html>.

                                                   (counts as a periodical)

Internet: Web page/article
Swofford, Jennifer. “The Complete Guide to Keeping Green Iguanas in Captivity.” National

       Center for Supercomputing Applications. 28 July 1995. Web. 5 Mar. 1996.

       <http://gto.ncsa.uiuc.edu/pingleto/herps/iguanacare.html>.

Internet: Data Base
Tolson, Nancy. "Making Books Available: The Role of Early Libraries, Librarians,

       and Booksellers in the Promotion of African American Children's Literature." African

       American Review 32 (1998): 9-16. JSTOR. Web. 1 Oct. 2002.

       <http://www.jstor.org/search>. Path: Authors; S-T; Tolson.

Film or video
Citizen Kane. Dir. Orson Welles. Perf. Orson Welles, Joseph Cotton, Dorothy Comingore, and

       Agnes Moorehead. RKO, 1941. Film.




                                           31
                                   Simple QUEST Rubric
                       Redo                   C                      B                 A
CONTENT           does not            incorporates all      incorporates all    incorporates all
                  incorporate all     content required;     content required;   content required;
                  content required;   makes connections     makes clear         makes strong
                  makes few/weak      between assignment    connections         connections
                  connections         and overall           between             between
                  between             project/EQ            assignment and      assignment and
                  assignment and                            overall             overall project/EQ
                  overall                                   project/EQ
                  project/EQ
FORMAT             Does not                                                       Follows format
                      follow format                                                 given in packet
                      given in                                                      exactly
                      packet                                                     EQ in italics &
                   no EQ at top                                                    centered at top
                      of assignment                                                 of assignment
                   incorrect                                                    Name and date
                      margin size                                                   typed in upper
                                                                                    right corner
                                                                                 1” margins
GRAMMAR &         Many errors in      Some errors in        Few errors in       No errors in
MECHANICS         grammar or          grammar or            grammar or          grammar or
                  mechanics           mechanics             mechanics           mechanics
SPELLING          Many errors in      Some errors in        Few errors in       No errors in
                  spelling            spelling              spelling            spelling




This rubric applies to all assignments without rubrics in the QUEST packet.

All QUEST work must be in final draft form to receive full credit.

Any work receiving a REDO grade will be given 65% credit when the assignment is of passing
quality.

All REDO work must be submitted with the original graded draft.

REDO work will be submitted as many times as necessary (to get to a passing level) to earn
credit.




                                            32
                                                         PRESENTATION RUBRIC
Communication Skills (10% of total grade)
Appropriate Voice         o    No                                   o     Somewhat Inconsistent               o                 o     Acceptable
(2%)
Appropriate Dress         o    No                                   o                                         o                 o     Yes
(2%)
Eye Contact (2%)          o    No                                   o     Somewhat Inconsistent               o                 o     Strength
Body Language             o    Distracting                          o     Neutral                             o                 o     Strength
(2%)
Answers Questions         o    Unprepared                           o     Limited Knowledge                   o                 o     Clear and Concise
Well (2%)

Presentation Skills (30% of total grade)
Punctuality (3%)      o       No                   o                                            o                               o      Yes


Outline (2%)          o       None submitted       o     Unclear or missing name, student       o     Improper format,          o      Proper format, follows
                                                         ID, or EQ                                    difficult to follow              order of presentation


Opening of            o       Not clear            o     Clear but typical (Hi, my name         o                               o      Clear and engaging
Presentation (5%)                                        is…)
Presentation has      o       Lacks                o     Follows events chronologically         o                               o      Smooth transitions,
logical sequence              transitions,                                                                                             explains how activities
(4%)                          seems haphazard                                                                                          build from one another


Closing of            o       Not clear            o     Clear but typical (“Thank you for      o                               o      Clear and engaging
Presentation (5%)                                        listening to my presentation”)
Time (3%)             o       No                   o                                            o                               o      Yes


Power Point (8%)      o       Simply an            o     Quality acceptable and incorporates     o                              o      High quality and
                              outline, lack of           graphics                                                                      incorporates graphics
                              preparation                                                                                              and evidence



Content (60% of final grade)
Presentation of               o     Experience           o     Experience activities      o    Experience activities        o       Explanation of Exp. Plan goals
Experience Findings                 activities                 presented and                   clearly explained and                and findings. Clearly connected
(5%)                                presented                  connected only to EQ            connected to EQ and                  to academic research, service
                                    without                                                    other portions of                    and EQ
                                    connections to                                             project
                                    other portions of
                                    project
Presentation of Service       o     Service activities   o     Service activities         o    Service activities           o       Clear explanation of Exp. Plan
Findings (5%)                       presented                  presented and                   clearly explained and                goals and findings. Clearly
                                    without                    connected only to EQ            connected to EQ and                  connected to academic research,
                                    connections to                                             other portions of                    service and EQ
                                    other portions of                                          project
                                    project
Presentation of Research      o     No academic          o     Academic research          o    Variety of sources           o       Variety of academic sources that
Connections (5%)                    research                   weak and                        presented and                        support EQ answer. Explanation
                                    presented, only            connections not                 connection to EQ                     of how research led to
                                    interview quotes           explained                       explained                            development of Exp. and
                                                                                                                                    Service Plans
Comprehensive answer          o     No answer            o     Answer presented but       o    Connections between          o       Clear and comprehensive answer
to EQ (25%)                         presented until            connections between             Experience,                          offered after presenting evidence
                                    Q&A portion or             all portions of project         Research, and                        and an in-depth connection
                                    not answered in            are weak                        Service explained                    between Research, Experience,
                                    one clear                                                  within presentation                  and Service
                                    summary at end                                             with some detail and
                                                                                               evidence
Benefits of Service           o     Not mentioned,       o     Described process for      o    Benefit to                   o       Benefit to community and new
Project (20%)                       relationship               developing Service              community and need                   insights clearly explained. Clear
                                    between service            Plan and relates to             clear and shows a                    connection between Service and
                                    and EQ not                 topic. Benefit to               relationship between                 EQ. Provides a creative solution
                                    explained,                 community clear.                Service and EQ                       to a real community problem
                                    unable to                  Connection to NP org
                                    describe benefit           or gov’t agency
                                    to community               unclear
A score of 1 in any category equals an automatic redo of presentation


                                                                        33
                                       Quest Binder
Your QUEST Binder is to be organized in the following manner. Most students find it best to use
a plain 1” binder. Inside the binder have five dividers upon which you should have neatly written
or typed the following headings: Interviews, Research, Experience, Service, and Papers.

Front of Binder
1. Title page (same title page as final paper)
     Final Draft of EQ signed by both English and Government teachers
     All other drafts of EQ
2. Social Issue Declaration form
3. Consultant Agreement form
4. Service Verification form
    All letters verifying service
5. Parent Notification form


Divider 1: Interviews
1. Service Connection Essay
     Clean copy
     Graded copy(ies)
2. 1st Interview with notes, signed by consultant
     Graded copy
3. 2nd Interview with notes, signed by consultant
     Graded copy
4. Copy of your Thank You Letter
ALSO: Any other evidence of interviews: pictures of consultant, other letters, brochures you
obtained from interviews, etc.


Divider 2: Research
1. RFI (graded/annotated copy)
     clean copy
     graded copy(ies)
2. Annotated Bibliography
     clean copy
     graded copy(ies)


Divider 3: Experience
1. Experience Plan
     original copy with signature(s)
2. Experience Log form(s)
3. Experience Presentation Rubric and Outline
ALSO: All other experience evidence: pictures, letters, student work, etc.



                                           34
Divider 4: Service
1. Service pre-plan
2. Service Plan
     original copy with signature(s)
2. Service Connection Essay
     clean copy
     graded copy(ies)
3. Service Presentation Rubric and Outline
ALSO: all other service evidence: pictures, letters, flyers, etc.


Divider 5: Papers
1. Connection Paper #1
     clean copy
     graded copy(ies)
     rubric
2. Connection Paper #2
     clean copy
     graded copy(ies)
     rubric
3. Abstract - Answer to Essential Question
     clean copy
     graded copy(ies)
4. Final Quest Answer Paper
     clean copy
     graded copy(ies)
     scored rubric




                                              35

				
DOCUMENT INFO
Shared By:
Categories:
Tags:
Stats:
views:9
posted:11/2/2011
language:English
pages:37