Internet Access


Ms. C. Bargellini





Have you ever been attending your classes online and you were really into the lesson and all of a sudden you get dropped out of your class because your internet drops? Have you ever thought about why that happens, how frequently it happens and is it happening to others?

How would you like to take a deep dive into internet access in New York City? Who gets dropped the most? Where do they live? Why does that happen?




At the end of this WebQuest, in 5 periods, you will be able to:

1- Track approximately how many students have difficulty or cannot connect to the internet in New York City.

2- Develop at least one solution to the internet access issue.

3- Create a presentation product of your choice (from a menu) to publicize your findings and present to class. (2 teams per choice.)

Presentation Product Choice Menu

Create a Google Slides

Create a Video

Create a Padlet

Write a Newspaper Article

Record a Rap Song

Create a Digital Poster




Student Teams: 

Count off 1, 2, 3, 4, 5 and all 1’s, 2’s, 3’s etc… will form a team, then team members will create a name for their team.  Teacher reserves the right to move students to and from teams and will confirm final team members. Teachers will create folders for each team in Google Drive to work on their presentation choice.


Task Instructions:

1. Student Teams will research internet access in New York City as it relates to Remote Learning and create a solution for the issue using the Public Policy Analyst (PPA) Steps.

2. Student Teams will consist of a Leader, Recorder, Spokesperson, Strategy Analyst, and Checker (Role Assignments)

3. Each student team will choose any 3 websites below to research this issue.

4. Student teams will complete a presentation from the Choice Menu above (maximum of 2 teams per choice)

5. Student teams will present their presentation (5-7 minutes) to the class.

Websites for Research:

1)  Democrat & Chronicle

1 out of 5 NY metro households have no high-speed internet. What does that mean for remote learning?

By Sarah Taddeo New York State Team October 5, 2020

Article #1


2)  City & State New York

Remote learning challenges will likely continue in New York

Students left behind in the spring face the same technology issues this fall.


AUGUST 30, 2020

Article #2


3)  NYC Comptroller’s Office

Comptroller Stringer: As Census Moves Online, New York City’s Digital Divide Threatens to Help Trump Undercount Communities of Color

JULY 23, 2019

Note: This article contains charts

Article #3



Parents report problems with NYC-issued devices for remote learning

Posted Oct 17, 2020

Article #4


5)  Gothamist

Public School Remote Learning Resumes In NYC With Technical Difficulties, Aggravated Parents


SEPT. 21, 2020

Article #5


6)  PIX11

77,000+ students don't have a device or internet connection for remote learning, city report says (includes video)

Posted at 8:25 PM, Oct 19, 2020 and last updated 8:25 PM, Oct 19, 2020

Article #6


Public Policy Analyst (PPA) Steps: (Click on each link, then click on the worksheet links at the bottom and complete the worksheet.)


·       Step #1: Defining the Social Problem:


·       Step #2: Gathering Evidence of the Problem:


·       Step #3: Identifying the Causes of the Problem


·       Step #4: Evaluating Existing Public Policies


·       Step #5: Developing Public Policy Solutions


·       Step #6: Selecting the Best Public Policy Solution




·        Google Slide Rubric

·        Newspaper Article Rubric

·        Padlet Rubric

·        Digital Poster Rubric

·        Rap Rubric

·        Video Rubric




By completing this WebQuest, you have mastered working with the public Policy Analyst (PPA) steps to solve issues such as internet access in New York City during Remote Learning.




NYS Common Core Standards:


RI.9-10.1- Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

W.9-10.4- Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience.



RH.9-10.3- Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.

WHST.9-10.6- Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.