Internet Access
ELA/History/Social
Ms. C. Bargellini
INTRODUCTION
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?
TASK
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 |
PROCESS/RESOURCES
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
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
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
4) SILive.com
Parents report problems with NYC-issued devices for
remote learning
Posted
Oct 17, 2020
5) Gothamist
Public
School Remote Learning Resumes In NYC With Technical
Difficulties, Aggravated Parents
BY DAVID CRUZ
SEPT. 21, 2020
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
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
EVALUATION
CONCLUSION
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.
STANDARDS
NYS Common Core Standards:
ELA:
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.
History/Social:
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.
