QUEST Sem 2 Whole Packet Pre Print

Irvington High School

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Table of Contents

Second Semester Timeline .............................................................................................................2

Essential Question Final Draft ......................................................................................................4

Non Profit Organization Interview ..............................................................................................6

Annotated Bibliography ................................................................................................................7

Source Check Directions ...............................................................................................................8

Source Check Sample ....................................................................................................................9

Thank You Letter ........................................................................................................................10

Policy Paper ..................................................................................................................................12

Policy Paper Simplified Diagram ...............................................................................................14

Policy Paper Rubric .....................................................................................................................15

Service Project Requirements .....................................................................................................16

Service Verification Form ...........................................................................................................18

Documenting Your Service .........................................................................................................19

Policy Presentation.......................................................................................................................20

Policy Presentation Rubric..........................................................................................................22

Answer to Essential Question .....................................................................................................24

Government Advocacy Letter .....................................................................................................25

Sample Government Advocacy Letter .......................................................................................26

QUEST Binder Checklist ............................................................................................................28

QUEST Testimony .......................................................................................................................30

QUEST Testimony Rubric ..........................................................................................................32

Citation Examples/References ....................................................................................................33

Simple QUEST Rubric ................................................................................................................34


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QUEST 2014-2015 Timeline (2nd Semester) Feb 17th

Non-Profit Interview Notes (Eng) EQ Draft 2 (Econ/Eng)

Feb 24th

Source Check #5 (Econ) Thank You Letter (Eng)

March 10th

Source Check #6 (Eng) March 24th

Policy Paper (Econ) Annotated Bibliography #2 (Eng)

March 31st

Service Verification (Econ) April 13th to May 1st

Policy/Service Presentation (Eng) April 14th

Answer Paper (Eng) Government Advocacy Letter (Econ)

April 21th

Binder Check (Eng) May 1st

Last Day to Turn in Work! May 20th and 21st

Testimonies (Grade in Eng


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ESSENTIAL QUESTION Remember that your final Essential Question should have a solution component added to it (ie How

do we fix this?). Some essential questions may already have this component.

Student Name __________________________________________________________ English Teacher _________________________________________________________ Government Teacher _____________________________________________________ ESSENTIAL QUESTION:

SUBMIT THIS AND EACH SUBSEQUENT REVISION TO YOUR ENGLISH AND GOVERNMENT TEACHER. Save each draft submitted. FINAL DRAFT DUE February 17th 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 government/economics teacher.


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Non-Profit Interview Due February 17, 2015 (English)

Your Non-Profit Interview is the second formal interview with your Consultant. Turn in your signed and dated (by your Consultant) notes from this interview to your English teacher by February 25th. For this interview, you will need to create 10 new and relevant questions guide your research to for a successful Policy Paper and Advocacy Letter.

Guidelines:

1. Make sure you take your 10 questions with you to have your Consultant sign and date them as proof you did the interview.

2. You do not need to write a word for word account (no transcript). Write the answers or the main ideas as the response to your questions.

3. Make sure your questions are relevant. You have 5 hours of Experience and 8 Research sources to prepare questions that are specific and focused on finding solutions to your social issue.

4. Refer to the first semester packet for interview hints and suggestions.

Turn in:

10 questions, typed; notes from Consultant interview; and Consultant signature and date on the bottom of the page.

Remember:

You are interviewing this person as an expert on the content of their field, not their personal or work life. Try to write questions that your consultant would know from his or her expertise and experience.

Many students find it awkward or uncomfortable to interview an adult in the professional world. Being prepared and organized will help to alleviate such feelings. You have completed somewhat extensive research on your topic, gathered your conclusions and made connections in writing as well as presented your findings to your peers and teachers. You now have the ability to ask specific, probing questions based on the work you have completed. If you ask questions of the same depth and ignorance as your first interview, this will seem like an exercise in redundancy. However, if you ask questions that demonstrate how much your knowledge and interest has evolved, the interview will reveal your aptitude and dedication. Your consultant will feel like they have played an important role in your achievement, which is never embarrassing.

So what should I ask? Ask if there are any disagreements or

differing opinions on how to deal with the social issue.

Ask what obstacles are preventing progress (Why dont we just?).

What are some other ways that others are dealing with it? Youll need to discuss several in your Policy Paper. (p. 12)

Ask what responsibility the government has in the problem. Youll need to find the appropriate official to receive your Advocacy Letter. (p 25)

Ask what this NPO is currently doing to solve or at least deal with the problem.

Do we need new laws? What can families/citizens/voters do? What can activists do?

Ask more about how your service fits into the solution.

Always ask follow up questions.


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QUEST Annotated Bibliography (see chart for due dates)

An annotated bibliography is a works cited page that includes a summary for each source, along with commentary on how you plan to use it in your research. For the QUEST project, you will gather sources in order build an annotated bibliography over time by completing Source Checks (see directions for creating these on the following page). In each source check you will be responsible for reading, summarizing and citing two or three different sources. By the end of the first semester, you should have at least 8 different sources summarized, and by the end of the project you should have a minimum of 14 different sources summarized.

Remember that we are not expecting you to find 14 different sources all at once! You will be turning in Source Checks regularly in order to build your annotated bibliography over time. Your Annotated Bibliography and source check due dates are outlined below:

Annotated Bibliography/Source Check Schedule Assignment Teacher Due Date Number of Sources Source Check #1 English 10/28/2014 2 Source Check #2 Government 11/18/2014 2 Source Check #3 English 12/2/2014 2 Source Check #4 Government 12/9/2014 2 Annotated Bibliography #1 Government (turnitin.com) 12/16/2014 8 Sources Total

1st Semester Ends January 23rd/2nd Semester Begins January 26th Source Check #5 Economics 2/24/2015 3 Source Check #6 English 3/10/2015 3 Annotated Bibliography #2 English (turnitin.com) 3/24/2015 14 Sources Total

Annotated Bibliography Requirements:

1. Must be in standard QUEST style 2. All sources from your Source Checks must be pooled together and then arranged in alphabetical

order 3. Minimum Sources: Annotated Bibliography #1 (1st semester) must have at least 8 (these should be

taken directly from your source checks); Annotated Bibliography #2 (2nd semester) must have at least 14 (the first 8 sources will be those from 1st semester, which means you will need to find 6 new sources to include)

a. You may always include more sources than the required minimum, but all sources submitted for Source Checks, must be included in your Annotated Bibliographies.

4. Each source must address a specific question from your RFI questions (Source Check instructions will explain how to document this)

5. Annotated Bibliography #1 and #2 must be submitted via turnitin.com and must be present in your QUEST Binder for each of your QUEST presentations


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QUEST Source Check Directions

Objectives: Read and reread sources, then annotate and retell the content of the article in your own

words. Evaluate the source, as well as the author, considering the purpose and any potential biases. Figure out the intended audience and interpret the intended purpose the author is trying to

achieve. Produce a properly formatted MLA works-cited entry for each source. Answer questions created in the RFI.

For each source you read, you will need to create a Source Check Entry. This is the same as an entry in your annotated bibliography. It consists of two parts:

1. Citation: This includes all of the same information as an entry in your Works Cited Page in MLA format.

2. Source Description: This is a paragraph that: a. Summarizes the content of the source (exactly what the source says) b. Analyzes the validity of the source (what makes it worthy of being in your

project?) including information on the author (such as purpose, audience, authority, or bias) and discussion of any rhetorical strategies employed.

c. Reflects on the use or value this source had on your project. It may have answered one of your RFI questions, alerted you to a new issue, debunked a previous misconception, etc.

Reminder!!! Each source check assignment that you turn in will eventually go into your annotated bibliography. As long as you complete your source checks on time, and make corrections suggested by your teachers, all you will have to do for the annotated bibliographies is cut and paste from your source checks! Here is the schedule again to remind you.

Annotated Bibliography/Source Check Schedule Assignment Teacher Due Date Number of Sources Source Check #1 English 10/28/2014 2 Source Check #2 Government 11/18/2014 2 Source Check #3 English 12/2/2014 2 Source Check #4 Government 12/9/2014 2 Annotated Bibliography #1 Government (turnitin.com) 12/16/2014 8 Sources Total

1st Semester Ends January 23rd/2nd Semester Begins January 26th Source Check #5 Economics 2/24/2015 3 Source Check #6 English 3/10/2015 3 Annotated Bibliography #2 English (turnitin.com) 3/24/2015 14 Sources Total


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Sample Source Check Entry Walsh, Bryan. Ending the War on Fat. Time. 16 June 2014: 72-77. Print. In the Time cover story Ending the War on Fat (June 2014), Bryan Walsh, a senior editor for Time Magazine, attacks the prevalent assumption that fat is the main cause of disease in the American diet and details some of the damage that this belief has had on the health of Americans. He does this by first relating the story of Dr. Ancel Keys, who convinced the AHA and USDA that fat was evil in his landmark Seven Countries Study which compared diets around the world and revealed that many cultures who ate less saturated fat had levels of heart disease lower than the outrageous 50% rate found in American men. He goes on to relate how common sense and the values of the American people resonated with Keys message and associated a moral judgment with our food. Next, Walsh undermines Keyss findings by pointing out flaws in his study and by interpreting some new studies and meta-analyses that are failing to indicate the direct connection between consuming fat and becoming fat and how this is altering the viewpoint of many experts. Walsh then illustrates how the food industry and over-trusting consumers created what he calls The Unintended Diet, which replaced fat with sugar, artificial sweeteners, refined carbohydrates and various other junk foods labeled low fat in accordance with the USDAs recommendations. He stresses the importance of understanding comparative, not reductive analysis of foods, suggesting that fat is only dangerous when compared to healthier foods and that simply removing something from our diets is only half of the picture. Finally, he recognizes some of the other dangers of eating high levels of fat such as colon cancer and environmental costs of higher meat consumption as well as the tendency of consumers to over-commit to new recommendations in their search for the one magic bullet of health concerns. In the end, he recommends eating, enjoying and respecting real food and ignoring the processed, custom-designed meals sold to us by the food industry, whatever they may claim. This article helped me to answer my RFI question regarding who influences the publics perception of which foods are healthful, pointing out how certain studies or people can have a great impact on public opinion. It also exposed me to the idea of comparative analysis of foods, which should help me recognize and separate fad diets and marketing ploys from sound nutritional advice.

Each source check entry will be scored out of 5 points on the following scale:

Excellent (5) Good (4) Acceptable (3) Redo

Annotations include: comprehensive

summary of content insightful analysis of

context and intended audience.

Meaningful connection to QUEST project.

Answer to RFI question

Annotations include: Adequate summary

of content Adequate analysis

of context/ audience

Connection to QUEST project.

Annotations include: Summary of

content Accurate analysis of

context/ audience Connection to

QUEST project.

Annotations are missing one or more pieces (summary, analysis, reflection, connection, quotation/ paraphrase).

*Deductions: (.2) points will be deducted for mistakes in MLA format; (.1) points will be deducted for mistakes in grammar or mechanics


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Thank You Letter Due February 24, 2015 (English)

Use the following format for your letter. Your letter should mirror this exactly! Attach your signed letter with a self-addressed (with return address), stamped envelope. DO NOT SEAL THE ENVELOPE.

Your Return Address (no abbreviations for Street, Avenue, etc.)

Your City, ST zip code

Todays date (write it out, i.e. February 24, 2015)

First and last name of the person you are writing (include forms of address if appropriate, ie. Dr.)

Title (only include if appropriate; i.e. dont write Teacher, but do write President)

Company Name

Address

City, ST zip code

Dear Mr./Ms./Dr. Person: [note the colon] (do not put just your consultants first name)

Indentations for paragraphs are not used. The body paragraphs are single spaced in a business letter. But, you should double space between paragraphs. In this first paragraph you should thank your Consultant for the valuable time, expertise, and patience he/she has provided you during your meetings. You, hopefully, have a greater understanding of xyz (whatever your topic is/their expertise is), ...you want to be making broad statements like these in this opening paragraph.

In the second paragraph, be more specific. Give examples of how you benefited from the time you have spent with your Consultant. Be sure to be positive about your experiences and dont write them a vague, effortless, boring summary that sounds like a glib form letter. Remember how grateful you were when they agreed to help you earlier? You owe them a sincere thank you.

In the last paragraph, conclude your letter. Thank your consultant one last time. If you wish, invite them to your testimony: I am not certain of the exact date or time yet, but I would like it if you could attend my QUEST testimony on May 20 or May 21, 2015. I will contact you once I have the specific day and time. Or, some statement like this.

Sincerely, (appropriate closings include: Very truly yours, Sincerely yours, Cordially)

Sally Student

A business letter is not restricted to one page. Remember that this is a concise, but sincere thank you to your consultant for their time.

Irvington High School Semester 2 QUEST Packet

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QUEST Policy Paper (Due 3/24/2015)

Purpose: The purpose of a policy paper is to propose change in society by building a case that action must be taken, and then suggest specific actions to be taken. Objectives:

Establish your social issue in order to convince the audience that action must be taken. Investigate 3-4 strategies/options for working toward solutions to your social issue. Objectively explain/compare/explore/evaluate the varying perspectives on your topic. Include your specific Service Plan/Project as one of these strategies to be evaluated. Make recommendations as to which strategy or combination of strategies you believe should be

used and how this process should be initiated. Requirements:

Cite and discuss the work of 6-10 different sources (including at least 2 Scholarly Articles) about your social issue.

Write a 6-8 page Policy Paper which recommends an action plan meant to help solve your social issue by analyzing the viewpoints of various authors and experts in the field.

Write a Works Cited page (in MLA format). No 1st Person Narratives (save that for your presentations) Respond to these various sources, combining them to formulate your own reasoning and

viewpoint.

Organizing Your Policy Paper

Section 1 (1.5-2.5 Pages): Establish Your Social Issue (This should be a shortened version of your social issue research paper. Remember that we must prove that there is a problem before we can start trying to find ways to solve it).

- State the social issue (the problem) and prove that it exists with research and data. - Discuss the scope and severity of the social issue (How widespread is the problem? How bad is it?). - Discuss the background/history of the social issue. - Identify causal factors to your social issue (there should be several), and support this with research

and data (remember that very often, things that we think are direct causes, are in fact simply correlated but thats OK! Acknowledging correlation with data to support it is great research!).

Section 2 (1-2 Paragraphs): Restate the essential question

- This paragraph should serve as the transition from analyzing the problem (the Social Issue) to proposing options for making progress towards a solution. Think of this as a conclusion to section 1 and as the introduction to the rest of your paper.

- Wrap up the discussion of your social issue with a thesis statement that advocates for a solution to your social issue.

- State your options for solutions to your social issue (a huge part of the rest of your paper will involve analysis of these options, so dont worry about supporting them with research/data yet).


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Section 3 (3-5 Pages): Discussion/Analysis of options

- This section of the paper will consist of you stating 3-4 options for addressing your social issue in order to work toward a solution. These options may range from strategies that are very costly, and would take a great deal of time, effort and funding to those that can be carried out by the average American in their daily life. These can and will probably be strategies/solutions that are already being carried out or proposed.

- For each of these options, address the following: o Explain the strategy/option in depth o Explain the benefits, including how the strategy would directly or indirectly help solve your

social issue? Use case studies/research (when possible) to show instances wherein the strategy has been successful.

o Explain costs and/or obstacles to implementing this strategy (If it benefits society, why is not widespread already?)

- One of these strategies should resemble your own personal service project. It doesnt necessarily have to be the best option for solving your social issue, but discuss your own project as one of the strategies (but maintain 3rd person perspective).

Section 4 (1-2 Pages): Your Recommendations

- Having discussed several potential strategies which could be used to help address your social issue, which of these do you recommend to be implemented, and why?

- Is there one specific strategy that we as a society should prioritize, or should it be a combination of several? If several, which, and why?

- Are any of these strategies not worth what they would cost to implement? Why? - Are there opportunity costs to any of these strategies? Meaning, if you implement one, would it

prevent you from implementing any of the others? - How would these strategies be implemented? Who would need to be involved? Government

officials? Private companies? School boards? The average citizen? - What would it take to actually implement your recommendations? Where should we start?

Section 5 (1 Paragraph): Conclusion

- Reword your thesis and recommendation in simple, easy to understand language - Include only the most important main ideas. - Stop. Reread your whole paper and think about the tone. Is it hopeful? Encouraging? Pleading?

Admonishing? Accusatory? - Think about how you want to leave the audience feeling. - Leave the audience a final thought that supports the tone youve chosen for your paper.


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Policy Paper Simplified

Establish the Social Issue

Prove that the problem is worth trying to solve.

Conclude the discussion of your social issue and transition to solutions. State the How do we fix it? portion of your essential question. Develop and state a

thesis advocating a solution to your social issue.

Discuss 3-4 strategies aimed toward addressing specific aspects of your social issue.

For Each: Explain the strategy in depth. Explain the potential benefits and exactly how this strategy would address specific parts of the social issue. Explain the costs/challenges which are, or could potentially impede

progress.

Strategy 1 Strategy 2 Strategy 3 Strategy 4

Recommendations

Based on your understanding of your social issue, and your research into these different strategies which could be used to help solve the social issue, what is your recommended action plan to address the problem? Which strategy or strategies should be emphasized

and/or implemented? What would it take to do so? Address potential barriers/obstacles to progress.

Conclusion


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Criteria REDO C B A

Content: CCSS Writing 1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. CCSS Writing 2: Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level, concerns, values, and possible biases.

-Background uninformed or missing. -Thesis may be missing or difficult to identify. May not have enough explanation or enough options to make comparisons. -Service plan/project not discussed as one of 3-4 strategies -Recommendation may be illogical or simply a restatement of one of the options.

-Background may lack development or information may be somewhat irrelevant. -A thesis expresses judgment on the issue. -Multiple options are presented in some detail. Comparisons are made between options -Service plan/project is discussed as one of the 3-4 strategies. -Recommendation is rational and supported by at least one piece of evidence.

-Background contains relevant information and is moderately well developed. -A clear thesis is presents a rational argument. Judgment is expressed. -Several options presented in reasonable detail. -Comparisons made between options. -Service plan/project is discussed as one of the 3-4 strategies. -Recommendation is rational and supported with reasoning from the selected evidence.

--Background is well developed and includes convincing data. - A clear thesis marks the transition from introduction to discussion by presenting a well thought out argument. -Several options discussed objectively and thoroughly. -Relationships and comparisons between options are presented clearly and specifically. -Service plan/project is discussed as one of the 3-4 strategies. -Recommendation is insightful and supported with specific, clearly-stated reasons inferred from the selected evidence.

Organization: CCSS Writing 2: Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.

-No progression of ideas exists. -Use of strategy and technique is lacking.

-Most ideas are developed and progress from one to another. -Content specific vocab is used.

-Some problems in organization, but do not interfere with understanding -Strategies and techniques used to manage complexity with some success -Transitional words and statements applied -Appropriate academic moves employed

-Each new idea builds on that which precedes it to create a unified whole -Author uses strategies and techniques to manage the complexity of the topic. (analogy, metaphor, specific vocab) -Appropriate transitions link elements and clarify the relationships between them (academic moves)

Use of Evidence: CCSS Writing 8: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. CCSS Writing 9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

-Ideas or topics remain undeveloped. -Does not have a minimum of 4 different sources, 3 different types

-At least one idea is developed adequately -Evidence is strong -Uses at least 6 valid citations* from texts and interviews (minimum of 4 different sources, 3 different types including 2 academic journal)

-Most ideas are developed -Evidence is relevant and significant -Uses at least 8 valid citations* from texts and interviews (minimum of 4 different sources, 3 different types including at least 2 academic journals)

-Each topic is developed thoroughly using the most relevant and significant information without over- relying on a single source. -Each source is attributed fairly and accurately without disrupting the flow of ideas. -Uses at least 12 valid citations* from texts and interviews (min. of 6 different sources, 4 different types including 2 academic journals)

Style CCSS Literacy 1c Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. 1d. Establish and maintain a formal style and objective tone while attending to the norms of the discipline in which they are writing.

-Language is non-academic -Grammar and mechanical mistakes impede understanding -Reads like a rough draft

-Language and discourse are academic and attempt to use domain specific vocabulary reflecting an adequate understanding of style and tone

-Language and discourse include some domain specific word, figures of speech and academic vocabulary reflecting a high level of understanding of style and tone.

-Language and discourse are appropriate to the subject matter including use of domain-specific words and phrases, figures of speech, and well-chosen academic vocabulary reflecting a college and career ready level -Evidence of revision apparent

MLA

-More than 3 types of errors in Works Cited page or MLA in-text citations

-Provides MLA formatted paper with works cited page and in-text citations for quoted and paraphrased material with 3 types of errors.

-Provides MLA formatted paper with works cited page and in-text citations for quoted and paraphrased material with no more than 1-2 types of errors.

-Formatting of paper is perfect from the heading to the Works Cited Page. -Correct MLA citations for all quoted and paraphrased material.


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QUEST Service

The SERVICE component of QUEST is when you show the community what you now have discovered about your social issue and the potential solutions that are currently being attempted. Your service must be (or contribute to) a potential solution to your social issue. SERVICE: FORMAT

Your SERVICE project will be something that you design with the help of your government/economics teacher and an accredited non-profit organization. DO NOT base your service on past projects. Each students service plan needs the approval of the non-profit that you are working with and the QUEST Service Committee. The Committees decision regarding approval is final.

Your service activities must be substantive in nature and truly serve the needs of a given

community/nonprofit organization.

Your service plan must be approved by your economics teacher BEFORE you may begin your service project.

You must complete and verify AT LEAST 10 hours of approved service activities.

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. (AKA slave labor) NO YOU MAY NOT HELP A TEACHER IN A CLASSROOM DURING SCHOOL HOURS FOR YOUR SERVICE. YOU MAY NOT GIVE PRESENTATIONS TO STUDENTS IN THEIR CLASSES. THEY ALREADY HAVE A TEACHER. THIS IS NOT SERVICE. SERVICE: EXAMPLES

Social Issue: Human trafficking in California. Service: Gathering signatures on behalf of an organization working to get CA initiative Prop 35 on the ballet (increased penalties for human trafficking).

Social Issue: Traffic congestion in Fremont. Service: Volunteering for the Bay Area Air Quality Management Districts Spare the Air program, working to get companies to sign up and participate in the GREAT RACE FOR CLEAN AIR.

Social Issue: Substance abuse among parents of young/teenage children. Service: Volunteer

at 2nd Chance Shelter, assisting site manager with painting and maintenance. A substantive service would fulfill a preexisting community need (not YOUR OWN!) 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 QUEST Service Committee, which will determine what is of


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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 for your organization?)

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, just standing at a table all day without actively contributing to the event 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.

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 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/contact person and have it authenticated by IHS Service Learning Coordinator in order to receive hours towards graduation. Document everything! Be ready to show-off what you did in your Policy Presentation and Testimony.


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QUEST Service Verification Form (Due 3/31/2015)

Student Name: ___________________________________ Student ID#: ___________________

Organization(s) Name(s) in full, no acronyms:

______________________________________________________________________________

Name of person to contact for verification:

Name: ___________________________________________ Phone:______________________ Email: ________________________________________________________________________ In the box below, please provide a complete description of the service activities you performed.

Date/Time Location Activity (Be Specific) Hours Logged

Contact Signature

x___________________

x___________________

x___________________

x___________________

By signing this form, I agree that the above description is accurate and honest.

Signature of contact person:_______________________________________ Date:_____________ *Contact persons from non-profit organizations must sign each individual service verification form entry in the log AND on the line provided above.


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Documenting your Service All QUEST Service Projects are unique, therefore, a single common form for all students to use to document their work has been found to be ineffective. Every senior must complete the QUEST Service Verification Form and you must also choose to document your work in one of the ways listed below. Remember, having multiple forms of documentation is always best! Also Its required, so do it. Step #1 Complete the QUEST Service Verification Form. Submit the original copy of the form to your Government/Economics teacher (this signed original version of the form must end up in your final QUEST binder) and a copy to the Service Learning Coordinator to apply toward the 40 hours you need for graduation. (use the servicekarma app!) Step #2 Pick one or more of the following forms of documentation and ask your service supervisor:

If you can take pictures or video footage of you working with the community during your service. You must use these during your Power Point presentations.

To write you a letter (written on the non-profit organizations letterhead) detailing what you did and how your work benefited a group within our community. You can scan this letter into your Power Point presentations and include a copy in your QUEST binder. Make sure the letter contains contact information and the total number of service hours you completed.

If you can collect examples of work you did with the community. For example, if you are working with an after school tutoring program, ask to make a copy of a students work during your first session and one during your last session to show the students improvement. You can scan this work into your Power Point presentations and include a copy in your QUEST binder. Make sure to remove or cover the any students names.

If they have alternate ideas for you to use for documentation, you must get your Gov/Econ teachers approval to submit something other than these four types of documentation.

Use the Service Karma app! This is a fast and easy way to find, plan, and document service. Step #3 Incorporate your documentation into your presentations and binder. A copy of your QUEST Service Verification Form and any letters or pictures you receive must be placed in your final QUEST binder. During your Policy Paper and Testimony presentations, you should incorporate any pictures or sample work you have received. Remember, regardless of the type of documentation you receive, it must be clear that you did the activities that were approved in your Service Plan. As you discuss your service during your presentations, your audience should be able to match your Service Plan activities with whatever documentation you offer as proof of their completion.


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Policy Presentation (To Be Scheduled April 2015 at Your English Teachers Discretion)

Objectives: #1 To provide insight into your social issue and its root causes by citing credible sources to support their claims -Examine/evaluate symptoms of the social issue and the scope/severity of the problem -Examine/evaluate causal factors to symptoms of social issue #2 To investigate potential solutions to social issue -Examine potential solutions which are currently being pursued -Examine your service plan/project as one of those potential solutions -Provide evidence of service project #3 To provide insight as to how your consultant aided your research (establish credibility of consultant) -Establish mentors professional/academic credibility

-Explain personal insight offered by mentor -Explain if and/or how experience aided research -Explain sources and/or leads provided by mentor

Presentation Requirements:

5-7 minutes in duration

Powerpoint Presentation (Prezi/Googledoc accepted)

Bibliographical Information (MUST PROVIDE SOURCES TO ALL RESEARCH!!!)

Integrate Graphics and visuals which HELP explain and enrich content

Outline of presentation required at time of presentation

Completed binder required at time of presentation including:

o Social Issue Declaration Form o RFI Question list #1 o Consultant Agreement Form o Consultant Interview Notes o Non-Profit (Service) Interview notes o Service Plan (approved) o Service Verification Form o Source checks #1-#6 (Graded, and Approved) o Copy of Social Issue Research Paper o Copy of Policy Paper o Annotated Bibliography (should include at least 14 sources)

*For specific information to help you create your First Semester Research Presentation, see the Presentation Guideline on the following page, as well as the Presentation Rubric on page 28.


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Policy Presentation Guide (Presentation must be 5-7 minutes long)

***Note that these are rough guidelines for your presentation. You do not need to stick to these topics or time percentages exactly. Introduction (Spend about 10% of your time on this)

Explain why you chose the topic Identify your specific social issue State your original essential question

The Background of the Social Issue Problem (Spend about 10% of your time on this)

Like you did before, address the symptoms, severity, and scope of your problem What are the causal factors contributing to the problem? What is the harm that is being caused?

Current Solutions (Spend about 30% of your time on this)

These should align with what you wrote and supported with evidence in your policy paper (cite your sources!)

You may want to start with less effective and build up to most effective Acknowledge limitations of solutions Dont try to advertise a silver bullet (humans are naturally attracted to a single solution, but this is

never the case) Transition smoothly to show relationships between different solutions

Your Service (Spend about 30% of your time on this)

What non-profit organization did you work with? What are the goals of the organization? Give a detailed description of your service plan, and how what you did satisfied a need within the

organization. How did your Non-Profit Interview help guide you to understand the complexity of the solutions? Did the time you spent in your service generate any new questions for you? What problems are preventing progress toward a solution? What specific problems is your non-profit facing currently? Why, in your opinion, is this issue still an issue today? Describe your ideal service. If you had the training, access, funding, etc. how would you fix this?

Advocacy (Spend about 15% of your time on this)

What authority oversees your social issue? (there may be more than one) and how do they affect the day to day operation of the non-profit organization?

Who would be in a position of power to help your non-profit or similar ones? What action could they do to help bring about the solution? Consider counterarguments. There is probably a reason he or she hasnt done it yet. What will you say

to convince them?


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2nd Semester Policy Presentation Rubric Communication Skills (10% of total grade)

Appropriate Voice (2%) o No o Somewhat Inconsistent o o Acceptable Appropriate Dress (2%) o No o o o Yes Eye Contact (2%) o Non-existent o Somewhat Inconsistent o o Strength Body Language (2%) o Distracting o Neutral o o Strength Answers Questions Well (2%) o Unprepared o Limited Knowledge o o Clear and Concise

Presentation Skills (24% of total grade)

Punctuality (3%) -Not ready to present at scheduled time -Ready to present at scheduled time

Outline (3%) -None submitted -Unclear or missing name, ID#, or social issue -Improper format -Proper format, follows order of presentation

Quest Binder (6%) -None submitted or incomplete/not up-to-date -Binder submitted and complete, all required assignments present and approved

Opening of Presentation (3%) -Not clear -Clear (Hi, my name is...) -Clear and engaging

Closing of Presentation (3%) -Not clear -Clear (Thanks for listening) -Clear and engaging

Time (6%) -Does not meet time requirement -5 > 7 minutes

Content (66% of final grade) Category/CCSS Not Passing (0%) Minimum Standards (11%) (16%) Exceptional (22%)

Content (22%) CCSS Writing 1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. CCSS Writing 2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

- Social issue not clear -Scope/severity and/or causes not addressed, or not supported with data -Potential solutions incomplete. -Service not clear. -Service link to social issue not addressed.

- Social issue is mentioned - Scope, severity and causal factors are mentioned, and supported with data -Potential solutions clearly presented but analysis is lacking. -Service project described but not clearly linked to solving social issue/ strengths/weaknesses not clear.

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- Social issue is clearly established and proven to exist - Scope, severity and causal factors of social issue are supported with data from multiple sources -At least 3 potential solutions addressed including specific benefits to community, what it costs, and challenges for each supported by multiple sources. -Detailed description of service project, including strengths/weaknesses in solving social issue.

Organization (22%) CCSS Speaking and Listening 4: Present information, findings, and supporting evidence so listener can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose and audience. CCSS Speaking and Listening 5: Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

- Media serves as a crutch - Elements go unexplained or misinterpreted - Significant lack of organization makes presentation hard to follow -No visual evidence of service project

- All minimum content requirements are met, but lack cohesion/transitions - Media features may be outdated. Media may be included simply to dress up the presentation. - Media contains more than a few grammatical and layout errors, but still does not take away from its effectiveness. -Contains only one piece of visual evidence of Service Project

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- Each portion of the presentation contains information supported fluently by evidence which allows the listener to follow the speakers line of reasoning -Presentation has clear organization. - Media features (photos, sound, maps, charts, diagrams) enhance understanding and raise interest level in the audience - Media format is clean and clear, devoid of grammatical errors or distracting layout -Contains multiple examples of visual evidence of Service Project

Sources/Citation (22%) CCSS Writing 8: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. CCSS Writing 9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

- Blatant omission of source citations - Sources are scarcely named, or one source is used to support most claims -Works cited incomplete

- Most information is attributed and cited to sources - Citations may contain multiple errors - Sources are named, but not evaluated -Non-profit interview used as a source - Complete Works Cited Page Included

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- Claims are clearly supported by evidence from credible sources - Sources are correctly cited - Sources are discussed and evaluated in order to establish credibility -Non-profit interview used as a source - Complete Works Cited page included at the end of the presentation, but NOT DISCUSSED

Student Name:____________________________ Time:_____________


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Answer to Essential Question Due April 14th, 2014 (English)

You have now completed a variety of work relating to your social issue. And for that, you should be proud. You should also be able to answer your Essential Question in your own words. You will be writing a complete and organized answer to your Essential Question.

Directions:

1. Look at your Essential Question. Notice that it contains multiple parts, and cannot be answered with a list. It will require a well-planned and multi-part answer. Read over it a few times.

2. Now, brainstorm all the possible parts and ideas needed to fully answer this question. Make a thought-web or an outline. Be sure that each part of your answer can be supported with further explanation.

3. Now, write a multi-paragraph answer to your essential question. In the first paragraph, be sure to remind your reader of your Essential Question, but avoid saying My Essential Question is ... Each paragraph of your answer should be focused and supported, but should not include any new information, statistics, or quotations.

4. In the last paragraph of your answer, explain how this project helped you and what it taught you about yourself and the world in which we live.

Your English teacher will grade your answer to your Essential Question for the following:

LENGTH: The answer should be between one and two pages in length.

ORGANIZATION: The answer is multi-paragraph, each with a focus and explanation.

COMPLETENESS: Your answer addresses ALL parts of your Essential Question using academic language and precise, domain specific vocabulary. Include your Essential Question in the first paragraph. You have read about multiple solutions to your social issue, but each is probably limited in some way. People might disagree about the best way to deal with the issue and there are probably still parts of the issue that are unclear to us. Be sure to demonstrate your complex and multi-faceted understanding of your social issue and its possible solutions.

Formatting: Standard QUEST Style (See semester 1 packet for details)

Wait! What? No quotations?

The answer to your essential question needs to be entirely in your own words. You will attribute all of this in your presentation, but you need to prove that you can answer your question entirely using your own vocabulary.


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Government Advocacy Letter Due April 14th, 2015 (Economics)

Purpose: Students will write a formal persuasive letter to a government official advocating for a government solution to their social issue. Requirements: Step 1: Based on your research conducted for you Social Issue Research Paper, and Policy Paper, what actions can government take to solve your QUEST social issue or alleviate its effects? Provide support and a source citation. Step 2: Research:

What level of government is best suited to take the above action? Circle One Federal State County City Other: __________________ Explain your reasoning: __________________________________________________________

Which department or governmental organization carries out public policies related to your social issue? Who heads this department? What is their address? Name: Organization/Department: Address:

Step 3: Outline the argument you will make in your letter (make this a simplified version of your policy paper)

Thesis: Use at least one paragraph to describe your service and your involvement with your non-profit

organization. Detail the challenges faced by the non-profit organization on a daily basis as well as those faced long term. Include insights gained from your non-profit interview:

Supporting Evidence from Academic Research: Supporting Evidence from Expert Interviews: Supporting Evidence from Service Observations: Possible Counter Arguments: Your Rebuttal to Possible Counter Arguments:


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Sample Advocacy Letter [Your Name] [Street Address] [City, State Zip] [Todays Date] [Name of Recipient] [Title and Government Organization] [Address] [City, State Zip] Dear [Name of Recipient]: [Short introduction paragraph stating purpose] [Anecdotal description of service including challenges faced by non-profit organization] [Additional information] [Closing information, summary or thank you as appropriate] Sincerely, [Signature] [Type Your Name] [Title]


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Binder Checklist

(QUEST Binder Due to English Teacher 4/21/2015)

Unless stated otherwise, all assignments included should be clearly graded and approved by your teachers. Include all versions and attempts submitted and graded with the approved copy on top.

Label a Divider First Semester

-Social Issue Declaration Form -Essential Question Form -Consultant Agreement Form -(Signed) Consultant Interview Notes -Experience Plan -Experience Hours Log -Source Checks 1-4 -Social Issue Research Paper -Social Issue Research Presentation Outline -Graded Social Issue Research Presentation Rubric

Label a Divider Second Semester

-Final Essential Question Form -Service Plan -(Signed) Non-profit Interview Notes -Service Verification -Source Checks 5-6 -Policy Paper -Government Advocacy Letter -Policy Presentation Outline -Graded Policy Presentation Rubric -Answer Paper -Annotated Bibliography (This should be a clean copy. That means print out a new one)


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QUEST Testimony Testimonies May 20 and 21, 2015

Youve done all the work; now is the time to show off. Remember that your panel wants you to pass. Give them a reason to do it!

What to Bring with you: 1. Bring 5 outlines for your panel. Its better to have extras (and dont forget to keep one for

yourself!) A sample outline is attached yours should look very similar to this one! Outlines should be one page (not two or three...ONE) long, single-spaced is fine. It must include your name, teachers names, and your ID # on it. It also must have your italicized Essential Question on it. You do not need a bullet point for every slide you need to outline the ideas and evidence for your presentation.

2. Bring your QUEST binder (without #2 and #3 YOU WILL NOT BE ALLOWED TO PRESENT) 3. Put your name, both English and Government teachers names, and your Student ID # on the

first slide of your presentation and on the top of your outline.

STRUCTURE:

12-20 MINUTE TIME FRAME Professional attire PowerPoint presentation Required elements: Testimony must include

Photographic evidence of your project (Experience and Service) Summaries, paraphrases, or direct quotation(s) from Research (minimum of three) Discussion of how your consultant(s)/experience helped you to gather knowledge Explanation how your research contributed to your choice of service/advocacy Cleary explain the details of your service project, and how it contributed to a solution to

your social issue. and of course, a clear, comprehensive answer to your Essential Question!!!

This is the bare minimum how you complete the rest is up to you. For additional structure guidelines, see Testimony Rubric (pg. 33).

___________________________________________________________

Here are some tips!

BE ON TIME!!! In fact, be at your assigned Testimony site 25 minutes early. Dress professionally; its on the rubric. Have a good, attention getting intro, AND DONTFORGET TO SAY WHO YOU ARE! (first AND

last names) Do not conclude your presentation with and that concludes my presentation. Think of

something a little more original...leave your panel with some advice? Humor? A famous quote?

Bring 5 outlines for your panel. Its better to have extras (and dont forget to keep one for


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yourself!) A sample outline is attached yours should look very similar to this one! Outlines should be one page (not two or three...ONE) long, single-spaced is fine. It must include your name, teachers names, and your ID # on it. It also must have your italicized Essential Question on it. You do not need a bullet point for every slide you need to outline the ideas and evidence for your presentation.

Bring your QUEST binder (without this, YOU WILL NOT BE ALLOWED TO PRESENT) Put your name, both English and Government teachers names, and your Student ID # on the

first slide of your presentation and on the top of your outline. Discuss your sources and tell you panel something about them. Any source you cite is fair

game for questions afterward. Know where youre getting your information. On the rubric one of the categories requires that you use thoughtful transitions. State

clearly what piece you are presenting. Is it service? Experience? Research? If you are making reference to something previously said make sure you let your panel know.

Make sure to refer to your visuals...display board? Book? Photos? Letters? Weave these into your presentation instead of using them as an afterthought (Oh, yeah, these are pictures of stuff I did. Bye!) Include visuals alongside text to keep your presentation colorful and maintain momentum.

BREATHE! When stressed, we often forget to do this...it helps immensely to take a deep breath just before you begin your presentation. And during. And after.

How will you fill 12-20 minutes?!?! Start with your Social Research Presentation, throw in your Policy Presentation, add a clear answer to your essential question and tell us about what your did for 8 months! We love to hear details about your experience and service, so dont be shy about an interesting story from the interactive parts of your project.


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Quest Testimony Rubric Communication Skills (10% of total grade)

Appropriate Voice (2%) o No o Somewhat Inconsistent o o Acceptable Appropriate Dress (2%) o No o o o Yes Eye Contact (2%) o Non-existent o Somewhat Inconsistent o o Strength Body Language (2%) o Distracting o Neutral o o Strength Answers Questions Well (2%) o Unprepared o Limited Knowledge o o Clear and Concise

Presentation Skills (24% of total grade)

Punctuality (3%) -Not ready to present -Ready to present at scheduled time

Outline (3%) -None submitted -Unclear, missing basic info -Improper format -Proper format, follows order of presentation

Quest Binder (6%) -None submitted or incomplete

-Binder submitted and complete, all required assignments present and approved

Opening of Presentation (3%) -Not clear -Clear (Hi, my name is...) -Clear and engaging

Closing of Presentation (3%) -Not clear -Clear (Thanks for listening) -Clear and engaging

Time (6%) -Does not meet time req. -12-20 minutes

Content (66% of final grade) Category/CCSS Not Passing (0%) Minimum Standards (11%) (16%) Exceptional (22%)

Content (22%) CCSS Writing 1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. CCSS Writing 2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

- Social issue unclear -Scope/severity and/or causes not addressed, or not supported with data -Description of service or experience incomplete -Answer to EQ incomplete, far-fetched, or unsupported by research.

- Social issue is mentioned - Scope, severity and causal factors are mentioned, and supported with data. -At least 2 options for solutions presented and comparisons made. -Service project described and discussed in relation to other solutions. -Experience described -Answers to all parts of essential question are present, but lack cohesiveness

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- Social issue is clearly established. - Detailed and relevant background includes scope, severity and causal factors of social issue, supported with data from multiple sources -At least 3 potential solutions addressed including specific benefits to community, what it costs, and challenges for each supported by multiple sources. -Description of experience and how it aided research -Detailed description of service project, including impact, strengths/weaknesses in solving social issue. -Clear answer to all parts of EQ

Organization (22%) CCSS Speaking and Listening 4: Present information, findings, and supporting evidence so listener can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose and audience. CCSS Speaking and Listening 5: Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

- Media serves as a crutch - Elements go unexplained or misinterpreted - Significant lack of organization makes presentation hard to follow -Evidence of Service/Experience insufficient

- All minimum content requirements are met, but lack cohesion/transitions - Media features may be outdated. Media may be included simply to dress up the presentation. - Media contains more than a few grammatical and layout errors, but still does not take away from its effectiveness. -Contains only one piece of visual evidence each of Experience & Service Project

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- Each portion of the presentation contains information supported fluently by thoughtful visuals and transitions which allow the listener to follow the speakers line of reasoning -Presentation has clear organization. - Media features (photos, sound, maps, charts, diagrams) enhance understanding and raise interest level in the audience - Media format is clean and clear, devoid of grammatical errors or distracting layout -Contains multiple examples of visual evidence of Experience & Service Project

Sources/Citation (22%) CCSS Writing 8: Gather relevant information from multiple sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. CCSS Writing 9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

- Blatant omission of source citations - Sources are scarcely named, or one source is used to support most claims -Works cited incomplete

- Most information is attributed and cited to sources - Citations may contain multiple errors - Sources are named, but not evaluated - Complete Works Cited Page Included

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- Claims are clearly supported by evidence from credible sources - Sources are correctly cited - Sources are discussed and evaluated in order to establish credibility - Complete Works Cited page included at the end of the presentation

Student Name:____________________________ Time:_____________


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Additional Source/Citation Samples

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. Shes 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.

. (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.

.

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. . 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.


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SIMPLE QUEST RUBRIC

Redo C B A

CONTENT Does not incorporate all content required; makes few/weak connections between assignment and overall project/EQ

Incorporates all content required; makes connections between assignment and overall project/EQ

Incorporates all content required; makes clear connections between assignment and overall project/EQ

Incorporates all content required;

makes strong connections between assignment and overall project/EQ

FORMAT Does not follow format given in packet

no EQ at top of assignment

incorrect margin size

Follows format given in packet exactly

EQ in italics & centered at top of assignment

Name and date typed in upper right corner

1 margins

GRAMMAR & MECHANICS

Many errors in grammar or mechanics

Some errors in grammar or mechanics

Few errors in grammar or mechanics

No errors in grammar or mechanics

SPELLING Many errors in spelling

Some errors in spelling Few errors in spelling

No errors in 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.

SERVICE: FORMATSERVICE: EXAMPLES

QUEST Sem 2 Whole Packet Pre Print

Documents

policy paper rubric

quest testimony rubric

policy presentation

simple quest rubric

quest binder checklist

irvington high school

source check sample

source check directions