Economics

Economics: Problems and Solutions Project using Web 2.0
Fall 2009
John Elfrank-Dana
Murry Bergtraum High School

Project Description - Economics is the study of how societies get the most out of their limited resources. Economics, therefore, encompasses almost all human activities. This project will provide some focus for you to go deep and become somewhat of an expert on a facet of the study of economics. You will collaborate with two other classmates on this project and present your work to the class for their benefit. The skills you will acquire will be useful to you in college, the workplace and in life. More details will be made clear below. The project grade will be worth 35% of your final grade. The skills you will develop will include: collaboration, research, critical thinking, writing, and presentation.

Method - You will use Web 2.0 tools, via Google Tools for this project.
1. Create a Google Document for your research for you and your members and invite me too: jelfrank1@gmail.com
2. Use Google Documents for your own draft and combined final report. Share the document with group members and me too.
3. Use Google Presentation for your class presentation (when you have finished the report).

See Sample Project:
Part 1: Research: Right Click here and save the file. Then open with Word. This is just the research half.
Right click on here to download the Report Template. Save in your Google Documents folder
Part 2: Presentation based on the report.

Review these links to understand how this project will benefit you:
http://www.careerkey.org/asp/career_development/foundation_skills.asp What are the fundamental skill set elements for today's employee/professional?
http://copland.udel.edu/~jconway/authlrn.htm How can we use technology to create authentic learning possibilities?
NYS Economics Learning Standards Addressed in this Project

Group Project - Choose your own group members, but know that they can vote you out if you don't do your share of the work or are absent too much. Any changes to group composition must be cleared through me. Your group will need to reach consensus on a topic. You may select one from the list below or make a proposal to me. You will be consulting with me every step of the way in this project. You should expect to do half the work at home.

Problems:

1. Children working in developing countries

2. The warming of the climate and its economic causes

3. The warming of the climate and its effects on the economy

4. Consumers in too much debt

5. People who work full-time in the U.S. and are still poor

6. How to get rich from the stock market

7. Americans are working longer hours for less money

8. Corporate criminals- what do they do and what happens to them?

9. The underground economy - describe the bootleg economy

10. Why do 40+ million Americans not have health insurance?

11. Why do an increasing number of children in the U.S. live in poverty?

12. What is fiscal policy? How is money made and sold?

13. Are your Christmas toys safe?

14. War as a business opportunity- who makes money?

15. Economic problems facing college students

16. Working teens in the U.S. - what issues do they face?

17. What's up with minimum wage?

18. Oil shortages and prices- what's the future look like?

19. The Economic Stimulus Package - will it work?

20. Joblessness in America - who is affected and why?

21. Single Payer Health Care - Is it the way to go?

22. Should the government have bailed out the banks?

Propose your own to me.

Click here for details about the Research Process page -

Phase One - Getting Your Feet Wet as a Group (Week 1)

1. Get familiar with your topic. Search www.Google.com and/or www.Wikipedia.com or other sources for information. You may NOT use an encyclopedia as a source. However, they are good for getting familiar with your topic.

2. List the sub-issues, terms, government agencies, industries, people, related to your topic problem.

3. Restate your problem in the form of a general question.

4. Do a second search for answers to that question.

5. Develop a list of sub questions that must be answered to answer the general question.

6. Create a Google Document and share it with group members and (include me jelfrank1@gmail.com) name the document with your topic name and period, e.g. ClimateCrisispd1.

Phase Two - Research (Week 2 - 4)

1. Do intensive research to find answers to your sub-questions. Divide the work among your group members.

2. Keep an individual journal in a Google document of your work in your Google account noting what you did each day you worked on it. Note the questions you have been assigned to research and URLS and brief quotes you may use to frame your answers around. Share this document we me: jelfrank1@gmail.com

3. You must have a URL for each web site that you use in your research. You must also do the same for any images you use. Failure to do so will cost you a good grade. Plagiarism will result in a failing grade for the class.

4. Each group member must contribute a minimum of three quality sources of information (no encyclopedias) to the project.

5. Submit a project draft report when you think you have answered your assigned questions.

6. Prepare a SINGLE report in a Google document for your group combining everyone's work in a logical format. Combine it into one report. Put in logical order. Be sure to use footnotes for all of your sources. You should have at least 400 words per group member in the project plus a 150 word reflection of each group member on what he/she contributed and learned from doing the project at the end.

Now you are ready to do your Google presentation (based on the report)

Phase Three - Combining a Presentation (Week 5 & 6)

1. Decide how you will combine your information.

2. Write an introduction, project body and conclusion for your presentation. Decide what images/video you will use for illustration. Produce a webography listing all the sources uses in the project in the ENDNOTE format demonstrated in class. You must note in the presentation what source in the webography was used. You should have at least 400 words per group member in the project plus a 150 word reflection of each group member on what he/she contributed and learned from doing the project.

3. Decide on a presentation format: Web Page, Google Presentation, and/or Spreadsheet.

4. Develop your presentation.

5. Discuss with the class your experience of doing this project - what you contributed and what you got out of doing the project.

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updated 11/30

Calendar for Fall 2009

Phase One: 9/24 - 10/16

Phase Two: 10/17 - 11/14

Phase Three: 11/15 - 12/10

Presentations: 12/11 - 12/18

Report Rubric A(60% of your project grade)

Category	Full Credit 20-25pts	Partial Credit 10-19pts	Low to No Credit 0-9 pts	% of Grade
Writing	Writing is clear, in students' own words and demonstrates understanding of the topic. Big question and other questions answered. Quotes and images are explained and not over used.	Writing is inconsistent, between clear and confused. Big question and some smaller questions answered. Some demonstration of knowledge of the subject matter is evident.	Writing shows little or no understanding of the topic. The big question is not answered. There is evidence of copying and pasting without knowing what the content means. Students often use words they don't know the meaning of.	35%
Individual Reflection	Well-developed thoughts on the individual contributions that are evident in the work and the project's impact on you as a learner.	Reflection is somewhat present, but leaving a clarifying question or two in the reader.	Little or no reflection evident.	30%
Sources	At least three quality sources of information are used and cited in the correct format per student.	At least three sources of information are used and cited in the correct format.	Few quality sources are used and not properly cited.	25%
Report Format	Report follows a logical format is easily read and adheres to design principles agreed upon in class.	Report is readable and is in the proper format.	Report is confusing and or difficult to read.	10%

Presentation Rubric (40% of your project grade)

Follow this tutorial on how to create a PowerPoint Presentation
Note these style guidelines:

1. Keep transitions, backgrounds and fonts uniform
2. No more than one image/chart per slide
3. No more than 5 bullet points per slide.
4. No more than 12 words per bullet point.

	Standard (100-76)	Approaching-Standard (75 - 65)	Not Present (64 - 0)
Slide Format (20%)	Slides follow the style guidelines articulated for the assignment	Slides approximate style guidelines articulated for the assignment	Guidelines not followed.
Speaker Articulation (40%)	Speakers discuss each bullet point without reading, may use cue cards, in a manner that demonstrates understanding using frequent eye contact with the class.	Speakers rely heavily on cue cards or written notes, little eye contact. Some understanding of material is present.	Speakers just read what's on the screen, mumble and are in audible.
Content Quality (30%)	The principle points are addressed in a concise manner. Graphics are appropriate and illustrate the point presented.	Some important points missing and/or not summarized well. Graphics present don't are not illustrative of the content.	No important content presented or is presented in an incomprehensible manner.
Presentation Creativity (10%)	Attractive and novel graphic elements are used without sacrificing view-ability.	Standards of formatting are met making the presentation tolerable to look at.	Style guidelines not followed.

N.Y. State Learning Standards Addressed (from: www.NYLearns.org )

Economics requires the development and application of the skills needed to make informed and well-reasoned economic decisions in daily and national life.

			Performance Indicator SS4.C.2A:
			Students identify, locate, and evaluate economic information from standard reference works, newspapers, periodicals, computer databases, monographs, textbooks, government publications, and other primary and secondary sources.

			Performance Indicator SS4.C.2B:
			Students use economic information by identifying similarities and differences in trends; inferring relationships between various elements of an economy; organizing and arranging information in charts, tables, and graphs; extrapolating and making conclusions about economic questions, issues, and problems.

			Performance Indicator SS4.C.2C:
			Students apply a problem-solving model to identify economic problems or issues, generate hypotheses, test hypotheses, investigate and analyze selected data, consider alternative solutions or positions, and make decisions about the best solution or position.

			Performance Indicator SS4.C.2D:
			Students present economic information and conclusions in different formats, including graphic representations, computer models, research reports, and oral presentations.

New York State Economics Curriculum

Review source evaluation rubric to determine the quality of the information you are using.

Sample Citation: no. endnote, Name/Organization, Title of Page/Article & Publication, URL, Date, Paragraph no. (use of colors only for this example)

3. Elfrank-Dana, John, Teacher Vision in the New Media Classroom, Learning and Leading with Technology, http://www.elfrank.com/article, 10/2001, par. 4.

You can use the Insert, Footnote feature in Google Documents.

Page last updated: 11/30/2009