Introduction

This lesson was originally written as part of a project ffor Dr. Alleen Nilsen's Literature for Adolescents class at ASU.  The intent of the lesson was to illiustrate the applications of YA literature on the Internet.

This lesson will be used in the classroom in Fall 2002.  7th and 8th grade honors students at Cholla Middle School will participate in this lesson under the direction of Mr. Jim Wilson.

Learners

This lesson is anchored in seventh and eigth grade language arts and involves social studies and math to a lesser extent.  It could be used as a part of a thematic unit involving literature and current issues/problems.

Curriculum Standards

Selected standards from the Arizona Department of Education:
 

Language Arts:

W-E6.  Write formal communications

PO 1.  Write a formal communication for a specific audience.

W-P4.  Craft a research document.
 

Social Studies

2SS-E6. Describe the structure, functions, and powers of the Arizona state and local governments and their relationship to the federal government, with emphasis on:

PO 5. the criminal justice system, including juvenile justice

PO 6. the roles and relationships of different levels of government, including federal, state, county, city/town, and tribal.
 

2SS-E7. Explain the obligations and responsibilities of citizenship, with emphasis on:

PO 1. the obligations of upholding the Constitution, obeying the law, paying taxes, and registering for selective service and jury duty

PO 2. involvement in political decision-making, including voting, petitioning public officials, and analyzing issues
 
 
 

Process
 

(Teacher comments are in bold italics) This is intended to be an extension or jumping off point from the book.  Although there are many issues interwoven throughout the story, I have chosen to foccus on three that are timeley, concrete and prevalent.  They are also product-driven.  Although much of the focus in a WebQuest is on the process, there is a prodduct required for each hole that your students "dig."  The students are in pairs to simulate the positive interdependence between Stanley and Zero.  Although this is not a graded portion, it is implied. 

Zero and I would like to welcome you to the process of digging deeper holes.  You will dig three holes in all.  Don't forget to depend on your partner!  From now on, the tallest of you two will be Partner 1.  The shortest of you two will be called Partner 2.  Let's start digging our hole about homelessness!

Hole #1: Homelessness- find out about this problem in your area and compile a portfolio.

1.  Partner 1 will "drive" the computer for this task.  Partner 2 will record what is found on paper.

2. Go here to find general facts on the homeless.  These should be placed in the introduction of your portfolio.  Choose what you both feel are the most important facts.

3.  Go here to find general facts on homeless youth and here to find facts on homeless youth education.  These will be placed in the second part of your portfolio entitled "Homeless Youth."  Again, choose what you feel are the most important facts.

4.  If you live in Phoenix, go here to  find out about homelessness in this area.  Scroll down to the part that is called "Homeless Population." If you are not in Phoenix, statistics and resources on local homlessness take a little patience to find.  They are not all in one place.  Use a search engine like Google to find stats in your area.  Type the keywords "(city) homeless statistics."  Once you find your information, place it in the third part of your portfolio entitled "Local Statistics." Some students may have trouble findingstats for their local area.  Due to the nature of the problem, hard data is not easy to find.  An alternative could be to call a local shelter and find out if they have any statistical data.

5. Go here to find ways that kids can help the homeless.  Place this in the last part of your portfolio entitled "Ways to Help."  Choose the ideas that seem the most relevant to you and your partner.

6.  When you make your portfolio, be as creative as you want!  Include pictures, graphs, and illustrations.  Of course, make sure you include all the sections mentioned above (Introduction, Homeless Youth, Local Statistics, and Ways to Help).  If you have reluctant writers or are working with younger students, you might want to add more structure here.

7.  Cover your portfolio with two pages of cardstock or construction paper and turn in to your teacher.

Whew! That was a BIG hole! Are you ready for the next one?  Let's Go!  Better get busy 'cause The Warden has her eye on you!

Hole #2: Racism- find out about your fellow students' attitudes by creating a survey administering it, and reporting the results.

1.  Partner 2 will "drive" the computer for this task.  Partner 1 will record what is found on paper.

2.  Go here and here for some background information on racism.  Write down what you think is most important.

3.  Go here for information on designing a survey.

4.  Create your survey.  It can be typed or neatly printed.  It must have at least ten questions.  When you are done, give it to your teacher for approval and photocopying.  Distribute the survey to ten people at school (teachers or kids).

5.  Compile the results of your survey.  You can print or neatly type the results or use a spreadsheet program.  The best way to do this is to analyze each question separately.  For example, you can say "8 out of 10 said that racism is a problem on campus, which is 80%." 

6.  Put the results of your survey and all ten copies distributed in a folder and turn in to your teacher.

Oh boy!  These holes are makin' me tired, and I'm not even doing the work!  But you have to finish, just like we did at Camp Green Lake.  You don't want Mr. Sir or Mom getting mad at you!  Get to digging!

Hole #3: Juvenile Corrections- explore this issue and write a letter to a government official suggesting changes or improvements.

1.  Partner 1 will "drive" the computer for this task.  Partner 2 will record what is found on paper.

2.  Go here for information on juvenile corrections.  Write down what you think are the most important facts.

3.  Go here for information on juvenile corrections in Arizona.  To find information for another state, use a search engine such as Google and type in the keywords "(state) juvenile corrections." Write down what you think is the most important.

4.  Go here for information on your state government officials.  Use your zip code to find your representative.  Write down the name and address of your representative.  If you want to write to more than one official, you may.

5.  Brainstorm any changes or improvements you would make to your area's juvenile corrections system.  Write them down in a list.

5.  Compose your letter.  Make sure you include at least two facts you have learned about juvenile corrections and at least one proposed change.  Follow this example for composing your letter.  Type or print your letter neatly.  Include your address.  Address an envelope to the government official.

6.  Give the letter in the envelope (unsealed) to your teacher for approval.  Your teacher will mail the letter. 
 

 Okay! You are done digging your holes!  But you have one more task before you can go to the wreck room.  Please answer the following questions and turn this in to your teacher.  Each partner needs to do his/her own work here.

1.  What was your favorite part of the WebQuest?  What was your least favorite part?

2.  What was the most surprising thing you learned during the WebQuest?

3.  Choose one of the "holes" above.  Write down the process of completing the assignment, step by step.  Was there anything you would change?

The above questions are intended to help students focus on the process of learning.  Although this WebQuest supports three specific products, the "how" of the assignment is equally important.
 

That's it!  Time to go to the wreck room!  

Here's what's needed to implement this lesson. 

• The class should have already read Holes.
• Enough Internet computers for a 2:1 ratio.
• Paper, construction paper, scissors, glue, colored pencils (for the portfolio)
• Microsoft Word and Excel would be helpful, but not necessary.
• Stamps and envelopes.

Evaluation

See the student section for the evaluation rubric.

Conclusion

This is by far one of the best YA books I have read.  It could be used to do so much more than what is listed here.  I encourage you to use this lesson in your own teaching, to modify and expand it to your needs.

Credits & References

The format of this webquest (characters as narrators, the metaphor of holes, and pictures) is based on Tresha Layne's excellent WebQuest on the same book. 

National Coalition for the Homeless

Department of Housing and Urban Development 

City of Phoenix

Google

Teaching Tolerance

Do Something

Infopoll

Arizona Department of Juvenile Corrections

Office of Juvenile Justice and Deliquency Prevention

Sentient Beings