Table of Contents
Timeline .......................................................................................................................................... 2
Parent Notification Form ............................................................................................................... 3
Grading ........................................................................................................................................... 5
Standard QUEST Style .................................................................................................................... 6
Social Issue Declaration Form ........................................................................................................ 7
Creating an Essential Question ...................................................................................................... 9
Essential Question Form .............................................................................................................. 10
Request for Information (RFI) Question Generating Assignment .............................................. 11
Annotated Bibliography ............................................................................................................... 13
Source Check Directions ............................................................................................................... 14
QUEST Consultant Agreement Form ........................................................................................... 14
QUEST Experience ........................................................................................................................ 17
QUEST Experience Plan ................................................................................................................ 21
Experience Hours Log ................................................................................................................... 23
QUEST Interviews ......................................................................................................................... 25
Interview Notes ............................................................................................................................ 26
Social Issue Research Paper ......................................................................................................... 27
Social Issue Research Paper Rubric ............................................................................................. 29
Social Issue Research Presentation ............................................................................................. 33
Social Issue Research Presentation Rubric .................................................................................. 34
QUEST Service............................................................................................................................... 37
QUEST Service Plan ...................................................................................................................... 39
QUEST Service Verification Form ................................................................................................. 41
Documenting Service ................................................................................................................... 43
Citation Examples/References ..................................................................................................... 45
Simple QUEST Rubric .................................................................................................................... 46
QUEST 2014-2015 Timeline
First Semester Ends 1/23
Semester 1
Semester 2
Sept 23rd
Quest Kick-Off (Norse Hall)
Sept 30th
Social Issue Declaration Form (Eng/Gov)
Parent Notification Form (Gov)
Oct 21st
RFI Questions #1 (Eng)
EQ (Eng/Gov)
Oct 28th
Source Check #1 (Eng)
Nov 4th
Consultant Agreement Form (Eng/Gov)
Experience Plan (Gov)
Nov 18th
Consultant Interview Notes (Eng)
Source Check #2 (Gov)
Feb 17th
Non-Profit Interview Notes (Eng)
EQ Draft 2 (Gov/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)
Dec 2nd
Source Check #3 (Eng)
April 14th
Answer Paper (Eng)
Government Advocacy Letter (Econ)
Dec 9th
Source Check #4 (Gov)
April 2oth
Binder Check (Eng)
Dec 16th
Social Issue Research Paper (Eng)
Annotated Bibliography #1 (Gov)
May 1st
Last Day to Turn in Work!
th
rd
Jan 5 to 23
Social Issue Research Presentation (Gov)
Jan 6th
5 Experience Hours Log (Gov)
Jan 13th
Service Plan (Econ)
RFI Questions #2 (Eng)
May 20th and 21st
Testimonies (Grade in Eng)
Irvington High School
Semester 1 QUEST Packet
Parental Notification of Student Participation in QUEST
(Due 9/30/2014 in Government)
I am the parent or legal guardian of ______________________________________________,
who is a Senior at Irvington High School. I understand that as part of the senior curriculum at Irvington High
School, he/she will participate in the QUEST project and that his/her successful completion of this
benchmark is necessary to graduate from Irvington High School. I understand that QUEST occasionally
requires him/her to travel off the Irvington High School campus to property and places not owned and
operated by the Fremont Unified School District. In addition, QUEST requires him/her to schedule and travel
to appointments and to work with individuals and entities that are not employed by and are not agents of
the Fremont Unified School District. I further understand that when traveling to and/or attending
appointments and/or tutoring property not owned and/or operated by the Fremont Unified School District
that he/she will not be under the immediate supervision of an employees or agent of the Fremont Unified
School District or School Board.
I have read the material distributed by Irvington High School about QUEST. In accordance with my
understanding, as outlined above, I understand my son/daughter will participate in QUEST and I release and
hold harmless the Fremont Unified School District, along with all its employees and agents, from any and all
liability for personal injury, including physical, emotional and pain and suffering, injuries and/or property
loss and damage which I and/or he/she incurs while he/she participates in or travels to activities not held on
property owned and/or operated by the Fremont Unified School District and which are associated with
QUEST.
_______________________________ ______________________________ _______
Parent/guardian
print
sign
date
_______________________________ ______________________________ _______
Student
print
sign
date
English Teacher: ______________________________________
Gov/Econ Teacher: ____________________________________
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Irvington High School
Semester 1 QUEST Packet
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Irvington High School
Semester 1 QUEST Packet
QUEST Grading
QUEST is an essential outcome of our 12th grade English, government and economics curriculum. As
such, it is important to submit each assignment on its due date, and in its correct order. Each
assignment has been given a point value. If assignments are submitted and approved on their
respective due dates they will potentially earn full credit. Assignments not completed correctly will be
returned as redos. Any assignment submitted after its due date will earn half credit. ALL papers must
be typed, all forms must be completed in blue or black ink.
Example…if you submit your assignments late, the highest score you can earn is 15/30. Average that
50% in with other English work first and second quarters and…you may fail the semester.
POINTS ARE IMPORTANT!
EVERY ASSIGNMENT IS IMPORTANT!
REMEMBER, YOUR QUEST PROJECT IS SEQUENTIAL AND FOLLOWS A SET FRAMEWORK. Do not start by
finding a consultant or non-profit, and then building your project backwards! Do the
assignments/research in order and it will make your senior year a lot less stressful.
For those students who do submit late work, be aware that ALL QUEST assignments must be submitted
in final draft form by 3:05 pm on May 1st, 2015.
If ALL QUEST assignments are not submitted and approved by that time, no Testimony date will be
given and you will not be able to participate in the JUNE GRADUATION CEREMONY.
No need to be late…pace yourself and enjoy all the things you are going to learn in the course of this
project.
Several QUEST assignments MUST be turned in to the website turnitin.com. These assignments, even if
turned in to a teacher in person, will not be graded unless submitted digitally. Each of these
assignments are labeled in the QUEST packets. Teachers reserve the right to require more assignments
be turned in digitally, but at minimum, all students will submit their Social Issue Research Paper
(semester 1), their First Semester Annotated Bibliography (semester 1), their Policy Paper (semester 2)
and their Second Semester Annotated Bibliography (semester 2).
QUEST assignments are aligned with Common Core State Standards and as such are
essential outcomes of the courses. Missing QUEST work will result in an “I” at any
grading period. Completing the QUEST project is required in order to receive an
Irvington High School diploma.
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Irvington High School
Semester 1 QUEST Packet
Standard QUEST Style
All QUEST papers should be formatted the same unless specific formatting directions are given for
that paper. Below are the formatting directions to be followed exactly on all QUEST papers.

Text: 12-point font, either Times New Roman, Arial, or Calibri (when in doubt, use the default font
on your word processor); double space lines; indent 1/2-inch at the beginning of each new
paragraph.

Page Setup: 1-inch margins (top, bottom, left, and right); create a header (1/2-inch from the top
and flush with the right margin) that has your last name and each page, numbered consecutively
(including page 1). Again, when in doubt, do not change default settings!

In the upper left-hand corner of the first page, on separate lines list your name, your instructors’
names (English first, then Government/Economics), the course, and the date. Again, be sure to use
double-spaced text.

Double space after the date and center the title of the paper. Don't underline or italicize your title
or put it in quotation marks; write the title in Title Case, not in all capital letters. Double space
again and center your Essential Question or Social Issue (when applicable). Your Essential
Question/Social Issue (depending on the assignment) should be single-spaced and in italics. Double
space again between your Essential Question and the first line of text.
Example of Page 1:
Cleaver 1
Theodore Cleaver
Mr. Adams/Ms. Booth
English 12
20 March 2014
QUEST Policy Paper
How does a chef apply his/her culinary skills and responsibilities to areas
outside his/her occupation?
An era in which technological advances has allowed us to produce and provide food to the
world at an unprecedented rate, we have gone from a society which cannot feed itself, to one which
cheap calories are available to the masses…
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Irvington High School
Semester 1 QUEST Packet
Social Issue Declaration Form
(Due 9/30/2014 in both Government and English)
Student Name:_________________________________________________________________
Gov/Econ Teacher:_______________________ English Teacher:_________________________
A social issue (also known as a “social problem”) is an issue that affects, influences and is opposed by
a considerable number of people within society. Usually, the issue is the result of factors beyond the
control of the individual, and would take COLLECTIVE ACTION in order to solve it. Often, the issue is
the source of conflicting opinions on the causes and solutions. In short, a social issue affects a lot of
people, cannot be solved by one person, and has the potential to be controversial.
Identify a Social Issue that you would like to investigate:
______________________________________________________________________________
______________________________________________________________________________
What are the effects of the social issue? (Where can you see it in society?):
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Whom does this social issue affect? (Identify by geographical location, socioeconomic status,
education level, gender, ethnic background, condition or disease, age etc.):
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Who (either by profession or expertise) would be able to help you learn more about this social issue?
1.________________________ 2.________________________ 3.________________________
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Semester 1 QUEST Packet
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Irvington High School
Semester 1 QUEST Packet
Writing your Essential Question
(First Draft Due 10/21/2014)
Objectives:
 To practice developing genuine Essential Questions sufficient in scope and focus.
 To understand the purpose and function of Essential Questions
 To generate Essential questions and use them to create other question types.
The essential question is a driving force in your QUEST project as with any inquiry project. The ability to develop your own
essential questions makes you a self-sufficient learner. Without this skill, you can only learn what someone else teaches
you. Essential questions start with something simple but essential to your life or your community. Like lightning striking
from the blue, they just pop up naturally as a result of natural curiosity. Say you have a problem, like “Why are we seeing so
many more forest fires?” or “How will I pay for college?” or “Why isn’t health care free?” or “How can I get that girl to like
me?” or… This one…
Throughout the course of your project, other questions will take
How can our team win more games?
precedence. Each new question may have a gradual effect on your
essential question until it looks drastically different, but still shares
the same drive and purpose as the original. Some examples of other questions are…
Why does coach have us running these drills?
What do other teams do that we don’t?
How can we create more open space on offense?
How can we communicate better on defense?
What do I personally need to sacrifice to practice more?
Why do we keep committing so many penalties?
answer, its purpose is to reveal other related searches, connections, or to break
down more complicated ideas. Essential questions are not so much about finding
an answer as they are about generating the next question.
While the essential question is always present, it may fade in and out of
importance from week to week. Throughout the research process, your focus may
turn toward finding the most accurate answers to the smaller questions, but it
always must return to the essential question and not spin off onto a single tangent.
The essential question provides
the structure and scope of the
inquiry while driving the
research process. It will change
and evolve over the course of
your project, growing more
specific and more informed by
new knowledge.
The essential question is the
driving question, and while it
may or may not have a clear
How do the most successful
coaches make the best use of
their resources, such as time,
talent, and finances in order to
enhance student athletes’
performance?
With the help of your teachers and your friends, develop three practical essential questions that address a problem in your
community.
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Irvington High School
Semester 1 QUEST Packet
ESSENTIAL QUESTION FORM
Student Name __________________________________________________________
English Teacher _________________________________________________________
Government Teacher _____________________________________________________
ESSENTIAL QUESTION:
SUBMIT THIS AND EACH SUBSEQUENT REVISION TO YOUR ENGLISH AND GOVERNMENT TEACHER.
Save each draft submitted. FIRST DRAFT DUE October 21st, 2014. SECOND DRAFT DUE February 17th,
2013.
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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Irvington High School
Semester 1 QUEST Packet
RFI (Request For Information) Questions Assignment
(Due 10/21/2014 in English)
Objectives:
-
Generate questions in advance of the research process
Edit and improve questions by drafting new versions
Distinguish different questions and their appropriate sources
Predict and judge the effectiveness of the questions
For your RFI, you will generate 20 valid and relevant research questions surrounding your social issue. Ten will
be for you to answer through digital and print media. The other ten will be for your consultant interview.
These will be turned in and typed in standard QUEST style to your English teacher. Government teachers may
also ask to see a copy.
The questions submitted for this assignment will help you start the research process but do not assume that you
are done asking questions! The research process should provide answers and hopefully more questions!
What we are looking for:
Your teacher will grade you on the validity and usefulness of your questions, so you will need to edit and revise
them. They need to be real questions as they will help you guide your research into valid areas of exploration.
You are not required to answer them for this assignment but you will include your answers in various
assignments throughout the first quarter. Your teacher can help you with the process of forming high quality
questions.
Validity: The validity of your questions is the “realness” of them.
For example, the question, “Why is everybody so homeless?”
may have an answer, but the phrasing doesn’t sound as earnest
as the more valid, “What are some of the factors that lead to
homelessness?”, or the more nuanced, “What are some factors
that contribute to homelessness?”. Be sure to phrase your
questions in a manner that solicits an answer.
Make sure to check the Social Issue Research
Paper (p. 20), and Social Issue Research
Presentation (p. 25) pages in this packet, as well
as the rubrics for each (p.22/p.28). These will let
you know what type of information/insight will be
expected within the major assignments. This
question generating process is meant to guide you
through the research that you will ultimately use
to create your papers and presentations.
Usefulness: The usefulness of a question refers to whether or not the question was designed to seek out
important information that can be used to help shed light on your social issue. Generally, the usefulness of a
question is higher when it seeks information that is new to you (i.e. it causes learning to take place).
One way to add validity to your questions is to use “domain specific vocabulary”. These are the words and
phrases commonly used by people who work in the field. You need to be looking for and highlighting these
terms as you research. Yes! Asking the right questions will probably mean that you will need to do some simple,
preliminary investigating about your social issue. Using domain specific vocabulary can be helpful in the
interview, and it is essential for any web-based research.
Look at the questions on the next page and notice how they increase in relevance with more specific vocabulary.
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Irvington High School
Semester 1 QUEST Packet
Sample RFI Questions
Vague
Is it bad to eat carbs?
Relevant
What carbs are lower in
sugar?
Relevant and Complex
Which carbohydrates are
lowest on the glycemic
index?
What foods are good for What foods are most
you?
nutritious?
Which foods contain the
most nutrient-dense
calories?
What is nutrition?
What makes a food
nutritious?
What are the essential
nutrients in a balanced
diet?
Why do healthy foods
taste bad?
How do people develop
food preferences?
What factors impact the
food preferences of
children?
What makes food
healthy?
What are all the
nutrients?
What’s the difference
between micronutrients
and macronutrients?
Why does health
information change
every 10 years?
What government
agencies (or other
organizations) are
responsible for providing
health information?
Which agencies and
publications have shaped
the public’s opinions on
health over the last six
decades?
*Examples of “domain specific vocabulary” are underlined in the table above
Working with your teachers and other students, generate 10 valid and relevant research questions
and 10 valid and relevant interview questions.
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Irvington High School
Semester 1 QUEST Packet
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
Source Check #1
Teacher
English
Due Date
10/28/2014
Number of Sources
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
st
rd
nd
1 Semester Ends January 23 /2 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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Irvington High School
Semester 1 QUEST Packet
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
st
rd
nd
1 Semester Ends January 23 /2 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
*Check out the “Sample Source Check Entry” on the next page for an idea as to what each of these
should look like. Below the sample is a table that has the rubric that teachers will use to grade each
entry.
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Semester 1 QUEST Packet
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 Keys’s 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 USDA’s
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 public’s 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:
Annotations include:
Annotations include:
Annotations are
 comprehensive
 Adequate summary
 Summary of content
missing one or more
summary of content
of content
 Accurate analysis of
pieces (summary,
 insightful analysis of
 Adequate analysis of
context/ audience
analysis, reflection,
context and intended
context/ audience
 Connection to QUEST connection, quotation/
audience.
 Connection to
project.
paraphrase).
 Meaningful
QUEST project.
connection to QUEST
project.
 Answer to RFI
question
*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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Semester 1 QUEST Packet
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Irvington High School
Semester 1 QUEST Packet
QUEST CONSULTANT AGREEMENT FORM
Due November 4, 2014 (English/Government)
Student Name _____________________________________________________
English Teacher _______________________ Government Teacher_________________
I agree to be a QUEST Consultant for ________________________________________
student name - print
regarding: ______________________________________________________________
student’s Social Issue
I can verify that I am:
1. Over 25 years of age.
2. Not related by blood or marriage to the student for whom I am consulting.
3. Either a professional in the student’s research topic or qualified to mentor this student because
of previous experience.
4. Aware that I am responsible for 5 hours of guided experience for the student, including two
interviews and several signed forms.
I expect to be called by Irvington High School to verify this information and give feedback on the
performance of this student.
I understand that it is my duty to report any fraudulent or misrepresented claims of those 10
experience hours by the student to Irvington High School.
I understand that if I agree to be this student’s consultant and I am not qualified by reasons 1- 4 above,
the student will fail the senior QUEST Project, of which the penalty is non-graduation in June 2014.
__________________________________________
(Signature of Consultant)
____________
(date)
Please print the information below (*REQUIRED FIELDS):
*Name________________________________________________________
*Company Name________________________________________________
*Work Address__________________________________________________
__________________________________________________
*Work phone_______________________
Work Fax______________________
*Email Address_____________________
Reminder: this form is due on TUESDAY, NOVEMBER 4th, 2014! Please give to the student to return by this date or fax this document to:
Matt Phillips and Zach Silvernale
QUEST CO-COORDINATORS
IRVINGTON HIGH SCHOOL
FAX (510) 623 - 9805
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Irvington High School
Semester 1 QUEST Packet
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Irvington High School
Semester 1 QUEST Packet
QUEST Experience and Your Consultant
Your QUEST Consultant should be the person that can guide you through your research through both
semesters of the QUEST project. You will be required to complete 5 hours of experience with your
consultant but their influence should reach beyond that. Consultants should be credible resources for
your social issue who can help with the following:





Calling on their knowledge base, and experience within the field in the consultant interview
Suggesting academic resources within the field
Developing a minimum 5 hour experience plan in which you can learn about your topic
interactively
Providing the contact information for others who may be able to help contribute to your
research
Suggesting non-profit organizations with which you might be able to complete a service
Remember, your consultant MAY NOT BE A FAMILY MEMBER! Make sure to seek out someone who
can ACTUALLY help you, and not just a person that you are comfortable with because of a previously
held relationship.
DO NOT choose a consultant before you identify your social issue or begin your research. Consultants
and experience are important to the process but are only worth 5%-10% of QUEST grading… So do not
build your project around your consultant. Your consultant should be able to help guide you through
research into your social issue.
Make the most of your time. When you meet with your consultant in order to get your consultant
agreement form signed, bring your experience plan and interview questions, just in case you have time
to get all 3 completed. Time for working professionals is very scarce, especially during the workday, so
do not waste it.
Make your consultant aware of your deadlines in a respectful manner. The best way to do this is upfront, when you are discussing your project and whether or not they will be your consultant. Asking for
forms to be signed or experience to be completed at the last minute is not fair to your consultant.
Call… This may seem scary, but it’s a time tested, effective method for direct communication. If phonecall anxiety is a problem, practice by ordering a pizza (ask for coupons/specials) or calling Comcast to
check on updates for your family’s internet plan. There is nothing at stake in these situations, but its
great practice for being able to assert yourself over the phone. There may be situations in which
consultants prefer to be emailed, but when in doubt, make a phone call. Email is a PASSIVE FORM OF
COMMUNICATION. Potential consultants, or even current consultants, do not have to respond to a
question via email in a timely manner. If you have them on the phone, the worst they can say is “no”,
and then at least you know you have more work to do.
Reliability is a valuable quality in a consultant. Remember that QUEST deadlines are still deadlines
regardless of bad luck or unreliable consultants.
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Semester 1 QUEST Packet
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Semester 1 QUEST Packet
QUEST Experience Plan
(Due 11/4/2014; SAME DAY AS CONSULTANT AGREEMENT FORM)
Student Name_________________________________ EnglishTeacher____________________
Essential Question:______________________________________________________________
______________________________________________________________________________
What questions still have not been answered by your Source Checks/Interview:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
What activities will you be doing to help answer these questions? (Be specific):
______________________________________________________________________________
______________________________________________________________________________
List dates and times you will be doing at least 5 hours of experience other than your interview.
(These dates and times may change but activities may not without approval. Use the back if necessary)
Date
Activity (Be Specific)
Hours To Be Completed
Where and with whom will you be doing your experience?
Name:________________________________ Organization:___________________________
Address: ___________________________________ Phone # or Email____________________
Consultant’s signature of approval__________________________________ Date: _________
Government Teacher Approval: (initial one) YES ________ N0 ________ Reason:
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Semester 1 QUEST Packet
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Semester 1 QUEST Packet
QUEST Experience Hours Log
(5 Completed Hours Due 1/6/2015)
Name ____________________________________English Teacher: ______________________
Essential Question:
______________________________________________________________________________
______________________________________________________________________________
*Interviews DO NOT COUNT TOWARDS EXPERIENCE HOURS.
*You must have a signature for each entry of your experience log. Fill out each entry as completely
as possible. Consultants must sign EACH ENTRY THAT YOU EXPECT TO GET CREDIT FOR.
Entry #1
Date/Time
Location
Activities (Be Specific)
Hours
Location
Activities (Be Specific)
Hours
Location
Activities (Be Specific)
Hours
Consultant Signature: X
Entry #2
Date/Time
Consultant Signature: X
Entry #3
Date/Time
Consultant Signature: X
Consultant Name: ____________________________ Organization: _________________________
Email: ________________________________________ Phone: ____________________________
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Semester 1 QUEST Packet
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QUEST Interview Guidelines
(Consultant Interview Notes (1st Semester) Due 11/18/2014)
(Non-Profit Organization Interview Notes (2nd Semester) Due 2/17/2014)
Product: You need to turn in…
 10 Interview questions (these should have been included within the RFI Questions assignment)
 Completed interview notes with at least five new leads (leads can be new important people,
domain specific vocabulary, search terms, subtopics, new questions, etc.).
The purpose of these questions may be to answer questions you haven't found on your research, expose new
areas of knowledge, or clarify misunderstandings. With luck, your interview notes will uncover new, better
questions!
So what should I ask?
• Ask about any confusing or interesting leads you already have from your research
• Ask if there are any major controversies or differing opinions in the industry (there always are).
• Ask about any important people or events that influenced the field today.
• Ask what obstacles are preventing progress (Why don’t we just…?).
• Identify sources of research like Professional Journals, important authors, legal documents….
• Ask for leads on possible service organizations.
• Ask if there are any questions you should be asking (otherwise how would you know?).
• Ask follow up questions. Always ask follow up questions. Why aren’t you asking follow up questions
now?
Make sure you can use the answers. This assignment isn’t an end product in itself. Rather, it is a tool that will
direct and validate all of your other research. You need to make something out of it, so keep in mind what your
next steps will be. Clarify spelling so you can look up names and terms later. Follow up and ask for elaboration on
any unfamiliar phrases or confusing answers. Remember, if they tell you about things, then you look up the
primary sources and cite them, you look like a genius and nobody knows the difference.
In your interview, remember to:
1. Speak up. (Remember, you’re in charge. You’ve asked for their time, prepared questions, and
held up your end. You can expect them to take you seriously and give you thoughtful answers.)
2. Thank him or her for the time. Three times. Once when you get there, once when you leave,
and one more time by email after you’re finished.
3. Act like you care. Adults love that! They will do anything for that responsible young high school
kid who is taking their QUEST project so seriously.
4. If you can think of any follow up questions (or if you need any more leads), ask over email.
Reflect and organize before you leave. As soon as you leave, all of that context will evaporate and you won’t
remember anything that isn’t written down. Get to a quiet place. If you have a car there, that’s perfect. Get
inside, but don’t start the engine. Go back over the entire interview. Read everything and finish any sentence
fragments. Fill in any gaps in information you weren’t able to write quickly enough. Circle four or five “next step”
items that you can look up for your next sources.
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Semester 1 QUEST Packet
Interview Notes Sample
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Semester 1 QUEST Packet
QUEST Social Issue Research Paper
(Due 12/16/2014)
Objectives:
 Thoroughly analyze and understand your research (You did this in your source checks).
 Objectively explain/compare/explore/relate the varying perspective on your topic.
 Establish the Severity and Scope of your social issue.
 Identify and describe the relationships between various causal factors contributing toward the
social issue and if/how they relate to one another.
Requirements:
 Cite and discuss the work of 4-8 different sources (including at least 2 Scholarly Articles) about
your social issue.
 Write a 6-8 page Research paper breaking down your social issue and the various causal factors
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.
Process:
 Find a focus: A research paper is organized around ideas, not the sources themselves as an
annotated bibliography would be organized. This means that you will not just simply list your
sources and go into detail about each one of them, one at a time. No. Instead, as you read
widely but selectively in your topic area, consider what themes or issues connect your sources
together. Do they present one or different causal factors? (they will) Is there an aspect of the
field that is missing? How well do they present the material and how do they relate to one
another? Do they reveal a trend in the field? A raging debate? Plan to explain all sides of the
issue in a well-developed and organized essay.
 Construct a working thesis statement: Then use the focus you’ve found to construct a working
thesis statement. Your thesis statement will not necessarily argue for a position or an opinion;
rather it will support and clarify your particular perspective on the material. It is typically not
until the student has begun the writing process that his thesis statement begins to take solid
form. In fact, the thesis statement in an analytical paper is often more fluid than the thesis in an
argumentative paper and may even not surface until the end of the paper (gasp!). Such is one of
the benefits of approaching the topic without a predetermined stance.
ORGANIZING your Research Paper:
Just like most academic papers, this research paper also must contain at least three basic elements: an
introduction or background information section; the body of the review containing the discussion of
sources; and, finally, a conclusion and/or recommendations section to end the paper.
 Introduction: Gives a quick idea of the topic of the research paper, such as the central theme,
historical background, or widely held beliefs on your social issue. It will be more than a single
paragraph.
 Body: Contains your discussion of sources and is organized either chronologically, thematically,
or methodologically (see below for more information on each). Your goal is to convey a lot of
complex information as clearly and accurately as possible. Be sure that you are laying enough
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Semester 1 QUEST Packet
groundwork that the reader is prepared for how each new element will relate to and build from
the preceding element.
ORGANIZING your Research Paper (continued)

Analysis/Recommendations: Find the common thread through all of the research that you’ve
related in the body section and explain how they contribute to your own perspective. This
section is your time to shine. It’s your turn to add your own ideas to the conversation. Your
information needs to follow from and extend the information presented earlier in your essay,
demonstrating your understanding of the implications and the significance of the topic. While
there is an element of argument in everything we write, this is predominantly an expository
paper (as in you should be EXPOSING truth, or “what is”). As such, you may want to compare and
express value judgments about your various sources, which is fine, but you don’t need to pick a
“clear winner” or convince your reader to take action… YET… (You will do that in your Policy
Paper in semester 2)
WRITING your Research Paper:
 Use evidence: In the sample located on the next page, the writer refers to several other sources
when making their point. A literature review in this sense is just like any other academic
research paper. Your interpretation of the available sources must be backed up with evidence to
show that what you are saying is valid.
 Be selective: Select only the most important points in each source to highlight in the review. The
type of information you choose to mention should relate directly to the review’s focus.
 Use quotes sparingly: Because of the survey nature of the research paper, it does not allow for
an abundance of detailed quotes from the text. Some short quotes here and there are okay,
though, if you want to emphasize a point, or if what the author said just cannot be rewritten in
your own words. If you find yourself wanting to put in more quotes, check with your instructor.
 Summarize and synthesize: Remember to summarize and synthesize your sources within each
paragraph as well as throughout the review.
 Keep your own voice: While the literature review presents others’ ideas, your voice (the
writer’s) should remain front and center. Notice in the sample below, the writer weaves
references to other sources into his own text, but he still maintains his own voice.
 Use caution when paraphrasing: When paraphrasing a source that is not your own, be sure to
represent the author’s information or opinions accurately and in your own words.
Evaluation of
Sources
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Semester 1 QUEST Packet
QUEST Social Issue Research Paper Rubric
Criteria
A
B
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: 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 not
addressed, or not
supported with
data
- No causal factors
mentioned
- No thesis, or
thesis-like
statement
- Social issue is mentioned
- Scope and severity is
mentioned, and
supported with data
- History of social issue is
mentioned but not
discussed or related to
current state
- At least one causal
factor is presented
- A thesis is statement is
included
-Problems in organization
interfere with the reader
following the train of
thought
-Some strategies to manage
complexity employed
-Transitions between ideas
exist
- Social issue is clearly
established and proven to exist
- Scope and Severity of social
issue is supported with data
from multiple sources
- History of social issue is
thoroughly discussed and
related to current state of the
issue
- Several causal factors are
presented
- Findings consolidated into a
working thesis that addresses
the Essential Question
Organization:
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.
-No progression of
ideas exists.
-Essay may lack
sufficient
complexity to
warrant
organizational
strategies
-Most ideas are
developed.
-Evidence is relevant and
significant.
-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 6
different sources, 4
different types
-At least one idea is
developed adequately
-Evidence is sensible
-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 overrelying 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
-Language is nonacademic
-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 1-2 types of errors.
-Provides MLA formatted
paper with works cited page
and in-text citations for
quoted and paraphrased
material with no more than
3 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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Semester 1 QUEST Packet
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Irvington High School
Alexander Noitall
Mr. Rodocker / Ms. Hillier
English 12
January 21, 2014
Semester 1 QUEST Packet
This SAMPLE is not a perfect Social Issue Research paper. This SAMPLE gives a very
brief history/background of a social issue (you should write more than that), and then
goes straight into analyzing sources. We’ve included this section because we believe it
to be the most difficult part of your paper, and that which you would benefit most
from a SAMPLE. Please refer back to the Social Issue Research Paper Assignment on
page 20-21, the rubric on page 22, and even the Experience Presentation Guide on
page 26 in order to see what other areas regarding your social issue must be
addressed in the paper.
Social Issue Research Paper
How does being an organ transplant patient affect an adolescent emotionally, psychologically and
academically?
In America today, more than 118,000 patients are in the queue for an organ transplant. Every
day, 18 patients die while they wait for an organ to become available. There are inherent problems in
our organ transplant system. The current system is based on people’s altruistic nature – they sign up to
become an organ transplant donor either when they get their driver’s license, or they can go online
and sign up as a donor. However, this system has less than 45% of Americans up as potential donors.
And, due to the nature of our deaths, only 1% of those signed up become viable donors (Satel). The
debate around this issue lies in what we, as a nation, can do to fix this ever-growing problem.
“Maybe it is time for a re-examination of the 1984 National Organ Transplant Act, which makes
it illegal to give or acquire an organ for material gain (Satel)” Sally Satel does not recommend a full free
market approach to “selling” organs. However, she sees the shortcomings in today’s system of organ
donation and thinks that we might be able to compensate donors for their efforts by paying for burial
costs or other such incentives which could increase the number of donors currently in the system.
Taking a more radical approach, Robert Dorschner, an economist, recommends a true freemarket approach to the problem. In 2002, Dorschner states that the American Medical Association
began to look at the need to seek government changes to the 1984 law that prohibits payment for
organs because of the severe and growing backlog of needed organ donations. As economist,
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Dorschner sees the supply and demand of this problem quite simply. If a product is not being produced
to the quantity needed, then it is up to the market to demand a greater supply…that is primarily
accomplished through price variations. Therefore, we need to adjust the pricing structure of our organ
program to meet the need of our ever growing organ patient market. “Free” simply is not meeting the
needs (Dorschner).
Art Caplan, head of the division of medical ethics at New York University Langone Medical
Center, recommends that instead of maintaining our current process of organ donation, which
depends entirely on the altruistic nature of others, that we have all adults automatically enrolled as
organ donors with the option to “opt out” (versus opting in, as they currently do) of the system. This
government mandated procurement of organs would greatly increase the number of organ donors in
the system, but would undoubtedly be seen as violation of personal rights by many at the time of
death (Hellmich).
Robert Chihak, discusses the issue of what drives a donor to decide whether or not to sign a
donor card. And, if a free market system will actually increase that percentage. His findings on the
main reason people object to not signing a donor card are two-fold. The first is negligence and laziness.
He feels that this could very well be overcome by a incentive-driven donor program. However, the
main reason that people stated for not opting into a donor program was a fear of being falsely or
prematurely declared dead in order to harvest their organs. In this case, imagine the fear generated
when a contract is put in front of you where a person is willing to pay money for your organs. Robin Cook’s
novel, Coma, comes to mind (Chihak).
END OF SAMPLE
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Semester 1 QUEST Packet
First Semester Research Presentation
(To Be Scheduled January 2015 at Government Teacher’s 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
-Explain how THEIR service plan relates to at least one of these potential solutions.
#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
#4 To begin to formulate an Essential Question
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 content

Outline of presentation required at time of presentation

Completed binder required at time of presentation
o
Social Issue Declaration Form
o
RFI Question list #1
o
Consultant Agreement Form
o
Consultant Interview Notes
o
Experience Plan (approved)
o
Source checks #1-#4 (Graded, and Approved)
o
Copy of Social Issue Research Paper (graded copy if so required by English teacher)
o
Annotated Bibliography
*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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1st Semester Research Presentation Rubric
Communication Skills (10% of total grade)
Appropriate Voice (2%)
Appropriate Dress (2%)
Eye Contact (2%)
Body Language (2%)
Answers Questions Well (2%)
o
o
o
o
o
o
o
o
o
o
No
No
Non-existent
Distracting
Unprepared
o
o
o
o
o
Somewhat Inconsistent
Somewhat Inconsistent
Neutral
Limited Knowledge
o
o
o
o
o
Presentation Skills (24% of total grade)
-Not ready to present at
Punctuality (3%)
scheduled time
Outline (3%)
-None submitted
Quest Binder (6%)
-None submitted or
incomplete/not up-to-date
Opening of Presentation (3%)
-Not clear
Closing of Presentation (3%)
-Not clear
Time (6%)
-Does not meet time
requirement
Content (66% of final grade)
Category/CCSS
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.
-Unclear or missing name,
ID#, or social issue
-Clear but typical (Hi, my
name is...)
-Clear but typical (Thanks for
listening…)
Not Passing (0%)
- Initial questions not
posed.
- Social issue not clear
- Scope/severity not
addressed, or not
supported with data
- No causal factors
mentioned
- No thesis, or thesislike statement
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
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
-Improper format
Acceptable
Yes
Strength
Strength
Clear and Concise
-Ready to present at scheduled
time
-Proper format, follows order of
presentation
-Binder submitted and complete,
all required assignments present
and approved
-Clear and engaging
-Clear and engaging
-5 > 7 minutes
Minimum Standards (11%)
- Initial questions are
mentioned but not discussed
- Social issue is mentioned
- Scope and severity is
mentioned, and supported
with data
- History of social issue is
mentioned but not discussed
or related to current state
- At least one causal factor is
presented
- A thesis is statement is
included
- 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.
Exceptional (22%)
- Initial questions are well presented and
used to show the course of research
- Social issue is clearly established and
proven to exist
- Scope and Severity of social issue is
supported with data from multiple sources
- History of social issue is thoroughly
discussed and related to current state of the
issue
- Several causal factors are presented
- Findings consolidated into a working thesis
- Most information is
attributed and cited to
sources
- Citations may contain
multiple errors
- Sources are named, but not
evaluated
- Complete Works Cited Page
Included
- 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
Student Name:____________________________
- Each portion of the presentation contains
information supported fluently by evidence
which allows the listener to follow the
speaker’s line of reasoning.
- Media features (photos, sound, maps,
charts, diagrams) enhance understand and
raise interest level in the audience
- Media format is clean and clear, devoid of
grammatical errors or distracting layout
Time:_____________
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Social Issue Research 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. Remember, though, this is a RESEARCH PRESENTATION so the vast majority of the
presentation must be supported by research (all of the content in your research paper). DO NOT THINK THAT
ANSWERING THESE QUESTIONS IS A FAILSAFE! THESE ARE JUST GUIDELINES to help when you get stuck.
Introduction (Spend about 10% of your time on this)




Explain why you chose the topic
What were the RFI questions that were most important in getting your research started? How did they
lead to research/more questions?
Identify your specific social issue
State your original essential question
The Social Issue Problem (Spend about 35% of your time on this)





What are the “symptoms” of your social issue? (i.e. what are the problems that can be seen?)
o Provide data supporting the claim that this problem is ACTUALLY A SOCIAL ISSUE
Address the severity of the problem
o How bad is the problem?
Address the scope of the problem
o How many people is this affecting?
o Is it a nationwide problem, or does it occur in specific, isolated pockets
o Is it more prominent in urban, suburban, or rural settings? Why?
Give a brief history of the problem
o How long has the problem been a problem?
o Has it affected different demographics/geographical areas differently over time?
o How has the problem and its effect on society changed over time?
Whom does the problem affect?
o Is the problem more prevalent in specific demographics?
 Ethnicity?
 Socioeconomic status?
 Age?
 Education Level?
The Social Issue Causes (Spend about 20% of your time on this)




What are the causes of the social issue? (Be careful answering this in only a sentence or two, there are
ALWAYS more than one cause to major social issues, so be careful to investigate and analyze as many as
possible, from as many different sources as you can)
Are the causes manmade? If so why have we not stopped the behavior? Identify incentives.
Why do these causes still exist if they have been identified?
Address any differences of opinion/conclusion in regards to conflicting academic sources.
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(Presentation Guide Continued)
Your Consultant (Spend about 10% of your time on this)
(DO NOT TELL US THE STORY OF YOUR EXPERIENCE HOURS. Only provide information pertinent to your
research. (i.e. How did your mentor help your research))






Who is your Consultant?
Why are they qualified to assist you in your research? What makes them credible?
How did your mentor help you answer questions that remained after your initial research?
What questions about your topic did your consultant pose to you?
What resources did your mentor provide? Did they significantly help your research?
Did your experience hours either help answer your questions or pose new questions?
Potential Solutions (Spend about 10% of your time on this)



Briefly address solutions to your social issue that are currently being attempted or hypothesized.
Briefly list non-profit organizations that are currently working toward a solution and a general idea of
how they are going about it.
Briefly describe your service plan and the non-profit organization that you are working with
Analysis/Recommendations (Spend about 5% of your time on this)


Sum up the conclusions that you have made as to the current state of your social issue
State either your newly formed Essential Question or simply a set of questions that you believe will
guide the rest of your research (these should be solution-based. i.e. How do we fix the problem? What
challenges face those trying to fix it?)
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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 student’s service plan needs the approval of the non-profit that
you are working with and the QUEST Service Committee. The Committee’s 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, then your english 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 District’s “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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Semester 1 QUEST Packet
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?)



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 offcampus 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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Semester 1 QUEST Packet
QUEST Service Plan
(Due 1/13/2015)
Name__________________________________________________ English Teacher_______________________
Social Issue:_________________________________________________________________________________
___________________________________________________________________________________________
Non-Profit Organization:_______________________________________________________________________
Website:_______________________________________ Street Address:________________________________
Contact Person:___________________________________ Title:_______________________________________
Contact Person Phone Number (Office or Cell):_____________________________________________________
Contact Person Email Address:__________________________________________________________________
Non-Profit Organization Goals (What are they trying to achieve? How are they planning to achieve it?):
___________________________________________________________________________________________
___________________________________________________________________________________________
How does the Non-Profit Organization help contribute towards a solution to your social issue? (Be specific…
Include programs/events/services)
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
Outline the Service Plan agreed upon by you and your contact person (Min 10 Hours):
Date
Activity/Event
Hours to be Completed
Total Hours Planned:____________________
Non-Profit Contact Person Approval:________________________________________ Date:________________
Social Studies Teacher Approval:__________________________________________ English Initial:__________
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Semester 1 QUEST Packet
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Semester 1 QUEST Packet
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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Semester 1 QUEST Packet
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Semester 1 QUEST Packet
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… It’s 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 one to the Service Learning Coordinator to apply toward the 40 hours you need for
graduation.
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 organization’s 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 student’s work during your first session and
one during your last session to show the student’s 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 teacher’s
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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Semester 1 QUEST Packet
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Semester 1 QUEST Packet
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. “She’s 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.
<http://www.enews.com/magazines/tnr/crrent/022696.3html>. (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.
<http://gto.ncsa.uiuc.edu/pingleto/herps/iguanacare.html>.
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. <http://www.jstor.org/search>. 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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Semester 1 QUEST Packet
SIMPLE QUEST RUBRIC
CONTENT
FORMAT
Redo
C
B
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



A
Incorporates all
content required;
makes strong
connections
between
assignment and
overall project/EQ

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.
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