Argument

In this unit we had to find a problem in our society, figure out how it could be improved, and write a grant for the technology needed to help get this problem solved. We had some problems such as having many things to edit after it being revised and then needing so much money for our grant.

Mine, Tucker's and Kevin's grant;

Many teenagers lack the driving experience needed to become good drivers right away. They need more experience to handle all the different driving conditions and situations an average driver encounters. Having a driver’s education class at South would prevent many injuries, accidents and deaths on our roads. “More driver training could help reduce the more than 3,000 deaths a year of teen drivers.” (USA Today). South is a high school with around 1,700 students. With about one third of the student population driving, this is a very high concentration of a lot of teen drivers. Coupled with the extreme driving conditions found on Alaskan mountains, South Anchorage students need more driving training and instruction.

Fatal motor vehicle accidents are three times more likely to happen to 16 year olds than the average of all other drivers (Rocky Mountain Insurance Information Association). To help fix this problem, a driver’s education elective could be made at South. This would teach students to be better drivers by teaching them how to handle different conditions and show how to drive on different intersections. South students need the driver’s education class because they drive in more difficult conditions than most of the other schools in the state. Not only do south students contend with the icy roads and long dark winters of Alaska, they also go to school on the side of a mountain, driving to school on the dark icy roads every morning. Furthermore, there are more round-abouts near South High than any other high schools in Anchorage.

Students would learn what is expected of them while driving in traffic around other people. We would also work with local insurance companies to give incentives like insurance discounts to students who do good in the class. Students would have to study forms of intersections and traffic patterns so students know the rules of the road and how to follow them. We will use simulators so students can practice driving without worrying about causing accidents. The driver’s education class is being taken care of by the Anchorage School District, but we need the money for the simulators before the class can be offered to students. These simulators are somewhat like driving in a video game. There is a seat, with break and gas pedals and a steering wheel, and you steer your car on the screen. The screen shows common city street scenarios, highway scenarios, difficult driving conditions and many other driving factors. In the class, students would practice and be tested on proper turns, driving in round-abouts, and driving in difficult conditions such as in the dark and on ice, which is a common driving condition in Alaska.

This class will help students become better drivers. If students never get the training needed to become better drivers, in time our streets will be filled with horrible drivers. For some people practice is not all they need to succeed, they need a sturdy base of knowledge to practice on. We will know this class is doing good for our community when teenage accident rates begin to decline. The community should support this because it will make everyone safer on the road.

The simulators will cost about $40,000-$60,000 each, and we need at least two simulators in the class.

This project meets:

III – Research and Information Fluency

Students apply digital tools to gather, evaluate, and use information. Students:
a. plan strategies to guide inquiry
b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and
media
c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks
d. process data and report results

IV – Critical Thinking, Problem Solving, and Decision Making

Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make
informed decisions using appropriate digital tools and resources. Students:
a. identify and define authentic problems and significant questions for investigation
b. plan and manage activities to develop a solution or complete a project
c. collect and analyze data to identify solutions and/or make informed decisions
d. use multiple processes and diverse perspectives to explore alternative solutions

V – Digital Citizenship

Students understand human, cultural, and societal issues related to technology and practice legal and ethical
behavior. Students:
a. advocate and practice safe, legal, and responsible use of information and technology
b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity
c. demonstrate personal responsibility for lifelong learning
d. exhibit leadership for digital citizenship

VI – Technology Operations and Concepts

Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:
a. understand and use technology systems
b. select and use applications effectively and productively
c. troubleshoot systems and applications
d. transfer current knowledge to learning of new technologies