Should College Be Free?

Project Guidelines:
1. Introduction
a. How do loans and interest work?
2. Define the Problem:
a. Is college important? Why or why not?
b. Why are student loans such an issue for so many people?
3. Take a Stance:
a. Should college be free for all?
4. Defend Your Stance
a. What does the opposition say?
b. Why are they wrong?
c. Use data to prove your point
Requirements:

Video: 3 5 minutes in length

o White Board Animation (Example #2)
o News Broadcast
o Informational Video
o Music Video
o Speech

Explanation of simple and compound interest with example

Three scatter plots with correlation, best-fit line, and equation for best-fit line demonstrating relationship that proves/supports your position
o You MAY find these online, but they need to support your position

For example, if you believe that college SHOULD NOT be free, you might want to find (or create from data) a scatter plot comparing tax rates and economic
growth. This would prove that higher tax rates leads to low economic growth (if that is true)

If you believe college SHOULD be free, you might want to find a scatter plot (or create one from data) comparing number of college graduates and economic
growth.

Answer to the question: Should College Be Free for All?

o Use three pieces of evidence to support your stance
o Use two pieces of evidence from the opposing side

Find additional data to refute these arguments

Grading
Exceeds (4)

Meets (3)

Needs Improvement (2)

Model with Mathematics

Model problems symbolically,
graphically, tabularly, and
contextually

Student is able to model deep

understanding of interest (simple
and compound) through visual
and verbal models. Student clearly
demonstrates the meaning of each
equation and how this interest
impacts the concept of student
loans.

Student is able to model basic

understanding of interest (simple
and compound) using visual and
verbal models. Student can explain
the basic concepts of both
equations, and makes the
connection to interest and student
loans.

Student is able to partially model

understanding of interest using
visual or verbal models, but the
understanding is surface level.
Student is unable to make
connections between the interest
equation and the type of interest.

Student is unable to
demonstrate understanding of
interest.

Construct viable arguments and

critique the reasoning of others
Construct arguments using verbal
or written explanations
accompanied by expressions,
equations, inequalities, model and
other data displays.

Student is able to read arguments

(and data) from opposing side and
present concrete data based on
evidence to support their position.

Student uses arguments from the

opposing side, and uses data from
reliable sources to prove their
point. Student is able to make
connection between data and
their argument.

Student uses argument from the

opposing side, but uses data that is
incomplete or unreliable. Student
is able to present opposing
argument, but does not present a
logical counter point.

Student does not include

arguments from the opposing side
OR does not explain how their
data refutes the opposing
argument.

Using Tools Strategically

Investigate and summarize
patterns of association in bivariate
data

Student is able to create and

explain the meaning of their
scatter plot, the correlation (if
applicable), the best-fit line for
that data distribution, and the
equation for that corresponding
line. Student demonstrates clear
understanding of this
information through written and
verbal explanation.
Presents information, findings,
and supporting evidence clearly,
concisely, and logically such
that listeners can follow the line
of reasoning and the
organization, development,
substance, and style are
appropriate to purpose,
audience, and task

Student is able to create and

basically explain the meaning of
their scatter plot, the correlation
(if applicable), the best-fit line for
that data distribution, and the
equation for that corresponding
line. Student demonstrates some
understanding of this
information and how it connects
to a larger context.
Presents information, findings,
arguments and supporting
evidence clearly and logically;
audience can follow the line of
reasoning

Student has either not

created/identified the scatter plot,
correlation, best-fit line, and
equation

Student has not created a scatter

plot, correlation, best-fit line, and
equation. Student is unable to
explain what this information
means in a larger context.

Speaking and Listening

Present information, findings, and
evidence in a clear and logical
manner.

Student finds data online from

reliable sources that directly
supports their argument and
includes an explanation of HOW
that data supports their stance.

Unsatisfactory (1)

OR
Student is unable to explain what
this information represents in
context.
Presents information, findings,
arguments and supporting
evidence in a way that is not
always clear, concise, and
logical; line of reasoning is
sometimes hard to follow

Does not present information,

arguments, ideas, or findings
clearly, concisely, and logically;
argument lacks supporting
evidence; audience cannot follow
the line of reasoning

TOTAL

__________/16