PROJECT LEGAL WEBQUEST

·

· "They raise the rents so the people move to another community, then they raise the rents there. In some cases, rents are increased 200 percent."

· "They’re pushing poor people out of the city,"

· ''Instead of just looking at changing the housing, as it did in the past, the Federal Government is now also looking at changing the lives of the people

· “Constructing 18 apartment towers that would reach heights of up to 30 stories will not preserve these important views”

· The Alexander Street Master Plan Area is a redevelopment initiative that will have a major impact on the Yonkers waterfront for generations to come. Due to the massive scale of this proposed plan, it is only fair that the broad community of Yonkers enjoy benefits from the project

- Students will be given colored coated index cards upon entering the classroom and each card will have a quote from the bulleted list above. After students discuss the quote in their group, they will list some of their main points discussed as I will introduce the term GENTRIFICATION and explain the social problem that exists briefly touching on the following questions.

· “The restoration and upgrading of deteriorated urban property by middle-class or affluent people, often resulting in displacement of lower-income people.”

Your group will review data which you will compile on the changes taking place in Yonkers today and how this change has impacted the community. Your group will gather data and graphics from both primary and secondary sources, seeking to get the widest view of what’s going on as possible. As part of your analysis you will seek understand the data, present the conflict of the development and decide which information is most useful in developing suggestions for a plan of action to address problems/conflict involved in gentrification. To do this, everyone involved needs the best data possible and present this can be in the form of an exhibit, a PowerPoint presentation, a documentary or a website. Final projects specifications are located in the Evaluation section of the webquest. Refer to the various rubrics for specific details.

Each group will gather data from the Websites listed below. You will review the data provided by the charts, tables and statistical data to describe the current conditions in Harlem as well as projections for future growth and development. You will also review the articles listed below and attempt to judge their accuracy and usefulness for the panel’s tasks of developing effective recommendations for the Planning Board to consider.

*Could this indeed be a serious problem facing the Yonkers community. A quick look around the area shows construction taking place on almost any block. – GET PHOTOS

*While many of these improvements are good for the buildings and the residents that live in them, many people have raised serious questions.

*What will become of the people living in multiple-family houses if the building is converted into a single family or two-family residence?

SCHOMLABAUM, MULFORD GARDENS, ALEXANDER STREET

*Will the people who buy and renovate these buildings come from other parts of the city?

*Where will long time residents of Yonkers live?

* Will current residents be able to live in the Yonkers after the new developments are in place?

*Will the needs and desires of the new residents change the business climate of the area and how will this affect the community?

Your group shall select people to fill each of the following roles:

§ Group Leader- Who will organize the group and coordinate the group’s effort. The leader also assists all other members in completing their tasks

§ Recorder and Secretary- Writes the results of researchers in a format that can be presented. The Recorder keeps all research materials for the
group’s use

§ Researchers- These two will look at the websites and present the data for the groups as a whole to analyze

§ Presenter- The Presenter will describe the group’s findings to the class as a whole. The Presenter may also work with the whole group in developing a format for the presentation, which may be an exhibit, documentary,
PowerPoint, etc.

Your group will read the information explaining each component of the PPA so that you will understand each part of what you need to do.

 Use the Public Policy Analyst to assist you in researching for your presentation.

1. Define the problem

2. Gather evidence

3. Identify causes

4. Evaluate a policy

5. Develop solutions

6. Select the best solution

7. Your group will decide on the best way to present your findings. This can be in the form of an exhibit, a PowerPoint presentation, a documentary or a website. In addition, a one page paper describing the social problem of gentrification and explaining the congressional bill that needs to passed that supports your argument. All presentation formats must be approved in advance.

Culver Park Restoration Project

http://www.usatoday.com/news/nation/2005-04-19-gentrification_x.htm

http://www.nytimes.com/2006/08/07/nyregion/07yonkers.html?_r=1

http://www.mhacy.com/publichousinghome.html

http://www.hud.gov/local/ny/news/pr2004-06-03.cfm

http://www.sfcyonkers.com/projects/larkin/index.htm

http://www.sfcyonkers.com/projects/riverwalk/index.htm

http://www.sfcyonkers.com/projects/phase1factsheet.htm

http://www.sawmillrivercoalition.org

http://www.sawmillrivercoalition.org/index.php?option=com_expose&Itemid=156

http://www.sawmillrivercoalition.org/index.php?option=com_content&task=view&id=44&Itemid=69

http://www.sawmillrivercoalition.org/index.php?option=com_content&task=view&id=45&Itemid=70

http://www.scenichudson2.org/whatwedo/aboutus/pressroom/masterplanstatement

HyperStudio/Powerpoint Appearance and Content : Yonkers Waterfront Gentrification

Teacher Name: Ms. Joseph
Student Name:     ________________________________________

CATEGORY	4	3	2	1
Use of Graphics	All graphics are attractive (size and colors) and support the theme/content of the presentation.	A few graphics are not attractive but all support the theme/content of the presentation.	All graphics are attractive but a few do not seem to support the theme/content of the presentation.	Several graphics are unattractive AND detract from the content of the presentation.
Content - Accuracy	All content throughout the presentation is accurate. There are no factual errors.	Most of the content is accurate but there is one piece of information that might be inaccurate.	The content is generally accurate, but one piece of information is clearly flawed or inaccurate.	Content is typically confusing or contains more than one factual error.
Effectiveness	Project includes all material needed to gain a comfortable understanding of the topic. It is a highly effective study guide.	Project includes most material needed to gain a comfortable understanding of the material but is lacking one or two key elements. It is an adequate study guide.	Project is missing more than two key elements. It would make an incomplete study guide.	Project is lacking several key elements and has inaccuracies that make it a poor study guide.
Spelling and Grammar	Presentation has no misspellings or grammatical errors.	Presentation has 1-2 misspellings, but no grammatical errors.	Presentation has 1-2 grammatical errors but no misspellings.	Presentation has more than 2 grammatical and/or spelling errors.
Sounds -planning	Careful planning has gone into sounds. All sounds improve the content or "feel" of the presentation.	Some planning has gone into sounds. Most enhance the content or "feel" of the presentation, but 1-2 seem to be added for no real reason. None detract from the overall presentation.	Sounds that are chosen are appropriate for the topic, but some detract from the overall presentation.	Sounds are not appropriate for the presentation.

CATEGORY	4	3	2	1
Content Accuracy	All information provided by the student on the Web site is accurate and all the requirements of the assignment have been met.	Almost all the information provided by the student on the Web site is accurate and all requirements of the assignment have been met.	Almost all of the information provided by the student on the Web site is accurate and almost all of the requirements have been met.	There are several inaccuracies in the content provided by the students OR many of the requirements were not met.
Spelling and Grammar	There are no errors in spelling, punctuation or grammar in the final draft of the Web site.	There are 1-3 errors in spelling, punctuation or grammar in the final draft of the Web site.	There are 4-5 errors in spelling, punctuation or grammar in the final draft of the Web site.	There are more than 5 errors in spelling, punctuation or grammar in the final draft of the Web site.
Graphics	Graphics are related to the theme/purpose of the site, are thoughtfully cropped, are of high quality and enhance reader interest or understanding.	Graphics are related to the theme/purpose of the site, are of good quality and enhance reader interest or understanding.	Graphics are related to the theme/purpose of the site, and are of good quality.	Graphics seem randomly chosen, are of low quality, OR distract the reader.
Sounds	Music, audio clips and/or sounds are thoughtfully edited and used only where they add to reader understanding of the content or to make the site more accessible to persons with visual handicaps.	Music, audio clips and/or sounds are used only where they add to reader understanding of the content or to make the site more accessible to persons with visual handicaps.	Music, audio clips and/or sounds are thoughtfully edited and used, but 1 or 2 detracted from the overall site.	Music, audio clips and/or sounds were seemingly used randomly OR typically detracted from the overall site.
Layout	The Web site has an exceptionally attractive and usable layout. It is easy to locate all important elements. White space, graphic elements and/or alignment are used effectively to organize material.	The Web pages have an attractive and usable layout. It is easy to locate all important elements.	The Web pages have a usable layout, but may appear busy or boring. It is easy to locate most of the important elements.	The Web pages are cluttered looking or confusing. It is often difficult to locate important elements.
Navigation	Links for navigation are clearly labeled, consistently placed, allow the reader to easily move from a page to related pages (forward and back), and take the reader where s/he expects to go. A user does not become lost.	Links for navigation are clearly labeled, allow the reader to easily move from a page to related pages (forward and back), and internal links take the reader where s/he expects to go. A user rarely becomes lost.	Links for navigation take the reader where s/he expects to go, but some needed links seem to be missing. A user sometimes gets lost.	Some links do not take the reader to the sites described. A user typically feels lost.

Video- Preproduction : Yonkers Waterfront Gentrification

Teacher Name: Ms. Joseph
Student Name:     ________________________________________

CATEGORY	4	3	2	1	Score
Concept	Team has a clear picture of what they are trying to achieve. Each member can describe what they are trying to do and generally how his/her work will contribute to the final product.	Team has a fairly clear picture of what they are trying to achieve. Each member can describe what they are trying to do overall but has trouble describing how his/her work will contribute to the final product.	Team has brainstormed their concept, but no clear focus has emerged for the team. Team members may describe the goals/final product differently.	Team has spent little effort on brainstorming and refining a concept. Team members are unclear on the goals and how their contriubtions will help them reach the goal.
Research	Note cards indicate that the group members developed questions about the assigned topic, consulted at least 3 reference sources, developed a position based on their sources, and correctly cited their sources.	Note cards indicate that the group members consulted at least 3 reference sources, developed a position based on their sources, and correctly cited their sources.	Note cards indicate that the group members consulted at least 2 reference sources, developed a position based on their sources, and correctly cited their sources.	There are fewer than two notecards OR sources are incorrectly cited.
Teamwork	Students meet and discuss regularly. All students contribute to the discussion and all are listened to respectfully. All team members contribute a fair share of the work.	Students meet and discuss regularly. Most students contribute to the discussion and are listened to respectfully. All team members contribute a fair share of the work.	A couple of team meetings are held. Most students contribute to the discussion and are listened to respectfully. All team members contribute a fair share of the work.	Meetings are not held AND/OR some team members do not contribute a fair share of the work.

By completing this webquest, you now have become a good citizen and an activist in your community. You have identified the opportunities and threats that are created by gentrification, you have participated in the process of creating public policy. Most importantly, you have made community residents aware of the short and long term, economic and social aspects of gentrification in Yonkers. You are certified for having a GREEN THUMB as you have identified the environmental concerns created by gentrification. I’m confident that you have made a difference in your community, thank you for being AGENTS of change

Social Studies –

Standard 4:   Economics

Students will use a variety of intellectual skills to demonstrate their understanding of how the United States and other societies develop economic systems and associated institutions to allocate scarce resources, how major decision-making units function in the United States and other national economies, and how an economy solves the scarcity problem through market and nonmarket mechanisms.

-Standard 1:   History of the United States and New York

Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York.

-Standard 5:   Civics, Citizenship, and Government

Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the United States and other nations; the United States Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.

English –

Standard 1:   Language for Information and Understanding

Students will listen, speak, read, and write for information and understanding. As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to acquire, interpret, apply, and transmit information.

Standard 3:   Language for Critical Analysis and Evaluation

Students will listen, speak, read, and write for critical analysis and evaluation. As listeners and readers, students will analyze experiences, ideas, information, and issues presented by others using a variety of established criteria. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to present, from a variety of perspectives, their opinions and judgments on experiences, ideas, information and issues.

Standard 4:   Language for Social Interaction

Students will listen, speak, read, and write for social interaction. Students will use oral and written language that follows the accepted conventions of the English language for effective social communication with a wide variety of people. As readers and listeners, they will use the social communications of others to enrich their understanding of people and their views.