SCHOOL VIOLENCE

A MAJOR SOCIAL PROBLEM

MR. W. PRICE

FREDERICK DOUGLASS ACADEMY

CAN UNIFORMS HELP?

INTRODUCTION

School violence has been a major problem in the New York City School System for many years. Students, who take to violence, wreak havoc on all. They disrupt classrooms, interfere with learning, and violate the constitutional rights of those who seek an education and cause physical and bodily harm the innocent. Moreover, statistics show that school violence is directly related to the high drop-out rates in inner city schools.

What can be done about this major social problem? Teachers, parents and students, all suffer the consequences on a daily basis. Frederick Douglass Academy, in Harlem New York has been addressing this problem for the past few years. However they need YOUR help.

You are now assigned as an adviser to Principal Dr. Hodge. He is seeking your advice. The Frederick Douglass Academy has instituted a policy of SCOOL UNIFORMS. Clothing has been a major contributor to school disruptions and school uniforms seem to instill a less competitive atmosphere and thus, relieve tensions that may cause violence. However there are constitutional issues involved and other concerns about individual freedoms.

You will have to decide. You will investigate the problem of school violence and evaluate the effectiveness of using school uniforms as a policy to combat the social problem. You will work with groups with fellow students.

GOOD LUCK !

The FREDERICK DOUGLASS ACADEMY NEEDS YOU!

TASK

Your task will include two critical products. First you will prepare a paper outlining your findings. You will use the PUBLIC POLICY ANALYST to investigate ands evaluate the social problem and the policy of school uniforms. You will prepare a paper of a minimum of FIVE type-written pages following the PPA outline. Your paper will be complete using MS Word, double spaced and include illustrations, graphs or charts to reinforce your point of view.

Your group will also present an ORAL REPORT to Mr. Hodge’s committee and your classmates. This oral report be a minimum of 10 minutes in length and present your viewpoint using the PPA model. Your group should include posters and illustrations that prove you viewpoint.

PROCEDURE

The class will be divided up into groups of four. Each member will have a specific role as follows

ROLE #1: RESEARCHER- This student will research using the

Internet sources in “resource” section of this web quest

ROLE #2: GROUP LEADER-This student will keep the group on task,

Keep track of time; make sure each member is properly

Performing the task assigned

ROLE #3: WRTER-RECORDER- This students complete the paper

with input from all group members

ROLE #4: ARTISITIC CONSULTANT-This student will prepare the

posters and charts and organize the oral presentations with input from all group members

2: Students will use the PUBLIC POLICY ANALYST. They will access the web site and use the complete the worksheets. These worksheets will be used to complete the task “paper” and “oral report”.

The websites are as follows:

Links to the Worksheets:

· Identify the nature of a social problem

Here you will define the social problem of school violence

· Gather evidence to support the existence of the problem

Here your will find evidence that the problem exists

· Determine the causes and factors contributing to the problem

Here you will find causes for the problem of school violence

· Evaluating existing public policies

Here you will find public policies that have been used in the past

· Developing public policy solutions

Here you will develop solutions in your group

· Selecting the best public policy solution

Here you will decide on the BEST solution to the problem of school violence

3: You will use the INTERNET sites in the resource section to complete the PPA worksheets.

4: The group members will make certain that each worksheet is completed accurately and in detail.

After the six worksheets of the PPA are completed, your group will then complete the task. You PPA worksheets will be handed in with your report.

- Discuss your essay with team members.

- Decide upon the best answers for EACH worksheet.

RESOURCES

SPECIFIC WEBSITES

http://www.crf-usa.org/violence/intro.html

Defining the problems and finding solutions-constitutional issues

http://www.mentalhealth.samhsa.gov/schoolviolence/

Solutions

http://kidshealth.org/teen/school_jobs/bullying/school_violence.html

Symptoms of school violence

http://www.geocities.com/school_uniforms/

School Uniforms

http://www.educationworld.com/a_admin/admin/admin065.shtml

New York City policies

http://www.reason.com/0506/fe.ls.how.shtml

Under-reporting- a problem

http://query.nytimes.com/gst/fullpage.html?res=950CE7DB1031F934A35752C0A9629C8B63

Curbing violence

GENERAL WEB SITES

WWW.GOOGLE.COM

WWW.YAHOO.COM

EVALUATION

Your group will be evaluated for the written paper and oral report as follows

Research Report: “school violence”

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RUBRIC

CATEGORY	4 EXCELLENT	3 SATISFACATORY	2 NEEDS IMPROVEMENT	1 UNSATISFACTORY
Organization	Information is very organized with well-constructed paragraphs and subheadings.	Information is organized with well-constructed paragraphs.	Information is organized, but paragraphs are not well-constructed.	The information appears to be disorganized. 8)
Amount of Information	All topics are addressed and all questions answered with at least 2 sentences about each.	All topics are addressed and most questions answered with at least 2 sentences about each.	All topics are addressed, and most questions answered with 1 sentence about each.	One or more topics were not addressed.
Sources	All sources (information and graphics) are accurately documented in the desired format.	All sources (information and graphics) are accurately documented, but a few are not in the desired format.	All sources (information and graphics) are accurately documented, but many are not in the desired format.	Some sources are not accurately documented.
Paragraph Construction	All paragraphs include introductory sentence, explanations or details, and concluding sentence.	Most paragraphs include introductory sentence, explanations or details, and concluding sentence.	Paragraphs included related information but were typically not constructed well.	Paragraphing structure was not clear and sentences were not typically related within the paragraphs.
Internet Use	Successfully uses suggested internet links to find information and navigates within these sites easily without assistance.	Usually able to use suggested internet links to find information and navigates within these sites easily without assistance.	Occasionally able to use suggested internet links to find information and navigates within these sites easily without assistance.	Needs assistance or supervision to use suggested internet links and/or to navigate within these sites.
Diagrams & Illustrations	Diagrams and illustrations are neat, accurate and add to the reader's understanding of the topic.	Diagrams and illustrations are accurate and add to the reader's understanding of the topic.	Diagrams and illustrations are neat and accurate and sometimes add to the reader's understanding of the topic.	Diagrams and illustrations are not accurate OR do not add to the reader's understanding of the topic.

Date Created: Mar 18, 2006 03:58 pm (CST)

GRADING: “A” = 21-24 POINTS “B”= 16-20 POINTS “C”= 11-15 POINTS

“F”=BELOW 11 POINTS

Oral Presentation Rubric:

PREVENTING SCHOOL VIOLENCE

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Teacher Name: Mr. PRICE

CATEGORY	4 EXCELLENT	3 VERY GOOD	2 SATISFACTORY	1 UNSATISFACTORY
Enthusiasm	Facial expressions and body language generate a strong interest and enthusiasm about the topic in others.	Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others.	Facial expressions and body language are used to try to generate enthusiasm, but seem somewhat faked.	Very little use of facial expressions or body language. Did not generate much interest in topic being presented.
Preparedness	Student is completely prepared and has obviously rehearsed.	Student seems pretty prepared but might have needed a couple more rehearsals.	The student is somewhat prepared, but it is clear that rehearsal was lacking.	Student does not seem at all prepared to present.
Speaks Clearly	Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words.	Speaks clearly and distinctly all (100-95%) the time, but mispronounces one word.	Speaks clearly and distinctly most of the time. Mispronounces no more than one word.	Often mumbles or can not be understood OR mispronounces more than one word.
Props	Student uses several props (could include costume) that show considerable work/creativity and which make the presentation better.	Student uses 1 prop that shows considerable work/creativity and which make the presentation better.	Student uses 1 prop which makes the presentation better.	The student uses no props OR the props chosen detract from the presentation.
Stays on Topic	Stays on topic all (100%) of the time.	Stays on topic most (99-90%) of the time.	Stays on topic some (89%-75%) of the time.	It was hard to tell what the topic was.
Content	Shows a full understanding of the topic.	Shows a good understanding of the topic.	Shows a good understanding of parts of the topic.	Does not seem to understand the topic very well.

Date Created: Mar 28, 2006 10:49 am (CST)

GRADING: “A” = 21-24 POINTS “B”= 16-20 POINTS “C”= 11-15 POINTS

“F”=BELOW 11 POINTS

CONCLUSION

You should have learned from this web quest that school violence is a critical social problem and must be addressed by all involved. School violence creates a threatening atmosphere that prevents each citizens “unalienable” right to education. You have also learned the importance of the “public policy analyst” in our democratic society. The PPA analyst can evaluate critical social problems and find solutions that can benefit all of us in America. We need more of these critical thinkers to make our democracy safe and viable. We thank you for your participation in this web quest. Let’s hope you made a difference and let’s hope you will make a difference in your future academic endeavors.

STANDARDS

STANDARD # 1: Students will read, write, listen, and speak for information and understanding.

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.

Social Studies: Standard 3

The student will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live- local, national, and global- including the distribution of people, places, and environments over the Earth’s surface.

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.