MS. ANYA DENNIS

RICE HIGH SCHOOL

NEW YORK CITY, NEW YORK

Hip-Hop music a Blueprint for Failure

“Anti-Intellectualism and Hip-Hop Music”

Introduction:

You are a journalist writing for VIBE magazine one of the top Hip-Hop magazines in New York City. The notion of Anti-Intellectualism and Hip-Hop music has been causing great controversy in urban communities across the nation. In fact, some of your closest friends seem to be displaying anti-intellectual behavior while embracing the comment defeatist attitudes exemplified in rap music. Your group has been chosen by the Christian Brothers of Rice High School to evaluate this problem and find solutions to combat negative influences of Hip-Hop music. Some view “hip-hop” as a reason for drop outs and crime. It is your task to investigate this social problem and find the real truth regarding this new phenomenon. You can make a difference. You can be a guiding force in the lives of your peers and family.

GOOD LUCK and GOOD RESEARCH!

Task:

As an employee of VIBE magazine, you have been asked to select a team and begin researching this pervasive problem. Your team’s job is to not only evaluate anti-intellectualism as it relates to Hip-Hop music and its relation to poor school performance, but to come up with at least 3 policies to decrease anti-intellectual sentiment among the youth. You will present your findings and recommendations to the Christian Brother School Leadership Committee of Rice High School. Your group will utilize the PUBLIC POLICY ANALYST as an investigatory tool to define the problem and find public policy solutions. Your group must be prepared to answer questions related to your research and recommended policies.

A) Your group will-

§ Use the 6 Step Public Policy Analyst (PPA) to conduct your investigation

§ Research current local or state policies on freedom of speech

§ Research the messages found in the Lyrics of rap songs

§ Document any significant information you encounter during your research

§ Share and discuss your research with other team members

§ Brainstorm 3 policies set forth to counteract Anti-Intellectual Sentiment and school performance as it relates to rap music

§ Devise an action plan to combat Anti-Intellectual Sentiment and poor school performance through hip-hop.

THE PRODUCT

1. While conducting this Web Quest you will become an expert researcher on the issue of anti-intellectualism and poor school performance as it relates to Hip-Hop music.

2. You will use the PPA protocol to look at existing polices or solutions to the problem in question

3. You will create a PowerPoint Presentation of a minimum of 10 slides. All six steps must be incorporated in the presentation. Each slide must be well constructed and contain both text and graphics.

4. Each group must prepare and deliver a 5 minute oral presentation that displays your group’s innovative policies on combating anti-intellectual sentiments in rap music as it relates to poor school performance.

Process:

Each person, in groups of four, will have a specific task. Every member of the group will be expected to work together to complete the SIX STEP PUBLIC POLICY ANALYST worksheets. These worksheets will be used to complete the task power point presentation and oral report.

Each group member will have a role in this process. The roles of each member are delineated below.

-Editor-in Chief-----This student will be in charge of the final group presentation. He will edit, correct and present the power point and oral report. He will coordinate all activities and make members aware of assigned deadlines.

-Writer-This student will write the text and coordinate the graphics in the power point presentation. He/she will also create a script for the oral presentation to be given to the Editor-in-Chief for scrutiny

-Researcher-This student will complete all the worksheets in the six step public policy analyst using the Internet resources given in the section below. He will be responsible for instructing the writer.

-Presenter-This student will have the responsibility of presenting the oral report with imagination, energy and insight

PPA Steps

Below are the clearly defined steps in the Public Policy Analyst. Read the

description of each step carefully then complete the worksheets after accessing the

Web sites in the resources section

1. Define the Problem

(Identify the geographic location and state the problem in a sentence)

http://www.maxwell.syr.edu/plegal/TIPS/worksheet1.html

2. Gather the Evidence

Internet Search, Case Studies, Magazine/book, experts, interviews with rappers/teens

http://www.maxwell.syr.edu/plegal/TIPS/worksheet2.html

3. Determine the Causes

http://www.maxwell.syr.edu/plegal/TIPS/worksheet3.html

4. Evaluate the Policy

http://www.maxwell.syr.edu/plegal/TIPS/worksheet4.html

5. Develop Solutions

http://www.maxwell.syr.edu/plegal/TIPS/worksheet5.html

6. Select the Best Solution

http://www.maxwell.syr.edu/plegal/TIPS/worksheet6.html

The Resources:

GENERAL WEB SITES- These can be used to find specific web sites that address the questions on the PPA worksheets

1: WWW.GOOGLE.COM

2: WWW.YAHOO.COM

3: WWW.ASK.COM

SPECIFIC WEB SITES

1. Urban Youth Culture

2. Negative Effects of Hip-Hop Music

3. Does Rap Music Put Teens At Risk

4. Rap Music

5. Does Rap Music Have Negative Effects On Children

Evaluation:

Oral Presentation Rubric : Anti-Intellectualism and Hip-Hop Music

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Teacher Name: Ms. Dennis

CATEGORY	4 Excellent	3 Very Good	2 Satisfactory	1 Unsatisfactory
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.
Collaboration with Peers	Almost always listens to, shares with, and supports the efforts of others in the group. Tries to keep people working well together.	Usually listens to, shares with, and supports the efforts of others in the group. Does not cause "waves" in the group.	Often listens to, shares with, and supports the efforts of others in the group but sometimes is not a good team member.	Rarely listens to, shares with, and supports the efforts of others in the group. Often is not a good team member.
Attire	Business attire, very professional look.	Casual business attire.	Casual business attire, but wore sneakers or seemed somewhat wrinkled.	General attire not appropriate for audience (jeans, t-shirt, shorts).
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 ( 94-85%) of the time. Mispronounces no more than one word.	Often mumbles or can not be understood OR mispronounces more than one word.
Posture and Eye Contact	Stands up straight, looks relaxed and confident. Establishes eye contact with everyone in the room during the presentation.	Stands up straight and establishes eye contact with everyone in the room during the presentation.	Sometimes stands up straight and establishes eye contact.	Slouches and/or does not look at people during the presentation.

Grading Scale

A= 18-20 B=15-17 C= 12-14 D= 11 F= 10 and below

Power Point Rubric

HIP-HOP & SCHOOL PERFORMANCE

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Teacher Name: Ms. DENNIS

CATEGORY	4 EXCELLENT	3 VERY GOOD	2 SATISFACTORY	1 UNACCEPTABLE
Graphics Sources	The illustrator(s) are given credit somewhere in the presentation.	A combination graphics are used. Sources are documented in the presentation for all images.	Some graphics are from sources that clearly state that non-commercial use is allowed without written permission..	Some graphics are borrowed from sites that do not have copyright statements or do not state that non-commercial use is allowed, OR sources are not documented for all images.
Originality	Presentation shows considerable originality and inventiveness. The content and ideas are presented in a unique and interesting way.	Presentation shows some originality and inventiveness. The content and ideas are presented in an interesting way.	Presentation shows an attempt at originality and inventiveness on 1-2 slides	Presentation is a rehash of other people's ideas and/or graphics and shows very little attempt at original thought.
Text - Font Choice & Formatting	Font formats (e.g., color, bold, italic) have been carefully planned to enhance readability and content.	Font formats have been carefully planned to enhance readability.	Font formatting has been carefully planned to complement the content. It may be a little hard to read.	Font formatting makes it very difficult to read the material.
Content - Accuracy	All content throughout the presentation is accurate. There are no factual errors. Full use of 6 PPA steps	Most of the content is accurate but there is one piece of information that might be inaccurate. Uses 5 PPA steps	The content is generally accurate, but one piece of information is clearly flawed or inaccurate. Uses PPA steps inaccurately	Content is typically confusing or contains more than one factual error. Shows no recognition of PPA steps
Cooperation	Group delegates tasks and shares responsibility effectively all of the time.	Group delegates tasks and shares responsibility effectively most of the time.	Group delegates tasks and shares responsibility effectively some of the time.	Group often is not effective in delegating tasks and/or sharing responsibility.
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.

Grading: “a’= 22-24 “b”=19-21 “c”=15-18 “f”= below 15

Conclusion:

From completing this web quest you should have learned the techniques and importance for researching social problems in our democratic society. You have used analytical skills to analyze and correct a social problem that affects many millions of teenage students. Hopefully, you have performed a service for your community. You have also learned how to use technology to present social problems and you have experienced the wonders of collective intelligence.

LET’S HOPE YOU MADE A DIFFERENCE and MANY THANKS FOR YOUR PARTICIPATION

STANDARDS ADDRESSED

English Language Arts

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 2:   Language for Literary Response and Expression

Students will read and listen to oral, written, and electronically produced texts and performances from American and world literature; relate texts and performances to their own lives; and develop an understanding of the diverse social, historical, and cultural dimensions the texts and performances represent. As speakers and writers, students will use oral and written language that follows the accepted conventions of the English language for self-expression and artistic creation.

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 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 non-market mechanisms.

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.