A PROJECT CRITICAL Web
Quest
Ms. J. EMERSON
321-MINERVA
YOUTH GANGS AND PUBLIC
POLICY
Youth gangs have always been a symbol of
violence and anarchy. They conjure up the image of lawlessness, crime and drug
use. Police departments, all over
1: You will be divided into groups of
four. The group will have the responsibility of producing a product that
reflects the SIX-STEP
PUBLIC POLICY ANALYST
2: Each group will create a poster board
representing the six steps of the PPA. Each section of the poster board will
have a written essay and graphics, in the form of pictures, charts and/or
graphs.
3: A representation of the options for
the poster board is shown below.
3: Each group will make a five minute
oral presentation explaining their findings and the public policy they chose
4: The public policy must evaluate both
the positive and negative aspects of the youth gang affiliation
And come up with alternatives that can
help the community
5: We will submit this to the
1: The class will be divided into groups
of FIVE and group responsibilities will be divided by consensus of the group
members
2: HERE ARE THE INDIVIDUAL ROLES AND
RESPONSIBILITIES
-
TWO- RESEARCHERS= research information using the internet
and books about your topic
-STATISTICS
ANALYST-research statistics and create graphs and charts that represent the
statistics
TWO
RECORDER/ORGANIZERS-record group findings and work closely with the researchers
and statistic analyst to organize the data. These members will complete the PPA
worksheets hyperlinked below.
ONE-POSTER
MAKER-work closely with the organizer to display your commission’s findings on
a poster which includes important written information, illustrations, charts,
graphs. This MEMBER will also proof read essays and check for accuracy. This
member will also be the time keeper and be cognizant of deadlines.
Please coordinate
supplies with your teacher.
ALL MEMBERS WILL
PARTICIPATE IN THE ORAL PRESENTATION. Roles for the presentation will be
coordinated by the two organizers, but all members will be responsible for
representing for the five minute oral report to the class.
THE SIX STEP PUBLIC
POLICY ANALYST
Each step of the
PPA must be included on the poster board. Focus should be made on the public
policy
Step # 6. All worksheets must be filled out
and the essays for each step must reflect the completed worksheets.
1) Defining the
Social Problem
2)
Gathering
Evidence of the Problems
3)
Identifying
Causes of the Problems
4) Identify and
Evaluate Existing Pubic Policy
5) Develop Public
Policy Solutions
The worksheets above should be completed using the
INTERNET sources found in the resource section below and by use of print
material, magazines, newspapers and text books.
GENERAL WEB SITES –These can be
used to find all information needed for completion of the worksheets in the
SIX-STEP PUBLIC POLICY ANALYST
READ THE FOLLOWING
LINK FOR HELP-“Conducting Internet searches”
SPECIFIC WEBSITES—Use these
links to focus in on the six-steps
2: Positives about youth gangs
3:
Positives
& negatives about gangs
4:
Public
Policy Possibilities
5:
Comprehensive
approach to gang’s policies followed by law enforcement
7:
Gang
reform plan-“A mission in non-violence”
RUBRICS FOR GRADING
I. ORAL
PRESENTATION EVALUATION
CATEGORY |
4 EXCELLENT |
3 VERY GOOD |
2 SATISFACTORY |
1 UNSATISFACTORY |
CONTENT |
Shows
a full understanding of the topic. USES ALL STEPS OF PPA |
Shows
a good understanding of the topic. USES FIVE OF THE SIX STEPS OF THE PPA |
Shows
a good understanding of parts of the topic. USES ALL STEPS OF THE PPA WITH
SOME ERRORS |
Does
not seem to understand the topic very well. INCORRECTLY USES OR FAILS TO USE
PPA STEPS |
GROUP PARTICIPATION |
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. |
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. |
COMPLETE SENTENCES |
Always
(99-100% of time) speaks in complete sentences. |
Mostly
(80-98%) speaks in complete sentences. |
Sometimes
(70-80%) speaks in complete sentences. |
Rarely
speaks in complete sentences. |
Vocabulary |
Uses
vocabulary appropriate for the audience. Extends audience vocabulary by
defining words that might be new to most of the audience. |
Uses
vocabulary appropriate for the audience. Includes 1-2 words that might be new
to most of the audience, but does not define them. |
Uses
vocabulary appropriate for the audience. Does not include any vocabulary that
might be new to the audience. |
Uses
several (5 or more) words or phrases that are not understood by the audience.
|
A=18-20 pts.
B=15-17 pts. C=12-14 pts. D=11 pts.
F=below 10 pts.
II. Poster
Evaluation
|
CATEGORY |
4 EXCELLENT |
3 VERY GOOD |
2 SATISFACTORY |
1 UNSATISFACTORY |
Content - Accuracy |
At
least 7 accurate facts are displayed on the poster. USES ALL STEPS OF PPA |
5-6
accurate facts are displayed on the poster. USES FIVE OF THE SIX STEPS OF THE
PPA |
3-4
accurate facts are displayed on the poster. USES ALL STEPS OF THE PPA WITH
SOME ERRORS |
Less
than 3 accurate facts are displayed on the poster. . INCORRECTLY USES OR
FAILS TO USE PPA STEPS |
Graphics - Relevance |
All
graphics are related to the topic and make it easier to understand. All
borrowed graphics have a source citation. |
All
graphics are related to the topic and most make it easier to understand. All
borrowed graphics have a source citation. |
All
graphics relate to the topic. Most borrowed graphics have a source citation. |
Graphics
do not relate to the topic OR several borrowed graphics do not have a source
citation. |
Graphics -Clarity |
Graphics
are all in focus and the content easily viewed and identified from 6 ft.
away. |
Most
graphics are in focus and the content easily viewed and identified from 6 ft.
away. |
Most
graphics are in focus and the content is easily viewed and identified from 4
ft. away. |
Many
graphics are not clear or are too small. |
Labels |
All
items of importance on the poster are clearly labeled with labels that can be
read from at least 3 ft. away. |
Almost
all items of importance on the poster are clearly labeled with labels that
can be read from at least 3 ft. away. |
Several
items of importance on the poster are clearly labeled with labels that can be
read from at least 3 ft. away. |
Labels
are too small to view OR no important items were labeled. |
Knowledge Gained |
Student
can accurately answer all questions related to facts in the poster and
processes used to create the poster. |
Student
can accurately answer most questions related to facts in the poster and
processes used to create the poster. |
Student
can accurately answer about 75% of questions related to facts in the poster
and processes used to create the poster. |
Student
appears to have insufficient knowledge about the facts or processes used in
the poster. |
A=18-20 pts. B=
15-17 pts. C=12-14 pts. D=11 pts. F=below
10 pts.
Turn your life around
You should have
learned the importance of the public policy analyst in our democratic society.
It is this professional, who creates policies that become laws which eventually
govern our everyday lives. He/she can make a critical difference in the quality
of life of all Americans. Let’s hope you did!
You have also learned
that gangs, although they create many social problems may be redirected for
positive ends. Youth gangs do not have to be thought of as criminal if policies
are made and youth members are reached by the right people. Maybe it is
possible to turn youth gangs into youth improvement associations. This would
make life better for all who live in the inner city or have problems with gangs
in their community.
SOCIAL
STUDIES
Civics, Citizenship
and Government Standard 5:2
• analyze the disparities
between civic values expressed in the United States Constitution and the United
Nation Universal Declaration of Human Rights and the realities as evidenced in
the political, social, and economic life in the United States and throughout
the world
Civics, Citizenship
and Government Standard 5:3
•
understand how citizenship includes the exercise of certain personal
responsibilities, including voting, considering the rights and interests of
others, behaving in a civil manner, and accepting responsibility for the consequences
of one’s actions (Adapted from The National Standards for Civics and
Government, 1994)
• analyze issues at the
local, state, and national levels and prescribe responses that promote the
public interest or general welfare, such as planning and carrying out a voter
registration campaign
Civics, Citizenship
and Government Standard 5:4
• prepare a plan of action that defines an issue or problem, suggests alternative solutions or courses of action, evaluates the consequences for each alternative solution or course of action, prioritizes the solutions based on established criteria, and proposes an action plan to address the issue or to resolve the problem
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.