HARLEM-
Rev.
TYRONE H. ROBINON
Music :The Beginning of our Social
Madness
Introduction
You and your classmates have been
selected to investigate the influences music has on your behavior, attitudes
and thoughts. Many educators and teachers have become disturbed at the
violence, indecent language, sexual promiscuity, female degradation and
incarceration that have been glorified by this genre of music called Hip Hop
and/or “Gansta Rap”. Sociologists have gone so far as to conclude that this
music has been directly related to an increase in drug use and teenage
incarceration. The record industry has
been forced to label provocative music as a warning to the youthful listener
and buyer but this seems to be more of an attractor than a distracter while the
community is further negatively impacted. Many ask, if youth are exposed to
these role models of the music industry, how can they become responsible and
educated adults? The news media has documented club and drive-by shootings that
have been a product of artists whose lyrics glorify violence as a means to
solving problems. You and your group will delve deeply into the social problems
caused by this music and you will search for public policies to combat the
social ill affects.
Your community is depending on you!
TASK
You are now commissioned to delve into three areas
in which music affects your community. You will use the PPA to:
1.
Identify and control the negative messages emitted
2.
Identify and resolve the societal damages
perpetrated by it
3.
Offer at least three constructive measures that
will help repair the damages done to the community
You are to present a power point presentation of
about a minimum of 10 slides
accompanied by an oral commentary
supporting your slide (visual presentation of about 20 MINUTES.
You will also hand in a 5-page
written essay that has the complimentary statistics supporting your project
along with three (3) taped samples of hip hop or gansta rap evaluating the
songs’ affect on social order.
You will use the PPA model as an outline for your paper and
power point.
PROCESS 
To complete the product outlined in the task you will use the
Internet resources to complete the worksheets on the PUBLIC POLICY ANALYST.
Access the links below and complete all the worksheets in your assigned groups.
These worksheets will be the basis for your power point, oral report and 5 page
paper
STEP
# 2-GATHER THE EVIDENCE FOR THE SOCIAL PROBLEM
STEP
# 3- IDENTIFY THE CAUSES FOR THE SOCIAL PROBLEM
STEP
# 4- EVALUATE EXISITING PUBLIC POLICY
STEP
# 6- SELECT THE BEST SOLUTIONS
The class will be divided into groups of four. These groups will
complete the PPA worksheets and the product delineated in the task
The groups will be divided by responsibilities as outlined below
STUDENT # 1: Group Leader-will be responsible for the
overall coordination of the efforts of the group.
STUDENT # 2: Scribe-will be responsible for the collection
and organization of any information gather
STUDENT # 3: Researcher-is responsible for the primary
collection of information from all of its sources
STUDENT # 4:
Presenter-is responsible for assisting other members of the group in
their assigned tasks and will actually present all information in a structured
and orderly fashion
All students will help in the research and worksheet completion,
construction of the power point and the completion of the five page report.
Remember, you may use outside sources as well as the internet resources given
in the resource section.
RESOURCES 
GENERAL RESOURCE INTERNET WEB SITES (USE THESE WEB SITES FOR A
“GENERAL” SEARCH)
Specific web sites (click on “blue” links) and complete PPA worksheets
Entitled
"Tupac and Biggie"
www.crimelibrary.com/notorious_murders/celebrity/shakur_BIG/index.html
Entitled "Hip hop
hysteria"
www.inthesetimes.com/site/main/article/39/
Entitled
"Hip hop graffiti"
www.graffiti.nsw.gov.au/cpd/graffiti.nsf/pages/hhgc
Entitled "NYPD is watching"
www.mtv.com/bands/t/task_force/news_feature_020503/
Entitled
"Self-destruction"
http://wso.williams.edu/orgs/freepress/selfd.html
Entitled
"NYC shooting"
www.npr.org/templates/story/story.php?storyId=4521019
|
|
CATEGORY |
4 EXCELLENT |
3 VERY GOOD |
2 SATISFACTORY |
1 UNSAT. |
|
Quality of Information |
Information
clearly relates to the main topic. It includes several supporting details
and/or examples. |
Information
clearly relates to the main topic. It provides 1-2 supporting details and/or
examples. |
Information
clearly relates to the main topic. No details and/or examples are given. |
Information
has little or nothing to do with the main topic. |
|
Quality of Information |
Information
clearly relates to the main topic. It includes several supporting details
and/or examples. All 6 steps of the PPA are used in the discussion |
Information
clearly relates to the main topic. It provides 1-2 supporting details and/or
examples. Five of the 6 PPA steps are used in the discussion |
Information
clearly relates to the main topic. No details and/or examples are given. Four
of the 6 PPA steps are used in the discussion |
Information
has little or nothing to do with the main topic. Three or fewer of the PPA
steps are used in the discussion |
|
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. |
|
APPEARANCE |
All
pages of the report are carefully constructed and neatly arranged with no
error |
Most
of the pages are carefully constructed and neatly arranged but a few errors
exist |
Half
the pages are poorly constructed and appearance is somewhat distorted |
All
pages are poorly constructed and the appearance of the report is untidy and
sloppy |
REPORT GRADING SYSTEM
18-20=A 15-17=B
13-14=C 10-12=D BELOW 10=F
|
|
CATEGORY |
4 EXCELLENT |
3 VERY GOOD |
2 SATISFACTORY |
1 BELOW STANDARDS |
|
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 ( 94-85%) of the time. Mispronounces no more than
one word. |
Often
mumbles or can not be understood OR mispronounces more than one word. |
|
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. |
|
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. |
|
USE OF PPA |
USES
PPA STEPS EXTENSIVELY AND ACCURATELY AS A FRAMEWORK FOR THE PRESETNATIONS |
USES
PPA MOST OF THE PPA STEPS ACCURATELY AS A FRAMEWORK FOR THE PRESENTATION |
USES
SOME OF THE PPA STEPS AS A FRAMEWORK AND USES THEM WITH SOME INACCURACIES |
USES
THE PPA STEPS INFREQUENTLY AND INACCURATELY AND THE PPA STEPS ARE NOT A
FRAMEWORK |
GRADING SYSTEM FOR ALL MEMEBERS OF THE GROUPS
21-24= “A” 17-20=
“B” 13-16=”C” BELOW 13=”F”
CONCLUSION
From this web quest you should have learned the impact of music on
STANDARDS ADDRESSED
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 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
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 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.