A PROJECT CRITICAL Web
Quest
Ms. K. Thomson
MS 319-MINERVA
GANG AFFILIATION
A MAJOR SOCIAL PROBLEM
Imagine…..You
are sitting outside you home on a warm summer day. All of a sudden you her gun
shots. A car drives by and young men are shooting at innocent bystanders. You
run in side and all the police but they fail to respond. You say to yourself,
“how could this be? Why are we not safe in our own neighborhood?”
Are
you in a third world country? No you are in
In
this web quest you will have a chance to investigate the problems caused by
gang affiliation and find solutions to the problem. You will become a PUBLIC POLICY
ANALYST and you will present you findings to the school. Maybe you
can make a difference. Maybe you can prevent friends or family members from
being dragged into a gang and ruining their lives…….GOOD LUCK !
Task
In groups of four, you
will research the impact that gangs have on young adults in the
Together your group will
discuss gang affiliation amongst teens
Ø
Use
the Public Policy Analyst (PPA) method to
investigate the social problem by gathering evidence of the problem,
identifying the causes of the problem, and evaluating current policies relating
to that problem
Ø
Create a policy that
provides a solution to this societal problem.
Ø
Designing and completing a
poster that lists the causes and solutions regarding our topic. It should
include:
o
Title
o
The SIX STEPS OF THE PPA
o
Proof of your research
(statistics/graphs)
o
A solution in the form of
a public policy that can be used by ms 319 Minerva
Ø
Once you have completed
the above requirements, your group will present the information to the class in
a 5 minute presentation. The
presentation will be based upon the TIPS worksheets completed during your
research.
Process
STEP
1: You will be placed into
groups of 4 to complete the task
STEP
2: As a group
you will discuss the problem of gangs in your school and neighborhood. This
should include a definition of the problem, evidence of the problem
(statistics, information about specific gangs and their activity within your
area), and causes of the problem. This
should also include an evaluation of the public policy solutions already in
place and your own public policy solutions to the problem. Use the Internet sites provided in the Resources
section to conduct your research, and remember to list where you obtained your
information. Summarize your research and
original ideas on the provided PPA worksheets: You poster board will have all
six steps of the PPA on the poster. Each step should have a short essay along
with pictures, charts and/or or graphics that follow the PPA worksheets linked
below
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
STEP 4: Create a poster that has a title, reflects your research and
provides a solution.
STUDENT
GROUPS WILL DIVIDE RESPSONSIBILITIES AS FOLLOWS
Each
member of the group must fulfill his given responsibilities. The group will
decide the roles for each member using the outline below. Each group member
will be responsible for two Written Reports but there will be a group grade for
the power point.
2:
Individual responsibilities for group members
Student # 1:
Recorder & Writer-This student will take notes on information gathered by
group members and write a short essay for each step. He/she will also collect
pictures, graphs and charts from group members. These notes will also be used
by each member to write the paper. This student will be responsible for completing
the Public Policy Analyst worksheets.
Student # 2:
Researcher-This student will do the research, with help of other members.
He/she will search the Internet and gather information that will be used to
complete the worksheets. The information gathered will be focused GANGS IN THE
UNITED STATES.
Student # 3: TIME KEEPER OF ORGANIZER-Will keeps the group on
track. He/she will assist in the research, lead & coordinate group meetings
and be aware of teacher made deadlines and schedules. This student will
coordinate efforts to finalize the poster board.
Student # 4: Presenter-
This student will be responsible to convey the group findings to the class.
He/she will be the main speaker in the Oral Presentation and will assign others
their subordinate roles for the oral presentation. The
poster will be used as part of the presentation. The presenter will coordinate
the oral report but all members will take part in some form.
Resources:
General web sites
FACTS,
STRATEGIES AND PUBLIC POLICIES
http://www.safeyouth.org/scripts/index.asp PUBLIC POLICY TIPS
Violence ADVICE
National
Center for Education Statistics
EVALUATION:
You will be
graded on the PPA worksheets, your posters, and the classroom
presentation. Use the following rubric
as your guide:
Rubric
|
|
Beginning 1 |
Developing 2 |
Accomplished 3 |
Exemplary 4 |
Score |
|
Six-Step Public
Policy Analyst |
Description of identifiable
performance characteristics reflecting a beginning level of performance. |
Description of identifiable
performance characteristics reflecting development and movement toward
mastery of performance. |
Description of identifiable
performance characteristics reflecting mastery of performance. |
Description of identifiable
performance characteristics reflecting the highest level of performance. |
|
|
Poster |
Description of identifiable
performance characteristics reflecting a beginning level of performance. |
Description of identifiable
performance characteristics reflecting development and movement toward
mastery of performance. |
Description of identifiable
performance characteristics reflecting mastery of performance. |
Description of identifiable
performance characteristics reflecting the highest level of performance. |
|
|
Oral Presentation |
Description of identifiable
performance characteristics reflecting a beginning level of performance. |
Description of identifiable
performance characteristics reflecting development and movement toward
mastery of performance. |
Description of identifiable
performance characteristics reflecting mastery of performance. |
Description of identifiable
performance characteristics reflecting the highest level of performance. |
|
STANDARDS ADDRESSED
ENGLISH
LANGUAGE ARTS
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 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