The Great Uniform Debate

The Great Uniform Debate

TO DRESS OR NOT TO DRESS?

Presented by: Ms. C. Fryer

Martin Luther King High School for Law Advocacy

New York City, NY

Introduction:

You walk into school dressed in black, new boots, pressed black pants and a crisp, white shirt. Ms. Hall looks out approvingly as you pass her office on the way to class. You are the model of a student who is following the dress code policy. And then you dip into Stairwell D. When you emerge (now late for class) you are wearing jeans, red

AF-1’s, a plaid shirt and a hat. You look good. You feel good. You stroll into class and just let the girls/guys take it all in. The teacher says nothing but, “sign the book,” and you are happy to be out of that stupid uniform. It is not until 6^th period when someone speaks to you about your uniform, but you know this is not going well. The Dean is in a bad mood and he is not letting this go. You are taken to 107 and by the end of the day you have been suspended for the rest of the week. “Why are these people giving me problems,” you think. You didn’t get in a fight. You were trying to learn in class. What’s the big deal?

There have been many incidents of violence throughout the New York City schools because of student attire. Gangs have been known to wear specific clothing that have incited turmoil and vicious fighting. Student dress has been cited for many other forms of misconduct. Baggy clothing has been a way weapons have been smuggled into schools. Clothing has been linked to economic status and social groupings, and has led to student embarrassment, harassment and divisiveness. Reports of conflict between student and parent have also been reported in regards to school attire. The social problem that must be addressed in every school are violence, chaos and divisiveness. There have been too many violent consequences related to school dress. Many professional educators believe that roper education is impossible if schools are not safe. Administrators need to foster feelings of cooperation and nurturing to make academic achievement a reality.

To solve this social problem, many students, teachers and Principals across New York City are asking the same question: Should we implement a uniform policy? You, as students, know better than anyone what are the advantages and disadvantages of having a uniform policy. As such, your Principal has asked you to study this issue and create a series of proposals that will help to shape this new policy. What are the benefits of having a uniform policy? What are the drawbacks? What types of uniforms might be more successful than others? What about a dress cod instead? What does the evidence say about uniforms in other schools? Your suggestions are to be applied to this school only, as a test that other schools will look at to determine its success or failure. You have been given an opportunity to shape the future of your schools, if you can persuade the Principal. She has asked for your help, so don’t let her down!

Task:

Once you gathered all the information, you must complete several tasks. They are:

· Write a position paper based on the

Six step Public Policy Analyst-

The length of the paper to be determined

· You must present information, in conjunction with your paper, in the for of a chart, graph or other visual representation of data

· You must present a visual representation of the clothing represented in your suggestions (i.e. demonstrate the new uniform or model particular clothes). You can use pictures, drawings, or actual clothes

- When you complete the above steps you will present your findings to the administration and members of the PTA and the Principal, who will consider suggestions for implementation

Process:

In your paper, you must complete the

SIX STEPS OF THE PUBLIC POLICY ANALYST

and the worksheets attached to each link. Read each page carefully to get an understanding of public policy analysis.

1) Define the problem

6) Select best solution

After reading and evaluating the information in the RESOURCE section of the web quest, you must complete the worksheet (MSWORD) found at the bottom of each one of the preceding six steps. These worksheets will help you research the topic, establish ideas and organize your thoughts for your position paper. Each step must correspond to one paragraph in your essay. Each group member will be looking at a different set of websites to research this issue. Therefore, each student must complete all six worksheets individually. Once they are complete, the group will come together to share the information that has been found and begin to write the position paper. Group members will decide on what to include and what to cut, but at least one research point from each group member must be included. Although the group members can edit their position paper collectively, each group member must write at least one paragraph for the position paper.

INDIVIDUAL GROUP DESIGNATIONS

When presenting your paper, each group member must read the paragraph(s) that they completed for the paper. One person must also present the graph or chart containing your data. One group member must present the visual representation of the new uniform or dress code and/or model these clothes.

With the help of your teacher, you will establish a “Group Coordinator.” This group member will have the added responsibility of making sure that the group meets all deadlines and completes all tasks.

Resources:

Use these resources to complete the worksheets given in the

SIX STEP PUBLIC POLICY ANALSYT

- Person A

o http://www.ed.gov/updates/uniforms.html

o http://eric.uoregon.edu/publications/policy_reports/dress_codes/intro.html

o http://www.indystar.com/article/20090312/LOCAL1801/903120327/1195/LOCAL18

o http://teacher.scholastic.com/kidusasu/uniforms/chart1.htm

o http://www.fsk.org/school/uniforms.html

- Person B

o http://www.aasa.org/publications/content.cfm?ItemNumber=3870

o http://www.ed.gov/updates/uniforms.html

o http://eric.uoregon.edu/publications/policy_reports/dress_codes/intro.html

o http://www.gate.net/~rwms/UniformBrunRock.html

o http://eric.uoregon.edu/publications/digests/digest148.html

o http://schools.nyc.gov/SchoolPortals/28/Q896/AboutUs/Policies/default.htm

o http://eric.uoregon.edu/publications/policy_reports/dress_codes/researchfindings.html

- Person C

o http://www.ed.gov/updates/uniforms.html

o http://eric.uoregon.edu/publications/policy_reports/dress_codes/intro.html

o http://eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/17/14/a2.pdf

o http://www.gate.net/~rwms/UniformBrunRock.html

o http://eric.uoregon.edu/publications/digests/digest148.html

o http://schools.nyc.gov/SchoolPortals/28/Q896/AboutUs/Policies/default.htm

o http://eric.uoregon.edu/publications/policy_reports/dress_codes/researchfindings.html

Evaluation:

Web quest Position Paper and Presentation

Name: ________________________

Teacher

Date : ___________________

Title of Work: ___________________

Criteria

Points

	1	2	3	4
Group Work	Students do not collaborate. Students work individually or fail to compromise on group issues. Not all students complete task.	Students occasionally collaborate and compromise. Almost all students participate.	Students collaborate and compromise. All students participate.	Students work well with one another, collaborate and compromise frequently and all complete individual and group tasks	____
Research - PPA Worksheets	Research is of poor quality and does not logically support argument	Some research is appropriate and supports argument	Research is of good quality and supports argument	Research is of high quality and clearly supports argument	____
Writing - Analysis	Position Paper is woefully unclear or does not support argument	Position Paper makes logical analysis of some research and proposes simple solutions	Position Paper makes logical analysis of research and proposes thoughtful solutions	Position Paper makes complex analysis of research and proposes thoughtful and sophisticated solutions	____
Writing - Conventions	Writing is of poor quality. Improper use of conventions makes writing difficult to understand.	Some portions of the assignment are clearer than others. Assignment demonstrates developing skills.	Writing is clear and conventions are used properly.	Writing is sophisticated, demonstrating mastery of conventions	____
Presentation	Few members participate. Members do not present their position forcefully. Members are unable to respond clearly to questioning.	Some arguments are presented more forcefully or clearly than others. Some members are able to respond to questioning.	Most members present arguments clearly and forcefully. Most members can respond logically to questioning.	All members present arguments in clear, concise and cogent manner. All members can respond logically and forcefully to questioning.	____
				Total---->	____

GRADING SCALE: 18-20 = A, 16-17 = B, 14-15 = C, 12-13 = D, 0-12 = F

- By completing this project, you have gained a greater understanding of the issue of school uniforms. By using the PPA methodology, you will develop research and analysis skills. You now understand the role of the Public Policy Analyst in our democratic society. Further, by applying these skills and proposing real world solutions, you develop a greater understanding of your own powers of citizenship.

Let’s hope you made a difference!

LANGUAGE ARTS

Standard 1:

Students will read, write, listen, and speak 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 to acquire, interpret, apply, and transmit information.

Standard 3:

Students will read, write, listen, and speak 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 present, in oral and written language and from a variety of perspectives, their opinions and judgments on experiences, ideas, information and issues.

Standard 4:

Students will read, write, listen, and speak for social interaction.

Students will use oral and written 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 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.

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.