♦WEBQUEST 2008♦ WEBQUEST 2008 ♦WEBQUEST 2008♦

Conflicts in Urban Communities in France:

The struggle of achieving equal rights for all French citizens

A Public Policy Analysis project

By Mrs. Harris

Frederick Douglass Academy

France’s President Sarkozy says the “very idea of the nation is at stake” unless poor, mainly ethnic minority suburbs wracked by riots are revived.

http://news.bbc.co.uk/2/hi/europe/7234088.stm

INTRODUCTION

Frequently Americans remark that the French have historically been more accepting of, or less prejudiced against, African- Americans; thus giving the impression that France has a less racist society. If we look at the uprisings “riots” of 2005 and 2007, we see evidence that such an assertion is faulty. The rights and quality of life are seriously in question for people who are not of native French descent. Adolescents especially feel the impact of social injustices, and have started to react. The government’s prejudice and neglect has been criticized, but it seems as though almost no progress has been made.

You have recently been asked to participate in a panel discussion with a group of French students who will be visiting New York City in about two months. Your class’s group wants to make a good impression and show that it has a good understanding of the social problems in France today, since social problems in the US and France is the theme of your meeting. You are also asked to offer suggestions for solutions to some of the French social problems you have studied so as to give an “outsiders” view.

TASK

Each group will choose a political policy issue facing the people of France today. Using the 6 steps of the Public Policy Analyst, you will analyze a problem using PPA and offer a realistic solution that may be of assistance to the French government and social interest groups within France.

Some the social problems facing the French people are:

§ High youth unemployment-there are too many young adults without work, especially among ethnic minorities.

§ Cultural conflicts over ethnic identities and what it means to be “French” today.

§ Is the rising Moslem minority a threat to stability of the French nation- or an example of an irrational prejudice in France?

§ There is a concern among many French people over a rise of anti-Semitism in France today.

§ There are charges that schools in France are very unequal in quality and resources.

§ There are too many violent clashes between the police and ethnic minority groups.

PROCESS

Meeting in groups of five, you will be assigned a social problem area to be researched. Your group’s goal is to fully understand the problem and be able to develop a policy for the government and other groups in France to follow that may make the problem better or even “solve” it.

ROLES IN GROUPS –Each person within the group has a specific role:

Group Leader- The Group Leader will coordinate all group activities

Recorder- This member will be responsible for taking notes on the worksheets and writing the research report.

Editor-This group member will check all written and oral reports for grammar and English mechanics.

Researcher-This group member will be the leader in utilizing the resource material given in the resource section of the web quest

Power Point Coordinator- This group member will be responsible for creating a power Point presentation using information given from all group members.

NOTE: All members of the group will help in researching and construction of the ORAL PRESENTATION

Note: Part of your research and presentation must be in French and use French sources.

The worksheets for the six steps have been combined into one worksheet. If you need to review information from any of the six steps, click on the link for that step. If not, then go directly to that section of the new combined worksheet. If you prefer the more detailed worksheets, use the links under Original Worksheets.

Links to original steps: New Q&E Worksheets Original Worksheets

1. Define the Problem Q&E Worksheet Worksheet #1

2. Gather the Evidence Q&E Worksheet Worksheet #2

3. Identify the Causes Q&E Worksheet Worksheet #3

4. Evaluate a Policy Q&E Worksheet Worksheet #4

5. Develop Solutions Q&E Worksheet Worksheet #5

6. Select Best Solution Q&E Worksheet Worksheet #6

RESOURCES

Remember to evaluate your sources! Wikipedia is okay to get a general idea of something, but you may not use it as a source. Also always consider the veracity, bias, and origin of any material you are using as a reference! Also: you may need to do some research and downloading of information at home due to web filters at school.

GENERAL WEB SITES FOR RESEARCH

1. New York Times

2. Le Monde

3. The Christian Science Monitor

4. www.google.com

5. www.yahoo.com

6. www.yahoo.fr

7. http://fr.yahoo.com

SPECIALIZED WEBSITES FOR RESEARCH

♦Le rôle de la Commission nationale consultative
des droits de l'homme
dans la lutte contre le racisme et la xénophobie
en France et en Europe:

http://www.un.org/WCAR/statements/france_hrF.htm

♦Amende SRU contraire aux droits de l'homme ! Saint-Maur-des-Fossés, dimanche 29 janvier 2006

♦Good for background information on Sarkozy:

http://democracyforum.blogspot.com/2005/11/sick-sarkozy.html

Mr Sarkozy was unpopular in some suburbs after his 2005 remarks

http://news.bbc.co.uk/2/hi/europe/7234088.stm

♦A more recent event:

Police fired on in Paris suburb

http://news.bbc.co.uk/2/hi/europe/7274804.stm

♦Good for background information on HLM and les banlieues:

The sickness in France's heart: Paris turmoil—Catherine Field, International Herald Tribune, 11/8/05

http://www.iht.com/articles/2005/11/07/opinion/edfield.php

http://housingprototypes.org/project?File_No=fra022

Evaluation

Report rubric

CATEGORY	4 EXCELLENT	3 SATISFACATORY	2 NEEDS IMPROVEMENT	1 UNSATISFACTORY
Organization	Information is very organized with well-constructed paragraphs and subheadings.	Information is organized with well-constructed paragraphs.	Information is organized, but paragraphs are not well-constructed.	The information appears to be disorganized. 8)
Amount of Information	All topics are addressed and all questions answered with at least 2 sentences about each.	All topics are addressed and most questions answered with at least 2 sentences about each.	All topics are addressed, and most questions answered with 1 sentence about each.	One or more topics were not addressed.
Sources worksheets	All sources (information and graphics) are accurately documented in the desired format. Uses all worksheets	All sources (information and graphics) are accurately documented, but a few are not in the desired format. Uses 3 worksheets	All sources (information and graphics) are accurately documented, but many are not in the desired format. Uses 4 worksheets	Some sources are not accurately documented and worksheets are missing
Paragraph Construction	All paragraphs include introductory sentence, explanations or details, and concluding sentence.	Most paragraphs include introductory sentence, explanations or details, and concluding sentence.	Paragraphs included related information but were typically not constructed well.	Paragraphing structure was not clear and sentences were not typically related within the paragraphs.
Internet Use	Successfully uses suggested internet links to find information and navigates within these sites easily without assistance.	Usually able to use suggested internet links to find information and navigates within these sites easily without assistance.	Occasionally able to use suggested internet links to find information and navigates within these sites easily without assistance.	Needs assistance or supervision to use suggested internet links and/or to navigate within these sites.
Diagrams & Illustrations	Diagrams and illustrations are neat, accurate and add to the reader's understanding of the topic.	Diagrams and illustrations are accurate and add to the reader's understanding of the topic.	Diagrams and illustrations are neat and accurate and sometimes add to the reader's understanding of the topic.	Diagrams and illustrations are not accurate OR do not add to the reader's understanding of the topic.

GRADING: “A” = 21-24 POINTS “B”= 16-20 POINTS “C”= 11-15 POINTS “F”=BELOW 11 POINTS

Power point rubric

CATEGORY	4 EXCELLENT	3 VERY GOOD	2 SATISFACTORY	1 UNACCEPTABLE
Graphics Sources	Graphics are hand-drawn. The illustrator(s) are given credit somewhere in the presentation.	A combination of hand-drawn graphics is 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. Sources are documented in the presentation for all "borrowed" images.	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 cards.	Presentation is a rehash of other people's ideas and/or graphics and shows very little attempt at original thought.
Content - Accuracy	All content throughout the presentation is accurate. There are no factual errors.	Most of the content is accurate but there is one piece of information that might be inaccurate.	The content is generally accurate, but one piece of information is clearly flawed or inaccurate.	Content is typically confusing or contains more than one factual error.
Use of Graphics	All graphics are attractive (size and colors) and support the theme/content of the presentation.	A few graphics are not attractive but all support the theme/content of the presentation.	All graphics are attractive but a few do not seem to support the theme/content of the presentation.	Several graphics are unattractive AND detract from the content of the presentation.
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 PPA material needed to gain a comfortable understanding of the topic. It is a highly effective study guide.	Project includes most material needed PPA 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 PPA key elements. It would make an incomplete study guide.	Project is lacking several PPA key elements and has inaccuracies that make it a poor

GRADES: A=21-24 B=17-20 C=12-16 F=BELOW 11

Presentation Rubric

CATEGORY	4 EXCELLENT	3 VERY GOOD	2 SATISFACTORY	1 UNSATISFACTORY
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 of the time. Mispronounces no more than one word.	Often mumbles or can not be understood OR mispronounces more than one word.
Props	Student uses several props (could include costume) that show considerable work/creativity and which make the presentation better.	Student uses 1 prop that shows considerable work/creativity and which make the presentation better.	Student uses 1 prop which makes the presentation better.	The student uses no props OR the props chosen detract from the presentation.
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.
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.

GRADES: A=21-24 B=17-20 C=12-16 F=BELOW 11

CONCLUSION—

Through the process of completing this project you have learned a great deal about the social issues with which the youth in France must contend. You have had first-hand information about these issues from young people from France, by corresponding with them, and you have done research on the ways that France is currently dealing with these problems. You have analyzed these policies, evaluated them, and even created your own suggestions for policy reform. Congratulations on becoming inquisitive, knowledgeable, and analytical about the world around you. Hopefully you have also seen how the world truly is small, and although we may be thousands of miles away from France, if we compare our cultures, communities, and societies we realize that we face many of the same obstacles and oppression. And most importantly you have experienced the joy of communicating in another language with a person from another culture.

****Remember to think critically of the world around you and realize that you have the power and ability to make a change in this world!!***

After the results of the french presidential elections that announced Nicolas Sarkozy for winner, an evening demonstration started on the place de la Bastille, and turned into riots later on.
[Taken in Paris (France) - 06May07]

After the results of the french presidential elections that announced Nicolas Sarkozy for winner, an evening demonstration started on the place de la Bastille, and turned into riots later on.
[Taken in Paris (France) - 06May07] 

http://democracyforum.blogspot.com/2005/11/sick-sarkozy.html

www.immigrationwatchdog.com/?p=3687

news.bbc.co.uk/.../hi/newsid_4419000/4419802.stm

STANDARDS

English Language Arts Standards Addressed

Standard 1: Language for Information and Understanding

Standard 2: Language for Literary Response and Expression

Standard 3: Language for Critical Analysis and Evaluation

Standards for Foreign Language Learning

COMMUNICATION

Communicate in Languages Other Than English

Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.

Standard 1.2: Students understand and interpret written and spoken language on a variety of topics.

Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.

CULTURES

Gain Knowledge and Understanding of Other Cultures

Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

CONNECTIONS

Connect with Other Disciplines and Acquire Information

Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language.

Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures.

COMPARISONS

Develop Insight into the Nature of Language and Culture

Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own.

Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

COMMUNITIES

Participate in Multilingual Communities at Home and Around the World

Standard 5.1: Students use the language both within and beyond the school setting.

Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.

Bottom part of the central column of the place de la Bastille, Paris, France. On 6 May, left wing activists vandalized the column, tagging insults about the president-elect Nicolas Sarkozy as well as calls to insurrection. Copyright © 2007 Med

communitycheckup.com/.../02/blaming-thugocracy

commons.wikimedia.org/wiki/Image:Bastille_rio...

(Slavery here but not in FR proper) (Slavery here but not in FR proper)

http://www.saintmaurblog.com/index.php/2006/01/29/506-amende-sru-contraire-aux-droits-de-l-homme