Drug Problem in Harlem in the 1950’s

Diana Bell Frederick Douglass Academy

Introduction:

You’re living in Harlem during the 1950’s and you are struggling to find your identity. You have been asked to read the novel Manchild in the Promised Land by Claude Brown. Drugs are rampant in the street along with violent street life. You were struck by the similarities of the problem with drugs use today.

Task (Objective)

You have been assigned to write a investigative report about the drug problem in the 1950’s based on the author’s opinion in the book, “Manchild in the Promised Land”.

Also you will research the actual problem at the time. You will create a 5 page research paper using Microsoft word and your paper will include all the six steps of the PPA. Each group will present an oral report a minimum of 6 minutes per group for the oral report. All six steps of the Public Policy Analyst must be included in oral report as well. Students will create a power point to

Accompany the oral report. The six steps of PPA must be included.

Process:

· Students will be assigned to groups of 5.

· Students will be assigned a role in the group.

o 1: RESEARCHER—this student will find evidence from the novel and information from the Interest to help complete the PPA worksheets. All group members will help with this function.

o 2: WORKSHEET ANALYZER-This student will take information from the researcher and complete all six worksheets. These will be used by other members as well.

o 3: WRITER—This student will use the PPA worksheets and other research to complete the five page research paper.

o 4: POWER POINT ORGANIZER: This student will use the information from the researcher to complete the power point.

o All members of the group must be aware of the rubrics listed in the evaluation section.

· Each group’s objective is to produce a 5 page report, oral report and a power point. Students about the findings of the drug problem and the similarities in Claude Brown’s book. Students must follow the six steps Public Policy Analyst (PPA) and complete all worksheets using internet resources...

o Step # 1: Defining the Social problem

o Step # 2: Gathering Evidence

o Step # 3: Identifying the Causes

o Step # 4: Evaluating the Policy

o Step # 5: Developing Solutions

o Step # 6: Find the BEST Soluiton

Resources

GENERAL INTERNET SORCES

Google (drugs in harlem 1950’s)

YAHOO.COM

ASK.COM

BING.COM

Specifics Resources

MANCHILD IN TH E PROMISED LAND

RACE MATTERS

Excerpt Manchild

Synopses and review of manchild

Children of the Recession

You must be sure to use the MLA format and proper citations for your paper.

Evaluation

Your project will be scored according to the following rubrics.

Research

Report:Manchild in the Promised Land

RUBRIC

Ms. Bell

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 15 points

PowerPoint Appearance and Content: Manchild in the Promised

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Teacher Name: Ms. BELL

CATEGORY	4 EXCELLENT	3 VERY GOOD	2 SATISFACTORY	1 UNACCEPTABLE
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.
Spelling and Grammar	Presentation has no misspellings or grammatical errors.	Presentation has 1-2 misspellings, but no grammatical errors.	Presentation has 1-2 grammatical errors but no misspellings.	Presentation has more than 2 grammatical and/or spelling errors.
Sequencing of Information	Information is organized in a clear, logical way. It is easy to anticipate the type of material that might be on the next card.	Most information is organized in a clear, logical way. One card or item of information seems out of place.	Some information is logically sequenced. An occasional card or item of information seems out of place.	There is no clear plan for the organization of information.
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 material needed to gain a comfortable understanding of the topic. It is a highly effective study guide.	Project includes most material needed 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 key elements. It would make an incomplete study guide.	Project is lacking several key elements and has inaccuracies that make it a poor study guide.
USE OF THE PPA	Uses all PPA steps accurately and includes resources links	Uses five of six steps accurately and includes resources links	Uses all steps but with inaccuracies and includes resources links	Uses fewer than five steps with many inaccuracies

GRADING: “A” = 28-24 POINTS “B”= 23-19 POINTS

“C”= 18-14 POINTS F=Below 14 points

Oral Presentation Rubric : Drug in Harlem in the 1950s

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Teacher Name: Dr. Bell


Student Name:     ________________________________________

CATEGORY	4 EXCELLENT	SATISFACTORY	FAIR	POOR
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.
Comprehension	Student is able to accurately answer almost all questions posed by classmates about the topic.	Student is able to accurately answer most questions posed by classmates about the topic.	Student is able to accurately answer a few questions posed by classmates about the topic.	Student is unable to accurately answer questions posed by classmates about the topic.
Time-Limit	Presentation is 5-6 minutes long.	Presentation is 4 minutes long.	Presentation is 3 minutes long.	Presentation is less than 3 minutes OR more than 6 minutes.
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.
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.
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.
Time-Limit	Presentation is 5-6 minutes long.	Presentation is 4 minutes long.	Presentation is 3 minutes long.	Presentation is less than 3 minutes OR more than 6 minutes.
New Rubric Row	USES ALL SIX STEPS OF THE ppa	USES ALL FIVE STEPS OF THE ppa	USES ALL FOUR STEPS OF THE PPA	USES LESS THAN FOUR STEPS OF THE PPA

Conclusion

From completing this web quest you should have learned how literature

can parallel experience. This novel is a voice for everyday life

In the streets of Harlem. Furthermore, it is a definitive account of first

Generation of African Americans raised in the Northern ghettos of the

1940s and 1950s. Moreover, it showed how public policy can be influenced

by literature. Mr. Brown was not a public policy analyst. Nerveless, his

novel had enormous impact on future generations. Public policy analysis is

critical in maintaining an understanding of the social and cultural

perspectives of the first generations of blacks in Harlem.

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.

Social Studies

Standard 1:   History of the United States and New York

Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York.

Standard 2:   World History

Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives.

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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.