A PROJECT CRITICAL Web
Quest
YOUTH GANGS
A Menace to all Youth!
We Need A Policy to Stop it!
Presented by: Mr. Blount
Mr. Williams
Youth gangs have always been a symbol of
violence and anarchy. They conjure up the image of lawlessness, crime and drug
use. Police departments, all over
1: You will be divided into groups of
four. The group will have the responsibility of producing a product that
reflects the
SIX-STEP PUBLIC POLICY
ANALYST
2: Each group will create a poster board representing the six steps of the
PPA. Each section of the poster board will have a written essay and graphics,
in the form of pictures, charts and/or graphs.
3: A representation of the options for
the poster board is shown below.
3: Each group will make a five minute oral
presentation explaining their findings and the public policy they chose
4: The public policy must evaluate both
the positive and negative aspects of the youth gang affiliation
5: You must use your experience in the
outside group in which you are members. Use the literature given to you, your
own experiences and the experiences of your peers to fill out the PPA worksheets.
Also use the resources given below.
6: We will submit this to the
1: The class will be divided into groups
of FOUR and group responsibilities will be divided by consensus of the group
members.
2: Each group member will have a
specific role in completing the web quest.
HERE ARE THE INDIVIDUAL ROLES
AND RESPONSIBILITIES
-
TWO- RESEARCHERS= research information using the internet and
books and experiences.
STATISTICS ANALYST-You may research
statistics and create graphs and charts that represent the statistics
ONE
RECORDER/ORGANIZERS-record
group findings and work closely with the researchers and statistic analyst to
organize the data. These members will complete the PPA worksheets hyperlinked
below.
ONE-POSTER
MAKER-work closely with the
organizer to display your commission’s findings on a poster which includes
important written information, illustrations, charts, graphs. This MEMBER will
also proof read essays and check for accuracy. This member will also be the
time keeper and be cognizant of deadlines.
Please
coordinate supplies with your teacher.
ALL
MEMBERS WILL PARTICIPATE IN THE
ORAL PRESENTATION. Roles for the presentation will be coordinated by the two
organizers, but all members will be responsible for representing for the five
minute oral report to the class.
THE SIX
STEP PUBLIC POLICY ANALYST
Each step
of the PPA must be included on the poster board. Focus should be made on the
public policy
Step # 6. All worksheets must be filled out
and the essays for each step must reflect the completed worksheets.
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 # 5 and # 6 should include your experiences and
understanding of our Harlem Group for Young Ladies and Young Men. This is an
important part of the policy making idea.
The worksheets above should also include us of
INTERNET sources found in the resource section below and by use of print material,
magazines, newspapers and text books.
GENERAL WEB SITES –These can be
used to find all information needed for completion of the worksheets in the
SIX-STEP PUBLIC POLICY ANALYST
READ THE FOLLOWING
LINK FOR HELP-“Conducting Internet searches”
SPECIFIC WEBSITES—Use these
links to focus in on the six-steps
2: Positives about youth gangs
3:
Positives
& negatives about gangs
4: Public Policy Possibilities
5:
Comprehensive
approach to gang’s policies followed by law enforcement
7:
Gang
reform plan-“A mission in non-violence”
RUBRICS FOR GRADING
I. ORAL PRESENTATION EVALUATION
CATEGORY |
4 EXCELLENT
|
3 VERY GOOD
|
2 SATISFACTORY
|
1 UNSATISFACTORY
|
CONTENT
|
Shows a full
understanding of the topic. USES ALL STEPS OF PPA |
Shows a good
understanding of the topic. USES FIVE OF THE SIX STEPS OF THE PPA |
Shows a good
understanding of parts of the topic. USES ALL STEPS OF THE PPA WITH SOME
ERRORS |
Does not seem to
understand the topic very well. INCORRECTLY USES OR FAILS TO USE PPA STEPS |
GROUP
PARTICIPATION |
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. |
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. |
COMPLETE
SENTENCES |
Always (99-100% of time)
speaks in complete sentences. |
Mostly (80-98%) speaks in
complete sentences. |
Sometimes (70-80%) speaks
in complete sentences. |
Rarely speaks in complete
sentences. |
Vocabulary
|
Uses vocabulary
appropriate for the audience. Extends audience vocabulary by defining words
that might be new to most of the audience. |
Uses vocabulary
appropriate for the audience. Includes 1-2 words that might be new to most of
the audience, but does not define them. |
Uses vocabulary
appropriate for the audience. Does not include any vocabulary that might be
new to the audience. |
Uses several (5 or more)
words or phrases that are not understood by the audience. |
A=18-20
pts. B=15-17 pts. C=12-14 pts. D=11 pts.
F=below 10 pts.
II. Poster
Evaluation
|
CATEGORY
|
4 EXCELLENT |
3 VERY GOOD |
2 SATISFACTORY |
1 UNSATISFACTORY |
Content - Accuracy |
At least 7 accurate facts are displayed on the poster. USES ALL
STEPS OF PPA |
5-6 accurate facts are displayed on the poster. USES FIVE OF THE
SIX STEPS OF THE PPA |
3-4 accurate facts are displayed on the poster. USES ALL STEPS
OF THE PPA WITH SOME ERRORS |
Less than 3 accurate facts are displayed on the poster. .
INCORRECTLY USES OR FAILS TO USE PPA STEPS |
Graphics - Relevance |
All graphics are related to the topic and make it easier to
understand. All borrowed graphics have a source citation. |
All graphics are related to the topic and most make it easier to
understand. All borrowed graphics have a source citation. |
All graphics relate to the topic. Most borrowed graphics have a
source citation. |
Graphics do not relate to the topic OR several borrowed graphics
do not have a source citation. |
Graphics -Clarity |
Graphics are all in focus and the content easily viewed and
identified from 6 ft. away. |
Most graphics are in focus and the content easily viewed and
identified from 6 ft. away. |
Most graphics are in focus and the content is easily viewed and
identified from 4 ft. away. |
Many graphics are not clear or are too small. |
Labels |
All items of importance on the poster are clearly labeled with
labels that can be read from at least 3 ft. away. |
Almost all items of importance on the poster are clearly labeled
with labels that can be read from at least 3 ft. away. |
Several items of importance on the poster are clearly labeled
with labels that can be read from at least 3 ft. away. |
Labels are too small to view OR no important items were labeled.
|
Knowledge Gained |
Student can accurately answer all questions related to facts in
the poster and processes used to create the poster. |
Student can accurately answer most questions related to facts in
the poster and processes used to create the poster. |
Student can accurately answer about 75% of questions related to
facts in the poster and processes used to create the poster. |
Student appears to have insufficient knowledge about the facts
or processes used in the poster. |
A=18-20
pts. B= 15-17 pts. C=12-14 pts. D=11 pts.
F=below 10 pts.
You
should have learned the importance of the public policy analyst in our
democratic society. It is this professional, who creates policies that become
laws which eventually govern our everyday lives. He/she can make a critical
difference in the quality of life of all Americans. Let’s hope you did!
You have also learned that gangs,
although they create many social problems may be redirected for positive ends.
Youth gangs do not have to be thought of as criminal if policies are made and youth
members are reached by the right people. Maybe it is possible to turn youth
gangs into youth improvement associations. Your association in
SOCIAL
STUDIES
Civics,
Citizenship and Government Standard 5:2
• analyze
the disparities between civic values expressed in the United States
Constitution and the United Nation Universal Declaration of Human Rights and
the realities as evidenced in the political, social, and economic life in the
United States and throughout the world
Civics,
Citizenship and Government Standard 5:3
•
understand how citizenship includes the exercise of certain personal
responsibilities, including voting, considering the rights and interests of
others, behaving in a civil manner, and accepting responsibility for the
consequences of one’s actions (Adapted from The National Standards for Civics
and Government, 1994)
• analyze
issues at the local, state, and national levels and prescribe responses that
promote the public interest or general welfare, such as planning and carrying
out a voter registration campaign
Civics,
Citizenship and Government Standard 5:4
• prepare a plan of action that defines an issue or problem, suggests alternative solutions or courses of action, evaluates the consequences for each alternative solution or course of action, prioritizes the solutions based on established criteria, and proposes an action plan to address the issue or to resolve the problem
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.