Gegorio Luperon HS

Economics

Ms. Hepner

How Do Budget Decisions Affect the People of New York City

See full size image A Webquest

Introduction:

In recent months there has be a great deal of discussion about the impact the economic recession will have on the kinds of governmental services enjoyed by the people of New York City. In a city as large as New York people expect the government to provide many services to keep society running smoothly. Generally, they also expect the government to provide a “social safety net” to protect the poor from excess hardship.

As a result the city government has a vast array of services available to help the people. Most of these services are popular with the people and are expected to be continues and even expanded each year. But what if the economy turns sour and income to the city declines greatly? The city can’t just print money; it must raise money from taxes and other fees. In addition it may borrow money to meet some of its needs; understanding that this must be repaid at some point in the future. If income is considerable below what is expected or required to meet all the service needs there must be budget cuts and reduced spending.

The process of developing a budget plan for each year is a major responsibility of elected leaders. In years when income is reduced this is often painful and requires serious policy decisions to be made. This is such a year. The mayor, city council and department leaders have many serious decisions to make that will affect everyone in the city.

Task

You have been asked to serve on a panel to advise city leaders on the spending plan they must develop. This will involve recommending budget cuts that will hurt people, some more than others. There is no question that some cuts will have to be made; it’s just a question of where and how much. You will join with other students to study the issue and the impact of budget cuts on specific city government agencies. You will make a report of your findings and recommendations.

Your group will make both an oral and written presentation representing the results of your research and the collective results of your discussions as to recommendations for specific actions and policies.

Process

1. The class will be divided into groups of five. Each group will study a different city department or agency. The focus of the study will to understand the role and mission of the agency and the impact the proposed budget cuts are likely to have.

2. The agencies to be studied are as follows: The Police Department, The Fire Department, The Sanitation Department, The Department of Education, The Health and Hospitals Department, The Human Resources Agency, The Parks Department, NYC libraries, The Metropolitan Transportation Authority

3. Each member of a group will have a specific role assigned by your teacher. These roles are:

a. Group Leader- who will be responsible for the smooth running of the group and seeing that all research and presentations are complete and meet all the requirements of the rubric.

b. Presenter- who makes the presentation to the class of the group’s research and recommendations. This role involves coordinating the making of a PowerPoint presentation with the Graphic Developer and being responsible for an effective presentation of the group’s work and research.

c. Graphic Developer- this student makes the actual PowerPoint presentation in coordination with the Presenter. The Developer is also responsible for any other graphics needed to make the group’s presentation successful, such as a poster, other graphics, etc.

d. Researchers (2)- these two students will be responsible for researching and discovering information necessary for the group to make an effective presentation. This includes looking at the resources in this webquest as well as other materials presented in class or available on the internet or in print. Researchers must also make all materials found available to all group members so they can write their own individual research paper.

4. As part of the group’s research and study the Public Policy Analysis should be used. This process allows for a systematic study of the problems facing the agency being studied and allows for a consideration of various alternatives in this era of budget cuts. The six steps are:

a. Define the problem

f. Select best solution

5. Each student is to use the research developed by his/her group to write an individual research paper. This paper should include answers to the following:

a) Explain why Federal, NY State, and New York City taxes are deducted from working people’s paychecks. Tell about the many agencies that are funded with income tax contributions to make our society work. (Use details from the pie charts analyzed in class to show how the most and the least of our income tax money is spent.)

b) Clearly identify one NYC agency in detail and explain how it provides needed services to New Yorkers. Use the Internet to find the agency’s official website to learn more about it.

c) Define the problem. Explain that there are massive jobs cuts projected for NYC agencies and tell how this particular agency’s personnel and resources will be cut. Describe how this will affect New Yorkers.

Resources:

A Web download of a CBS News broadcast

http://wcbstv.com/local/nyc.budget.cuts.2.1583545.html

B. A chart showing the impact of budget cuts:

Agency	Program	FY 2011 Savings
Libraries:	Reduce Subsides to Library Systems	$31.2 million
Parks:	Close Four Pools and Shorten Outdoor Pool Season by Two Weeks	$1.4 million
Fire:	Eliminate Staffing of Four Engine Companies, in addition to the 16 Eliminations in the Baseline	$5.6 million
Fire:	Eliminate Fifth Firefighter on 60 Engine Companies	$7.9 million
Transportation:	Increase Parking Rates from $2 to $2.50 Per Hour in Midtown Manhattan	$12.2 million
Children's Services:	Eliminate 32 Units in Protective Services increasing Caseload Average from 9.5 to 10.6	$5.9 million
Human Resources:	Reduce by 248 Direct City Case Management Staff at HIV/AIDS Services Administration	$4.2 million
Homeless:	Close a 24 Hour Drop-In Center in Manhattan	$2.4 million
Health:	Eliminate Nurse Coverage for Elementary Schools with Less than 300 Students	$3.1 million
Juvenile:	Reduce Secure Detention Capacity	$5.0 million
Aging:	Close 50 Senior Centers Serving 1,600 Seniors daily	$4.2 million
Youth & Community Development:	Eliminate City Funded Adult Literacy Programs under Contract at DYCD	$4.6 million

C. Pie Chart Analysis

I. Pie Chart Analysis – Look at the chart, “New York Stimulus Pie (What are most of our NY State taxes spent on from the deductions from working people’s paychecks? What are the other expenses paid for with our NY State tax deductions?

II. Analyze chart of NYC Budget

D. Some other Websites:

1. NYC Mayor Orders Budget Cuts, with Major Hit to Libraries - 1 ...

2. NYC Budget Said to Avoid Police Cuts

3. MTA Approves Doomsday Cuts

4. MTA New York Service Cuts for 2010: How They Could Affect your commute

5. Disproportionate cuts to New York City's budget outrages Bloomberg

6. Bloomberg Budget Would Cut Number of Teachers

Evaluation

Your work will be graded according to the following rubrics:

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

Summary

There is no question that the current economic hardships will require cities like New York to make budget cuts that will be very painful to most New Yorkers. Your studies have shown how hard it will be to make decisions as to where to cut and who will get unfairly hurt. The input of as many people as possible may make easier for people to accept these policies and adjust to reduced services. Your research and study can have an impact on you and the people closest to you. Thank you for your efforts!

New York State Learning Standards:

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 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.

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.

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 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.