Gun
Violence in the United States
Amy Warchola
7th Grade Social Studies
PS/MS 124Q
awarchola@schools.nyc.gov
Introduction:
Everyday in the United States, over
100 citizens are killed and nearly 200 are injured by firearms. The total
annual deaths due to firearms in the United States tops 40,000 people per year,
a stat that makes the US rate of gun violence 25 times higher than in other
economically-comparable nations. In 2020, firearm-related deaths surpassed
automobile accidents as the leading cause of deaths of American children. The
2nd Amendment ensures all Americans’ right to bear arms. However, who is
ensuring the citizens’ safety from improper use of such weapons?
Tasks:
Similar to creating a PPA (Public Policy Analysis), your first task is to work with
your group to create a pamphlet,
google slides, presentation, or detailed poster in which you:
●
Draw attention to the problem of gun
violence in the United States with an interesting title or slogan
●
Provide written statistics in original
language which support the argument that the United States has a unique problem
with gun-related deaths, crimes, and injuries
PPA Steps included in this part: 1,
2, 3
-Defining the
Problem
-Gathering
the Evidence
-Identifying
the Causes
●
Provide graphs/ visuals to support the
above-stated problem
PPA Step
PPA Steps included in this part: 1, 2
-Defining the
Problem
●
Detail current efforts from at least 3
different state governments related to combating gun violence and rate their
effectiveness
PPA Steps included in this part: 4
-Evaluating
Existing Policy
●
Provide a new solution that you propose to
be adopted on the federal level to lessen the rate of gun violence in the
United States
PPA Steps included in this part: 5, 6
-Developing Solutions
-Selecting
the Best Solution
Your second task is to
organize and conduct a march in the school yard to take place on National Gun
Violence Awareness Day on the first Friday in June. During
this march, you will distribute any flyers or google slide shows created, or
post any signage made around the school year fence.
Process/ Resources:
In order to complete your informational pamphlet, google
slideshow or poster, you and your group will break up into 4 research roles:
●
Student A: Statistics on gun violence in the United
States
-Must include up-to-date stats on homicide deaths, suicide deaths,
firearm-related injuries, mass shootings, school shootings, and non-fatal
crimes committed with usage of firearm
-Stats must be written in
original language and must cite source(s)
Possible sources to use in your research:
Gun Deaths in
the US: 10 Key Questions Answered
Gun Violence
Archive
Gun Violence
in America: Everytown Research and Policy
●
Student B: Images relating to statistics
-Must include at least 3 accurate and diverse (in focus) graphs and visuals
related to the topic of gun violence in the United States
-Must include a type description of the summative findings in each visual
-Must include source(s) of visuals
Possible sources to use in your research:
NPR: Photos:
See the March for Our Lives Rallies Across the US
The Atlantic:
Photos from "March for Our Lives"
Standard Google Image
Search–Check source and date of image
●
Student C: Current efforts to combat gun violence in
at least 3 states
-Must include home state of NY and two other states
-Must include at least 1 legislative action or social program per state
currently in place to lesson or fight gun violence
-Must use original language and provide source(s)
-Must evaluate each
legislative action or program with level of “effectiveness” based on current
data relating to gun crimes within that state
Possible sources to use in your research:
Browse Gun
Laws
Compare State
Gun Laws: Everytown Research and Policy
●
Student D: Creation of new, Federal legislation to
combat gun violence in the United States
-May currently exist on a state level, but cannot currently exit on the
national level
-Must provide a detailed new proposed law or social program title which is
aimed at decreasing gun violence nationwide
-Must provide anticipated
steps to roll out law or program
-Must provide assumed affects both short and long term within the national
landscape
-Must provide an assumed rate of effectiveness based on the PPA Solution Effectiveness and Feasibility Matrix
Possible sources to use in your
research:
Compare State
Gun Laws: Everytown Research and Policy
Gun Violence
by State 2023
●
Entire Group (upon completion of individual parts):
-Peer edit for standard rules of grammar, spelling, capitalization,
punctuation, etc.
-Connect all 4 pieces on
common template (digital flier or google slideshow, or physical posterboard)
neatly
-Ensure template has
attention-grabbing title and includes color, creative backgrounds and related
imagery, appropriate font sizing and styling, borders, and any other elements
that add to the overall aesthetic of the document
Evaluation:
Rubric: Gun
Violence in America Project
|
Component |
Level 4 |
Level 3 |
Level 2 |
Level 1 |
|
Statistics
on gun violence in the United States |
Section includes
up-to-date stats on all of the following: ●
homicide deaths from guns ●
suicide deaths from
guns ●
firearm-related injuries ●
mass shootings ●
school shootings ●
non-fatal crimes committed with use of firearm Can be composed in
bulleted format, but writing is all original language. All stats are sourced
appropriately. |
Section includes
up-to-date stats on most of the following: ●
homicide deaths from guns ●
suicide deaths from
guns ●
firearm-related injuries ●
mass shootings ●
school shootings ●
non-fatal crimes committed with use of firearm Can be composed in
bulleted format. Writing is mostly original language. Provides sources to
most stats. |
Section includes
up-to-date stats on some of the following: ●
homicide deaths from guns ●
suicide deaths from
guns ●
firearm-related injuries ●
mass shootings ●
school shootings ●
non-fatal crimes committed with use of firearm Writing is bulleted but
shows evidence of copying/ pasting from sources. Citations missing |
Section includes
up-to-date stats on few of the following: ●
homicide deaths from guns ●
suicide deaths from
guns ●
firearm-related injuries ●
mass shootings ●
school shootings ●
non-fatal crimes committed with use of firearm Writing is bulleted.
Plagiarism apparent. No citations. |
|
Images
relating to statistics |
Includes at least 3 accurate and diverse (in focus) graphs
and visuals related to the topic of gun violence in the United States. Each
visual is accompanied by a clear and detailed caption, written in original
language which describes the relationship between the image and the focus
problem of the project. Sources are provided for each caption. |
Includes at least 3 accurate graphs and visuals related to
the topic of gun violence in the United States. Each visual is accompanied by
a caption, written in original language which describes the relationship
between the image and the focus problem of the project. Sources are provided
for each caption. |
Includes at least 2 accurate graphs and visuals related to
the topic of gun violence in the United States. Each visual is accompanied by
a caption, which describes what is shown in the image. |
Includes at least 1 accurate graph or visual related to the
topic of gun violence in the United States. The image may include a brief
caption or caption may be missing. |
|
Current
efforts to combat gun violence in at least 3 states |
Outlines at least one piece of current legislation/ a social
program from NY and 2 other states related to battling gun violence. Provides
an evaluation of
each legislative action or program with level of
“effectiveness” on a scale of highly
effective, somewhat effective, not effective. Rating is linked to current
data relating to gun crimes within that state. Provides sources for all data
used in effectiveness rating. Organization of ideas is clear and follows standard
writing mechanics. Completely original language used. |
Outlines at least one piece of current legislation/ a social
program from NY and 2 other states related to battling gun violence. Provides
an evaluation of
each legislative action or program with level of
“effectiveness” on a scale of highly
effective, somewhat effective, not effective. Some connection to data is
attempted to support rating. Provides
sources for most data used in effectiveness rating. Organization of ideas is clear,
with some writing errors. Completely original language used. |
This part outlines at least one piece of current legislation/
a social program from NY and at least 1 other state related to battling gun
violence. Provides an evaluation of each legislative action or program
with level of “effectiveness” on a scale of highly effective, somewhat effective, not effective but does not
effectively link rating to data. Errors present in organization and
mechanics. Some evidence of copying/pasting is present. |
This part outlines at least one piece of current legislation/
a social program from NY related to battling gun violence. Provides an
evaluation of each
legislative action or program with level of “effectiveness” on a scale of highly effective, somewhat effective, not
effective but does not effectively link rating to data. Many writing errors/ widespread plagiarism apparent. |
|
Creation
of new, Federal legislation to combat gun violence in the United States |
Provides a detailed new law or social program which is aimed
at decreasing gun violence nationwide. Lists anticipated steps to roll out
law or program (student choice: length of time, agencies involved, costs,
etc.). Projects assumed effects both short and long term within the national
landscape in relation to decreasing gun violence. Provides an assumed rate of
effectiveness based on thePPA Solution
Effectiveness and Feasibility Matrix Writing is clear, organized, absent of error and in original
language. |
Lists a new law or social program which is aimed at
decreasing gun violence nationwide. Tells steps to roll out law or program
(student choice: length of time, agencies involved, costs, etc.). Gives a
projected effect of new law or program on America. Provides an assumed rate
of effectiveness based on the PPA Solution Effectiveness and Feasibility Matrix Writing is mostly clear, somewhat organized, has some errors,
but is in original language. |
Briefly outlines a new
law or social program related to decreasing gun violence. Attempts to
summarize how law/ program would be rolled out and how effective it will be.
Provides an effective rating, but not based on matrix. Writing includes errors and shows signs of copying/ pasting. |
Lists a proposed new law
but does not effectively define how it will be rolled out and/ or its
proposed impact. May be missing rating. Includes errors and evidence of
plagiarism. |
|
Overall Creativity and Organization of Document |
Project shows signs of
planning and organization, including in its: ●
Design ●
Theme ●
Font selection ●
Neatness ●
Background ●
Placement of texts, images, captions, etc. |
Project shows signs of
planning but has minor errors related to: ●
Design ●
Theme ●
Font selection ●
Neatness ●
Background ●
Placement of texts, images, captions, etc. |
Project shows lack of
planning with elements of rubric being haphazardly placed. Final product
could be neater and more organized. |
Project shows lack of
planning with elements of rubric being haphazardly placed. Final product is
not neatly done and/ or is missing required component(s). |
Conclusion:
Together, you and your group mates researched the horrific and
deadly unique problem that the United States has with gun violence. As a team,
you have detailed essential statistics about this issue, found relevant media
relating to the problem, analyzed existing legislation, and created new
proposals for combating gun violence. We will now utilize your expertise in our
June March for Gun Awareness!
Standards:
CC Writing Standards for
Literacy in History/ Social Studies:
1. Write arguments focused on discipline-specific content.
2. Write informative/explanatory texts, including the narration of historical
events, scientific procedures/experiments, or technical processes.
3. Produce clear and coherent writing in which the development, organization,
and style are appropriate to task, purpose, and audience.
6. Use technology, including the Internet, to produce and publish writing and
present the relationships between information and ideas clearly and
efficiently.
7. Conduct short research projects to answer a question
(including a self-generated question), drawing on several sources and
generating additional related, focused questions that allow for multiple
avenues of exploration.
8. Gather relevant information from multiple print and digital
sources, using search terms effectively; assess the credibility and accuracy of
each source; quote or paraphrase the data and conclusions of others while
avoiding plagiarism and following a standard format for citation.
9. Draw evidence from informational texts to support analysis,
reflection, and research
Next Generation Language
Arts Learning Standards:
7W1: Write arguments to support claims with clear reasons and relevant
evidence.
7W1a: Introduce a precise claim, acknowledge and distinguish
the claim from a counterclaim, and organize the reasons and evidence logically.
7W1b: Support claim(s) with logical reasoning and relevant
evidence, using credible sources while demonstrating an understanding of the
topic or text.
7SL1: Engage effectively in a range of collaborative
discussions with diverse partners; express ideas clearly and persuasively, and
build on those of others.
7SL2: Analyze the central ideas and supporting details
presented in diverse formats (e.g., including visual, quantitative, and oral)
and explain how the ideas clarify and/or contribute to a topic, text, or issue
under study.
7SL4: Present claims and findings, emphasizing salient points
in a focused, coherent manner with relevant descriptions, facts, details, and
examples; use appropriate eye contact, adequate volume, and clear enunciation.
7SL5: Include digital media and/or visual displays in
presentations to clarify claims and findings and emphasize salient points.