Racism in America: What is the effect of racism on the everyday
American?
Liam Cleary
C.S 111Q Jacob Blackwell School
Long Island City, NY
Introduction:
Despite the many laws and “advanced” education of many Americans today, the problem of racism and discrimination still exists. From housing, education, and careers to healthcare, profiling and excessive force by police, this issue is in the mainstream media constantly.
“How have ideas about race been used to
decide who is included and who is excluded?”, “What choices do people make in
the face of injustice?” and “What can be done to counter the harmful effects or
racism? These are just some questions that can be
asked when discussing racism today.
Task:
in groups of three(3) you will work together to gather information relating to a specific case where race was the main issue of an event that received national attention. You will then have to turn that information into a Persuasive assignment. You can choose from the following options:
a mock city council hearing or a trial
producing a poster or videotaped ad designed to sway opinions
A
political cartoon strip expressing the views of your group
You will need to use the 6-step public policy approach and complete the worksheets for each step with your group members. Please click on the highlighted hyperlinks for further instructions.
1.
Define
the problem: worksheet
1
2.
Gather
the evidence: worksheet
2
3.
Identify
causes: worksheet
3
4.
Describe
and evaluate existing policies: worksheet
4
5.
Develop
solutions: worksheet
5
6.
Select
the best solution(s): worksheet
6
7.
(feasibility vs effectiveness)
Process:
You will be place in groups of three (3). You will select your “race” issue and and begin to research your topic. Must be from 2016 until now! Some examples of this are:
Police brutality
Discrimination in hiring practices
Racism and housing
Racism in schools
Meet with your group and complete the various sheets. Once completed, as a group, decide which final product you want to complete. Each choice above in the “task” section, is actually a link that explains what that choice is and how to go about completing it. If you select another topic under the racism topic, you must get the teachers’ approval before beginning your work.
Complete the chosen project and prepare a short 2 minute presentation to explain your viewpoint.
● If you chose the mock council or trial your presentation needs to be longer (10 min minimum) and have an accompanying script to turn in upon completion.
● Poster must be an actual poster, not on loose leaf or printer paper!
● Editorial/press release should be formatted to look like it is in a paper
● letter must be in proper letter format.
● video ad should be 30-45 seconds long
No matter which option you choose, the content MUST be relative to your research
Resources:
· https://www.urban.org/features/structural-racism-america
·
https://www.povertyactionlab.org/evaluation/discrimination-job-market-united-states
· https://www.aclu.org/issues/criminal-law-reform/reforming-police-practices/police-excessive-force
· https://mappingpoliceviolence.org/
· https://libraryguides.law.pace.edu/fairhousing
· https://www.huduser.gov/portal/Periodicals/CITYSCPE/VOL4NUM3/feagin.pdf
· https://www.nsba.org/newsroom/american-school-board-journal/asbj-august-2017/fighting
Evaluation:
Click on the link below to see the rubric for each project
· Rubric for persuasive letter
· Rubric for persuasive poster
· Rubric for editorial/press release
· Rubric for mock hearing/trial
·
Rubric
for political cartoon
Conclusion:
In groups, the students will work together to complete the worksheets and then to develop a plan for their final project. While the topic does not have to be the from the list above, the guidelines are the same for completion of the overall assignment. The students should be able to gain valuable insight on persuasive style of expression.
Standards:
This webquest focuses on the following New York State Standards:
· 6R8: Trace and evaluate the development of an argument and specific claims in texts, distinguishing claims that are supported by reasons and relevant evidence from claims that are not. (RI&RL)
· 6R1: Cite textual evidence to support an analysis of what the text says explicitly/implicitly and make logical inferences. (RI&RL)
· 6R6: Identify the point of view and explain how it is developed and conveys meaning. (RI&RL) Explain how an author’s geographic location or culture affects his or her perspective. (RI&RL)
· Anchor Standard 2 Organize and develop artistic ideas and work.
· Anchor Standard 4 Select, analyze and interpret artistic work for presentation.
· Anchor Standard 6 Convey meaning through the presentation of artistic work.
· Anchor Standard 1 Generate and conceptualize artistic ideas and work.
· Anchor Standard 3 Refine and complete artistic work.
· Anchor Standard 6 Convey meaning through the presentation of artistic work.
· Anchor Standard 1 Generate and conceptualize artistic ideas and work.
·
Anchor Standard 3 Refine
and complete artistic work.
·
Anchor Standard 6: Convey
meaning through the presentation of artistic work.