Stop Gang Violence
Nicole
Shelton
Bread
and
Figure 1 Image by ourreality.org
|
Figure 2 Image by gfrpartners.com |
Figure 3 Image by michaelpaglia.com |
As
Bread and
·
Increased streotyping
·
Increased self segregation among the various ethnic groups in common areas
such as classrooms, the cafeteria, library, etc
·
Increased lack of tolerance among various ethnic groups
·
Increased lack of empathy for people not belonging to certain racial
groups
As
a class we will analyze the causes and begin to brainstorm some possible
solutions to make our school better.
You
will work in small groups of three people in order to gather your information
and create an oral presentation in addition to a Powerpoint presentation for
the administration.
Your
task is to imagine that you are part of a B & R Bureau of Investigations
Special Task Force created to work undercover within the school in order
to provide intel to the school
administration. In your group you will
create class surveys and resource gang violence cause and possible solutions
using the internet and other sources.
You must follow the Public Policy Analyst (PPA) steps in order to gather
your information. This intel will be
used to create and implement programs that will encourage Bread and Roses
students not to join gangs.
Directions
for Oral Presentation and PowerPoint:
Students
will work together in pairs (teams) in order to conduct survey/ interviews of
peers, research gang information and make an oral presentation to your peers
and the school administration. Your
presentation should be a minimum of 5 and a maximum of 10 minutes long and
consist of a summary of the surveys and information your team gathered and an
suggestions your team believes would improve our school community. All of your team’s findings and suggestion should
be placed on a minimum of 5 slides (you can use more if needed). Each slide should be creative and
aesthetically pleasing.
Resources:
Combating
Gun Violence in NYC Schools
Transforming Youth
by Creating Safer Schools
Gang Prevention Programs
and Resources
National
Crime Prevention Council
Gang
Prevention in NYC Schools
PPA steps:
4.
Evaluate an Existing Policy
Your team will be evaluated by the
following rubric:
|
A=18-20
pts. B=15-17 pts. C=12-14 pts. D=11 pts.
F=below 10 pts.
This
task will help you to better understand the negative effects of gang activity
for a school and the community. In the
process, you will help educator and administrators to better combat the gang
issues at Bread and Roses. With your
help we can make Bread and Roses a safer school for all students and staff.
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
- participate in school/classroom/
community activities that focus on an issue or problem
• 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.