Shannon Taylor I.S. 195

“Be modest, be respectful of others, try to understand” –Lakhdar Brahimi

Imagine a world where everyone looks the same and being different is almost unheard of. Everyone dresses the same, looks the same and have no unique qualities of their own. If your eye color happens to be different, you are considered weird or abnormal. The government has looked at the effects of people not appreciating the diversity of others and has used science to make everyone look the same.

Are you on board? Do you resist?

TASK

You have been selected along with another group of students to be ambassadors for cultural awareness amongst teens at I.S. 195 and to help solve the problem of a lack of cultural awareness among students.

You must work with ONE other person on the following tasks:

1. Research and identify a racial, cultural, and/or socio-economic person/persons that have been targets of inequality and intolerance at school.

Choose from one of the following:

· African Americans

· Women

· Gay Teens

1. Create a script for your PSA which will include:

· Hooking the Audience

Ask questions or present a startling statistic that will help your audience understand your connection and passion for the cause.

· Provide essential information your audience needs to know

· Use emotions and /or images to encourage involvement from your audience

· Provide resources for where the audience can get more information about the subject

2. Create a public service announcement to inform your audience about the negative effects of cultural intolerance and present it to the class

PSA Guidelines:

· Create an original, interesting and accurate PSA that adequately addresses the issue.

· Use tone and voice to convey emotions and enthusiasm.

· A solution is identified to help combat the issue of racial, social and/or cultural intolerance.

· Imagery and/or music is used to add to the message of the PSA

PROCESS

Using the PPA guidelines below, each pair will complete the following worksheets

Step 1: Define the problem:

What is the social problem? Where is the social problem located? What are some negative consequences of the social problem?

Step 2: Gather Evidence

Identify a group you would like to learn more about

-Choose from the list above

* If you would like to research another topic, please get permission from your teacher.

Step 3: Define the causes

Identify the causes that contribute to the racial, cultural, and/or socio-economic issue

Step 4: Evaluate an Existing Policy

Is this regulation efficient enough to combat the social issue? Explain why or why not.

Chancellor’s Regulations

STUDENT-TO-STUDENT BIAS-BASED HARASSMENT, INTIMIDATION, AND/OR BULLYING

http://docs.nycenet.edu/docushare/dsweb/Get/Document-315/A-832%20%209-3-08%20Final.pdf

Step 5: Develop Solutions

Step 6: Select the best Solution

RESOURCES

What is a PSA?

http://www.frankwbaker.com/what_is_a_psa.htm

African American School Desegregation

http://pbskids.org/wayback/civilrights/features_school.html

Gays and Lesbian Teens Punished More at School

http://www.washingtonpost.com/wpdyn/content/article/2010/12/06/AR2010120600035.html

Being Gay at School

http://www.avert.org/gay-school.htm

Women’s Issues: Then and Now

http://www.cwrl.utexas.edu/~ulrich/femhist/education.shtml

New York Civil Liberties Union

http://www.nyclu.org/node/1965

EVALUATION

Public Service Announcement Rubric

CATEGORY	3	2	1
Strength of Message	The PSA adequately addresses the selected issue in a persuasive way.	The PSA adequately address the selected issue but is not persuasive.	The PSA does not address the issue and is not persuasive.
Engaging	The PSA is original, interesting, and memorable.	The PSA lacks originality but is interesting and memorable.	The PSA is not original, interesting, or memorable
Script	The script is easy to understand. It's clear who's talking and what is happening.	The script is a bit difficult to understand (you might need to listen to it more than once to understand what's going on).	No matter how many times you listen to it, the listener can't tell what's going on, who's talking, what the "story" is.
Voices/Narration	Voices/Narration is loud enough and clear. Mistakes are edited out.	Voices/Narration could be a bit louder or clearer (a retake would have helped) or some mistakes could have been edited out.	Voices/Narration are very hard to hear/understand or there are many mistakes that didn't get edited out.
Music/Sound Effects	Music/Sound effects are well chosen and add to the story/message. Or... the message works best without music/sound effects.	Music/Sound effects are either overdone, or some parts don't add to the story/message.	There are no sound effects or music and they would have really helped make the piece more engaging

CONCLUSION

Students should be able to:

1. Identify a racial, cultural, and/or socio-economic person/persons that have been targets of inequality and intolerance at school

2. Use persuasive techniques to bring attention to a social issue

3. Explain the effectiveness of policies that have been used to combat racial/cultural and social-economic biases at school

4. Create a Public Service Announcement that includes:

Hook

5. Use tone and voice to convey emotions and enthusiasm.

6. A solution is identified to help combat the issue of racial, social and/or cultural intolerance.

STANDARDS (Common Core)

1. Write arguments to support claims with clear reasons and relevant evidence.

a) Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.

b) Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

c) Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.

d) Establish and maintain a formal style.

e) Provide a concluding statement or section that follows from and supports the argument presented.

2. Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.