Professora: Lauren Fitzgerald
Problema Social:
Spain struggles to
tackle their widespread problem with domestic violence.
Introducción:
For years, the idea of
“machismo” has had heavy influence on the social culture of Spain. “Machismo”
is a belief in the supremacy of men over women. Spanish and Portuguese “machismo”
refers to the assumption that masculinity is superior to femininity in the
sense that supposed feminine traits among males are to be deemed undesirable,
socially deplorable or wrong. Gender roles make an important part of human
identity as we conduct our identities through our historical and current social
actions. Machismo's attitudes and behaviors may be frowned upon by many, but it
also has caused power struggles within relationships. This power struggle has
lent itself to a long history of domestic violent behaviors in Spain. At least one woman dies every week in Spain
at the hands of her partner. Thousands stay in abusive relationships because,
they say, there is nowhere else to go.
Objetivo:
You and your classmates
will create a PowerPoint discussing your ideas for solutions to decreasing the
prevalence of domestic violence in Spain.
More specifically, you
and your group members are very concerned with the gender issues in Spain. Your PowerPoint will assist you in advocating
for and present what you view to be the key to reducing the number of domestic
violence incidents in contemporary Spain.
Proceso:
1. You will work in groups of 5 with specific
tasks assigned to each member by Ms. Fitzgerald (see below).
2. You will receive one grade for the
completion of your own task and a group grade for the final PowerPoint/oral
presentation. All group members are
therefore expected to work together in a collaborative and cooperative manner.
3. You will use the “Public Policy Analyst”
format.
4. Your group must focus on the domestic
violence issue in SPAIN.
5. Each group will complete a
PowerPoint. The PowerPoint will contain
graphics, pictures, graphs, charts and reports that illustrate/display all 6
steps of the Public Policy Analyst format.
6. Your PowerPoint must be completed using in
a formal format and style. Therefore, it must be attractive, capture the
attention of the viewer and be informative.
A minimum of 8 slides are necessary.
7. Oral Presentation: Your group will give an
oral presentation to the class in which you act as advocates for your proposed
solution. The PowerPoint will be used in this presentation. The presentation
must be a minimum of 8 minutes and must capture the attention of the audience.
Estudiante # 1: Recorder- This student will take
notes on information gathered by group members and write an outline for each
PowerPoint slide. These notes will also be used by each member to complete the
PowerPoint & oral report. This student will be responsible for completing
the Public Policy Analyst Worksheets.
Estudiante # 2: Researcher-This student will do
the research, with help of other members. He/she will search the Internet and
gather information that will be used to complete the PPA worksheets and to
guide other group members to websites for their own research.
Estudiante # 3: Organizer- Will the group on
track. He/she will assist in the research, lead & coordinate group meetings
and be aware of teacher made deadlines and schedules. This student is also responsible for turning
in and justifying the group’s work at the end of each class.
Estudiante # 4: Presenter- This student will be
responsible to convey the group findings to the class. He/she will be the main
speaker in the Oral Presentation and create note cards, if necessary. Student
#4 will assign others their subordinate roles for the oral presentation. The
PowerPoint must be part of this presentation. The presenter will coordinate the
oral report but all members will take part in some form.
Estudiante # 5: PowerPoint- This student will be
responsible for creating the PowerPoint. He/she will get input and research
from all group members.
You and your group members must do
individual research whenever possible. As a group, you will complete the
worksheets (steps) in the Public Policy Analyst.
Six Public Policy Analyst Worksheets
#1- Defining the Social Problem
What is the problem that you plan on addressing?
#2- Gather evidence of the problem
How do we know that this is a problem?
#3- Identify the causes of the problem
What causes this problem that you plan on
addressing?
#4- Identify and evaluate the existing public policies
What policies already exist on your problem?
#5- Developing public policy solutions
What new public policy do you want to create?
#6- Selecting the best policy solution
Decide with your group the best policy to use for
the problem.
Recursos:
Taking Down Machismo: The
"Fight" Against Gender-based Violence
New
man tackles Spanish machismo
NY Times: Spain Struggles to Tackle
Domestic Violence
No more ‘machismo’: domestic violence
in the political arena
Spain uses GPS trackers to protect
women from domestic violence
Evaluación:
ORAL PRESENTATION & PowerPoint RUBRIC
CATEGORY |
40 POINTS |
30 POINTS |
20 POINTS |
10
POINTS |
Graphics
- Originality (POWERPOINT) |
Several of the graphics used on the PP reflect a exceptional degree of student creativity in their
creation and/or display. |
One or two of the graphics used on the PP reflect
student creativity in their creation and/or display. |
The graphics are made by the student, but are
based on the designs or ideas of others. |
No graphics made by the student are included. |
Graphics
- Relevance (POWERPOINT) |
All graphics are related to the topic and make it
easier to understand. All borrowed graphics have a source citation. |
All graphics are related to the topic and most
make it easier to understand. All borrowed graphics have a source citation. |
All graphics relate to the topic. Most borrowed
graphics have a source citation. |
Graphics do not relate to the topic OR several
borrowed graphics do not have a source citation. |
Public
Policy Analysis (POWERPOINT) |
The PowerPoint includes all 6 required elements
as well as additional information. |
All 6 required elements are included on the
PowerPoint. |
All but 1 of the required elements are included on the PowerPoint. |
Several required elements were missing. |
Q&A (POWERPOINT) |
Student can accurately answer all questions
related to facts in the PowerPoint and research. |
Student can accurately answer most questions
related to facts in the PowerPoint. |
Student can accurately answer about 75% of
questions related to facts in the PowerPoint. |
Student appears to have insufficient knowledge
about the facts or processes used for create PowerPoint. |
Content
- Accuracy (POWERPOINT) |
At least 10 accurate and current facts are
displayed in the PP. |
8-9 accurate and current facts are displayed in
the PP. |
6-7 accurate and current facts are displayed in
the PP. |
Less than 5 accurate and current facts are
displayed in the PP. |
Attractiveness/Length (POWERPOINT) |
The PP is exceptionally attractive in terms of
design, layout, and neatness AND it contains 8 slides |
The PP is attractive in terms of design, layout
and neatness AND it contains at least 7
slides. |
The PP is acceptably attractive though it may be
a bit messy AND it contains at least 6 slides. |
The PP is distractingly messy or very poorly
designed. It is not attractive OR it contains less than 6 slides. |
Enthusiasm (ORAL) |
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 (ORAL) |
Group is completely prepared and has obviously
rehearsed. |
Group seems pretty prepared but might have needed
a couple more rehearsals. |
Group is somewhat prepared, but it is clear that
rehearsal was lacking. |
Group does not seem at all prepared to present. |
Stays
on Topic (ORAL) |
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 (ORAL) |
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. |
Total: 400 Points
Grading scale
360-400 = A
320-350 = B
280-310 = C
260-270 = D
250 & lower = F
Conclusión:
By the end of this
project, you and your group-mates should gain a greater understanding of the
“machismo” attitude and its role in the gender power struggles in Spain. In
doing this, you be able to draw parallels between what you’ve learned about
domestic violence in Spain and trends that exist in New York and the United
States. In the end, you will be able to present a public policy that, if
adopted, could help diminish the domestic violence problem from Spanish
society.
Estándares:
·
CCSS.ELA-Literacy.SL.11-12.1a Come to
discussions prepared, having read and researched
material under study; explicitly draw on that preparation by referring to
evidence from texts and other research on the topic or issue to stimulate a
thoughtful, well-reasoned exchange of ideas.
·
CCSS.ELA-Literacy.SL.11-12.1b Work with peers
to promote civil, democratic discussions and decision-making, set clear goals
and deadlines, and establish individual roles as needed.
·
CCSS.ELA-Literacy.SL.11-12.1d Respond
thoughtfully to diverse perspectives; synthesize comments, claims, and evidence
made on all sides of an issue; resolve contradictions when possible; and
determine what additional information or research is required to deepen the
investigation or complete the task.
·
CCSS.ELA-Literacy.SL.11-12.5 Make
strategic use of digital media (e.g., textual, graphical, audio, visual, and
interactive elements) in presentations to enhance understanding of findings,
reasoning, and evidence and to add interest.