I. Introduction
You
are an 11th Grade “Career and Leadership Class” student at Andalusia High
School. As a Muslim, you are committed
to making the world a better place starting with yourself, as taught by the
Prophet Muhammad, peace be upon him, who said:
“Everyone
of your (people) is a shepherd. And everyone is responsible for whatever falls
under his responsibility.
A
man is like a shepherd of his own family, and he is responsible for them.”
As
Muslims, we believe that all of humanity is our extended family. Ergo, we are responsible for the care of our family,
our neighbors, our community and all of mankind.
God Almighty has
made us shepards accountable for our actions and the guidance and well-being of
others. Leadership, in this regard,
is also espoused in the Mission Statement
of the Muslim
American Society, a national
organization which operates Andalusia
School under the auspices of its MAS-UNY
Chapter.
In
your classroom discussions, you have identified a number of issues of concern that are unaddressed or under-adressed, which
prevent the Muslim community in Westchester County from thriving at its optimum level. Areas
of public concern include:
·
Lack of affordable access of Muslim children to
an Islamic education (99% of Muslim children attend public schools);
·
Rising marital problems (divorce, difficulty finding
a spouse);
·
Rising number of single parents (single-parent
households are more likely to be challenged by poverty and family dysfunction);
·
Dearth of culture-specific counseling services
to address a variety of social, interpersonal and pyschological problems
(depression, domestic violence, homelessness, poverty, immigration challenges,
money management, English Lannegative peer pressure, bullying, unemployment);
·
Youth drug problems (use and trafficking);
·
Halal certification (few merchants purvey Halal
meat);
·
Absence of youth leadership (spiritual,
academic, vocational, recreational
and civic leaders and mentors);
·
Negative media image of Muslims (resulting in
stereotyping and profiling) (NPR This
American Life story)
·
Lack of unity (many Muslims affiliate according
to ethnic origin rather than religion)
II. Task
The “Career and Leadership” class at Andalusia
School is encouraged to take an active role to remediate the challenges listed above. Each student is
encouraged to select one issue of public concern and, in the course of the
school year, introduce an initiative to postively
impact and lessen this social problem. During
the first trimester, each student will design a powerpoint presentation describing
the issue of concern
and present it to the class. The
powerpoint and oral presentation should will identify and develop new initiatives addressing
and correcting the
lack of Muslim leadership in Westchester by using the Public Policy
Analysis.
III. Process
In
order to complete the tasks assigned above, you will need to implement the six
steps of Public Policy Analysis. These
are:
4. Evaluate an
Existing Policy
6. Select the best
solution (feasibility vs. Effectiveness)
IV. Resources
In order to complete the task, you will need to choose an area of concern, select a
specific problem that can be addressed, consult local and community
organizations providing the services needed, develop a partnership to implement
change, and embark upon a series of action steps and follow up conducive to
lasting positive change. In this regard,
resources include the internet and organizations providing such leadership to
the Westchester community, both Muslim and non-Muslim. You may wish to partner with an organization,
establish your own group or club, or go it alone. Ultimately, however, there is power in
numbers and the more people you can incorporate into your initiative, the more
likely it is to succeed and have lasting positive repercussions.
V. Evaluation
After
recognizing, developing and utilizing your leadership skills to make an impact
in one of the areas listed above, you will evaluate the results of your
community project. This evaluation will be done twice: at the end
of the first trimester, when the initial powerpoint
and oral presentation is given; and at the end of the third trimester, when
your success in providing leadership to the Muslim community will be gauged
using the rubric below.
PowerPoint Rubric
|
ACTIVITY |
Exemplary
4 |
Proficient 3 |
Partially
Proficient 2 |
Incomplete 1 |
POINTS |
|
Research |
Note cards indicate
you accurately researched a variety of organizations and information sources
relevant to your issue of concern. These can be Westchester based or outside
of Westchester. As a result of your research, you have evaluated and
synthesized information and developed a number of “best practices,”
recommendations and action steps to address your area of concern. |
Note cards show you
researched a few organizations and information sources relevant to your issue
of concern. These can be Westchester based or outside of Westchester. As a
result of your research, you have evaluated and synthesized information and
developed a few action steps to address your area of concern. |
Note cards show you
conducted minimal research of organizations and information sources relevant
to your issue of concern. As a result, you have evaluated and synthesized
some information but have a vague course of action to address your area of
concern. |
Note cards show you conducted
scant research of organizations and information sources relevant to your
issue of concern. As a result, you have evaluated and synthesized little or
no information leading to action steps to address your area of concern. |
|
|
PowerPoint
Content |
The content is
written clearly and concisely with a logical progression of ideas and
supporting information. The project includes
motivating questions and advanced organizers. The project gives the audience
a clear sense of the main idea. Information is
accurate, current and comes mainly from primary sources. |
The content is
written with a logical progression of ideas and supporting information. Includes persuasive
information from reliable sources. |
The content is vague
in conveying a point of view and does not create a strong sense of purpose. Includes some
persuasive information with few facts. Some of the
information may not seem to fit. Sources used appear
unreliable. |
The content lacks a
clear point of view and logical sequence of information. Includes little
persuasive information and only one or two facts about the topic. Information is
incomplete, out of date and/or incorrect. Sequencing of ideas
is unclear. |
|
|
Oral
Presentation |
The presentation is
delivered clearly and audibly with proper grammar. Elocution is characterized by appropriate
vocal variety and emphasis to produce a clear and compelling statement of
need and problem resolution. The listener is motivated to help solve the
problem presented. |
The presentation is
delivered clearly and audibly and proper grammar, but with limited vocal
variety and emphasis to produce a statement of need and problem resolution
that could have been delivered in a more compelling manner. The listener
understands the problem presented, but is not motivated to help solve it. |
The presentation is
delivered in an unclear manner with mistakes in grammar. Elocution lacks
vocal variety. Statement of the problem and proposed solutions are unclear.
The listener understands from the presentation that a problem in the area of
concern exists, but is not clear on how the presenter wishes to pursue a
solution. |
Delivery of the
presentation is unclear, inaudible and disorganized. The presentation is
replete with grammatical errors and lacks vocal variety. Explanation of the problem and the
statement of need to resolve it are not articulated. The presentation falls
flat. |
|
|
Partnerships |
A number of
partnerships were forged and developed towards the end of implementing
positive change and the promotion of leadership in the Muslim community,
foremost by the student(s) taking the initiative in the area of pubic concern. |
A few partnerships
were forged and developed towards the end of implementing positive change and
promoting leadership. |
One or two
partnerships were forged and developed towards the end of implementing
positive change and promoting leadership. |
No partnerships were
forged and development of such partnerships was minimal. |
|
|
Outcome |
The project produced
concrete, measurable and lasting results. |
The project is under
development and, if continued, has the potential to achieve concrete,
measurable and lasting results. |
The project was
initiated however specific action steps toward project completion were not
taken. |
No impact on the
issue of concern has been made. |
|
|
TOTAL POINTS |
/20 |
||||
KEY
17-20 = A
13-16 = B
9-12 = C
7-8 = D
0-6 = F
VI. Conclusion
To sum up and wrap up your activities, you
reflect on the process of your leadership activity and its results. Moving
forward, what would you do differently?
What is the next step? What do you recommend to the next group of
incoming “Career and Leaderhip” class students? Where do they pick up from
here? Where does the Westchester County Muslim community pick up from here?
What are your micro and macro recommendations?
How can your leadership activities be applied with positive outcome at local,
State, national and global levels? The
PPA steps that you have learned are interdisciplinary and transferable to other
fields of social research and education.
VII. Standards
ELA Standard 1: Students read, write, listen and speak for
information and understanding.
Social Studies Standard 5: Students learn about
and take an active role in activities pertaining to civics, citizenship and
government
Math,
Science and Technology – Information Systems Standard 2: Students will access, generate, process, and transfer information
using appropriate technologies