A PROJECT SAVE
Web
Quest
Get Out: Gentrification in
Mr. C. Asher
INTRODUCTION
Get
Out!!!!!!
GENTRIFICATION! By definition is the restoration and
upgrading of deteriorated urban property by middle-class or affluent people,
often resulting in displacement of lower-income people. On the surface this looks like a positive change.
But let’s look at the gentrification in the
In effect, many people in
Just think! You were born in Harlem, your mother was
born in Harlem, and everybody you know was born in
Old
Harlem New
TASK
You will have to create a 15
slide (minimum) power point presentation.
The power point presentation will evaluate the social
problem caused by gentrification. That is the loss of apartments and housing
for many long time residents of the
Your power point must have charts, graphs and pictures
along with text material.
Your presentation will use the “SIX-STEP PUBLIC POLICY ANALYST” (Explained in the process section
of the web quest)
as an outline.
PROCESS
1: The class will be divided into groups of four.
2: Each group will be responsible for creating a the
task product
3: Each group will access the worksheets linked below.
You will use the Internet resources and outside text material to complete all
worksheets from the
Public Policy Analyst. The PPA is the process by which
social problems are evaluated and public policy solutions are found.
4: After completion of the worksheets, you should
begin your power point presentation. You will include ALL steps of the PPA in
your power point.
You may
divide the slides among the six steps as you wish.
STEP # 1: What is the problem?
STEP # 2: What is the evidence?
STEP # 3: What are the causes?
STEP # 4: What is the existing policy?
STEP # 5: What policies can you
create to correct the problem?
STEP # 6: What is the best policy
to correct the problem?
Thus, your 15 slide power point presentation informs your
neighbors about exactly what the problem is, the causes, what is being done
about the social problems that have arisen from gentrification and what policies
would help stop alleviate the negative effects. Lastly, you must show why you think that policy
you chose in step # 6 will be the most effective.
You will use the Internet resources below to complete
all worksheets and may be used for graphics in your power point presentation.
RESOURCES
GENERAL WEB SITES
SPECIFIC WEB SITES
http://www.eastharlempreservation.org/docs/NYCCAH%20platform.pdf
http://www.eastharlempreservation.org/docs/rlb_testimony.pdf
http://www.eastharlempreservation.org/docs/Keith_Massey_testimony.pdf
http://www.firstofthemonth.org/new/new_brash_harlem.html
http://www.wirednewyork.com/forum/showthread.php?t=3117
EVALUATION
|
|
10 points |
8 points |
6 points |
4 points |
|
# of Slides |
At least 15 slides |
Between 12-15
slides |
Between 7-10 slides |
Between 4-7 slides |
|
Problem |
Clearly presents and
explains the problems with gentrification |
Presents and
explains the problems with gentrification |
Presents the
problem with gentrification |
Barely presents the
problem with gentrification |
|
Causes |
Clearly describes 3
causes of gentrification |
Describes 3 causes
of gentrification |
Describes 2 causes
of gentrification |
Describes 1 cause
of gentrification |
|
Current Policy |
Clearly explains 2
current policies about gentrification |
Explains 2 current
policies about gentrification |
Explains 1 current
policy about gentrification |
Simply identifies a
current policy about gentrification |
|
Proposed Policy |
Clearly explains
why proposed policy is better than 1 other policy |
Explains why
proposed policy is better than 1 other policy |
Explains why
proposed policy is good |
Simply identifies
proposed policy |
GRADING: A=45-50 points B=40-44 points C=35-39 points F= below 35 points
CONCLUSION
Students should now have a thorough understanding of
the social problems caused by gentrification. Social problems affect large
numbers of people adversely and gentrification has priced many
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 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.
SOCIAL STUDIES
Standard 4: Economics
Students will use a variety of intellectual skills to demonstrate their understanding of how the United States and other societies develop economic systems and associated institutions to allocate scarce resources, how major decision-making units function in the United States and other national economies, and how an economy solves the scarcity problem through market and nonmarket mechanisms.
Standard 5: Civics, Citizenship, and Government
Behavior Standard 1:
Analyze issues at the local, state, national, and international
levels and prescribe responses that promote the public interest
of general welfare, such as planning and carrying out a voter
registration campaign
Behavior
Standard:
Select a state, regional, national, or international environmental
problem or issue. Propose several alternative solutions to the
problem. Assess the ethical implications as well as the
comparative costs and benefits for each alternative approach to resolving the issue or problem. Defend a solution