PROJECT SAVE

 

 

WEB QUEST

 

BITING THE BULLET ON DEATH BY GUNS

 

 

 

 

 

 

 

 

 

Presented by: Mr. Fischer

WADLEIGH HIGH SCHOOL

 

Principal:  Ms. Herma Hall

New York City, NY

 

 

INTRODUCTION

 

You’re a city council representative. Many of your constituents either know somebody who grieves over a loved one getting shot or have become tired of walking the streets scared. It seems clear to you that easy access to guns can destroy communities. However, you must balance this concern with a healthy respect for America’s tradition of individual gun ownership, ever since citizen-militias formed to defend against British soldiers before the American Revolution. Has the Second Amendment, which guarantees your inalienable right to bear arms, outlived its usefulness? Or does Second Amendment still serve the purpose of self-defense for law-abiding citizens? In this web quest you will address this question. You will find solutions and public policies that can save the lives of many and balance the needs of society with the Bill of Rights. This is a daunting task. Many have tried and failed before you.  Your legislation will hinge on your fact-finding, you politician intelligence and sense of justice.  Good Luck !!!

 

TASK 

 

1] Each group member will write a five-page paper relying on that       

              Person’s unique perspective.

 

2} Each paper will be typed using MS Word. You may use graphs, charts and pictures to highlight key points in your text.

 

3} All papers MUST include all the SIX STEPS of the

Public Policy Analyst. This will form the outline for the paper and your research and will be described in the “Process” section of the web quest.

 

4} Each group will perform a panel discussion. Each will represent a different view point as stated in the process. The group discussion will follow the PPA format.

 

5} Each group will be graded on their presentation using the Rubric in the evaluation

 

PROCESS

 

You will form groups of three as members of an emergency panel on guns.

 

One member represents the National Rifle Association (NRA), pro-gun lobby group advocating gun ownership for hunting and self-defense.

 

A second member represents TTGOTS (Take the Guns Off The Streets), a group of mothers and fathers that advocate stricter gun regulation.

 

Finally, the third member represents LEGISLATORS who must determine the feasibility and effectiveness of gun legislation.

 

After completing the five-page paper, each panel of three will present their hearing to the class

 

 Each panelist will use the six steps of PPA to form an opinion AND take a position on an issue. You will defend your opinion with reason, research, statistics, and analysis. You will use the Internet links in the “resource” section to complete all six PPA worksheets. You will then use this information to write your paper. You should use the six steps as a paper and discussion outline.

 

IN ADDITION

1.      When forming your point of view, review the literature (court documents and court cases on the Second Amendment). Review statistics from government agencies, such as the FBI and the ATF.

2.     Interview individuals who will buttress your viewpoint: for example, victims of gun violence, hunters, gun shop owners, etc.

3.     State your position (Thesis). This could be the lead sentence of your paper and in your discussion.

4.     Be sure you can explain how you reached this position

                    (point of view).

 

Access the links below for the steps of the Public Policy Analyst. Complete all worksheets at the bottom of each web page. Complete the sheets using Internet research. These worksheets will become resource material for you report and panel discussion.

1.  Define the problem

2.  Gather evidence

3.  Identify causes

4.  Evaluate a policy

5.  Develop solutions

6.  Select the best solution

 

 

 

RESOURCES  

 

SPECIFIC WEB SITES

 

1.    www.2ndlawlib.org

2.    www.erols.com/mrben/2 amend.htm

3.    www.jointogether.org

4.    www.nytimes.com

5.    www.nra.org

6.    www.cbs.com

7.    www.cnn.com

8.    www.msnbc.com

9.    www.dailynews.com

10: www.dateline.com

11: www.20/20.com

12: www.cbsnews.com

 

GENERAL SEARCH ENGINES YOU MAY USE

 

WWW.GOOGLE.COM

WWW.YAHOO.COM

WWW.ASK.COM

 

EVALUATION 

Presentation Rubric

 

Evaluating Student Presentations

 

 

Developed by Information Technology Evaluation Services, NC Department of Public Instruction

 

 

1

2

3

4

Total

Organization

Audience cannot understand presentation because there is no sequence of information.

Audience has difficulty following presentation because student jumps around.

Student presents information in logical sequence which audience can follow.

Student presents information in logical, interesting sequence which audience can follow.

 

Subject Knowledge

Student does not have grasp of information; student cannot answer questions about subject. Did not use PPA

Student is uncomfortable with information and is able to answer only rudimentary questions. Only uses some of the PPA steps

Student is at ease with expected answers to all questions, but fails to elaborate. Student is familiar with all steps of PPA

Student demonstrates full knowledge (more than required) by answering all class questions with explanations and elaboration. Student demonstrates full knowledge of PPA

 

Graphics

Student uses superfluous graphics or no graphics

Student occasionally uses graphics that rarely support text and presentation.

Student's graphics relate to text and presentation.

Student's graphics explain and reinforce screen text and presentation.

 

Eye Contact

Student reads all of report with no eye contact.

Student occasionally uses eye contact, but still reads most of report.

Student maintains eye contact most of the time but frequently returns to notes.

Student maintains eye contact with audience, seldom returning to notes.

 

Elocution

Student mumbles, incorrectly pronounces terms, and speaks too quietly for students in the back of class to hear.

Student's voice is low. Student incorrectly pronounces terms. Audience members have difficulty hearing presentation.

Student's voice is clear. Student pronounces most words correctly. Most audience members can hear presentation.

Student uses a clear voice and correct, precise pronunciation of terms so that all audience members can hear presentation.

 

Two Page Report

Student did not summarize and did not answer questions.

Student gave an incomplete summary and partially answered questions.

Students gave a brief summary and answered most questions.

Students gave a complete summary and answered all questions.

 

 

 

CONCLUSION

 

 

 

 

 

 

 

From completing this web quest, you should have learned that the Second Amendment sets a framework for understanding how the Bill of Rights influences every American. However, as in every democracy, Constitutions can create conflicts as groups, with opposing viewpoints, interpret them differently to suit their own interests.  Understanding Constitutional principles is critical to our way of life. They are meant t protect individuals from abuse yet can become abusive themselves. That is the reason democracies require an informed public. In this web quest you have experienced the life of a public policy analyst and the problems faced by politicians. Let’s hope your investigation has solved the critical problem facing Second Amendment interpretation.

 

You are now ready to investigate related rights, such as the right against illegal search and seizure, fair trial, due process, and the right against cruel and unusual punishment. We can do more! Thanks for your participation!

 

 

 

STANDARDS ADDRESSED

ENGLISH

Standard 1 - Language for

Information and Understanding

Students will read, write, listen, and speak 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 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.

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.

Social Studies:

 

Standard 2

·       The student will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments and turning points in world history, and examine the broad sweep of history from a variety of perspectives.

 

Social Studies:  Standard 3

  • The student will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live- local, national, and global- including the distribution of people, places, and environments over the Earth’s surface.