School Shootings Across America

Text Box:

Text Box: The Bronx High School of Science
Forensic Science/ Criminalistics Web Quest (12th Grade)
Ms. Mary Villani

Introduction

School shootings seem to be common everyday occurrences. They have already developed a momentum on their own and have become almost impossible to stop. They are frightening and tragic examples of an explosion of violence in our schools. They are reported in newspapers, magazines and by the media on a regular basis. They bring attention to the problem of violence in American schools. They evoke many emotions. Parents administrators, psychologists, law enforcement officials and students caught in the cross fire agonize about what they could have done differently. They are terrible tragedies that evoke fear and anxiety across America. School shootings are one of the most severe warning signs imaginable for our culture. They spur calls for our government to understand the causes and consequences of the rampage shootings in our schools, find solutions to reduce violence in schools and help protect children in our schools.

Task

The President of the United States has just established a School Safety and Security Committee with the purpose of advising the House Judiciary Committee on Education and school officials on issues of school safety and security in our nation as they related to school shootings in the nation’s schools. The President asks you to serve on this committee. As a member of the Forensic Science sub committee on the Protection and Prevention of School Shootings, in affiliation with the FBI, your objective is to use your expertise in Forensic Science to:

examine and assess the extent of the problem of school shootings in American schools,

examine the causes of the problem

develop a policy proposal for the collection and processing of physical evidence relating to school shootings

develop a policy proposal for evaluation by a joint Congressional Hearing that addresses the implementation of safety and security techniques throughout the US that protect children in American schools.

suggest ways of overseeing the implementation of policies to assure the safety and security of American school children.

Process

To accomplish your task, you will follow the six steps of the Public Policy Analyst

Define the problem

(Statistics,Case Studies, Articles By Experts, Evidence, Internet Searches, Interviews, Surveys)

worksheet #1

Worksheet #2

· Identify the cause(s) of the problem

(Statistics,Case Studies, Articles By Experts, Evidence, Internet Searches, Interviews, Surveys)

Worksheet #3

· Research and evaluate the current policies that address the problem

Worksheet #4

Develop public policy solutions

Worksheet #5

Select the best public policy solution

(Benefits, Costs, The Prince System)

Developing a Political Strategy

Next, you will prepare a PowerPoint presentation in which you should address the following information:

· A clear identification of the problem.

· An explanation of the causes of the problem.

· An explanation of the process you followed as forensic investigators to : make bullet comparisons, examine cartridge cases, examine gunpowder residues, examine primer residues on hands, and collect and preserve firearm evidence.

· An evaluation of the current policies relating to the collection and processing of physical evidence in cases relating to school shootings in America

· An evaluation of the current public policies relating to school shootings at The Bronx High School of Science, in New York City Schools, New York State schools, and in schools across the nation.

· The most effective and feasible lab policy.

· The most effective and feasible public policy.

Process:

For each slide, include a synthesis of the information you collected in a clear and concise manner. Include graphic elements to make visual connections and contribute to the understanding of concepts, ideas and relationships. Be sure to include references that are the source of information that you have collected for your slides and which support your policy decisions.

· Present your slide show.

· Post your slide show on the Forensic Biology website at The Bronx High School of Science.

RESOURCES

TIPS PUBLIC POLICY GUIDELINES

· Tips Public Policy Analyst

http://www.maxwell.syr.edu/plegal/TIPS/welcome.html

THE PROBLEM

· New Mexico School Shooting

http://www.cnn.com/US/9911/20/school.shooting.02/index.html

· Michigan School Shooting

http://www.cnn.com/2000/US/03/02/school.shooting.01/

· Mississippi School Shooting

http://www.cnn.com/US/9806/12/school.shooting.verdict/

· Prosecutor: Accused Georgia school shooter admired Columbine gunmen

http://www.cnn.com/US/9908/09/conyers.school.shooting/

· Teen Charged with murder after Canada school shooting

http://www.cnn.com/WORLD/americas/9904/29/canada.shooting/index.html

· Hearing today for 2 boys in Arkansas shooting

http://www.cnn.com/US/9803/25/school.shooting/

· School shootings have high profile but occur in frequently

http://www.cnn.com/US/9803/25/school.violence.statistics/index.html

· Panel probing school shootings finds no easy solutions

http://www.cnn.com/US/9805/21/justice.shooting/index.html

· Survey: Serious Violence at 10% of schools

http://www.cnn.com/US/9803/19/school.violence/index.html

· School Violence

http://nces.ed.gov/pubs98/violence/index.html

· School Shootings: A Deadly Pattern

http://www.time.com/time/daily/special/photo/denvershooting/index.html

CAUSES OF THE PROBLEM

· School Bullies

http://www.cnn.com/US/9908/20/bullies/

· Alienated, unsupervised kids turning to violence

http://www.cnn.com/US/9805/21/school.violence.essay/index.html

· Violent Crime rising at U.S. schools

http://www.cnn.com/US/9804/12/school.crime/index.html

· Teens talk about violence

http://www.cnn.com/US/9712/03/school.shooting.roundtable/index.html

· Where were the adults in Littleton?

http://www.cnn.com/SPECIALS/1998/schools/school.essays/simon.essay.html

· CNN Specials

http://www.cnn.com/SPECIALS/1998/schools/school.essays/williams.essay.html

· School violence

http://www.cmpa.com/tvent/violence.htm

· Columbia Educational Digest

http://eric-web.tc.columbia.edu/digest/dig149.asp

http://eric-web.tc.columbia.edu/digest/dig160.asp

http://eric-web.tc.columbia.edu/digest/dig143.asp

THE SCIENCE BEHIND THE CRIME

· Firearms Identification and Ballistics

http://faculty.ncwc.edu/toconnor/425/4251ect06.htm

· Arson and Explosion Investigation

http://www.uark.edu/~jcrose/crim/notes4/

· Smokeless Powder Residue Analysis by Capillary Electrophoresis

http://www.securitymanagement.com/library/000360.html

· Criminalistics

http://www.mhest.com/download/757510-Criminalistics.pdf

· Examination of Gunshot Residue

http://medlib.med.utah.edu/WebPath/TUTORIAL/GUNS/GUNGSR.html

· Firearms Identification

http://www.firearmsid.com/KSP Evidence Manual/Firearms Identification.htm

· FBI Laboratory Firearms-Toolmarks Unit

http://www.fbi.gov/hq/lab/org/ftu.htm

· Firearms Tutorial

http://medlib.med.utah.edu/Webpath/TUTORIAL?GUNS?GUNINTRO.html

· News Release Gun Residue Detection

http://www.sandia.gov/media/NewsRel/NR2002/gunres.htm

· Ballistics-

http://www.lascruces.com/`jbm/ballistics/ballistics.html

· Cartridge Case Identification

http://www.firearmsid.com/A_CCID.htm

· Cartridge Case Comparisons -

http://www.firearmsid.com/Galleries/CCComp/a_cccgal.htm

· Cartridge Cases -

http://home.snafu.de/1.moeller/Cartridge_Cases.html

· Handbook of Forensic Services: Firearms examinations

http://www.fbi.gov/hg/lab/handbook/examfire.htm

CONTACT EXPERTS IN THE FIELD

· The New York State Police Forensic Science Laboratory System

http://www.troopers.state.ny.us/ForSc/ForScindex.html

· Northeastern Association of Forensic Scientists (NEAFS)

http://www.geocities.com/CapeCanaveral/Lab/5122/labs.htm

· American Academy of Forensic Sciences (AAFS)

http://www.aafs.org/

· American Board of Criminalistics (ABC)

http://www.criminalistics.com/ABC/abchome.htm

· American Society of Crime Laboratory Directors (ASCLD)

http://www.ascld.org/

LOCAL, STATE AND FEDERAL POLICIES

· Second Chances Rethinking Zero Tolerance Policies

http://www.jrn.columbia.edu/studentwork/children/2002/casiniopinion.asp

· Getting Guns off the Streets NYC Police Department-New York, NY

http://ojjdp.ncjrs.org/pubs/gun_violence/profile19.html

· School Board News: Policy and Employee Relations

http://www.nyssba.org/adnews/employee/employee052200.3.html

· No More Fear: Student Survival Kit

http://www.gocampus.org/info/nyc_survivalkit.html

· Pace Symposium to Focus on Preventing Weapons Violence in schools, March 30

http://appserv.pace.edu/newsboard/wwwboard/2000/messages/35.html

· Lethal School Violence

http://www.news.harvard.edu/gazette/2002/05.30/07-violence.html

· School’s New Watchword: Zero Tolerance

http://www2.tltc.ttu.edu/saideman/news%20articles/2302/120199expel-behavior- edu.html

· It Can Happen Here

http://abcnews.go.com/sections/us/DailyNews/littleton_suburbkids.html

· The Age of Innocence

http://www.jrn.columbia.edu/studentwork/children/2002/marinese.asp

· Press Release for Teaching Conflict Resolution Report (1999)

http://cpmcnet.columbia.edu/dept/nccp/rccp99pr.html

· President’s Commentary

http://www.nyssba.org/adnews/president/president050399.html

SEARCH ENGINES

· Alta Vista

· Excite

· ERIC

· Entire Web

· Google

· Specialized Search Engines

www.SpecializedSearchEngines.com

· Yahoo

www.Yahoo.com

· Clip Art

www.ArtClipArt.com

EVALUATION

Your grade will be determined according to the following scale:

· PowerPoint Presentation. (35%) Your PowerPoint presentation will consist of 10-15 slides. Use the guidelines outlined in the PowerPoint presentation section of this quest as your guide. Make certain that your audience can navigate easily from slide to slide. Your final slide must identify your class, list the names of the students in the class and generate a MLA style list of the sources you used throughout your previous slides. Be certain that each of your slides is thoroughly designed and well prepared to make a positive visual impact on the audience. Use qualitative and quantitative information. All kinds of photographs, graphs, drawings, etc., can be presented. Be certain to gather information from multiple sources and to synthesize the information well. Also, utilize this information to succinctly state the problem, identify the causes of the problem and a formulate a clearly stated conclusion regarding the best policy for forensic investigators and the public in general regarding missing/murdered American children.

· Written Reports (35%) You will be required to write mini research reports. In order to do this, you will have to search the Internet for appropriate articles, synthesize, analyze and draw conclusions from the information you have collected. Research topics include: identifying the problem and causes of the problem; the legal issues at the crime scene and in the lab; how to determine the age, sex and race of the skull; how a face is reconstructed from a skull; and how DNA can be used to identify missing/ murdered children. All information submitted must be appropriately documented and must include the appropriate graphics to illustrate the content and conceptual understanding behind the investigation.

· Oral Evaluation (15%) You will serve as a guest speaker for all of the forensic science classes at The Bronx High School of Science. Your oral PowerPoint presentation will be graded on your familiarity with the topic, clarity of concepts, use of visual aids, how well you held the audience’s attention, audibility, and grammar.

· Bibliography (15%) Use the MLA format to correctly attribute information to all rightful sources.

GRADING POLICY

Range

1 = Poor

5 = Excellent

Written Research Projects	Scoring
· Facts and information from multiple internet sources	1 2 3 4 5
· Synthesis of information from multiple references	1 2 3 4 5
· Analysis of information	1 2 3 4 5
· Conclusions drawn from the results of the investigation	1 2 3 4 5
· Written clearly and succinctly	1 2 3 4 5
· Grammar	1 2 3 4 5
· Understanding of scientific concepts	1 2 3 4 5
· Understanding of public policy	1 2 3 4 5
· Policy evaluation and design	1 2 3 4 5
· Bibliography	1 2 3 4 5


Oral Presentations	Scoring
· State the purpose for your project	1 2 3 4 5
· Supporting information	1 2 3 4 5
· Presents information clearly and succinctly	1 2 3 4 5
· Clarity of concepts	1 2 3 4 5
· Effective use of PowerPoint slides	1 2 3 4 5
· How well presenter held the audience’s attention	1 2 3 4 5
· The organization of facts and information	1 2 3 4 5
· Public policy	1 2 3 4 5
· Policy decisions and solutions	1 2 3 4 5
· Bibliography	1 2 3 4 5


PowerPoint Presentations	Scoring
· Ten to fifteen slides	1 2 3 4 5
· Visual impact of slides	1 2 3 4 5
· Easy navigation from slide to slide	1 2 3 4 5
· Use of qualitative and quantitative information	1 2 3 4 5
· Clear and succinct presentation	1 2 3 4 5
· Use of multiple sources	1 2 3 4 5
· Appropriate graphics to illustrate the content and conceptual understandings	1 2 3 4 5
· Policy and policy solutions	1 2 3 4 5
· Bibliography	1 2 3 4 5

Determination of Grades

40 – 50 = A

30 – 39 = B

20 – 29 = C

10 – 19 = D

Below 10 = F

Timeframe

· Mini research reports collected bimonthly up to and including March 1^st.

· Slide show due April 30^th.

· Oral presentations for all forensic science classes due on May 1^st.

· PowerPoint presentation posted online May 10^th.

HIGH SCHOOL SCIENCE PERFORMANCE STANDARDS

S1 Physical Sciences Concepts

S1b Demonstrates an understanding of structure and properties of matter.

S4 Scientific Connections and Applications

S4a Demonstrates an understanding of big ideas and unifying concepts.

S4d Demonstrates an understanding of the impact of technology.

S4e Demonstrates an understanding of the impact of science.

S5 Scientific Thinking

S5a Frames questions to distinguish cause and effect; and identified or

controls variables.

S5b Uses concepts from Science Standards to explain a variety of observations and phenomena.

S5c Uses evidence from reliable sources to develop descriptions, explanations, and models; and makes appropriate adjustments and improvements.

S5d Proposes, recognizes, analyzes, considers, and critiques alternative explanations; and distinguishes between fact and opinion.

S5e Identifies problems; proposes and implements solutions; and evaluates the accuracy, design, and outcomes of investigations.

S5f Works individually and in teams to collect and share information and ideas.

S6 Scientific Tools and Technologies

S6a Uses technology and tools to observe and measure objects, organisms, and phenomena, directly, indirectly, and remotely, with appropriate consideration of accuracy and precision.

S6b Records and stores data using a variety of formats.

S6c Collects and analyzes data using concepts and techniques in Mathematics Standard 4.

S6d Acquires information from multiple sources.

S6e Recognizes and limits sources of bias in data.

S7 Scientific Communication

S7a Represents data and results in multiple ways.

S7b Argues from evidence.

S7c Critiques published materials.

S7d Explains a scientific concept or procedure to other students.

S7e Communicates in a form suited to the purpose and the audience.

S8 Scientific Investigation

S8b Demonstrates scientific competence by completing fieldwork.

S8d Demonstrates scientific competence by completing secondary research.

HIGH SCHOOL MATH PERFORMANCE STANDARDS

M1 Number and Operation Concepts

M1a Use addition, subtraction, multiplication, division, exponentiation, and root-extraction.

M1e Represent numbers in various forms and graph them.

M1f Compare numbers using order relations, differences, ratios, proportions, percents, and proportional change.

M1l Recognize and respect basic number patterns.

M3 Function and Algebra Concepts

M3k Make predictions by interpolating or extrapolating.

M4 Statistics and Probability Concepts

M4a Organize, analyze, and display single-variable data appropriately.

M4b Organize, analyze, and display two-variable data appropriately.

M4c Use sampling techniques to draw inferences.

M4d Understand that inferencing from a sample involves uncertainty and that the role of statistics is to estimate the size of that uncertainty.

M4e Formulate hypotheses to answer a question and use data to test hypotheses.

M4f Interpret representations of data, compare distributions of data, and critique conclusions.

M4g Explore questions of experimental design, control groups and responsibility.

M4h Create and use models of probability and understand the role of assumptions.

M5 Problems Solving and Reasoning

M5a Formulation.

M5b Implementation.

M5c Conclusion.

M5d Mathematical reasoning.

M6 Mathematical Skills and Tools

M6a Carry out numerical calculations and symbol manipulations effectively.

M6e Make and use rough sketches, schematic diagrams, or precise scale diagrams.

M6g Create and interpret graphs of many kinds.

M6j Use technology to create graphs or spreadsheets.

M6l Use tools in solving problems.

M6m Know standard methods to solve basic problems and use these methods in approaching more complex problems.

M7 Mathematical Communication

M7a Be familiar with basic mathematical terminology, standard notation and use of symbols, common conventions for graphing, and general features of effective mathematical communication styles.

M7b Use mathematical representations with appropriate accuracy.

M7c Organize work and present mathematical procedures and results correctly.

M7d Communicate logical arguments clearly, showing sensibility and validity.

M8 Putting Mathematics to Work

M8a Data study.

HIGH SCHOOL ENGLISH LANGUAGE ARTS PERFORMANCE STANDARDS

E1 Reading

E1c Read and comprehend informational materials.

E2 Writing

E2a Produce a report of information.

E3 Speaking, Listening, and Viewing

E3a Participate in one-to-one conferences with the teacher.

E3b Participate in group meetings.

E3c Prepare and deliver an individual presentation.

E4 Conventions, Grammar, and Usage of the English Language

E4a Independently and habitually demonstrate an understanding of the rules of the English language in written and oral work.

E4b Analyze and subsequently revise work to improve its clarity and effectiveness.

E5 Literature

E5a Respond to non-fiction using interpretive and critical processes.

E6 Public Documents

E6a Critique public documents with an eye to strategies common in public discourse.

E6b Produce public documents.

E7 Functional Documents

E7a Critique functional documents with an eye to strategies common to effective functional documents.

E7b Produce functional documents appropriate to audience and purpose.

HIGH SCHOOL APPLIED LEARNING PERFORMANCE STANDARDS

A1 Problem Solving

A1a Design a Product, Service, or System: Identify needs that could be met by new products, services, or systems and create solutions for meeting them.

A1b Improve a System: Develop an understanding of the way systems of people, machines, and processes work; troubleshoot problems in their operation and devise strategies for improving their effectiveness.

A2 Communication Tools and Techniques

A2c develop a multi-media presentation.

A3 Information Tools and Techniques

A3a Gather information to assist in completing project work.

A3b Use on-line sources to exchange information for specific purposes.

A3c Use word-processing software to produce a multi-page document.

A4 Learning and Self-Management Tools and Techniques

A5b Review one’s progress in completing work activities and adjust priorities

A5 Tools and Techniques for Working with Others

A5a Participate in the establishment and operation of self-directed work teams.