WORLDWIDE TERRORISM

Prepared by Mr. Cintron

Christopher Columbus H.S.

 

 

INTRODUCTION

Terrorism has always been a problem that affected the world. When terrorists strike, the death and destruction that follows leaves people and governments wondering just what can be done to stop this harsh form of cruelty. With the events of September 11, 2002 still fresh in peoples minds, governments are turning, for the first time, to actively engaging and fighting against terrorism. The question remains, however, just what can be done to stop terrorism. Is the existing public policy against terrorism adequate? Should changes be made?

Let us assume, for this web quest that you are an adviser to the “Homeland Security Department”. It is your job to evaluate the current state of terrorism protection that is afforded the American people. You will be assigned the task to make critical public policy recommendations that could save the life of many millions of your fellow citizens.

 

BE PREPARED !!!!

 

 

TASK

 

 

I: WRIITEN PRESENTATION

 

Your assignment will be to research the topic of terrorism using the Internet and print media. You will find causes and effects, discuss and evaluate the current policies in place around the world to deal with terrorism, and suggest solutions to effectively fight and end terrorism. You will be exploring the Internet to retrieve information that will make your report accurate and reliable and your solutions viable. You will make recommendations to the Presents adviser on Homeland Security.

Your report must be three to five pages written in your own words.  You may not simply download an article and submit as your own.  The report must be double spaced in correct manuscript format.

 

Your report must contain a cover sheet with the following information.

!      !      Title of paper

!      !      Your name

!      !      Your class code (H3$J)

!      !      Teacher's name

!      !      The due date (November 19, 2002)

 

Your may be creative with your cover.  You can insert an appropriate graphic or clip art that you downloaded from the Internet. You may also include any picture or graphic that is appropriate for your paper.

 

From these web pages you are expected to collect facts, figures, and statistics.  All this information must be cited and appear as endnotes.  These citations must be listed on the final page of your report.  All facts must be documented

 

II: ORAL PRESENTATION

 

Your group will also make a five-minute oral presentation to the class with your findings concerning terrorism and suggestions for Public Policy changes to avert the problem in the future. Your presentations should save the lives of millions.

 

YOU WILL USE THE “PUBLIC POLICY ANANLYST ON THE INTERNET TO COMPLETE YOUR TASK. THIS SITE IS GIVEN TO YOU IN THE “PROCESS’ SECTION OF THE WEB QUEST.

 

 

PROCESS

 

                                                         

 

1: You will divide up into working groups of four.

 

2: Each member of the group will be assigned a task. You will help each other in the written and oral presentations.

 

3: Once you have thoroughly researched the topic and accumulated all the information you need, you will write your paper and prepare your oral report.

 

4: Using the Public Policy Analyst Method, you are to identify the problem, gather the evidence, discuss and evaluate present public policy and recommend new public policy as your group views it.

 

5: You will use 5-step public policy analysis work sheets as a template for writing your report and completing your oral presentation. Read the information on the following website. Go to the website below. Click on PPA and go forward until you click on PPA, standard version. Examine the website carefully before continuing. Ask the teacher questions if you have difficulty.

 www.maxwell.syr.edu/plegal/tips.html

 

6: You will use the websites given in “resources” section along with print media to complete the worksheets on the PPA website below.

 

STEP # 1:  Identify the problem

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

Complete worksheet # 1

 

STEP # 2: Gather evidence for this problem

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

Complete worksheet # 2

 

STEP # 3: Identify causes for this problem

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

Complete worksheet # 3

 

STEP # 4: Evaluate the existing policy for this problem.

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

Complete worksheet # 4

 

STEP # 5: Develop solutions/policies for the problems for this existing policy

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

Complete worksheet # 5

 

You will use the information gathered on these worksheets, through use of the Internet and print media, to complete your report and group oral presentation.

 

 

RESOURCES

Search engines—Use the following sites to complete all worksheets from step #1----#5

 

https://www.google.com

http://www.yahoo.com

http://www.altavista.com

http://www.ask.com

 

Specific Web sites

www.milnet.com/milnet/terrchrn.htm

www.infoplease.com/spot/01terrorism.htm

http://www.un.org/terrorism/

http://www.emergency.com/cntrterr.htm

http://www.cdi.org/terrorism/

http://www.whitehouse.gov/response/

http://www.terrorismanswers.com/home/

http://www.cdt.org/policy/terrorism/

http://www.gao.gov/terrorism.html

http://www.undcp.org/odccp/terrorism.html

 

Evaluation

 

65%

70-79%

80-95%

100%

 

 

 

 

 

 

Web Sites

Research

-too few links relevant to the proposed policy

-enough links but few support the proposed policy

-many links that support the proposed policy

-excellent use of a variety of links in which all support the proposed policy

Written Report

 

-incomplete but follows the 5step PPA format

-does not use the conventions of standard written           English

-complete with too few analyses of the PPA format for this topic

-exhibits a weak usage of the conventions of standard written English

-complete with sufficient analyses of the PPA format for this topic

-exhibits an acceptable usage of    the conventions of standard written English

-complete with a superior understanding of the PPA format for this topic

-exhibits a strong use of the conventions of standard written English

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Criteria for: Oral Presentation

%

 

0 %

65-80%

81-90%)

91-100%)

 .

Organization

Audience cannot understand presentation because it is inaudible.

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.

 

Content Knowledge

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

Student is uncomfortable with information and is able to clearly answer PPA questions- answer are only rudimentary questions.

Student is at ease with content, answers most of the PPA questions but fails to elaborate.

Student demonstrates full knowledge (more than required) of the PPA with explanations and elaboration.

 

Visuals

Student used no visuals.

Student occasional used visuals that rarely support text and presentation.

Visuals related to text and presentation.

Student used visuals to reinforce screen text and presentation.

 

 

 

 

 

 .

 

Delivery

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

Student incorrectly pronounces terms. Audience members have difficulty hearing presentation.

Student's voice is clear. Student pronounces most words correctly.

Student used a clear voice and correct, precise pronunciation of terms.

 

 

 

 

        Grade

average

%

 


NEW YORK STATE STANDARDS ADDRESSED

 

I: 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 2:   Language for Literary Response and Expression

Students will read and listen to oral, written, and electronically produced texts and performances from American and world literature; relate texts and performances to their own lives; and develop an understanding of the diverse social, historical, and cultural dimensions the texts and performances represent. As speakers and writers, students will use oral and written language that follows the accepted conventions of the English language for self-expression and artistic creation.

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 STANDARDS

 

Standard 2:   World History

Students 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.

 

 

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 non-market mechanisms.

 

Standard 5:   Civics, Citizenship, and Government

Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the United States and other nations; the United States Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.

 

 

Conclusion

 

By completing this activity, students will have learned how to use the Internet to gather information and do research. You will have learned how to use critical thinking skills to make decisions on what policies would be most effective. Just as important, you should have seen that terrorism is an immediate threat to democracy and expert public policy thinking in critical in averting a major catastrophe. Our next web quest will include a GPPA investigation of terrorism in earlier civilization.