WORLDWIDE
TERRORISM
Prepared by Mr. Cintron
Christopher Columbus H.S.
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 !!!!
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
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.
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
Specific Web
sites
www.milnet.com/milnet/terrchrn.htm
www.infoplease.com/spot/01terrorism.htm
http://www.emergency.com/cntrterr.htm
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 |
|
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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. |
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. |
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.