SCHOOL VIOLENCE IN
NEW YORK CITY PUBLIC SCHOOLS
AUDREA
D. COSME
CIS
166
BIONICA@NETZERO.NET
INTRODUCTION:
It's after lunch and you get a sudden
urge to use the bathroom. You raise your
hand and ask permission to go. Silently
you get your pass from the teacher's desk and walk out of your classroom. While strolling down the hallway you admire
the bulletin boards of other classes.
You finally reach your destination and walk in. You are immediately confronted by a group of
older kids hanging out in the bathroom.
They begin to push you and get in your face. One of them gets as bold as to twist your arm
behind your back and pushes your head towards the toilet bowl while the others
laugh.
This is a fictional scenario but it
could very well happen in today's
TASK:
You will have to find solutions to curb
or stop this escalating problem of school violence. To be able to do
that you will use the six-step public policy approach:
1.
Define and describe the problems of school violence as it
exists in
2.
Gather evidence for the problem (statistics, case studies,
surveys or articles by experts)
3.
Identify the causes for the problem.
4.
Describe and evaluate the existing policy in
5.
Develop solutions/policies for the existing policies on
school violence.
6.
Select the best policy
PROCESS:
The class will be divided into six
groups.
Group1:
Investigates
the existence of school violence within CIS166.
Using the website at: www.nycenet.edu
Group2:
Defines and describes the problem of
school violence within
Using website:http://www.maxwell.syr.edu/plegal/TIPS/select.html www.maxwell.syr.edu/plegal/TIPS/select.html
and complete Worksheet1
Using website: www.senate.gov/~commerce/hearings/0504jen2.pdf
Group3:
Gathers evidence of the problem. This will include statistical data, case
studies and articles from experts.
Using website: www.maxwell.syr.edu/plegal/TIPS/gather.htmlhttp://www.maxwell.syr.edu/plegal/TIPS/gather.html and complete
worksheet2.
Using website: www.wnye.nycenet.edu/projectsave
Using website: www.iume.tc.columbia.edu/choices/links.htmlwww.iume.tc.columbia.edu/choices/links.html
Using website:www.state.ny.us/governor/ltgov/press99/oct11_00.htm www.state.ny.us/governor/ltgov/press99/oct11_00
Using website: www.jrn.columbia.edu/academics/studentwork/children/2002/stories/casiniopinion.asp
Group4:
Identifies the
causes and existing policies in
Using website:http://www.maxwell.syr.edu/plegal/TIPS/identify.html www.maxwell.syr.edu/plegal/TIPS/identify.html
and complete worksheet3
Using website:http://www.maxwell.syr.edu/plegal/TIPS/existing.html www.maxwell.syr.edu/plegal/TIPS/existing.html
and complete worksheet4.
Using website: www.nycenet.edu
Using website: www.svdltd.com/sells/cpa/speeches/jenkinstxt.htmwww.svdltd.com/sells/cpa/speeches/jenkinstxt.html
Using website: www.info.greenwood.com/books/0275955/0275955060.html
Using website: www.senate.gov/~commerce/hearings/0504jen2.pdf
Using website: www.uft.org
Using website: www.wnye.nycenet.edu/projectsave
All Groups
Develops
solutions and the best policies to combat the school violence problem in
Using website: http://www.maxwell.syr.edu/plegal/TIPS/solutions.htmlwww.maxwell.syr.edu/plegal/TIPS/solutions.html
and complete worksheet5.
Using website: http://www.maxwell.syr.edu/plegal/TIPS/bestsol.htmlwww.maxwell.syr.edu/plegal/TIPS/bestsol.html
and complete worksheet6.
Using website: www.schoolsuccesshttp://www.schoolsuccessinfo.orginfo.org
Using website: www.uft.org
Using website: www.columbia.edu/cu/news/01/04/students.htmlwww.columbia.edu/cu/news/01/04/students.html
Using website: www.cnn.com/US/9805/22/school.reduced.violence
Using website: www.wnye.nycenet.edu/projectsave
Using website: www.cpmcnet.columbia.edu/dept/nccp/rccp99pr.html
RESOURCES
Teaching Conflict Resolution: An
Effective School-Based Approach to Violence Prevention
http://www.eric-web http://www.eric-web.tc.columbia.edu/abstracts/ed437176.html
Harold Koplewicz, M.D.: Advocate &
Champion of Child Mental Health
http://www.educationupdate.com/mar02/htmls/med_koplewicz.html
Schools Where Kids Are Known
http://www.ncup.org/pubs/sum95/article5.html
EVALUATION
You will be judged according to the
following rubric.
Presentation Rubric- evaluating student
presentation
Excellent |
Satisfactory |
Minimal Satisfactory |
Unsatisfactory |
Organization Student presentation is logical,
clear and fully captivates audience interest. |
Organization Student presentation is logical,
clear and somehow captivates audience
interest |
Organization Student presentation is logical and
somehow clear but not captivating. |
Organization Student presentation is illogical
and distorted. |
Subject Knowledge Student demonstrates full knowledge
of subject matter and beyond |
Subject Knowledge Student demonstrates knowledge of subject
matter |
Subject Knowledge Student demonstrates a little
knowledge of subject matter subject matter |
Subject Knowledge
Student does not know subject matter |
Accuracy No grammatical errors |
Accuracy Very few grammatical errors |
Accuracy Some grammatical errors |
Accuracy Too many grammatical errors that
distorts meaning of words |
This webquest focuses on the following:
English Language Arts Performance Standards
E1c:
Read and comprehend informational materials.
E2a:
Produce a report of information.
E3b:
Participate in-group meetings.
E3c:
Prepare and deliver an individual presentation
Social Studies Performance
Standards
Standard 2
Students will use a variety of
intellectual skills to demonstrate their understanding of major ideas, eras,
themes, developments, and turning points in the in world history from a variety
of perspectives.
Standard 3
Students 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 environment over earth’s surface.
Conclusion
Due to the research on school violence
in New York City public schools, students will be able to analyze problems
faced by students, parents, teachers and administrators and will be able to
come up with policies that might assist in resolving this growing problem. In
addition, they might create policies for early recognition and intervention of
children at risk.