SCHOOL VIOLENCE IN

NEW YORK CITY PUBLIC SCHOOLS

SHEHAZ HASHIM

CIS 166

SHEHNAZHASHIM@EARTHLINK.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 New York City public school system. Children are faced every day with the potential of violence from their peers. There are approximately 180 school days in a school year and virtually every day there is an incident that involves some form of violence perpetrated by minors. How can society fix this detrimental issue within New York City public schools?

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 New York City public schools (the social conditions, key players, and public policy).

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 New York City for this problem.

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 New York City public schools and specifically at CIS 166. This will include the socio-economic situations, mental health and media influence of the students in New York City public schools.

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 New York City public schools for this problem.

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 New York City.

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

Science Performance Standards

S2c: Demonstrates understanding of regulations and behavior and response to environmental stimuli.

S4c: Demonstrates understanding of health.

S4d: Demonstrates understanding of impact of technology.

S4e: Demonstrates understanding of impact of Science.

S5c: Uses evidence from reliable sources to develop descriptions, explanations; and distinguishes between fact and opinion.

S5e: Identifies problems; purposes and implements solutions;

S5f: Working in teams

S6a: Scientific Tools and Technologies: Use technology and tools

S6d: Scientific Tools and Technologies: Acquire information from multiple sources.

S7b: Scientific Communication: Argue from evidence.

The students gather data from web sites on the Internet and resources provided. They compare their data with their peers and come up with a most feasible solution to the problem.

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.