By Ms. B.
Martínez
Evander
Childs H.S.
Picture Credit: http://slangham.home.texas.net/dirtside/images/gangs2.jpg
NTRODUCTION:
For millions of students, schools represent a safe haven
and door to a better future. However,
that safety and those dreams are being threatened by the presence of violent
gangs. Thousands of children and
teenagers are afraid of school and keep moving from one school to another in
search of safety. How can schools become
houses of learning and not of terror?
You have been selected to be a member of a newly created
Violence Action Committee at the New York City Department of Education. Your job is to advice the Education
Chancellor and major about the policies that should be implemented in your
school. Follow the instructions below to
complete your task.
ASK:
Ø Your group will investigate the infiltrations of gangs in
schools- specifically high schools
Ø You will create a written report, based on your findings,
which will be presented to the class. (Date will be announced in class.) The report can be done in writing (5 pages)
or it can be done in a power point presentation (8- 10 slides minimum)
Ø The investigation must use the Public Policy Analysis
method: Define the problem, Gather the evidence, Identify the causes, Evaluate
a policy, Develop solution, Select best solution. The components of the methods will be divided
among the groups.
Ø You must submit a bibliography.
ROCESS
Ø To complete task, the
class will be divided into three groups of 3 or 4 students each.
Ø Group members will be
announced in class.
Ø Each group will
develop two steps of the public policy Analyst method.
Group 1= define the problem and gather
evidence.
Group 2= identify causes and evaluate
a policy
Group 3= Develop solution and select
best solution
Ø Each group must decide
if their presentation will be a written report or a power point
presentation. Regardless of the method
of choice, all groups must make an oral presentation. Teacher must be notified of your choice two
weeks after assignment has been given.
Ø To successfully
complete task, students must use PPA resources, gather information from their
school.
ESOURCES: 
To help you complete
your web quest please use the following resources:
Students against violence initiative
VALUATION:
Your work will be evaluated on the
criteria established in the following rubric.
|
|
100 - 95 |
94 - 85 |
84 - 75 |
74 - 65 |
Below 65 |
|
CONTENT |
Information is
accurate, background information is provided. Addresses all
aspects of the PPA steps assigned. |
Most of the
information is accurate. Includes
important background information. Most aspects of PPA steps addressed. |
Information is
accurate. Some background information
is included. Employs PPA method. |
Uses accurate and
inaccurate information. Very little
information is provided. Attempts to
use the PPA method. |
Information is inaccurate.
Does not address the question. No background
information provided. PPA steps are
not addressed |
|
USE OF SOURCES |
Used reliable
sources. Variety of sources employed. Includes a good
bibliography. |
Sources are
reliable. Uses the same type of resources.
Includes a bibliography. |
Most sources are
reliable. Uses 2 or 3 different type
of resources. Bibliography is used. |
Uses only one or
two sources. Bibliography is
inaccurate. |
Sources are very
scarce. Do not provide enough information. Has not used any outside sources. |
|
ORAL PRESENTATION |
Well articulated
presentation. Main points of
investigation are presented. Coherent
explanations are made. |
Presentation is
articulate. Presents the essential points of the investigation. Explanations are good. |
Presentation is
good. Brief mention of all main
points. Clarifications are good. |
Presentation
addresses most of the main points of the task assigned. Presentation is not
focused. |
Students do not do
oral presentation. No effort to
explain report is made. |
|
WRITTEN REPORT |
Work is organized
into paragraphs with topic sentences.
Logical sequence and effective argument. Work is typed and legible. |
Organization is
good. Work follows a trend of thought
and an argument. Work is legible (typed). |
Work has a weak argument,
most paragraphs have topic sentences.
Work is legible. |
Work contains
paragraphs, most have topic sentences. Attempt to use logical sequence and
effective argument. Most of the work
is legible (hand written). |
Lacks focus and
organization, too short, does not answer assigned steps. Work is not legible. |
|
POWER POINT |
Appropriate number
of slides. Appropriate use of graphs
and pictures. Information is
understandable. |
Uses a minimum of
slides. Uses some graphs and pictures
appropriate for the task. |
Uses less than
minimum of slides. Uses graphs and
pictures. |
Number of slides
not corresponding to task. Graphs and
pictures are not appropriate. |
No
presentation. Lacks focus. No graphs
or pictures used. |
|
ORGANIZATION |
Work follows
logical sequence. Clear definition of
tasks. |
Work follows a
logical sequence. Clear definitions
are given. |
Organization is
present. |
An attempt to
organize work is made. |
No logical sequence
followed. Steps are out of order. |
|
GROUP WORK |
All students are
active participants. All members are
knowledgeable about the subject. Cooperative presentation. Each member presents evidence of their
work. |
Most students are
active participants. Members have
reliable knowledge about the topic.
Evidence of individual work is present. |
Students work
together. Most members have knowledge
of each others work. |
Students are able
to work together. Knowledge of each
other’s work is minimal. Students have
worked together. However, one person
has more knowledge of the subject. One person has done more work than the
other. |
Group members did
not work cooperatively. Only some members
worked in the project. No evidence of collaborative work. |