School Violence Louisa Groguhe

Introduction:

You are a student in a school where violence is on the rise. At times, you are afraid to come to school because you fear you might become a victim. You know quite a few gang members and know eventually you will be a target. You want to come up with a solution that will not only help you but many others in your position. In order to put your plan in place, you elicited the help of a teacher to create a plan to deter violence in the school as well as in the community.

Your Task:

You have been selected to conduct a study on school violence. Your task is to identify the problem, analyze the obstacles, brainstorm a resolution, create a survey, and come up with a solution. Your final product will be a report to be presented in class. Your presentation should include a poster depicting the negativities of violence using pictures, graphs and other visuals.

The Process:

Steps 1: You will be divided into groups of three. Using Public Policy Analyst Define the problem of school violence.

Step 2: Gather Evidence about School violence.

Step 3: Identify the causes of the problem.

Step 4: Evaluate the problem.

Step5: Develop solutions.

Step 6: Selecting best solution.

Resources:

School Violence Resource Center

http://www.svrc.net/

Teen to teen

http://hcrl.slu.edu/HCRL/Programs/TeentoTeen/Gangviolence/

Street Gang Dynamics

http://gangwar.com/dynamics.htm

Parent Resource Guide

http://gangwar.com/parent1.htm - advise

Presentation Rubric

	Evaluating Student Presentations
Developed by Information Technology Evaluation Services, NC Department of Public Instruction
	1	2	3	4	Total
Organization	Audience cannot understand presentation because there is no sequence of information.	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.
Subject Knowledge	Student does not have grasp of information; student cannot answer questions about subject. Students did not use PPA	Student is uncomfortable with information and is able to answer only rudimentary questions. Student uses only one or two steps of PPA	Student is at ease with expected answers to all questions, but fails to elaborate. Student is familiar with at least four or five steps of PPA.	Student demonstrates full knowledge (more than required) by answering all class questions with explanations and elaboration. Student uses all steps of PPA
Graphics	Student uses superfluous graphics or no graphics	Student occasionally uses graphics that rarely support text and presentation.	Student's graphics relate to text and presentation.	Student's graphics explain and reinforce screen text and presentation.
Mechanics	Student's presentation has four or more spelling errors and/or grammatical errors.	Presentation has three misspellings and/or grammatical errors.	Presentation has no more than two misspellings and/or grammatical errors.	Presentation has no misspellings or grammatical errors.
Eye Contact	Student reads all of report with no eye contact.	Student occasionally uses eye contact, but still reads most of report.	Student maintains eye contact most of the time but frequently returns to notes.	Student maintains eye contact with audience, seldom returning to notes.
Elocution	Student mumbles, incorrectly pronounces terms, and speaks too quietly for students in the back of class to hear.	Student's voice is low. Student incorrectly pronounces terms. Audience members have difficulty hearing presentation.	Student's voice is clear. Student pronounces most words correctly. Most audience members can hear presentation.	Student uses a clear voice and correct, precise pronunciation of terms so that all audience members can hear presentation.
				Total Points:

Conclusion:

After completing this WebQuest students will have met the following NEW YORK STATE LEARNING STANDARDS

ENGLISH LANGUAGE ARTS STANDARDS:

E1c Reads and comprehends information materials.

E3a Participate in one-to-one conference with the teacher.

E3b Participate in group meetings.

E4b Analyze and subsequently revise work to improve its clarity and effectiveness.

PERFORMANCE STANDARDS SCIENCE

S6d Acquires information from multiple sources.

S6e Recognizes and limits sources of bias in data

S7e Communicates in a form suited to the purpose and the audience