Ms Silva
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Introduction:
Every year, the Department of Education provides each
school’s Language Arts Department with a list of suggested reading titles,
grouped by reading level. A panel of
teachers and students then evaluates the appropriateness of the books’ content
to be used for classroom discussion. You
are now part of this book committee for
Task:
Your task, along with three
other group members, is to research and write about the negative impact of the American glorification of Urban Subculture
aka “Thug/Street Life,” presented in Walter Dean Myers’ Monster, using
the PPA procedures and sites listed below.
You will also be required to offer possible solutions to this social
problem. Your findings will be presented
to the other members of the Book Committee.
Process:
You and your
group will responsible to:
1. Write a 3-5 page research paper which identifies Urban Subculture
or “Thug Life” as a social problem. You
must present evidence that this problem exists in our country, and determine
its causes and effects. You must also
propose possible solutions. You must
follow the six steps of the Public Policy Analysis
(PPA) in your research.
2. Ensure that each group member completes and submits the
following PPA worksheets, which are hyperlinked below:
Gather Evidence of
the Problem
Identify the Causes
of the Problem
Evaluate Existing
Public Policies
3. Create and present a PowerPoint
presentation for all the steps of your research according to the Public Policy
Analysis. The Power Point presentation
must include a minimum of six slides; each slide will discuss the information
gathered in the PPA worksheets.
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RESOURCES
- “Street Life” Literature Genre:
http://www.miami.com/mld/miamiherald/business/5897128.htm
- “Hip-Hop Hogwash In The Schools”
http://www.vdare.com/malkin/hiphop.htm
- “Hip Hop Hysteria”
http://www.alternet.org/story.html?StoryID=14900
- “New Perspectives on African American Violence”
http://www.questia.com/PM.qst?action=openPageViewer&docId=79099436
- “Rage Against Reality”
http://www.nationalreview.com/comment/comment-goldblatt060602.asp
- “Is Youth Violence Just Another Fact
of Life?”
http://www.apa.org/pi/pii/isyouthviolence.html
- “Black Violence: Real Issues &
Real Solutions”
http://www.gibbsmagazine.com/violence.htm
- “Pathway on Youth Violence”
- “Injury Fact Book: Youth Violence”
http://www.cdc.gov/ncipc/fact_book/31_Youth_Violence%20s.htm
General
Search Engines:
EVALUATION
RUBRICS: RESEARCH PAPER
|
|
3 |
2 |
1 |
|
Content |
Writing shows in-depth
analysis of the criticism of “Thug Life” and offers insightful proposals
according to the Public Policy Analysis methodology. |
Writing shows basic
understanding and analysis of the criticism of “Thug Life” and offers
adequate solutions. It briefly addresses
each of the steps of the PPA. |
Writing shows
summarization of the research information.
It may contain vague references to the steps of Public Policy
Analysis. |
|
Structure
and Organization |
Writing is generally
well organized according to definite plans.
Topics or ideas generally clear. Typically clear
beginnings and ends. Most transitions
smooth and logical. Details generally
varied and vivid. |
Controlling topics,
ideas, or overall plans always present but do not always focus the
writing. Endings may sometimes be
awkward or abrupt. Transitions are
typically logical but may on occasion lack depth and/or direct relevance. |
Topics or overall
plans may not be clearly present. Possible digressions
or elaborations confusing to reader. Beginnings and endings
may be awkward or abrupt. Key elements may be
unevenly developed or omitted. Details used
inconsistently. |
|
Style |
Sound reasoning. Clear
position. Opinions thoughtfully supported. Credible evidence. Avoids exaggeration. Compelling arguments.
Fact/opinion distinguished. Conclusions well-grounded. Displays evidence to
advantage. Believable and defensible. Convincing. |
Few surprises.
Predictable, well-worn arguments. Credible but limited support. Acceptable,
knowledge as evidence. Fact/opinion
sometimes overlap. |
Minimal content. Unsupported statements. Weak, questionable evidence. Position
weak/unclear/shifting. Overly reliant on repetition and exaggeration. |
RUBRICS: POWERPOINT PRESENTATION
|
|
3 |
2 |
1 |
|
Content |
The
content is written clearly and concisely with a logical progression of ideas
and supporting information. The
project includes motivating questions and advanced organizers that provide
the audience with sense of the project’s main idea. Information
is accurate, current and comes mainly from primary sources. |
The
content is vague in conveying a point of view and does not create a strong
sense of purpose. Includes
some persuasive information with few facts. Some
of the information may not seem to fit. Primary
source use is not always clear. |
The
content lacks a clear point of view and logical sequence of information. Includes
little persuasive information and only one or two facts about the topic. Information
is incomplete, out of date and/or incorrect. Sequencing
of ideas is unclear. |
|
Text/Graphics Layout |
The
fonts are easy-to-read and point size varies appropriately for headings and
text. The
graphics, sound and/or animation assist in presenting an overall theme and make
visual connections that enhance understanding of concept, ideas and
relationships. |
Sometimes
the fonts are easy-to-read, but in a few places the use of fonts,
italics, bold, long paragraphs, color or busy background detracts and does
not enhance readability. Some of the
graphics, sounds, and/or animations seem unrelated to the topic/theme and do
not enhance the overall concepts. |
The
text is extremely difficult to read with long blocks of text and small
point size of fonts, inappropriate contrasting colors, poor
use of headings, subheadings, indentations, or bold formatting. The graphics,
sounds, and/or animations are unrelated to the content |
CONCLUSION
This
web quest should have taught you to analyze the current criticism of Urban
Subculture or “Thug Life.” The negative connotations of this lifestyle is why modern books like
Walter Dean Myers’ Monster are both praised and criticized. Through your research, you saw the social
problem of “Thug Life” in America by researching through various points of
view— even those you don’t fully agree with—and factual information. With this research you learned how to select
a public policy that best solved this existing social problem. You also learned to evaluate the costs and
benefits of your public policy in order to determine its feasibility. Based on your research and efforts to create
an effective public policy, you created a research paper and a PowerPoint
presentation.
In
your next web quest, you will explore the social problems presented in our next
Read-Aloud novel, Red Scarf Girl.
You will compare and contrast public policy that addresses the issue of
discrimination.
This
web quest has enabled students to meet standards one, three, and four of the
1.
Students will read and write for information and understanding
2.
Students will read and write for literary response and expression
3.
Students will read and write for critical analysis and evaluation
4.
Students will speak and listen for social interaction
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