TERRORISM
IN THE AIR
THE
PROBLEM OF AIRLINE SAFETY
MS.
G. BLAKE
INTRODUCTION:
Imagine this scenario you
are on a class trip with your students. Your home is
Suddenly and unexpectedly a flight attendant comes over to you
and says that one of your students can not take this fight to
Unfortunately the world came to a sudden stop on
TASK:
Your group will complete a report that will be given to
Congress.
The report will be 3 pages in length.
The report will include information gathered from all the
information included on the 6 worksheets found in the Public Policy Analyst.
Your group will evaluate the problem of airline
safety in
Your group will focus in on RACIAL PROFILING and evaluate its
effectiveness and legality using the internet resources below and other outside
sources.
Your report will be typed on MS Word.
Your group will be asked to make an oral presentation to the
class delineating your findings. The rubric for how you will be graded for your
presentation will be located at the end of this webquest.
PROCESS:
It
will be your job to find answers and solutions to
help in finding ways to keep our airlines safe for the public. You will
also evaluate the escalating public policy of racial profiling. To complete your task to do that you will use
the six-step public policy approach:
The
class will be divided into groups of FOUR for to complete the task. Your task
will be graded on a group basis. It is the responsibility of each group member
to make sure the work is completed. You will complete the worksheets under each
of the following PPA steps
1.
DEFINE THE PROBLEM OF
AIRLINE TERRORISM. Complete worksheet # 1 using the internet resources
given below. Read the web page that describes the process in “defining a social
problem”.
2.
GATHER EVIDENCE for the problem (statistics, case studies, surveys or
articles by experts) Read the web page carefully and access
the links on the page. Complete Worksheet #2
3.
IDENTIFY THE CAUSES
FOR THE PROBLEM. This is a critical step. Without knowing the “causes”
for the problem of lack of airline safety, you cannot create effective public
policies. Complete Worksheet # 3
4.
DESCRIBE AND
EVALUATE THE EXISTING POLICY IN NEW YORK CITY FOR THIS PROBLEM. Complete Worksheet # 4
5.
DEVELOP
SOLUTIONS/POLICIES: which can be used
by the airlines and can be instituted by Congress. Complete Worksheet # 5
6: SELECT THE BEST
POLICY AND SOLUTIONS:
Complete worksheet
# 6
GENERAL INTERNET RESOURCES
These will be used to complete the
worksheets above
A FOCUS ON RACIAL ROFILING
Now that you have an understanding of
this major social problem, you will focus in on evaluating the Public Policy of
Racial Profiling. You will compare it to the policies your group has evolved.
The class will complete
this evaluation in their respectve groups
Each group has completed all the worksheets and gather the information using Public Policy Analyst.
Each group will then be assigned the task of evaluating the
existing public policy of racial profiling as follows.
Group1:
This group will Investigate the
existence of racial profiling in
Using the
website at: http://www.ethnicmajority.com/racial_profiling.htm
Group2:
This group will defines and describes the problem of racial
profiling within
Using websites: http://www.aclu.org/RacialEquality/RacialEqualitylist.cfm?c=133
http://www.racialprofilinganalysis.neu.edu/article.php?article_type=all#reports
http://www.interracialmatch.com/profiling
Group3:
This group will gather evidence of racial profiling. This will include statistical data, case studies
and articles and evaluate it.
http://www.amnestyusa.org/racial_profiling/report/
http://news.pacificnews.org/news/view_article.html?article_id=8355216b6b057a2d76a23320ad101ff9
http://www.kcba.org/barbulletin/0406/
http://www.geocities.com/law4cops/dso1.html
Group4:
This group will identify the causes and existing policies in
Use websites http://www.house.gov/apps/list/speech/ny16_serrano/la_010705_racprof.html
http://www.uh.edu/admin/media/topstories/2003/dtexan/200302/20030207pro.html
Then complete
Using website:http://www.maxwell.syr.edu/plegal/TIPS/identify.html www.maxwell.syr.edu/plegal/TIPS/identify.html complete worksheet 3
Complete
worksheet 4 using
website::http://www.maxwell.syr.edu/plegal/TIPS/existing.html
www.maxwell.syr.edu/plegal/TIPS/existing.html
All Groups
Develop solutions and the best policies to combat the racial
profiling in
http://www.interracialmatch.com/profiling
http://www.amnestyusa.org/racial_profiling/report/
http://www.cfpa.org/issues/racialprofiling/index.cfm
OTHER RESOURCES 
These resources can be used by the student to better
understanding
the
conflict between civil rights and airline safety in a world filled with
terrorism and uncertainty. You should use these websites, as well, to complete
your task of evaluating racial profiling
Martin Luther King’s speech on racial equality
http://everystudent.com/features/dream.html
Legal
Information Institute on Civil Rights
http://www.law.cornell.edu/topics/civil_rights.
Getting help if
you are someone else is a victim of Racial Profiling
http://www.cfpa.org/issues/racialprofiling/resources.cfm
Court Case studies on Racial Profiling dated back to 1968
http://www.geocities.com/law4cops/dso1.html
EVALUATION
You will be judged according to the following rubric.
Presentation Rubric- evaluating student presentation
|
Excellent 5 points |
Satisfactory 4 points |
Minimal Satisfactory 3 points |
Unsatisfactory 2 points |
|
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 |
GRADING A=14-15 POINTS B=12-13 POINTS C=10-11 POINTS
F=Below
10 points
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
Hopefully a better understanding of what racial profiling is
will be understood by the students so that as they grow into productive and
concerned citizens, they will learn how to judge people and situations
individually and not formulate biased assumptions against individuals based on
ethnicity and customs .Learning not to prejudge individuals is a growth stage
that many individual do not understand or practice. It is our hope that,
through this web quest, students will understand the harm that prejudices
causes and how it can manifest and destroy lives and society. It is one of the
greatest eye sores of humanity and blemishes the human race.
