In theory, We’re taught to respect our differences. In reality, it’s not so simple. This webquest looks at the social problems arising from diversity and possible solutions.

Submitted by Katherine Callan

Pelham Preparatory Academy

kccallan@rcn.com

Diversity: the point of respect in which things differ.

We’re brought up to believe that diversity is aspirational. America is a melting pot that welcomes people from diverse cultures, and we are taught to celebrate our differences. This may be true, but it’s also somewhat idealistic. Any time two distinct cultures are combined, there are bound to be conflicts.

To understand “Othello,” it’s imperative to understand the culture about which it was written and in which it was produced.

• Who were the Moors? Who were the Venetians? Why were they at war?
• What were the military duties of ranked officers? What was the military hierarchy?
• What rules for getting married existed at the time of the play?
• How were interracial relationships viewed?
• Finally, how did a collision of cultures and differing morals create the conflicts that drove the play?

Five hundred years later, diversity continues to be both aspirational and conflict-producing. This Webquest will examine the divisiveness of diversity, as evidenced in Shakespeare’s “Othello.” After exploring issues in the play, you will then make connections to diversity issues in your community, nation and the world at large.

For this Webquest, students will work in teams of four as members of President Bush’s newly formed peace-keeping task force. You have been asked to formulate a peace-keeping strategy based on the problem in your community or the world at large. Examples of problems might include gang violence, inter-racial dating, school segregation, racial profiling, even The Patriot Act. You will define the problem and create your proposed solution using the six-step PPA analyst. Each group will be responsible for completing and submitting the six worksheets, which are hyperlinked below. Your final product will be a three to five page research paper that identifies the problem, finds evidence for the problem and proposes possible solutions. Each group will present an abbreviated version of its findings to the class, and the class will vote on the proposal most likely to be selected by the President as worthy of funding for implementation.

Below are link that will take you to required worksheets for each of the six steps required for this project. Work with your group to complete each one, using the resources noted below.

1. Define the problem. http://www.maxwell.sr.edu/plegal/TIPS/worksheet1.doc
2. Gather evidence of the problem. http://www.maxwell.syr.edu/plegal/TIPS/worksheet2.doc
3. Identify causes of the problem. http://www.maxwell.syr.edu/plegal/TIPS/worksheet3.doc
4. Evaluate existing policies of the problem. http://www.maxwell.syr.edu/plegal/TIPS/worksheet4.doc
5. Develop an original public policy solution. http://www.maxwell.syr.edu/plegal/TIPS/worksheet5.doc
6. Choose the best solution. http://www.maxwell.syr.edu/plegal/TIPS/worksheet6.doc

www.cnn.com

www.lycos.com

www.altavista.com

www.google.com

www.ipl.org.ar/cgi-bin/teen.db.out.pl?id=ic2015

www.ipl.org.ar/cgi-bin/teen.search.pl?sstr=gangs&st=1&ao=and&ty=long

www.standards.dfes.gov.uk/schooldiversity/

Students will produce a written report on what they have learned through using the Public Policy Analyst process to bring about change in public policy.

Students will be graded on their written and oral presentations plus their ability to analyze information and draw conclusions based on the information presented and obtained through Web sites.

The following rubric will be used as part of the grade.

:

	A (4)	B (3)	C (2)	Redo (1)
Research	*Problem well identified and thoroughly researched *All six steps of the PPA are thoroughly addressed *Evidence of notes and action research	*Problem identified and reasonably well researched *All six steps of the PPA are addressed,	*Problem identified with limited research. *All steps of the PPA are addressed,	*Problem identified but research is lacking *Incomplete work
Written Proposal	*Well organized, demonstrates logical sequencing and sentence structure *Thoroughly addresses each of the six different parts (see Task)	*Well organized, but demonstrates illogical sequencing or sentence structure. * Addresses each of the six different parts	*Well organized, but illogical sequencing and sentence structure. * Barely addresses each of the six different parts	*Weakly organized. *Does not address each of the six different parts
Presentation	*Social problem introduced with authority based on information *Utilizes clear and helpful visual aids *Generate and field questions and responses from audience around their topic of discussion. *Every member in group participates in presentation.	*Social problem introduced with some authority *Visual aids used *Generate questions and responses. *Most members of group participate.	*Students state the social problem *Students require prompts to generate questions *Limited participation within the group	*Teacher generates discussion
Group cooperation	*Group establishes and maintains an equal distribution of labor among all participants. *Differences are dealt with maturely and students exercise listening skills, leadership skills, and compromise skills	*Group makes attempts to maintain an equal distribution of labor among all participants. *Almost all differences are dealt with maturely and students exercise listening skills, leadership skills, and compromise skills	*Groups make unsuccessful attempts to maintain an equal distribution of labor among all participants. *Only some differences are dealt with maturely as students attempt to exercise listening skills, leadership skills, and compromise skills	*Group is unable to equally distribute work. *Differences are not dealt with maturely

To use a cliché, you can’t argue the facts. At the end of this project, students should be able to analyze a policy and draw a well thought out conclusion that they can support with evidence. They will demonstrate that they can research a policy, comprehend what the policy is about and support their findings by citing evidence from given information and hold intelligent discussions about the policy. Finally, students will make recommendations based on research that will improve the social issue.

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This Web Quest addresses the following English Language Arts Standards:

Standard 1:   Language for Information and Understanding

Students will listen, speak, read, and write for information and understanding. As listeners and readers, students will collect data, facts, and ideas.

Standard 3:   Language for Critical Analysis and Evaluation

Students will listen, speak, read, and write for critical analysis and evaluation.

Standard 4:   Language for Social Interaction

Students will listen, speak, read, and write for social interaction. Students will use oral and written language that follows the accepted conventions of the English language for effective social communication with a wide variety of people.