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In the novel Monster by Walter Dean Meyers, our main character Steve Harmon, was accused of committing horrific acts of violence, and he was only sixteen years old. Violence committed by young people is on the rise, and has become a major component of a typical Bronx high school students’ day. Even at Peace and Diversity Academy, violence among students occurs; both in words and in actions. Violence in high schools creates an unsafe learning environment, where students are unable to take risks, explore and grow.

You are all freelance advertising executives that have been selected by the New York City’s Board of Educations Committee on School Safety to investigate the reality of violence in the high schools and to create a young and cool campaign to help combat it.

You will use the PPA method to define the social problem and create a viable solution. In groups of four you will work together to create a campaign that will really work in diminishing the amount of school violence in Bronx high schools. You will create a presentation where you will present your ideas to the class, you will create a poster on how to identify or combat school violence. You will also design a pamphlet of three to four pages to help create awareness among students about the seriousness of school violence and offers facts, statistics, and resources that students can use to combat it. The group that does the best job wins the campaign!

Using the TIPS PPA process your group will

Define the problem

Worksheet

Gather evidence

Worksheet

Identify causes

Worksheet

Evaluate a policy

Worksheet

Develop solutions

Worksheet

Select best solution

Worksheet

These websites might be helpful to you on your quest! Check them out!

www.kidsandguns.org

www.keepschoolssafe.org

www.violencepreventionweek.org

www.safeyouth.org

www.pax.com

www.reportsormeone.com

www.svrc.net

www.nationalsave.org

www.nationaltcc.org

www.helping.apa.org/warningsigns

Books that might be interesting to check out!

Days of Respect: Organizing a School-Wide Violence Prevention Program

by Ralph Cantor

Kids Working it Out: Stories and Strategies for Making Peace in our Schools

by Tricia S. Jones and Randy Compton

Things Get Hectic: Teens Write About the Violence that Surrounds Them

By Youth Communication, edited by Philip Kay, Andrea Estepa and Al Desetta

Peace and Diversity

Oral Presentation

Name: ________________________

Teacher: Kelly

Date of Presentation: ____________

Title of Work: ___________________

Criteria

Points

	5	10	15	20
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.	_16___
Content Knowledge	Student does not have grasp of information; student cannot answer questions about subject.	Student is uncomfortable with information and is able to answer only rudimentary questions.	Student is at ease with content, but fails to fully explain their point..	Student demonstrates full knowledge (more than required)with explanations and elaboration.	____
Visuals	Student used no visuals.	Student occasional used visuals that rarely support text and presentation.	Visuals related to text and presentation.	Student used visuals to reinforce screen text and presentation.	____
Mechanics	Student's presentation had four or more spelling errors and/or grammatical errors.	Presentation had three misspellings and/or grammatical errors.	Presentation has no more than two misspellings and/or grammatical errors.	Presentation has no misspellings or grammatical errors.	____
Delivery	Student mumbles, incorrectly pronounces terms, and speaks too quietly for students in the back of class to hear.	Student incorrectly pronounces terms. Audience members have difficulty hearing presentation.	Student's voice is clear. Student pronounces most words correctly.	Student used a clear voice and correct, precise pronunciation of terms.	____
				Total---->	____

Teacher Comments:

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English Language Arts: Standard 3

Students will read, write, listen, and speak for critical analysis and evaluation.
As listeners and readers, students will analyze experiences, ideas, information, and issues presented by others using a variety of established criteria. As speakers and writers, they will present, in oral and written language and from a variety of perspectives, their opinions and judgments on experiences, ideas, information and issues.

Social Studies: Standard 5:   Civics, Citizenship, and Government

Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the United States and other nations; the United States Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.

By the end of this project you will have learned how to investigate a social issue, will be able to analyze information, will have developed public speaking skills and will have created an organized body of information for presentation! Congratulations!