Hate Crimes
A webquest
by Matthew A. Goss,
Dewitt Clinton high school
Introduction
Hate crimes are of growing concern in the nation and
Task
You are a member of a group
working with the government to research social problems and propose possible
solutions. The president has asked the
group write and present a report in which you:
research hate crimes, provide data regarding them, analyze the data,
create a comprehensive definition of hate crimes, and propose a program to
educate the public. Remember that this
is a group project—everyone in your group must contribute
The Process
You must write a report to present to the committee detailing hate
crimes.
A) In order to complete your
research, you should use the TIPS PPA format. Follow
the links directly below to help you with the steps of the format. You may print out the handouts linked to the
pages to help you in your research.
1. Define the
problem: Why are hate crimes a social
problem, and how do they differ from “normal” crimes? Create a working definition for hate crimes
based on the research you will conduct.
2. Gather evidence: Find data, statistics, and evidence that prove that hate crimes are a
social problem.
3. Identify
causes: Why are the perpetrators
of hate crimes committing them? What are
some possible underlying reasons for their actions?
4. Evaluate
a policy: What are the state and
federal governments currently doing to address hate crimes?
5. Develop
solutions: Propose several public policies which may address hate crimes
6. Select best solution:
Explore the negative consequences of the proposed policies to choose the one
which will benefit your community the most, and create a program to educate the
public about hate crimes
B) Once you have reviewed the PPA format and printed the handouts, you should
follow the links listed in the Resources section below. These links will bring
you to websites where you will find useful information and additional links
about hate crimes. Write down the
address of each website you visit during your research!
C) Write your report to the
committee. Your report should include
the following:
1) A working definition of the crimes
2) A review of public policies already in place
3) At least three graphs/charts regarding hate
crimes
4) At least one survey and results conducted by
your group
5) An analysis of the above graphics and surveys
6) Your proposed public policy with a discussion
of rejected policies.
7) A proposed program to educate the public
about hate crimes.
8) A list of
sources used
D) Prepare an oral presentation to the committee about your
findings. All members of your group must
be present for the presentation, and each member must present in some manner to
the committee.
E) See the rubric below for a breakdown on how you will be evaluated.
The Resources
Website links related to your topic.
http://www.policyalmanac.org/crime/archive/hate_crime.shtml
http://www.usdoj.gov/crs/pubs/crs_pub_hate_crime_bulletin_1201.htm
http://criminaljustice.state.ny.us/crimnet/ojsa/hatecrimes/hatecrimes2001.pdf
http://www.cnn.com/2003/LAW/11/12/hate.crimes.ap/
http://gsmith.senate.gov/press/2004/05-19-04.htm
http://www.cnsnews.com/ViewCulture.asp?Page=%5CCulture%5Carchive%5C200410%5CCUL20041008c.html
http://www.infoplease.com/spot/hatecrimes.html
GENERAL SEARCH ENGINES:
The Evaluation
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Research Report : Hate Crimes |
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Teacher Name: Mr. Goss |
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Student Name:
________________________________________ |
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CATEGORY |
6-May |
4-Mar |
2 |
1 |
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Amount of
Information |
All
topics are addressed and all questions answered in depth using numerous
details and examples. |
All
topics are addressed and most questions answered adequately. |
All
topics are addressed, and most questions answered to a limtied
extent. |
One or
more topics were not addressed. |
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Quality
of Information |
Information
clearly relates to the main topic. It includes several supporting details
and/or examples. |
Information
clearly relates to the main topic. It provides 1-2 supporting details and/or
examples. |
Information
clearly relates to the main topic. No details and/or examples are given. |
Information
has little or nothing to do with the main topic. |
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Organization |
Information
is very organized with well-constructed paragraphs and subheadings. |
Information
is organized with well-constructed paragraphs. |
Information
is organized, but paragraphs are not well-constructed. |
The
information appears to be disorganized. 8) |
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Mechanics |
No
grammatical, spelling or punctuation errors. |
Almost no
grammatical, spelling or punctuation errors |
A few
grammatical spelling, or punctuation errors. |
Many
grammatical, spelling, or punctuation errors. |
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Diagrams
& Illustrations |
Diagrams
and illustrations are neat, accurate and add to the reader's understanding of
the topic. |
Diagrams
and illustrations are accurate and add to the reader's understanding of the
topic. |
Diagrams
and illustrations are neat and accurate and sometimes add to the reader's
understanding of the topic. |
Diagrams
and illustrations are not accurate OR do not add to the reader's
understanding of the topic. |
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Date
Created: Nov 17, 2004 09:52 am (CST) |
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Oral Presentation Rubric : Hate
Crimes Oral |
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Teacher Name: Mr. Goss |
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Student Name:
________________________________________ |
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CATEGORY |
4 |
3 |
2 |
1 |
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Preparedness |
Group is
completely prepared and has obviously rehearsed. |
Group
seems pretty prepared but might have needed a couple more rehearsals. |
The Group
is somewhat prepared, but it is clear that rehearsal was lacking. |
Group
does not seem at all prepared to present. |
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Speaks
Clearly |
Speaks
clearly and distinctly all (100-95%) the time, and mispronounces no words. |
Speaks
clearly and distinctly all (100-95%) the time, but mispronounces one word. |
Speaks
clearly and distinctly most ( 94-85%) of the time.
Mispronounces no more than one word. |
Often
mumbles or can not be understood OR mispronounces more than one word. |
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Content |
Shows a
full understanding of the topic. |
Shows a
good understanding of the topic. |
Shows a
good understanding of parts of the topic. |
Does not
seem to understand the topic very well. |
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Enthusiasm |
Facial
expressions and body language generate a strong interest and enthusiasm about
the topic in others. |
Facial
expressions and body language sometimes generate a strong interest and
enthusiasm about the topic in others. |
Facial
expressions and body language are used to try to generate enthusiasm, but
seem somewhat faked. |
Very
little use of facial expressions or body language. Did not generate much
interest in topic being presented. |
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Date Created:
Nov 17, 2004 09:56 am (CST) |
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Related
Key Idea 2
The state and federal governments established by the Constitutions of the United States and the State of New York embody basic civic values (such as justice, honesty, self-discipline, due process, equality, majority rule with respect for minority rights, and respect for self, others, and property), principles, and practices and establish a system of shared and limited government. (Adapted from The National Standards for Civics and Government, 1994). |
Key Idea 3
Central to civics and citizenship is an understanding of the roles of the citizen within the American constitutional democracy, and the scope and limitations of a citizen's rights and responsibilities. |
Key Idea 4
The study of civics and citizenship requires the ability to probe ideas and assumptions, ask and answer analytical questions, take a skeptical attitude toward questionable arguments, evaluate evidence, formulate rational conclusions, and develop and refine participatory skills. |
Related
English Language Arts |
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Standard 3 -
Language for Critical Analysis and Evaluation
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.
The conclusion
After
the completion of this project, you will have earned the gratitude of the
president as well as a deeper understanding of the hatred which blinds a
people. May your understanding help
guide you in the future as you interact with peoples of varying backgrounds and
provide you with tolerance for those who differ from yourself.