A TIPS Web Quest
B. McGuinness
Jane Addams Vocational High School
“You know, if there were gangs around like in the old days, I'd be
running things, not you. You'd be second lieutenant. You might have gotten by
for a while on the Motorcycle Boy's rep but you have to be smart to run things.
You ain't got your brother's brains. It's nothing
personal Rusty James but nobody would follow you into a knife fight because you'd
get people killed and nobody wants to be killed.’ --Smokey, Rumble Fish
Introduction:
One
lazy Friday afternoon you find yourself grabbing the bathroom pass and going
for an afternoon stroll around the hallways. On your way back from your lengthy
walk you decide to use the schools dreaded back staircase. This is where most
of the known gang members in your school hang out when they’re either cutting
class or fighting. As you approach the second landing a young man tackles you
to the ground and begins to hit you. His friends proceed to join in and after
you have fought as hard as you could, for what feels like forever, they stop.
They begin to stand back and a young man who you know as the leader of the
gang, steps forward and says, ‘welcome
to the bloods.’
Unfortunately
this situation is more fact than fiction. Today more then ever young men and
woman join gangs while they are still in high school. You are an investigative
journalist for the Daily News and have been selected to write an expose on the
topic of gang violence. Your research will be used by the mayors office to
address and solve the problem of gang violence in the Bronx, especially
Task
In
groups of four, you will research the negative impact that gangs have on young
adults in the
Together
your group will discuss gang violence amongst teens in your area while
Ø
Use the Public Policy Analyst (PPA)
method to investigate the social problem by gathering evidence of the problem,
identifying the causes of the problem, and evaluating current NYC policies
relating to that problem
Ø
Create
a policy that provides a solution to this societal problem.
Ø
Designing
and completing a poster that lists the causes and solutions regarding our
topic. It should include:
o
Title
o
Proof
of your research (statistics/graphs)
o
A
solution
Ø
Once
you have completed the above requirements, your group will present the information to the class in a 5
minute presentation. The presentation
will be based upon the TIPS worksheets completed during your research.
Process
STEP 1: You will be placed into
groups of 4 to complete the task
STEP 2: As a group you will
discuss the problem of gangs in your school and neighborhood. This should
include a definition of the problem, evidence of the problem (statistics,
information about specific gangs and their activity within your area), and
causes of the problem. This should also
include an evaluation of the public policy solutions already in place and your
own public policy solutions to the problem.
Use the Internet sites provided in the Resources section to conduct your
research, and remember to list where you obtained your information. Summarize your research and original ideas on
the provided PPA worksheets:
1) Defining the
Social Problem
2) Gathering Evidence
of the Problems
3) Identifying Causes
of the Problems
4)
Identify and
Evaluate Existing Pubic Policy
5)
Develop Public
Policy Solutions
STEP 4: Create a poster that has a
title, reflects your research and provides a solution.
STEP 5: Once all of the above work is completed your
group will prepare a presentation to give to the class. Your project should be
thoroughly explained to your audience during this presentation, which means
that you must give specific details (statistics), and supplying research that
you have conducted as well as the worksheets.
Resources:
(a bit of
assistance!)
A bit
more Specific:
http://www.safeyouth.org/scripts/index.asp
Youth Gangs & Gang Violencettt
National Center for Education Statistics
Safe Schools & Community Coalition
EVALUATION:
You will be graded on the PPA worksheets, your posters, and the classroom presentation. Use the following rubric as your guide:
Rubric
|
|
Beginning 1 |
Developing 2 |
Accomplished 3 |
Exemplary 4 |
Score |
|
Six-Step Public
Policy Analyst |
Description of identifiable
performance characteristics reflecting a beginning level of performance. |
Description of identifiable
performance characteristics reflecting development and movement toward
mastery of performance. |
Description of identifiable
performance characteristics reflecting mastery of performance. |
Description of identifiable
performance characteristics reflecting the highest level of performance. |
|
|
Poster |
Description of identifiable
performance characteristics reflecting a beginning level of performance. |
Description of identifiable
performance characteristics reflecting development and movement toward
mastery of performance. |
Description of identifiable
performance characteristics reflecting mastery of performance. |
Description of identifiable
performance characteristics reflecting the highest level of performance. |
|
|
Oral Presentation |
Description of identifiable
performance characteristics reflecting a beginning level of performance. |
Description of identifiable
performance characteristics reflecting development and movement toward
mastery of performance. |
Description of identifiable
performance characteristics reflecting mastery of performance. |
Description of identifiable
performance characteristics reflecting the highest level of performance. |
|
Written by B. McGuinness. Last updated 9/3/04.
This WebQuest addresses the following ELA
Standards: 2a-b, 3a-b.
Standard 2: Language for Literary Response and
Expression
Students will read and listen to
oral, written, and electronically produced texts and performances from American
and world literature; relate texts and performances to their own lives; and
develop an understanding of the diverse social, historical, and cultural
dimensions the texts and performances represent. As speakers and writers,
students will use oral and written language that follows the accepted
conventions of the English language for self-expression and artistic creation.
Standard 3: Language for Critical Analysis and
Evaluation
Students will listen, speak,
read, and write 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 use oral and written language that follows the accepted conventions of the
English language to present, from a variety of perspectives, their opinions and
judgments on experiences, ideas, information and issues.
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. As readers and
listeners, they will use the social communications of others to enrich their
understanding of people and their views.
CONCLUSION:
Having conducted al of your research you are now
an expert in PPA format! Use this information when conducting research and
gathering information. You have used this information to become an expert in
the problem of teen violence in the Bronx, you have seen how literature can
mirror issue’s in the world today and you have developed original ideas that can be effectively used to realistically
address this social problem.