Does It Matter
If You Are
Black Or White?
Carlos Santiago
CarlSantiago@optonline.net
Pelham Preparatory
Academy
and triumphs and tragedies classrooms
across
the country are integrated in
principle, but still
segregated in practice.
-Bill Redeker
ABC News
In NYC, students are placed in schools, which are
racially, and/or economically segregated. Students in schools that are
predominantly Black & Latino perform lower than students that are in predominantly
white schools. In the end, students in lower performing schools are destined to
lower paying jobs, while their counterparts earn higher salaries.
In 1954, the
In 2004, our schools, although not intentionally done,
are still segregated racially and economically.
Look around… Who do you see? Are you in a lower
performing school, or in a higher performing school? Do you feel it is fair?
How can we create a more positive situation for all students regardless of
their race, and economic status?
Your class is a consultant group working for the New
York City Department of Education. You are investigating the racial and/or economic segregation within New York
City Schools.
Your group will create a report (written, oral, Powerpoint,
video, etc…) which:
·
Provides evidence of the problem
·
Analyzes current Department of Education Policies on
segregation of students based on racial/ethnic background and/or economic
status
·
Makes recommendations for new policies aimed at
alleviating the problem. Explain why your recommendations will be successful
·
Also produce an advertising in the form of a poster,
video, or audio addressing the issue, and supporting your recommendations
STEP 1:
Identify the problem
http://www.maxwell.syr.edu/plegal/TIPS/worksheet1.html
STEP 2: Gather
evidence ->
Use the RESOURCES listed below for your research.
http://www.maxwell.syr.edu/plegal/TIPS/worksheet2.html
STEP 3:
Identifying the causes of the problem
http://www.maxwell.syr.edu/plegal/TIPS/worksheet3.html
STEP 4:
Evaluate a policy
http://www.maxwell.syr.edu/plegal/TIPS/worksheet4.html
STEP 5: Develop
solutions
http://www.maxwell.syr.edu/plegal/TIPS/worksheet5.html
STEP 6: Select
the best public policy solution
http://www.maxwell.syr.edu/plegal/TIPS/worksheet6.html
Public Policy Analyst Website
http://www.maxwell.syr.edu/plegal/tips.html
Search Engines
Websites
http://www.ncrel.org/gap/library/racial.htm
http://prorev.com/2004/06/segregation-returns-to-nyc-schools.htm
http://www.urban.nyu.edu/education/segregationpaper.pdf
|
A(100-90) |
B(89-80) |
C(79-70) |
D (69-60) |
F(59-<) |
Step 1-Intro |
Background information Thesis statement and examples |
Thesis statement and examples of racial and/or economic segregation |
Thesis statement and 1 example |
Thesis statement |
Background information |
Step 2-Evidence |
Show evidence from text to prove thesis (at least 3 for each character) |
Show evidence from text to prove thesis (at least 3 for each character) |
Show evidence from text to prove thesis (at least 2 for each character) |
Show evidence from text to prove thesis ( at least 1 for each character) |
Provides evidence and thesis statement as a unit |
Step 3-Causes |
From research show possible causes for problem(at least 3 causes |
From research show possible causes (at least 2) |
From research show possible causes(at least 1) |
From research show possible causes (at least 1) |
Shows one possible cause of problem |
Step 4-Policies which existed |
Cite at least 2 policies which helped the |
Cite at least 2 policies which helped the |
Cite 1 policy which helped the |
Cite 1 policy, which helped the |
Does not Cite a policy that verifies claim |
Step 5- Reform possibilities |
Give at least 3 possibilities |
Give 3 possibilities |
Give 2 possibilities |
Give 2 possibilities |
N/A |
Step 6- Best solution |
Of the three choose the best one |
Of the three choose the best one |
Choose the better of the two choices |
Choose the better of the two choices |
Gives a recommendation |
Spelling, grammar and punctuation |
There should be a minimum of 5 |
There should be a minimum of 6 |
There should be a minimum of 8 |
There should be a minimum of 10 |
There should be a minimum of 11 |
By the end of this project, students will have
obtained a greater knowledge on the impact of Brown v. Board of Ed on this
nation’s schools, and in particular, on NYC’s Educational system.
Students will also be more knowledgeable on issues
pertaining to the unintentional economic and racial segregation within NYC
schools.
Finally, they will be more knowledgeable about the causes of this problem and will be able to suggest alternative solutions to minimize these problems.
E1c- Read and comprehend informational materials
E2a- Produce a report of information
E3b- Participate in group meetings.