INTRODUCTION

Bronx students have been recently concerned with social problems existing directly in their own environment. The two major problem with which are constantly affronted are gang activity and pollution in the neighborhood. They as politically active and conscious democratic citizens, have decided to research the roots of these problems and organize local community rallies mock with individuals who influential in restructury and reshaping areas in the Bronx. Many of the attendees will be politicians from Washington and representatives of the Presidential election campaign.

Task

1. In some way, these overarching questions must be answered (obviously according to the social problem chosen) individually or collectively:

Gang Activity (locally and nationally):

Why do they join gangs?

How does being a member of a gang affect the members' school life, family life, etc? How does being a member affect getting a job as a teenager?

What does the government do to discourage gang membership?

Which candidate would be most likely to support using government money to help teenagers stay out of gangs?

Pollution

What kinds of pollution exist in the Bronx?

How does air pollution harm people in the Bronx?

Why do we allow cars/trucks to pollute the air in the Bronx when buses and trains could cause less pollution?

How does the government try to limit control?

What laws does the government make to lessen pollution?

2. At the Democratic convention (mock), students will use power point (slide show) to report their findings and make their case for policy reform or development in their communities. As many students have chosen similar social problems to research, group work will be highly recommended.

The Process:

In small groups of 4, students will research information from the sites below and discuss their progress at appointed times. Students will decide on the roles within the group.

1. What is the social problem and where does it exist?

Gang activity:

Pollution:

2. What causes it?

Gang activity:

Pollution:

3. What is being done to rectify the problem?

Gang activity:

Pollution:

Resources:

Gang Activity:

http://www. Webtravels.com/necasa/teengangs.html

http://www.lib.msu.edu/harris23/crimjust/gangs.htm

http://dir.yahoo.com/society_and_culture/crime/gangs

Pollution:

http://maple.lemoyne.edu/~mcmahon/lp.html

Rubric:

Reading/Writing/Graphics of the Project

Excellent- A Project

- Clearly describes and organizes the project as demonstrated in written and verbal form

- There is continuity throughout the project- no irrelevant topics are included

- Graphics are clear and comprehensive

Good, but not outstanding- B Project

- Ideas are clearly presented, but have traces of ambiguity

- Choice of language could be better presented

- Graphics lack creativity

Satisfactory- C/C- Project

- Ideas presented are unclear and vague

- There are many areas that are not well organized and have irrelevant topics infused

- The focus of the project diffuses

- Graphics are somewhat unclear and inconsistent

Poor- D Project

- Project work is incomplete

- Poor language; syntactical structure is weak

- Theme/focus of the project is unclear

- Graphics are unrelated or unattractive

Conclusion

Gang activity is a social problem that affects many communities in the nation. Similarly, pollution is also a problem that has caused health problems and complicated the lives of many residents. Politically active, concerned, and informed citizens in a republic can work together to ameliorate these problems. One effort these individuals can make is to influence their communities to reshape and reform public policies. Alliances can be made with local politicians who are also supporters of presidential candidates in the election of 2000.

Standards:

The following standards in middle school English and social studies will be met upon completion of the project:

English

Standard 1: Students will read, write, listen, and speak for information and understanding.

Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation.

Standard 4: Students will read, write, listen, and speak for social interaction.

Social Studies

Standard 1: History of the United States and New York

Standard 5: Civics, citizenship, and government: Students will demonstrate understanding of the basic civic values of American constitutional democracy, the roles, rights, and responsibilities of citizenships, including avenues of participation.