Later that week, while having lunch in the cafeteria with your girlfriend, the smallest and youngest member of the local gang comes to your table and harasses your girlfriend. You stand up and are about to confront him when all of a sudden fifteen other gang members appear. Again, you decide not to do anything.
Later, all of you discuss your feelings. Your sister is afraid to go back to school. She feels victimized. Your girlfriend feels humiliated and ashamed. You feel powerless and anxious that it all might happen again and again.
Your favorite teacher has found out through the grapevine what happened to you and has been happening to other students. In conjunction with the principal and the student government, a committee is being formed to address the issue of violence, gangs and student victimization in your school. You have been selected to be a member of that committee. Your committee will develop a policy to prevent students from being victimized by the bullies who belong to gangs.
C. Group summaries and oral presentation based upon worksheets
E. Public policy solution presentation
b. Gather evidence of the problem—worksheet 2
c. Identify the causes of the problem—worksheet 3
d. Identify and evaluate the existing public policies—worksheet 4
e. Develop your own public policy alternatives—worksheet 5
f. Select the best public policy solution—worksheet 6
6. Each group will prepare an oral presentation to be presented to the class (as if the principal and student government were in the audience), outlining the problem, presenting data to support the evidence of the problem, detailing how existing policy has failed, and explaining your policy and why it will be effective.
In-Depth Completion of Public Policy Analyst Worksheets
Detailed research to substantiate social problem
Public Policy Paper
Participation in all Group Work and presentations
5 Outstanding work, complete, focused and thoughtful; controlled and guided technical English
4 Thorough, complete and substantial work; proficient in technical English; organized, focused and clear
3 Complete, basically thorough and substantial work; somewhat proficient in technical English (some errors); mostly organized, focused and clear
2 Perfunctory work, not complete, not detailed; shows beginning of proficiency in technical English; partially focused and clear
1 Incomplete work, no substantial data, little research effort, little group participation
1 64 or below
ENGLISH LANGUAGE ARTS STANDARDS
STANDARD 1 – LANGUAGE FOR INFORMATION AND UNDERSTANDING
1. LISTENING AND READING
Listening and reading to acquire information and understanding involves collecting data, facts, and ideas; discovering relationships,
concepts, and generalizations; and using knowledge from oral, written and electronic sources.
2. SPEAKING AND WRITING
Speaking and writing to acquire and transmit information requires asking probing and clarifying questions, interpreting information in one’s
own words, applying information from one context to another, and presenting the information clearly, concisely, and comprehensibly.
E1 – READING
E1c. – read and comprehend information material.
E2 – WRITING
E2a. - produce a report of information.
E3 – SPEAKING , LISTENING AND VIEWING
E3b. – participate in one to one conferences with a teacher.
E3c. – participate and deliver an individual presentation.
E4 – CONVENTIONS, GRAMMAR, AND USAGE OF THE ENGLISH LANGUAGE
E4a. – independently and habitually demonstrate an understanding of the rules of the English language in written and oral work.
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 constitution, democracy, and the roles, rights, and responsibilities of citizenship, including avenues of participation