Subway Deaths and Injuries are Plaguing NYC
702
Ms. Davis
INTRODUCTION
There is an overwhelming amount of people who enter the train stations and end up not making it to their final destination. The $2.75 ride is oftentimes not the safest and leaves many NYC pedestrians scared and concerned.
It would be great if New Yorkers can regain confidence in the MTA system and head to their destination in ease without the worry about whether or not it is their last ride. The MTA is a staple of the New Yorkers’ commute and it is a shame that the deaths and injuries have become the identity of this system.
TASK
We will focus our attention on the pressing issue in our NYC Mass Transit system. There is an overwhelming increase of the NYC subway related injuries and deaths. Students will have the job of researching the series of deaths and injuries and their causes. Students will create a PowerPoint presentation on how we can solve the issue of the overwhelming number of injuries and deaths plaguing the MTA and what can be done to prevent and solve the issue.
PROCESS/RESOURCES
You will be using the PPA Process to create a presentation on how to solve the social problem of the overwhelming number injuries and deaths related to the MTA in New York City. Please review the six steps of the PPA Process:
4. Evaluate an Existing Policy
6. Select the Best Solution (Feasibility vs. Effectiveness)
Group A will create a presentation on how we can solve the issue of the overwhelming injuries and deaths in the NYC subway system. Group B will conduct a seminar/ class discussion that demonstrates the problem and advertise how to prevent the injuries and deaths in the MTA.
Day One -
Define the Problem & Gather Evidence:
We all have seen and heard about the tragedies taking place on the subways. There is hardly ever a news segment without a subway tragedy headliner. Your job is to find how the injuries and deaths taking place in the subway is a problem in New York City.
Here a few links to get you started:
No, NYC subways still aren't safe New York Posthttps://nypost.com › 2023/10/22 › no-nyc-subways-sti…
Al JazeeraOne person killed, five injured in New York subway shooting1 week ago
PIX11‘It’s scary to ride the train these days’: Subway violence increases in NYC2 days ago
Subway violence prompts concern for safety, assaults up by ...
NYC subway crime: Felony assaults increase despite ...
Day Two -
Identify the Causes & Evaluate the Existing Policies:
After researching and learning about the injuries and deaths in New York City’s subways, you must identify the cause of the problem.
In your groups again, begin researching the already existing policies to help prevent the rat problem in New York City.
Here are a few links to help you:
MTA seeks 'calming' ways to save lives in subway system
To prevent subway accidents, the MTA is planning to launch...
Day Three -
Develop a Solution:
Having researched previous and current policies on the MTA plague, it is now your turn.
Day Four (Select the Best Solution):
Now that you and your group have created several policies that we as a community can implement to decrease the overwhelming amount of injuries and deaths in NYC's subway systems, you must now work together to select the best solution. You are going to create a PowerPoint presentation listing all of the steps that you took to find your final solution.
Day Five (Presentation Time)
It’s time to present your research and solution to the class.
EVALUATION
Day Five (Presentation Time)
It’s time to present your research and solution to the class.
Here is a rubric for how your poster will be evaluated:
http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=1357669&
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CATEGORY |
A |
B |
C |
D |
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Graphics - Relevance / Useful Information |
All graphics are clear and related to the topic and make it easier to understand. The information is clear and easy for people to understand. |
All graphics are related to the topic and most make it easier to understand. There is some evidence of useful information. |
Some graphics relate to the topic.
The information is not well organized and misleading. |
Graphics do not relate to the topic.
There is no information present at all. |
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Graphics - Originality |
Several of the graphics used on the poster reflect an exceptional degree of student creativity in their creation and/or display. |
One or two of the graphics used on the poster reflect student creativity in their creation and/or display. |
The graphics are made by the student, but are based on the designs or ideas of others. |
No graphics made by the student are included. |
|
Problem and Solution Identified |
Problem and Solution are clearly designed. |
Problem and solution are somewhat clear. |
Problem and/or solution is not clear. All but 1 of the required elements are included on the poster. |
Problem and solution is missing. |
|
Attractiveness & Creativity |
The poster is exceptionally attractive in terms of design, layout, and neatness. |
The poster is attractive in terms of design, layout and neatness. |
The poster is acceptably attractive though it may be a bit messy. |
The poster is distractingly messy or very poorly designed. It is not attractive. |
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Grammar |
There are no grammatical mistakes on the poster. |
There is 1 grammatical mistake on the poster. |
There are 2 grammatical mistakes on the poster. |
There are more than 2 grammatical mistakes on the poster. |
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Use of Class Time |
Used time well during each class period. Focused on getting the project done. Never distracted others. |
Used time well during each class period. Usually focused on getting the project done and never distracted others. |
Used some of the time well during each class period. There was some focus on getting the project done but occasionally distracted others. |
Did not use class time to focus on the project OR often distracted others.
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CONCLUSION
Together you have worked to understand the negative impact of the injuries and deaths hovering over the MTA system in NYC which directly impacts our communities. You have chosen the solution you feel is best for your community to use. Hopefully, the $2.75 won’t have to be a trip to hospital or worse…a death sentence.
STANDARDS
CCSS.ELA-LITERACY.RI.5.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
CCSS.ELA-LITERACY.RI.5.9: Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
CCSS.ELA-LITERACY.SL.5.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.
Next Generation Science Standards (NGSS)
- Practice 1: Asking Questions and Defining Problems
- Practice 2: Constructing Explanations and Designing Problems
- Practice 3: Obtaining, Evaluating, and Communicating Information