Homelessness in NYC & How do we help?
Shakida Hercules
Urban Assembly Academy for Future Leaders
Topic: Homelessness in NYC
Introduction:
You have just finished reading “Rabbit Proof Fence” by Doris Pilkingtonand “Behind the Beautfiul Forevers” by Katherine Boo. You explored how people experience challenges throughout their lives and how it shapes them. Now you will have the opportunity to explore and analyze how another challenge affect people in NYC. Homelessness is a very big issue in NYC and we see it everywhere we go, your job is to research and design a solution to help homelessness in New York City.
(Homeless person on a city corner)
Task:
You will be divided into groups of 4 and each group will be responsible for turning in:
- A google slide presentation
- A letter to the mayor of NYC or a Public Service Announcement (PSA) Storyboard expressing your concerns about homelessness and a solution your group developed
You will be graded based on the rubrics attached to this project, you must review them in order to be successful.
Process:
In order to complete this task you will complete the following steps with your groups. For each step you will be given a worksheet that your group must complete and turn in to move on to the next step. In google slides you must create a title slide include team members names and presentation date. Then each process step will have its own slide.
1. Define the problem: Explain the problem you are presenting, and what communities it affects. This should help you answer the question below.
- Why is homelessness an issue in NYC?
Worksheet 1 - Defining the problem
2. Gather Evidence: This is where you prove that the problem is an actual problem using statistics and research.
- Research using given resources
Worksheet 2 - Gathering Evidence
3. Identify the cause: At this step you identify some reasons for homelessness in nyc.
- What are some of the causes of homelessness in nyc?
Worksheet 3 - Identifying the cause
4. Evaluate Existing policies: A policy is any kind of government action which can happen at local, state, or national level. Use the following question to guide your thinking.
- How is the city currently trying to solve the problem of homelessness in NYC?
Worksheet 4 - Evaluating existing policies
5. Developing a solution: Think about how the problem can be solved. Use the following questions to guide your thinking.
- Is the current policy effective? If yes, can it be strengthened and how? If no, what may be a better solution for the issue of homelessness?
Worksheet 5 - Developing a solution
6. Select the best policy: Determine which solutions would be the best to solve the problem.
- Examine whether or not the solutions from step 5 are feasible and effective
Worksheet 6 - Selecting the best policy
Part 2:
A: Decide whether your group will write a letter or create a public service announcement
B: If writing a letter use the following examples
C: If creating a PSA use the following examples
Resources:
· Basic Facts about homelessness
· Homelessness and affordable housing
· NYTimes - Homelessness in nyc
Evaluation:
Grading Rubric for Google Slides
|
|
5 |
4 |
3 |
2 |
1 |
|
Content |
Content is accurate and all required information is presented in a logical order.
|
Content is accurate but some required information is missing and/or not presented in a logical order, but is still generally easy to follow. |
Content is accurate but some required information is missing and/or not presented in a logical order, making it difficult to follow. |
Content is questionable. Information is not presented in a logical order, making it difficult to follow. |
Content is inaccurate. Information is not presented in a logical order, making it difficult to follow. |
|
Slide Creation |
Presentation flows well and logically. Presentation reflects extensive use of tools in a creative way. |
Presentation flows well. Tools are used correctly. Overall presentation is interesting. |
Presentation flows well. Some tools are used to show acceptable understanding.
|
Presentation is unorganized. Tools are not used in a relevant manner. |
Presentation has no flow. No tools used. |
|
Slide Transitions |
Transitions are smooth. Transitions enhance the presentation. |
Smooth transitions are used on most slides. |
Smooth transitions are used on some slides |
Very few transitions are used and/or they distract from the presentation. |
No transitions are used. |
|
Pictures, Clip Art Background |
Images are appropriate. Layout is pleasing to the eye. |
Images are appropriate. Layout is cluttered. |
Most images are appropriate |
Images are inappropriate. |
No images |
|
Mechanics |
No spelling errors. No grammar errors. Text is in authors’ own words. |
Few spelling errors. Few grammar errors. Text is in authors’ own words. |
Some spelling errors. Some grammar errors. Text is in authors’ own words. |
Some spelling errors. Some grammar errors. Most of text is in authors’ own words. |
Many spelling and or grammar errors. Text is copied. |
|
Presentation Skills |
Well rehearsed. No pronunciation errors or other mistakes. |
General level of rehearsal. Few pronunciation errors or other mistakes. |
Acceptable level of rehearsal. Some pronunciation errors or other mistakes. |
Low level of rehearsal. Numerous pronunciation errors or other mistakes. |
No rehearsal indicated. Too many pronunciation errors or other mistakes. |
Group Members ________________________________ Section _____
Subject ______________________________ Score _____
Score/Grade: 6 to 7=10 10 to 11=30 14 to 15=50 18 to 20=70 24 to 27=90
8 to 9=20 12 to 13=40 16 to 17=60 21 to 23=80 28 to 30=100
Conclusion:
By the end of this assignment students will learn about how homelessness is a social problem in NYC. They will also develop a possible solution for the problem of homelessness.
Standards:
ELA
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.1
Read and comprehend complex literary and informational texts independently and proficiently.
History/Social Studies
Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
Distinguish among fact, opinion, and reasoned judgment in a text.