https://news.umich.edu/black-youths-believe-inequality-creates-racial-academic-achievement-gaps/
Racial
Inequality in New York City Schools
English 11
Monik Marte
INTRODUCTION
Let’s look at this video and let’s identify what the
problem is here:
https://www.youtube.com/watch?v=5xdfVAPvv9A
This is an example of what racial inequality looks
like in the education system. For many years, BIPOC (Black, Indigenous, and
People of Color) students have been deprived of resources that can advance
their education like their Caucasian counterparts. For this project, we are
going to be examining why this happens in NYC.
TASK
You are the president of the High School for Media and
Communications student council. Part of your role is to advocate for your
fellow peers and you decided to write a persuasive letter to Governor Cuomo
highlighting the racial inequality in NYC schools and providing the best policy
solution for this problem. You may choose one of the following ways to present
your letter:
● Oral Presentation
● PowerPoint presentation
● Public Service Announcement
(PSA)
● Video (powtoons,
video recording, etc.)
● Podcast
● Storyboard
PROCESS
To complete this task, you will use the six steps of the Public Policy Analyst (PPA). Keep in
mind that each step will require you to fill out a worksheet. These worksheets
will be posted on Google Classroom. You have the option to work with other
peers, if you would like. However, everyone must submit their own copy on
Google Classroom.
➔
Day 1:
PPA Step #1
We know that the problem at hand is that there is racial inequality in
NYC schools. However, this issue is very broad and has many factors to it.
Racial inequality is more evident in the resources that BIPOC are deprived from
than the Cuacasian counterparts. Your job is to think
about the types of resources that BIPOC have difficulty accessing in NYC
schools. You can use your own personal experience or research to come up with
one. (Before students can choose one
resource, the teacher and students will brainstorm a list of resources).
You will fill out the following worksheet with that resource in mind:
◆ Define the Problem Worksheet
◆ You may also use the Spanish Version as reference
➔
Day 2:
PPA Step #2
For this step, you will conduct research and find at least three
different types of evidence to prove that the problem you defined yesterday
exists. I have some resources you can use but you may also find your own. If
you do your own research, make sure you confirm the information is valid. You
can click here to find out how to evaluate websites. As you conduct
your research, fill out the following worksheet:
◆ Gather the Evidence Worksheet
◆ You may also use the Spanish Version as reference
➔
Day 3:
PPA Step #3
You may have noticed that your research from yesterday may have hinted
at what is causing or what is contributing to the problem you have chosen.
Review those resources and identify the causes and factors that contribute to
your defined problem. Record your evidence on the following worksheet:
◆ Identify the Causes Worksheet
◆ You may also use the Spanish Version as reference
➔
Day 4:
PPA Step #4
For today, you will take your research a bit further. You will look
into existing policies that are meant to address your problem. Do you think
these policies are effective in fixing the problem? Do they need to be changed?
Keep these questions in mind as you research and fill out the following
worksheet:
◆ Evaluate an Existing Policy Worksheet
◆ You may also use the Spanish Version as reference
➔
Day 5:
PPA Step #5
Steps 3 and 4 are crucial. Considering all the research you have done
for the past two days, what are alternative solutions to your problem? Make
sure to provide original solutions at the level of your problem.
◆ Develop Solutions Worksheet
◆ You may also use the Spanish Version as reference
➔
Day 6:
PPA Step #6
Now that you have come up with some solutions, today you will evaluate
which one is the best. There are two components that make up a great solution:
Feasibility and Effectiveness. Make sure your solution is realistic/achievable
enough to be put into action by Governor Cuomo and enough to lessen or
eliminate the problem. Fill the following worksheet to help you determine your
best solution:
◆ Select the Best Solution Worksheet
◆ You may also use the Spanish Version as reference
➔
Day 7:
Letter Writing (Drafting)
Using all the information and research you have done for the past few
days, start crafting your letter to Governor Cuomo. Keep in mind that your
letter must incorporate all PPA steps.
➔
Day 8:
Letter Formatting (Revising/Editing)
For today, we will use this checklist to evaluate if your letter satisfies all the
components of this task. We will also edit your letter focusing specifically on
format.
RESOURCES
https://ed100.org/lessons/poverty
https://www.thenation.com/article/archive/new-yorks-separate-and-unequal-schools/
EVALUATION
The following rubric will be used to evaluate your
letter.
|
|
4 |
3 |
2 |
1 |
|
Goal or Thesis Statement and Action Sought
Declaración de objetivo o tesis y acción solicitada |
The goal or thesis provides a clear, strong
statement of the author’s position along with action needed (i.e. bill created, passed, or vote against, etc) |
The goal or thesis provides a clear
statement of the author’s position on the topic along with action needed |
A goal or thesis is present, but does not
make the author’s position clear, action needed is unclear |
There is no goal, thesis, or action needed
stated in the letter |
|
El objetivo
o tesis proporciona una declaración clara y sólida de la posición del autor junto con la acción necesaria (es decir, proyecto de ley creado, aprobado o voto en contra, etc.) |
El objetivo
o tesis proporciona una declaración clara de la posición del autor sobre el tema junto con la acción necesaria |
Existe un objetivo
o tesis, pero no aclara la posición del autor, la acción necesaria no está clara |
No hay meta, tesis
o acción necesaria establecida en la carta. |
|
|
Facts and Examples
Hechos y ejemplos |
All of the facts and examples are specific
and relevant and support the author’s position. More than three facts,
quotes, or statistics are used and are cited within the letter (i.e.
according to USA Today, “.....”). |
Most of the facts and examples are specific
and relevant and support the author’s position. At least three facts, quotes,
or statistics are used and are cited within the letter |
A few of the facts and examples are specific
and relevant and support the author’s position. At least two facts, quotes,
or statistics are used and are cited within the letter |
Facts, quotes, statistics are missing. |
|
Todos los hechos
y ejemplos son específicos
y relevantes y apoyan la posición del autor. Se utilizan más de tres hechos, citas o estadísticas y se citan en la carta (es decir, según USA Today, “.....”). |
La mayoría
de los hechos y ejemplos
son específicos y relevantes
y apoyan la posición del autor. Se utilizan al menos tres hechos,
citas o estadísticas y se
citan en la carta. |
Algunos de los hechos
y ejemplos son específicos
y relevantes y apoyan la posición del autor. Se utilizan al menos dos hechos, citas o estadísticas y se citan en la carta. |
Faltan hechos,
citas, estadísticas. |
|
|
Sequencing
Secuenciación |
Arguments and support are provided in a
logical order that makes it easy and interesting to follow the author’s train
of thought |
Arguments and support are provided in a
fairly logical order that makes it reasonably easy to follow the author’s
train of thought |
A few of the support details or arguments
are not in an expected or logical order, distracting the reader and making
the letter seem a little confusing |
Many of the support details or arguments are
not in an expected or logical order, distracting the reader and making the
letter seem very confusing |
|
Los argumentos
y el apoyo se proporcionan
en un orden lógico que hace que sea fácil e interesante
seguir la línea de pensamiento del autor. |
Los argumentos
y el apoyo se proporcionan
en un orden bastante lógico que hace que sea razonablemente fácil seguir la línea de pensamiento del autor. |
Algunos de los detalles
o argumentos de apoyo no están en el orden
lógico o esperado, lo que
distrae al lector y hace
que la carta parezca un poco confusa. |
Muchos de los detalles
o argumentos de apoyo no están en el orden
lógico o esperado, lo que
distrae al lector y hace
que la carta parezca muy confusa. |
|
|
Mechanics
Mecánicas |
No errors in spelling, grammar, or
punctuation |
A few (1-2) minor errors in spelling,
grammar, or punctuation |
Many (3-4) more than errors in spelling,
grammar, or punctuation |
Many (5+) errors in spelling, grammar, or
punctuation |
|
Sin errores
de ortografía, gramática
o puntuación |
Algunos (1-2) errores
menores de ortografía, gramática o puntuación |
Muchos (3-4) más
que errores de ortografía,
gramática o puntuación |
Muchos (5+) errores
de ortografía, gramática
o puntuación |
|
|
Formato |
Meets all of the requirements for proper
format |
Meets almost all of the requirements for
proper format (1 error) |
Meets several of the requirements for proper
format (2 errors) |
Meets a few of the requirements for proper
format (3+errors) |
|
Cumple con todos
los requisitos para un formato
adecuado |
Cumple casi todos los requisitos para un formato adecuado (1 error) |
Cumple con varios
de los requisitos para un formato
adecuado (2 errores) |
Cumple algunos
de los requisitos para un formato
adecuado (más de 3 errores) |
Grade: Comment:
CONCLUSION
For the past few days we have
been focusing on the existing racial inequality in NYC schools. You chose a
specific aspect of racial inequality in NYC schools and evaluated some policies
and even came up with some solutions to help solve this problem. To delve
deeper in this topic, research
your local school district budget, using public records or local media, such as
newspapers or television reporting. What is the budget per student? How does
that budget compare with the state average? The national average? https://www.nytimes.com/2019/05/02/learning/lesson-plans/still-separate-still-unequal-teaching-about-school-segregation-and-educational-inequality.html
STANDARDS
ELA
11-12W1: Write arguments to support claims that analyze substantive
topics or texts, using valid reasoning and relevant and sufficient evidence.
11-12W1a: Introduce precise claim(s), establish
the significance of the claim(s), distinguish the claim(s) from counterclaim(s),
and create an organization that logically sequences claims, counterclaims,
reasons, and evidence.
11-12W1b: Develop claim(s) and counterclaim(s)
thoroughly and in a balanced manner, supplying the most relevant evidence for
each while pointing out the strengths and limitations of both, anticipating the
audience’s knowledge level, concerns, values, and possible biases.
11-12W1c: Use precise language,
content-specific vocabulary and literary techniques to express the appropriate
complexity of the topic.
11-12W1d: Use appropriate and varied
transitions, as well as varied syntax, to make critical connections, create
cohesion, and clarify the relationships among complex ideas and concepts.
11-12W1e: Provide a concluding statement or
section that explains the significance of the argument presented.
11-12W1f: Maintain a style and tone appropriate
to the writing task.
11-12W6: Conduct research to answer
questions, including self-generated questions, or solve a problem; narrow or
broaden the inquiry when appropriate. Synthesize multiple sources,
demonstrating understanding of the subject under investigation.
History
WHST5: Conduct short as well as more
sustained research projects to answer a question (including a self-generated
question), analyze a topic, or solve a problem; narrow or broaden the inquiry
when appropriate; synthesize multiple sources on the subject, demonstrating understanding
of the subject under investigation.