https://www.goodreads.com/book/show/32075671-the-hate-u-give
Police
Brutality in The Hate U Give
English 11
Monik Marte
INTRODUCTION
PADLET: What comes to mind when you hear the word
“thug”?
The
teacher will introduce the concept of “THUG LIFE” and play the following video
to explain the concept: https://www.youtube.com/watch?v=10PYowTkzOE&t=3s
The
teacher will provide background Info/summary of The Hate U Give:
This novel was inspired by Tupac’s concept of THUG LIFE. In an interview, Angie
Thomas says the following: “When we were
trying to figure out a title for the book, I came across a YouTube clip of him
discussing THUG LIFE. When I saw him
explain what it means, it hit me that that's not just in my book, but that's
what we see in society. When these unarmed black people lose their lives, the
hate they've been given screws us all. We see it in the form of anger and we
see it in the form of riots. So when I saw that in the
video, it was like a sign."
It is about a 16-year-old girl, Starr, who
witnesses the death of her childhood best friend, Khalil at the hands of the
police. In the aftermath of his death, she experiences negative feelings and is
pushed to speak up for the injustice in her neighborhood.
The teacher will play the trailer of The Hate U Give trailer: https://www.youtube.com/watch?v=3MM8OkVT0hw
TASK
Part 1:
Research Paper
You will write a 5-page research paper in MLA format
that highlights the effects of police brutality in a community as identified in
The Hate U Give. You will use
evidence from the text to support your research. To clarify this is a shared
writing task. That means that this is a group project therefore, the 5 pages
will be completed by every member of your group. Every group is required to
have 2 researchers and 2 presenters. The researchers’ role is to find the
outside resources that relate to the problem you have identified. The
presenters’ role is to present your groups’ findings. In addition, every
member’s job is to find pieces of evidence from The Hate U Give that will help to expand your analysis and
research.
Part 2: Group
Presentation
You may choose one of the following ways to present
your research paper:
● 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. Keep in mind that this is a group work
activity, therefore, you will share the same document and you will record your
answers there.
Day 1: PPA Step #1
We know that the problem at hand is that there is police brutality in The Hate U Give but what makes police
brutality such an important social problem? Your group’s job is to highlight
why police brutality is a problem. Think about how it affects the character,
setting, and plot in the story, but also how it affects our community. You can
use your own personal experience, research, and evidence from the text to
support your claim. Use the following worksheet to brainstorm:
◆ Define the Problem Worksheet
◆ You may also use the Spanish Version as a 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 a reference
➔
Day 3:
PPA Step #3
Use your research from yesterday to identify the causes of the problem
you have defined. Record your causes on the following worksheet:
◆ Identify the Causes Worksheet
◆ You may also use the Spanish Version as a 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 a reference
➔
Day 5:
PPA Step #5
For this step, steps 3 and 4 are crucial. Considering all 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 a 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 implemented in our society. Fill the following worksheet to help
you determine your best solution:
◆ Select the Best Solution Worksheet
◆ You may also use the Spanish Version as a reference
➔
Day 7, 8,
and 9: Drafting your Research Paper
Using all the information and research you have done for the past few
days, start crafting your research paper. Keep in mind that your research paper
must incorporate all PPA steps.
➔
Day 10,
11, 12: Revising/Editing your Research Paper
For the following three days, you will use this checklist to evaluate if your research paper addresses
all expectations of this task. You will also edit your research paper focusing
specifically on grammar
and making sure the paper is in MLA Format
and has included a Works Cited page.
➔
Day 13
and 14: Planning for your Presentation
In order to ensure you have an effective and engaging presentation,
your group must first agree on the kind of presentation you will give to the
class. (Day 13)By the end of today’s class, you will
provide a proposal for your presentation stating how you will present and what
you will include in your presentation to bring it to life and engage the
audience. (Day 14) Today you will practice for your presentations and finish
the final touches for your presentation. Make sure to keep the rubric in mind to ensure your presentation is heading
towards the right direction.
➔
Day 15:
Presentations
Students will present their work. The audience will use this feedback form as a way to evaluate their peers’
presentations.
RESOURCES
https://www.wsws.org/en/articles/2018/11/12/hate-n12.html
https://econofact.org/wider-effects-of-police-killings-in-minority-neighborhoods
https://penntoday.upenn.edu/news/police-killings-and-black-mental-health
https://www.amnesty.org/en/what-we-do/police-brutality/
https://www.justice.gov/crt/addressing-police-misconduct-laws-enforced-department-justice
https://www.joincampaignzero.org/solutions#brokenwindows
EVALUATION
This is the rubric that will be used to
evaluate your research paper.
This is the rubric that will be used to evaluate your
group presentation.
CONCLUSION
For
the past few weeks, you analyzed the negative effects of police brutality in The Hate U Give and in your community.
You also followed the PPA steps in order to further your research and find ways
to address these issues. This is what we call advocacy and activism. In today’s
world it is crucial that we know how to advocate for ourselves and our
communities in order to fight against any social injustices. I encourage you
that if you had fun with this project that you research causes you are
passionate about and join advocacy groups to help fix the problems you find are
affecting your community. You can use the following websites to conduct your
research and find that group: https://www1.nyc.gov/site/mopd/resources/advocacy-groups.page
https://www.nyxt.nyc/blog/social-justice-organizations-nyc
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.