https://www.playhouseonpark.org/web2/Season14/mainstage_Fences.html
Mental Illness in Fences
9th Grade English
Monik Marte
INTRODUCTION
For
the past few weeks, we read Fences
and we have analyzed multiple social issues that arise in this play. For this
project, we will focus on only one social issue that is evident in the 1950's
but is still relevant today.
TASK
You are an advocate for people with
mental illnesses and you are preparing to deliver a Public Service Announcement
(PSA) about the importance of treating people with mental illnesses with
dignity and respect. You will create a google slide presentation where you will
highlight why the mistreatment of people with mental illnesses is such a huge
problem in our society and how it can be solved.
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 in pairs or in groups.
➔
Day 1: PPA Step #1
In Fences, we see how the main character, Troy, has a brother who
survived war and was compensated for the injuries he suffered which resulted in
a mental disability. Troy takes advantage of his brother’s situation by using
his brother’s compensation money to buy himself a home and placing his brother
in a home. This is an example of how people with mental illnesses are
mistreated or taken advantage of in our society today. For this step, you will
explain how mistreating or taking advantage of people with mental illnesses is
a huge problem in our society. Feel free to 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 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 we have identified exists. I have some
resources you can use including a recent incident that occurred in our city.
Feel free to conduct your own research if the resources provided do not aid in
your project. 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
Yesterday’s
research may have hinted at what is causing or what is contributing to the
problem. Review those resources and identify the causes and factors that
contribute to the issue. If you can't find the causes, then continue
researching to find them. 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
Taking into account all research you did in
the previous 2 days, what are alternative solutions to the issue? 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 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 reference
➔ Day 7:
Setting Expectations for the Project
In order to ensure you have an
effective and engaging presentation, you must know the expectations for this
project. Teacher will introduce students to the PSA rubric and the Google Slide
Presentation Rubric. As they go over the expectations, the teacher will answer
any questions students may have. If there is time, students will start planning
their presentations.
➔ Day 8:
Planning your Presentation
In order to ensure you have an
effective and engaging presentation, your group must first agree on how you will
distribute the workload. By the end of today’s class, your group must provide a
proposal that highlights what will be included in your presentation to bring it
to life and engage the audience.
➔ Days 9 and
10: Finalizing your Presentation
For the next 2 days, you will
practice for your presentations and finish the final touches for your
presentation. Make sure to keep the rubrics in mind to ensure your presentation
is heading towards the right direction.
➔ Days 11 and
12: Presentations
Students will present their work.
The audience will use this feedback form as a way to evaluate their peers’ presentations.
RESOURCES
Mental disorders
Americans with
Disabilities Act
The Rehabilitation
Act of 1973
What We Know About
Jordan Neely’s Killing
‘It’s a failure of the system’: before Jordan Neely
was killed, he was discarded
A man with mental
illness died after 20 days in solitary confinement. Did the jail system fail
him?
Reports Show People With Disabilities Are Abused In State Care
EVALUATION
This is the rubric that will be used to evaluate your google slide presentation.
This is the rubric that will be used to evaluate the content of your PSA.
CONCLUSION
For the past few weeks, you
analyzed the negative effects that come from mistreating people with mental
illnesses. You also followed the PPA steps in order to further your research
and find ways to address these issues. My hope is that after this project, you
will advocate for people with mental illnesses. That you no longer be a
bystander if you witness any sort of mistreatment or discrimination towards
them.
STANDARDS
ELA
9-10W1: Write
arguments to support claims that analyze substantive topics or texts, using
valid reasoning and relevant and sufficient evidence.
9-10W1a: Introduce precise claim(s), distinguish the claim(s) from
counterclaims, establish and organize clear relationships among claim(s),
counterclaim(s), reasons, and evidence.
9-10W1b: Develop claim(s) and counterclaims in a balanced manner, supplying
evidence for each while pointing out the strengths and limitations of both,
anticipating the audience’s knowledge level and concerns.
9-10W1c: Use precise language and content-specific vocabulary to express the
appropriate complexity of the topic.
9-10W1d: Use appropriate and varied transitions to make critical
connections and distinctions, create cohesion, and clarify the relationships
among complex ideas and concepts.
9-10W1e: Provide a concluding statement or section that explains the
significance of the argument presented.
9-10W1f: Maintain a style and tone appropriate to the writing task.
9-10W6: 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.