TEEN VIOLENCE

IS THERE A SOLUTION?

Cheryl Holtsclaw:

Picture courtesy of: www.broadrun.org/spartanonline/ may/mayhome.htm

Introduction	Mission	Reporter	Historian	Statistician

Counselor	Parent	Student	Evaluation	Teacher Page / Standards

Introduction

In Germany they came first for the Communists, and I didn't speak up because I wasn't a Communist. Then they came for the Jews, and I didn't speak up because I wasn't a Jew. Then they came for the trade unionists, and I didn't speak up because I wasn't a trade unionist. Then they came for the Catholics, and I didn't speak up because I was a Protestant. Then they came for me, and by that time no one was left to speak up." -- Martin Niemoller, 1945

What do you think of this quotation? Are you thinking, "That was a long time ago, nothing like that would ever happen here? Those were crazy Nazis--easy to see what they were up to."

If that's your thought, then here's another quote: Those who do not learn from history are doomed to repeat it. -- George Santanyana

So what does this have to do with you? Violence does not just happen in wars or to other people. California, Oregon, Florida, Washington, Mississippi, Alaska, Kentucky, Arkansas, Pennsylvania, Tennessee, Virginia, Colorado, Georgia, New Mexico, Oklahoma, Michigan, Louisiana, Indiana, New York--all of these states have had at least one school shooting. Were we to add in ALL examples of teen violence, there would not be a single state left off the list.

There are those who believe that there is nothing to be done, that the only thing to do is to HOPE that such a tragedy does not strike their school. Are those people right or wrong?

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YOUR MISSION

You will be part of a task force (team) which will research the causes of teenage violence and suggest methods by which it may be minimized or eliminated.

Each team will be composed of six members (except those selecting the Debate option). Each team will need: a reporter, a historian, a statistician, a guidance counselor, a concerned parent, and a student advocate. You will be assigned to a team; it will then be up to your team to collectively decide which role each member will assume.

Your team may choose from the following options:

- Newspaper. Each team member will write one article which is to be based on research findings and presented from the point of view of the assumed role; i.e., either reporter, historian, statistician, guidance counselor, concerned parent, or student advocate. Each team member will also contribute to a wrap-up article to include: a brief synopsis of each area covered + a lengthier section in which recommendations are detailed. These articles would typically be spread out over a seven-day run in the city's newspaper; however, for our purposes you will put together a newspaper which is devoted entirely to this topic. The items above must be part of that newspaper, but let your imagination run wild! Besides the articles, what else could you include in your newspaper which would address the problem of teen violence? Think of the anti-smoking campaigns. Are there any ideas you could adapt to your newspaper? A full-page ad? An editorial by a famous person? A cartoon-strip? It's all fair game as long as it's pertinent and doesn't cross the line (you know the one!).

- "Stamp Out Teenage Violence Show." This should be appropriate for presentation at various middle schools or high schools. This show should be composed of a PowerPoint presentation, plus some combination of the following elements: video, role-playing demonstration of how to defuse a confrontation between two people, song of your own creation, brochure--or some other option as long as it indicates evidence of your research and you obtain prior approval from your teacher. Again, let your imagination run wild! These are students you are appealing to--do what works (within reason!).

- Debate. This option requires note preparation for and participation in a debate. This option is different from the other two in that: 1) two teams will be needed, 2) the teams must each have at least three people, 3) the teams must work together to decide which topics to debate, 4) team members are not limited to the roles listed above. Okay, actually this one is nothing like the other two! You will begin by researching the subject of teen violence. For this you may use any of the links listed; you are not limited to the role specified where the link is found. After researching, you should know some of the possible causes of teen violence. Two people (one from each team) will select a topic, with each person taking an opposing side. Prepare arguments (backed up by research!). Each person will be limited to 5 minutes of speaking time. Visual/audio/video aids may be used, but may take up no more than 1 minute of your allotted time. This is the time to let your individuality shine! Be creative in developing your arguments! (But remember there are lines we don't cross.)

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The Roles

www.ornl.gov/reporter/ schedule.htm

Reporter

1. Where have school shootings occurred?

2. What has happened in these situations?

3. Who were the students responsible for the school shootings?

4. When did these events occur?

5. How did they do it? (Planning, obtaining the materials/tools, etc.)

6. Why did they do it?

7. Is the media in any way responsible for any of the shootings?

8-10. Three additional reporter-type questions and answers based on information found while doing your research.

Reporter Resources:

Terrorism: What Have Schools Done?

Gun Crazy

Stopping School Violence

Blaming the Media

George Washington University: Polling Report

Does violent media make violent kids?

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Historian

members.tripod.com/mropfer/ the_golden_webquest.htm

1. Is teen violence a fairly recent phenomenon? Why or why not?

2. Are there any recorded accounts of violent teens prior to the 1990’s?

3. What types of crimes did youthful criminals of long ago commit?

4. Are there instances of romanticization of criminal acts by young children or teens?

5. How were young criminals handled by the judicial system in the past?

6. Have there been changes in the laws: since Victorian days? With the advent of school shootings?

7. Historically, have any associations been made between social, political, etc. climates or changes and an upsurge (or decline) in crimes committed by youthful offenders?

8-10. Three additional historian-type questions and answers based on information found while doing your research.

Historian Resources:

The Outlaw Jesse James

The Idea of Juvenile Crime in 19th-Century England

Champions of Children

Violence in the 1800s

Henry McCarty: The Wild West's "Billy the Kid"

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Statistician

1. 1. What is teenage violence?

3. 2. What forms can teenage violence take?

5. 3. Give some examples of teenage violence (including, but not limited to, school shootings.

7. 4. What statistics are associated with teen violence?

9. 5. Where does teen violence occur?

10.

11. 6. What are the percentages: teen on teen, adult against teen, teen against adult, school-related?

12.

13. 7. Breakdown of percentages by: gender, race, geographical location, time of year, etc.

8-10. Three additional statistician-type questions and answers based on information found while doing your research.

Statistician Resources:

A Timeline of Recent Worldwide School Shootings

National Youth Violence Resource Center

School Violence Statistics

Crime and Violence in Our Schools: an Overview of Statistics

Get Information: Statistics

Center for the Prevention of School Violence: Stats 1999

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Guidance Counselor

1. What are some of the factors leading to teen violence?

2. Are some students at greater risk of becoming violent?

3. What can be done if a student seems to be at risk of becoming violent?

4. What techniques can be used to defuse potentially violent situations?

5. What should a student do if s/he suspects another student may be at danger of "going down the wrong path" or committing a crime? What help is available for that student?

6. How can the school create a safe environment?

7. What role can the guidance counselor play in helping students avoid violence?

8-10. Three additional guidance counselor-type questions and answers based on information found while doing your research.

Guidance Counselor Resources:

American Psychological Association: Warning Signs

Medline: Teen Violence

TV and Teen Violence

Medline: Teen Development

Does My Child Have an Emotional or Behavioral Disorder?

Participation in Violence Prevention Programs

Bullying Leads to Violence

Child and Adolescent Violence Research at the NIMH

What Should Parents and Teachers Know About Bullying

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Parent

www.bcpl.net/~glake/ am_toon.jpg

1. How safe is my child in school?

2. What are some things I can do to ensure my child's safety?

3. What are indications that my child may be in danger?

4. What are indications that my child may be a danger to others?

5. How much more safe is my child at home than at school?

6. What information is there on violence between siblings?

7. How much should I talk to my child? What should I say?

8-10. Three additional parent-type questions and answers based on information found while doing your research.

Parent resources:

Mothers Against Teen Violence

American Psychological Association Help Center

National Youth Violence Resource Center

Raising Children to Resist Violence: What You Can Do

BBC News: Teen TV Viewing “Linked to Violence”

When Teens Turn Violent: Recognize the Signs Before It's Too Late

Does My Child Have an Emotional or Behavioral Disorder?

Know When to Seek Help for Your Child

What Should Parents and Teachers Know About Bullying

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Student Advocate

1. What percentage of teenagers commit violent acts?

2. What is the best protection teenagers have against criminal acts?

3. What should every teenager know about teen violence and how to prevent or avoid it?

4. What resources are available to teenagers to help in avoiding teen violence?

5. What types of things get teenagers involved in violence or crime?

6. What advice would you give a teenager who was thinking of getting involved in something which has been associated with violence or crime?

7. What would you tell someone who claims that "they don't make teenagers like they used to"?

8-10. Three additional student advocate-type questions and answers based on information found while doing your research.

Student Advocate Resources:

When Kids Kill

The National Campaign To End School Violence

The Students' Best Ideas About Coping With Violence

Violence and Discipline Problems in U.S. Public Schools

National Youth Violence Prevention Resource Center: Teens

CDC Facts About Violence Among Youth

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Evaluation Rubric

	Beginning 1	Developing 2	Accomplished 3	Exemplary 4	Wow! 5	Score
Team Participation
Cooperation	Did not cooperate with group	Cooperated minimally and/or unwillingly	Usually cooperated, although at times insisted on doing it his/her way in spite of group's agreement to do it a different way	Got along quite well with the group	Easy to work with / extremely cooperative	_____ out of 5
Contribution	Made no contributions (suggestions, task completion, etc.) to task completion	1 Made few or inappropriate contributions to completion of the task	Made basic contributions to completion of the task	Made frequent suggestions, did work required, etc. as required for completion of the task	Couldn't have done it (nearly as well) without him/her!	_____ out of 5
PROJECT EVALUATION (Team)
Completeness of work	Little or no attempt has been made to research the material or it has been done haphazardly	Little research has been done and little attempt made to assemble the collected information in an organized and accurate fashion	Basic research has been done and a basic attempt has been made to assemble the collected information in an organized and accurate fashion	Research is complete and accurate and care has been taken to assemble the collected information in an organized and accurate fashion.	Evidence of extensive research and extreme care taken to organize the information to promote understanding of the material	_____ out of 5
Accuracy of Work	Contains many errors in accuracy, no visible attempt to assure information is correct (More than 10 errors)	Contains an unacceptable number of errors, minimal attempt to assure information is correct (7-9 errors)	Contains some errors, shows some evidence attempt was made to assure information is correct (4-6 errors)	Contains few errors, shows evidence of significant attempt to assure accuracy (1-3 errors)	Contains no errors, shows evidence of exceptional attempt to assure accuracy of information (0 errors)	_____ out of 5
Design / Originality	Presentation showed no signs of originality--could have been "cut and pasted" or a repetition of someone else's thoughts	Few signs of original thought	Some originality, although most of the presentation seemed "canned" or derivative	Very original, much attention to design / organization / presentation	Exceptional originality and attention to design / organization / presentation	_____ out of 5
INDIVIDUAL EVALUATION: DEBATE

Grammar / Pronunciation	More than 10 errors	7-9 errors	4-6 errors	2-3 errors	0 errors	_____ out of 5
Communication Style	Difficult or impossible to understand due to mumbling, soft speech, or mispronunciation of words	Somewhat difficult to understand due to some mumbling, soft speech, or mispronunciation of words	Fairly easy to understand with minimal mumbling, soft speech, or mispronunciation of words	Clear and easy to understand with no mumbling, soft speech, or mispronunciation of words	Clear, easy to understand, voice evidences conviction of argument	_____ out of 5
Body Language	Speaker slouched, held head down, made little or no eye contact	Poor posture with little eye contact	Basic posture and eye contact	Quite good, but displayed a slight lack of either confidence, posture, poise, or eye contact	Speaker seemed confident and poised and made eye contact with his opponent and/or the audience	_____ out of 5
Approach	Speaker appeared too meek or too aggressive and/or bullying	Speaker at times appeared meek or too aggressive and/or bullying	Speaker maintained a good balance of aggression and courtesy, but seemed to lack conviction	Speaker was confident and aggressive in making or defending his/her points, but displayed a slight lack in either conviction or courtesy	Speaker was confident and aggressive in _____ out of 5 making or defending his/her points, all the while maintaining a courteous demeanor	_____ out of 5
Information	Very little evidence of research, speaker appeared to be "winging it"	Little evidence of research, though a few facts were presented	Basic evidence of research	Evidence of significant research	Evidence of extensive research	_____ out of 5
INDIVIDUAL EVALUATION: NEWSPAPER
Organization	Layout is jumbled, disorganized, and unoriginal	Layout is somewhat jumbled, disorganized, and with little evidence or originality	Layout is not jumbled or disorganized, but shows little originality of design	Layout is clear, organized, and displays original approach	Layout is exceptionally clear, organized, displays original approach	_____ out of 5
Appearance	Few white spaces, strains the eye to read	Some attempt to break up long blocks of verbiage	No long blocks of verbiage, but few variations in design	No long blocks of verbiage and some variations in design	No long blocks of verbiage and with various design elements interspersed with the intent of maintaining interest and/or contributing to readability	_____ out of 5
Approach	Material seems timid, afraid to take a stand OR overly aggressive to the point of offensiveness	Material seems somewhat timid or afraid to take a stand OR somewhat too aggressive or offensive	Material meets basic standards of decency but at the risk of excluding much valuable information	Material seems appropriately aggressive in making points while maintaining a courteous approach	Aggressive, detailed, evidence of extensive research and maintains courteous approach	_____ out of 5
Spelling / Punctuation	Over 10 errors	7-9 errors	4-6 errors	011-3 errors	0 errors	____ out of 5
Information	Very little evidence of research, speaker appeared to be "winging it"	Little evidence of research, though a few facts were presented	Basic evidence of research	Evidence of significant research	Evidence of extensive research	_____ out of 5
INDIVIDUAL EVALUATION: STAMP OUT VIOLENCE SHOW
PowerPoint: Organization / Design / Appearance	Poorly organized and with few or no graphics	Somewhat organized but with few or unrelated graphics	Basic organization and presence of graphics	Most charts lead to the next and most graphics are well-chosen	One chart leads to the next and graphics are well-chosen to illustrate points	_____ out of 5
PowerPoint Approach	Material presented in a timid OR overly aggressive manner OR in some way offensive	Some material overly timid OR overly aggressive OR offensive	Material neither timid or offensive but neither is it presented in a manner designed to elicit discussion or further thought, unexciting	Material neither timid or offensive and some parts elicit discussion or further thought	Material is presented in a manner designed to raise interest in the subject and encourage further study or discussion but is neither too timid or aggressive	_____ out of 5
"Your Choice" Option	Shows no evidence of thought or originality, no evidence of research being incorporated into the presentation	Little evidence of thought and originality, some evidence of research being incorporated into the presentation	Basic evidence of thought and originality, basic evidence of research being incorporated into the presentation	Exceeds basic expectations for thought and originality, incorporates information in a basic manner	Presentation shows exceptional evidence of thought and originality and does a good job of incorporating information in an entertaining and thought-provoking manner	_____ out of 5
Spelling / Punctuation	More than 10 errors	7-9 errors	4-6 errors	01-31-3 errors	0 errors	_____ out of 5
Information	Very little evidence of research, speaker appeared to be "winging it"	Little evidence of research, though a few facts were presented	Basic evidence of research	Evidence of significant research	Evidence of extensive research	_____ out of 5
Total score						_____ out of 50

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Teacher Page / Standards

This WebQuest meets the Indiana Department of Education 10th grade standards (see http://ideanet.doe.state.in.us/standards/pdf_hs_eng/Grade_10_Eng_0828.pdf) for the following areas (applicability determined by the option selected by the student):

10.1.1 Understand technical vocabulary in subject area reading.

10.1.2 Distinguish between what words mean literally and what they imply, and interpret what words imply.

10.2.1 Analyze the structure and format of various informational documents and explain how authors use the features to achieve their purposes.

10.2.2 Extend ideas presented in primary or secondary sources through original analysis, evaluation, and elaboration.

10.2.3 Demonstrate use of sophisticated technology by following technical directions.

10.4.1 Discuss ideas for writing with classmates, teachers, and other writers and develop drafts alone and collaboratively.

10.4.2 Establish a coherent thesis that conveys a clear perspective on the subject and maintain a consistent tone and focus throughout the piece of writing.

10.4.3 Use precise language, action verbs, sensory details, appropriate modifiers, and the active rather than the passive voice.

10.4.4 Use clear research questions and suitable research methods, including text and electronic resources and personal interviews, to compile and present evidence from primary and secondary print or Internet sources.

10.4.5 Develop the main ideas within the body of the composition through supporting evidence, such as scenarios, commonly held beliefs, hypotheses, and definitions.

10.4.6 Synthesize information from multiple sources. Identify complexities and inconsistencies in the information and the different perspectives found in each medium, including almanacs, microfiche, news sources, in-depth field studies, speeches, journals, technical documents, or Internet sources.

Integrate quotations and citations into a written text while maintaining the flow of ideas.

10.4.8 Use appropriate conventions for documentation in text, notes, and bibliographies following the formats in different style manuals.

10.4.9 Use a computer to design and publish documents by using advanced publishing software and graphic programs.

10.4.11 Apply criteria developed by self and others to evaluate the mechanics and content of writing.

10.5.3 Write expository compositions, including analytical essays and research reports...

10.5.4 Write persuasive compositions that ...

10.5.7 Use varied and expanded vocabulary, appropriate for specific forms and topics.

10.6.2 Demonstrate an understanding of sentence construction including parallel structure, subordination, and the proper placement of modifiers and proper English usage including the consistent use of verb tenses

10.6.3 Produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization.

10.6.4 Apply appropriate manuscript conventions, including title page presentation, pagination, spacing and margins, and integration of source and support material, by citing sources within the text, using direct quotations, and paraphrasing.

10.7.2 Choose appropriate techniques for developing the introduction and conclusion in a speech, including the use of literary quotations, anecdotes (stories about a specific event), or references to authoritative sources.

10.7.4 Use props, visual aids, graphs, and electronic media to enhance the appeal and accuracy of presentations.

10.7.6 Analyze the occasion and the interests of the audience and choose effective verbal and nonverbal techniques (including voice, gestures, and eye contact) for presentations.

10.7.7 Make judgments about the ideas under discussion and support those judgments with convincing evidence.

10.7.18 Deliver persuasive arguments (including evaluation and analysis of problems and solutions and causes and effects) that ...

10.7.19 Deliver descriptive presentations that ...

Last Updated March 2005 by Trisha Armstrong