Elsie Madera
MS 321
The
Bullying- just what is it? We have all
heard the term “He/She is a bully and has to be stopped” etc. But how CAN this
be stopped? In fact WHO is a bully? And while we are at it, just HOW serious
is the problem at our school? These are serious questions. Finding answers will
be important to you because you have just been appointed to a school committee
to make recommendations to the principal for a new action plan to deal with the
issue
As member of the new school committee on Bullying you have
selected to go out in to your school community and investigate the different views
that other youth have on bullying and what they feel should be done to these
perpetrators. After collecting your data
you will take on a position on what should be done to people who bully other
students and you will write a 3 page paper on your findings and present it to
your group. You will then create a 10
minute presentation on your findings to your group members. After presenting
your findings you will then prepare to make a presentation to the principal.
1)
You will be placed in group of fours to
complete the task. Each member in the group will take on a specific job to help
the group achieve their goals. The
following positions are:
a)
Facilitator: Will make sure the group is on task
b)
Researchers: will make sure the findings
are presented for the presentation and paper.
c)
Presenters: Each group member will present their work and
make sure that they are all well prepared.
d)
Recorder:
One person will record the information that the group has found and
explored.
2) You will discuss the topic of bullying and things that can be
done to resolve the issues against the perpetrators. A major goal is a new and
effective school policy to prevent the problem before it gets out of
hand. You will organize your ideas by
using the Public
Policy Analyst in helping you gather
information in seeking out other students views, writing your paper and making
your presentations.
Organizing
Ideas Using the PPA
Define the problem:
https://www.maxwell.syr.edu/plegal/TIPS/select.html
Gather evidence:
https://www.maxwell.syr.edu/plegal/TIPS/gather.html
Identify causes:
https://www.maxwell.syr.edu/plegal/TIPS/identify.html
Evaluate a policy:
https://www.maxwell.syr.edu/plegal/TIPS/existing.html
Develop solution:
https://www.maxwell.syr.edu/plegal/TIPS/solutions.html
Select best
solution:
https://www.maxwell.syr.edu/plegal/TIPS/bestsol.html
3) After collecting your ideas you will go out into your school
community (lunch time, recess, after school) to collect the different views
that students have about bullying at school and what should be done to prevent
these perpetrators from doing harm to students. You might like to look into the
possibility of doing an online survey ( go to the Opinion Power website for directions
and suggestions)
4) You will then report back to your group and go over the different
findings that all of you found. After
discussing the findings you will then write a three page paper about the
findings and your views about the victim and the bully. A separate paper is to
be written by each person in the group. You will each receive a grade for this
part of the project.
5) Your group should develop a plan for presenting your suggestions
for a school policy on bullying. This may be a poster, a PowerPoint
presentation, or a written outline for an oral presentation. After discussing
your plan, develop the presentation.
Here is information on getting your
information about bullying
Stop Bullying Now! Information, Prevention, Tips, and Games.-A
Stop Bullying Now – Advice from a social worker
Bullying and Your Child- An article from Kids
Health Magazine
Anti-Bullying Network- A Help and Support Network
Bullying - AACAP Facts for Families
#80 From the
Child
and Adolescent Psychiatry
You may use the
following general search engines to further assist you in gathering your
research.
Your group will be graded on the following
rubric
|
|
Excellent |
Good |
Fair |
Poor |
Grade |
|
Research |
*Problem well identified and
thoroughly researched *All six steps of the
PPA are thoroughly addressed *Evidence of notes and action
research |
*Problem identified and
reasonably well researched *All six steps of the PPA
are addressed, |
*Problem identified with
limited research. *All steps of the PPA are
addressed, |
*Problem identified but
research is lacking *Incomplete work |
|
|
Essay |
*Well organized,
demonstrates logical sequencing and sentence structure *Thoroughly addresses each
of the six different parts (see Task) |
*Well organized, but
demonstrates illogical sequencing or sentence structure. * Addresses each of the six
different parts |
*Well organized, but
illogical sequencing and sentence structure. * Barely addresses each of
the six different parts |
*Weakly organized. *Does not address each of
the six different parts |
|
|
Presentation |
*Social problem introduced
with authority based on information *Utilizes clear and helpful
visual aids *Generate and field
questions and responses from audience around their topic of discussion. *Every member in group
participates in presentation. |
*Social problem introduced
with some authority *Visual aids used *Generate questions and
responses. *Most members of group
participate. |
*Students state the social
problem *Students require
prompts to generate questions *Limited participation
within the group |
*Teacher generates
discussion |
|
|
Group
cooperation |
*Group establishes and
maintains an equal distribution of labor among all participants. *Differences are dealt with
maturely and students exercise listening skills, leadership skills, and compromise
skills |
*Group makes attempts to
maintain an equal distribution of labor among all participants. *Almost all differences are
dealt with maturely and students exercise listening skills, leadership
skills, and compromise skills |
*Groups make unsuccessful
attempts to maintain an equal distribution of labor among all participants. *Only some differences are
dealt with maturely as students attempt to exercise listening skills,
leadership skills, and compromise skills |
*Group is unable to equally
distribute work. *Differences are not dealt
with maturely |
|
Excellent= A Good= B Fair= C Poor= F
By completing this web
quest, you have acquired the knowledge and research skills, on the issues of
bullying in
English
English
E1 – Read and comprehend informational materials
English
E2 – Produce a report of information
Produce a persuasive and reflective essay
English
E3 – Participate in group meetings
English
E4 – Analyze and subsequently revise work to improve its clarity and
effectiveness
English
E7 – Produce functional documents appropriate to audience and purpose
Social
Studies Standard 5 – Civics and Government
Students
participate as informed citizens in the political justice system and processes
of the
• evaluate, take,
and defend positions on what the fundamental values and principles of American
political life are and their importance to the maintenance of constitutional
democracy (Adapted from The National Standards for Civics and Government, 1994)
• take, defend,
and evaluate positions about attitudes that facilitate thoughtful and effective
participation in public affairs
• consider the
need to respect the rights of others, to respect others’ points of view
(Adapted from The National Standards for Civics and Government, 1996)
• participate in
school/classroom/ community activities that focus on an issue or problem
• prepare a plan
of action that defines an issue or problem, suggests alternative solutions or
courses of action, evaluates the consequences for each alternative solution or
course of action, prioritizes the solutions based on established criteria, and
proposes an action plan to address the issue or to resolve the problem