A PROJECT CRITICAL WEB QUEST
BULLYING: A MAJOR SOCIAL PROBLEM AMERICAN SCHOOLS
Presented by: Ms.
L. Christian
Introduction:
Just think. You
are ready for school. You put on your best clothing and have your books neatly
packed for class. You cannot wait to get to school and prepare for learning and
college. However you do not know any one
in the school. It is your first time there but you are excited. You enter the
building and are confronted by a clique of students who have taken over the
social life of the school. They are big BULLIES! They threaten you if you do
not listen to every command they give. They beat the weakest of the class for
show and power. You are deathly afraid of them. School changes from a paradise to a living hell.
This scenario plays out every day in schools all
over
In this web quest
you have a chance to find a solution to this awful social problem. You will be
assigned a role in a task force committee to find a policy to combat bullying.
Students, teachers and parents are also victims. They cannot do their jobs when
bulling is pervasive. You have a chance to save the lives of your peers. Give
it your best….Good Luck!
TASK:
You have been
appointed by your school’s S.A.V.E. (Students Against
Violence in Education) Director to investigate the problem of bullying in the
school. It will be your task to develop
a Bullying Prevention Plan. The plan may
be adopted by all of the other schools in
You will use the PUBLIC POLICY ANALYST (A system that deals with
social problems)
Based on your
investigation using the “PPA” you will prepare a 2-3
page report and give an oral presentation . The oral presentation will
last a minimum of 10 minutes. You may use graphs, charts or other forms of
proof that you found during your group research. The paper must be typed using
Ms Word: Double spaces and spell checked.
PROCESS: 
1: You will
complete the following six steps: (Each step is linked to a worksheet that you
will complete one by one.)
2: Students should divide into groups of
FOUR. Each member of the group will have specific
roles and responsibilities
You all must work TOGETHER!
3:
Each group will use the 6-step Public Policy
format which you have already learned.
4: Complete the handouts given to collect
information for each step that you access from the links below. You will use
the
Internet resources given in the web quest
along with any outside information you may gather. Read each step and be
familiar with its requirements
5: Read each step requirement linked below
and access the worksheet.
STEP
# 1: Define the
social problem
STEP
# 2: Gather the
Evidence for the social problem
STEP
# 3: Determine
the Causes
STEP
# 4: Evaluate
existing Public Policy
STEP
# 5: Create solutions
STEP
# 6: Choose the
BEST solution
GROUP ROLES: Each member of the group will have one of
the following roles assigned by the teacher
RESERACHER-
This student will access the web sites and other materials and complete the
worksheets
RESEARCH PAPER WRITER:
This student will gather the information from the researcher and write the two
page paper
ORAL PRESENTER: This student will coordinate with the
researcher and writer and present to the
NOTE: All must take an active
part to help the oral presenter and all must speak at the presentation
COORDINATOR: This student will keep the group on task,
construct and maintain schedules and help out when asked by the other three
roles.
RESOURCES:
General
Specific
Bullying
in school-policies
Tell-Tale signs
of bullying for parents
SAVE WEB SITES
http://www.cfchildren.org/program_str.shtml
http://www.kidpower.org/Worshops-Services/KidPower.html
http://www.giraffe.org/k12.html
http://www.colorado.edu/cspv/blueprints/model/programs/BPP.html
EVALUATION: 
|
GRADE: |
1 |
2 |
3 |
4 |
|
Oral
Presentation |
No knowledge of the uses of PPA . Presents no data to support the
proposed policy. |
Little knowledge of the uses of PPA. Presents several sources of data in a
logical format to support the proposed policy. |
Acceptable amount of knowledge Of the
uses of PPA. Presents several
sources of data in a logical and organized format to support the proposed
policy. |
Superior knowledge of the uses of PPA. Presents an exceptional amount of data
to support the proposed policy. |
|
Research |
Links are not relevant to support the
proposed policy. |
Enough links but few support the
proposed policy. |
Many links that support the proposed
policy. |
All links support the proposed policy. |
|
Report & Worksheets |
Incomplete Does not use the conventions of
standard written English. |
Weak usage of the conventions of
Standard Written English. |
Acceptable usage of the conventions of
Standard Written English |
Superior use of the conventions of
Standard Written English |
CONCLUSION:
By completing
this PPA Web quest, you have now learned how to identify bullying behavior and
know strategies for how to prevent it.
As a Public Policy Analyst, you have identified the causes of the
problem, provided evidence, researched the current policies, and creative an
intervention program. As a result of
this project, you have learned to create a school based parent intervention
program. As you have experienced, school policies must be investigated to solve
abuses and maintain an educational environment. Let’s hope you policies have
made a difference!
NOT THIS THIS
STANDARDS ADDRESSED
ELA STANDARDS:
Standard 1: Language for Information and Understanding
Students will listen, speak, read, and write for information and understanding. As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to acquire, interpret, apply, and transmit information.
Standard 2: Language for Literary Response and Expression
Students will read and listen to oral, written, and electronically produced texts and performances from American and world literature; relate texts and performances to their own lives; and develop an understanding of the diverse social, historical, and cultural dimensions the texts and performances represent. As speakers and writers, students will use oral and written language that follows the accepted conventions of the English language for self-expression and artistic creation.
Standard 3: Language for Critical Analysis and Evaluation
Students will listen, speak, read, and write for critical analysis and evaluation. As listeners and readers, students will analyze experiences, ideas, information, and issues presented by others using a variety of established criteria. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to present, from a variety of perspectives, their opinions and judgments on experiences, ideas, information and issues.
Standard 4: Language for Social Interaction
Students will listen, speak, read, and write for social interaction. Students will use oral and written language that follows the accepted conventions of the English language for effective social communication with a wide variety of people. As readers and listeners, they will use the social communications of others to enrich their understanding of people and their views.
SOCIAL STUDIES
Standard 4: Economics
Students will use a variety of intellectual skills to demonstrate their understanding of how the United States and other societies develop economic systems and associated institutions to allocate scarce resources, how major decision-making units function in the United States and other national economies, and how an economy solves the scarcity problem through market and nonmarket mechanisms.
Standard 5: Civics, Citizenship, and Government
Students will use a variety of intellectual
skills to demonstrate their understanding of the necessity for establishing
governments; the governmental system of the