Bullying in NYC Schools

Nalini Budhan

P.S.092M

nbudhan@schools.nyc.gov

 

 

Introduction:

Bullying- what is it? You have probably heard your peers say he/she is bullying me or you have even said it. Many children in NYC schools are complaining that they are being bullied, but do they really know what the word bullying means and what constitutes as being bullied or even how to stand up to a bully. Finding the answers to these questions are important because the principal have appointed our class to do a presentation on bullying for the school.  She also wants us to come up with a plan to deal with bullying issues that comes up in our school.

 

 

Task:

You have been appointed a task by the principal to create a PowerPoint presentation to the school on bullying. You are to define bullying, what constitutes as being bullied, outline ways to prevent school bullying, as well as effects, and types of bullying. You must also come up with a policy to deal with bullying issues in our school.

 

 

Process/ Resources:

         You will split up into pre assigned color-coded groups of 4.

         Each member in the group will have a role. Discuss and assign roles for each member from the following list:

o   Researcher (2 members): Access the website and other materials to gather information

o   Writer (1): Gather the information from the researcher

o   PowerPoint Slides (1): Use information gathered to create PowerPoint slides

         You will work together to define bullying.

         Each group will answer the questions on the PPA worksheets 1-6.  Use the links under each worksheet to help you find information.

         As a group decide how you are going to organize your PowerPoint slides/presentation.

         EVERYONE must participate in coming up with a policy to deal with bullying issues in our school.

 

Links to the PPA worksheets:

   Define the Problem: Worksheet#1

         define bullying

         https://jr.brainpop.com/health/relationships/bullying/

 

 Gather the Evidence: Worksheet #2

         http://evidencebasedliving.human.cornell.edu/2015/06/30/new-evidence-on-bullying/

         http://www.popcenter.org/problems/bullying/

 

 Identify the Causes: Worksheet #3

         http://www.childrenshospital.org/conditions-and-treatments/conditions/b/bullying/symptoms-and-causes

         https://classroom.synonym.com/causes-school-bullying-5005944.html

 

 Evaluate an Existing Policy: Worksheet #4

         http://www.p12.nysed.gov/dignityact/

         http://www.ncsl.org/research/education/bullying-legislation-since-2008.aspx

         http://www.bullypolice.org/ny_law.html

         Develop Solutions: Worksheet #5

          Select the Best Solution: Worksheet#6  (Feasibility vs. Effectiveness)

 

 

Evaluation:

 

Research and Presentation on Bullying

Level 1

Level 2

Level 3

Level 4

Score

Oral presentation

Oral presentation is organized, presenter reads slides and or notes to conduct presentation.

Oral presentation is poorly organized, presenter relies frequently relies on notes to conduct.

Oral presentation is organized, presenter discusses content occasionally referring to notes to conduct presentation.

Oral presentation is well organized, presenter discusses content seldom referring to notes to conduct presentation.

 

Presentation

Unattractive, difficult to interpret, poor color choice and slide contrast, slide presentation unorganized, bullets, graphics, transitions, and slide effects detract from the content

Attractive, difficult to interpret, pleasing colors with high contrast, slide presentation disorganized, bullets, graphics, transitions, and slide effects detract from the content

Attractive, easy to interpret, pleasing colors with good contrast, slide presentation organized, good use of bullets, graphics, transitions, and slide effects which enhance the presentation of the content.

Attractive, easy to interpret, pleasing colors with high contrast, slide presentation well-organized, excellent use of bullets, graphics, transitions, and slide effects which enhance the presentation of the content.

 

Writing mechanics

Errors in grammar, capitalization, punctuation or spelling distract from readability.

Many errors in grammar and capitalization punctuation or spelling.

1 or 2 errors in grammar, capitalization, punctuation or spelling.

no errors in grammar, capitalization, punctuation or spelling.

 

Content

Investigation incompletely covered.

Covers most parts of the investigation.

Completely covers most required parts of the investigation.

Completely covers all required parts of investigation.

 

Grade

 

 

 

Conclusion:

By completing this web quest you are now able to define bullying, identify bullying behaviors, reasons why someone bully others, and came up with a policy to deal with bullying issues in our school. Now you can make a difference!

 

Standards:

Common Core Standards

CCSS.ELA-LITERACY.RI.4.3
Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

 

CCSS.ELA-LITERACY.RI.4.7
Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

 

CCSS.ELA-LITERACY.RI.4.9
Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

 

CSS.ELA-LITERACY.SL.4.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.

 

CCSS.ELA-LITERACY.W.4.6
With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.

 

NYS Framework Social Studies

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 United States and other nations; the United States Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.