Bullying in New York City Schools
Jasmin
Martin
PS115M
Alexander
Humboldt Elementary School
JMartin5@schools.nyc.gov
The
Introduction:
Bullying! Uhh! WWhau! What is it? We have all heard the term S/he is a
bully and has to be stopped! How can this be stopped?
How do we know someone is a bully? Who is the bully?While we are
searching for this bully we also need to find out how serious this problem
is. 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 bullying
issue.
The
Task:
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 minutes presentation on your findings to your group members. After
presenting your findings you will then prepare to make a presentation to the
principal.
The
Process:
1)
You
will be placed in groups 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:
http://www.maxwell.syr.edu/plegal/TIPS/select.html
Gather evidence:
http://www.maxwell.syr.edu/plegal/TIPS/gather.html
Identify causes:
http://www.maxwell.syr.edu/plegal/TIPS/identify.html
Evaluate a policy:
http://www.maxwell.syr.edu/plegal/TIPS/existing.html
Develop solution:
http://www.maxwell.syr.edu/plegal/TIPS/solutions.html
Select best solution:
http://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.
Resources
Get Your Facts About
Bullying
Stop
Bullying Now! Information,
Prevention, Tips, and Games.-A U.S. Govt Site
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
American Academy of Child and Adolescent Psychiatry
You may use the
following general search engines to further assist you in gathering your
research.
The
Evaluation:
Excellent= 4 Good=
3 Fair= 2 Poor= 1
Your group will be graded on the
following rubric
|
Criteria |
Four |
Three |
Two |
One |
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 |
|
The
Conclusion
By completing this web quest, you have acquired the knowledge
and research skills, on the issues of bullying in New York City. You have also
learned the six steps of being a Public Policy Analyst. In addition, you have
written and presented your findings on bullying and have assisted in the
development of an anti-bullying policy at out school.
Common
Core Standards
Text Types and Purpose
·
CCSS.ELA-Literacy.W.3.1 Write opinion
pieces on topics or texts, supporting a point of view with reasons.
·
CCSS.ELA-Literacy.W.3.1a Introduce
the topic or text they are writing about, state an opinion, and create an organizational
structure that lists reasons.
·
CCSS.ELA-Literacy.W.3.1b Provide
reasons that support the opinion.
·
CCSS.ELA-Literacy.W.3.1c Use linking
words and phrases (e.g., because, therefore, since, forexample)
to connect opinion and reasons.
·
CCSS.ELA-Literacy.W.3.1d Provide a concluding
statement or section.
·
CCSS.ELA-Literacy.W.3.2 Write
informative/explanatory texts to examine a topic and convey ideas and
information clearly.
·
CCSS.ELA-Literacy.W.3.2a Introduce a
topic and group related information together; include illustrations when useful
to aiding comprehension.
·
CCSS.ELA-Literacy.W.3.2b Develop the
topic with facts, definitions, and details.
·
CCSS.ELA-Literacy.W.3.2c Use linking
words and phrases (e.g., also, another, and, more, but)
to connect ideas within categories of information.
CCSS.ELA-Literacy.W.3.2d Provide a
concluding statement or section.
Production and Distribution of Writing
CCSS.ELA-Literacy.W.3.4 With
guidance and support from adults, produce writing in which the development and
organization are appropriate to task and purpose. (Grade-specific expectations
for writing types are defined in standards 13 above.)
CCSS.ELA-Literacy.W.3.5 With
guidance and support from peers and adults, develop and strengthen writing as
needed by planning, revising, and editing. (Editing for conventions should
demonstrate command of Language standards 1-3 up to and including grade 3 here.)
CCSS.ELA-Literacy.W.3.6 With
guidance and support from adults, use technology to produce and publish writing
(using keyboarding skills) as well as to interact and collaborate with others.
Research to Build and Present Knowledge
CCSS.ELA-Literacy.W.3.7 Conduct
short research projects that build knowledge about a topic.
CCSS.ELA-Literacy.W.3.8 Recall
information from experiences or gather information from print and digital
sources; take brief notes on sources and sort evidence into provided
categories.
(W.3.9
begins in grade 4)
Range of Writing
·
CCSS.ELA-Literacy.W.3.10 Write
routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a
range of discipline-specific tasks, purposes, and audiences.
Social
Studies Standard 5 Civics and Government
Students participate as informed citizens in the political
justice system and processes of the United States, including votingevaluate,
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