Cyber bullying in school

Ken Marseille

I.S. 195 – Roberto Clemente Intermediate School

Class: 801- 802, 811-812

Introduction

All around the U.S., incidents occur as a result of cyberbullying in schools, and college campus, and at home. Those disturbing acts continue to draw public attention, from school leaders, parents, to students themselves. 8^th grade students of I.S. 195 will have the opportunity to investigate the issue of cyberbullying and its impact upon the school environment and come with a (cost effectiveness and) feasible solution.

Have you or someone that you know ever been a victim of cyberbullying?

Task

Students will work independently to

a) Write a report/ analysis of the problem of cyberbullying in school.

b) To expose the problem and share their finding, students will write also a letter to one of the authorities listed below:

a) School Principal

b) School Superintendent

c) Chancellor

d) Mayor

Process/Resources

The task:

You were asked, as a Public Policy Analyst, by the school administration to find a course of action that will either completely eliminate or decrease the level of Cyberbullying among teenagers.

Using PPA steps, students, after identifying the problem and show their understanding of the issue of cyberbullying, conducting researches through surveys, they will evaluate the existing policies and come up with three proposed policy solutions. They will also explain the reasons for selecting their best policy.

Students may attach pictures and other documents that are relevant to the issue of cyberbullying.

For their research, they will visit the following websites:

http://www2.maxwell.syr.edu/plegal/products.html

Students will use worksheets 1, 5, and 6: which will help them to complete their assignment.

Worksheet1: Defining the Social Problem

Date: Group Members:

In one or two sentences, state the nature of the social problem that your group plans to study.

What is the specific community location of the social problem? Your answer should include both the governmental authority (e.g. school board, city council) and the particular geographic location (review Internet examples).

List at least three undesirable social conditions that result from this problem:

1.
2.
3.

Write a short phrase that summarizes the social problem and its geopolitical location (examples: Hate crimes in Urban, NY; vandalism at Jones Middle School, Anytown, CA; DWI traffic deaths in Texas; the high U.S. budget deficit)

IS 195 – ROBERTO CLEMENTE INTERMEDIATE SCHOOL

Cyberbullying Survey

The attached survey aims to get information from middle school students on issues related to cyberbullying. To fight online social cruelty and raise parents, educators, and students’ awareness of the danger of cyberbullying, we have designed this questionnaire in the context of hoping to develop a comprehensive strategy. Students will use this survey to collect data from at least 10 participants.

Your age _________________ Your gender _____(M) ______ (F)

Please circle the	frequently	occasionally	Not really	Once (Yes)	Never (No)
Do you use the internet at home?
Do you use a cell phone at school?
How often have you been flamed?
How often do you think students in this school are flamed?
How often you have been harassed online or through text messaging?
How often have you been cyberstalked?
How often do you think students in your school are cyberstalked?
How often have you been denigrated online?
How often do you think students at your school have been denigrated online at home?
How often have you had someone send or post sensitive personal information about you online?
How often do you think students at your school have had someone send or post sensitive information about them online at home?
Have you been cyberbullied by a student who attends your school?
Have you cyberbullied or harassed someone online at your school?
How often does cyberbullying that involves students attending your school occur outside of school?
How often have you been a witness to cyberbullying incidents?
If someone was cyberbullying you at school or if a student from your school was cyberbullying you at home, would you report the incident to the school counselor, teacher, or administrator?
If someone was cyberbullying you at home, would you tell your parent/guardian?
Would you violate the school internet policy to cyberbully someone or another student?
Would you report your friend If he/she was involved in cyberbullying?

In the line below, answer the following question.

Do you believe “cyberbullying” is a crime? Why or why not?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Use worksheets 5, and 6 from the PPA that are useful in helping you to develop alternative solutions to the problem of cyberbullying, and to decide which one of the solutions is more feasible in solving the problem.

You find attached the two worksheets.

Write a proposal that will include your finding on the issue of cyberbullying and your recommendation in the search for a feasible solution.

Use the rubric below to evaluate your work.

Good luck!!!

EVALUATION

Rubric: Project and Subject specific

Excellent	Satisfactory	Good	Need improvement	Unsatisfactory
Students have demonstrated a complete understanding of the task.	Students have demonstrated a complete understanding of the task.	Students have demonstrated a good understanding of the task.	Students have demonstrated some understanding of the task.	Students have demonstrated no understanding of the task.
Fully complete all assignment. Provide adequate information supported by pictures, graphics and texts.	Complete all assignment. Provide adequate information supported by pictures, graphics and texts.	Complete all assignment. Provide some relevant information supported by pictures, graphics and texts.	Complete all assignment. some information supported by pictures, graphics and texts.	Assignment is incomplete and does not provide any important information. No pictures, graphics and texts.
Work is very well organized and presented (nice, neat, and clean). Language used is conformed with the English standard. Correct grammar and spelling.	Work is well organized and presented (nice, neat, and clean). Language used is conformed with the English standard. Correct grammar and spelling.	Work is somehow organized and presented (nice, neat, and clean). Language used is conformed with the English standard. Correct grammar and spelling.	Work needs to be better organized and presented (nice, neat, and clean). Language used is conformed to the English standard. However, there are many flows in the use of grammar and spelling.	No organization. Work is not organized. Poor choice of words and language used is not conformed to the English standard.
Each member of the group participated effectively to complete the assignment.	Each member of the group participated effectively to complete the assignment.	Students had some difficulty working together to complete the assignment.	Students had difficulty working together to complete the assignment during all steps of the process	No evidence of a group work..

Rubric: Oral Presentation

CATEGORY	10 EXCELLENT	8 VERY GOOD	5 SATISFACTORY	2 UNSATISFACTORY
Enthusiasm	Facial expressions and body language generate a strong interest and enthusiasm about the topic in others.	Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others.	Facial expressions and body language are used to try to generate enthusiasm, but seem somewhat faked.	Very little use of facial expressions or body language. Did not generate much interest in topic being presented.
Preparedness	Student is completely prepared and has obviously rehearsed.	Student seems pretty prepared but might have needed a couple more rehearsals.	The student is somewhat prepared, but it is clear that rehearsal was lacking.	Student does not seem at all prepared to present.
Speaks Clearly	Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words.	Speaks clearly and distinctly all (100-95%) the time, but mispronounces one word.	Speaks clearly and distinctly most of the time. Mispronounces no more than one word.	Often mumbles or can not be understood OR mispronounces more than one word.
Content	Shows a full understanding of the topic.	Shows a good understanding of the topic.	Shows a good understanding of parts of the topic.	Does not seem to understand the topic very well.

CONCLUSION

C Congratulations! You have completed your project. We are very impressed of your presentation. Everything had worked. You have touched an issue that affects many students in our community and your work speaks value. You have demonstrated a great understanding not only of the task but also of the problem of juvenile violence in schools in Harlem.

You should have learned from the WebQuest that cyberbullying is a major social problem that affects not only schools in Harlem, but also many youths all over the United States. You have concluded that the impact of this problem is devastating to our future as a nation. May you continue using the Public Policy Analyst to examine and address other social concerns.

Congratulation to all of you!

Your work had made a great difference in the search of solution to a human problem: cyberbullying.

STANDARDS

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.

English Language Arts

Standard 1: Information and Understanding: Students will listen, speak, read, and write for information and understanding. Students will:

· collect data, facts, and ideas

· discover relationships, concepts, and generalizations

· use knowledge generated from written, and electronically produced texts

Standard 2: Literary Response and Expression: Students will listen, speak, read, and write for literary response and expression. Students will:

· develop an understanding of the diverse social, historical, and cultural dimensions of the texts

Standard 3: Critical Analysis and Evaluation: Students will listen, speak, read, and write for critical analysis and evaluation. Students will:

· analyze experiences, ideas, information, and issues presented by others using a variety of established criteria.

· use 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: 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

· use the social communications of others to enrich their understanding of people and their views.

Technology:

Standard 1: Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate,

to pose questions, seek answers, and develop solutions.

Standard 2: Students will access, generate, process, and transfer information using appropriate technologies

Standard 5: Students will apply technological knowledge and skills to design, construct, use, and evaluate products

and systems to satisfy human and environmental needs.