Cyberbullying

Sheryll Walker

PS 125, The Ralph Bunche School

Introduction

Have you ever been in a situation where you felt bullied? Do you know that you could be bullied online? Cyberbullying is a dangerous form of online bullying that has led to death. Cyberbullying is the use of technology to harass, threaten, embarrass, or target another person. Since bullies and mean girls have been around forever, technology now gives them a whole new platform for their actions. Recent studies indicate that cyberbullying rates found that about 1 in 4 teens have been the victims of cyberbullying and about 1 in 6 admit to having cyberbullied someone.

Task

Student will determine the reasons and effects of cyberbullying. Students will also develop ways that cyberbullying can be identified and addressed. Students will create an oral presentation on their research findings.

Process/Resources:

You may work in groups of 2 or 3 people on the project or you may work independently. You can use the internet and other sources to research information about cyberbullying.

Websites: Here are some sites to get you started.

· http://cyberbullying.us/ito-club-student-leaders

· http://cyberbullying.us/getting-teens-rethink-cyberbullying/

· http://cyberbullying.us/girl-guitar-inspiring-bullying-victims-stay-strong/kathleen-lonski-acoustic-guitar-anti-bullying-song/

· www.bullyingstatistics.org

· http://kidshealth.org/parent/positive/talk/cyberbullying.html

· http://cyberbullying.us/facts/

· http://cyberbullying.us/contact/

The Public Policy Analyst Steps

Step 1: Define the problem

Use worksheet #1

Step 2: Gather the Evidence

Use worksheet #2

Step 3: Identify the Cause

Use worksheet #3

Step 4: Evaluate an Existing Policy

Use worksheet #4

Step 5: Develop Solutions

Use worksheet #5

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

Use worksheet #6

Evaluation

CATEGORY	4	3	2	1
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.
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.
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 (94-85%) of the time. Mispronounces no more than one word.	Often mumbles or cannot be understood OR mispronounces more than one word.
Posture and Eye Contact	Stands up straight, looks relaxed and confident. Establishes eye contact with everyone in the room during the presentation.	Stands up straight and establishes eye contact with everyone in the room during the presentation.	Sometimes stands up straight and establishes eye contact.	Slouches and/or does not look at people during the presentation.
Uses Complete Sentences	Always (99-100% of time) speaks in complete sentences.	Mostly (80-98%) speaks in complete sentences.	Sometimes (70-80%) speaks in complete sentences.	Rarely speaks in complete sentences.
Time-Limit	Presentation is 8-10 minutes long.	Presentation is 5-7 minutes long.	Presentation is 4 minutes long.	Presentation is less than 3 minutes OR more than 10 minutes.

Conclusion

Cyberbullying can be very damaging to adolescents and teens. It can lead to anxiety, depression, and even suicide. I hope after completing this Cyberbullying PPA Webquest you learned how serious this problem is. Now you will be ready to deal with this subject if it ever comes up, and be part of the solution not the problem.

Common Core State Standards

English Language Arts

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.

Technology

Standard 2: Information Systems:

Students will access, generate, process, and transfer information using appropriate technologies.