Let’s Put an End to Bullying
5th Grade Social Studies
Deanna Vadala
INTRODUCTION
According to the National Center for Education Statistics, one out of every five (20.2%) students report being bullied.
Bullying: unwanted, aggressive behavior among school aged children that involves a real or perceived power imbalance, and repeats over time. (Stopbullying.gov)
According to the Center for Disease Control, students who are bullied are more likely to experience low self-esteem and isolation, perform poorly in school, have few friends in school, have a negative view of school, experience physical symptoms (such as headaches, stomachaches, or problems sleeping), and to experience mental health issues (such as depression, suicidal thoughts, and anxiety
Click this link to watch a video about Bullying.
TASK
The Office of Safety and Youth Development in the NYC Department of Education has asked your group to do a school-wide presentation during Respect for All week. Your group will create a Google Slides presentation to share with the school during our Respect for All assembly. The presentation will teach the school community about bullying, and how we can put an end to bullying.
PROCESS/RESOURCES
Step 1: Personal
Reflection
Fill out this google form independently, to help you start thinking about the issue that is bullying.
Step 2: Defining the
Problem
Use this Nearpod to define the problem you will be presenting on.
Step 3: Gathering
Evidence
Use this graphic organizer to gather information that proves that this social problem is happening in New York City schools.
Step 4: Identify the Causes
Why do bullies bully? Why do some students treat others poorly?
Use this graphic organizer, and the link on this document to find 3 reasons as to why people bully others.
Step 5: Evaluate an
Existing Policy
The issue of bullying has been a concern for many years. Policies have been created due to the concern about bullying in schools.
Use the links below to read and analyze existing policies about bullying.
NYS Discrimination & Harrassment Law
Then, choose one policy to write about on this Padlet.
Step 6: Develop Solutions
Your group is going to create solutions that can address and help fix the problem of bullying in New York City schools.
One way to fix a problem is to think about the causes of the problem and find a way to get rid of those causes.
Another way to solve a problem is to take a look at the policies that already exist, and then decide if any of those policies need to be revised. Ask yourself if these policies fail to deal with the problem and should be totally replaced, or do they just need to be strengthened or improved.
Use this graphic organizer to create 3 new policies that address the problem of bullying in New York City schools.
Step 7: Select the Best Solution
In the previous
step, your group created three new policies to address the problem of bullying
in New York City schools. For this step, you will be deciding which solution is
the best solution.
When choosing the best policy, there are two ways to measure what would be the best policy. The first one is feasibility, and the second one is effectiveness. Your best policy should be both very feasible and very effective, if possible.
Feasible: possible to accomplish
Effective: able to produce the desired results
You will be using this graphic organizer to rate your three policies on the Feasibility and Effectiveness matrix.
EVALUATION
|
|
3 |
2 |
1 |
|
Group Work |
Is able to: Engage effectively in a range of collaborative discussions with diverse partners; express ideas clearly and persuasively and build on those of others. |
Is sometimes able to: Engage effectively in a range of collaborative discussions with diverse partners; express ideas clearly and persuasively and build on those of others. |
Is not able to: Engage effectively in a range of collaborative discussions with diverse partners; express ideas clearly and persuasively and build on those of others. |
|
Content |
Presentation includes 5 or more facts about the issue of bullying, evidence of bullying, the causes of bullying, and the solutions to the problem of bullying. |
Presentation includes 3-4 or more facts about the issue of bullying, evidence of bullying, the causes of bullying, and the solutions to the problem of bullying. |
Presentation includes less than 3 facts about the issue of bullying, evidence of bullying, the causes of bullying, and the solutions to the problem of bullying. |
|
Presentation |
All slides include detailed information, and visual media. Slideshow is organized, neat, and eye-catching. |
All sides include information, and some may include visual media. Slideshow is mostly organized, and neat. |
Slides do not include detailed information, and/or there is no visual media. Slideshow messy or mostly blank. |
CONCLUSION
In this unit, you became experts on the issue of bullying in New York City schools. You learned the statistics of bullying, the causes of bullying, the existing policies created to solve the problem of bullying, and you even came up with your own solutions to this problem. You took your expertise to the next level by presenting this knowledge to the whole school during Respect for All week! Congratulations!
Extend your learning using the PPA steps to solve your own social problem:
4. Evaluate an Existing Policy
STANDARDS
New York State Social Studies Practices Grade 4
Civic Participation
1. Demonstrate respect for the rights of others in discussions and classroom debates, regardless of whether one
agrees with the other viewpoints.
2. Participate in activities that focus on a classroom, school, community, state, or national issue or problem.
3. Identify different types of political systems used at various times in New York State history and, where appropriate, United States history.
4. Identify opportunities for and the role of the individual in social and political participation in the school, local, and/or state community.
5. Show respect in issues involving differences and conflict; participate in negotiating and compromising in the resolution of differences and conflict.
6. Identify situations in which social actions are required and suggest solutions.
7. Identify people in positions of power and how they can influence people’s rights and freedom.
8. Identify rights and responsibilities as a citizen of your community and state.
New York State Next Generation English Language Arts Learning Standards
4th Grade Reading Standards: Integration of Knowledge and Ideas
4R7: Identify information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams,
time lines, animations, illustrations), and explain how the information contributes to an
understanding of the text. (RI&RL)
4R8: Explain how claims in a text are supported by relevant reasons and evidence. (RI&RL)
4R9: Recognize genres and make connections to other texts, ideas, cultural perspectives, eras, personal
events, and situations. (RI&RL)