Helga Rotgans
Grade 3-5
CS 200. The James McCune Smith School
INTRODUCTION:
It is the first day of school. Jimmy enters the classroom enthusiastically, ready to start the new school year. Last night he carefully organized his book bag and proudly laid his new V-line sneakers next to his uniform. As Jimmy walks to his seat, he hears his classmates giggling. One boy points to his sneakers and whispers, “Wow, cheap sneakers.” Jimmy feels uncomfortable but ignores the remark.
What is bullying? Bullying is unwanted, aggressive behavior of an individual that involves a real or perceived power imbalance. The behavior is repeated, or has the potential to be repeated, over time. Bullying includes actions such as making threats, spreading rumors, attacking someone physically or verbally, and excluding someone from a group on purpose.
TASKS:
You’ve been asked by your principal to conduct research among your students to see how they are being subjected to bullying in the school. With the information gathered, the principal wants to design three strategies that would alleviate such problems.
With the input of students, write a letter to the Deputy Superintendent explaining how she can assist to implement these strategies. To do this, you must use the following steps public policy approach and refer to the resources included.
PROCESS/RESOURCES:
STEP ONE
Put together a team of students’ representatives from grade 3 through 5 to assess the current school policy on bullying. Meet with the school Guidance Counselor and Social worker to discus what measures are in place at the present time.
STEP TWO
LINKS TO PPA WORKSHEETS
1. Define the Problem: Worksheet#1
2. Gather the Evidence: Worksheet #2
3. Identify the Causes: Worksheet #3
4. Evaluate an Existing Policy: Worksheet #4
5. Develop Solutions: Worksheet #5
6. Select the Best Solution: Worksheet#6
(Feasibility vs. Effectiveness)
STEP THREE
Once you have gathered your data, you will design at least three strategies to implement across the school community.
STEP FOUR
Meet with the principal to discuss the strategies selected to address the issue of bullying.
STEP FIVE
Write a letter to the Deputy Superintendent in which you explain how she can be of assistance in implementing these strategies in your school.
RESOURCES
· http://schools.nyc.gov/RulesPolicies/RespectforAll/Commitment/default.htm
· http://schools.nyc.gov/RulesPolicies/RespectforAll/StudentResources/default.htm
· http://schools.nyc.gov/RulesPolicies/RespectforAll/EducatorResources/default
DEALING WITH BULLYING
· http://www.pacer.org/bullying/
· http://www.pbs.org/parents/education/going-to-school/social/an-antidote-to-bullying/
· http://www.pbs.org/parents/education/going-to-school/social/what-to-do-when-your-child-is-a-bully/
· http://www.pbs.org/parents/education/going-to-school/social/
· https://www.stopbullying.gov/prevention/talking-about-it/index.html
EVALUATION
Research Rubric
You will be evaluated on the scale of 1-4 with 4 being the highest.
|
|
4 |
3 |
2 |
1 |
|
Survey/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 |
|
Written Strategies |
*Well organized, demonstrated logical sequencing and sentence structure *Thoroughly addressed each of the six different parts (see Task)
|
*Well organized, but demonstrates illogical sequencing or sentence structure. * Addressed each of the six different parts |
*Well organized, but illogical sequencing and sentence structure. * Barely addressed each of the six different parts |
*Weakly organized.
*Did not address each of the six different parts |
|
Presentation |
*Social problem introduced with authority based on information *Utilized clear and helpful visual aids *Generated and field questions and responses from audience around their topic of discussion. *Every member in the group participated in the presentation. |
*Social problem introduced with some authority *Visual aids used *Generate questions and responses. *Most members of group participate. |
*Students stated the social problem *Students required prompts to generate questions *Limited participation within the group |
*Teacher generated discussion |
|
Group Participation |
*Group established and maintained an equal distribution of labor among all participants. *Differences are dealt with maturely and students exercised listening skills, leadership skills, and compromised skills
|
*Group made attempts to maintain an equal distribution of labor among all participants. *Almost all differences are dealt with maturely and students exercised listening skills, leadership skills, and compromised skills |
*Groups made unsuccessful attempts to maintain an equal distribution of labor among all participants. *Only some differences were dealt with maturely as students attempted to exercise listening skills, leadership skills, and compromised skills |
*Group was unable to equally distribute work. *Differences were not dealt with maturely |
CONCLUSION
The research and information you have gathered for your social problem policy analysis has been very informative and beneficial to the school community. The strategies you have designed are imperative in minimizing bullying and will improve students’ responses to others they come in contact with. As a public policy analyst, you have identified how bullying affects students’ self-esteem and social development. You have designed strategies to help alleviate these problems. The Deputy Superintendent will assist our school in this matter by sending trained personnel to guide us through the process of minimize bullying. In addition, the principal appreciated the time and effort you put into the entire process.
STANDARDS
Research To Build and Present Knowledge:
ELA
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
CCSS.ELA-Literacy.W.4.7
Conduct short research projects that build knowledge through investigation of
different aspects of a topic.
CCSS.ELA-Literacy.W.4.8
Recall relevant information from experiences or gather relevant information
from print and digital sources; take notes and categorize information, and
provide a list of sources.
CCSS.ELA-Literacy.W.4.9
Draw evidence from literary or informational texts to support analysis,
reflection, and research.
CCSS.ELA-Literacy.W.5.7
Conduct short research projects that use several sources to build knowledge
through investigation of different aspects of a topic.
CCSS.ELA-Literacy.W.5.8
Recall relevant information from experiences or gather relevant information
from print and digital sources; summarize or paraphrase information in notes
and finished work, and provide a list of sources.
CCSS.ELA-Literacy.W.5.9
Draw evidence from literary or informational texts to support analysis,
reflection, and research
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