Bullying and Literature

Mr. Hogan

CNS High School

dhogan@nscsad.org

Curley: Of Mice and Men	Lady Macbeth: Macbeth	Bob EWell: To Kill a Mockingbird
“You the two new guys my old man was waiten for". While he says Curley "glanced coldly at George and then at Lennie". He stares him out making Lennie squirm enforcing the point to us that curly is an aggressive person and likes to pick on those he thinks he can take on to make himself look better.	What beast was't then That made you break this enterprise to me? When you durst do it, then you were a man;(55) And, to be more than what you were, you would Be so much more the man. Nor time nor place Did then adhere, and yet you would make both: They have made themselves, and that their fitness now Does unmake you. I have given suck, and know(60) How tender ’tis to love the babe that milks me: I would, while it was smiling in my face, Have pluck'd my nipple from his boneless gums, And dash'd the brains out, had I so	Bob Ewell: You n*i#3er lover. Atticus Finch: [to Jem] No need to be afraid of him, son. He's all bluff. [after they get home] Atticus Finch: There's a lot of ugly things in this world, son. I wish I could keep 'em all away from you. That's never possible.

Introduction:

Bullying In schools is a hot topic for debate. Most, if not all students have been involved in a bullying incident whether they have been the bully, the victim of a bully/ bullies, or a bystander. National incidents have recently been in the media and have even gone viral over the internet. Even literature has its share of bullying.

TASK:

In this Webquest, you will study how bullying in literature imitates life. Using the PPA process that has been discussed over the past several classes, and found below, you will create a poster to be used as a Public Service Announcement to be displayed around the high school of Cicero-North Syracuse. Each group will use character/characters from literature as a life to literature connection for the PSA.

PROCESS:

1: You will complete the following six steps: (Each step is linked to a worksheet that you will complete one by one.)

2: Students should divide into groups of FOUR. Each member of the group will have specific roles and responsibilities. You all must work TOGETHER!

3: Each group will use the 6-step Public Policy format which you have already learned.

4: Complete the handouts given to collect information for each step that you access from the links below. You will use the Internet resources given in the web quest along with any outside information you may gather. Read each step and be familiar with its requirements

5: Read each step requirement linked below and access the worksheet.

1. Define the Problem

2. Gather the Evidence

3. Identify the Causes

4. Evaluate an Existing Policy

5. Develop Solutions

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

RESOURCES: Please read the following articles/sources

· http://en.wikipedia.org/wiki/School_bullying

· http://www.education.com/topic/school-bullying-teasing/

· Prevention-policies

· Policies and ideas

· Middle schoolers bully bus monitor, 68, with stream of profanity - CNN

· Bullied bus monitor wants 'apology and an explanation' - MSN

How to Make a PSA

· Making a Public Service Announcement

· PSA Planning Chart

· PSA Poster

Quotes from Literature

· William Shakespeare Quotes - BrainyQuote

· Of Mice and Men Quotes

· To Kill a Mockingbird Quotes

Evaluation:

Your group PSA will be evaluated using the following rubric.

Conclusion:

This Webquest will allow you and your classmates to experience the topic of Bullying as it relates to real life situations and literature. As a result of this project, you will have the opportunity to share the information you learned and express your opinions with your classmates about how to improve public policies that affect our society.

Standards:

Standard 1: 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.

Standard 2: Literary Response and Expression:

Students will read and listen to oral, written, and electronically produced texts and performances from American and world literature; relate texts and performances to their own lives; and develop an understanding of the diverse social, historical, and cultural dimensions the texts and performances represent. As speakers and writers, students will use oral and written language that follows the accepted conventions of the English language for self-expression and artistic creation.

Standard 3: Critical Analysis and Evaluation:

Students will listen, speak, read, and write for critical analysis and evaluation. As listeners and readers, students will analyze experiences, ideas, information, and issues presented by others using a variety of established criteria. As speakers and writers, they will use oral and 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 with a wide variety of people. As readers and listeners, they will use the social communications of others to enrich their understanding of people and their views.

Congratulations on all of your hard work and expertise!!!!!!!!