Bullying at School

1. Bullying at School • Research Project

2. The Assignment • This research project will help you prepare for the kinds of research and writing you will do in college for many of your classes • You will be reading several different kinds of articles and essays on bullying in schools • The articles in your reading packet provide enough material for you to fulfill the assignment

3. Activity 1: introducing key concepts • Write a list of words that you associate with bully or bullying in your notes • Which words have formal connotations and which are informal? • In which situations would you use certain words over others? • Why put one word in a category and not the other?

4. Activity 2: Getting Ready to Read • Write in your journal • Have you ever been bullied or witnessed bullying? How would you define the bullying that happened? How did you deal with it? What were the consequences? • Have you ever bullied anyone? What did you do? Why did you do it? What did the person you bullied do in response? What happened afterwards? • You do not have to share these answers with anyone, but you may choose to do so.

5. Activity 4: Making Predictions and Asking Questions • Survey the text and choose one of the articles that seems interesting. • What do you think this is going to be about? • What are the major issues about bullying your article seems to address? • What do you think is the purpose of the author? • Does the author seem trustworthy and qualified to write about the topic? • Who is the intended audience for this piece? How do you know?

6. Article 1. Ron Banks, “Bullying in School” • Banks talk about how bullying is international in scope and how to deal with it so that students will be safe in school • The author wants us to know how widespread the problem is and that it exists in schools throughout the world • The audience might be educators, since he seems to be worried about school climate

7. Article 2. Tara Kuther, “Understanding Bullying” • Kuther talks about all kinds of bullying in school, including those that are not easy to identify. • She wants us to know more about bullying, and she offers advice about how to prevent it or deal with it. • The article is from the PTA magazine, so her audience is teachers and parents.

8. Connecting Words Review/Quiz • Please get out any work that relates to Connecting Words • Coordinating • Subordinating • Transition

9. Create a Vocabulary self-assessment chart

10. Activity 5: Introducing Key Vocabulary • Write down the following vocabulary for Article 1 in your vocabulary section: • Harassment (paragraph 2 and 9) • Empathy (paragraph 4) • Perpetrators (paragraph 10) • Intervention (paragraph 11) • Correlated or Correlation (paragraph 5 and 6)

11. Article 2 - vocabulary continued… • Exert (paragraph 2) • Externalize (paragraph 8) • Curriculum (paragraph 9) • Antagonizing (paragraph 6) • Implementing (paragraph 9) • Manipulating (paragraph 12) • Exclusion (paragraph 2) • Retaliate (paragraph 6)

12. Article 1 - Vocabulary • Harassment: To irritate or torment persistently • Empathy: Identification with and understanding of another’s situation, feelings, and motives • Perpetrators: To be responsible for; commit: perpetrate a crime • Intervention: Interference so as to modify a process or situation • Correlated or Correlation: To put or bring into casual, complementary, parallel, or reciprocal relation

13. Article 2 - vocabulary • Exert: To bring to bear; exercise; for example, “exert influence.” • Externalize: To invent an explanation for…by attributing to causes outside of the self • Curriculum: All the courses of study offered by an educational institution • Antagonizing: To incur the dislike of; provoke hostility or enmity in. • Implementing: To put into practical effect; carry out

14. Article 2 - vocabulary • Manipulating: To influence or manage shrewdly or deviously • Exclusion: A deliberate act of omission. • Retaliate: To return like for like, especially evil for evil. To pay back (an injury) in kind.

15. Activity 6: First Reading • Because you will be using information from these texts when you write your proposals, you will find annotating particularly helpful • In small groups in class take turns reading the text out loud • Have a sheet of loose-leaf for each member of the group

16. Article Annotation

17. Activity 6 continued… • Answer the following questions in regards to Article 2 in your notes: • What is the problem the author is addressing? • What evidence is provided to confirm that the problem exists? • Why does the author think something needs to be done? • What does the author think needs to be done?

18. 2010-2011 Agenda and Handbook • Harassment, Bullying and Hazing Policy - Definitions pg. 38-39 • Harassment • Bullying • Hazing

19. Article 3 Vocabulary • Peer Mediation (P12): A process for settling a dispute. A third party – a person of equal rank, in this case a student – attempts to find common ground that will resolve the dispute • Crusade (P5): A vigorous, concerted movement for a cause or against an abuse

20. Article 4 Vocabulary • Enormity (P2): The quality of passing all moral bounds; excessive wickedness or outrageousness; a monstrous offense or evil; an outrage • Emphatically (P7): Without question and beyond doubt

21. Activity 12 – Summarizing and Responding Summarize the article. • What are the main points of each paragraph or section? • Summarize an article from online (3-11) that we have not used as a class. Read the descriptions first to find an article you are interested in.

22. Cyber Bullying • Wednesday: The LA County Sheriff’s Department is giving a presentation on cyber bullying. • This is another resource that can be used for your proposal. • Please take any notes that will be helpful for your paper. A direct quote for example. • If there are handouts that are provided, these can also be helpful.

23. Cyber Bullying • Write a response to the presentation on internet privacy and cyber bullying. What else do you know about internet privacy/cyber bullying? • How are the two related? • How might you include this information in your proposal?

24. Article 5 Vocabulary • Coerce (P4): To force to act or think in a certain way by use of pressure, threats, or intimidation; compel. • Disciplinarian (P24): Someone who demands exact conformity to rules and forms.

25. Article 6 - Vocabulary • Vigorously: Marked by or done with force and energy. • Access: The ability to approach, enter, exit, communicate with, or make use of.

26. Thinking Critically • When you write your proposal you need to provide evidence and support it. Support can be found in facts, statistics, and personal experience. • You have already annotated and summarized a few articles in class and can use this information to answer the following questions.

27. Questions about Logic (Logos) • Look closely at two of the articles about bullying. • See if you can find a claim that is particularly well-supported. • What kinds of support are provided? • Can you think of counter-arguments that the authors don’t consider?

28. Questions about the Writer (Ethos) • Take one article that provides information about the author[s]. • Does this author have the appropriate background to speak with authority on this subject? • Is this author knowledgeable? How can you tell?

29. Questions about Emotions (Pathos) • Do these articles affect you emotionally? What parts? • Do you think the authors are trying to manipulate your emotions? In what ways? At what point? • Do your emotions conflict with your logical interpretation of the arguments? • Do you think your own experience (or lack of experience) with bullying makes a difference in your view of the pathos of the articles?

30. Article 7 - Vocabulary • Perpetrator (P2): The person responsible for; commit; for example, “Perpetrate a crime; perpetrate a practical joke.” • Quelling (P7): To put down forcibly; suppress; to pacify; quiet • Magic bullet (P12): Something regarded as a magical solution or cure.

31. Article 8 - Vocabulary • Trivial (P3): Of little significance or value; ordinary; commonplace • Bigoted (P5): Blindly and obstinately attached to some creed or opinion and intolerant toward others. “Bigoted person” or “Bigoted point of view” • Vanity: (P14): Excessive pride in one’s appearance or accomplishments; conceit.

32. Organizing Information • You need to organize your information into the categories you will be writing about. Collect and organize your notes on the following: • Defining Bullying • Evidence that bullying is a problem in schools • Information on why your school needs a code of conduct • Material that will go into the code

33. Defining Bullying • Look through your materials and find any information that relates to the definition of bullying. • Use your article annotations, summaries, and notes that define bullying. • Come up with a working definition of bullying – giving credit where credit is due. • Remember that your definition should not just be a simple sentence since bullying is a more complex issue and will require more detail in order to define it properly.

34. Secondary vs. Primary • The articles we have been reading are secondary resources. The writers have found research and analyzed it. • When writing a proposal it is important to include secondary and primary research. • Primary research can include research done on bullying by others as well as your own research done in school.

35. Taking a Questionnaire • The questionnaire you will be receiving will be anonymous. • The responses will be compiled and the overall information will be available for you to use as a primary resource. • Please answer honestly so that the information collected reflects the reality of the situation.

36. Making a questionnaire • Make a list of questions about bullying in your school to be answered by teachers and administrators. • The questionnaire should have questions that are easy to understand and not “leading” (trying to get a particular answer). • Questions should be limited to “yes” or “no” questions or scaled questions (1 to 5; Never/Sometimes/Pretty Often/Very Often).

37. Article 9 - Vocabulary • proactive (P5): Acting in advance to deal with an expected difficulty; anticipatory; for example, “proactive steps to prevent terrorism” • misconceptions (P10): A mistaken thought, idea, or notion; a misunderstanding • restructuring (P12): To make a basic change in (an organization or a system, for example)

38. Article 10 - Vocabulary • condone (P17): To overlook, forgive, or disregard (an offense) without protest or censure • multifaceted (P11): Having many aspects; for example, “a many-sided subject,”“a multifaceted undertaking” • belittling (P4): To represent or speak of as contemptibly small or unimportant; disparage; for example, “That person belittled our efforts to do the job right.”

39. Rubric Overview • Get your rubrics out.

40. The Purdue OWL: MLA • Are you ready? • How to use online MLA resources! • http://owl.english.purdue.edu/

41. Article 11 - Vocabulary • Transgressions (P2): The exceeding of due bounds or limits • Incendiary (P6): Tending to inflame; inflammatory; for example, “an incendiary speech” • Rupturing (P10): The process or instance of breaking open or bursting

42. Article 12 - Vocabulary • Aggression (P3): Hostile or destructive behavior or action • Deviation (P12): The action of departing from an established course or accepted standard • Demographic (P10): A statistic characterizing human populations or segments of human populations broken down (by age, sex, or income, etc.)

43. Use Your Vocabulary • We have acquired many vocabulary words that can be used in your papers. • Choose ten words from this unit and write ten complete sentences utilizing these words in an effective way. • Look at your articles – write sentences that you could put in your paper.