Your tasks will involve being in a group consisting of a bully, a victim, a mediator, and a reporter. Your tasks will include the following:
| Project: | Time Frame: |
1. Research information
on the definition of bullying, the various types of, roles people
take in bullying situations, and what is NOT bullying
|
Three 45 minute class periods Monday, Tuesday, Wednesday |
| 2. Develop a Powerpoint consisting of specific aspects of bullying | Three 45 minute class periods Monday, Tuesday, Wednesday |
| 3. Design a no-bullying poster | One 45 minute class period Wednesday |
| 4. Group presentation (an anti-bully commercial) of above tasks to entire class | Two 45 minute class periods Thursday and Friday |
B.U.L.L.Y. WebQuest
| Standards |
"Bullying beats the best of us." Kids in schools all across our country, as well as all over the world, many times have unhappy, scary, and even dangerous school experiences brought about because of Bullies. Imagine that you are at a new school and you are in 7th grade. While in school, you sit at the cafeteria table where some other seventh graders sit. As you sit, you notice that the seventh graders are talking about last night’s Eagles win. You make a comment, saying “Yeah that was an awesome game!” Unfortunately, you interrupted Damien the class bully while he was talking. He looks at you and says, “Who do you think you are loser! No one asked you!” Then he starts to make fun of you by calling you names, makes fun of your clothes, hair and totally humiliates you. The rest of the seventh graders sitting at the table laugh and start pointing at you. You get up out of your seat, walk away, and hide in the corner of the cafeteria. As a result, you are scared to eat your lunch in the cafeteria and you sneak through the hallways praying that Damien won’t see you.
How would you respond to Damien without resorting to violence? How would this situation make you feel if you were a new student? Would you call for help from an adult? Would you try to make friends with Damien? Would you try to find a way of how to deal with Damien in a positive way?
Bully
1. Define what bullying is 2. Give causes of bullying 3. Types of bullying |
Victim 1. Define the victim 2. Describe effects of being bullied (physically, mentally, emotionally, and socially) 3. Responses to bullying |
| Mediator 1. Hold neutral position between bully and victim 2. Become acquainted with Conflict Resolution as a mediator 3. Be aware of the how to handle bullies |
Reporter 1. Interview principal about # of bullying, discipline plan/ program for bullying, steps to reporting bullying, and the consequences of bullying 2. Survey students about being a bully or bullied |
Kidscape - Kids
cape is committed to keeping children safe from abuse. Kidscape
is dedicated to preventing bullying abuse.
professionalsindex.shtml
Kia Kaha -
Kia Kaha is a whole school approach to eliminate bullying. It aims to help
schools create environments where everyone feels safe, respected and valued,
and where bullying cannot flourish.
http://www.police.govt.nz/service/yes/nobully/
Bullying OnLine -
is a resource for students, parents and teachers to help them through the
social, emotional and legal issues of bullying.
http://www.bullying.co.uk/
Take a Stand:
Prevention of Bullying and Interpersonal Violence - The TAKE A STAND
Program is a revolutionary approach to prevention of bullying. Starting
at the Kindergarten level and progressing through Grade 5, children learn
about bullying, its effects, how to stop it and the importance of mutual
acceptance and respect.
bullies.htm
Bullying Prevention
Resources - collection of sources developed by California Department
of Education
bullyresource.htm
Bully-Busters® -
a three pronged program to deal with bullying quickly, effectively and
set long term bully management strategies for teachers, parents and children.
http://www.insideouted.com.au/
HURT-FREE Schools -
The position of Character Education and Social Skills training in the schools
of the 21st century has changed from not only encouraging better citizens
for the future ... but to building a safety-net to insure the safety of
all students and staff as well.
http://www.hurt-free-character.com/
Pupiline - Being
Positive - Your self-esteem is how well you think about yourself
compared to other people.
http://www.pupiline.net/features/
Security Solutions
Online - Reducing school risk through a systematic approach.
http://www.retasecurity.com/articles/Reducing%20school%20risk.htm
More Bully Resource links -
Did you learn what bullying is and the various types of bullies?
Have you found a way to prevent bullying from happening to you? Did you
learn about what steps you can take if you are being bullied? Did you learn
why a persons bullies another person? Did you feel alone as a victim of
a bully? I hope you now realize that bullying happens everyday around the
world, however, it doesn’t have to happen to you! Don’t be
like Damien and help those by taking the appropriate steps to try to help
those who are being bullied. Now that you have completed this WebQuest,
please make this pledge and repeat these words:
1. I will not bully others.
2. I will try to help students who are bullied.
3. I will make it a point to include others who are easily left out.
4. When I know somebody is being bullied, I will tell an adult at school and
at home.
Students
will be graded as a group. The evaluation will focus on the following areas.
Exemplary |
Accomplished
20 |
Developing
15 |
Beginning
10 |
Score
|
|
| Group Presentation | Interesting, well-rehearsed with smooth delivery, point of anti-bullying was driven home that holds audience attention. | Relatively interesting, rehearsed with a fairly smooth delivery, excellent source of information that usually holds audience attention. | Delivery not smooth, but able to hold audience attention based on bullying information most of the time. | No real topic not a good delivery and audience attention lost. | |
| Requirements | All requirements are met and exceeded. | All requirements are met. | One requirement was not completely met. | More than one requirement was not completely met. | |
| Powerpoint Content | Covers topic in-depth with facts and examples. Subject knowledge about bullying is excellent. | Includes essential knowledge about the topic. Subject knowledge about bullying appears to be good. | Includes essential information about the topic of bullying but there are 1-2 factual errors. | Content is minimal, not enough information and/ OR there are several factual errors. | |
| Mechanics | No misspellings or grammatical errors. | Three or fewer misspellings and/or mechanical errors. | Four misspellings and/or grammatical errors. | More than 4 errors in spelling or grammar. | |
Organization |
Content is well organized using headings or bulleted lists to group related material. | Uses headings or bulleted lists to organize, but the overall organization of topics appears flawed. | Content is logically organized for the most part. | There was no clear or logical organizational structure, just lots of facts. | |
| Workload | The workload is divided and shared equally by all group members. | The workload is divided and shared fairly by all group members, though workloads may vary from person to person. | The workload was divided, but one person in the group is viewed as not doing his/her fair share of the work. | The workload was not divided OR several people in the group are viewed as not doing their fair share of the work. | |
| Attractiveness | Makes excellent use of font, color, graphics, effects, etc. to enhance the poster and Powerpoint presentation. | Makes good use of font, color, graphics, effects, etc. to enhance the poster and Powerpoint presentation. | Makes use of font, color, graphics, effects, etc. but occasionally these detract from the poster and Powerpoint presentation content. | Use of font, color, graphics, effects etc. but these often distract from the poster and Powerpoint presentation content. |
As a result of completing this webquest, the students will be exposed to the following curriculum areas:
Language Arts:
1.1. Learning to Read Independently
1.4. Types of Writing
1.5. Quality of Writing
1.6. Speaking and Listening
1.8. Research
Students will learn and develop the following:
• Read for meaning
• Writing skills
• Critical thinking skills
• Research skills
• Note taking skills
Technology Education:
3.2. Inquiry and Design
3.6. Technology Education
3.7. Technological Devices
3.8. Science, Technology and Human Endeavors
Students will be able to use the Internet for the purposes
of:
• Keyboarding
• Multi media
• Creative production
This webquest was designed for all middle school students (grades 6-8). Groups should be designed to promote teamwork, and include a diverse ability level of students included in each group. The groups should also be designed to discourage too much socialization. Groups should be assigned to promote cohesive work with groups outside of ones own social circle.
The purpose of this WebQuest was to inform, pass along knowledge, and to make students aware that some form of bullying occurs everyday. Since bullying occurs everyday and everwhere, it is important that students identify bullying behaviors, research the causes, know where to go for help, and to understand that bullying behavior is wrong.