bullying at school research project. the assignment this research project will help you prepare for...
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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
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?
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.
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?
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
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.
Connecting Words Review/Quiz
• Please get out any work that relates to Connecting Words
• Coordinating
• Subordinating
• Transition
Create a Vocabulary self-assessment chart
Word Definition Article Know it well
Have Heard of it
Don’t know it
Harassment
Empathy
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)
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)
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
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
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.
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
Article Annotation
What does the article say?
Quote/Example from each paragraph
Paragraph 1:
“Each day…”
Paragraph 2:
Complete 10 Quotes/Examples for Paragraphs 1-11
What do I think?
About each quote/example from each paragraph
Paragraph 1:
I did not realize that…
Paragraph 2:
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?
2010-2011 Agenda and Handbook
• Harassment, Bullying and Hazing Policy - Definitions pg. 38-39
• Harassment
• Bullying
• Hazing
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
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
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.
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.
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?
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.
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.
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.
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?
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?
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?
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.
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.
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
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.
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.
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.
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).
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)
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.”
The Purdue OWL: MLA
• Are you ready?
• How to use online MLA resources!
• http://owl.english.purdue.edu/
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
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.)
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