Introduction
Bullying is a serious problem in our schools that affects the lives of thousands of children every day. It is estimated that every day at least 160,000 children do not attend school because they are victims of bullies
71% of students have observed bullying
90% of children have been victims of bullies at some point
87% of students who perpetrate school shootings have said they were victims of bullies
There are many kinds of bullies but most kinds of bullying Bullying can take many forms but it usually includes the following types of behavior.
Physical Bullying: This is the most well known kind of bully, the one who hits, pinches or does some form of physical attack on the victim.
Verbal/ Emotional: Emotional bullying can be subtle and more difficult to identify. It is also less likely to be reported, but can have long lasting psychological effects on the victim.
Social Bullying: When groups of students target one or a few other students it usually involves a combination of different kinds of bullying including verbal and sometimes physical abuse. It usually results in the ostracization of the other student and the establishment of social stratification. This kind of abuse is often easy to identify but due to the number of students involved and the clique mentality, it is difficult to stop.
Cyber Bullying: With the Internet and the rise of social media, bullying has spread from the schools and playgrounds to the web. This can take many different forms from harassment, to slander. It is difficult to identify and even harder to intervene in situations of cyberbullying.
Task
Task
Working together in your designated group, you will research the different kinds of bullying, strategies for preventing and educating students about bullying, and then develop a trifold informative brochure and an informative Website.
Process
Working in groups of 4,students each student will be assigned roles and given individual research and assembly tasks.
Research Tasks
Red Student: Task 1-Research Physical Bullying
Links: http://nobullying.com/physical-bullying/
http://tweenparenting.about.com/od/socialdevelopment/a/physical-bullying.htm
Blue Student: Task 2- Research Verbal/Emotional Bullying
http://nobullying.com/dealing-with-emotional-bullying/
Green Student: Task 3-Research Gang/Clique related Social Bullying
http://www.education.com/reference/article/bullying-in-middle-and-high-school/
Violet Student: Task 4- Research Cyberbullying
Links:http://www.stopbullying.gov/cyberbullying/
Assembly Tasks
Each student will select a graphic and 5 key points to include on the brochure about his/her respective research task.
Red Student-Brochure Assembler: Once materials are selected the Brochure assembler will go to this site https://www.canva.com/create/brochures/ and he/she will design and arrange the brochure and add the selected key points and graphics to the brochure.
Blue Student-Editor: Once the brochure and the website has been designed and materials added, the brochure editor will look for alignment errors, check the quality of the graphics, and look for general typos. This student will also need to check all links.
Green Student-Website Designer: This student will design the home page based on an amalgamation of the provided research by using this free online website design software http://www.wix.com/ This student will select the graphics for this page and will write a summary of the affects of bullying. This Student will also assemble the references page on the Website and ensure that the link is provided on the back of the brochure.
Violet Student-Webpages Designer: This student will create the 4 individual pages based on the four categories of bullying. The pages will follow the format of the brochure, but the students will have provided 2-3 sentences for each of the key points as well as an additional graphic.
Evaluation
Webquest Rubric
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Needs Improvement 0-4 points F- D |
Developing -5-9 points D+ /C- |
Acceptable 10-15 points C/ B |
Excellent 15-20 points B+/A |
Score |
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Organization of the Brochure |
The material is not organized and shows little thought on making the material coherent. There are at least 2 items missing missing or the brochure contains significant alignment errors. 10 or more grammatical errors are present. |
There are at least 4 errors in organization and no more than 7 grammatical errors and no more than 1 items missing. |
There are no more than 2 errors in organization and no more than 4 grammatical errors. All items are present and appropriately placed. |
There is one or fewer errors in organization and no more than 2 grammatical errors. All items are present and appropriately placed. |
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Organization of the Website |
The material is not organized and shows little thought on making the material coherent. There are at least 2 items missing missing or the website contains significant alignment errors. 10 or more grammatical errors are present. |
There are at least 4 errors in organization and no more than 7 grammatical errors and no more than 1 items missing. |
There are no more than 2 errors in organization and no more than 4 grammatical errors. All items are present and appropriately placed. |
There is one or fewer errors in organization and no more than 2 grammatical errors. All items are present and appropriately placed. |
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Cooperation Among the group (Group members will rate each other) |
There were significant problems between members of the group. Two or more members of the group refused to do his or her work. The finished product has missing material as a result of the failure of cooperation. |
There were some problems among the group. One or more member of the group and group members complained about working with each other. Some quality of the finished product was affected. |
There was overall cooperation or communication between the members of the group. Some lack of communication may have resulted in some members of the not getting their work in on time or failed to do at least one task that the rest of the group had to do. |
There was a general atmosphere of cooperation and all students worked with each other and made efforts to involve all members of the group. |
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Research |
There is little evidence that the students read the material on the provided links. Material included contains 4 or more errors. No citations were provided. |
There is some evidence that the students read the material on the provided links. Material included contains 2 or more errors. Citations contain 5 or more errors. |
There is little evidence that the students read the material on the provided links. Material included contains 3 or more errors. No citations were provided. |
There is little evidence that the students read the material on the provided links. Material included contains 3 or more errors. No citations were provided. |
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Graphical elements in the Brochure |
The brochure contains no more than 1 of the required 4 graphical elements. |
The brochure contains 2 or more of the required 4 graphical elements. |
The brochure contains 3 of the required 4 graphical elements. |
The brochure contains all 4 or more of the required graphical elements. |
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Graphical Elements in the Website |
The Website contains no more than 2 of the required 8 graphical elements. |
The Website contains 4 or more of the required 8 graphical elements. |
The Website contains 6 of the required 8 graphical elements. |
The Website contains all 8 or more of the required graphical elements. |
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Grammar and language usage on the website. |
Website has 5 or more incomplete sentences or erroneous statements. There are 9 or more grammar errors on the Website. |
Website has 4 or more incomplete sentences or erroneous statements. There are no more than 8 grammar errors on the Website. |
Website has incomplete sentences or erroneous statements. There are no more than 5 grammar errors on the Website. |
Website has incomplete sentences or erroneous statements. There are 4 or fewer grammar errors on the Website. |
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Grammar and language usage on the Brochure |
Brochure has 5 or more incomplete sentences or erroneous statements. There are 9 or more grammar errors on the Website. |
Brochure has 4 or more incomplete sentences or erroneous statements. There are no more than 8 grammar errors on the Website. |
Brochure has incomplete sentences or erroneous statements. There are no more than 5 grammar errors on the Website. |
Brochure has incomplete sentences or erroneous statements. There are 4 or fewer grammar errors on the Website. |
Conclusion
After the groups have created their Websites, and Brochures, they will hold a classroom discussion on how they can take action to prevent and report bullying issues. Students will also follow up by printing their brochures and placing them in approved locations in the school.
Credits
Information on this webquest was taken from the Stopbullying.Gov website at http://www.stopbullying.gov/what-is-bullying/
Teacher Page
For Teachers:
Things to consider:
- The most effective tool against bullying is prevention.
- Find ways to foster tolerance in your classroom.
- Teach students about diversity and acceptance
- Teach students how to identify bullies.
- Teach students what kinds of behavior can be considered bullying
- Show students how to report instances of Bullying.
- Teach students to work with each other cooperatively.