Top | Introduction | Task | Process | Evaluation | Conclusion | Teacher Information | Credits
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Top | Introduction | Task | Process | Evaluation | Conclusion | Teacher Information | Credits
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for 2nd Grade
Lynn Wessels
Nezperce Elementary
Introduction |
Question: How can young children identify and deal with bullying?
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Idaho Social Studies Standards:
398. Critical Thinking and Analytical Skills
01) Acquire critical thinking and analytical skills
400. Exploration and Expansion
01) Recognize that Native Americans were inhabitants of North American before colonization
401. Migration and Immigration
01) Understand the role of migration and immigration of people in the development of the United States
407. Citizen Responsibilities and Rights
01) Understand that all citizens of the United States have responsibilities and rights
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Step 1:
Duration: 3-5 days
Materials: books about bullying. See list under resources
Objective: The students will be able to identify what a bully is and brainstorm reasons why the book characters might have become bullies.
Activity: Read a variety of “bullying” books to the students. After each book, brainstorm a list of characteristics found in bullies. Compare these characteristics with other bullying characters and look for similarities. Discuss reasons for bullying and why the bully may have become a bully.
Step 2:
Duration: 3-5 days
Materials: bullying books
Objective: The students will be able to use conflict management techniques to deal with bullying issues on the playground, in the classroom, and in some of the books about bullying.
Activity: Introduce conflict management techniques. Ask students to role play problem situations found on the playground or in the classroom and then use conflict management to solve these problems. As more books about bullies are read, role-play how these problems might be solved using conflict management. As a fun activity, have the children play a game where they are the playing pieces and the game board is laid out in a large room. On the game board squares will be written different bullying situations. As the students land on the squares, they have to role-play how they would solve the bullying situation using conflict management techniques.
Step 3:
Duration: 1day
Materials: none
Objectives: The students will become aware that a bully can be more than one person and that bullying can occur to groups of people. The students will practice using conflict management techniques to deal with bullying under these circumstances.
Activity: Have children discuss times when bullying has been done by more than one student at a time. Ask students to role-play these situations and practice using conflict management techniques to deal with them.
Step 4
Duration: 3-5 days
Materials: picture books (see Books for Project Research under Resources), computers, slide shows- Native Americans, African Americans, Japanese Americans (see resources), web-sites, poster board, markers, construction paper
Objectives: The students will… 1. Become aware that bullying can happen to large groups of people or even nations 2. Research and share information on how bullying has occurred with the Native Americans, African Americans, and Japanese Americans 3. Use a rubric to help them develop and evaluate their projects 4. Use various types of research materials (books, teacher-made slide shows, web documents, etc.) to find information for their projects
Activity: After a brief role-playing or other review activity, partners (teacher chosen) will be asked to become bullying detectives and discover if they think the Native Americans, African Americans, or Japanese Americans have been victims of bullying in the
Step 5:
Duration: 1-3 days
Materials: Finished projects
Objectives: After all the groups have shared their finished projects, the students will determine whether they think bullying has occurred to the African Americans, Native Americans and Japanese Americans and discuss reasons they think it occurred. The students will also become aware that the United States is made up of people from all Nations.
Activity: The students will take turns sharing their finished projects with the rest of the class. After sharing is completed, a discussion will be held in which the following will be discussed; 1) Who are Americans? Where did our ancestors come from? 2) What types of "bullying" did we find that happened in the United States? Why do we think it occurred? Together we will brainstorm and list things we can do if we see this type of bullying occur again. (writing letters, editorials, speak up, etc.) Before any project sharing occurs, the teacher will meet with each group to assess (together) their project using the rubric.
Bullying Read-Alouds: 
Title Hugo and the Bully Frogs
Author Francesca Simon
Publisher Gullane Published 2000
Title Tyrone and the Swamp Gang
Author Hans Wilhelm
Publisher Scholastic Children's Books Published 2000
Title A Duck So Small
Author A.H. Benjamin Illustrator Elisabeth Holstein
Publisher Little Tiger Press Published 1999
Title Grunter: The Story of a Pig with Attitude!
Author Mike Jolley Illustrator Deborah Allwright
Publisher Templar Published 1999
Title Willy the Champ
Author Anthony Browne
Publisher
Title I Feel Bullied
Author Jen Green Illustrator Mike Gordon
Publisher Hodder Wayland Published 1999
Title Stop Picking on Me: A First Look at Bullying
Author Pat Thomas Illustrator Lesley Harker
Publisher Hodder Wayland Published 2000
Title Frankenstein's Cat
Author Curtis Jobbing
Publisher Hodder Children's Books Published 2001
Title Invisible Vinnie
Author Jenny Nimmo Illustrator Sue Heap
Publisher Corgi Pups Published 2003
Title Easy Peasy
Author Sarah Hayes
Publisher
Title Lady Long Legs
Author Jan Mark Illustrator Paul Howard
Publisher
Books for Project Research:
So Far From the Sea, Bunting, E. (1998).
Flowers From Mariko, Jenks, R. & D. (2001)
Baseball Saved Us, Mochizuki, K. (1993)
The Children of Topaz, Tunnell, M & Chilcoat G (1996)
The bracelet, Uchida, Y. (19??)
If a Bus Could Talk: The Story of Rosa Parks, Ringgold, Faith, (1999), Simon and Schuster Children’s
The Bat Boy and His Violin, Curtis, Gavin, (1998), Simon and Schuster Children’s
Handsome Me, Thomas, Wanda, illustrator John Higgins
Whitewash, Shange, Ntozake, Walker and Company, New York
A Band of Angels, Hopkinson, Deborah, (1998) Simon and Schuster Children’s
Slide Shows for Project Research
Second Grade Research Page- web-sites for students to use when researching bullying of Native Americans, African Americans and Japanese Americans
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Project Rubric
For activity in Step 4
Used by both the students and the teacher
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3
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2 |
1 | |
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My Information
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My project answers the question- Was this group of Americans victims of bullying? My project gives reasons why or why not I believe this All my information is relevant to the topic |
My project answers the question- Was this group of Americans victims of bullying? My project gives reasons why or why not I believe this Most of my information is relevant to the topic |
My project does not answer the question- Was this group of Americans victims of bullying My project does not give reasons why or why not I believe this Some of my information is relevant to the topic |
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What does my project look like?
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All of my handwriting or typing is neat and easy to read My project contains pictures that are relevant to the topic All of the words are spelled correctly |
My project has a title Most of my handwriting or typing is neat, but all of it can be read My project contains pictures that are relevant to the topic My pictures are neatly spaced and most are labeled All of my words are spelled correctly |
My project has a title My handwriting or typing is hard to read My project has pictures, but not all are relevant to the topic Most of my pictures are neatly spaced but not labeled Some words are not spelled correctly |
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Sharing my Project |
When I shared… I stood still I spoke clearly I shared all of my information
I was polite |
I stood still
I spoke clearly
I shared most of my information
I asked for remembers and for questions I was polite |
I stood still I did not speak very clearly I shared some of my information I asked for remembers and for questions
I was polite |
At the end of this unit, the students will have gained an understanding of what a bully is and how to deal with bullying using conflict management techniques. They will also become aware that large groups of people can be victims of bullying.
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Grade Level(s): second or third
Subject(s): social studies, language arts
Length of project: 7 + days, depending on your students
Teaching models used: legislative
Prior knowledge/critical skills needed (either for students or teachers):
The students will need to know how to look for main ideas as they read texts and use a web-site. They also need to be comfortable with using a rubric and working independently on projects. Teachers will need to become familiar with using conflict management techniques.
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http://www.hamfish.org/topics/bullying.html- this is a good informational site on bullying
http://www.nancykeane.com/rl/48.htm- this site has a large selection of books with bullying characters
http://www.pbs.org/teachersource/whats_new/health/apr01.shtm- conflct resolution information
http://www.ed.gov/offices/OSDFS/actguid/conflct.html- conflict resolution information
http://www4.district125.k12.il.us/CA/NA.htmlhttp://www.nps.gov/waba/http://www.cob.niu.edu/faculty/m10rcb1/Stacked_Books.gif
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