Combating Bullying in Elementary Schools Using Cold War Strategy: a Project-Based

Learning Proposal

Project Goals/Outcomes- 8th grade social

studies students learn about Cold War strategies of engagement with Soviet Union

- Students create a project to teach ways of addressing bullying and soliving conflicts using Cold War strategy to elementary school students

What is Project-Based Learning?

• A teaching strategy which engages students in meaningful real-world work which fulfills an academic purpose. It must include:

• A "need to know"• A driving question• Student voice/choice• 21st Century skills• Inquiry and innovation• Feedback and revision• Public presentation Larmer, John and Mergendoller, John.

"Seven Essentials for Project-Based Learning." Educational Leadership. September 2010, Volume 68, Number One

Source: Kris Posavec, "Project-Based Learing (PBL)" available at: https://www.emaze.com/@ALZZWTWZ/Project-Based-Learning

Student Profile• Students attend a

charter middle school in South Phoenix, Arizona. 97% of these students qualify for free or reduced-priced lunches. Many speak another language besides English, and all face conflict in their lives either at school or at home.

Why Use Project-Based Learning?

• Middle school social studies students may tune out information which does not seem relevant to their experiences. Applying knowledge to real-world topics in project-based learning piques their interest

Why Use Project-Based Learning?

• Choice gives ownership to middle learners who like to feel in control of their lives and educations

Why Use Project-Based Learning?

• Middle learners are very social creatures, but are still developing 21st century skills like collaboration and communication which they will need in school and life

The Content - Cold War Strategy

Detente• Talking to and

making deals with the Soviet Union to increase dialogue

Rollback• Attack and

destroy the Soviet Union using any means necessary

Containment• Limit the spread

of communism to where it currently exists

Phase One: Instructional Component

• In a traditional classroom format, students learn about three Cold War philosophies of engagement with the Soviet Union: detente, rollback, and containment

Phase Two: Inquiry and Innovation

• Students watch case studies and videos, read articles, and interview teachers and students to find out how bullying impacts academic learning, school culture, and the mental health of victims and perpetrators

Phase Three: Design, Adaptation, and Execution

• Students design and execute a project (coloring book, play, leaflet, poster, seminar or class, etc.) to teach Cold War strategies of engagement to elementary school students and use these strategies to help combat bullying in schools.

Phase Four: Present Projects• Students

present projects to groups of elementary school students

Why I Chose This Project• Bullying is an

unfortunate reality at many schools. Student engagement in teacher-centered classrooms, including my own, can be lower than a teacher would hope. This project allows me to address both of these concerns by harnessing the creative power of my students.