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Find the answer key for the topic “BULLYING IN EARLY ADOLESCENCE” below:
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Discussion Questions & Answers
Following are our answers based on the questions provided:
Q.1. Why do you believe that adolescents bully one another? Does the text reinforce or alter your beliefs?
Ans: Adolescents bully one another because the bullies have acceptance issues. They believe that by exhibiting dominance over their peers, they will be accepted.
According to paragraph 4 of the text, pressure to obtain acceptance from their peers as well as to gain status may be related to an increase in teasing (or name-calling or ridiculing) and bullying.
Q.2. Were you ever bullied or did you ever bully someone as an adolescent? Did you find that the behavior lessened or worsened as you got older? Why might that be?
Ans: It was middle school, 7-8th grade. The primary antagonist was a kid named Billy. He had been held back a few times so was much bigger.
His buddies joined in on making me miserable. This is one of the least spoken-about aspects of bullies. You may have a primary antagonist, but there are always toadies who look at picking on you as a right of passage. They use you as a means of gaining favor and prestige.
Further, there are a few innocent bystanders. Other kids see you as a coward or a wimp. Sympathetic kids see you as a sacrificial lamb in order to keep the wandering eyes of the bully and his cohort from targeting them. Bullies are oftentimes among the most popular kids in school. Among their peers, they are seen as strong, charismatic winners. The movie trope of the miserable kid from a broken home is fairly rare. In my experience, they tend to be the least antagonistic among the “tough guy” types. They may have violent and antisocial behavior, but they don’t seem to pick on kids as much. They lack the sense of entitlement I suppose.
Q.3. If you were a school administrator, what would this research article prompt you to do in order to decrease instances of bullying in middle schools?
Ans: As a school administrator, this research article would prompt me to take action in order to decrease instances of bullying in middle schools. The article suggests that there is a method or intervention that can effectively reduce bullying.
Therefore, I would be motivated to implement this method or intervention in my school. This could involve implementing anti-bullying programs, providing training for teachers and staff on how to address and prevent bullying, creating a safe and inclusive school environment, and promoting positive social interactions among students.
Additionally, I would also consider conducting further research or evaluations to assess the effectiveness of the implemented strategies and make any necessary adjustments to ensure the success of the anti-bullying efforts.
Q.4. In the context of this text, why do people follow the crowd? Cite evidence from this text, your own experience, and other literature, art, or history in your answer.
Ans: Because they think it’s the better way like some people don’t follow the popular people Just to be like them.
People often follow the crowd because they believe that it is the better way or the right thing to do. This can be seen in the text where it mentions that some people follow popular individuals just to be like them. This suggests that they believe that following the crowd will lead to acceptance, popularity, or success.
Additionally, this behavior can be observed in real life and in various forms of literature, art, and history. For example, in high school, students may conform to the fashion trends or interests of their peers in order to fit in and avoid being seen as different. In literature, characters may conform to societal norms or expectations in order to gain approval or avoid criticism. In history, we can see examples of people following the crowd during times of social or political movements, where individuals may join protests or demonstrations because they believe it is the right thing to do or because they want to be part of a larger movement for change.
Assessment Questions & Answers
Following are our answers based on the questions provided:
Q.1. PART A: Which of the following best identifies a central idea of this text?
Ans: Groups of students who support bullying contribute to its development.
Q.2. PART B: Which quote from the text best supports the answer to Part A?
Ans: “Instead, recent studies and media reports suggest that there are groups of students who support their peers and sometimes participate in teasing and harassing other students.” (Paragraph 9)
Q.3. Which statement best identifies how the text describes the relationship between bullying and middle school?
Ans: Bullying only begins to emerge in sixth grade and becomes strongest in eighth grade for boys and girls.
Q.4. What does the Peer Acceptance and Status section contribute to the author’s description of adolescents in the text?
Ans: It positions teenagers as cruel, unfair, and very likely to become bullies.
Q.5. How is paragraph 8 effective in supporting the development of ideas in this text?
Ans: Paragraph 8 is effective in supporting the development of ideas in this text by providing empirical evidence and theoretical speculation about the increase in bullying behavior during the transition from elementary school to middle school.
It introduces the concept of stress during this transition period as a potential catalyst for bullying, and it presents a study that found an increase in bullying behavior among sixth-graders over a four-month period.
This paragraph also introduces the idea that bullying might be a learned behavior and that sixth-graders might adopt bullying behaviors to fit in and navigate the new social structure of middle school.
You can find answer keys for other grade 11 topics below:
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In CommonLit, “BULLYING IN EARLY ADOLESCENCE” is one of the students’ favorite texts authored by Dorothy L. Espelage for grade 11 students.
This informational text explores various research studies about adolescents bullying their peers, with a focus on how peer groups play a role.
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Hi, I’m Annie Smith, and I’ve been a teacher for over 5 years and have taught students at all levels. I love to help students get ahead of their exams and provide helpful guides on various topics.