Article 5

1. Article 5 PowerPoint and Presentation by Guillermo Flores, Madelyn Broome, Leah Stern, and Mika Lorenzen

2. Summary Article 5 is about bullying in United States schools. Kerry Kennedy, the author of the article and the President of the Robert F. Kennedy Center for Justice and Human Rights, focuses on the prevention of bullying; she believes that it is essentially a “human rights violation.” Also, she introduces a few bullying-prevention programs to the reader, encouraging them to take action to stop bullies. Kerry explains how much of an issue bullying is, especially for students, and offers her own suggestions for a solution.

3. Vocabulary (In Context) Speak Truth To Power - A program that promotes children to stand up for themselves and others by using examples of people who fought for human rights Robert F. Kennedy Center - A non-profit organization founded by Robert F. Kennedy that attempts to build a more peaceful and just world by advocating for human rights Khmer Rouge - The communist party that was in control of Cambodia during 1975-1979. During these 4 years, they imposed several atrocities on their citizens, such as genocide, famine, and torture

4. Vocabulary Continued. Rife - Something that is universal, but is undesirable or harmful Desmond Tutu - A social rights activist who protested for human rights among the population of South Africa during its period of intense segregation in the 1980s Elie Wiesel - A Holocaust survivor who frequently discusses his experiences in the Auschwitz concentration camp in Poland during World War II

5. Vocabulary Continued. Lobbying - An attempt to convince certain members of the government to act or vote in a way that would be beneficial to the lobbyist Persecution - Actively oppressing a person because of their political or religious beliefs Instill -To gradually fill someone’s mind with information Civility - To be polite and behave properly

6. Tone Insistent • Repetition of “human rights” in various contexts, as well as prevention and use of strong commands such as must Optimistic and Hopeful • Positive vocabulary pride courage legendary emancipated “human rights defenders” open-minded “free from persecution” “instill civility...respect” “preventbullying everywhere our children live, learn and play.” “We can change for the better” supportive environments prevention “instills responsibility, respect and resiliency to prevent bullying” “profound shift in social norms” “just and peaceful world’ Direct • Clearly communicates her point with powerful and concise language • “reported a change in attitude regarding bullying,” • “we cannot afford to dismiss youth violence” • “Bullying is, at its core, a human rights violation...not something we can ignore.” • repetition of “must” Critical • Uses strongly negative words to juxtapose the negativity of bullying with the positive opportunities she argues for the future Persecution targeted scars “human rights violation” abuse unsafe “bullying ingrained” victims violence

7. Syntax Paragraphs 1 and 2 describe and introduce the fact that there is a serious problem in American schools – bullying. • The story of Bucyrus, Ohio that described the bullying of Mexican Americans in school Paragraphs 3-6 discuss what has been done so far to prevent the issue of bullying and how action against it has been effective in stopping it • Paragraph 4 explains that a curriculum in opposal to human rights violations has been taught on a global scale and is effective • Paragraph 5 names historical figures who have opposed human rights violations

8. Syntax Continued. Paragraphs 7 and 8 focus on the definition and nature of bullying as a serious human rights violation • “It is abuse of the powerless at the hands of the powerful, and it is a threat against the right to receive an education free from persecution.” Paragraphs 9 and 10 readdress the necessity in American society to resist bullying in all its forms, and that new initiatives are aiming to teach this resistance • “But laws and reporting systems aren’t enough” • Project SEATBELT, or Safe Environments Achieved Through Bullying prevention, Engagement, Leadership and Teaching respect

9. Syntax The final paragraphs, 11-13, illustrate the author’s belief that there is hope to stop bullying and pursue a “just and peaceful world” through educating our children to become “human rights defenders” • The author reminds us that society and culture can change if that change is sought after and action is taken to claim it, her example being the institution of seatbelts • The author’s statement that “we can change for the better” shows her hope that bullying can be eliminated from America

10. Rhetorical Devices Antithesis • The abuse of the powerless at the hands of the powerful. • Adds more of an emphasis on the brutality that is conveyed through bullying Diction • Bullying is the first human rights violation that millions of students in the United States will confront.

11. Rhetorical Devices Continued. Rhetorical Question • “How many people ... said that Americans would never be persuaded to change an ingrained behavior in the name of public safety?” Analogy • The comparison between the history of seat belts and bullying

12. Repetition The repetition of “Persecution” and “Prevention” allow the author to add more focus onto her central argument: the prevention of bullying • Putting prevention back in bullying prevention is the goal of the RFK Center • Safe Environments Achieved Through Bullying prevention, Engagement, Leadership and Teaching respect. • Through a human rights framework that instills responsibility, respect and resiliency to prevent bullying. • They wanted to teach courage in the face of persecution, even when — especially when — students saw their friends persecuting others

13. Logos Solid evidence/backing for her claims and emphasis of her points and comparisons: 2 children in every classroom miss one day of school a month because they feel unsafe “Anti-bullying legislation has been passed in 49 states, the District of Columbia and Puerto Rico” Rider’s were not required to wear seat belts until 1984 Juliana Dogbadzi emancipated 5000 child sex slaves 96% of the 12,000 Bucyrus residents are white Ethos - Pathos - Logos Ethos • Robert Kennedy and uncle, JFK, • Very prestigious heritage as a member of the family considered “American royalty.” Pathos • Loaded vocabulary and diction in regards to bullying • Constant address of the issue as a human rights violation • Event-based allusions (WWII and Khmer Rouge) weigh sympathetically in the public eye. • Relates courageous children to anti-apartheid leaders and holocaust survivors

14. Evidence Member of very wealthy Kennedy family Personal pronouns Mentions father often (Robert Kennedy) Persona Kerry Kennedy • President of Robert F. Kennedy Center for Justice and Human Rights • Wealthy and well-educated • Human rights activist

15. Evidence Bullying in schools Parents School administrators Builds awareness Common readers Calls bullying a “human rights violation” Appeals to those in support Explains why bullying is an issue Audience • Parents • School administrators • Critics • People with similar beliefs • Readers of the Washington Post

16. Evidence Story of Bucyrus, Ohio Preventing bullying is a “prideful” act Active prevention is import for school-aged kids Purpose • To build awareness of the issue of bullying in U.S. schools • To explain why prevention will solve many problems amongst children

17. Central Argument Bullying is a human rights violation and the key to prevention is changing school culture and student mentality through education. • “Bullying is the first human rights violation millions of students in the United States will confront” • “laws and reporting systems aren’t enough...We must instillin our youth the ideals of civility and respect, and we must create environments that prevent bullying everywhere our children live, learn and play” • After STTP “students reported a change in attitude regarding bullying, particularly their awareness of bullying as an issue” • “we watched a profound shift in social norms” • SEATBELT and STTP are: • “Putting prevention back in bullying prevention.” • “our answer to critics who say bullying is ingrained in the culture of an American childhood” • “[providing] resources for parents, educators and community members to create supportive environments through a human rights framework that instills responsibility, respect and resiliency to preventbullying”