Map Skills Thematic Unit Plan for First Grade

The theme of this unit is map skills. This series of lessons will address cardinal directions, how to use different features of maps, and show students how to make their own maps. The following comprehensive unit includes objectives, instructional steps, activities, and assessments. You only need to prepare the materials. Use these five engaging lessons to teach your first graders everything they need to know about maps. Cardinal Directions Time: 30 minutes Objectives Following this lesson, students will be able to: Identify the cardinal directions.Explain how directions are used. Materials Blank KWL chartReal examples of mapsCompass and compass roseGlobe (optional)North, South, East, and West cards placed on the correct walls (keep these up for the entire unit!)Student journals Key Terms Cardinal directionsCompass Lesson Introduction Ask students what they know about maps including how they are used, where they might be found, and what they have on them. Call students up to write their answers to these on a KWL chart as well as fill in what they do not know and what they want to know. Then, show students several real examples of maps. Instruction Explain that you will be starting a unit on maps. We will start by talking about cardinal directions. This is the name for the group of directions that include north, south, east, and west. Show students a compass (use a document camera if you have one).Have a student come up and point out where north, south, east, and west are on the compass rose. Introduce this tool as a compass. Note that the directions are often abbreviated. Show a compass rose and explain that this is what a compass looks like on paper.Can anyone think of why we might need these four directions? Explain that they help people to know where they are in the world.They can be used to help anyone know where they are going no matter where they are. Directions help us get anywhere we need to go.Even sailors in the middle of the ocean can find their way using directions. Turn and tell your neighbor another type of person that might need to use directions, (e.g. truck drivers, parents, pilots).Compasses always point nort h toward the top of the world. If using a globe, show students the top of the world. They use magnets in the Earth to tell which way is north. When you know where North is, you can always find the other directions.Pair students up. Activity Point out the cardinal directions around the room. Ask students to use their bodies to point toward each one as you say it.Explain to students that they will take turns directing their partner toward an object around the room using cardinal directions. Parter 1 will be whichever students name comes first alphabetically. Partner 1 needs to select an object without telling their partner what it is.Tell students that they should choose objects that are against the four walls (intercardinal directions will not be addressed in this unit).Students should direct their partners toward their chosen objects using step numbers and directions. Example: Take four small steps east.Do this until both students reach the object, then switch.Have students spin around a few times before starting so theyre not just walking in a straight line.Allow approximately 10 minutes for this activity, five minutes per student. Differentiation Have students tell their partners the object they chose and work together to create directions to reach it. Assessment Have students sit at their desks. Instruct them to each label the cardinal directions around the outside of their paper (in their journals) then draw an object that is north of their position. Mapping a Route Time: 25 minutes Objectives Following this lesson, students will be able to: Use cardinal directions to map a route from one place to another. Materials A very basic map of your school with cardinal directions, your class, the cafeteria, and specials classes labeled for each studentColored pencils or crayonsPrinted maps from your school to a nearby local landmark such as a park or grocery store for each student—circle school and landmark Key Terms Map Lesson Introduction Have students play Simon Says using cardinal directions (e.g. Simon says to take three steps west.) to refresh their memory. Take your class on a short trip through the school. Point out all specials classes and the cafeteria. Instruction Does anyone remember what we learned in our last lesson about how cardinal directions can be used?Answer: Directions help us get anywhere we need to go. Have students repeat this to the person next to them and tell a time they or someone they know used directions to get where they needed to go.Define a map as a drawing of an area that shows where important things are. The area a map shows can be very large like the Earth or small like our classroom. Ask students for examples of maps in their lives.To the tune of Bingo: A map will show us where to go if we follow its directions. North, south, east, and west. North, south, east, and west. North, south, east, and west—these are cardinal directions. Activity Pass out coloring utensils. Students will need a different color for every special plus one for the cafeteria.Have students come up and help you map the routes to each special and the cafeteria. Differentiation To make the following assessment more accessible, ask students to use arrows of a certain color for each cardinal direction to show direction on the map instead of letters. Assessment Pass out the map you have printed from the school to a local landmark. Have students first draw a compass rose somewhere on the map then draw the route from the school to the landmark. Students should label each turn with its direction (e.g. An E when traveling east). This can be completed as homework or in-class practice. Map Keys Time: 30-40 minutes Objectives Following this lesson, students will be able to: Explain the purpose of a map key. Materials Franklin Is Lost by Paulette Bourgeois—digital version available to borrow through Internet Archive Digital Library (create a free account to use)A roughly drawn sketch of your school playground with nothing labeledExample of a map with a map keyStudent journals Key Terms Map key Lesson Introduction Read Franklin Is Lost before starting this lesson, perhaps as a Morning Meeting activity. Instruction Discuss why Franklin got lost while playing hide-and-seek. What have we been learning about that wouldve helped Franklin find his way? Do you think that we could make a map for Franklin so that he doesnt get lost again?Explain to students that maps are useful for finding which way to go but it isnt always easy to tell what images on a map are supposed to represent. Show students your unlabeled sketch of the playground.What could I add to this map to make it easier to understand? Explain that a map key, which uses symbols and colors to tell what a place or object is, would help.Show students a map with a key and demonstrate how to use it.Sing the map song from Mapping a Route lesson. Activity Draw a map of the classroom while students watch. Label the door, whiteboard, your desk, etc. on a map key. Use colors and symbols.Work with students to identify important objects and places that Franklin encountered in the book.Turn and tell the person next to you one important place or object Franklin saw.What place should we label extra clearly for Franklin? Students should say the woods because he was specifically told not to go there.As a class, draw a map for Franklin that only includes the path from Franklins house to Bears house. Do not draw a key.Have students work with a partner to make their own maps for Franklin that include Franklins house, Bears house, the woods, the bridge, and the berry patch—with a path going through each of them—in their journals (they may discuss with partners but must produce their own maps).Tell them to clearly label each place or object in a map key (e.g. Use a small tree symbol to represent the forest).They can use your already-st arted map for reference and duplicate what youve done. Assessment Have students add one more feature to their maps and label it in their map keys. This can be another character, object, or place that was mentioned such as Bear, the water under the bridge, or the logs and bushes in the woods. Making Map Books Time: Two 30-minute periods Objectives Following this lesson, students will be able to: Teach others about map skills. Materials Several sheets of blank paper for each studentSeveral examples of real maps (can be the same ones students already saw in first lesson)Coloring utensilsChecklists for books with sentence stems (see details in Lesson Introduction)A completed book exampleRubric for Assessment Key Terms Map skills Lesson Introduction Look through map examples with your students. Call a few up to identify important features. Explain to students that they now have great map skills because they know what goes in maps and how to read them. Map skills make it possible to use maps. Decide beforehand (this is what you will include on checklists): How much writing vs. drawing/diagramming you want to require of your students.What features students must include in their map books (options might be an explanation of cardinal directions, what a compass is and what it does, how to plan a route using a map, how to use a map key, etc.).Note: You will need to prepare sentence stems for these that students will complete and write in their books. E.g. The four cardinal directions are _____.How many pages will be in the books.How much time students will have to complete these. Instruction Ask students why maps are so important. Maps use directions to help us get anywhere we need to go. What would it be like trying to get around without maps?What would it be like to not know how to use maps or not have map skills? Turn and tell the person next to you why it would be difficult to not have map skills.Tell students that they will be making books to teach others map skills. Activity Provide each student with a checklist that tells what they will need to include in their book (these are the features you will be checking for when assessing their work).Show students your completed example. Demonstrate how to use the checklist to make sure all important parts are included.Allow students as much time as you have scheduled for this activity. Differentiation Provide additional graphic organizers for planning the books. Give some students options for what to put in the blanks you have provided. For example, The four cardinal directions are _____ North/South/East/West or Up/Down/Left/Right. Assessment Use a rubric to assess student work. Check whether they have included every important feature and for the accuracy/delivery of each. Treasure Hunt Time: 25 minutes Objectives Following this lesson, students will be able to: Effectively use a map. Materials Five treasure boxes or items for students to findFive maps, one for each treasure box, with all map features students have learned (cardinal directions, compass rose, map key, etc.)Copy these so that each student has their own Lesson Introduction Hide the treasure in the classroom while the students are gone, as spread out as possible. Review the map song with students and remind them what they have learned in each lesson so far. Tell students that they are going to put all of their map skills to the test. Divide them into five groups. Instruction and Activity Explain to students that you have hidden treasure around the room and the only way to find it is to use everything they know about maps.Give each student their own map. There should be five separate maps but group members must have the same one.Give students approximately 15 minutes to work together to find their treasure.Once every group has found their treasure, gather the class to talk about the activity on the carpet. Add to the KWL chart you started in the first lesson and allow a few students to show the class their map skills books. Differentiation Provide students with step-by-step directions for locating the treasure in addition to the maps. These should be straightforward and visual. Assessment Have students write a sentence or two explaining how they used the map to find the treasure in their journals. What was the first thing they did? What map feature was most helpful?

The Future of File Sharing Essay - 2509 Words

According to recent research, 61% of people ages 14-24 illegally download copyrighted music (Van Der Sar, Aug. 2009). Known as â€Å"file sharing,† the process of making digital files available over the internet is a habit among many people of all ages. Since Napster, the first file sharing program, came out in 1999, the prevalence of file sharing steadily increased. According to Koleman Strumpf, by 2006, 60% of all internet traffic was due to file sharing, up from less than 10% in 1999 (Pries 1). The rapid growth of file sharing can be attributed to several factors, one of which is the general social acceptance of downloading music without paying for it (Grassmuck 1). Not everyone supports file sharing, however. The Recording Industry†¦show more content†¦Copying was free and unlimited. In order to take advantage of this new technology, a company called Napster came into existence (Taintor). Napster, the first centralized way for computer users to share music , started its business in 1999. Two years later, the company lost a lawsuit, and had to pay millions of dollars in damages (Taintor). This legal setback did not stop the spread of file sharing; if anything, it caused a large increase in the number of options people had to share their music (Taintor). To fill the hole left by Napster, several new file sharing applications emerged. The new applications used technology called â€Å"peer-to-peer,† which enabled users to share their files amongst one-another, rather than from a centralized server. This change in the way the applications worked allowed them protection from the legal woes that plagued Napster. Since then, content owners and publishers have taken to suing individuals to combat file sharing (Kravets). They argue that mass lawsuits are the only way to protect their artists, the music industry, and music itself from the evils of peer-to-peer file sharing. People cite many reasons for using file sharing services. One reason is to discover new music. While the radio provides some access to music listeners might not have heard, some music fans want to be able to explore on their own. These people want to know what they are buying before they pay for it.Show MoreRelatedFile Sharing Should Not Be Illegal1611 Words   |  7 Pagespast; one of the most controversial uses of technology is file sharing. File sharing is the exchange of files over computer networks. These files include all types of media, software, and books. While some file sharing is legal, there are illegal downloads of copyrighted property widely available; there are intense debates about the level of protection of intellectual properties that should be used for these files. 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Although a valid statement, the music industry is not failing; instead, it is changing in many aspects due to file sharing and illegal downloading. Music is always evolving in new and innovative ways, regardless of the minor comeback vinyl records haveRead MoreThe Epidemic Of Illegal File Sharing1571 Words   |  7 PagesBhattacharjee, S et al. (2006: 92) evidently reported the situation of illegal file sharing in 2003 and suggested the method to discard the problem that: In response to this â€Å"epidemic of illegal file sharing† (RIAA 2003a), on June 26, 2003, RIAA redirected legal threats toward individual subscribers of these networks who, in the past, enjoyed anonymity in P2P environments. Prior to RIAA’s recent legal efforts, individual file sharers were almost completely immune from legal liability when violating copyright

Poignantly Punk Essay Example For Students

Poignantly Punk Essay Marissa McConnell9/11/98ENG 105The teen years are when you question your identity and as a reflex action you rebel against authority. You can rebel as a rapper, a heavy metal headbanger, a punk, a surfer the usual menu of approved teen rebellions most often explored. It is within these years that the world seems turned against you and you need to find some way to react and cope with all the confusion; to try to find a way to make sense of all the craziness. I guess I identified with the punk perspective, if you could call it that, and found my own little place within the subculture, although not as extreme as others, still a place. Yet now, looking back, I remember a time when I enjoyed being angry at the world, because at least I knew I felt something; something I thought I could define. And I reacted, by doing what I wanted to do. You start out slow, go to a few shows, feel as though you belong to the elite little community. Eventually your hair turns blue (or at least mine did), then it gets cut to about two inch spikes, and eventually a hole gets poked through your tongue to make room for a 14 gauge barbell. Life is short, so do the things you want to do while you still can. Be irresponsible before society really makes you conform to its rules. All of these things went through my mind. Then my hair turns black (everyone has to get a job eventually), it slowly starts to grow out, but the barbell stays. When you pay good money for something, it is hard to part with. Looking back I dont regret any part of it. I had fun, and I still do. Some of the attitudes I still identify with, and the music is still my favorite, but I dont consider it as much of a lifestyle. I havent changed much since then, and Id love to be able to pierce whatever I want with no worries; self-expression fueled by the latest fads. Conforming to individualism.it sounds so pointless, but why is it so popular? Some say that punk is dead. Yet an impact on society has definitely been made, liv es changed, ideals affected, fashion trends set, and an entire subculture formed. Most punks agree that Punk is an expression of rebellion, and has been around for well over 25 years now. Yet still nobody can agree on what it is. Is it a style of music? An attitude? A frame of reference, political system, or spiritual philosophy, or just a trendy way to dress and act. Punk could very well be one, some, or all of the above. That is what makes it indescribable. Punk is defined by each person as they experience it. And no one can define punk beyond their own interpretation, because punk, like art really is whatever you think it is. One question though, is what attracts people to punk?One person who feels he knows what that may be is Richard Mauro. Richard designs punk furniture using recycled materials; creating pieces he hopes people will take notice of. One of these pieces is a chaise made out of an old army blanket covered with one thousand number three safety pins. Mr. Mauro believes that, people are bored with themselves, with the news, and everything feels blan d and redundant. Thats one reason: We need something to get us going. And the others that theres been this duality for so long which the kids are seeing through, because they are fed us with it. The duality between public politeness and the kinds of rude profanities you use in private, for example. Let me bring all that violence out instead of hiding it. Thats the kind of things the kids are saying to themselves, and the press is helping them to bring it out because it needs sensationalism. So punk is a way of attacking hypocrisy, really (Selzer 72). From another point of view, John Rockwell of the New York Times feels that punk is, a symbol of the restless energies of a youthful subculture that found industrialized bourgeois society hypocritical and stale (Selzer 110). They agree, in speaking out against hypocrisy, but how innovative is that? Yet why would hypocrisy be condoned by any social group?There is something else about punk music that defines it, and brings kids together. A n attitude and an ideal. More than a fashion statement or a hole in your face are the ideas behind them. From its start, seventies punk was about nihilism and anarchy and self-destruction; it raised a firm middle finger at everyone and everything (Szabo 57). This attitude is still present today within the angry teens still looking for something to fight and something to be. Punk is about personal involvement. Yeah, fuck the system because the system is everything outside of you. Punk is about raging individualism, its about doing something for yourself (Arnold 66). The do-it-yourself attitude (D.I.Y.) recognized as a part of the history within the punk subculture embodies the belief that there was little hope for the future. The motivation is emailprotected*k You! I cant be in your clique or your club, or whatever, Ill just start my own! Which seems to be the initial feel to it. Kids and people are always going to feel that way. If you want something, you better find some way to get it for yourself because the system is against you. As punk arose in England during 1976 in the midst of a recession that appeared to most English youth amidst the failure of the British socio-economic system found a voice filled with angst that seemed to understand. Theres no future, the Sex Pistols Johnny Rotten sang in early 1976. Many who called themselves punk saw no hope in the future as they reacted against the perceived failures of their elders and pessimistically viewed the future. The Pistols sparked the punk movement, but their quick demise enabled another English band to become a leader of the fragmented movement and move punk ideology beyond the Pistols anarchic rage and despair to one that hoped the future is unwritten (Bindas 69). Economic failure provided the fuel for punk, because many came from the, working class, scornful of the scant material rewards of welfare-capitalism (Bindas 70). Bands like the Clash and the Sex Pistols emerged at the very birth of punk music. A NIGHT OF TREASON, promised a poster for a concert by the Clash in London in 1976, and that might have summed it up: a new music, called punk for lack of anything better, as treason against superstar music you were supposed to love but which you could only view from a distance; against the future society had planned for you; against your own impulse to say yes, to buy whatever others had put on the market, never wondering why what you really wanted was not on sale at all (Marcus 2). Punk was a new music, a new social critique, but most of all it was a new kind of free speech. There was an absolute denial of self-censorship in the Sex Pistols songs that gave people who heard them permission to speak as freely. If an ugly, hunched-over twenty-year-old could stand up, name himself an antichrist, and make you wonder if it wasnt true, then anything was possible (Marcus 3). By the time the mainstream had dec lared the death of punk in 1979, or 1980, or then again in 1981, etc., the influence of punk along with the do-it-yourself ethic had spread all over the world. Independent labels were created by the dozens throughout Europe, North America, Australia, and a few countries in Africa. Especially around urban areas, independent fanzines could be found with music critique of all the newly formed bands and their demos, interviews, comics, Xerox art, poetry, fiction, news, investigative reporting, political agendas and more. It was a renaissance for those who were stranded from or chose to avoid the elitist upper-class artists and intellectuals who communicated only with their peers in art and academic journals, and the commercial culture targeted for everyone else who presumably did not deserve to have a voice. Observation 500 EssayMusic, reaching a wide spread audience can have rather unexpected effects. Robert Prechter is the author of The Elliot Wave Theorist, a newsletter that claims the market reflects mass psychology and that moods go from good to bad in waves. Prechters fame grew in the 1970s when he recommended buying stocks, partly because of an anguished song by the punk-rock group the Sex Pistols. He reasoned that the songs gloom indicated a low point in the public mood and meant an emotional and market improvement would follow. A few months later the market lifted (Marcus 1). You have to wonder just what Sex Pistols song it was that ultimately led to the erasure of the ninety points off the Dow Jones average or that, after biding its time for a decade or more, finally wreaked its revenge on the paper boom of the go-go 80s. Was it the Sex Pistols first single, the November 1076 Anarchy in the U.K., where Johnny Rotten led off with the strange announcement, I am an antichrist, and for a few minutes made it seem as if the rage issuing from his mouth could level London? Was it their next record, the May 1977 God Save the Queen, with its sneering final chant of NO FUTURE NO FUTURE NO FUTURE? Or did one fan hear, from inside the storm of that song, the Sex Pistols hardest prophecy of the end of the world, and take it as a sign that nothing worse would be forthcoming, form anywhere? (Marcus 2). From another economic standpoint, suddenly industry sees big possibilities for mass consumption of the bands who once thrived (or starved) in the underground subcultures. Yet most hesitate when bombarded by the big bucks, because theyre usually associated with big draw backs. Drawing from a Reel Big Fish song, Radio plays what they want you to hear, tell me its cool, I just dont believe it! Sell out with me oh yeah, sell out, with me tonight, the record companys gonna give me lots of money and everything is gonna be all right! (Reel Big Fish). Slightly ironic since they signed with Mojo records. Mojo is not that bad, at least it is not a huge company like MCA or A M, yet usually punk and ska bands tend to start out on independent labels and most stay. Take Epitaph for example, a indie label started around 1998/1989, home to NOFX and many other successful punk bands. Even though NOFX has their own independent label, Fat Wreck Chords they still do one album deals with Epitaph. There is a certain loyalty between them. Also Nitro Records, the label trying to control the Vandals, started by the Offsprings Brian Holland. Then the Vandals have their own label, Kung-Fu records, who started off Assorted Jelly Beans, the Ataris, and MFATGG (Me First and the Gimme Gimmes). Is a trend noticeable? Everyone seems to feel the need to start their own label once they become successful. It is now their turn to foster the new and upcoming punk bands and steer them clear of the corporate monsters. The major labels have just become embarrassing. We have major labels calling us, begging us to put their shitty bands that theyre calling punk on the third slot on our shitty tours. Thats how desperate theyve become, says Escalante of the Vandals. You see, The Vandals say no no tank you, because were polite we appreciate the pathetic situation youre in now that you think punk is going to make you money, but no thank you! Then where do you go? You go to the next better band, because the yre going to say no too. You have to go to the next worse band, thats whats happening. They just dont get it, says Fitzgerald (Tones of Home 1). It is obvious that punk is not for everyone, but it is too old to die young and theres enough people around to support it. You dont have to have a set of unique qualities to be punk. There is more to being punk than following the path of the gutterpunks and being continuously drunk and disorderly. One of the great virtues of the musical experience is that it produces a mode of behavior in which every member of a collective audience is suddenly alone with whatever emotion it arouses in him (Silbermann 190). Although most probably go unnoticed, the effects of punk music on our society are too widespread for it to disappear. From the fashion to the purely business aspects. Subcultures dont go away, especially if theyre relevant. There were great bands that existed and more to come. As long as the records are made the rest will take care of itself. Punks not dead, its just restinghiding its light underneath a bushel, gathering strength in foreign climes. Its flames are still burning some where, despite anything anyone has to say. Punk rock is Phoenician, it will rise, like the soul, on the stepping-stones of its former self. The death of punk? What a crock of shit. Punk is like youth: it will always spring eternalfor life everlasting, amen (Arnold 205). Works CitedArnold, Gina. Kiss This: Punk in the Present Tense. New York: St. Martins Griffin, 1997. Bindas, Kenneth J. The Future is Unwritten: The Clash, Punk and America, 1977-1982. American Studies 34 (Spring/Fall 1993) : 69-89. Gracyk, Theodore. Rhythm and Noise: An Aesthetics of Rock. USA: Duke University Press, 1996Green, Stuart. Interview with The Vandals. Exclaim Magazine. http://www.vandals.com/zines/exclaim.html (21 February 1998.)Marcus, Greil. Ranters Crowd Pleasers: Punk in Pop Music 1977-92. New York: Doubleday, 1993. Nelson, Chris. Music News of the World (Hi-Fi). Addicted to Noise. http://www.addict.com/MNOTW/hifi/971105/971105_1739.shtml (23 February 1998)Reel Big Fish. Turn the Radio Off. LP. Moho Records, 1996. Sajn, Gorazd. About NOFX. http://www.kiss.uni-lj.si/%7Ek4fe0443/nofx.1htm (23 February 1998)Selzer, Michael. Terrorist Chic: An Exploration of Violence in the Seventies. New York: Hawthorne Books, Inc., 1979. Silbermann, Alphons. The Sociology of Music. London: Routledge Kegan Paul, 1963. Siroto, Janet. Punk Rocks Again. Vogue September. 1993: 257-258. Szabo, Julia. Think Punk. Bazaar November. 1993: 57-58.

The Causes of School Violence free essay sample

School violence is only a recent thing. Roughhousing among teenagers in high school has always been prevalent, however, its extreme forms such as taking out vendettas against students or teachers or bringing deadly weapons to school have only risen in existence in the past thirty years. Now some have placed the blame on the violent video games, television and bad music. The first notable high school shootings didnt happen until the asss (Centennial Secondary School, SST. Plus X High School), and its not likely that the video game Pong was turning these kids into inimical maniacs. As for the music, heavy metal and rap were only a vague concept In the early seventies, but they did not rise to large popularity until the mid-lighted. Television, well known during this time for being very violent (Gung If, Okay), it still seems unlikely as there were only two incidents in the asss. We will write a custom essay sample on The Causes of School Violence or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page For those reasons, these early crimes could not have been linked to the choice of music one liked or their hobbies. In fact, one plausible cause of this might be found in the rise of mothers leaving the home and getting jobs.The neglect of caring for these teenagers Is what causes them to turn on society and become violent. Some of the indirect causes of school violence are music, video games and television. The reason why teens become engrossed in such things is only because of the attention or usually lack of attention from parents. Teachers and authority figures. Most school shootings have been traced back to forms of depression in the aggressors lives. Now sometimes the depression may be caused from other sources or Just a random occurrence during teen brain growth.Occasionally It Is directly from statement from parents or others; but it is the fault of parents inaction to treat the depression that leads to the shooting. A common trait with many of the shootings Is the mistake of the parents allowing guns to be in easy access or in some way encouraging the violence in teenagers. Now some parents do keep guns in their homes for protection, but these parents are the ones who, for whatever reason, are Irresponsible in the way they either lock up their guns or teach their children the proper way to use them.Irresponsibility is the paramount factor in the cause of school violence. When parents are ignorant to what happens to their kids at school or their behavior patterns, there Is no telling what could go wrong. Hopefully teachers will catch these signals and help the students. Nevertheless, teachers have also overlooked the problems. It Is fortunate to be in a school where there are decent teachers. Many are great at what they do, some are okay, and others are known to be lacking in ability. It seems that most teachers would be able to spot disturbances In a students life.Whatever spawns a teachers Ignorance, whether it Is heir bad training or a severe dislike of the student, part of the blame lies with them. If we had more of the good teachers who regardless of the student, treated them fairly and gave them the attention and love that they deserve, we might be able to spot these problems sooner rather than later. A solution to this problem may never happen, due to the fact that violence Is reduce the number of incidents we see today. First, the number of good teachers needs to increase in our schools. My suggestion would increase the number of years teacher needs to receive tenure.It is good for all; the better teachers are agonized and kept for their efforts while the bad teachers are rid of earlier. Once the teacher receives tenure, an immediate pay increase should be issued. A respectable pay increase would show that the teacher has proved his or her worth to the community. Second, clubs that promote non-violence should be in every school, as they help provide a friendly social atmosphere at school. Sadly, not much can be done at home, as that lies in the private world where schools do not have Jurisdiction apart from reporting abuse in the home.Since schools are where the incidents append, the people there have the best Judgment about what goes on between the potential shooter and the potential victims. Perhaps its the only place where the problem can be stopped. If the populace still believes that violent video games and music are the cause they need only to look at what they have done to stop it, which is nothing. After countless rumors that Grand Theft Auto: Vice City would be the last of the series due to increased school violence and some copyright issues, Grand Theft Auto: San Andrea, a new realistic and bloodier video game for teenagers to play hit store shelves.