Anti-Bullying: Be Upstanding
Core Curriculum Action Plan- Lesson Three
School Counselor: Veritza Kostovski and Rhonyce Hall Date : February 2016
Activity: Bullying: Be Upstanding. Students learn about the difference between being a
passive bystander versus a brave upstander in bullying situations. Students reflect on what it means to be brave and to stand up for others. They fill out the Why Care? Student Handout, create a diagram of the players involved, and generate ideas about how bystanders can become upstanders. They then identify concrete solutions for dealing with cyberbullying situations
Grade(s): Seventh (498 students)
ASCA Mindsets & Behaviors (Domain/Standard): Social/Emotional
Domain:
M 1 -Belief in development of whole self, including a healthy balance of mental/social/emotional and physical well-being
B-SS 9 - Demonstrate social maturity and behaviors appropriate to the situation and
Environment
Learning Objective(s) (aligns with Competency):
1. Reflect on what it means to be brave and stand up for others both online and offline.
2. Learn to show empathy for those who have been bullied.
3. Generate multiple solutions for helping others when bullying occurs.
Materials: Drawing Paper, markers, copy of the “Why Care?” student handout (one per group of four.
Procedure:
1. Warm Up: Ask students the following yes/no perception questions (survey students as they raise their hands):
i. Do you understand what it means to be brave?
ii. Do you know what it means to be a bystander to bullying?
iii. I believe I know what a bystander can do to become an upstander?
2. Define and discuss the key vocabulary terms: bystander, upstander, empathize
3. Discuss the qualities the following qualities associated with upstanders.
An upstander:
• is not directly involved in the cyberbullying incident, but steps in to help anyway.
• empathizes with the targets of cyberbullying, letting them know that they care and
are listening.
• does not spread rumors or go along with cyberbullies because of peer pressure,
and may even tell the cyberbully to stop.
• encourages the target to tell a trusted adult about the situation
4. Activity 1: Create a cyberbullying map:
Distribute the Why Care? Student Handout and ask students to read the story about Kevin and José.
GUIDE students to use drawing paper and markers to create a map showing all the players in this event (bully/bullies, target, bystanders). Students may choose to show a labeled web, use concentric circles, or draw something more representational. Ask students to share their maps with the class.
5. Activity 2: Ask students to read the Why Care, Student Handout (attached) and follow-up with a class discussion. Ask the students the following questions:
1. Who is the bystander in this story?
2. What would you do if you were the bystander in this story?
3. What would you say to Jose if you wanted him to stop?
4. What would you do for Kevin to show your support?
5. How could you have involved a trusted adult?
Close: Ask students the following yes/no questions (survey students as they raise their hands):
i. Do you know what it means to be brave?
ii. Do you know what it means to be a bystander to bullying?
iii. Do you know what a bystander can do to become an upstander?
Plan for Evaluation: How will each of the following be collected?
Process Data: Student sign-in sheets will be distributed, collected and counted.
Perception Data: Verbal pre- test and post- test will be administered before and after the lesson. Students will be asked and answers tallied before and after the lesson.
Outcome Data: Data pertaining to discipline and bullying referrals collected through the counselor or administration student information system. Data will be compared from the 1st, 2nd, 3rd, and 4th nine weeks of referrals due to “bullying”to see if there was a reduction of behavior referrals due to bullying.
Follow Up: Counselors will follow up on all complaints regarding bullying or possible bullying behaviors. Counselors will follow up with all students involved in any “bullying” allegations and follow county procedures that includes:
● Peer mediation if appropriate
● Individual counseling
● Contacting parents and offering outside counseling resources
● Attending group counseling
Directions Common Sense Media
Read this scenario about Kevin and José and answer class discussion questions with your teacher/counselor.
Why Care?
Kevin sends his friend José a short video he made at home, a reenactment of a famous fantasy movie scene. José, laughing at how Kevin looks, shows it to some other boys at school. The boys laugh at Kevin too, and then decide to post it on a video-sharing website. Millions of people then view Kevin’s video. Nasty comments are posted. Every day, Kevin goes online to check the site and sees more comments like “idiot” and “fat nerd.” Every day, he goes to school and hears similar cruel comments from his classmates.
In this true story, many people contributed to the cyberbullying. But there were many more kids who knew about the situation but chose not to get involved. Kids who are not cyberbullying but who see, hear, or know about it are called bystanders. In this situation, kids in school who witnessed the abuse and kids online who viewed the video were bystanders.
Use Common Sense!
Be an upstander! If you witness cyberbullying, you can help by supporting the target and letting the bullies know that their behavior is not acceptable. Here are things you can do: • Step in to help in a cyberbullying situation by letting the target know you are there for them. • Listen to and empathize with the target. • Do not spread rumors; instead, tell the cyberbully to stop. • Report what is happening to a trusted adult or website administrator, or encourage the target to tell a trusted adult. A trusted adult is someone who you believe will listen and has the skills, desire, and authority to help you.
Sample ( Template) “Why Care” Maps
Results for Perception Data - Pre-and post- verbal questions – 6th, 7th and 8th Grade
Curriculum Action Plan Lesson Plan Three - Anti-Bullying: Be Upstanding
Percentage of students who raised their hand:
1. Do you know what it means to be brave?
2. Do you know what it means to be a bystander to bullying?
3. Do you know what a bystander can do to become an upstander?
Outcome Data – Reports of Bullying (unfounded) versus Referrals due to Bullying (founded)