Description
Lesson Overview
In this lesson, students determine the significant role of a witness in a cyber bullying situation. They come to understand that bystanders allow the problem to persist whereas upstanders are part of the solution. Students investigate the reasons why people choose to stand by rather than stand up and step in to help a victim of cyber bullying. They examine how fear, courage, empathy, friendship and a sense of responsibility impacts a person’s decision to be a bystander or an upstander. Students identify specific actions that they can take as an upstander.
About the CCSS Model-Aligned Series
The ISAFE CCSS model-aligned lessons provide specific activities and implementation suggestions that align with grade-specific Common Core State Standards (CCSS) in English Language Arts (ELA). Targeted standards are provided in each lesson plan.
Note: Mitigate liability regarding student data privacy. Be sure to obtain parent permission and administrative approval before using commercial sites and apps in the classroom. Obtain administrative approval and parent permission through www.isafedirect.com
Lesson Objectives
Upon completion of this lesson, students will be able to:
- distinguish between bystanders and upstanders
- discuss the roles in cyber bullying situations and their impact
- illustrate the positive actions of an upstander by changing the character dialogue and/or actions in a given scenario
Set-Up & Preparation
- Access to the Cyber Bullying Facts and Stats resource page (provide on an overhead or interactive board, or read aloud to the group)
- Copies of the The 411 on Cyber Bullying Bystanders, Cyber Bullying Scenario and Define and Determine pages for each student group
- Copies of the Who’s an Upstander? resource/activity page for each student
Note: Mitigate liability regarding student data privacy. Be sure to obtain parent permission and administrative approval before using commercial sites and apps in the classroom. Obtain administrative approval and parent permission through www.isafedirect.com
Introduction
- Ask students to identify those who may be involved (the participants) in a cyber bullying incident.
- (Students will readily identify the one victimized and the one who bullies.) Did they consider witnesses to a bullying incident (onlookers or bystanders)?
- Go over the Cyber Bullying Facts and Stats resource page.
- Reinforce the following: Cyberbullying is often a group undertaking, with a whole network of participants. Individuals play different roles at different times, depending on the situation. Participants include bullies, victims, bystanders, and “upstanders” – the ones who stick up for the victims.
- Before passing out the resource and activity pages, select a student or students to read through the cyber bullying scenario aloud to the class.
- Have the students identify the bystanders. (Sarah, Ethan, anyone who has viewed the posts or the video and has done nothing)
Lesson Sequence
Activity 1
- Divide students into groups of two to four students and provide them with copies of the Cyber Bullying Scenario, Who’s an Upstander? and Define and Determine pages.
- Instruct students to read over the resources, complete the short activity on their Who’s an Upstander? pages and fill in the Define and Determine chart as a group.
- Meet as a class and use the example key to facilitate a discussion about the Define and Determine activity. Randomly select students to read their conclusions from the chart. (RI.7.2; RI.7.3; RI.7.4; RI.7.10; SL.7.1; SL.7.2; SL.7.4; SL.7.6; L.7.1; L.7.3; L.7.4; L.7.6) (RI.8.3; RI.8.4; RI.8.10; SL.8.1; SL.8.2; SL.8.4; SL.8.6; L.8.1; L.8.3; L.8.4; L.8.6)
Activity 2
Choose an option to complete this lesson.
Option 1: Add a minimum of two paragraphs to the scenario to show how one or more bystanders could have made a positive impact by becoming upstanders.
- Instruct students to include the use of two or more of the terms on the Define and Determine chart in their writing.
- Instruct students to use the class standards for conventions such as grammar, spelling, punctuation, etc., and editing.
(W.7.3; W.7.4; W.7.5; L.7.1; L.7.2; L.7.3; L.7.4; L.7.6) (W.8.3; W.8.4; W.8.5; L.8.1; L.8.2; L.8.3; L.8.4; L.8.6)
Option 2: Have students work together in groups to create a bulletin board, PowerPoint or presentation compatible with the interactive board to examine the following: Why are there so many bystanders to cyber bullying? Can they make a difference in the outcome of incidents? Why or why not?
(W.7.4; W.7.5; SL.7.4; SL.7.5; SL.7.6; L.7.1; L.7.2; L.7.3; L.7.4; L.7.6) (W.8.4; W.8.5; SL.8.4; SL.8.5; SL.8.6; L.8.1; L.8.2; L.8.3; L.8.4; L.8.6)
Wrap-Up
Engage students in discussion after presenting the assignment or upon completion of the assignment.
Emphasize that, although being a bystander seems easier, digital citizens have a responsibility to take action against cyber bullying.
Prompt students to consider the role that they play in online interactions or on social media. Students may respond to the prompts both verbally and in writing.
- How would you respond if you witnessed cyber bullying? Why?
- How might upstanders have a positive impact on your school climate?
Empowerment
Youth Empowerment: Leave Your Mark
iDrive is the Youth Outreach and Empowerment program of ISAFE. Students, age 13+ can register as an iDrive Agent and participate in a number of campaigns and initiatives. Students under the age of 13 can participate in iDrive initiatives given that the teacher registers as the representative of their students under the minimum age requirement. As iDrive Agents in Training, middle school students engage in project-based learning activities to share with other classrooms that are part of the ISAFE community. By providing students with an authentic audience, they gain a greater sense of purpose for their digital citizenship and e-safety projects and presentations.
Teachers and students over age 13 register at www.idrivetvonline.com
Unit - CCSS Model-Aligned Series: Take Action Against Cyber Bullying
Students come to understand the relationship between social norms and cyber bullying. They learn positve and proactive ways to prevent and defuse a bullying situation, whether they are the target/victim, bystander or upstander. Students conduct a short research project on cyber bullying. They develop questions for investagation regarding the problem of cyber bullying and gather relevant information from multiple sources. Students create a multimedia presentation that incorporates effective quotes and paraphrased information with proper source citations.
Teacher Reference Page - Answer Key: Define & Determine Key Concepts
Students come to understand the relationship between social norms and cyber bullying. They learn positve and proactive ways to prevent and defuse a bullying situation, whether they are the target/victim, bystander or upstander. Students conduct a short research project on cyber bullying. They develop questions for investagation regarding the problem of cyber bullying and gather relevant information from multiple sources. Students create a multimedia presentation that incorporates effective quotes and paraphrased information with proper source citations.
Student Handout 1 - Reference Page: Cyber Bullying Facts and Stats
Students come to understand the relationship between social norms and cyber bullying. They learn positve and proactive ways to prevent and defuse a bullying situation, whether they are the target/victim, bystander or upstander. Students conduct a short research project on cyber bullying. They develop questions for investagation regarding the problem of cyber bullying and gather relevant information from multiple sources. Students create a multimedia presentation that incorporates effective quotes and paraphrased information with proper source citations.
Student Handout 2 - Reference Page: Information on Bystanders
Students come to understand the relationship between social norms and cyber bullying. They learn positve and proactive ways to prevent and defuse a bullying situation, whether they are the target/victim, bystander or upstander. Students conduct a short research project on cyber bullying. They develop questions for investagation regarding the problem of cyber bullying and gather relevant information from multiple sources. Students create a multimedia presentation that incorporates effective quotes and paraphrased information with proper source citations.
Student Handout 3 - Reference Page: Cyber Bullying Scenario
Students come to understand the relationship between social norms and cyber bullying. They learn positve and proactive ways to prevent and defuse a bullying situation, whether they are the target/victim, bystander or upstander. Students conduct a short research project on cyber bullying. They develop questions for investagation regarding the problem of cyber bullying and gather relevant information from multiple sources. Students create a multimedia presentation that incorporates effective quotes and paraphrased information with proper source citations.
Student Handout 4 - Worksheet: Define & Determine Key Concepts
Students come to understand the relationship between social norms and cyber bullying. They learn positve and proactive ways to prevent and defuse a bullying situation, whether they are the target/victim, bystander or upstander. Students conduct a short research project on cyber bullying. They develop questions for investagation regarding the problem of cyber bullying and gather relevant information from multiple sources. Students create a multimedia presentation that incorporates effective quotes and paraphrased information with proper source citations.
Student Handout 5 - Worksheet: Who is an Upstander?
Students come to understand the relationship between social norms and cyber bullying. They learn positve and proactive ways to prevent and defuse a bullying situation, whether they are the target/victim, bystander or upstander. Students conduct a short research project on cyber bullying. They develop questions for investagation regarding the problem of cyber bullying and gather relevant information from multiple sources. Students create a multimedia presentation that incorporates effective quotes and paraphrased information with proper source citations.