- Paper
- “Students Take On Cyberbullying” video [3]
- Easel paper
- Markers
- Internet access to explore online resources on cyberbullying, as well as niot.org/nios [4]
- What strategies might students use to address these issues?
- What are the risks, if any, to taking these steps?
- What challenges might students confront?
- What would “success” in addressing these issues look like? How could “success” be measured?
- What resources do students need to be successful?
- What might be the consequences of doing nothing?
- Students are the most powerful influence on their school’s tone and climate. They decide what kind of behavior is acceptable and unacceptable.
- Stepping in when you see someone treated unfairly is easier in person than online.
- It is unrealistic to think that social networks (such as Facebook) can be places where all students are treated fairly and kindly.
- If someone is verbally or physically attacking another student – someone you do not know – the best thing to do is stay out of it.
- Cyberbulling is less harmful than face to face bullying.
- Bystanders have the power to stop injustice.
- If bullies knew their behavior was unacceptable, they would stop acting that way.
- The best way to stop teasing, harassment and bullying is to have a stronger system of enforcement and punishment.
Statements
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Your opinion
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1. Students are the most powerful influence on their school’s tone and climate. They decide what kind of behavior is acceptable and unacceptable.
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SA A D SD
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2. Bystanders have the power to stop or prevent injustice.
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SA A D SD
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3. Stepping in when you see someone treated unfairly is easier in person than online.
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SA A D SD
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4. The best way to stop teasing, harassment and bullying is to have a stronger system of enforcement and punishment.
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SA A D SD
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5. If someone is verbally or physically attacking another student – someone you do not know – the best thing to do is to stay out of it.
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SA A D SD
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6. It is unrealistic to think that social networks (such as Facebook) can be places where all students are treated fairly and kindly.
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SA A D SD
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7. If someone is verbally or physically attacking your friend, the best thing to do is to stay out of it.
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SA A D SD
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- Bullyinginfo.org
- National School Climate Center
- Cyberbullying Research Center
- Students’ Reports of Being Called Hate-Related Words and Seeing Hate-Related Graffiti (2009, National Center for Educational Statistics)
- Bullying at School and Cyberbullying Anywhere (2009, National Center for Educational Statistics)
- Southern Poverty Law Center
- Federal Bureau of Investigation, Hate Crimes Division
- “Combating Hate,” Anti-Defamation League
- “Wonder wall” breaks down a topic into sub-topics via a concept may display. Click here [7] for an example of a Wonder Wall search for the term “bullying.” Students could be assigned different spokes of the wheel to explore in greater depth.
- “Timeline” presents information organized by year. This function allows students to trace the history of bullying or hate crimes, as reported by the media.
- “Nearby” provides information relevant to your particular area. This function allows students to focus on bullying or hate crime incidents in their region.
- What were students responding to in this video? What problem were they trying to solve?
- What did they do? What strategies did they employ? What community or school resources did they draw from?
- What risks did they take? What challenges did they confront?
- What do you think of their response? What did they accomplish?
- What advice would you offer these students? What could be some next steps these students could take to further address this problem?
- What more do you want to know about this situation? If you had the opportunity, what would you want to ask the students in this video?
- What do you think the new immigrants gleaned from this experience? How could this project be expanded and deepened?
Levels of questions -- Here is an example of the kinds of questions you can use with this strategy:
- Level one: What were students responding to in this video? What action did they take?
- Level two: What do you think of their response? In what ways was it effective? What else could they have done to address the problem they saw in their school or community?
- Level three: What power do you think young people have to change attitudes and actions? What gives young people power? What limits the power of young people to create change?