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Cyberbullying 101A teacher’s guide
Lesson
Grades 6–8 Cyberbullying: Be upstanding
LessonGrades 6–8
Cyberbullying: Be upstanding
Introduction .................................................................................................................. 3
Common Sense Media on Cyberbullying ......................................................... 4
Lesson Plan: Grades 6–8 .......................................................................................... 5
Cyberbullying: Be Upstanding Handout ............................................................ 9
Student Assesment ................................................................................................... 11
Student Assessment, Teacher Version ............................................................. 12
Family Tip Sheet ......................................................................................................... 13
Response Flow Chart ................................................................................................ 15
LessonGrades 6–8
Cyberbullying: Be upstanding
3
Most kids consider social media to be an essential part of
their daily lives. Unfortunately, when kids misuse online or
mobile technology to harass, embarrass or bully others,
they can do real and lasting harm.
That’s why we’ve teamed up with Common Sense Media,®
a national expert in children and technology issues, to help
you navigate this timely issue. Aligned to common core
standards, this teacher’s guide features strategies, lesson
plans and tips for families.
We hope it becomes a valuable resource for you and your
colleagues. Please feel free to share.
4cyberbullying: be upstanding / COMMON SENSE MEDIA ON CYBERBULLYING grades 6–8 / digital literacy and citiZensHip in a cOnnected culture © 2014 www.commonsense.org
Cyberbullying 101 A Teacher’s Guide
If you have the right tools, cyberbullies don’t stand a chance.You know that bullying can be devastating to a student even when it comes in digital form. And even though cyberbullying most often takes place off school grounds, you, the teacher, remain on the front lines.
A third of all 10-18 year olds say they’ve been cyberbullied.
and even fewer get a reassuring response when they do.
Of those, fewer than one in ten talk to parents or teachers when it happens
Cyberbullying isn’t abstract. You teach the kids who are the statistics.
Did you know:
When it comes to technology colliding with your classroom, you’re an educator of a subject nobody taught you to teach. And that’s where Common Sense Media comes in.
We live and breathe the digital world. We’re your ally as you work to create a school culture where kids think before they act and stand up rather than stand by.
We’re proud to be partnering with University of Phoenix to offer you resources to prevent cyberbullying before it happens and respond adequately when it does.
Common Sense Media is a national nonprofit organization dedicated to helping educators empower young people to think critically, behave safely and participate responsibly in our ever-changing digital media world.
In this kit you’ll find:
Cyberbullying lesson plan
Student handout
Student assessment (with a teacher version too)
Cyberbullying response flowchart
Tipsheet for families
Common Sense Media on Cyberbullying
1
2
3
4
5
Check out www.commonsense.org/educators and www.digitalpassport.org for more FREE digital literacy and citizenship resources for schools:
• K–12 Curriculum that addresses cyberbullying, privacy, safety, creative credit, and more
• An interactive learning experience for upper elementary students, Digital Passport teaches and tests the basics of Internet safety and digital citizenship
• Family Media Engagement Program with tipsheets, videos, media agreements and scripted presentations
• Robust library of professional development videos and tutorials
5
Cyberbullying: Be upstanding
LESSon PLAn
Essential questionHow do you judge the intentions and impact of people’s words and actions online?
Lesson overviewStudents learn about the difference between being a passive bystander versus a brave upstander in cyberbullying 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.
Learning objectivesStudents will be able to ...•Reflect on what it means to be brave and stand up for others
offline and online.
•Learn to show empathy for those who have been cyberbullied.
•Generate multiple solutions for helping others when cyberbullying occurs.
Estimated time: 45 minutes
Standards Alignment —
Common Core:
grade 6: RI.2, RI.3, RI.7, RI.8, RI.10, SL.1a, SL.1b, SL.1c, SL.1d, SL.2, SL.6, L.6
grade 7: RI.2, RI.3, RI.8, RI.10, SL.1a, SL.1b, SL.1c, SL.1d, SL.2, SL.5, SL.6, L.6
grade 8: RI.2, RI.3, RI.8, RI.10, SL.1a, SL.1b, SL.1c, SL.1d, SL.2, SL.5, SL.6, L.6
NETS•S: 2a, 2b, 5a, 5d
Key Vocabulary —
bystander: someone who sees cyberbullying happening, but does nothing to help
upstander: someone who helps when they see cyberbullying occur
empathize: to imagine the feelings that someone else is experiencing
Materials and preparation•Drawing paper and markers (for all students)
•Copy the Why Care? Student Handout, one per group of four or five.
Family resources•Send home the Cyberbullying Family Tip Sheet (Middle School).
cyberbullying: be upstanding / lessOn plan / grades 6–8digital literacy and citiZensHip in a cOnnected culture © 2014 www.commonsense.org
6cyberbullying: be upstanding / lessOn plan / grades 6–8digital literacy and citiZensHip in a cOnnected culture © 2014 www.commonsense.org
IntroductionWarm-up (10 minutes)
ASK:
What does it mean to be brave? Sample responses:•To be courageous•To stand up for others•To go against social pressure to do what is right
How can you show bravery if someone is being cyberbullied and you are a witness?
Note: You may wish to remind students that cyberbullying is the use of digital media tools such as the Internet and cellphones to deliberately upset or harass another person.
Sample responses:
• Standing up for the target
• Empathizing with the target
• Getting help from a trusted adult
DEFInE the Key Vocabulary terms bystander, upstander and empathize.
DISCUSS 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.
Teach 1Create a cyberbullying map (15 minutes)
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.
Teach 2Read about bystanders (15 minutes)
HAVE students complete the Why Care? Student Handout, and follow-up with a class discussion.
7cyberbullying: be upstanding / lessOn plan / grades 6–8digital literacy and citiZensHip in a cOnnected culture © 2014 www.commonsense.org
ASK:
Who is doing the cyberbullying in this story? Encourage students to decide for themselves and support their reasoning. Ask them to consider if it is only José? What about the boys at school who helped him upload the video to the website? What about the people who posted nasty comments? What about the people who viewed the video?
Who are the bystanders? The students at school who witnessed the abuse and kids online who viewed the video.
What would you do if you were a bystander?
Guide students to think about empathizing with Kevin, telling the other boys to take down the video, writing public comments on the video saying that Kevin did not want the video up, or encouraging Kevin to tell a trusted adult.
What would you say to José if you wanted him to stop?
I might tell him that it is unfair to put up the video without Kevin’s permission, and let him know how hurtful it is to Kevin. This may not work, but at least it is an attempt.
What would you say to Kevin or do for him to show your support for him?
Guide students to talk about how it is important to listen to Kevin and empathize with him, and then discuss with him what actions to take.
What could you say to the other kids at school who viewed the video and left cruel comments?
I could let them know that they are followers. I could tell them how Kevin feels.
How could you have involved a trusted adult?
Guide students to consider what the consequences of telling an adult for Kevin could be. The other students might make fun of him, so he has to confide in someone who is trustworthy and has the skill and authority to help him.
PoInT oUT that people who posted cruel comments were just as guilty of being bullies as the boys who originally uploaded the video. Discuss with students how trusted adults could help, including asking a guidance counselor to talk to Kevin, a technology teacher to investigate whether it would be possible to remove the video from the site, and a school principal to enforce school bullying rules.
HAVE students add to their concept map drawings, clearly labeling their proposed solutions.
8cyberbullying: be upstanding / lessOn plan / grades 6–8digital literacy and citiZensHip in a cOnnected culture © 2014 www.commonsense.org
ClosingWrap-up (5 minutes)
You can use these questions to assess your students’ understanding of the lesson objectives. You may want to ask students to reflect in writing on one of the questions, using a journal or an online blog/wiki.
ASK:
What kinds of online behaviors could be considered cyberbullying?
Posting someone else’s video without permission, leaving cruel comments on a website.
What does it mean to be a bystander to cyberbullying?
A bystander sees cyberbullying happening, but does nothing to help. Some bystanders also might get involved in the bullying, and some will spread the disaster further by recruiting even more bystanders.
What are some things a bystander can do to become an upstander?
Show understanding and support for the target, don’t react to the bully, tell the bully to stop or ask a trusted adult for help. Remind students that a trusted adult is someone who you believe will listen and has the skills, desire and authority to help you.
Extension activityPoint out to students that most kids say they would report cyberbullying if they did not have to identify themselves. Have students brainstorm ways for students to anonymously report cyberbullying at school. Have them make an action plan for dealing with the problem and a proposal for convincing administrators, teachers, students and parents to get involved.
At-home activityPSAs, public service announcements, are messages in the public interest that are meant to help raise awareness or change attitudes about a particular social issue. These campaigns, popular since World War II, tend to be short, multimedia messages. Challenge students to work with family members to create a PSA about the importance of being an upstander in 45 seconds or less. Students can use an audio recording, a slide presentation, music, video or a combination to encapsulate and deliver their powerful message to others.
9cyberbullying: be upstanding / HandOut / grades 6–8digital literacy and citiZensHip in a cOnnected culture © 2014 www.commonsense.org
WHy CARE?
DirectionsRead this scenario about Kevin and José and answer the questions below.
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.
Who are the bystanders?
____________________________________________________________________________
____________________________________________________________________________
What would you do if you were a bystander?
____________________________________________________________________________
____________________________________________________________________________
What would you say to José if you wanted him to stop?
____________________________________________________________________________
____________________________________________________________________________
What would you say to Kevin or do for him to show your support for him?
____________________________________________________________________________
____________________________________________________________________________
Cyberbullying: Be upstanding
10
What could you say to the other kids at school who viewed the video and left cruel comments?
____________________________________________________________________________
____________________________________________________________________________
How could you have involved a trusted adult?
____________________________________________________________________________
____________________________________________________________________________
Don’t be a bystanderIn 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.
cyberbullying: be upstanding / HandOut / grades 6–8digital literacy and citiZensHip in a cOnnected culture © 2014 www.commonsense.org
11cyberbullying: be upstanding / student assessMent / grades 6–8digital literacy and citiZensHip in a cOnnected culture © 2014 www.commonsense.org
ASSESSMEnT
1. An upstander is someone who:
a) Takes action and stands up for someone who is being cyberbulliedb) Goes along with what a cyberbully is doing because of peer pressurec) Ignores what a cyberbully is doing
2. Lali tells Gloria that she keeps receiving mean messages on her cell phone. “That must make you feel awful,” Gloria says. “Do you want to talk about it?” True or false: Gloria is showing Lali empathy.
a) Trueb) False
3. Alina notices that a classmate keeps posting rude comments about her friend Mike on a blog. What could Alina do to become an upstander?
a) Show Mike supportb) Ask her classmate to delete the postsc) Both a and b
Cyberbullying: Be upstanding
12
ASSESSMEnTTEACHER VERSIon
1. An upstander is someone who:
a) Takes action and stands up for someone who is being cyberbulliedb) Goes along with what a cyberbully is doing because of peer pressurec) Ignores what a cyberbully is doing
Answer feedbackThe correct answer is a. An upstander is someone who helps a target when they see cyberbullying occur.
2. Lali tells Gloria that she keeps receiving mean messages on her cell phone. “That must make you feel awful,” Gloria says. “Do you want to talk about it?” True or false: Gloria is showing Lali empathy.
a) Trueb) False
Answer feedbackThe correct answer is a, True. When you empathize with someone, you try to understand how that person might be feeling.
3. Alina notices that a classmate keeps posting rude comments about her friend Mike on a blog. What could Alina do to become an upstander?
a) Show Mike supportb) Ask her classmate to delete the postsc) Both a and b
Answer feedbackThe correct answer is c. An upstander tries to make things better for a target of cyberbullying.
Cyberbullying: Be upstanding
cyberbullying: be upstanding student assessMent–teacHer / grades 6–8 digital literacy and citiZensHip in a cOnnected culture © 2014 www.commonsense.org
13cyberbullying: be upstanding / FaMily tip sHeet / grades 6–8digital literacy and citiZensHip in a cOnnected culture © 2014 www.commonsense.org
MIDDLE & HIGH SCHooLFAMILy TIP SHEET
Common Sense on cyberbullying
What’s the issue?Cyberbullying is the use of digital media tools, such as the Internet and cellphones, to deliberately humiliate and harass others, oftentimes repeatedly. Though most teens do not do this, those who do are often motivated by a desire for power, status, and attention — and their targets are often people they are competing with for social standing. Cyberbullies often take advantage of the Web’s anonymity to antagonize someone without being recognized.
Cyberbullying can take a variety of forms, such as harassing someone, impersonating someone, spreading rumors or forwarding embarrassing information about a person. A bully’s mean-spirited comments can spread widely through instant messaging (IM), phone texting and by posts on social networking sites. This can happen rapidly, with little time for teens to cool down between responses. And it can happen anytime — at school or at home — and oftentimes it involves large groups of teens.
Why does It matter?Cyberbullying is similar to face-to-face bullying, but online tools magnify the hurt, humiliation and social drama in a very public way. Whether it’s creating a fake Facebook or MySpace page to impersonate a fellow student, repeatedly sending hurtful text messages and images, or spreading rumors or posting cruel comments on the Internet, cyberbullying can result in severe emotional and even physical harm.
And though anyone can spot bullying behavior in the real world, it’s much more difficult to detect it in the online world. Sometimes an entire social circle will get involved, and then it becomes harder for an individual teen to disengage from it. In fact, whole groups of teens may be actively or passively participating, and the target can feel that it is impossible to get away from the bullies. In addition, hurtful information posted on the Internet is extremely difficult to remove and millions of people can see it.
The following tips can help you recognize the warning signs of cyberbullying and serve as a guide for talking to your teens about preventing it.
What families can do You seem down. What’s going on at school? Is anything upsetting happening online?
I’m here for you and so are your friends. Talk to me anytime.
Are there any teachers at school who have dealt with these kinds of situations before? I think you should tell one of them about what’s been happening.
Bullies want attention, power and status, which explains why they need to cause drama.
I saw a news story about a teen who was bullied online. What would you do in that situation?
14
Common Sense says
Recognize context. Cyberbullying is often not thought of as “cyberbullying” to the teens involved. Even though an incident has a history, a story and nuance, rather than referring it as “cyberbullying,” try the words “digital cruelty,” “abuse” or “being mean” online.
Help teens understand when behavior crosses the line. Help your teen tune into his or her own feelings. If they feel emotionally or physically scared, it’s time to get help.
Encourage empathy. Help teens understand the detrimental impact of cyberbullying on people who are targeted, now and later in life. Encourage them to listen to targets and to become their allies.
Be realistic. Teens have their own social dynamics that often don’t include parents, so helping them directly may be difficult. Encourage teens to find friends or other trusted adults to help them through the situation, even if it’s not you. Websites are often slow to respond, if they respond at all, but reporting an incident to a website administrator can be an empowering step.
Remember that your teen might be the bully. Teens can take different roles in cyberbullying at different times. A teen who is cyberbullied might turn around and cyberbully someone else to feel powerful again. Ask questions to understand what role or roles your teens are playing.
Tell them to disengage. Encourage your teens to ignore and block the bully, and even log off the computer for a while. Point out that cyberbullies are often just looking for attention and status, so don’t let them know that their efforts have worked.
cyberbullying: be upstanding / FaMily tip sHeet / grades 6–8digital literacy and citiZensHip in a cOnnected culture © 2014 www.commonsense.org
15
No
Bully
, Com
mon
Sen
se M
edia
, and
the
Cal
iforn
ia-b
ased
law
firm
Fag
en F
riedm
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frost
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pro
mot
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soci
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emot
iona
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whe
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kills
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stud
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and
fa
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abo
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onl
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are
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best
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s to
pre
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Resp
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cybe
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lying
: Gu
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Repo
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whe
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Pres
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evid
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sequ
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take s
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prov
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take c
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one i
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he qu
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ns be
low in
deter
minin
g nex
t step
s.
Did c
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bully
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occu
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ampu
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scho
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cam
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of eq
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spee
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when
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uses
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l dis
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on to
scho
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w yo
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hool’
s Sex
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Hara
ssme
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licy a
nd
Title
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requ
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send
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Meet
sep
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ely
with
bul
ly a
nd ta
rget
and
thei
r par
ent(s
)/gua
rdia
n(s)
to fu
rther
sup
port
stud
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n po
sitiv
e so
cial
in
tera
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ns at
scho
ol. C
onne
ct to
coun
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vices
and o
utside
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s to r
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men
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alth o
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build
socia
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skills
. If s
tuden
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aren
t/gua
rdian
are d
issati
sfied
, infor
m the
m of
next
steps
in th
e com
plaint
proc
ess.
Visit
www
.com
mon
sens
e.org
/educ
ator
s for
cybe
rbul
lying
pre
vent
ion
reso
urce
s and
clas
sroo
m le
sson
s on
digi
tal c
itize
nshi
p.Go
to N
o Bu
lly (w
ww.n
obul
ly.co
m) to
lear
n ab
out S
olut
ion
Team
® , a n
on-p
uniti
ve ap
proa
ch to
addr
essin
g bu
llyin
g.
Cont
act F
agen
Fried
man
& Fu
lfros
t (fa
genf
riedm
an.co
m) fo
r leg
al ad
vice.
Enga
ge st
uden
ts
in co
nflic
t-res
olut
ion
proc
ess.
Scho
ol ma
y only
offer
no
n-pu
nitiv
e re
spon
se
(e.g.
Solu
tion T
eam® )