Lesson 5: Schools and Bullying
Overview
In this lesson, students learn about bullying and cyberbullying in schools. First, they read and discuss a brief article about the causes and effects of bullying and cyberbullying, with a special emphasis on anti-gay bullying. Then, working in structured small groups, they will be provided scenarios of possible bullying. In these groups, they will evaluate each scenario to determine whether it is a case of bullying and what the policy should be to address the bullying.
Time
One to two class periods.
Objectives
Students will:
- Define bullying and cyberbullying.
- Examine the causes and effects of bullying and cyberbullying.
- Explain the particular problem faced by schools in preventing and punishing bullying.
- Evaluate hypothetical scenarios of possible bullying.
Compliance With the Fair Education Act
This lesson is designed to comply with requirements under California Senate Bill 48 (“SB 48”), signed into law as the Fair Education Act in 2011. The act amended California Education Code Section 51204.5 to read as follows:
Instruction in social sciences shall include the early history of California and a study of the role and contributions of both men and women, Native Americans, African Americans, Mexican Americans, Asian Americans, Pacific Islanders, European Americans, lesbian, gay, bisexual, and transgender Americans, persons with disabilities, and members of other ethnic and cultural groups, to the economic, political, and social development of California and the United States of America, with particular emphasis on portraying the role of these groups in contemporary society.
The act also amended California Education Code Section 60040 to direct governing boards to “include only instructional materials which, in their determination, accurately portray the cultural and racial diversity of our society….”
Common Core State Standards Addressed
SL.8.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
RH.6-8.1. Cite specific textual evidence to support analysis of primary and secondary sources.
RH.6-8.4. Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
WHST.8.1. Write arguments focused on discipline-specific content.
a. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.
c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section that follows from and supports the argument presented.
Materials and Preparation
Procedure
A. Reading: Schools and Bullying
1. Focus Discussion. Assess prior knowledge of the students about bullying. Ask students: What does it mean to bully somebody?
Look for: It means to use force against somebody in a cruel way or to hurt somebody with words or actions for no reason, and to do it repeatedly.
Ask students: How many of you think you have witnessed bullying happen at school or away from school this year? Keep a tally of the responses.
2. Tell students: Today you are going to learn about the problem of bullying, how to recognize it, and what schools can do to prevent and punish bullying.
3. Distribute Handout A: Schools and Bullying. The reading should take approximately ten minutes.
4. After they have read, you may want to discuss the For Discussion and Writing questions:
- What is bullying? Why is it a problem?
Accept reasoned responses. Look for: victims suffer depression, anxiety, problems at school, and sometimes suicide. Bullies are more likely to drop out of school and commit crimes in adulthood.
- Many believe that the Internet has made the problem of bullying worse. Do you agree? Why or why not?
Accept reasoned responses.
- Why do schools face a dilemma about punishing a bully when the cyberbullying occurs or originates off campus?
Look for: Schools are only responsible for discipline of students on campus or at school-sponsored events. The question for schools is how to address off-campus behavior that might affect the school environment.
5. Tell students that they will now look at examples of possible bullying and how a school can address them.
B. Activity: A School Takes On Bullying
1. Divide students into groups of four. Unless you have your own collaborative-learning practice in your class, each group should choose one person in each of the following roles for effective discussion:
Spokesperson: presents the results of the group’s discussion to the class.
Recorder: takes notes of the discussion and prepares a summary of the main points of discussion to review with the Spokesperson.
Timekeeper: monitors the time available for discussion; keeps the group informed of time.
Facilitator: keeps the group on-task.
2. Distribute Handout B: A School Takes On Bullying. Read the instructions out loud with them, including the school’s bullying policy. (NOTE: The policy is based on the California Department of Education’s model school-policy on bullying.)
3. Instruct students that in their group, they will examine all ten scenarios and answer two questions for each:
(1) Is this an example of bullying? Why or why not?
(2) If so, what discipline should the school impose? Why?
4. Do not tell groups in advance which of the ten scenarios they will be responsible for reporting on.
5. Allow 10–15 minutes for discussion.
6. After discussion, have each Spokesperson share their group’s answers for one or two of the scenarios. Depending on your class size, each group may share more than two scenarios. It is all right if some groups report on the same scenarios as other groups.
Notes for the Teacher on the Scenarios
1. Aldo and Max.
(1) Is this an example of bullying? Why or why not? Shoving and name-calling are bullying.
(2) If so, what discipline should the school impose? Why? Accept reasoned responses.
2. Also and Max (Part 2).
(1) Is this an example of bullying? Why or why not? Aldo’s threat to punch Max is probably bullying.
(2) If so, what discipline should the school impose? Why? Accept reasoned responses. Max’s kick is not bullying but may but may be punishable under rules against fighting if it was not proportionate to Aldo’s threat.
3. Penelope and Rosetta.
(1) Is this an example of bullying? Why or why not? Expressions of frustration or anger are not inherently bullying.
(2) If so, what discipline should the school impose? Why? Most likely not.
4. Marla and William.
(1) Is this an example of bullying? Why or why not? The use of the Internet makes this an example of cyberbullying.
(2) If so, what discipline should the school impose? Why? Accept reasoned responses. It happened on-campus, so the school may discipline William and others.
5. Herman and Stevie.
(1) Is this an example of bullying? Why or why not? The use of the Internet makes this an example of cyberbullying. It is social manipulation and therefore bullying under the school policy.
(2) If so, what discipline should the school impose? Why? Accept reasoned responses. It happened off-campus, but the violence against Alex may connect Herman and Stevie’s actions to a disruptive school environment.
6. Ben and Teresa.
(1) Is this an example of bullying? Why or why not? The use of the phrase “That’s so gay!” is probably an example of bullying behavior based on sexual orientation, especially considering how it affected Ben.
(2) If so, what discipline should the school impose? Why? Accept reasoned responses. It depends on Teresa’s knowledge of past harassment of Ben and on her intent in using the phrase.
7. Teresa and Giovanni.
(1) Is this an example of bullying? Why or why not? Giovanni’s deliberate attention toward Ben was taunting and is an example of social isolation.
(2) If so, what discipline should the school impose? Why? Accept reasoned responses.
8. Robert.
(1) Is this an example of bullying? Why or why not? Robert’s use of the word “lesbians” to tease others is name-calling and social isolation.
(2) If so, what discipline should the school impose? Why? Accept reasoned responses.
9. Arnie and Edwin.
(1) Is this an example of bullying? Why or why not? Arnie’s e-mail is a direct threat to Edwin. The use of the phrase “bullet in you” is particularly disturbing.
(2) If so, what discipline should the school impose? Why? Accept reasoned responses. Remember the threat occurred off-campus on a Sunday.
10. Lucy.
(1) Is this an example of bullying? Why or why not? Because the shirt has a message that singles out “homosexuals,” it is probably bullying under the school policy against social isolation.
(2) If so, what discipline should the school impose? Why? Accept reasoned responses. Keep in mind school dress codes in addition to the anti-bullying policy.
C. Debrief
1. Debrief the activity. Questions to ask:
- Why is it important for schools to have anti-bullying policies?
Accept reasoned responses. Students may point to the cases of suicide or attempted suicide described in the reading. The model policy in the activity addresses the need for a “safe and healthy learning environment.”
- Was it difficult for your group to agree on any of the scenarios? If so, why?
Accept reasoned responses.
- Do you think there is any amount of teasing that is acceptable at school? If so, what should the limit be?
Accept reasoned responses. Look for: “Teasing” that occurs between friends who are not likely to be offended by each other is probably good-natured or well-intentioned. However, if even that teasing involves anti-gay or other discriminatory language, it might be offensive or socially isolating to bystanders.
D. Reflection Activity (Optional)
1. Have students write a short essay answering the following question:
What should schools, parents, and communities do to prevent bullying?
2. Students may use information they learned in this lesson, from the activity, their own experience, and outside research. If they use outside research, they must provide citations to their sources.
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