In this lesson, learners explore and address the following questions: Who are the minority voices of the past and how has the civil society sector stepped in to protect their rights? What actions were effective? What public policies are in place to protect them? Who are the bullied today and what policies and practices should be in place to protect them? Why is it our responsibility as people with civic virtue to take action?

The learners define bullying and describe the impact on victims, bystanders, and the whole community. We explore how bullying behavior can be a civil rights issue when it makes school a place that isn't fair and safe for all. They create a survey and poll members of their school and family communities to determine a snapshot of the status of bullying.

The learners present skits share strategies for addressing bullying behavior. They make a plan to reduce bullying in their school or community.

The learners reflect on a literature book written from the viewpoint of someone who used to bully others, Confessions of a Former Bully. They analyze the data collected from their survey to determine how bullying behavior affects their school. They learn that addressing bullying behavior in their community is an act for the common good, also known as philanthropy. They form groups and develop skits that illustrate "tools" for addressing the behavior.

In this lesson, learners identify bullying behavior using two literature books, Mr. Lincoln's Way and The Secret Bully.  They compare and contrast two examples of bullying behavior portrayed in the books and create a peer/staff/family survey to research bullying behavior in their own school community.

Learners take action for the common good to promote kindness in their school. They give smiley stickers to others or create posters to display around school with messages that promote kindness or teach people how to respond to bullying behavior.

Learners role-play responses to bullying behavior and start to brainstorm ways to promote kind behaviors at school and decrease bullying behaviors.

Learners define bullying and describe what bullying behavior looks and feels like. In contrast, they experience the feelings of being helpful and nice to peers when they need it.

Learners identify the different roles people take in the cycle of bullying. They share their observations about bullying situations and discuss why taking action to address bullying behavior is good for the community.

Learners define bullying and identify the effects of bullying behavior on the individuals involved and the larger community. The learners create a survey or use another method to collect and report on the perceived status of bullying behavior at their school. They survey students, school staff, and families.