Bullying

Grades: 
6, 7, 8

The students investigate their perceptions about bullying and its relationship to respect. Students brainstorm ways to promote respect of self and others as individuals and as a class/school.

Duration 
PrintOne 20-minute lesson
Objectives 

The learner will:

  • brainstorm ideas for promoting a more respectful atmosphere in the class/school.
Materials 

Journals with entries from previous lesson

Instructions

Print
  1. Anticipatory Set:

    Ask learners to silently read the responses they wrote in their journals during the previous lesson: "Have you ever been the target of teasing or bullying? How did this make you feel? How does bullying relate to respect?"

  2. Tell the students that they are going to apply what they have learned in the previous lesson about respect and its foundation in the values of Constitutional Democracy to their own school and lives.

  3. Display this question: “If you could change one thing about this school that would help students get along more respectfully with one another, what would it be? Ask the learners to brainstorm a list of answers to the question.

  4. In a class discussion, ask students to list as many specific ideas as possible thatthey can implement as individuals or as a class/school to reduce the disrespectful practice of bullying in their school and to support a more respectful atmosphere for all students and staff.

  5. In a class discussion, select three or four of the most feasible [capable to carry out] to implement plans to promote respect in the school. Allow students to self-select which of the plans they would like to promote and form a group to develop each plan.

  6. In the small groups, ask the learners to outline on chart paper exactly what steps they would need to take to implement [carry out] their plan.

  7. Post the charts around the room and allow the students to do a "walk-about" to review each plan.

Cross Curriculum 

This character education mini-lesson is not intended to be a service learning lesson or to meet the K-12 Service-Learning Standards for Quality Practice.The character education units will be most effective when taught in conjunction with a student-designed service project that provides a real world setting in which students can develop and practice good character and leadership skills. For ideas and suggestions for organizing service events go to www.generationon.org.

Philanthropy Framework

  1. Strand PHIL.II Philanthropy and Civil Society
    1. Standard PCS 01. Self, citizenship, and society
      1. Benchmark MS.4 Describe the characteristics of someone who helps others.
    2. Standard PCS 02. Diverse Cultures
      1. Benchmark MS.2 Describe the importance of hearing all voices in a community and respecting their right to be heard.
      2. Benchmark MS.3 Give an example of how philanthropy can transcend cultures.
  2. Strand PHIL.III Philanthropy and the Individual
    1. Standard PI 01. Reasons for Individual Philanthropy
      1. Benchmark MS.3 Identify and give examples of stewardship in cultural traditions around the world.
      2. Benchmark MS.4 Identify and describe the actions of how citizens act for the common good.
      3. Benchmark MS.5 Describe the responsibility students have to act in the civil society sector to improve the common good.