Students  draw on their prior learning about bullying, examine different types of bullying, and extend their understanding of what cyber bullying is. Their theoretical comprehension is strengthened by a movement activity that explores the negotiation of power through body language. Finally, they critically examine an Emmy award winning documentary about cyber bullying, followed by a guided discussion to unpack the media text.

Learning Goals

By the end of this lesson, students will be able to:

  • explore ideas related to power through movement
  • identify the nature and causes of various types of bullying
  • listen to, think critically about, and respond to various points of view on cyber bullying
  • recognize a variety of video conventions & techniques; explain how and why they are used to express specific points of view on cyber bullying
Readiness
Materials
  • PDF #1 Observation tracking sheet
  • PDF #3 Group Brainstorming Placemat (1 copy per group of 4 students)
  • chart paper and markers
  • masking tape
  • slips of paper or index cards (1 per student)
  • YouTube Videos
  • Projector
Teacher Note

See Appendix 9 to develop your own understanding of cyberbullying.

Stress that bullying does not occur as an isolated incident (harassment).  It occurs as a pattern of behaviour, repeating over time.

Ensure that students have a clear understanding of terms such as "sarcasm",  "constant criticism", and "extortion."

Ensure that students understand that an act of aggression may involve more than one type of bullying.

Post definitions of "bullying" and "cyber bullying" as well as examples of different types of bullying on chart paper for reference throughout the unit.

You may wish to set this activity up as a carousel, whereby groups of students discuss and respond to a different question at each station. With each rotation to a new station and a new question, students are able to see how previous groups responded and then add their own ideas.

Minds On (~15 minutes)

Small Groups > Group Brainstorming Placemat

Organize students into groups of 4 and provide each group with PDF #3 Group Brainstorming Placemat. Pose the question: What is bullying?  Have each group member record ideas in their designated placement  area. Invite group members to share among themselves what they have written, consider the ideas presented, and arrive at a definition of bullying which they record in the centre of their placemat. Facilitate a whole class sharing of definitions. Find similarities and differences among the definitions. Together, build one definition; write this on chart paper and post it in the classroom. Here is a suggested definition for "bullying" that you might guide the students toward:

Bullying happens when intentional acts of aggression are repeated over time, toward an individual/group.  It based on an imbalance of power.

Ask students to brainstorm different kinds of bullying and examples. Prompt: What does this bullying look, sound & feel like?.  For example:

  • Verbal or Written:  name-calling, sarcasm, constant criticism, rude comments, threats or extortion
  • Physical:  damaging property, stealing, kicking, hitting, pushing, biting, spitting, or other bodily violence
  • Social:  leaving people out of a group (i.e., exclusion), spreading rumours or gossip, setting up others to look foolish or to be embarrassed
  • Sexual:  the display of offensive material, comments about sexual orientation, unwelcome sexual advances including touching or comments that are sexual in nature
  • Cyber:  harassing or threatening through e-mails, text messages, websites, or photos/videos posted in the Internet

Action (~75 minutes)

Whole Class > Movement Improvisation - "Body Talk": Bullies & Targets 

Divide the class into two groups, and have them stand on either side of the room facing one another. Inform the class that the two groups are going to have a conversation through movement, with no speaking or physical contact. Assign one group to be the bullies, and the other group to be the targets. Ask each group to assemble in a formation that keeps them connected and unified at all times, e.g., a line with arms linked; a clump with different body parts joined, etc.

Ask the bully group to begin by taking one step towards the targets, and assuming a posture/pose in which they hold power over the target group. Have the targets respond (in place), with a frozen shape based on how the other group makes them feel. Direct the bully group to  take another step towards the target group  and form a new pose. Ask the target group to shift their shape in response. Let this exchange continue until the bullies advance near the targets, but stop them before they make physical contact. Have the groups switch roles as bullies and targets, and start again.

As you observe the class, encourage a variety of responses and strategies for both groups.

Prompt: 

  • How can you use your focus, facial expression, level in space, posture, or more, to communicate how you feel and gain power?  

If you sense that your students are ready, you can have them improvise movements (5-10 seconds) to transition to each new pose. 

Gather the class to discuss their experience in the activity. 

Prompts: 

  • What emotions arose for you in each role, and why?
  • What body-strategies did you adopt to express your emotions?
  • When you were a target, what types of postures made you feel more powerful and ready to confront the bullies? (Demonstrate!)
  • As a bully in this exercise, did you ever feel afraid of the targets?

Whole Class > Viewing and Analysing Student Voices Video

Preview first and decide if this video is appropriate for your class. (Note: Part 1 includes a short segment about a young boy who committed suicide as a result of cyber bullying.)

Explain to the class that you are going to view View the Emmy Award winning 3-part series: "Student Voices: Cyber-bullying". Advise the class that these videos document the serious impact of cyber bullying on the lives of four teenagers and their loved ones. You may wish to view the videos in one sitting, or you may view the three videos over three days as outlined below, inviting students, in groups, to discuss and chart their responses to the critical literacy prompts below following each viewing.

Key Questions for Discussion

Use chart paper and markers to record responses to the following key questions after each viewing of the video.

Day One: Student Voices: Cyberbullying (Part 1)" (9:45 min.)

  • What do you think the creators are trying to accomplish with this video in regards to cyber bullying? How do you know?
  • Why is "video" an effective format for informing the public about cyber bullying?
  • What video techniques were used and why? (e.g., framing, zoom, angles, cuts, camera movement, etc.)

Day Two: "Student Voices: Cyberbullying (Part 2)" (9:51 min.)

  • How does cyberbullying affect the lives of its targets? Why might it affect different people in different ways?
  • How do personal video accounts differ from personal written accounts of cyberbullying? Why or how do you think someone becomes a cyber bully?
  • What is it about the Internet that might make it easier for someone to get involved in cyberbullying?

Day Three: "Student Voices: Cyberbullying (Part 3)" (9:03 min.)

  • What information or points of view about cyber bullying are missing from this 3-part series?
  • How would the message change if these were included?
  • How and why is cyber bullying different than other types of bullying?
  • Why do you think these particular teens were selected to be interviewed?
  • How are different groups of people represented in this text?  Teens and adults?  Boys and girls?  Targets, bullies & bystanders? Is everyone being represented fairly?
  • What strategies to counter cyber bullying and stay safe online did the video suggest?

As a whole group, review the ideas written on the charts.

Assessment for Learning (AfL)

Use PDF #1 Observation tracking sheet to record anecdotal observations.

Use the brainstorm placemats and group definitions of bullying to gauge students' prior knowledge regarding cyber bullying.

During the "Body Talk" exercise, reference effective strategies the students discovered during the "Decoding Body Symbols" activity from Lesson 1.

Following the viewing of each video segment, use questioning to assess student comprehension and analysis of the media text. Take notes to inform needs for future lessons. Track student responses to ensure that all students are actively engaged in the discussion.

Consolidation (~5 minutes)

Individual > Exit Cards

Distribute a slip of paper or index card to students, and direct them to respond to one or more of the following questions.  Remind students to record their names on the exit cards.

Prompts:
  • What connection(s) did you make today that made you think, "A-ha! I get it!"?
  • In what ways do you see today's learning connected to your everyday life?
  • Something I still don't understand is...
  • What question(s) would you like to ask, or what would you like to learn more about?
Assessment for Learning (AfL)

At the end of the lesson, distribute individual Exit Cards to prompt and assess the students' capacity to make personal connections to the topic of cyber bullying.

Review student responses and build reinforcement or review of concepts into future lessons.

See Appendix 9 for suggested teaching resources that may support understanding of bullying.