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Bullying
  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.

The learners investigate their perceptions about bullying and its relationship to respect. They brainstorm ways to promote respect of self and others as individuals and as a group.

Duration: 
PrintOne 20-minute lesson
Objectives: 

The learner will:

  • brainstorm ideas for promoting a more respectful atmosphere.
Instructions: 
Print

  1. Anticipatory Set:

    Ask learners to silently write in their journals about how it feels to be the target of teasing or bullying and how bullying relates to respect.

  2. Pose this question: “If you could change one thing about your community, group, or school that would help people get along more respectfully with one another, what would it be? Ask the learners to brainstorm (without stopping to judge) a list of answers to the question.

  3. Look over their answers and through discussion star the ones they can take action on immediately. Underline the ones that they could take action on with time and support. 

  4. Allow learners to self-select which of the ideas they would like to plan to implement and form groups to develop each plan.

  5. 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.

  6. Post the charts around the room and allow the groups to do a "walk-about" to review each plan. Come back together and discuss what ideas and plans they feel passionate about doing. They may need to do more planning and get support from families and the community.