Spring2011 Module5AssignmentPacketforLESSONREVISIONS

PleasepasteyourREVISEDlessonplanoneandanyREVISEDsupportingmaterials here.Becertainallrevisedsectionsareinredfont. BEHIND THE BEHAVIORS

I. DEFINE THE CONTENT LESSON OBJECTIVE:

To take students on an odyssey of discovery from their current knowledge of bullying to an in-depth understanding of the psychological factors behind the behaviors of bullies, victims, and bystanders in order to begin assessing how bullying can be eliminated.
LESSON POINT TO PONDER: (REMEMBER THIS IS A STATEMENT THAT SHOULD ELICIT CONVERSATION, THINKING AND DEBATE. THIS IS NOT A QUESTION.)

The underlying psychological factors that contribute to bullying assign responsibility for bullying and the consequences of bullying equally to bullies, victims, and bystanders.

II. PREPLANNING: BEGIN WITH THE END IN MIND A. WHAT 3

ITEMS ARE WORTH KNOWING?

AFTER THE LESSON, STUDENTS WILL UNDERSTAND THATBULLYING BEHAVIORS RANGE FROM PHYSICAL
ABUSE TO SOCIAL STIGMATIZATION TO HARASSMENT VIA ELECTRONIC COMMUNICATION

(THINK ABOUT
THE CONTENT YOU HAVE SELECTED. WHAT IS IMPORTANT FOR STUDENTS TO KNOW?)

STUDENTS WILL UNDERSTAND THATBULLYING AFFECTS VICTIMS, BULLIES, AND

BYSTANDERS

STUDENTS WILL UNDERSTAND AND RECOGNIZE ...THE INDICATORS HELPFUL IN

IDENTIFYING BULLIES

B. WHAT 3
ITEMS ARE IMPORTANT FOR STUDENTS TO BE ABLE TO DO?

AFTER THE LESSON, STUDENTS SHOULD BE ABLE TOANALYZE THE MOTIVATION FOR THEIR BULLYING
BEHAVIORS

(DEFINE WHAT
STUDENTS SHOULD BE ABLE

STUDENTS SHOULD BE ABLE TOANALYZE VICTIM AND BYSTANDER BEHAVIOR IN

ORDER TO UNDERSTAND THE MOTIVATION BEHIND THEIR BEHAVIOR

TO DO AS A RESULT OF YOUR LESSON.)

STUDENTS SHOULD BE ABLE TOUNDERSTAND THE CONSEQUENCES THAT RESULT

FROM BULLYING BEHAVIORS

C. WHAT ARE
THE ENDURING UNDERSTANDING S THAT STUDENTS SHOULD TAKE AWAY FROM THE LESSON? (DEFINE THE BIG IDEAS.)

AFTER THE LESSON, STUDENTS WILL UNDERSTAND THATBULLYING AFFECTS EVERYONE STUDENTS WILL UNDERSTAND THATBULLYING TAKES A VARIETY OF FORMS; SOME ARE OBVIOUS (PHYSICAL BULLYING), WHILE OTHERS ARE MORE INSIDIOUS AND COVERT (SPREADING RUMORS VIA THE INTERNET). STUDENTS WILL UNDERSTAND THATIT IS ESSENTIAL TO UNDERSTAND THE PSYCHOLOGICAL PROFILE OF THE BULLY, THE VICTIM, AND THE BYSTANDER IN ORDER TO ANALYZE BULLYING INCIDENTS.

III. PLANNING
D. ESSENTIAL QUESTION: (ONE
OVERARCHING LESSON QUESTION )

HOW DOES BULLYING AFFECT EVERYONE, FROM VICTIM TO BYSTANDER TO BULLY?

E. ASSESSMENT: (PERFORMANCE TASK) WHAT

WILL THE STUDENTS DO TO SHOW YOU THAT THEY MASTERED THE CONTENT?

STUDENTS WILL ROLE PLAY A BULLYING INCIDENT WHICH WILL BE FILMED AND USED AS PART OF OUR FINAL PRODUCT (SEE ATTACHED RUBRIC)
STUDENTS WILL DESIGN A BULLYING MYTH STATEMENT TO BE USED AS PART OF A TRUE/FALSE QUESTIONNAIRE IN THEIR FINAL PRODUCT (SEE ATTACHED RUBRIC) STUDENTS WILL USE TYPEWITHME TO RECORD WHAT THEYVE LEARNED FROM THIS LESSON

F. CONTENT LIST THE

CONTENT FOR THIS LESSON ONLY.

I. HOOK: SEE BELOW II. TYPES OF BULLYING: SEE ATTACHED POWERPOINT PRESENTATION
III. The Psychology of Bullying A. Bullies - children who tease or torment others but are not bullied themselves 1. Behaviors a. Exhibit direct forms of aggression including repeated physical harm, verbal insults and threats. b. Engage in relational bullying that encompasses both direct aggression

(OUTLINE THE
CONTENT YOU WILL TEACH TODAY-THIS MAY COME FROM YOUR CONTENT OUTLINE)

and indirect aggression and includes social exclusion, defamatory gossip, sabotage of interpersonal relationships and all forms of harassment via electronic text. 2. Psychological Profiles a. Aggressive Bullies/True Bullies i. Seek admiration, status, and/or dominance, they care about approval in their own in-group therefore do not target social equals and are motivated by power. ii. Tend to be physically strong, impulsive, hot- tempered belligerent, coercive, fearless, ultra-confident, and lacking in empathy. iii. Often see slights and hostility where none exists. iv. These bullies are surprisingly skilled at reading social cues and perspective-taking but use these skills to identify and prey on peer vulnerabilities. b. Passive Bullies (Similar to Victim-bullies) i. Less popular than aggressive bullies and have low-self esteem ii. Appear to have difficulty concentrating and focusing in school iii. Often have violent outbursts that lead to difficulties with their peers iv. Tend not to initiate bullying but align with and remain loyal to more powerful aggressive bullies. c. Physical bullying is most closely associated with age. As children get older the incidents of direct and physical bullying decreases and the incidents of indirect and relational bullying increases (older children use more subtle and complex forms of bullying) d. Bullies look for younger and/or weaker victim, including victims in a weaker social position e. Boys bully more often than girls f. Boys engage in more physical and verbal bullying g. Indirect and relational bullying is done to an equal extent by boys and girls h. Bullies have difficulty expressing and verbalizing their emotions. They Show little social competencies and have a high chance of being rejected, excluded or victimized by their peers. Bullies also lack affective empathy and rate aggressive behavior positively. i. An early social context of disadvantage predicts social and cognitive deficits, which predict childhood aggression. (Family stress, Violent interactions, Negative child-parent interactions, Authoritarian parenting style, Family is isolated and lacks outside support) B. Victims (children who are victimized by bullies) 1. Psychological Profiles a. Passive Victims (do not provoke bullies) i. Socially withdrawn, seem anxious, depressed and fearful ii. Poor self-concepts, and few if any friends iii. Young victims respond to bullying with crying, withdrawal, and futile anger. iv. Older victims respond by avoidance. v. Emotional state makes them vulnerable b. Aggressive/provocative victims (victim-bullies who bully others but are also victimized) i. Elicit negative responses from those around them anger, and irritation.

ii. Possess characteristics that are disruptive and lead to social rejection iii. Display characteristics of both aggressive bullies and passive victims C. Bystanders (children who witness acts of bullying) 1. Behaviors a. Assistants: join in and assist the bully. b. Reinforcers: do not actively attack the victim but give the bully positive feedback (provide an audience by laughing and making encouraging gestures). c. Outsiders: stay away, do not take sides, but do not try to stop the bullying. d. Defenders: comfort and side with the victim, also try to stop the bullying. 2. Psychological profile a. Fearful of injury if they become a target of the bully b. Fearful of rejection by peers that may lead to social stigmatization c. Confusion about the right course of action to take in the face of bullying especially in a context of multiple, nonresponsive onlookers. d. Diffusion of responsibility - occurs in groups when an individual rationalizes their own inaction by the inaction of others D. Consequences of Bullying 1. Consequences for the bully a. Children who bully are four times more likely to engage in delinquent behavior and substance abuse as adolescents compared to those who do not bully. b. Bullies are more likely to steal, carry out acts of vandalism, skip school, carry weapons to intimidate others, and use drugs c. 40% of bullies have three or more convictions by the age of 24 d. Bullies need for power carries over into adulthood and translates into sexual and racial harassment, child abuse, and domestic violence e. Bullies often develop antisocial personality disorders that include longTerm disregard for others, delinquent behavior, violence, aggression, violation of the rights of others. f. Bullies may become depressed and, in some cases, suicidal 2. Consequences for the victim a. Victims have more anxiety, sadness, sleep difficulties, low self-esteem, and other physical ailments than their peers who are not bullied b. Victims psychological stress causes victims bodies to be less resistant to infection thereby resulting in a greater number of illnesses. c. Psychosomatic complaints are common (e.g., headaches and abdominal pains) d. Victims have difficulty making friends because of their high anxiety And low self-worth coupled with other childrens fear of being Associated with them. This leads to social isolation. e. Feelings of loneliness and sadness affect victims school performance (8% of 8th graders in the U.S. miss at least one day of school per month for fear of bullies.) f. Victims of bullying may become violent at the time of the bullying or sometime in the future; may direct violence at themselves (suicide), toward the general population, or as retaliation toward the bully. 3. Consequences for the Bystander a. Feelings of frustration, fear, low self-esteem and a loss of control b. Burdened with a sense of guilt c. 83% of bystanders report feeling uncomfortable witnessing acts of

bullying. d. Anxiety and stress can lead to negative feelings toward school, which contribute to problems with learning and achievement. e. Observing the victimization of others may constitute a form of psychological covictimization or revictimization, leading to increased mental health risks and substance use.

G. HOOK: (DESCRIBE HOW

YOU WILL GRAB STUDENTS ATTENTION AT THE BEGINNING OF THE LESSON. BE CREATIVE.)

STUDENTS WILL BE HOOKED INTO THIS LESSON BY WATCHING A YOUTUBE VIDEO (ANTI-BULLYING AD) HTTP://WWW.YOUTUBE.COM/WATCH?V=NWJUT7KQHI4&FEATURE=REL
ATD

HOOK 5 MIN WATCH VIDEO (1 MIN) STUDENTS WILL EACH BE GIVEN 4 STICKY NOTES. THEY WILL USE 3 OF THESE STICKY NOTES TO RECORD: THE BEHAVIORS OF THE BULLY(S), THE BEHAVIORS OF THE VICTIM(S), AND THE BEHAVIORS OF THE BYSTANDER(S) OBSERVERED IN THE VIDEO CLIP. THESE INITIAL OBSERVATIONS WILL BE POSTED ON A CHART FOR FUTURE REFERENCE. (CHART ATTACHED.) ON THE FOURTH STICKY NOTE, STUDENTS WILL RECORD THEIR
THOUGHTS ABOUT WHETHER OR NOT THE MESSAGE IN THIS AD IS REALISTIC.

H. INSTRUCTION: (TELL, STEP-BYSTEP, WHAT YOU WILL DO.)

THOUGHTS ABOUT HOW REALISTIC THE AD WAS WILL BE TALLIED AT THE BOTTOM OF THE BEHAVIOR OBSERVATION CHART.
THESE NOTES WILL BE A REFERENCE POINT FOR OUR ODYSSEY OF DISCOVERY ABOUT BULLYING BEHAVIORS AND THOSE RESPONSIBLE FOR PERPETUATING BULLYING. THESE INITIAL OBSERVATIONS WILL BE REFERRED TO LATER IN THE DAY/UNIT AS AN INDICATOR OF WHERE OUR LEARNING ODYSSEY HAS TAKEN US.

TEACHERS INTRODUCE THE UNIT 2 MIN

EXPLANATION OF THE UNIT OBJECTIVE - TO TAKE STUDENTS ON AN ODYSSEY THAT WILL TRANSFORM THEIR THINKING, ATTITUDES, AND
BEHAVIORS WITH REGARD TO BULLYING

TO INFORM STUDENTS ABOUT CURRENT RESEARCH ON BULLYING TO INFORM STUDENTS ABOUT CURRENT LEGISLATION ON BULLYING TO CREATE AN EDUCATIONAL VIDEO ON BULLYING FOR

TEACHERS/ADMINISTRATORS AND STAFF IN PITT COUNTY

STUDENTS BRIEFLY DISCUSS INITIAL IDEAS ABOUT IMPORTANT INFORMATION TO BE INCLUDED IN THE FINAL PRODUCT. (TEACHERS SELECT A STUDENT TO ACT AS A RECORDER TO
RECORD STUDENT IDEAS ON CHART PAPER FOR FUTURE REFERENCE.)

BULLYING BEHAVIORS 5 MIN STUDENTS WILL VIEW A POWER POINT ON THE DIFFERENT TYPES OF BULLYING. TEACHERS WILL FACILITATE DISCUSSION OF BULLYING BEHAVIOR STUDENTS WILL MAKE CONNECTIONS WITH THEIR OWN LIFE
EXPERIENCES AND RECORD THEIR THOUGHTS ON THE FOLLOWING QUESTIONS USING TYPEWITHME [HTTP://TYPEWITH.ME/U74DNFACHM]

HAVE YOU EVER ENGAGED IN ANY OF THE BEHAVIORS DESCRIBED IN THE POWERPOINT? WHAT DID YOU DO? WHY? HOW DID IT MAKE YOU FEEL? HAVE YOU EVER BEEN A VICTIM OF BULLYING BEHAVIOR? WHAT HAPPENED? WHY DO YOU THINK THIS HAPPENED? HOW DID IT MAKE YOU FEEL? HAVE YOU EVER BEEN A BYSTANDER (A WITNESS) TO AN ACT OF BULLY? WHAT HAPPENED? WHY DO YOU THINK THIS HAPPENED? HOW DID IT MAKE YOU FEEL?

PSYCHOLOGY OF BULLIES, VICTIMS, AND BYSTANDERS AND THE CONSEQUENCES OF BULLYING BEHAVIOR 15 MIN STUDENTS WILL BE BROKEN INTO 3 GROUPS
EACH GROUP WILL BE ASKED TO CONSIDER THE FOLLOWING QUESTIONS AS THEY REVIEW THE INFORMATION PRESENTED TO THEM

DID THE INFORMATION SURPRISE YOU? WHY OR WHY NOT?

WHAT WAS THE MOST STARTLING STATISTIC OR FACT YOU LEARNED?

GROUP ONE WILL REVIEW THE PSYCHOLOGICAL PROFILE OF BULLIES AND THE CONSEQUENCES OF BULLYING ON THE BULLY (SEE HANDOUT)

GROUP TWO WILL REVIEW THE PSYCHOLOGICAL PROFILE OF

VICTIMS AND THE CONSEQUENCES OF BULLYING ON THE VICTIM (SEE HANDOUT )

GROUP THREE WILL REVIEW THE PSYCHOLOGICAL PROFILE OF

BYSTANDERS AND THE CONSEQUENCES OF BULLYING ON THE

BYSTANDER (SEE HANDOUT)

STUDENTS WILL HAVE ACCESS TO ADDITIONAL INFORMATION ON THE CONSEQUENCES OF BULLYING (IF THERE IS TIME AND INTEREST) BY CHECKING OUT LINKS SET UP ON THE COMPUTERS AT http://www.parentingscience.com/bully-victims.html GROUPS WILL SHARE THEIR FINDINGS BY CREATING CIRCLE MAPS BASED ON THEIR READING. CIRCLE MAPS WILL BE PRESENTED TO THE WHOLE GROUP BASED ON THEIR LEARNING SO FAR STUDENTS WILL THINK ABOUT MISCONCEPTIONS THEY HAD ABOUT:

BEHAVIORS EXHIBITED BY BULLIES, VICTIMS, AND BYSTANDERS THE PSYCHOLOGICAL PROFILES OF BULLIES, VICTIMS, AND BYSTANDERS FACTORS THAT CONTRIBUTE TO BULLYING CONSEQUENCES OF BULLYING

IN PARTNERS STUDENTS WILL WRITE AT LEAST ONE STATEMENT A MISCONCEPTION - THEY HAD REGARDING BULLIES, VICTIMS, OR BYSTANDERS. (TEACHERS WILL MODEL EXAMPLES OF THESE STATEMENTS TO AID STUDENTS IN THEIR WRITING SEE ATTACHED.) TEACHERS WILL COLLECT STUDENT STATEMENTS FOR USE IN THE CREATION OF A BULLYING MYTH (TRUE/FALSE) QUESTIONNAIRE
THAT MAY BE PART OF THE FINAL PRODUCT

REAL LIFE VICTIM STORY 15 MIN VIEW A VIDEO OF THE RYAN HALLIGAN STORY HTTP://WWW.YOUTUBE.COM/WATCH?V=6WCX2QM5C4G IN PARTNERS STUDENTS WILL USE THE INFORMATION FROM THIS
VIDEO AND OTHER SOURCES TO COMPLETE A VENN DIAGRAM THAT SHOWS THE COMMONALITIES AND DIFFERENCES IN THE PSYCHOLOGY OF BULLIES, VICTIMS, AND BYSTANDERS. (GRAPHIC ORGANIZER ATTACHED.)

VARIOUS

LINKS WILL BE POSTED IN A FILE ON THE COMPUTERS PROVIDING STUDENTS WITH MORE VIDEOS AND ARTICLES DESCRIBING REAL LIFE VICTIMS. STUDENTS WILL HAVE ACCESS TO THESE LINKS PROVIDED THERE IS TIME. OTHERWISE THE STUDENTS CAN CHECK THESE LINKS AFTER SCHOOL HOURS.

ROLE-PLAY 30 MIN BASED ON THE KNOWLEDGE THEY HAVE ACCUMULATED STUDENTS WILL DEVELOP A ROLE-PLAY THAT DEPICTS A REALISTIC BULLYING INCIDENT (SEE HANDOUT AND RUBRIC)

STUDENTS WILL PERFORM THEIR ROLE-PLAY WHICH WILL BE

FILMED FOR USE IN FINAL PRODUCT

HOMEWORK REFLECTION

STUDENTS WILL USE TYPEWITHME [HTTP://TYPEWITH.ME/U74DNFACHM] TO SHARE THEIR THOUGHTS AND FEELINGS REGARDING TODAYS LESSON AND TO HELP FORMULATE IDEAS OF WHAT PITT COUNTY ADMINISTRATORS, TEACHERS, AND STAFF SHOULD KNOW ABOUT BULLYING.

QUESTIONS: - DID WHAT YOU LEARNED TODAY CHANGE YOUR THINKING ABOUT BULLIES AND BULLYING? WHY OR WHY NOT? - WHAT DO YOU THINK IS THE MOST CRITICAL PIECE OF KNOWLEDGE FOR PEOPLE TO KNOW ABOUT BULLYING, BULLIES, VICTIMS, OR BYSTANDERS? EXPLAIN YOUR ANSWER.

Bully Handout Psychological Profile of Bullies a. Aggressive/True Bullies i. Seek admiration, status, and/or dominance, they care about approval in their own in-group therefore do not target social equals and are motivated by power. ii. Tend to be physically strong, impulsive, hot- tempered belligerent, coercive, fearless, ultra-confident, and lacking in empathy. iii. Often see slights and hostility where none exists. iv. These bullies are surprisingly skilled at reading social cues and perspectivetaking but use these skills to identify and prey on peer vulnerabilities. b. Passive (anxious) Bullies i. Less popular than aggressive bullies and have low-self esteem ii. Appear to have difficulty concentrating and focusing in school iii. Often have violent outbursts that lead to difficulties with their peers iv. Tend not to initiate bullying but align with and remain loyal to more powerful aggressive bullies. c. Physical bullying is most closely associated with age. As children get older the incidents of direct and physical bullying decreases and the incidents of indirect and relational bullying increases (older children use more subtle and complex forms of bullying) d. Bullies look for younger and/or weaker victim, including victims in a weaker social position e. Boys bully more often than girls f. Boys engage in more physical and verbal bullying g. Indirect and relational bullying is done to an equal extent by boys and girls h. Bullies have difficulty expressing and verbalizing their emotions. They show little social competencies and have a high chance of being rejected, excluded or victimized by their peers. Bullies also lack affective empathy and rate aggressive behavior positively. i. An early social context of disadvantage predicts social and cognitive deficits, which predict childhood aggression. (Family stress, Violent interactions, Negative child-parent interactions, Authoritarian parenting style, Family is isolated and lacks outside support) Consequences of Bullying for the Bully a. Children who bully are four times more likely to engage in delinquent behavior and substance abuse as adolescents compared to those who do not bully. b. Bullies are more likely to steal, carry out acts of vandalism, skip school, carry weapons to intimidate others, and use drugs c. 40% of bullies have three or more convictions by the age of 24 d. Bullies need for power carries over into adulthood and translates into sexual and racial harassment, child abuse, and domestic violence e. Bullies often develop antisocial personality disorders that include long-term disregard for others, delinquent behavior, violence, aggression, violation of the rights of others. f. Bullies may become depressed and, in some cases, suicidal

Victim Handout
Psychological Profile of Victims a. Passive Victims (do not provoke bullies) i. Socially withdrawn, seem anxious, depressed and fearful ii. Poor self-concepts, and few if any friends iii. Young victims respond to bullying with crying, withdrawal, and futile anger. iv. Older victims respond by avoidance. v. Emotional state makes them vulnerable b. Aggressive/provocative victims (bully others but are also victimized) i. Elicit negative responses such as anger and irritation from those around them ii. Possess characteristics that are disruptive and lead to social rejection iii. Display characteristics of both aggressive bullies and passive victims Consequences of bullying for the victim a. Victims have more anxiety, sadness, sleep difficulties, low self-esteem, and other physical ailments than their peers who are not bullied b. Victims psychological stress causes victims bodies to be less resistant to infection thereby resulting in a greater number of illnesses. c. Psychosomatic complaints are common (e.g., headaches and abdominal pains) d. Victims have difficulty making friends because of their high anxiety and low self-worth coupled with other childrens fear of being associated with them. This leads to social isolation. e. Feelings of loneliness and sadness affect victims school performance (8% of 8th graders in the U.S. miss at least one day of school per month for fear of bullies.) f. Victims of bullying may become violent at the time of the bullying or sometime in the future; may direct violence at themselves (suicide), toward the general population, or as retaliation toward the bully.

Bystander Handout
Profile of Bystanders 1. Behaviors a. Assistants: join in and assist the bully. b. Reinforcers: do not actively attack the victim but give the bully positive feedback (provide an audience by laughing and making encouraging gestures). c. Outsiders: stay away, do not take sides, but do not try to stop the bullying. d. Defenders: comfort and side with the victim, also try to stop the bullying . 2. Psychological profile a. Fearful of injury if they become a target of the bully b. Fearful of rejection by peers that may lead to social stigmatization c. Confusion about the right course of action to take in the face of bullying especially in a context of multiple, nonresponsive onlookers. d. Diffusion of responsibility - occurs in groups when an individual rationalizes their own inaction by the inaction of others

Consequences of Bullying for the Bystander a. Feelings of frustration, fear, low self-esteem and a loss of control b. Burdened with a sense of guilt c. 83% of bystanders report feeling uncomfortable witnessing acts of bullying. d. Anxiety and stress can lead to negative feelings toward school, which contribute to problems with learning and achievement. e. Observing the victimization of others may constitute a form of psychological covictimization or revictimization, leading to increased mental health risks and substance use.

Articles explaining consequences of bullying.

When bullies get bullied by others: Understanding bully-victims by Gwen Dewar (2008) Retrieved from: http://www.parentingscience.com/bully-victims.html The road to psychopathy? Why bullying in children affects us all 2008 Gwen Dewar, Ph.D Retrieved from: www.parentingscience.com/bullying-in-children.html Bullying is Bad for the Bystander, Too Children Who Witness Abuse May Suffer Mentally More Than the Victims Jan 5, 2010 Elizabeth Harrington Bullying is Bad for the Bystander, Too: Children Who Witness Abuse May Suffer Mentally More Than the Victims http://www.suite101.com/content/bullying-is-bad-forthe-bystander-too-a185508#ixzz1F8NrnhbL Of Bullies and the Bullied By PT Staff, published on January 01, 1993 - last reviewed on March 31, 2010 http://www.psychologytoday.com/basics/mating Retrieved from :http://www.psychologytoday.com/articles/199301/bullies-and-thebullied

Bullying Role-Play
Based on the information presented to you in this lesson you will create a role-play that accurately depicts a bullying incident. Please choose from the following list of characters to present in your role-play. Each role-play must have a bully, a victim, and a bystander. Bullies Aggressive/truebullies Bully/Victims Victims Passivebullies Bully/victims Bystanders Assistants Reinforcers Outsiders Defenders

Remember that the characters in your role-play must model behaviors appropriate to their psychological profile. See rubric for assessment details

Bully Role Play Rubric

Title: ________________________ Date: __________________________________ Student: ______________________ Other group members: ______________________________ ______________________________
Criteria Participation in preparation and presentation Presentation of character (bully, victim, or bystander) Achievement of purpose (to convey the role of character in contributing to bullying) Use of non-verbal cues (voice, gestures, eye contact) Creativity 4 Excellent Always willing and focused during group work and presentation Convincing communication of characters feelings, situation and motives Purpose is clearly established and effectively sustained. Impressive variety of non-verbal cues are used in an exemplary way Choices demonstrate insight 3 Proficient Usually willing and focused during group work and presentation Competent communication of characters feelings, situations and motives. Purpose is clearly established and generally sustained 2 Adequate Sometimes willing and focused during group work and presentation Adequate communication of characters feelings, situations and motives. Purpose is established but may not be sustained 1 Limited Rarely willing and focused during group work and presentation Limited communication of characters feelings, situations and motives. Purpose is vaguely established and may not be sustained

Good variety of nonverbal cues are used in a competent way Choices demonstrate thoughtfulness

Satisfactory variety of non-verbal cues used in an acceptable way Choices demonstrate awareness

Limited variety of non-verbal cues are used in a developing way Choices demonstrate little awareness

Comments: ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ______________________________________

Bullying Myths Review the sticky notes that you posted at the beginning of class. Reflect on your perception of bullying at that time and the role played by the bully, victim and bystander. Have you changed your thinking about the roles that bullies, victims, and bystanders play in bullying? Have you changed the way you look at the underlying reasons/factors that lead to bullying? Using these questions as a guide list any misconceptions you had about bullying in the space below My misconceptions about bullying: 1. ________________________________________________________________ 2. ________________________________________________________________ 3. ________________________________________________________________ 4. ________________________________________________________________ 5. ________________________________________________________________ Based on your misconceptions about bullying list at least one statement that could be included on a true/false questionnaire designed to highlight myths that pertain to bullying in our culture. Statements 1. __________________________________________________________________ 2. __________________________________________________________________ 3. __________________________________________________________________

Bullying Myth Questionnaire Rubric

4 The statement is extremely well written and accurately depicts a myth about bullying There is obvious insight into the myths regarding bullying 3 The statement is clearly written and accurately depicts a myth about bullying There is insight into common myths regarding bullying 2 The statement is somewhat clear and depicts a myth about bullying There is limited insight into myths regarding bullying 1 The statement is unclear and does not depict a myth about bullying There is no insight into myths regarding bullying

Statement

Insight

Teacher examples of misconceptions

Bullies are unpopular with their peers. Victims encourage the attention of bullies.

Links to real victims stories

http://www.cfchildren.org/about/newsroom/stories/missvirg/ (article) http://www.cbs.com/daytime/the_talk/video/?pid=t3wUJh2UQsIHNhLNSbMqa6Of8ens CsHZ (news program) http://www.youtube.com/watch?v=Al8G3e1sQg8 (interview with multiple victims) http://abcnews.go.com/GMA/video/cyber-bullying-familys-online-nightmare-11224685 (weird case of online bullying parents are involved too???) http://www.dailymail.co.uk/femail/article-1217289/Facebook-bullies-ruined-life-Asinternet-bully-sent-jail-story-terrify-parent.html (long but interesting article) http://abc.go.com/watch/2020/SH559026/VD5592259/bullied-to-death-victims-stories (A full 20/20 episode that I can no longer access?) http://www.thesun.co.uk/sol/homepage/woman/real_life/2564956/Three-victims-talkabout-cyber-bullying.html (Three girls stories of cyberbullying) http://www.jaredstory.com/brandon.html (article)

Bullies

Bullying Behaviors Victims

Bystanders

Is the ad realistic? Yes No

Circle Map

Bullying Behaviors
Label one circle -Bully Behaviors Label another circle Victim Behaviors Label the final circle Bystander Behaviors

PleasepasteyourREVISEDlessonplantwoandanyREVISEDsupportingmaterials here.Becertainallrevisedsectionsareinredfont. LESSON 2: A LEGAL MINEFIELD

I. DEFINE THE CONTENT LESSON OBJECTIVE: TO INFORM STUDENTS ABOUT LEGAL PRECEDENTS RELATED TO BULLYING LAWS SO THEY CAN: FIRST, ANALYZE THE ISSUES THAT HAVE PREVENTED BULLYING LEGISLATION FROM BEING WIDELY ENACTED; AND SECOND, GENERATE THEIR OWN PROPOSED LAW. LESSON POINT TO PONDER: PREVENTING BULLYING IS MORE IMPORTANT THAN FREE SPEECH.

II. PREPLANNING: BEGIN WITH THE END IN MIND AFTER THE LESSON, STUDENTS WILL KNOW THATSOME BULLYING LAWS HAVE BEEN HAMPERED BECAUSE OF SUPREME AND STATE COURT RULINGS FROM UP TO A HUNDRED YEARS AGO. STUDENTS WILL KNOW THATLAWMAKERS HAVE ATTEMPTED TO PASS ANTIBULLYING LAWS BUT HAVE HAD LITTLE SUCCESS DUE TO FREE SPEECH AND STATES RIGHTS ISSUES.

A. WHAT 3 ITEMS ARE WORTH KNOWING? (THINK ABOUT THE CONTENT YOU HAVE SELECTED. WHAT IS
IMPORTANT FOR STUDENTS TO KNOW?)

STUDENTS WILL KNOW THATBULLYING BEHAVIOR CAN RESULT IN NOT ONLY PUNISHMENT IN SCHOOL, BUT ALSO IN CRIMINAL COURTS.

B. WHAT 3 ITEMS ARE

IMPORTANT FOR STUDENTS TO BE ABLE TO DO?

AFTER THE LESSON, STUDENTS SHOULD BE ABLE TOEXPLAIN AND ANALYZE, BASED OFF EXAMPLES GIVEN,WHY BULLYING LEGISLATION HAS BEEN HARD TO PASS. STUDENTS SHOULD BE ABLE TO EXPLAIN WHY BULLYING LAWS ARE ESSENTIAL. STUDENTS SHOULD BE ABLE TO PROPOSE NEW LEGISLATION REGARDING BULLYING.

(DEFINE WHAT STUDENTS

SHOULD BE ABLE TO DO AS A RESULT OF YOUR LESSON.)

C. WHAT ARE THE ENDURING

UNDERSTANDINGS THAT STUDENTS SHOULD TAKE AWAY FROM THE LESSON? (DEFINE THE BIG IDEAS.)

AFTER THE LESSON, STUDENTS WILL UNDERSTAND THATSTUDENTS RIGHTS IN SCHOOL ARE AFFECTED AND RESTRICTED BY LEGAL RULINGS. STUDENTS WILL UNDERSTAND THATBULLYING HAS CONSEQUENCES BOTH IN
SCHOOL AND IN THE LEGAL SYSTEM

STUDENTS WILL UNDERSTAND THATLEGISLATION ON BULLYING IS CURRENTLY A WORK IN PROGRESS.

III. PLANNING
D. ESSENTIAL QUESTION: (ONE OVERARCHING LESSON QUESTION ) E. ASSESSMENT: (PERFORMANCE TASK) WHAT
WILL THE STUDENTS DO TO SHOW YOU THAT THEY MASTERED THE CONTENT?

WHAT ARE NATIONAL AND STATE LAWMAKERS DOING TO PREVENT BULLYING? 1. STUDENTS WILL DEBATE THE MERITS OF AN ANTI-BULLYING LAW, USING THE MOST POPULAR AND RELEVANT ARGUMENTS. 2. CLICKING DURING LESSON. 3. JUDGMENT ON PHOEBE PRINCE CASE. SEE RUBRICS ATTACHED. II. Legal issues A. Court Cases basis for laws and judgments about bullying 1. The Supreme Court has multiple rulings on First Amendment rights for minors that affect bullying legislation. a. Fitzgerald v. Barnstable School Committee b. Tinker v. Des Moines Ind. Comm. School Dist c. Bethel School District No. 403 v. Fraser d. Hazelwood School District v. Kuhlmeier e. Davis v. Monroe County Board of Education 2. State Courts a. Supreme Court of Wisconsin ruled in 1908 that students can be punished for offenses committed outside of school. b. New Jersey Supreme Court declared in L.W. v. Toms River Regional Schools Board of Education that a school district can be liable for harassment when they knew or should have known about it but failed to take action to end it. c. Nick Emmett vs. Kent School District a student had a hit list on his Web page, for which the school suspended him d. In Massachusetts, 7 girls were charged with felonies after harassing Phoebe Prince, 15, who hanged herself a few months after moving to the town. This is an abnormal case since they were

F. CONTENT LIST THE CONTENT FOR THIS LESSON ONLY. (OUTLINE THE CONTENT YOU WILL TEACH TODAY-THIS MAY
COME FROM YOUR CONTENT OUTLINE)

charged with felonies rather than misdemeanors. B. National Laws 1. Megan Meier Cyberbullying Prevention Act a. Amends the federal criminal code to impose criminal penalties on anyone who transmits in interstate or foreign commerce a communication intended to coerce, intimidate, harass, or cause substantial emotional distress to another person, using electronic means to support severe, repeated, and hostile behavior. b. Said they thought the measure was an unconstitutional breach of free speech. 2. Bullying Prevention and Intervention Act of 2011 a. Allows the use of juvenile accountability block grants for bullying prevention and intervention programs. b. Requires the Attorney General to establish voluntary guidelines for use by states and local governments in developing such programs. c. Authorizes grant money to be used from 2012-16. d. Referred to committee. 3. Reluctance to enact legislation because of a. Free speech a concern. b. States rights versus national rights. c. Feeling that bullying is already outlawed by existing laws. C. North Carolina Laws 1. In 2009 the North Carolina General Assembly passed the School Violence Prevention Act 2. Bullying behavior is that motivated by actual or perceived differentiating characteristic, such as race, color, religion, ancestry, national origin, gender, socioeconomic status, academic status, gender identity, physical appearance, sexual orientation, or mental, physical, developmental, or sensory disability, or by association with a person who has or is perceived to have one or more of these characteristics 3. No student or school employee should experience bullying. 4. School employees are required to report any

bullying behavior they witness. 5. A student or volunteer who witnesses bullying should report it. 6. Those who report bullying will be kept safe from reprisal for the accusation. 7. School administrators must come up with a policy meeting minimum requirements imposed by the state. 8. Schools can have policies that go beyond the minimum requirements. 9. Policies must be published in the school and employee handbooks. 10. School employees must be trained in the schools policies on bullying. 11. Gov. Perdue signed a cyber bullying law in 2009. a. Law makes cyber bullying a Class 1 misdemeanor for those over 18. b. For those under 18, cyberbullying is a misdemeanor punishable as a Class 2 misdemeanor OUR STUDENTS WILL BE HOOKED INTO THIS DAYS LESSONS BECAUSE EACH STUDENT WILL GET A CARD [ATTACHED] WITH THE
G. HOOK: (DESCRIBE HOW YOU WILL GRAB STUDENTS ATTENTION AT THE BEGINNING OF THE LESSON. BE CREATIVE.)
FACTS AND ISSUE FOR A REAL COURT CASE SURROUNDING BULLYING. THEY WILL NOT BE GIVEN THE HOLDING OR REASONING, BUT WILL SPEND A COUPLE MINUTES THEORIZING ON THE BACK OF THE CARD WHAT A COURT WOULD DECIDE. THIS WILL LEAD INTO OUR DAYS DISCUSSION OF LEGAL PRECEDENTS, LAWS, AND RULINGS.

HOOK - 5 MIN READ SCENARIOS, DO A QUICK PREDICTION OF HOW THE CASE ENDED UP. LEGAL ODYSSEY - IMPORTANT COURT CASES -15 minutes- (SEE ATTACHED SUMMARIES/POWERPOINT) HOW SUPREME COURT RULINGS AND CONSTITUTION AFFECT LAWS. EACH STUDENT WILL GET A SUMMARY ABOUT A SUPREME COURT CASE THAT AFFECTS BULLYING LEGISLATION. SUMMARY WILL INCLUDE THE FACTS OF THE CASE, AS WELL AS THE RULING. CASES WILL INCLUDE: o FITZGERALD V. BARNSTABLE SCHOOL COMMITTEE o BETHEL SCHOOL DISTRICT

H. INSTRUCTION: (TELL, STEP-BY-STEP, WHAT YOU WILL DO.)

o HAZELWOOD SCHOOL DISTRICT V. KUHLMEIER o DAVIS V. MONROE COUNTY BOARD OF EDUCATION o TINKER V. DES MOINES IND. COMM. SCHOOL DISTRICT THEY WILL READ THEM INDIVIDUALLY AND THEN WRITE DOWN
THEIR CONCLUSION ABOUT HOW THIS CASE RELATES TO BULLYING LAWS.

WE WILL THEN GO THROUGH THE CASES QUICKLY, USING ATTACHED POWERPOINT, SHOWING HOW EACH SHAPED LAW,
WITH KIDS SHARING THEIR THOUGHTS AS WE GET TO THEIR CASE.

FEDERAL LAWS - XAMINE MEGAN MEIER CYBERBULLYING PREVENTION ACT, A BILL FROM 2009 5 MINS STUDENTS WILL WATCH A SHORT VIDEO [HTTP://WWW.YOUTUBE.COM/WATCH?V=RKCTQFLKITU] (DOWNLOADED) WITH THE BILLS AUTHOR EXPLAINING THE LAW AND THE MOTIVATION BEHIND IT. EACH STUDENT WILL GET A COPY OF THE ACTUAL TEXT OF THE LAW TO LOOK AT AS WELL. KEY POINTS WILL BE PREHIGHLIGHTED. (BILL TEXT ATTACHED). DEBATE WHETHER ABOVE LAW SHOULD BE ENACTED 20 MINS [SEE ATTACHED GUIDE FOR DEBATE, AS WELL AS RUBRIC] STUDENTS WILL DRAW LOTS TO ESTABLISH IF THEY WILL BE PRO OR CON. EACH TEAM WILL BRAINSTORM IDEAS ABOUT WHAT THEIR
MAIN ARGUMENTS ARE BASED OFF THE LESSON

STUDENTS WILL TAKE TURNS IN CLASS USING A VERY MODIFIED LINCOLN-DOUGLAS DEBATE. THE DEBATE WILL BEGIN WITH THE AFFIRMATIVE SIDE, WHICH IS THOSE WHO FAVOR THE BILL BEING ADOPTED. THE
NEGATIVE POSITION WILL THEN GIVE THEIR OVERALL ARGUMENT. EACH SIDE WILL THEN HAVE A CHANCE TO RESPOND TO POINTS BROUGHT UP BY THE OTHER SIDE.

DEBATE WILL BE VIDEOED ON FLIPCAM BY TEACHER FOR POSSIBLE USE IN FINAL PRODUCT.

NORTH CAROLINA LAWS SURVEY [ATTACHED] 5 minutES STUDENTS WILL TAKE A QUICK SURVEY LOOKING AT THE PRONGS OF THE NORTH CAROLINA BULLYING LAW AND EVALUATING HOW THEIR SCHOOLS RANK ON A SCALE OF 1 TO 5, WITH 1 BEING NOT AT ALL, TO 5 BEING DEFINITELY.

THE SURVEY WILL GO OVER THE MAIN POINTS OF THE LAW,

WITH STUDENTS WEIGHING IN WHETHER THEY FEEL THEIR SCHOOL FOLLOWS/DOES A GOOD JOB ON THAT POINT.

YOU BE THE JUDGE 20 minutes [see attached worksheet/guide] THE STUDENTS WILL PAIR UP AND SERVE AS JUDGE AND JURY FOR A REAL LIFE CASE NOW THAT THEYVE LEARNED ABOUT FEDERAL AND NORTH CAROLINA LAWS AND PRECEDENTS. THEY WILL VIEW A CNN STORY [HTTP://WWW.CNN.COM/VIDEO/#/VIDEO/US/ 2010/10/08/AC.PHOEBE.PRINCE.PANEL.CNN?IREF=ALLSEARCH] ABOUT THE PHOEBE PRINCE CASE, WHERE A GIRL WAS CYBER BULLIED AND KILLED HERSELF. THE POLICE CHARGED 6 GIRLS WITH FELONIES RELATED TO VIOLATING HER CIVIL RIGHTS. STUDENTS WILL ACT AS JUDGES TO DECIDE SEVERAL THINGS: SHOULD THE GIRLS BE CHARGED AS ADULTS OR KIDS, SHOULD THEY BE HELD RESPONSIBLE FOR PHOEBE KILLING HERSELF, AND WHAT SHOULD THE PUNISHMENT BE? IF THEY DO NOT FIND THE GIRLS RESPONSIBLE, WHO SHOULD BE HELD RESPONSIBLE? EACH PAIR WILL DISCUSS AND ANSWER THE ABOVE QUESTIONS SEPARATELY. THEY WILL THEN SHARE WITH THE GROUP. IF THEY DISAGREE, THEY WILL HAVE TO REACH A CONSENSUS THAT COMPROMISES THEIR OPINIONS. Homework Reflection STUDENTS WILL USE TYPEWITHME [HTTP://TYPEWITH.ME/U74DNFACHM], WHICH WE WILL
INVITE THEM VIA EMAIL TO SHARE THEIR FEELINGS AND THOUGHTS ABOUT THE FOLLOWING.

WHAT STANDS OUT FROM WHAT YOU LEARNED TODAY? WHAT DO YOU THINK MORE PEOPLE YOUR AGE SHOULD KNOW THAT YOU KNOW NOW? WHO WOULD BE THE MOST VALUABLE PERSON YOU COULD SHARE THIS WITH AND WHAT WOULD BE THEIR RESPONSE?

MASTERY OF THE OBJECTIVE WILL BE ASSESSED USING THE HOMEWORK,

CASE ONE: J.S. v. Bethlehem Area School District, 807 A.2d 803 (Pa. 2002) Facts: A middle school student created his own Web site, which contained derogatory comments about his algebra teacher and the school principal. The site featured a picture of the teachers head dripping with blood, showed her face morphing into Adolf Hitler, and contained language offering money to find a hit man to kill the teacher. The teacher allegedly suffered extreme distress after learning of the site. The site also contained derogatory comments about the principal. The school suspended the student and then brought expulsion proceedings against him. The student argued that the web site contained mere exaggeration and was not a true threat. Issue: Whether school officials could punish a student for his derogatory and allegedly threatening online comments about a teacher.

CASE ONE: J.S. v. Bethlehem Area School District, 807 A.2d 803 (Pa. 2002) Holding: In a 6-0 decision, the Pennsylvania Supreme Court held that school officials could punish the student because the student's web site created a substantial disruption of school activities. Reasoning: The state high court first reasoned that the student's comments did not constitute a true threat, finding the web site to be a "sophomoric, crude, highly offensive and perhaps misguided attempt at humor." However, the court still ruled in favor of the school district because the student's web site had a "demoralizing impact on the school community." First, the court determined that school officials were justified in punishing the student for his web site, even though it was created off-campus, because there was a "sufficient nexus between the web site and the school campus to consider the speech as occurring on-campus." The court then determined that the school district's actions were protected by both the Fraser standard of lewd and offensive speech, and the Tinker standard of substantial disruption. "In sum," the court wrote, "the web site created disorder and

significantly and adversely impacted the delivery of instruction."

CASE TWO: Saxe v. State College Area School District, 240 F.3d 200 (3rd Cir. 2001) Facts: Two high school students challenged a school district's anti-harassment policy, contending it violated their First Amendment rights. The students believed that the policy prohibited them from voicing their religious belief that homosexuality was a sin. The policy provided several examples of harassment, including: "any unwelcome verbal, written or physical conduct which offends, denigrates or belittles an individual" because of "race, religion, color, national origin, gender, sexual orientation, disability, or other personal characteristics." The district court ruled the policy constitutional. The students appealed to the Third Circuit Court of Appeals. Issue: Whether a high school anti-harassment policy that prohibits a broad range of speech offensive to others violates the First Amendment.

CASE TWO: Saxe v. State College Area School District, 240 F.3d 200 (3rd Cir. 2001) Holding: In a 3-0 decision, a Third Circuit panel held that such a broadly worded policy prohibits too much speech and violates the First Amendment. Reasoning: The policy prohibits a substantial amount of speech that is neither vulgar within the meaning of the Fraser standard nor school-sponsored within the meaning of the Hazelwood standard. It even prohibits speech that harasses someone based on "clothing, physical appearance, social skills, peer group, intellect, educational program, hobbies, or

values."

CASE THREE: Karrie Haugstad, et al. v. Stanwood School District, et al. Facts: For four years, from fifth through eighth grade, Taya Haugstad said a classmate taunted and bullied her. Haugstad, who has cerebral palsy, was tormented by a boy who used insults like "retard," blocked her as she tried to pass in her wheelchair and rammed her into walls. Haunted by recurring nightmares, she desperately tried to get out of going to school. Haugstad and her mother, Karrie, said they took their complaints to the Church Creek Elementary School principal to no avail. By the time the students were in eighth grade, the harassment had become physical. The boy would grab the joystick that controlled Haugstad's wheelchair and ram her into a wall while screaming obscenities, she said. Ms. Haugstad claimed that she suffered emotional distress and her education was harmed, her self-esteem was damaged and she was left with post-traumatic stress disorder. Parks was arrested in 1997 for investigation of harassment. Issue: Whether the school could be blamed for a students actions on campus.

CASE THREE: Karrie Haugstad, et al. v. Stanwood School District, et al. Holding: A U.S. District Court jury in Seattle awarded Haugstad and her parents $300,000 for infliction of emotional distress, and her parents $10,000 for the impact on their relationship with their daughter. The boy's family settled the case for an undisclosed sum.

CASE FOUR: United States v Lori Drew Facts: Lori Drew, a 47 year old woman living in Missouri, was the mother of one of Megan Meier's ex-friends. The two girls stopped being friends at Megans request. During the summer of 2006, Drew became concerned that Meier was spreading rumors about her daughter. Drew, her daughter, and Drew's employee, Ashley Grills, came up with the idea of using a fake MySpace profile for a fictitious 16 year old boy to find out what Meier was saying about Drew's daughter. Throughout September 2006, Drew used the fake MySpace account to contact Meier. Meier believed she was having flirtatious contact with a 16-year-old boy, Josh Evans. Around October 16, 2006, the fictitious Josh Evans told Meier that the world would be a better place without her. Other MySpace members whose profiles were linked with the Josh Evans profile also began to harass Meier. Approximately fifteen minutes after this exchange, Meier's mother, Tina, discovered that her daughter had hanged herself from her bedroom closet. On May 15, 2008, Lori Drew was indicted by the Grand Jury of the United States District Court for the Central District of California on four separate counts related to the Computer Fraud and Abuse Act. Issue: Was Drew responsible for Megan Meiers death?

CASE FOUR: United States v Lori Drew Holding: This case was brought before a jury; the jury was deadlocked on Count One for Conspiracy and unanimously found Drew not guilty of Counts Two through Four. The jury did, however, find Drew guilty of a misdemeanor violation of the Computer Fraud and Abuse Act, but this was later overturned. After the Megan Meier incident, Missouri quickly updated its existing harassment law to

cover bullying via the internet. The bill was approved on May 16, 2008.

CASE FIVE: Beussink v. Woodland R-IV School District, 30 F.Supp. 2d 1175 (E.D. Mo. 1998). Facts: A high school student created a personal Web site on his own computer. His homepage contained a hyperlink to the school web site and lampooned school officials. He used vulgar language on his site. Another student showed the students web site to a teacher, who then showed it to the principal. The principal suspended the student for ten days because of the content of his homepage. The student sued, claiming a violation of his First Amendment rights. Issue: Whether school officials may punish a student because they dislike the content of his personal Web site that he created off-campus.

CASE FIVE: Beussink v. Woodland R-IV School District, 30 F.Supp. 2d 1175 (E.D. Mo. 1998). Holding: In his decision, Judge Rodney W. Sippel held that school officials may not punish a student for the content of his or her personal homepage unless the material creates a substantial disruption at school. Reasoning: "Disliking or being upset by the content of a students speech is not an acceptable justification for limiting student speech under Tinker." The student's homepage did not create a substantial disruption or material interference with school activities. "Indeed, it is provocative and challenging speech, like Beussinks, which is most in need of the protections of the First Amendment."

Fitzgerald v. Barnstable School Committee Facts of the Case: In February 2001 Jacqueline Fitzgerald, a kindergarten student, told her parents that an older student on the school bus, on several occasions, bullied her into lifting up her skirt. Jacqueline's mother reported these allegations to the school but its immediate investigation into the matter, including interviewing the supposed perpetrator, the school bus driver, and many students on the bus, did not provide any further proof of the sexual harassment. After Jacqueline told her parents about further instances of mistreatment, the local police department began its own investigation but was unable to find sufficient evidence to bring criminal proceedings against the alleged harasser. Jacqueline reported other incidents throughout the year, and each was addressed by the school's principal as it occurred. In April of 2002 the Fitzgeralds brought suit against the school district in federal court alleging violations of both Title IX of the Education Act Amendments of 1972 and 42 U.S.C. 1983 (Section 1983). Title IX prohibits discrimination by any educational entity receiving federal funding, while Section 1983 protects against the deprivation of any rights guaranteed by the Constitution and federal laws. The district court granted the school district's motion to dismiss both counts and the Fitzgeralds appealed. The U.S. Court of Appeals for the First Circuit affirmed the district court's dismissal of both claims. First, discussing the Title IX claim, the court stated that five conditions must be met for a plaintiff to succeed: the student must prove that (1) the institution is a recipient of federal funding, (2) severe, pervasive, and objectively offensive harassment occurred, (3) the harassment denied the student of educational opportunities or benefits, (4) the institution had actual knowledge of the harassment, and (5) the institution's deliberate indifference caused the student to be subjected to the harassment. The First Circuit held that even if the first four factors were met in this case, the school's "prompt" and "diligent" investigation was not clearly unreasonable and therefore did not amount to deliberate indifference. Rather, the school looked into each allegation quickly and thoroughly. The court also affirmed the dismissal of the Fitzgeralds' Section 1983 claim, applying the so-called "remedial" exception prohibiting such claims when the allegedly violated federal law is itself specific enough to demonstrate Congress' intention to allow only those remedies referred to in the statute itself. According to the First Circuit, Title IX is one of these remedial statutes and therefore any alleged violations of the statute cannot be litigated under Section 1983. Question: Is Title IX's implied private remedy sufficiently comprehensive to preclude the use of 42 U.S.C. Section 1983 to advance sex discrimination claims against federally funded educational institutions? Conclusion: No. In a unanimous decision authored by Justice Samuel A. Alito, the Supreme Court reversed the U.S. Court of Appeals for the First Circuit. It held that a claim filed under Title IX for violation of the Equal Protection Clause of the Fourteenth Amendment does not preclude the use of 42 U.S.C. Section 1983 to further constitutional claims. The Court

reasoned that Title IX was not meant to be the exclusive tool for addressing gender discrimination in schools, or a substitute for actions filed under Section 1983 to enforce constitutional rights.

Bethel School District No. 403 v. Fraser Facts of the Case: At a school assembly of approximately 600 high school students, Matthew Fraser made a speech nominating a fellow student for elective office. In his speech, Fraser used what some observers believed was a graphic sexual metaphor to promote the candidacy of his friend. As part of its disciplinary code, Bethel High School enforced a rule prohibiting conduct which "substantially interferes with the educational process . . . including the use of obscene, profane language or gestures." Fraser was suspended from school for two days. Question: Does the First Amendment prevent a school district from disciplining a high school student for giving a lewd speech at a high school assembly? Conclusion: No. The Court found that it was appropriate for the school to prohibit the use of vulgar and offensive language. Chief Justice Burger distinguished between political speech which the Court previously had protected in Tinker v. Des Moines Independent Community School District (1969) and the supposed sexual content of Fraser's message at the assembly. Burger concluded that the First Amendment did not prohibit schools from prohibiting vulgar and lewd speech since such discourse was inconsistent with the "fundamental values of public school education." Decisions Decision: 7 votes for Bethel School District No. 403, 2 vote(s) against Legal provision: Amendment 1: Speech, Press, and Assembly

Hazelwood School District v. Kuhlmeier Facts of the Case: The Spectrum, the school-sponsored newspaper of Hazelwood East High School, was written and edited by students. In May 1983, Robert E. Reynolds, the school principal, received the pages proofs for the May 13 issue. Reynolds found two of the articles in the issue to be inappropriate, and ordered that the pages on which the articles appeared be withheld from publication. Cathy Kuhlmeier and two other former Hazelwood East students brought the case to court. Question: Did the principal's deletion of the articles violate the students' rights under the First Amendment? Conclusion: No. In a 5-to-3 decision, the Court held that the First Amendment did not require schools to affirmatively promote particular types of student speech. The Court held that schools must be able to set high standards for student speech disseminated under their auspices, and that schools retained the right to refuse to sponsor speech that was "inconsistent with 'the shared values of a civilized social order.'" Educators did not offend the First Amendment by exercising editorial control over the content of student speech so long as their actions were "reasonably related to legitimate pedagogical concerns." The actions of principal Reynolds, the Court held, met this test. Decisions Decision: 5 votes for Hazelwood School District, 3 vote(s) against Legal provision: Amendment 1: Speech, Press, and Assembly

Davis v. Monroe County Board of Education Facts of the Case: Aurelia Davis sued the Monroe County Board of Education (the "Board"), on behalf of her fifth grade daughter LaShonda, alleging that school officials failed to prevent Lashonda's suffering sexual harassment at the hands of another student. Davis claimed that the school's complacency created an abusive environment that deprived her daughter of educational benefits promised her under Title IX of the Education Amendments of 1972 (Title IX). On appeal from successive adverse rulings in both district and appellate court, the Supreme Court granted Davis certiorari. Question: Can a school board be held responsible under Title IX of the Education Amendments of 1972, meant to secure equal access of students to educational benefits and opportunities, for "student-on-student" harassment? Conclusion: Yes. In a 5-to-4 decision the Court began by noting that because there is an implied private right to education under Title IX, private damage actions may lie against schools that act with deliberate indifference to harassment that is severe enough to prevent victims from enjoying educational opportunities. The Court added that Title IX's prohibitions against harassment in school are clear enough to have served proper notice to school boards in general and the Board in particular. As such, consistent with the Spending Clause, the Title IX guidelines that Congress attached to its school funds obligate all recipient schools to comply or face the pain of legal action. The Court also observed that the Board acted with deliberate indifference, since it ignored several complaints by Davis, and that the harassment in question was serious and systematic. Decision: 5 votes for Davis, 4 vote(s) against Legal provision: Education Amendments of 1972

Tinker v. Des Moines Ind. Comm. School Dist Facts of the Case: John Tinker, 15 years old, his sister Mary Beth Tinker, 13 years old, and Christopher Echardt, 16 years old, decided along with their parents to protest the Vietnam War by wearing black armbands to their Des Moines schools during the Christmas holiday season. Upon learning of their intentions, and fearing that the armbands would provoke disturbances, the principals of the Des Moines school district resolved that all students wearing armbands be asked to remove them or face suspension. When the Tinker siblings and Christopher wore their armbands to school, they were asked to remove them. When they refused, they were suspended until after New Year's Day. Question: Does a prohibition against the wearing of armbands in public school, as a form of symbolic protest, violate the First Amendment's freedom of speech protections? Conclusion: The wearing of armbands was "closely akin to 'pure speech'" and protected by the First Amendment. School environments imply limitations on free expression, but here the principals lacked justification for imposing any such limits. The principals had failed to show that the forbidden conduct would substantially interfere with appropriate school discipline. Decisions Decision: 7 votes for Tinker, 2 vote(s) against Legal provision: Amendment 1: Speech, Press, and Assembly

http://www.oyez.org/cases/

Megan Meier Cyberbullying Prevention Act

111th CONGRESS 1st Session H. R. 1966 To amend title 18, United States Code, with respect to cyberbullying. IN THE HOUSE OF REPRESENTATIVES

April 2, 2009
Ms. LINDA T. SANCHEZ of California (for herself, Ms. KAPTUR, Mr. YARMUTH, Ms. ROYBALALLARD, Mrs. CAPPS, Mr. BISHOP of New York, Mr. BRALEY of Iowa, Mr. GRIJALVA, Mr. HARE, Mr. HIGGINS, Mr. CLAY, Mr. SARBANES, Mr. DAVIS of Illinois, Mr. COURTNEY, and Mr. KIRK) introduced the following bill; which was referred to the Committee on the Judiciary

A BILL To amend title 18, United States Code, with respect to cyberbullying. Be it enacted by the Senate and House of Representatives of the United States of America in Congress assembled,

SECTION 1. SHORT TITLE.

This Act may be cited as the `Megan Meier Cyberbullying Prevention Act'.

SEC. 2. FINDINGS.
Congress finds the following: (1) Four out of five of United States children aged 2 to 17 live in a home where either they or their parents access the Internet. (2) Youth who create Internet content and use social networking sites are more likely to be targets of cyberbullying. (3) Electronic communications provide anonymity to the perpetrator and the potential for widespread public distribution, potentially making them severely dangerous and cruel to youth. (4) Online victimizations are associated with emotional distress and other psychological problems, including depression. (5) Cyberbullying can cause psychological harm, including depression; negatively impact academic performance, safety, and the well-being of children in school; force children to change schools; and in some cases lead to extreme violent behavior, including murder and suicide. (6) Sixty percent of mental health professionals who responded to the Survey of Internet Mental Health Issues report having treated at least one patient with a problematic Internet experience in the previous five years; 54 percent of these clients were 18 years of age or younger.

SEC. 3. CYBERBULLYING.
(a) In General- Chapter 41 of title 18, United States Code, is amended by adding at the end the following:

`Sec. 881. Cyberbullying

`(a) Whoever transmits in interstate or foreign commerce any communication, with the intent to coerce, intimidate, harass, or cause substantial emotional distress to a person, using electronic means to support severe, repeated, and hostile behavior, shall be fined under this title or imprisoned not more than two years, or both. `(b) As used in this section-`(1) the term `communication' means the electronic transmission, between or among points specified by the user, of information of the user's choosing, without change in the form or content of the information as sent and received; and `(2) the term `electronic means' means any equipment dependent on electrical power to access an information service, including email, instant messaging, blogs, websites, telephones, and text messages.'. (b) Clerical Amendment- The table of sections at the beginning of chapter 41 of title 18, United States Code, is amended by adding at the end the following new item: `881. Cyberbullying.'.

North Carolina Bullying Law

Grade your school on how it adheres to North Carolinas bullying law requirements. Answer each of the questions honestly on a sliding scale from Strongly Disagree to Strongly Agree. 1. Students do not experience bullying at school. Strongly Disagree Disagree Strongly Agree Neutral Agree

2. School employees report bullying they observe to get the victim assistance. Strongly Disagree Disagree Neutral Agree Strongly Agree 3. Students are likely to report any bullying they witness to an adult (teacher, counselor, principal). Strongly Disagree Disagree Neutral Agree Strongly Agree 4. A school volunteer, such as a parent working at an event or in the library, is likely to report any bullying they witness to an adult (teacher, counselor, principal). Strongly Disagree Disagree Neutral Agree Strongly Agree 5. Students who report bullying are kept safe from any punishment or ridicule by their peers. Strongly Disagree Disagree Neutral Agree Strongly Agree 6. Teachers and administrators care about preventing bullying of students. Strongly Disagree Disagree Neutral Strongly Agree 7. School employees know how to deal sensitively with stopping bullying. Strongly Disagree Disagree Neutral Strongly Agree Agree

Agree

8. My school handbook contains a policy about bullying that is followed in my school. Strongly Disagree Disagree Neutral Agree Strongly Agree 9. Cyber bullying is a common occurrence at my school. Strongly Disagree Disagree Strongly Agree Neutral Agree

Debate Affirmative Position

Brainstorming
Reasons the law would be positive include:

Opening statement
You will begin by succinctly stating your reasons for supporting the law in a prepared statement.

Notes on negative positions opening statement

Record good points your opposition makes that you should respond to. Their point How we can refute it

Closing statement
This is where you reiterate your strongest point and break down your opponents arguments.

Phoebe Prince Case Judgment

While watching the video, take notes on any important facts that a prosecutor or defense attorney might present to either convict the accused girls or set them free. Prosecution Defense

Lets imagine youve been selected for the grand jury considering the case against those who bullied Phoebe Prince. You and your partner must AGREE on the following questions and give a short justification for your reasoning. Should the girls be charged as adults or minors?

Should they be held responsible for Phoebe killing herself? What should the punishment be?

If you do not find the girls responsible, who should be held responsible?

Now take your answers and share them with the group as a whole. The entire group must reach a consensus somehow.

 PleasepasteyourREVISEDlessonplanthreeandanyREVISEDsupportingmaterials here.Becertainallrevisedsectionsareinredfont. LESSON 3: STOP THE INSANITY

I. DEFINE THE CONTENT LESSON OBJECTIVE:
TO DISCUSS BULLYING INTERVENTION AND PREVENTION STRATEGIES WITH AN EXPERT, IN ORDER TO EVALUATE AND THEN CRITICALLY ASSESS WHAT ARE AND ARE NOT EFFECTIVE INTERVENTION AND PREVENTION PROGRAMS

LESSON POINT TO PONDER: (REMEMBER THIS IS A STATEMENT THAT SHOULD ELICIT CONVERSATION, THINKING AND DEBATE. THIS IS NOT A QUESTION.) EFFECTIVE BULLYING INTERVENTION AND PREVENTION PROGRAMS
ACTIVELY ENGAGE BYSTANDERS

II. PREPLANNING: BEGIN WITH THE END IN MIND AFTER THE LESSON, STUDENTS WILL KNOW THATA VARIETY OF BULLYING INTERVENTION/PREVENTION
PROGRAMS EXIST

A. WHAT 3 ITEMS ARE WORTH KNOWING? (THINK ABOUT THE

CONTENT YOU HAVE SELECTED. WHAT IS IMPORTANT FOR STUDENTS TO KNOW?)

STUDENTS WILL EVALUATE THE MOST EFFECTIVE INTERVENTION/PREVENTION

STRATEGIES SUGGESTED BY CURRENT RESEARCH

STUDENTS WILL UNDERSTAND THATBULLYING INTERVENTION/PREVENTION STRATEGIES MUST INCLUDE THE BULLY, THE VICTIM, AND THE BYSTANDERS

B. WHAT 3 ITEMS ARE

IMPORTANT FOR STUDENTS TO BE ABLE TO DO?

AFTER THE LESSON, STUDENTS SHOULD BE ABLE TOCRITICALLY ASSESS THE EFFECTIVENESS OF BULLYING INTERVENTION/PREVENTION PROGRAMS STUDENTS SHOULD BE ABLE TOSUGGEST EFFECTIVE INTERVENTION/PREVENTION
STRATEGIES FOR DIFFERENT BULLYING SCENARIOS

(DEFINE WHAT STUDENTS

SHOULD BE ABLE TO DO AS A RESULT OF YOUR LESSON.)

STUDENTS SHOULD BE ABLE TO JUDGE FOR THEMSELVES WHICH INTERVENTIONS

WOULD WORK AT THEIR SCHOOL

C. WHAT ARE THE

ENDURING UNDERSTANDINGS THAT STUDENTS SHOULD TAKE AWAY FROM THE LESSON? (DEFINE THE BIG IDEAS.)

AFTER THE LESSON, STUDENTS WILL UNDERSTAND THATNOT ALL ANTI-BULLYING PROGRAMS ARE EQUALLY
EFFECTIVE

STUDENTS WILL UNDERSTAND THATCOMMUNICATING THEIR KNOWLEDGE ABOUT BULLYING CAN MAKE A DIFFERENCE IN AN ANTI-BULLYING COMPAIGN

STUDENTS WILL UNDERSTAND THATCURRENT RESEARCH SUGGESTS THE MOST EFFECTIVE INTERVENTION/PREVENTION STRATEGIES BUT MORE RESEARCH IS NEEDED ON BULLYING TO DEVELOP INTERVENTION/PREVENTION THAT ELIMINATES BULLYING

III. PLANNING
D. ESSENTIAL QUESTION: (ONE OVERARCHING LESSON QUESTION )

HOW CAN EDUCATORS BE PERSUADED TO USE THE INTERVENTION/PREVENTION STRATEGIES CURRENTLY ENDORSED BY BULLYING EXPERTS?
STUDENTS WILL GENERATE QUESTIONS ABOUT BULLYING INTERVENTIONS FOR DISCUSSION WITH DR. CARPENTER-AEBY

E. ASSESSMENT: (PERFORMANCE TASK) WHAT WILL THE

STUDENTS DO TO SHOW YOU THAT THEY MASTERED THE CONTENT?

(SEE ATTACHED GUIDELINES)

CREATE A SKIT DEMONSTRATING EFFECT/INEFFECTIVE BULLYING INTERVENTION STRATEGIES (SEE ATTACHED STORYBOARD AND RUBRIC) BEGIN WRITING SCRIPT FOR DAY 4 (SEE ATTACHED RUBRIC IN LESSON 4)

F. CONTENT LIST THE CONTENT FOR THIS LESSON ONLY. (OUTLINE THE CONTENT
YOU WILL TEACH TODAYTHIS MAY COME FROM YOUR CONTENT OUTLINE)

Bullying Prevention and Intervention Strategies A. School-wide Preventions and Interventions 1. Focus on the social environment of the school. Engage all members of the school community to adjust the social norms regarding bullying. 2. Assess bullying in the school in order to help the school community take action against bullying, implement an effective intervention plan and provide baseline data on the schools bullying situation. 3. Gather support for bully prevention from staff and parents. 4. Establish and enforce rules and policies related to bullying. The Oleos Bullying Prevention Program recommends four Straightforward rules about bullying: (1) We will not bully others. (2) We will try to help students who are bullied. (3) We will make a point to include students who are left out. (4) If we know someone is being bullied, we will tell an adult at School or an adult at home. 5. Increase adult supervision in hot spots where bullying occurs. 6. Intervene consistently and appropriately in bullying situations. 7. Focus class time on bullying prevention. 8. Continue bullying prevention activities over time. B. Bullying Behavior Interventions 1. Classroom Strategies: Equalize the power between students (work one on one); use consistent, predictable discipline; focus

on behaviors and expectations; use a problem-solving approach to bullying 2. Individual Strategies: Counseling to help recognize inappropriate behaviors and take responsibility for these behaviors; teach social skills that develop empathy and perspective taking abilities; friendship development; emotional self-awareness to help avoid attributing hostile intentions to peers, and find ways to make amends; teach management of anger and emotions; provide pro-social consequences; notify parents of the bullys behavior. C. Interventions for victims 1. Classroom Strategies: Provide a safe place to report bullying; assign new or needy students to a buddy; assign a mentor to meet with students who are potential victims; use class meetings to teach expected behaviors and create a caring classroom; each friendship and assertiveness skills 2. Individual Strategies for Victims: Assistance in reading and interpreting social signals, practicing assertive behavior, building self-esteem, and identification of friends and classmates who can give them support; provide options for preventing bullying incidents; provide strategies for responding to bullying incidents D. Bystander Interventions 1. Classroom strategies: Emphasize strength in numbers; explain the expectations for actions to be taken against bullying; teach and practice skills/strategies to take a stand; empower witnesses to take leadership roles; acknowledge and reinforce caring behaviors; clarify the difference between tattling and telling (reporting) 2. Individual strategies: make a safe choice; consider the level of risk in choosing and action for intervening; teach options for intervening: E. Interventions to Avoid 1. Zero tolerance policies may discourage both children and adults from reporting bullying that they observe which cant inadvertently mask bully incidents that may indicate larger problems. 2. Conflict resolution and peer mediation send inappropriate messages to students who are involved, (E.g., We need to work this conflict out between you. When the message should be No one deserves to be bullied. Bullying is inappropriate and needs to be stopped.) and there is no evidence to support it is effective in stopping bullying. 3. Group therapeutic treatment are often counter productive as

group members tend to serve as role models and reinforcers for each others antisocial behavior. 4. Simple, short-term solutions are not comprehensive enough to effect the necessary climate of the school and its expectations for student behavior. F. Additional Anti-Bullying strategies will be discussed with Dr. Tracy Carpenter-Aeby PhD, LCSW an Associate Professor from the School of Social Work in the College of Human Ecology at ECU (See attached documentation outlining Dr. Carpenter-Aebys research interests)

G. HOOK: (DESCRIBE HOW YOU

WILL GRAB STUDENTS ATTENTION AT THE BEGINNING OF THE LESSON. BE CREATIVE.)

TO START STUDENTS THINKING ABOUT BULLYING INTERVENTIONS STUDENTS WILL WATCH THE FIRST PART (2 MINUTES - UNTIL ADULTS START TO INTERVENE IN BULLYING) OF THE VIDEO CLIP WHAT WOULD YOU DO http://abcnews.go.com/WhatWouldYouDo/video/girls--11347418

HOOK 2 MIN WATCH FIRST 2 MINUTES OF VIDEO CLIP WHAT WOULD YOU DO? WHAT WOULD YOU DO? 15 MIN STUDENTS WRITE WHAT THEY WOULD DO IF THEY SAW GIRLS
BULLYING AS SHOWN IN THE VIDEO ON A STICKY NOTE AND POST THEIR RESPONSES ON A CHART IN THE CLASSROOM

H. INSTRUCTION: (TELL, STEP-BY-STEP, WHAT YOU WILL DO.)

STUDENTS WILL FINISH WATCHING THE VIDEO STUDENTS WILL THEN DISCUSS THE INTERVENTIONS THEY SAW IN THE VIDEO STUDENTS COMPARE THEIR INTERVENTIONS WITH THOSE SEEN ON THE VIDEO STUDENTS WILL RANK ADULT RESPONSES THEY SEE IN THE VIDEO FROM THE MOST EFFECTIVE TO THE LEAST EFFECTIVE

BULLYING INTERVENTION/PREVENTION STRATEGIES- 10 MIN

EXPLAIN TO STUDENTS THAT THE END OF THEIR ODYSSEY IS CLOSE, THEY HAVE JUST SEEN A VIDEO THAT SHOWS SOME STRATEGIES EMPLOYED BY ADULTS WITH NO FORMAL TRAINING IN BULLY

INTERVENTION AND PREVENTION. IT IS NOW TIME FOR THEM TO BEGIN CONSIDERING THE MOST EFFECTIVE WAYS TO PREVENT AND SUSPEND BULLYING. THEIR ANALYSIS OF INTERVENTION AND PREVENTION STRATEGIES WILL LEAD TO THE CONCLUSION OF THEIR ODYSSEY AND THE CREATION OF AN EDUCATIONAL VIDEO FOR PITT COUNTY EDUCATORS.

SHOW INTERVENTION/PREVENTION POWERPOINT DISCUSS POWERPOINT GENERATE QUESTIONS TO ASK DR. CARPENTER-AEBY

SKYPE DISCUSSION WITH DR. CARPENTER-AEBY 15-20 MIN

TEACHER BRIEFLY INTRODUCE DR. CARPENTER-AEBY DR. CARPENTER-AEBY GIVES A BRIEF DESCRIPTION OF HER
RESEARCH STUDENTS ASK DR. CARPENTER-AEBY QUESTIONS THEY HAVE BASED ON THE INFORMATION THEYVE LEARNED ABOUT BULLYING

SKIT DEVELOPMENT 30 MIN

STUDENTS DEVELOP AND ACT OUT SKITS THAT SHOW EFFECTIVE INTERVENTION STRATEGIES FOR DEALING WITH BULLYING

HOMEWORK REFLECTION

STUDENTS WILL USE TYPEWITHME [HTTP://TYPEWITH.ME/U74DNFACHM] TO SHARE THEIR THOUGTHS AND FEELINGS REGARDING TODAYS LESSON

QUESTIONS: - DID WHAT YOU LEARNED TODAY CHANGE YOUR THINKING

ABOUT EFFECTIVE BULLY INTERVENTIONS AND PREVENTIONS?

WHY OR WHY NOT?

- WHAT IS THE MOST CRITICAL PIECE OF KNOWLDEGE FOR

PEOPLE TO KNOW ABOUT BULLYING INTERVENTION AND PREVENTION?

EXPLAIN YOUR ANSWER.

Asking good questions When designing a question for Dr. Abey consider the following Have you asked a question could have answered yourself? Does your question stay on topic? Is it related to bullying prevention and intervention strategies? Does the question open up a new area of knowledge? If your question has all of the above youre ready to ask it!

Bullying Interventions Show Us How Its Done!

Today you have learned a variety of interventions that are currently used to help combat bullying. As you know none of these interventions are 100% effective, but the research indicates some interventions are more successful than others. Based on what you now know about bullying and bullying interventions you will write a script for a skit that you and your team will perform. Your script must be realistic and accurately convey an effective bullying intervention. Remember that there are a variety of different interventions and many target just one of the characters involved in the bullying incident. Think carefully about your choice of intervention because your skit is meant to be informative, as well, as interesting.

Before you begin take a moment to answer these questions:

1. What intervention (or interventions) are you going to depict?

2. What are the roles to be assigned?

3.Whowilltakeeachrole?

4. Who is your target audience? (This is important since you will have to use different methods to appeal to different audiences.)

PPT

Use the storyboard below to help script your skit.

Bullying Intervention ~ Skit Rubric 4 3 The whole team is The whole team completely seems pretty prepared and has prepared but might obviously taken the have needed to be task seriously. more focused. Script/ skit included all of the important action and dialogue necessary to make a convincing argument for this interventions strategy. Speaks clearly and distinctly all (10095%) the time, and mispronounces no words. Volume is loud enough to be heard by all audience members. Script/ skit included all of the important action and dialogue necessary to accurately demonstrate this intervention strategy. Speaks clearly and distinctly all (10095%) the time, but mispronounces one word. Volume is loud enough to be heard by all audience members at least 90% of the time.

2 1 Most of the team is Most of the team somewhat does not seem prepared, but it is prepared. clear that effort was lacking. The script/skit The scene/script included most of was vague, and it the important was hard to tell action and dialogue what was to accurately happening. demonstrate this intervention strategy.

Speaks clearly and Often mumbles or distinctly most (94- can not be 85%) of the time. understood and/or Mispronounces mispronounces more than one several words word. Volume is and/or Volume loud enough to be often too soft to be heard by all heard by all audience members audience members. at least 80% of the time. Skit shows Skit shows some Skit shows an Skit is a rehash of considerable originality and attempt at other people's ideas originality and inventiveness. The originality and and/or dialog and inventiveness. The content and ideas inventiveness in shows very little content and ideas are presented in an part of the attempt at original are presented in a interesting way. presentation. thought. unique and interesting way. All content Most of the content The content is Content is typically throughout the is accurate but generally accurate, confusing or presentation is there is one piece but one piece of contains more than accurate. There are of information that information is one factual error. no factual errors. might be clearly flawed or inaccurate. inaccurate.

Numerous examples and specifics were given to show an effective (or ineffective) intervention. Direct and indirect connections show understanding of bullying psychology, the law, and interventions

Some examples and specifics are given to show an effective (or ineffective) intervention. Direct, but not indirect connections show understanding of bullying psychology, the law, and interventions.

Some significant piece of information is missing or unclear. Few if any examples or specifics of learning are used. Only general connections are made to show understanding of bullying psychology, the law, and interventions

Information is confusing and incomplete. No useful examples or specifics are used. No connections to show understanding of bullying psychology, the law, and interventions.

* Dr. Carpenters research interests from her ECU website: Research Interests: Program evaluation, alternative schools, bullyingharassment, interventions with disruptive students and families, service learning, social work pedagogy, technology PleasepasteyourREVISEDlessonplanfourandanyREVISEDsupportingmaterials here.Becertainallrevisedsectionsareinredfont. LESSON 4: CARRYING THE MESSAGE
I. DEFINE THE CONTENT LESSON OBJECTIVE: USING MOVIEMAKER, VIDEO, AND AUDIO EFFECTIVELY, TO CREATE A COMPLETE, PERSUASIVE VIDEO AIMED AT TEACHERS AND ADMINISTRATORS THAT IS BUILT ON STUDENTS ACCUMULATED AND SYNTHESIZED KNOWLEDGE THEYVE ACQUIRED OVER THE COURSE OF THE CLASS. LESSON POINT TO PONDER: (REMEMBER THIS IS A STATEMENT THAT SHOULD ELICIT CONVERSATION, THINKING AND DEBATE. THIS IS NOT A QUESTION.)

The Internet is the best medium to raise awareness about and fight bullying.

II. PREPLANNING: BEGIN WITH THE END IN MIND

A. WHAT 3 ITEMS ARE WORTH KNOWING? (THINK ABOUT THE

CONTENT YOU HAVE SELECTED. WHAT IS IMPORTANT FOR STUDENTS TO KNOW?)

AFTER THE LESSON, STUDENTS WILL KNOW THATTHEY CAN MAKE A MOVIE USING ONLY A FLIPCAM, LAPTOP, AND FREE PHOTOS/AUDIO. STUDENTS WILL KNOW THATTHERE IS A VAST AMOUNT OF RESOURCES FREE ONLINE THAT CAN BE TRANFORMED INTO A VIDEO. STUDENTS WILL KNOW THATTARGETTED MESSAGES HAVE A THEME AND END GOAL THAT ALL ELEMENTS CONTRIBUTE TO.

B. WHAT 3 ITEMS ARE

IMPORTANT FOR STUDENTS TO BE ABLE TO DO?

AFTER THE LESSON, STUDENTS SHOULD BE ABLE TOUSE MOVIE MAKER TO CREATE A FINISHED VIDEO INCLUDING SOUND AND WORDS. STUDENTS SHOULD BE ABLE TOEDIT EFFECTIVELY TO CREATE A POWERFUL STATEMENT. STUDENTS SHOULD BE ABLE TOUSE IMAGES, SOUND, AND MOVEMENT TO PRODUCE A PERSUASIVE MESSAGE.

(DEFINE WHAT
STUDENTS SHOULD BE ABLE TO DO AS A RESULT OF YOUR LESSON.)

C. WHAT ARE THE

ENDURING UNDERSTANDINGS THAT STUDENTS SHOULD TAKE AWAY FROM THE LESSON? (DEFINE THE BIG IDEAS.)

AFTER THE LESSON, STUDENTS WILL UNDERSTAND THATADULTS INVOLVEMENT IS NECESSARY TO PREVENT BULLYING. STUDENTS WILL UNDERSTAND THATTHEY CAN MAKE A PRODUCT THAT AFFECTS THE OPINIONS AND HEARTS OF ADULTS. STUDENTS WILL UNDERSTAND THATTECHNOLOGY PROVIDES AN EFFECTIVE
MECHANISM FOR COMMUNICATING IMPORTANT INFORMATION TO LARGE NUMBERS OF PEOPLE.

III. PLANNING
D. ESSENTIAL QUESTION: (ONE OVERARCHING LESSON QUESTION ) E. ASSESSMENT: (PERFORMANCE TASK) WHAT WILL THE
STUDENTS DO TO SHOW YOU THAT THEY MASTERED THE CONTENT?

HOW CAN TECHNOLOGY BE USED TO ASSIST IN EDUCATING PEOPLE ABOUT BULLYING? THE STUDENTS WILL FINISH EDITING A VIDEO THAT AIMS TO INFORM THEIR OWN TEACHERS/ADMINISTRATORS ABOUT THE BEST INTERVENTIONS TO STOP BULLYING IN THEIR SCHOOLS [SEE RUBRIC].

F. CONTENT

MOVIE MAKER

LIST THE CONTENT

FOR THIS LESSON ONLY.

(OUTLINE THE
CONTENT YOU WILL TEACH TODAY-THIS MAY COME FROM YOUR CONTENT OUTLINE)

1. HOW TO IMPORT AUDIO/PICTURE FILES 2. HOW TO CUT/EDIT VIDEO 3. HOW TO ADD AUDIO 4. HOW TO ADD TITLES/CREDITS 5. HOW TO SAVE MOVIE FREE AUDIO/PICTURE SOURCES 1. WEB SITES THAT CAN BE A RESOURCE FOR FREE SOUND, IMAGE, AND VIDEO FILES. SEE WORKSHEET ATTACHED FOR DETAILS. [ADDED TO CONTENT OUTLINE.]

G. HOOK: (DESCRIBE HOW YOU

WILL GRAB STUDENTS ATTENTION AT THE BEGINNING OF THE LESSON. BE CREATIVE.)

STUDENTS WILL WATCH A PSA MADE BY HIGH SCHOOL STUDENTS THAT DOES A POOR JOB OF PREVENTING BULLYING. [HTTP://WWW.YOUTUBE.COM/WATCH?V=RCGSRS0FUJU] STUDENTS WILL EVALUATE WHY THIS PSA DOESNT WORK AND WHAT THEY SHOULD DO TO MAKE A MORE AFFECTIVE VIDEO. HOOK - 5 minutes AFTER WATCHING THE VIDEO, WE WILL BRAINSTORM IN
WHAT WAYS THIS CLIP WAS AN INEFFECTIVE WAY TO CONVINCE PEOPLE NOT TO BULLY AND WHAT MEANS CAN BE USED FOR THEIR VIDEOS.

FINAL WORDS ON CULMINATING PROJECT. 3 min -[SEE ATTACHED STATEMENT] DISCUSSION OF STATEMENT AND GOALS.
H. INSTRUCTION: (TELL, STEP-BY-STEP, WHAT YOU WILL DO.)

GOOD BULLYING PSA 5 MINUTES STUDENTS WILL WATCH A BULLYING PSA THAT USES MUSIC/TITLE CARDS/VIDEO, LIKE WHAT THEY WILL FINISH MAKING TODAY. [HTTP://WWW.YOUTUBE.COM/WATCH?V=1J6YA03HM4K] STUDENTS WILL THEN DO ANOTHER BRAINSTORMING ACTIVITY USING POST IT NOTES TO IDENTIFY POSITIVE ASPECTS OF THIS PSA IN COMPARISON TO THE HOOK ONE. FILMING OF SCRIPT - 10 minutes - rubric attached STUDENTS WILL FILM THE SCRIPT THEY DEVELOPED ON THE
THIRD DAY THAT WILL TIE TOGETHER THE

LEGAL/INTERVENTION ASPECTS OF THE LESSONS.

MOVIE MAKER LESSON/WALKTHROUGH 15 minutes - handouts attached STUDENTS WILL RECEIVE AN INSTRUCTIONAL HAND OUT
DETAILING HOW TO DO THE STEPS THAT ARE KEY FOR THEIR VIDEOS.

THE TEACHERS WILL QUICKLY SHOW THE KIDS HOW TO IMPORT AND MANIPULATE THEIR VIDEOS, AS ALSO SEEN ON WORKSHEET.

HANDS-ON EDITING - 45 minutes letter attached STUDENTS WILL USE THEIR ALREADY-SHOT FOOTAGE (ROLEPLAY OF BULLYING, DEBATE, ETC) TO CUT TOGETHER WITH THE INTERVENTION, LEGAL PRECEDENTS, AND SCRIPT THEY WROTE ON DAY 3. THEY WILL CUT AND EDIT THE VIDEOS, ADD TEXT AND TITLE, ADD AUDIO, AND FINALLY MAKE A FINISHED PROJECT. FINALLY, THEY WILL UPLOAD THE FINAL VIDEO TO A SECURE WEB SITE [HTTP://WWW.ONFIZZ.ORG] AND IDENTIFY TEACHER/ADMINISTRATORS THEYD LIKE US TO EMAIL [SEE LETTER] ACCESS TO THE SITE TO. TEACHERS WILL THEN SEND THE SELECTED TEACHERS/ADMINISTRATORS THE LINK AND A SURVEY TO PROVIDE FEEDBACK AND THOUGHTS.

Odysseys End
The end of this journey weve been on over the last four days comes to a close today. Like many great journeys, you are going to share what youve seen and learned with others who might be interested. Instead of showing friends pictures of you at Disney World, you will show off your accomplishments through a MovieMaker video targeted toward your past and future teachers and administrators.

Movie Maker Instructions

Its now time to complete your end product. You already have most of your footage:
o Day 1 role playing o Day 3 skit

You will now need to edit and tie that together to create a video conveying to your teachers and administrators what youve decided is the best intervention for your school to adopt to prevent bullying.

IMPORANT
Put all files, including your video, images, sounds, etc in a folder titled with both your names. This will keep everything together and make it easier to import. If you need to stop and want to come back to your movie later, you must click Save Project As and save in the file. Then when you reopen it, all your images and the timeline will be saved. To complete your video, you need to: edit your video clips for maximum impact add a title/end credits add 2-3 slide explaining legal precedents that support your points add background music/sounds. Sites to find music/sounds effects http://www.talkingwav.com/music_mp3_sounds.html http://www.wavsource.com/

Adding still images/audio to the video

1. Click File and select Import into Collections. 2. Select the folder where the Picture Files/Audio are stored. (on your desktop) 3. Click each file and click Import. (Note: The imported files are added to the Collections Pane).

Editing Video Clips (Removing Unwanted Footage)

1. Select a clip from the Collections Pane and drag it to the Video Timeline. 2. Play the clip. Use the space bar on the keyboard to start and stop the playback. 3. Position the Playhead between the end of the excess footage and the beginning of the desired footage.

4. Click Clip menu and select Split.

5. Select the clip with the unwanted footage and click the Delete key. 6. Repeat steps 1 to 4 until all the excess footages are deleted.

Adding Audio or Music Files to the Movie

1. Select the Timeline Viewer.

2. Move the playback to the location where the audio will be added. 3. Select the audio file from the Collections Pane. 4. Click Clip and select Add to Timeline. (Note: The imported clip is added to the Audio/Music Timeline).

Adding Text and Titles

1. Click Titles and Credits in the Tools Menu. 2. The add title page appears. In the list of Where do you want to add a title? Click the link that corresponds to where the title will be placed.

3. Type the title in Enter Text for Title box. 4. Click Change the text and font color. The Select Title Font and Color page appears. Select the options to change the font (Font style, color, size and alignment.

5. Click Choose the title Animation and select the animation option for the title.

6. Click Done, add title to the movie.

Save a Movie to the Computer

1. From File Menu, select Save Movie File. 2. On the Save Movie Wizard Page, select My Computer and click Next. 3. Type a name for your movie in Enter a file name for your saved movie. 4. In Choose a place to save your movie box, Browse to choose the file on your desktop to save your file. 5. On the Movie Setting, select Best fit. 6. The Saving Movie page appears showing the time remaining. Once completed, click Finish.

CATEGORY Concept

Excellent Team has a clear picture of what they are trying to achieve. Each member can describe what they are trying to do and generally how his/her work will contribute to the final product. Script is complete and it is clear what each actor will say and do. Entries and exits are scripted as are important movements. Script is quite professional. All titles and credits are accurate, legible and draw the viewer's attention.

Good Team has a fairly clear picture of what they are trying to achieve. Each member can describe what they are trying to do overall but has trouble describing how his/her work will contribute to the final product. Script is mostly complete. It is clear what each actor will say and do. Script is shows planning.

Average Team has brainstormed their concept, but no clear focus has emerged for the team. Team members may describe the goals/final product differently.

Poor Team has spent little effort on brainstorming and refining a concept. Team members are unclear on the goals and how their contriubtions will help them reach the goal.

Script

Script has a few major flaws. It is not always clear what the actors are to say and do. Script shows an attempt at planning, but seems incomplete.

There is no script. Actors are expected to invent what they say and do as they go along.

Titles and credits

Most titles and credits are accurate, legible and draw the viewer's attention.

Some titles and credits are accurate, legible and draw the viewer's attention.

Few (less than 75%) titles and credits are accurate, legible and draw the viewer's attention.

Audio

Audio choice makes sense and works excellently with the message and video.

Audio choice makes sense and works well with the message and video.

Audio choice doesnt Audio is in contrast to have obvious the message and connection to the topic. purpose of the topic.

Video

Clips and the way they are ordered work excellently to convey the intended message.

Clips and the way they are ordered work well to convey the intended message.

Clips and the way they are ordered work okay to convey the intended message.

Clips and the way they are ordered do not work to convey the intended message.

EMAIL TO SEND TO EDUCATORS/ADMINISTRATORS

Greetings, We are a group of gifted teenagers attending Pitt County Schools who are participating in a summer camp tied to East Carolina University. Our camp classes focused on bullying, including psychological consequences, laws, and intervention strategies. Weve taken what weve learned and created a video wed like you to view. The video is the culmination of what weve learned and would like you to know since you play such an important role in preventing bullying. Please view the video and provide us with any comments that come to mind. We hope youll take our video into consideration when youre considering both your schools responses to bullying, as well as what you individually do. Thank you,

XXXX