Bullying Lesson 3
Upstander vs. Bystander
Objective: Students will explore their choice to be an upstander or bystander in a variety of scenarios.
Check-In/Circle/Journal (10 min): Have students respond to these questions through a Circle or journal entry. It may be helpful to start by giving an example from your own life. These are possible prompts:
- When was the last time you said “yes” and would have liked to say “no?” Why did you say, “yes?”
- Describe a time when you saw something that you felt was wrong, but did nothing. (Bystander)
- Describe a time when you saw something you felt was wrong, and did something about it. (Upstander)
Activity: (30 min.)
Use Handout on Scenarios
1.Divide students into small groups.Assign each group one scenario to create, review, and discuss. Assign a team leader.
2.Direct students as a group to:
a.Identify the problem: what is being said or done that is hurtful or problematic.
Possible scenarios if they are struggling:
- A student is “making fun” of another classmate’s looks.
- A student “accidentally” bumps into a girl in the hall and says “Move it, lesbo!”
- A student is calling someone names related to race, sexual orientation or clothing
- A scenario where someone posts something hurtful on a social media network
- A group of kids won’t let another student sit with them at lunch even though there’s room.
b.Identify who is involved: the target, the perpetrator, bystander or “upstander” (the person who will intervene).
c.Ask students to think about the consequences to all the people in the scenario if no one intervenes or interrupts what has occurred. It is important for students to consider the negative impact on all involved – the target, the perpetrator and those who may observe the situation.
d.Each group should discuss and decide on verbal and/or behavioral choices that people in the scenario could make that would be effective in interrupting or stopping the name-calling and bullying.Remind students that the person who is targeted could respond and/or the “bystander” may decide to help or intervene. (If your school has an anti-bullying program in place, this is good opportunity to reinforce that model with the students. Remind students that some responses are more effective than others depending on the specific situation.)
e.Once a response has been developed, direct students to decide on roles for their members and to develop a short presentation of their situation and their proposed response. You should designate a team leader for each group, and check in with this team member throughout the rest of the period and next period.
f.Allow students to practice their presentations in their small groups. Try to review each scenario before presented and redirect as needed to ensure that the interventions are appropriate and constructive.
Wrap Up (10 min): Have students answer and share the last two questions from the handout.