Step-by-Step+Instructions

**Collaborative Unit Title:** Working Together To Learn About and Stop Cyberbullying

This unit is designed to help middle school students:
 * Goals and Objectives: **
 * understand what cyberbullying is
 * analyze online bullying behaviors that “cross the line”
 * acknowledge the effects of cyberbullying on the people involved

By the end of this unit, students will be able to:
 * create a working definition of cyberbullying
 * create strategies to deal with and stop cyberbullying
 * list the consequences for cyberbullying
 * understand their own levels of empathy and how they affect their online behaviors

**Essential Question(s):**
 * When does inappropriate online behavior cross the line to cyberbullying and what can you do about it?
 * What steps can be taken to identify and prevent cyberbullying?
 * Do I consider others’ feelings when I post online?

**Three Classrooms' Collaboration Activity:** Students will engage in a discussion with students in the other classrooms using the collaborative tool Skype to share ideas on what cyberbullying is, how you can determine if you are a victim of cyberbullying, how cyberbullying can affect the victim, the consequences of bullying that the bully could face, and strategies that could help stop cyberbullying. <span style="color: #141212; font-family: 'Comic Sans MS',cursive; font-size: 10pt;">Students will assess their own levels of empathy and how this character trait affects online and offline behaviors toward others <span style="font-family: 'Comic Sans MS',cursive;">The students will also share hypothetical or real cyberbullying examples to determine the best ways to respond to cyberbullying.

Students will share the group wiki presentations using Skype with students in the other classrooms.

<span style="font-family: 'Comic Sans MS',cursive;">Within the individual classrooms students will work in collaborative groups to research cyberbullying to gain knowledge in order to successfully participate in an open discussion with students in the other classrooms. The students will work in groups to research the following items: definition of cyberbullying, what online activities would constitute as cyberbullying, how cyberbullying can affect the victim, what the consequences are of cyberbullying, and how to deal with and stop cyberbullying.
 * <span style="font-family: 'Comic Sans MS',cursive;">Each Classrooms' Collaboration: **

Students in individual classrooms will work in groups to create a wiki presentation that we include the knowledge that they gained from their research and their discussion with other classes.

Students will take a self-assessment of their empathy levels ( [|http://www.performwell.org/index.php/find-surveyassessments/outcomes/social-development/social-competencesocial-skills/empathy-scale-for-teenagers#popup] ) and research the effect of empathy on social behaviors, including cyberbullying.

Laptop/Desktop for teacher use Laptop/iPad/Chromebook for each student Projector Internet Access Headphones per student Software options, such as PowerPoint, Keynote, iMovie, Movie Maker, Word, Haiku Deck, etc.
 * Equipment:** List the equipment needed to teach your unit.


 * Step-by-Step Instructional Strategies:** Describe each step you will follow in implementing your project, including a description of each activity. Describe them in sequential order and with enough detail that another teacher could pick up your instructional strategies and teach from them.


 * <span style="font-family: 'Comic Sans MS',cursive;">Day One **

<span style="font-family: 'Comic Sans MS',cursive;">1. Open Discussion:

ASK- What are some positive aspects of going online?

Sample responses:

Finding information quickly

Meeting people with similar interests

Communicating with people around the world

Having fun

EXPLAIN that to really enjoy the power of the Internet, it is important for students to learn how to responsibly handle any situation they might encounter online so they can keep their experiences positive.

ASK- What are some of the ways that people hurt other people’s feelings online?

Sample responses:

Joking comments that people write about me online that may seem like putdowns to others

When my friend badgers a girl in our class

When my friend logs in to my other friend’s account and makes me think it’s him

2. To introduce the unit topic students will view a short video that will introduce cyberbullying and what it is. (Youtube Video: What is Cyberbullying? [] ) Discuss video with students.

3. DISTRIBUTE the “That’s Cyberbullying Student Handout”. Have students read the scenarios and complete. Have them read, “Feeling Uncomfortable,” “Recognizing Cyberbullying,” and “Use Common Sense!” which will aid them in filling out the Handout.

4. DISCUSS the students’ responses when they are done.

5. ASK

Who are the cyberbullies? (The two girls who are not invited to the sleepover.)

Who is the target? (Sondra)

Is this a cyberbullying situation? Why or why not? (Yes. The angry girls have created cyberbullying situation because their behavior is intentional and harassing.)

How do you think Sondra might feel, other than embarrassed? (Explain that when the students put themselves in Sondra’s shoes, they empathize with her. To be a good friend, it is important to empathize with the targets of cyberbullying. The website that the girls created is mean, but Sondra may still feel regretful. Maybe she wishes she had invited the other girls, or that her parents’ rules had been different.)

Why do you think the two girls created the mean website about Sondra? (They felt left out. They did not like Sondra anyway, and they now had an excuse to be mean to her.)

Imagine someone saying that they hate you and making fun of you everywhere you go at school. Now imagine someone doing that on the Internet. How are these two situations similar? How are they different? (Guide students to think about how in-person bullying and cyberbullying both make targets feel bad, but that many more people that you don’t know will witness the bullying online because it is so public and attacks spread so fast. Also, you can physically get away from the in-person bullying by removing yourself, but it’s hard to get away online.)

What advice would you give Sondra about how to handle the situation? (Guide students to think about the “Use Common Sense!” tips at the bottom of the Student Handout. Sondra could save and print out evidence on the website, talk to a friend, and tell a trusted adult – someone who she believes will listen and has the skills, desire, and authority to help.)

ASK- What do you think the people who are bullying Sondra would say about their behavior?

Sample responses:

They might say they were only kidding, they didn’t mean any harm, or it was just a joke.

Students creating a website might also say that it is a matter of free speech. (Point out that whether or not the First Amendment permits it, bullying with a website is unkind and hurtful. Moreover, it may be against school rules and grounds for disciplinary action <span style="color: #080707; font-family: 'Comic Sans MS',cursive;">if it interferes with the learning environment or is threatening .)

<span style="font-family: 'Comic Sans MS',cursive;">6. EXPLAIN to students that good experiences online are much more common than bad ones. However, just as in the real world, situations online can arise in which they might encounter something uncomfortable. Point out that in this lesson they can learn how to deal with some of those upsetting experiences. <span style="color: #0d0c0c; font-family: 'Comic Sans MS',cursive; font-size: 10pt;">Explain the meaning of empathy and have students provide examples.

<span style="font-family: 'Comic Sans MS',cursive;">INVITE students to share their own stories of bullying or cyberbullying situations, without using actual names.

7. Encourage them to discuss how the target felt. Use the prompts below if students are having trouble remembering incidents.

Possible prompts:

Have you ever seen kids’ webpages or messages that caused another student distress?

What happened? Why? Remember, don’t use real names.

8. Have students take the empathy self assessment (included in resources) to evaluate their own empathy for others.


 * <span style="font-family: 'Comic Sans MS',cursive;">Day Two **

<span style="font-family: 'Comic Sans MS',cursive;">1. Advise students that they will be Skyping with two students in two different 8th grade classrooms and that their partners have already been predetermined. Tell students to make sure that they keep in mind the rules for using social media during class. Tell students that they will be using their research and what they learned from our class discussions to talk with their peers about what they have learned about cyberbullying. They will work together to create a product to help discourage cyberbullying, such as a PSA video, posters, brochure, etc. Tell students that the purpose of the Skype is to make notes of any “new” information about cyberbullying that they learn from their Skype partners. Tell students that they also need to discuss ways that cyberbullying can be stopped and/or prevented with their partner. Tell students that there is space provided on their Research Note Taking Handout to write their new information. Using Skype, have students meet their collaboration partner classroom. Students should introduce themselves and brainstorm possible prevention strategies they have already considered.

2. In groups of 4-5 students will begin researching cyberbullying using the internet. Advise students that after they have completed their research they will be collaborating with students in two other classrooms to share what they have learned and to discuss ideas on how cyberbullying can be stopped. Advise students that they will work in their groups to create a prevention plan and product that will be shared on the classroom Wikispace

Provide to students:

Management Log, Cyberbullying Research Handout, Guidelines for using Social Networking, Wikispace Guidelines, Group Collaboration Rubric, Self Evaluation

3. Instruct students to separate the work between each member and complete the Management Log. Management Log will be turned in at the end of the unit.

4. Teachers will formatively assess students as they work on their researching cyberbullying by walking around the room to ensure that all students are on task, answer questions students may have, and redirecting students. Teachers will also complete a Skype Summative Assessment Rubric to ensure that students properly used the program.


 * <span style="font-family: 'Comic Sans MS',cursive;">Day Three **

<span style="font-family: 'Comic Sans MS',cursive;">1. Using the Cyberbullying Research Handout, students will use the internet to research the various topics pertaining to cyberbullying. Students will use the Research Note Taking Handout to keep track of their information and sources where information was gathered from.

2.Teacher will instruct students on how to use Skype using a Skype PowerPoint Presentation.

3. Advise students that they will now log in to their classroom skype account and will be connected to students in two other classrooms. Students will use the remainder of the class period to chat with their partners and begin planning their collaborative project.

4. Teachers will use authentic formative assessment rubrics to ensure that all students contributed to the group project and effectively and appropriately contributed to the Skype collaboration.


 * <span style="font-family: 'Comic Sans MS',cursive;">Day Four **

<span style="font-family: 'Comic Sans MS',cursive;">1. Using Skype, teams will meet again to firm up project plans and share any new ideas or information. Teams should also divide up the roles and responsibilities and create a checklist of tasks to be completed by the members at each campus.

2. Teachers will take up and check the Research Note Taking Handout to ensure that all students completed all research, made notes on what they learned from their Skype partners, and ideas that they came up with on ways to stop and/or prevent cyberbullying.

3. Watch “How to create and edit a Wiki Pages” YouTube video.

4. Have students log onto Wikispace and begin working in their groups to create their Wiki pages.

5. Classroom groups will begin the creation of their project elements. Students should refer to their team checklist to ensure that they are meeting group goals and responsibilities. Students can use Google Docs to store their project elements and share with their collaboration team members at the different campuses.

6. Students will use the remainder of the class to create their Wiki pages.

7. As students work on their Wiki pages the teacher will formally assess students to ensure that they are on task and answer any questions that they may have.


 * <span style="font-family: 'Comic Sans MS',cursive;">Day Five **

<span style="font-family: 'Comic Sans MS',cursive;">1. Students will finish their Wiki pages and present to class.

2. An authentic summative assessment rubric will be completed by the teacher to ensure that all students completed and contributed to their group's Wiki Page.