Wrap-up (5 minutes)
You can use these questions to assess your students’ understanding of the lesson objectives. You may want to ask students to reflect in writing on one of the questions, using a journal or an online blog/wiki.
ASK: What kinds of online behaviors could be considered cyberbullying?
Posting someone else’s video without permission, leaving cruel comments on a website.
ASK: What does it mean to be a bystander to cyberbullying?
A bystander sees cyberbullying happening, but does nothing to help. Some bystanders also might get involved in the bullying, and some will spread the disaster further by recruiting even more bystanders.
ASK: What are some things a bystander can do to become an upstander?
Show understanding and support for the target, don’t react to the bully, tell the bully to stop, or ask a trusted adult for help. Remind students that a trusted adult is someone who you believe will listen and has the skills, desire, and authority to help you.
Point out to students that most kids say they would report cyberbullying if they did not have to identify themselves. Have students brainstorm ways for students to anonymously report cyberbullying at school. Have them make an action plan for dealing with the problem and a proposal for convincing administrators, teachers, students, and parents to get involved.
PSAs, public service announcements, are messages in the public interest that are meant to help raise awareness or change attitudes about a particular social issue. These campaigns, popular since World War II, tend to be short, multimedia messages. Challenge students to work with family members to create a PSA about the importance of being an upstander in 45 seconds or less. Students can use an audio recording, a slide presentation, music, video, or a combination to encapsulate and deliver their powerful message to others.