Camille Portelli Shawnah Staples Alisa Frohlinger Cathy Stein

Interpersonal Development Self-Management

CBC kids 70% of Canadian teens have been bullied online 44% said they’ve bullied someone online 38% reported having experienced cyberbullying within the last three months,”

What happened? 76 per cent of respondents reported being called names and being made to feel bad 52 per cent reported having rumours spread about them 38 per cent reported being threatened or scared Method Used? 77 percent reported being bullied by instant messaging 37 percent by 31 percent on social networking sites, such as MySpace and Facebook

Results? 43 per cent said they did nothing 32 per cent confronted the person who bullied them 27 per cent told a friend. Did it help? 39 per cent said taking some action helped by making them feel better 35 per cent said it had no impact 31 per cent, though, said it stopped the bully from doing it again. Age: 50 per cent of respondents said they were between the ages of 13 and 15 years

GRADE 7 CURRICULUM EXPECTATIONS

(C1.1) describe benefits and dangers, for themselves and others, that are associated with the use of computers and other technologies, and identify protective responses (C2.2) assess the impact of different types of bullying or harassment on themselves and others, and identify ways of preventing or resolving such incidents

(1.2 ) interpret increasingly complex or difficult media texts, using overt and implied messages as evidence for their interpretations (2.2) identify the conventions and techniques used in a variety of media forms and explain how they help convey meaning and influence or engage the audience (3.3) identify conventions and techniques appropriate to the form chosen for a media text they plan to create, and explain how they will use the conventions and techniques to help communicate their message

(4.1) identify what strategies they found most helpful in making sense of and creating media texts, and explain how these and other strategies can help them improve as media viewers/ listeners/producers (4.2) explain how their skills in listening, speaking, reading, and writing help them to make sense of and produce media texts

Explain how the Internet is a powerful tool for disseminating both positive and negative ideas Explain that it is difficult to tell if a website represents the opinion of one person or thousands of people Relate the privileges of cyber citizenship to the responsibility of adhering to an acceptable use policy

Think Before You Post

Explain that new ways of communicating necessitate consideration of how people may react Describe good manners common to all messages in cyberspace Give examples of good manners specific to , chat, and instant messaging

You Can’t Take It Back

Recognize and understand cyberbullying Understand how cyberbullying presents itself in a school environment and learn strategies to deal with it Learn strategies that can be used to prevent cyberbullying

Definition

Jaleesa and Kim are friends at Jefferson Middle School. Kim tells Jaleesa that she doesn’t want to hang out with her any more. Jaleesa is angry and upset. She uploads a photo of Kim from her cell phone that was taken at a slumber party two weeks earlier. Jaleesa sends the photo to everyone on her buddy list with a message attached: “Kim is such a ****.”

Kevin sends his friend José a short video he made at home—a re-enactment of a famous fantasy movie scene. José, laughing at how Kevin looks, shows it to some other boys at school. The boys laugh at Kevin too and decide to post it on a video-sharing Web site. Millions of people view Kevin’s video. Nasty comments are posted. Every day, Kevin goes online to check and sees more comments like “idiot” and “fat nerd.” Every day, he goes to school and hears more cruel comments from his classmates.

Eric gets a lot of pressure from his parents to do well in school. Other kids in school tease him because he tries so hard but still gets bad test scores. He gets instant messages and text messages during the day and at night. The word loser is in most of them. Eric thinks he knows who is behind the messages: Alexis, the most popular girl in the eighth grade. To get back at Alexis, Eric sends her this message: I’m going to kill you for doing this. Your friends, too.

Art/Health – Anti-Cyberbullying poster Drama/Health - Skit about preventing cyberbullying or dealing with cyberbullying Media Literacy/Drama/Health/Music – Create a music video or Public Service Announcement Math – Data Management: surveys & graphs Writing – Written reflection; write a children’s book Written Research Project - Non-fiction book with facts and statistics

Illuminate Cyberbullying