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Lesson: Anti-Bullying Role Plays

Objective: To learn the terms victim, ally, bystander. To develop a proacticve anti-bullying action plan.

Grade Level: Middle School, high school, college

Materials needed: Make a two-sided stick mask. One side should have a simple happy face and the other a sad face.

FIRST SCENARIO – Obesity discrimination

Purpose is to define behaviors of bullies and allies and to elicit their characteristics from the audience

 Setting – School lunchroom

Victim: Kendra, is seated at a lunch table showing the “smiley” face
Bystander: Sara or Sam, is seated at an adjacent table with the Ally, Hannah
Bully: Chris, walks over from another table and begins speaking,

CHRIS: “WELL, if it isn’t Kendra our happy, French fry eating, extra mayonnaise slopping classmate. REALLY, Kendra, don’t you ever get tired of buying extra large clothes from Wal-Mart?  Sooner than later you’ll have to buy tents to fit into.”

               (Kendra turns around her smiley face to the frown).

               (Sara or Sam overhears Chris and stops talking with Hannah, then pretends nothing is happening and continues to converse with Hannah).

               (Hannah, breaks off talking with Sara and walks over to Kendra’s table).

HANNAH: “Speaking of tents, Chris, what is your intent here?  If it is to disturb our eating, or cause a scene, please do it elsewhere.  Kendra and I happen to enjoy French fries as do most  kids here.  I bet Mrs. Hamilton enjoys them too.  Would you like to go with me to ask her?  You might find out that there is a “big tent” of people who like French fries”. Kendra why don’t you come sit with us?

   (Chris, backs away from Kendra and Hannah, as Kendra turns around her mask to the smiley face).

 

AUDIENCE IS ASKED TO LIST ON A FLIP CHART THE BEHAVIORS / CHARACTERISTICS OF BULLIES VERSUS ALLIES and also identify the victim and the bystander.

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SECOND SCENARIO - Hearing impaired discrimination

               Purpose is to further define actions of allies to stop current bullying and prevent future incidents.

  Setting - School hallway

Victim: John, is removing books from his locker. (smiley face is on).
Bystander: Austin, is at an adjacent locker, putting books in his.
Ally: Brian, is at another locker talking to a friend.
Bully: David, is walking down the hall and quietly slides behind John.

DAVID: “Earth to John, can you hearrrrr me?   Is your microphone not working or is it your brain?       
My dog reacts more than you do when I talk to him.”

               (John notices people looking behind him and smiling.  He turns around and sees David.  He replaces the smiley face with a frown and then tries to ignore what’s happening).

               (Austin continues to smile as David speaks again).

DAVID: “Oh, excuse me, did I disturb your silence?  Maybe if you listen more, you could speak so we could understand you.”

(Brian stops talking to his friend and moves between John and David and speaks).

BRIAN: : “David, doesn’t Mr. Chamberlain expect you in his classroom soon for extra help.    John and I are not on his mandatory help list.  I wonder if you should listen more in class and talk less in the halls.  John, let’s you and I go to the gym to shoot some baskets.   You could help my game. Good luck on your next science test, David.  Later…”

Discussion: Refer back to chart of actions. What other ways could the ally have taken action. What should the bystander have done?

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THIRD SCENARIO - Ethnic discrimination

Purpose is encouraging action plans for elementary, secondary, workplace and nation states to develop allies and to minimize bullying.

               Setting – Halftime, behind the stadium seating at a soccer match

 Victim: Tsen, with another Asian-American hanging out looking for girls
Bystander: Joe, talking to Ally, Bill, about the first half play
Bully: George, part of a group of football players who have been drinking
George begins.

GEORGE: HELLO, if it isn’t Tsennnnnnnsantional Chink, our resident Chem. lab pet.   I ‘betcha you are on your knees every day in front of Dr. Moore after lab.  I think kneepads are more your style than lab coats.  That’s probably how you got your “A”.  What do you
think guys?   Do you think brown-nosed, Chinkistan, here, could be a good blocking
dummy?  Let’s practice “hitting the line”.  Hep!

               (Bully, George, with arms outstretched move into Tsen, as Joe watches and remains silent).
(Bill, shouts, to the bleachers above).

BILL: “HEY!  YOU GUYS UP THERE IN THE STANDS, CALL A COP!  We have a serious problem going on down here.  Joe, DIAL 911 on your cell phone, NOW.   Then, run to the nearest parent or Prof.  to have them get a cop or help down here, NOW.  I’M going to stay here to be able to testify HOW it happened and WHO made it happen.   This makes our whole soccer team look bad as well as our school.  We need to make sure it doesn’t happen again.  GO, NOW!

 

Discussion: What specific actions did the ally take? Which ones were on our list? Should we add any? Why is it important for bystanders to take a role, especially in a potentially violent situation like this?

 

 

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