Timeline, Guidelines & Judgi

Student Consent Form

Lesson Plan

The Colorado DtWT Challenge meets several of the Colorado Model Content Standards in the areas of Reading and Writing and Civics. 
Teachers can also incorporate this writing Challenge into their own school’s bullying prevention and education initiatives as mandated by the Colorado Bullying Prevention Law of 2001.
Teachers can refer to the following websites for more information on the Colorado Model Content Standards and bullying prevention advice:

www.cde.state.co.us
www.no-bully.com

Reading and Writing

 Standard 2: Students write and speak for a variety of purposes and audiences:

• Write and speak for a variety of purposes such as telling stories, explaining concepts and procedures, and persuading;
• Write and speak for audiences such as peers, teachers, and the community;
• Use a variety of devices such as figurative language, symbolism, dialect, and precise vocabulary to convey meaning

 Standard 4: Students apply thinking skills to their reading, writing, speaking, listening,   and viewing

• Make predictions, analyze, draw conclusions, and discriminate between fact and opinion in writing, reading, speaking, listening, and viewing
• Use reading, writing, speaking, listening, and viewing to define and solve problems;
• Recognize, express, and defend points of view in writing

Civics

Standard 1.4: Students know the distinctive characteristics of the political culture of the United States

Middle school students should be able to:

• Analyze why conflicts arise, and ways in which conflicts can be resolved in a peaceful manner

 Standard 2.3: Students know and understand the place of law in the Colorado and constitutional systems

 Middle school students should be able to:  

• Describe alternative means of conflict management, including negotiation, mediation, arbitration, and litigation

Standard 4.2: Students know how citizens can fulfill their responsibilities for preserving the constitutional republic.  

            Middle school students should be able to:

• Identify contemporary issues that involve civic responsibilities and analyze various positions on those responsibilities (for example, accepting responsibility for the consequences of one’s actions as a citizen, considering the rights and interests of others, voting, obeying the law, paying taxes, performing voluntary public service, jury service, serving the in armed forces).
• Analyze the implications of not fulfilling citizen responsibilities .

Classroom Activities

The following classroom activities are offered as suggestions to introduce the Challenge to your class:

1) Small groups:

Teachers can post the 3 DtWT Challenge questions on the board and allow students time to discuss each question in small groups.  One student from each group can summarize what was discussed as the teacher writes key points from each group on the board.  Students can then be encouraged to write their own thoughts and personal stories addressing the 3 questions.

2) Whole-Class:

Teachers can post the 3 DtWT Challenge questions on the board and begin class discussion by reading aloud a scenario.  Students can then discuss the scenario, and can brainstorm possible responses to the 3 key questions.  Students can then be encouraged to write their own thoughts and personal stories addressing the 3 questions.

Sample Scenarios

Scenario No. 1:  A boy gets into an altercation because of peer pressure and pays the price.

Boy A, 14-years-old, is bumped in the hallway by Boy B, who is 13-years-old.  Boy B, knowing the bump was unintentional and the result of a crowded hallway, does not apologize to Boy A.  At lunch, Boy A’s “friends” who witnessed the hallway bumping incident and who did not like Boy B, repeatedly encourage Boy A to confront Boy B.  Boy A’s “friends” even make up a rumor that Boy B had been bad-mouthing Boy A after the bumping incident.  Boy A, feeling pressured by his “friends” and believing that his “rep” was on the line, confronts Boy B and threatens to beat him up.  Unexpectedly, Boy B, who had been bullied throughout the year by other students, pulls out a knife he had brought to school for “protection” and stabs Boy A.  Boy A lives, but will forever have physical discomfort from the stabbing.  Boy B is arrested and charged as an adult with attempted murder.

 Questions to consider with the class:

 Why do you think Boy A felt it was necessary to confront Boy B?

1. What role did Boy A’s “friends” have in causing the confrontation?  Were they really Boy A’s friends?
2. Why do you think Boy B had a weapon at school?
3. Could the confrontation have been prevented?
4. Was Boy A’s belief that his reputation was on the line worth his getting stabbed over?
5. Was getting arrested and charged with attempted murder worth it to Boy B?
6. Could Boy A and Boy B have handled the situation differently?
7. Is it unusual for one group of students to encourage another student to start a confrontation?
8. Do you know, or have you heard, of similar incidents?

Scenario No. 2:  A girl brings a gun to school.

Since the 6th grade, Girl A, 14-years-old, has been constantly picked on, made fun of, and beaten up by students at her school.  Girl A’s friends have encouraged her to tell her parents, teachers and/or other school administrators, but Girl A believes that her concerns will be written-off on the basis that “kids will be kids.”  Girl A’s friends do not tell anyone of the almost daily verbal and physical abuse Girl A faces at the hands of some other students.  Girl A, having endured so much bullying, decides the best way to end it is to commit suicide.  Girl A lives, however, but is now paralyzed as a result of her attempt to end her life.

Questions to consider with the class:

1. Why do you think Girl A attempted to take her own life?
2. What could Girl A have done instead to try to stop the bullying?
3. What could Girl A’s friends have done to help her?  Did their silence play a role in Girl A’s bullying problems?
4. Could Girl A’s attempted suicide have been prevented?
5. Was Girl A’s belief that adults would write off her concerns on the basis that “kids will be kids” a reasonable belief?  Why or why not?
6. Was the price Girl A paid for her decision (being paralyzed) worth it?  Were their better alternatives available to Girl A?
7. Do you know, or have you heard, of similar incidents?

Scenario No. 3:  A girl fails to get involved.

 Questions to consider with the class:

1. Why do you think Boy A felt it necessary to bully Boy B?
2. What could Boy B have done to try to stop the bullying?
3. What could Girl A have done to try to stop the bullying?
4. Was Girl A equally responsible for the bullying of Boy B because of her inaction?
5. Was Girl A’s fear of not being part of the “popular” crowd a legitimate reason not to get involved?
6. What might be the consequences if no one gets involved to try to help Boy B?
7. Is it unusual for students not to get involved when they see another student getting bullied?
8. Do you know, or have you heard, of similar incidents?