Cyberbullying: Crossing the Line

Download Student Activity Sheet(s) for printout.

Read a Letter to Educators about cyberbullying from NSBA's Technology Leadership Network.

Overview

Students learn that when cyberbullying includes threats to safety, they must involve trusted adults. They develop a plan to enable students to report cyberbullying to school authorities anonymously.

Objectives

Analyze online bullying behaviors that could be considered threatening.
Generate multiple solutions for dealing with a cyberbullying situation that includes threats.
Use creative thinking to propose ways to report cyberbullying and threats anonymously.

National Educational Technology Standards for Students © 2007

Source: International Society for Technology in Education

Communication and Collaboration
1. interact, collaborate, and publish with peers, experts or others employing a variety of digital environments and media.
2. communicate information and ideas effectively to multiple audiences using a variety of media and formats.
Digital Citizenship
1. advocate and practice safe, legal, and responsible use of information and technology.
2. exhibit leadership for digital citizenship.

Home Connection

Download the Grades 6-8 Home Connection page related to this lesson.

Site Preview

An optional strategy for using Web 2.0 tools with your students is recommended under Teach 4.

Materials

Activity Sheets (2)

Introduce

Have students list all the ways they can send electronic messages to one another. Answers may include e-mail, instant messages, postings on social networking sites, messages via game Web sites, postings on message boards, texting from cell phone to cell phone, and text messaging from cell phones to e-mail accounts.
Discuss the positives and negatives of electronic messages, including the fact that it's sometimes hard to know the intent of the sender (for example, whether they are serious or just kidding). Students may differentiate between voice mail and text-based electronic messages, the latter being more difficult to interpret without the auditory clues provided by human voices.

Teach 1: What's the Problem?

Distribute the activity sheets. Have students read the scenario about Eric, Alexis, and the electronic messages.
Have students write their answers to the two questions under What's the Problem? Look for responses that indicate students' understanding that Eric is probably very distressed—and rightly so—by the repeated anonymous cruel messages and that Alexis cannot be sure from Eric's message whether he is just angry or if he intends to physically harm her.
Invite students to share their own stories without using actual names. Ask: Have you ever witnessed kids' texting that crossed the line? What happened? Why? Remember, don't use real names.

Teach 2: Think About It

Have students read the Think About It section on the first activity sheet and share their answers.
Explain to students the formal definition of cyberbullying: intentional and repeated use of computer and cell phone networks by kids and teens to cause harm or distress to other kids and teens.

Teach 3: Find Solutions

Point out that, in this scenario, Eric crossed the line by making a cyber threat. Because it is difficult to know how serious Eric is about acting on his threat, it should be taken very seriously and reported to adults in authority.
Make sure students' answers reflect understanding that Alexis should report the cyber threat to the school and her parents, that Eric could have asked adults for help before he reached the point of making an angry threat, and that the students who knew what was going on should have supported Eric and reported the cyberbullying.

Teach 4: Take Action

If necessary, suggest to students that they consider a drop box, a Web site form, or a dedicated e-mail address.

Use Web 2.0 tools, such as a wiki, to allow students to brainstorm ideas, collaborate in refining their proposals— including uploading supporting drawings or photos—and publish their work for viewing by school administrators.

Assess

The following items assess student mastery of the lesson objectives.

Ask: What kinds of behaviors are considered cyberbullying? (sending messages over the Internet or with cell phones that are intended to make someone feel angry, sad, or scared)
Ask: You should tell trusted adults if you observe or are involved in cyberbullying, but when MUST you report it to your school, parents, or other trusted adults? (when there is a threat to hurt someone)

Extend

Students will benefit by revisiting this lesson each year.
Have students who completed this lesson in a previous grade keep a journal for two weeks related to cyberbullying situations they come across. Suggest they include incidents they witnessed as well as were directly involved in. Have them use the journal to reflect on what alternatives they had and how they chose to handle the situations.

Cyberbullying Prevention Activities for Your School, Families, and Community

Extend this classroom lesson with activities that will support a cyberbullying prevention campaign for your school, families, and community.

includes strategies for using interactive online Web 2.0 tools.

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