Lesson: Being a Bully, Bystander, or Ally: What is the difference?

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

Grade Level: Upper elementary, middle school, and high school.

Materials needed: Make a two-sided stick mask. One side should have a simple happy face and the other a sad face. Have available a large sheet of paper, a board, or a smartboard.

Note: Names and genders can be changed as desired.

FIRST SCENARIO – Obesity discrimination

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

Setting– School lunchroom

Roles

• 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 or 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: “Kendra, why don’t you come sit with us?”

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

Follow Up Discussion: Audience is asked to list on a flip chart the behaviors and characteristics of bullies versus allies and also identify the victim and the bystander in the skit.

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 so John can see his lips).

BRIAN: “David, doesn’t Mr. Chamberlain expect you in his classroom soon for extra help? 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…”

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

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 walking past the group.
• Bystander: Joe talking to Allison and Bill about the first half play.
• Allies: Allison and Bill
• Bully: George, part of a group of soccer players who have been fooling around.

(George begins.)

GEORGE: HELLO, if it isn’t Tsennnnnnnsantional Chink, our resident Chem lab pet. 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.”

(George with arms outstretched charges into Tsen. Joe watches and does nothing.)

BILL: “Stop, George.”

GEORGE: “Make me.” (He pushes Tsen to the ground.)

(Bill shouts to the people in 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 teacher and have them get a cop or help down here, NOW. I’m going to stay here to be able to testify about HOW it happened and WHO made it happen. If someone has a cell phone start filming. This makes our whole soccer team look bad.”

Allison: “I am going to stand here and be a witness too”.

Others join her.

Follow Up Discussion: Refer back to chart of actions. What other ways could the ally have taken action. Why is it important for many people to stand up as allies in a violent situation? How has the ability to film a bullying incident changed the way victims are treated?