Quebec Competencies Chart - Impact! How to Make a Difference When You Witness Bullying Online

Level: Grades 7 to 9
Lesson Length: 2-3 hours
Subject Area: Cyberbullying, digital citizenship, internet & mobile, online ethics
Lesson Link: http://mediasmarts.ca/teacher-resources/impact-how-make-difference-when-you-witness-bullying-online

Description: In this lesson, students discuss reasons why they might be reluctant to intervene when they witness cyberbullying and identify ways that they can help without making things worse. They then use the interactive tool Impact! How to Make a Difference When You Witness Bullying Online to help them decide how to navigate scenarios relating to being a witness to bullying, and share their experiences to help them understand how important it is to think carefully before you act. Finally, students learn about “decision trees” and other infographics and create an original infographic to communicate what they’ve learned about how to intervene when they witness cyberbullying.

Cross-curricular Competencies                      

  • To solve problems
  • To exercise critical judgement
  • To use creativity
  • To adopt effective work methods
  • To use information and communication technologies (ICT)
  • To cooperate with others
  • To communicate appropriately        

Broad Areas of Learning

  • Media Literacy
  • Health and Well-Being
  • Citizenship and Community Life

This lesson satisfies the following Competencies from the Quebec Education Program:

English Language Arts

Uses language/talk to communicate and learn

Establishes a repertoire of resources for communicating and learning in specific contexts

  • Investigates the affordances of spoken language as a mode of communication
  • Examines some of the aesthetic qualities of spoken language
  • Develops rhetorical strategies to achieve specific purposes
  • Examines the affordances of genres
  • Extends the range of strategies for collecting the data needed for use in specific genres

Participates in the social practices of the classroom and community in specific contexts

  • Investigates the uses of spoken language in the school and community
  • Plans and carries out independent units of study
  • Conducts exploratory ethnographic research
  • Organizes and maintains an integrated profile of work over the cycle
  • Engages in a process of self-evaluation and reflection

Interacts with peers and teacher in specific contexts

  • Collaborates with peers to construct knowledge about how things are done
  • Participates in collaborative action research groups using an inquiry process
  • Applies procedural and meaningmaking strategies to achieve a purpose
  • Contributes to team efforts as an interactive and critical listener

Produces texts for personal and social purposes

Extends repertoire of resources for producing texts

  • Immerses self in texts to learn how they are constructed
  • Investigates the codes and conventions of various genres
  • Creates criteria for what makes text(s) effective
  • Examines the affordances of different modes and genres to make production decisions
  • Uses models of different texts to apply chosen features in own work
  • Applies codes and conventions of written and media language
  • Compares own style in relation to other writers/producers
  • Develops standards for using language responsibly to represent people, events and ideas

Constructs a relationship between writer/producer, text and context

  • Understands that all texts are constructed in specific contexts for specific audiences and purposes
  • Researches as a writer/producer to become more informed, to create authentic contexts and to characterize an audience
  • Assumes various roles in own productions
  • Analyzes the elements of the context and shapes the text accordingly
  • Examines the differences between producing texts for public and private spaces.

Adapts a process to produce texts in specific contexts

  • Participates both individually and collaboratively in different recursive phases of the production process
  • Confers regularly with peers and teacher throughout the production process
  • Uses feedback strategies to improve own productions and support peers
  • Reflects on own development as a writer/producer over time
  • Monitors own learning
  • Cultivates a variety of media and writerly practices
  • Explores a variety of avenues for wider publication

Ethics and Religious Culture

Reflects on ethical questions

Analyzes a situation from an ethical point of view

  • Describes a situation and puts it into context
  • Formulates a related ethical question
  • Compares points of view
  • Explains tensions or conflicting values
  • Compares the situation with similar situations
  • Compares his/her analysis of the situation with that of his/her classmates

Examines a variety of cultural, moral, religious, scientific or social references

  • Finds the main references present in different points of view
  • Looks for the role and the meaning of these references
  • Considers other references
  • Compares the meaning of the main references in different contexts

Evaluates options or possible actions

  • Suggests options or possible actions
  • Studies the effects of these options or actions on oneself, others or the situation
  • Chooses options or actions that foster community life
  • Reflects on the factors that influenced these choices

Engages in dialogue

Organizes his/her thinking

  • Identifies the subject of dialogue
  • Makes connections between prior knowledge and new knowledge
  • Distinguishes between what is essential and what is secondary in the different points of view expressed
  • Takes stock of his/her reflections

Develops a substantiated point of view

  • Uses his/her resources and looks for information about the subject of dialogue
  • Develops further his/her understanding of different points of view
  • Imagines various hypotheses
  • Fleshes out a point of view
  • Anticipates objections and necessary clarifications
  • Validates his/her point of view
  • Reflects on his/her process

Interacts with others

  • Develops an awareness of his/her reaction to the subject of dialogue
  • Looks for conditions that foster dialogue
  • Expresses his/her point of view and pays attention to others’ views
  • Explains different points of view, using relevant and coherent arguments
  • Asks for clarification
  • Implements means to overcome obstacles to dialogue

Physical Education and Health

Adopts a healthy, active lifestyle

Develops a plan designed to maintain or change some personal lifestyle habits

  • Using appropriate tools, prepares a summary of observable facts about own lifestyle habits
  • Chooses two lifestyle habits to maintain or change, if appropriate
  • Begins a process
  • Identifies own tastes and aptitudes
  • Plans a strategy with two realistic objectives and anticipates the consequences
  • Uses a variety of resources

Evaluates own process and lifestyle habits

  • Using appropriate tools, measures whether own fitness level has been maintained or improved
  • Judges whether the objective was met, in light of data collected
  • Explains the reasons for difficulties and achievements
  • Reconsiders choice of strategy and results obtained
  • Identifies new learning

Recognizes work accomplished

  • Makes a decision based on the evaluation
  • Carries out the plan
  • Applies own strategy to improve or maintain two lifestyle habits
  • Uses the resources required to carry out the plan
  • Perseveres in carrying out the plan
  • Using appropriate tools, compiles facts about changes to own lifestyle habits