Quebec Competencies Chart - First, Do No Harm: Being an Active Witness to Cyberbullying

Author: Matthew Johnson, Director of Education, MediaSmarts
Level: Grades 9-12
Lesson Length: 1.5-2 hours
Lesson Link: http://mediasmarts.ca/teacher-resources/first-do-no-harm-being-active-witness-cyberbullying

Description: In this lesson, students consider how difficult and complicated it can sometimes be to do the right thing. Students are asked to consider whether they agree with a number of widely-held moral principles and then are asked to consider a moral dilemma in which a number of moral principles are in conflict, reflecting on how their view of it may change based on the details of the scenario. They then explore the idea of weighing different moral principles against one another and develop their own moral dilemmas. Finally, students learn practical tools for deciding how best to intervene when they witness cyberbullying and apply those tools to moral dilemmas relating to cyberbullying.

Cross-curricular Competencies

Broad Areas of Learning

  • To solve problems
  • To exercise critical judgement
  • To use creativity
  • To use information and communication technologies (ICT)
  • To cooperate with others
  • To communicate appropriately
  • Media Literacy
  • Health and Well-Being
  • Citizenship and Community Life

 

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

English Language Arts

To Read and Listen to Literary, Popular and Information-Based Texts

  • To use a response process when reading and listening to literary, popular, and information-based texts
  • To construct her/his own view of the world through reading and listening to literary, popular and information-based texts
  • To construct a profile of self as reader
  • To self-evaluate her/his reading development
  • To construct meaning by applying appropriate reading strategies

To Represent Her/His Literacy in Different Media

  • To apply appropriate strategies for constructing meaning
  • To self-evaluate her/his development as a viewer and producer of media texts
  • To follow a process to respond to media texts
  • To construct her/his own view of the world through the media
  • To follow a production process in order to communicate for specific purposes to a specified audience

To Use Language to Communicate and Learn

  • To use language (talk) to communicate information, experiences and point of view
  • To self-evaluate her/his language development
  • To use language (talk) for learning and thinking
  • To apply her/his knowledge of linguistic structures and features
  • To interact in collaborative group activities in a variety of roles

Drama

To invent short scenes

  • To use personal ideas inspired by the stimulus for creation
  • To share his/her creative experience
  • To use elements of the language of drama, performance techniques, styles of theatre and elements of drama
  • To organize the elements he/she has chosen
  • To finalize a production

To interpret short scenes

  • To become familiar with the dramatic content of the scene
  • To share his/her interpretation experience
  • To apply elements of the language of drama, performance techniques, styles of theatre and elements of  drama
  • To bring out the expressive elements of the scene
  • To apply the rules for group performance

To appreciate dramatic works, personal productions and those of classmates

  • To examine an excerpt from a dramatic work or a dramatic production for elements of content
  • To share his/her appreciation experience
  • To examine an excerpt from a dramatic work for sociocultural references (Cycle Two and Cycle Three)
  • To make connections between what he/she has felt and examined
  • To make a critical or aesthetic judgment

Ethics and Religious Culture

Reflects on ethical questions

Identifies a situation from an ethical point of view

  • Describes a situation and puts it into context
  • Reformulates a related ethical question in his/her own words
  • Identifies values and norms in the ethical question
  • Identifies tensions
  • Compares his/her perception of the situation with that of his/her classmates

Evaluates options or possible actions

  • Suggests possible actions
  • Looks for the effects of certain actions on oneself, others or the situation
  • Chooses actions to promote that foster community life
  • Reflects on the factors that influenced these choices

Examines several cultural, moral, religious, scientific or social references

  • Finds several references present in different points of view
  • Looks for the role played by these references
  • Considers other references

Engages in dialogue

Organizes his/her thinking

  • Identifies the subject of dialogue
  • Makes connections between prior knowledge and new knowledge
  • Takes stock of his/her reflections

Develops a point of view

  • Uses his/her resources and available information
  • Recognizes the existence of different ways of perceiving the subject of dialogue
  • Expresses his/her way of perceiving the subject of dialogue
  • Reflects on his/her process

Interacts with others

  • Expresses his/her preferences, feelings or ideas
  • Participates in developing the rules for engaging in dialogue
  • Expresses his/her point of view and listens to others› views
  • Asks questions
  • Explores how to overcome obstacles to dialogue