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