Lesson Plan
Be an Upstander!
Students will define what it means to be an upstander and identify different ways to intervene in situations of injustice or bullying. They will also practice applying upstander strategies to real-world scenarios.
In a world where negative behaviors can often go unchecked, understanding and practicing upstander behavior is crucial. This lesson empowers students to make a positive difference in their communities and stand up for what is right, fostering a safer and more inclusive environment for everyone.
Audience
12th Grade Students
Time
30 minutes
Approach
Through discussion, scenario analysis, and a role-playing activity.
Materials
- Upstander Slides, - Warm-Up: What Would You Do?, - Upstander Scenarios Activity, - Cool-Down: My Upstander Pledge, - Markers or pens, and - Whiteboard or projector
Prep
Teacher Preparation
10 minutes
- Review the Upstander Lesson Plan and all generated materials.
- Prepare the Upstander Slides for projection.
- Print or display the Warm-Up: What Would You Do? activity.
- Prepare the Upstander Scenarios Activity for group work.
- Print or display the Cool-Down: My Upstander Pledge.
Step 1
Warm-Up: What Would You Do?
5 minutes
- Project or display the Warm-Up: What Would You Do? activity.
- Ask students to individually reflect on the prompt: "Think about a time you saw something unfair happening. What did you do? What did you wish you had done?" (2 minutes)
- Have students share their reflections with a partner or in small groups. (3 minutes)
Step 2
Introduction to Upstanders
5 minutes
- Use Upstander Slides to introduce the concept of an "upstander."
- Define 'bystander' vs. 'upstander' using Slide 2.
- Discuss characteristics of an upstander using Slide 3.
- Facilitate a brief class discussion using the questions on Slide 4: "Why is it sometimes hard to be an upstander? What are some barriers?"
Step 3
Upstander Strategies
10 minutes
- Present various upstander strategies using Upstander Slides (Slides 5-7), such as:
- Direct intervention (if safe)
- Distraction
- Delegating/Reporting to an adult
- Documenting
- Delaying (checking in later)
- For each strategy, provide a quick example or ask students for examples.
- Transition to the Upstander Scenarios Activity. Divide students into small groups (3-4 students per group).
Step 4
Upstander Scenarios Activity
7 minutes
- Distribute or display the Upstander Scenarios Activity.
- Instruct each group to choose one scenario and discuss how they would act as an upstander using the strategies discussed. (5 minutes)
- Have one or two groups quickly share their chosen scenario and their upstander approach with the class. (2 minutes)
Step 5
Cool-Down: My Upstander Pledge
3 minutes
- Distribute or display the Cool-Down: My Upstander Pledge.
- Ask students to silently reflect and write down one specific action they can take to be an upstander in the future.
- Collect pledges or have students keep them as a personal reminder.
Slide Deck
Be an Upstander!
Standing Up for What's Right
- How can you make a difference?
- Why does it matter?
Welcome students and introduce the topic. Explain that today's lesson will be about making a difference when faced with challenging situations.
Bystander vs. Upstander
Bystander: Someone who witnesses a negative event or injustice but does not intervene.
Upstander: Someone who sees something wrong and acts to make a positive difference.
Which one will you be?
Define 'bystander' as someone who sees something happening but doesn't intervene. Define 'upstander' as someone who recognizes that something is wrong and acts to make things right. Emphasize the active role of an upstander.
What Makes an Upstander?
Upstanders are:
- Courageous: They act even when it's difficult.
- Empathetic: They understand and share the feelings of others.
- Responsible: They feel a duty to help.
- Proactive: They take action instead of waiting.
- Principled: They stand up for their values.
Discuss key characteristics such as courage, empathy, responsibility, and a willingness to act. Ask students what they think makes someone an upstander.
Discussion: Why Is It Hard?
Why do people sometimes choose to be bystanders?
- Fear of personal harm
- Fear of social repercussions
- Not knowing what to do
- Believing someone else will act
What are some other reasons?
Open the floor for a brief class discussion. Acknowledge that it can be hard to intervene, and explore why. This helps normalize the difficulty and paves the way for strategies.
Upstander Strategies: The 5 Ds
There are many ways to be an upstander. You don't have to be a superhero!
1. Direct: Directly speak up to the person doing harm (only if safe to do so!).
- Example: "Hey, that's not cool. Stop."
Introduce the 5 Ds. Explain that 'Direct' means confronting the situation if it's safe. Stress that safety is paramount.
More Upstander Strategies
2. Distract: Create a diversion to interrupt the situation.
- Example: "Oh no, I just spilled my water bottle!" (or drop books, ask a random question)
3. Delegate: Get help from an adult or someone in authority.
- Example: Tell a teacher, coach, parent, or trusted adult.
Explain 'Distract' as diverting attention from the situation. 'Delegate' means finding someone in authority to help. Give clear examples for both.
Even More Upstander Strategies
4. Document: Record the incident if it's safe (e.g., video, notes).
- Example: Discreetly record on your phone or write down what happened.
5. Delay: Check in with the person being targeted after the incident.
- Example: "Are you okay? I saw what happened."
Cover 'Document' and 'Delay.' Explain 'Document' as safely recording evidence. 'Delay' is about checking in with the person who was harmed after the event.
Put It Into Practice!
Now, let's look at some real-life situations.
In your groups, you'll choose a scenario and discuss how you can be an upstander using the strategies we just learned.
Transition to the group activity. Explain that students will apply these strategies to real scenarios.
Warm Up
Warm-Up: What Would You Do?
Think about a time you saw something unfair happening to someone else. It could be a big event or a small moment.
- What did you do in that situation?
- Looking back, what do you wish you had done, or what would you do differently now?
- Share your reflections with a partner or small group.
Activity
Upstander Scenarios Activity
Instructions: In your groups, read through the following scenarios. Choose ONE scenario to discuss. For your chosen scenario, brainstorm how you could act as an upstander using the strategies we discussed (Direct, Distract, Delegate, Document, Delay). Be prepared to share your plan with the class.
Scenario 1: The Online Rumor
You see a group chat where some classmates are spreading a nasty rumor about another student, Alex. They are making fun of Alex's clothes and saying mean things that aren't true. Alex is not in the group chat.
How could you be an upstander in this situation?
Scenario 2: The Sideline Bully
During a school sporting event, you notice an older student repeatedly taunting a younger student who is trying out for the team. The older student is making comments like, "You're terrible, just quit already!" and laughing loudly.
How could you be an upstander in this situation?
Scenario 3: The Exclusion at Lunch
At lunch, you see a new student sitting alone at a table, looking a bit down. You overhear some of your friends whispering and giggling about not inviting the new student to join them.
How could you be an upstander in this situation?
Cool Down
Cool-Down: My Upstander Pledge
Take a moment to reflect on what we discussed today about being an upstander.
Think about one specific action you can commit to taking in the future to be an upstander, whether it's in person, online, or simply by checking in on someone.
My Upstander Pledge:
I commit to _____________________________________________________________________
because __________________________________________________________________________
I will remember to ________________________________________________________________