Slander and Libel Scenarios Group Work
Assignment: You are to work with your group to present your scenario to the class and to
facilitate (lead) the class in a short discussion. All of the scenarios are taken off of MTV’s “A
THIN LINE” Campaign. All scenarios are taken as written on the site. After reading your
scenario in your group, answer the following questions on the back of this sheet:
1)
2)
3)
4)
5)
What is wrong with this scenario?
What are possible consequences for the victim in this scenario?
How should this scenario be handled?
Does this happen in the working world?
What are consequences for people that do this in the working/real world?
You will be given about five minutes to read through and answer your questions. You will then
pick one person to present (read) the scenario to the class. Your goal is to get the whole class
involved in discussion.
1) Read your scenario
2) Ask the class: What is wrong with this scenario?
3) Try to get students to respond—if they don’t, call on them.
4) Share your group’s perspective that is on the back of the paper
5) Ask: What are the possible consequences for the victim?
6) Get students to respond and share the group’s perspective
7) Ask: How should this scenario be handled?
8) Obtain student responses and share your group’s perspective
9) Ask: Does this happen in the working world?
10) Get student responses and share your perspective
11) Ask: What are consequences for people that do this in the working/real world?
12) Get student responses and share your group’s perspective.
SCENARIO 1: “I was having a convo with my friend via
twitter and we said some bad things about another girl, but
she didn't have a twitter so we didn't think she'd see it. She
found the tweets right after we posted them and got upset at
us, but we never intended for her to see them! Was it still
wrong for my friend and I to post those things?”
Slander and Libel Scenarios Group Work
Assignment: You are to work with your group to present your scenario to the class and to
facilitate (lead) the class in a short discussion. All of the scenarios are taken off of MTV’s “A
THIN LINE” Campaign. All scenarios are taken as written on the site. After reading your
scenario in your group, answer the following questions on the back of this sheet:
1)
2)
3)
4)
5)
What is wrong with this scenario?
What are possible consequences for the victim in this scenario?
How should this scenario be handled?
Does this happen in the working world?
What are consequences for people that do this in the working/real world?
You will be given about five minutes to read through and answer your questions. You will then
pick one person to present (read) the scenario to the class. Your goal is to get the whole class
involved in discussion.
1) Read your scenario
2) Ask the class: What is wrong with this scenario?
3) Try to get students to respond—if they don’t, call on them.
4) Share your group’s perspective that is on the back of the paper
5) Ask: What are the possible consequences for the victim?
6) Get students to respond and share the group’s perspective
7) Ask: How should this scenario be handled?
8) Obtain student responses and share your group’s perspective
9) Ask: Does this happen in the working world?
10) Get student responses and share your perspective
11) Ask: What are consequences for people that do this in the working/real world?
12) Get student responses and share your group’s perspective.
Scenario 2: A "friend" told me told me to kill myself today.
She knows for the last two years I have been on medication to
try and help my depression but she continues to say it. She
told me that I'm not worth the space I take up on this earth.
What do I do?
Slander and Libel Scenarios Group Work
Assignment: You are to work with your group to present your scenario to the class and to
facilitate (lead) the class in a short discussion. All of the scenarios are taken off of MTV’s “A
THIN LINE” Campaign. All scenarios are taken as written on the site. After reading your
scenario in your group, answer the following questions on the back of this sheet:
1)
2)
3)
4)
5)
What is wrong with this scenario?
What are possible consequences for the victim in this scenario?
How should this scenario be handled?
Does this happen in the working world?
What are consequences for people that do this in the working/real world?
You will be given about five minutes to read through and answer your questions. You will then
pick one person to present (read) the scenario to the class. Your goal is to get the whole class
involved in discussion.
1) Read your scenario
2) Ask the class: What is wrong with this scenario?
3) Try to get students to respond—if they don’t, call on them.
4) Share your group’s perspective that is on the back of the paper
5) Ask: What are the possible consequences for the victim?
6) Get students to respond and share the group’s perspective
7) Ask: How should this scenario be handled?
8) Obtain student responses and share your group’s perspective
9) Ask: Does this happen in the working world?
10) Get student responses and share your perspective
11) Ask: What are consequences for people that do this in the working/real world?
12) Get student responses and share your group’s perspective
• Scenario 3: “hi there was this boy who wanted to go out
with me but I said no then he started a Facebook page on
that I was a **** who begged him to do it with him now
everyone thinks I’m a ****”
Slander and Libel Scenarios Group Work
Assignment: You are to work with your group to present your scenario to the class and to
facilitate (lead) the class in a short discussion. All of the scenarios are taken off of MTV’s “A
THIN LINE” Campaign. All scenarios are taken as written on the site. After reading your
scenario in your group, answer the following questions on the back of this sheet:
1)
2)
3)
4)
5)
What is wrong with this scenario?
What are possible consequences for the victim in this scenario?
How should this scenario be handled?
Does this happen in the working world?
What are consequences for people that do this in the working/real world?
You will be given about five minutes to read through and answer your questions. You will then
pick one person to present (read) the scenario to the class. Your goal is to get the whole class
involved in discussion.
1) Read your scenario
2) Ask the class: What is wrong with this scenario?
3) Try to get students to respond—if they don’t, call on them.
4) Share your group’s perspective that is on the back of the paper
5) Ask: What are the possible consequences for the victim?
6) Get students to respond and share the group’s perspective
7) Ask: How should this scenario be handled?
8) Obtain student responses and share your group’s perspective
9) Ask: Does this happen in the working world?
10) Get student responses and share your perspective
11) Ask: What are consequences for people that do this in the working/real world?
12) Get student responses and share your group’s perspective
• Scenario 4: (this is in text formatting) i sent some 'pics'
to this guy i really like, we rnt dating and he promised
not to show or tell anyone. so i told some of my friends
and they confirmed it w. him;they all told the school.
now everyone thinks im a slut. and wants me to give
them some.
Slander and Libel Scenarios Group Work
Assignment: You are to work with your group to present your scenario to the class and to
facilitate (lead) the class in a short discussion. All of the scenarios are taken off of MTV’s “A
THIN LINE” Campaign. All scenarios are taken as written on the site. After reading your
scenario in your group, answer the following questions on the back of this sheet:
1)
2)
3)
4)
5)
What is wrong with this scenario?
What are possible consequences for the victim in this scenario?
How should this scenario be handled?
Does this happen in the working world?
What are consequences for people that do this in the working/real world?
You will be given about five minutes to read through and answer your questions. You will then
pick one person to present (read) the scenario to the class. Your goal is to get the whole class
involved in discussion.
1) Read your scenario
2) Ask the class: What is wrong with this scenario?
3) Try to get students to respond—if they don’t, call on them.
4) Share your group’s perspective that is on the back of the paper
5) Ask: What are the possible consequences for the victim?
6) Get students to respond and share the group’s perspective
7) Ask: How should this scenario be handled?
8) Obtain student responses and share your group’s perspective
9) Ask: Does this happen in the working world?
10) Get student responses and share your perspective
11) Ask: What are consequences for people that do this in the working/real world?
12) Get student responses and share your group’s perspective
• Scenario 5: My mom has stage 4 Melanoma and has
maybe a month. I grew up w/o a dad. I said something
about it on Facebook and a bunch of people said that it
was my fault my dad left and my mom is dying
because I am Satan’s child. I cried a lot. What should I
do?