Second
Step
Week 6
6th Grade Warm-Up
LESSON 6
TARGETS
Lesson 6: Recognizing Bullying
Students will be able to:
• Recognize and define bullying
• Understand how bullying can affect
them and their peers
• Empathize with individuals who are
bullied
• Understand what they can do if they
or someone they know is bullied
Think/Pair/Share
Every day, when you get on the bus, there
is a student who shouts out names about your
mother. At first you try to just ignore his
comments, then it begins to get annoying, and
you feel insulted.
You don’t want to get into a fight, but you
know that it will only get worse if you continue
to ignore it. What is the best way to handle this
situation?
Review
Second Step
Review
What have we learned today?
What is at least one thing we will
do differently now?
Focus on what’s important to you. Each day, ask yourself, “Am I
reaching my goals?”
Relationships: What do I want in my relationships with my…
Parents:_____________________________________________________________________
Siblings:______________________________________________________________________
Friends:______________________________________________________________________
Girlfriend/Boyfriend:____________________________________________________________
Teachers:____________________________________________________________________
Classmates Who Aren’t Friends:__________________________________________________
School: What are my…
Current middle school
goals:____________________________________________________________________
Future school goals (high school and/or
college):_____________________________________________________________________
Review
Second Step
7th Grade Second Step:
Cyber bullying: Lesson 6.1
Lesson 6.1
• What do you know about cyber
bullying?
• Video: Wired Safety
Review
1. How does bullying make people feel?
2. What are three different types of
bullying?
3. What are two specific things we
would actually do to help someone
that is being bullied?
Think Pair Share
What does this quote mean to you?
“People lose friends that way…over the
computer…when they’re not even
talking to each other.”
Write down…
Definition of Cyber Bullying:
Using technology (computers,
cell phones, etc.) to increase
bullying
Discuss and write down…
A. Three ways you use technology for social
purposes
B. Two ways people use technology to connect
with groups of people
With a partner
Make a list of five pros and cons of
electronics.
Pros
Cons
Write down…
A. One con is the ability to misunderstand
what was said…
B. One thing that was said by you or
someone else that could be or was
misinterpreted
Role play
Think of and discuss a scene/situation
in pairs where someone used to
technology to communicate and it
was misunderstood.
We’ll choose three pairs to
demonstrate/share.
Discuss and write down
What are two things you can do as a
bystander to be part of the solution
to cyber bullying?
Second Step: Part 2
Lesson 6.2-Bully Prevention
1. What is the difference between
cyber bullying and bullying?
2. What are two ways you can help
someone who is a victim of cyber
bullying?
Write down:
1. Don’t take part in bullying.
2. Offer support.
3. Take action
Brainstorm what each category looks like.
Discuss and Share
1. What are three things
you can do to protect
yourself against cyber
bullying?
Write down…
1. Don’t give out personal information.
2. Pause and think before you send
messages:
Potential embarrassment?
Punishment?
Hurtful?
What would happen if this got out?
Discuss and Share
1. What are three types of technology
netiquette (digital manners)?
Write down…
1.
2.
3.
4.
Capitalizing
Technology stalking
Ask if you’re not sure
Trustworthiness
Discuss: Situation 1
Someone is sending you texts threatening
to beat you up after school?
What should you do?
Discuss: Situation 2
You texted your friend something
personal and he/she forwarded it to
someone else.
What should you do?
Review
What have we learned today?
What is at least one thing we will
do differently now?
LESSON 6
Mr. File is a science teacher who has a
monotone voice and a haircut from the 1960’s. Some
students say that he is boring and old, and they don’t
pay attention in class.
One day, Mr. File had planned a lab experiment
where the students use potato launchers to see what
effect the mass of the potato has on the projectile
range. Many students love the experiment, but a few
students have decided not to participate because they
have pre-judged Mr. File to be uninteresting.
How did those students miss out in Mr. File’s
class?
Review
Second Step
THIS WEEK’S TOPICS
Second Step
ANGER MANAGEMENT
CONFLICT
RESOLUTION
NEGOTIATION
COMPROMISE
COMPREHENSION + RETELLING, SUMMARIZING MAIN IDEA+
SUPPORTING DETAILS
 Students will take what they learn from reading three
articles on Conflict Resolution and Anger Management
(relating to Second Step lessons); and
 They will turn that knowledge into a conversation, skit,
lecture, or something similar that happens in their comic
strip; and
 They will be sure to express the main idea and supporting
details from the articles in the strips.
Comic Strip / Storyboard
Page
We’ll Read 3 Articles and Make Comics!
A
B
C
•HOSTILITY HURTS
•THE ANGER-STRESS
CONNECTION
•CONFLICT RESOLUTION
Anger Problems Can Affect Your Health
By Elizabeth Scott, M.S., About.com Guide
About.com Health's Disease and Condition content is reviewed by the Medical Review Board
Like poorly managed stress, anger that isn’t handled in a healthy way can be not only uncomfortable,
but even damaging to one’s health and personal life. Consider the following research on anger: One study from
the University of Washington School of Nursing studied anger problems in husbands and wives. Researchers
cited previous evidence that anger problems and depressive symptoms have been linked to all major causes of
death, but found that wives specifically found a greater association between anger and symptoms of depression,
while men tended to instead experience an association between anger and health problems.
According to a study from Ohio State University, those who had less control over their anger tended to
heal more slowly from wounds. Researchers gave blisters to 98 participants and found that, after 8 days, those
who had less control over their anger also tended to be slower healers. In addition, those participants also tended
to have more cortisol (a stress hormone) in their system during the blistering procedure, suggesting that they may
be more stressed by difficult situations as well.
Another study from Harvard School of Public Health studied hostility in men and found that those with
higher rates of hostility not only had more breathing problems, but experienced higher rates of decline as they
aged.
Research with children and adolescents shows that anger management is important for the
younger set as well. Findings showed that youth who cope inappropriately with their anger are at greater
risk for problem-ridden interpersonal relationships. Their health is also at risk; those who cope poorly
with anger tend to have more negative outcomes when it comes to both mental and general health. This
highlights the fact that anger management is an important skill to learn early.
These are just a few of the many studies linking anger to physical and emotional health problems,
from the obvious to the unexpected. Because poorly managed anger presents such a significant problem in so
many areas of life, it’s important to take steps toward learning and using healthy anger management techniques in
daily life, along with stress management techniques.
Sources:
Carrére S, Mittmann A, Woodin E, Tabares A, Yoshimoto D. Anger dysregulation, depressive symptoms, and health in married women and men. Nursing Research, May-June
2005.
Gouin JP, Kiecolt-Glaser JK, Malarkey WB, Glaser R. The influence of anger expression on wound healing. Brain, Behavior and Immunity December 8, 2007.
Anger expression in children and adolescents: A review of the empirical literature. Kerr MA, Schneider BH. Anger expression in children and adolescents: A review of the
empirical literature. . Clinical Psychology Review, August 9, 2007.
Kubzansky LD, Sparrow D, Jackson B, Cohen S, Weiss ST, Wright RJ. Angry breathing: A prospective study of hostility and lung function in the Normative Aging Study. Thorax,
October 2006.
http://stress.about.com/od/stresshealth/a/anger_problems.htm
Hostility hurts
- hostility, anger found to negatively affect blood
metabolism, increase risk of heart disease
You probably know that hostility and anger, whether expressed or inhibited, are associated
with increased risk of death. Those road-raging, fist-pounding, angry individuals among us
are hammering away at their future. Recent research revealed at least part of the reason. In
a study of healthy, middle-aged men and women, anger and hostility were positively
associated with higher blood homocysteine levels. Homocysteine is an amino acid that is
linked to your risk of heart disease. While this study does not show that hostility causes
high homocysteine levels, it does reveal that for whatever reason, individuals with high
degrees of hostility and anger also show high levels of artery-damaging homocysteine.
In another study, proneness to anger was associated with significant risk of death from heart disease regardless of other biological
risk factors. And in a third report, anger-prone patients who already had heart disease suffered far more rapid progression of their
disease compared to more even-tempered individuals.
You may not have a lot of control over your wiring--some of us are simply wired for intensity. But there is a lot you can do to modify
your risk if you are one of those high strung types. First, while evidence does not suggest a correlation between homocysteine and
exercise, there is certainly a correlation between exercise and anger and hostility. Running helps smooth out psychological and
emotional kinks, taming the angry beast while it tunes your body. And of course, running itself provides protection directly against
coronary artery disease.
In addition, diet is extremely important to homocysteine chemistry and heart disease risk in general. Folate, a B-vitamin found in fresh
fruits and vegetables reduces the level of homocysteine in the blood and a diet rich in folate and other B-vitamins will lower your risk
of coronary artery disease. Given that heart disease claims nearly a million American lives a year (more than cancer, accidents, and
AIDS combined), taking the angry bull by the horns makes a lot of sense.
(Circulation, 2000, Vol. 101, No. 17, pp. 2034-2039; Journal of the American College of Cardiology, 2000, Vol. 36, No. 6, pp. 1781-1788; Life Sciences, 2000, Vol. 66, No. 23, pp. 2267-2275; Archives of Internal Medicine, 2000,
Vol. 160, No. 21, pp. 3258-3262; Statistics from www.americanheart.org)
COPYRIGHT 2001 American Running & Fitness Association
COPYRIGHT 2003 Gale Group
http://findarticles.com/p/articles/mi_m0NHF/is_4_19/ai_86743853/
Conflict Resolution Fact
Sheet for Teens
What is conflict resolution?
Conflict resolution is about teaching people new ways to work through and resolve disputes that
don’t involve violence. Many schools and community groups offer conflict resolution programs
for teens.
What you can do?
Learn ways to resolve conflicts peacefully and encourage your friends to do the same. Find out
about conflict resolution programs in your school or community.
• Figure out what methods work for you to control your anger (see the Anger Management Fact
Sheet for Teens at www.safeyouth.org/scripts/teens/anger.asp).
• Talk to an adult you trust if you feel intensely angry, fearful or anxious.
• Do not carry weapons or associate with people who do. Weapons escalate conflicts and increase
the chances of serious harm. It is also illegal for a teen to carry a handgun; you can be arrested
and charged with a crime.
• Avoid or be cautious in places or situations where conflicts tend to arise, such as crowded
hallways, bathrooms, or unsupervised places in a school.
• Reject taunts for a fight and find a compromise to a dispute rather than resorting to violence.
• Decide on your options for handling a problem when conflict arises, such as talking the problem
out calmly, staying away from certain people, or getting others involved to settle a dispute, such as
a teacher, peer mediator, or counselor.
• Understand that retaliation (getting back at someone in a violent way) is not an effective way to
respond to teasing, insults, rough play, and offensive touching (pushing, grabbing, shoving,
slapping, kicking or hitting) (Crawford and Bodine 2001)
Helpful links
BAM! Guide to Getting Along
www.bam.gov/sub_yourlife/yourlife_conflict.html
BAM! Body and Mind is an online destination for kids ages 9-13 that provides information they need for
making healthy lifestyle choices. Centers for Disease Control and Prevention
Want To Resolve a Dispute? Try Mediation www.ncjrs.org/pdffiles1/ojjdp/178999.pdf
This Youth in Action Bulletin describes how young people can create a mediation program to help prevent violence in
their community.
U.S. Department of Justice, Office of Juvenile Justice and Delinquency Prevention
Toll-Free: 1-866-SAFEYOUTH (1-866-723-3968) TTY: 1-888-503-3952 FAX: 301-562-1001 Conflict Resolution Fact
Sheet for Teens Page 3 National Youth Violence Prevention Resource Center www.safeyouth.org
Second Step
Review
What have we learned today?
What is at least one thing we will
do differently now?