The topic of bullying and youth
violence comes up a lot in society today. We often see it discussed in the
newspaper, on TV, online, and even in school assemblies. Bullying has a huge
impact on individuals and groups/cliques in schools. The sayings “sticks and
stones can break your bones, but words will never hurt you,” and “boys will be
boys” are simply not true. They are excuses and ways of dismissing issues that
make us uncomfortable. They can also make bad situations even worse. The focus
of this literature study group is finding texts that encourage students to
become “up-standers” instead if bystanders when bullying occurs. These texts
should relay the importance of what small acts of friendship can accomplish. Through
this study group we hope to find texts to incorporate into the classroom at a variety
of different levels. By incorporating these texts into the classroom we hope to
effectively communicate the wrongs attributed to bullying, and show how
influential up-standers can be.- Nobody Knew What to Do: A Story about Bullying was recognized with The Children's Book Sense Award forSpring/Summer 2001.
- The Bully Blockers Club was given two awards: Notable Social Studies Trade Books for YoungPeople 2005 – CBC/NCSS and Oppenheim Toy Portfolio Gold Seal Award 2005.
- Speak is one of the most prestigious of our texts because it has won several awards since 1999. Some of these awards include being named the Printz Honor Book in 2000, Horn Book Fanfare Best Book of the Year in 2000, and becoming a New York Times Paperback Children’s Best Seller in 2005.
- 13 Reasons Why has also been the winner of several awards including the International Reading Association Young Adults’ Choice list in 2009 and being named with the Best Books for Young Adults in 2008.
- The Blind Side motion picture has won and been nominated for several awards. One that stands out for this assignment is that it won the Teen Choice Awards in 2010 for Drama. This shows that it is appropriate for and engaging for teens.
- A Child Called "It" was listed on the New York Times Bestseller list for over 6 years and was also recognized as a #1 International Bestseller.
This is a topic that needs to be addressed
in all grade levels because, as Garcia (2013) says "the heart of critical pedagogy is focused on exploring power and guiding freedom for an oppressed class (p.99). We know that young students should be encouraged
to exercise acts of kindness because the elementary years are where students
embark on their journey to learn right from wrong. Therefore, anti-bullying
texts fit seamlessly into the curriculum. If we advocate for students to stand
up for each other beginning at a young age, then they will instinctively resist
bullying, and be more likely to help those that are victimized, when they are
older.
Even though the topic of bullying
and youth violence is essential to touch upon in the early years of education,
it is also important to continue discussing it into the middle and high school
years. After all, these are the years where the students will encounter
instances of bullying more frequently, and thus, where students can make the
biggest impact as up-standers. The middle school and high school years can be particularly difficult for students because they are growing into their own person and want to fit in with their peers. According to Vetter (2010), "youth in school often find themselves navigating between identities that they hope will benefit them both academically and socially. Unfortunately, these negotiations are difficult, and youth are often alienated, because they must choose between identities" (p. 9). This is one reason why it is so important to brin in literature which shows the detrimental effects of youth violence and demonstrated acceptance, and tolerance, for those who are different. "Reading literature critically to inquire about the world involves reading to consider issues and ideas in children's lives, the broader society, and the content areas (Short, Lynch-Brown, & Tomlinson, 2014 p. 287). The majority of students have felt like an outsider at some point in
their lives, and these texts will speak to them on levels that authority
figures, like teachers, cannot. Literature on bullying and youth violence can
be incorporated into the History and English curriculum with ease. As a matter
of fact, some texts in the current curriculum already reflect the theme of
being an up-stander: Steinbeck’s Of Miceand Men and Lee’s To Kill aMockingbird.
Some of the texts we have selected
stand out among the others because they have been recognized with awards.
Bateman, T. (2004). The bully blockers club. Morton Grove, IL: Albert Whitman &
Company.
Company.
When Lotty Raccoon begins the new school year she is very excited. However it is not long before she is bullied by a boy named Grant Grizzly. She looks to her brother and sister for advice, but nothing she tries seems to make the problem go away. One day while she talks to some of the other kids who Grant Grizzly has been bullying. Together they decide to form a group called the Bully Blockers Club. Over time this club grows so that almost every student is a member and they all stand up for each other when Grant Grizzly tries to bully. Eventually Grant Grizzly stops being scary to everyone and the bullying has ended.
Connection to Overall Theme:
This book relates to the up-standers theme by portraying one way for up-standers can make a difference. This book is targeted at the lower grade levels. However the basic idea of the story could apply to older students as well. We should all be considerate of others and make sure we stand by those who are being put down by bullies.
This book relates to the up-standers theme by portraying one way for up-standers can make a difference. This book is targeted at the lower grade levels. However the basic idea of the story could apply to older students as well. We should all be considerate of others and make sure we stand by those who are being put down by bullies.
Practical Application:
This text could be used in the context of an up-standers unit. This book shows exactly what being an up-stander can look like and the power it has to stop bullying in its tracks. Like the characters in this book, the students in a classroom could be asked to brainstorm ideas for stopping bullying with rules that they all agree on. They could also take a pledge to join their own Bully Blockers Club and stand up for those they see being bullied.
This text could be used in the context of an up-standers unit. This book shows exactly what being an up-stander can look like and the power it has to stop bullying in its tracks. Like the characters in this book, the students in a classroom could be asked to brainstorm ideas for stopping bullying with rules that they all agree on. They could also take a pledge to join their own Bully Blockers Club and stand up for those they see being bullied.
Ludwig, T. (2008). Trouble talk. Berkely, CA: Tricycle press.
Summary:
When Bailey comes to Hoover Elementary as a new student Maya becomes her friend. But things begin to go wrong when Maya realizes that Bailey has a big mouth. She spreads hurtful rumors and doesn’t seem to know when to keep things to herself. Maya needs to figure out what to do. Should she stay friends with Bailey even though she is hurting others? Or should she take action to help Bailey stop her trouble talk?
Connection to Overall Theme:
This text connects to the up-standers theme by portraying a situation students often face. Even though Maya and Bailey are friends Maya realizes that what Bailey is doing isn't nice. Sometimes, like Maya, a student must be forced to choose between sticking by a friend or telling them that what they are doing is wrong.
Practical Application:
This story, or an adapted version, could also be used in reader’s theatre to demonstrate the effects of this type of bullying visually. The reader's theatre production could be recorded and posted on YouTube or another online website for others to watch and learn from. Because this book is targeted toward younger students, the recording of the production might need to be done by the teacher. However, if this book were read with older students, say grades 3 and up, the students could work together on the production and recording with less teacher guidance.
McCain, R. B. (2001). Nobody knew what to do: A story about bullying. Morton Grove,
IL: Albert Whitman & Company.
IL: Albert Whitman & Company.
Ray is a kid who is always picked on at school. All of the students know about it, and it makes everyone sad, but no one knows what to do. Eventually one student builds up the courage to tell an adult about the problem. Together they work to get Ray out of the bad situation. The other kids let Ray play with them at recess, and when the bullies come to cause trouble the teacher and principle are there to see it.
Connection to Overall Theme:
This text connects to the theme of being an up-stander by once again showing the impact of friendship. Ray is the victim of bullying until some of the other students bring him under their wing. When the students band together to protect Ray there is nothing the bully can do, and eventually the teacher and principle catch the bully trying to do harm.
This text connects to the theme of being an up-stander by once again showing the impact of friendship. Ray is the victim of bullying until some of the other students bring him under their wing. When the students band together to protect Ray there is nothing the bully can do, and eventually the teacher and principle catch the bully trying to do harm.
Practical Application:
This text is another great example of what being an up-stander looks like. Students could be asked to predict what would have happened if no one stood up for Ray. They could also have a group discussion, or write an individual reflection, about why students to stay out of bullying situations. This discussion or reflection could be done in the classroom or an online community such as a wiki. If it was done online it could be shared with the other classrooms, or potentially the rest of the world. This text would also work well with creating a pledge with the students about how and why to stand up to bullies. When the pledge has been collaboratively written all of the students would sign it.
Ellis, D. (2010). We want you to know, kids talk about bullying. Regina, SK Canada: Coteau Books.
This non-fiction book is broken down into five sections. The first is titled, “You’re not good enough”. This section explores real stories of teens that are being excluded from small groups. The second part deals with stories surrounding the common topic od being different. The third part deals with stories about being targeted for no apparent reason by a bully. The forth section walks readers through stories about teens being bullied so badly that they have considered suicide. The last chapter is called, “Redemption”. These last narratives all show how teens began to take their lives back fro bullying.
Vicious is a collection of true short stories written by teenagers who have been bullied. The authors recount different time in their own lives that they had to deal with bullying and what they did to get out of the horrible situations. Topics range from cyber-bullying to being bulled about race, sexual identity and even something as small as a hair style. The books also includes way to stand up with bullies through the eyes of teens who have already been bullied, one of the young authors interview a therapist about the causes of bullying and tips for adults on how to help stop bullying.
This text is another great example of what being an up-stander looks like. Students could be asked to predict what would have happened if no one stood up for Ray. They could also have a group discussion, or write an individual reflection, about why students to stay out of bullying situations. This discussion or reflection could be done in the classroom or an online community such as a wiki. If it was done online it could be shared with the other classrooms, or potentially the rest of the world. This text would also work well with creating a pledge with the students about how and why to stand up to bullies. When the pledge has been collaboratively written all of the students would sign it.
Ellis, D. (2010). We want you to know, kids talk about bullying. Regina, SK Canada: Coteau Books.
Summary:
This non-fiction book is broken down into five sections. The first is titled, “You’re not good enough”. This section explores real stories of teens that are being excluded from small groups. The second part deals with stories surrounding the common topic od being different. The third part deals with stories about being targeted for no apparent reason by a bully. The forth section walks readers through stories about teens being bullied so badly that they have considered suicide. The last chapter is called, “Redemption”. These last narratives all show how teens began to take their lives back fro bullying.
Connection to the Theme:
This book is allows teens to understand what other teems have experienced and severity of bullying. The stories all end with higher level thinking questions that allows any student, bully or bullied, to imagine how they would handle the situation or how they could help someone who was going through this. This book also gives tips from other teens that are not telling the story with how they would react and help.
Practical Application:
This book is amazing resource for teens and adults alike. A teacher could use to help start conservation with students in the classroom about how to help in the given situations. It also would be a great independent reading or literature circle book because it has guiding higher-level thinking questions at the end of every narrative. It also explains different situations and chapters in very kid/teen friendly terms.
Hope Vanderberg of Youth Communication. (2012). Vicious, true stories by teens about bullying. Minneapolis, MN: Free Spirit Publishing Inc.
Summary:
Vicious is a collection of true short stories written by teenagers who have been bullied. The authors recount different time in their own lives that they had to deal with bullying and what they did to get out of the horrible situations. Topics range from cyber-bullying to being bulled about race, sexual identity and even something as small as a hair style. The books also includes way to stand up with bullies through the eyes of teens who have already been bullied, one of the young authors interview a therapist about the causes of bullying and tips for adults on how to help stop bullying.
Connection to Overall Theme:
This book not only deals with what to do if you are bullied but what to do if someone else is being bullied. It gives tips to help up standers figure out how to navigate the tricky waters of standing up for someone who is being bullied. These tips and inferences seem especially powerful because they are coming from other students who have been bullied or witnessed it first hand. These true accounts of bullying help the reader understand how they can help someone who is being bullied. Many of the texts show what things helped them get out of a bullying situation and what things hindered them.
Practical Application:
This collection of stories is a perfect way to explore how to be an up-stander. It shows all the different ways people can be bullied that many people might not consider bullying. The stories show the real effects teens have on each other but even greater than that it helps readers understand how doing something small for someone being bullied, could turn things around for that person. At the end of the book there is a section of adults and teachers for ways for them to be an up stander that the teens help craft.
Darrel Mercer is a teenage boy who grew up in Philadelphia. His mom gets a new job and Darrel is forced to leave his friends and home to move to California. On Darrel’s first day at his new school he meets Tyray who bullies him horribly. Tyray forces Darrel to give him money every Friday and humiliates him in front of the girl he likes. Darrel joins the wrestling team where he starts to build his confidence. He finally decides one day to stand up for himself and he turn his life around.
Langan, P. (2002). The bully. NJ: Townsend Press.
Summary:
Darrel Mercer is a teenage boy who grew up in Philadelphia. His mom gets a new job and Darrel is forced to leave his friends and home to move to California. On Darrel’s first day at his new school he meets Tyray who bullies him horribly. Tyray forces Darrel to give him money every Friday and humiliates him in front of the girl he likes. Darrel joins the wrestling team where he starts to build his confidence. He finally decides one day to stand up for himself and he turn his life around.
Connection to Overall Theme:
This book explores first hand what it is like to be bullied. Many times, we don’t hear about bullying happening in the inner cities as much. I think many students would be able to relate to Darrel and what he is going through. The book also shows the people that help build Darrel’s confidence up. It shows how to be a good up- stander as a teen but also as adult.
Practical Application:
This is a wonderful fictional account of real life bullying. All of the characters are very relatable. I could see this being used in a middle school setting in an urban area. Any type of student could identify with the characters but it speaks to the students in urban environments the most. I would use this book in an up-stander unit but focus on the interaction with the people that help Darrel gain more confidence in him. Reading the book through the perspective of the up-stander would help young readers understand how to help others in real life situations.
Summary:
Melinda, the main character in Speak, ruined an end-of-summer party by calling the cops. Now, her old friends won't talk to her, and people she doesn't even know hate her from a distance. The safest place for her to be is alone, inside her own head. However, even that's not safe; because there's something she's trying not to think about, something about the night of the party that. If she confronts her demons, then she would have to speak the truth and expose those raw wounds to those who now ridicule her.
Melinda, the main character in Speak, ruined an end-of-summer party by calling the cops. Now, her old friends won't talk to her, and people she doesn't even know hate her from a distance. The safest place for her to be is alone, inside her own head. However, even that's not safe; because there's something she's trying not to think about, something about the night of the party that. If she confronts her demons, then she would have to speak the truth and expose those raw wounds to those who now ridicule her.
Connection
to the Overall Theme:
Speak connects to the theme of youth violence and bullying because Melinda experiences several instances of this herself. She is ridiculed by people she used to call her friends, and judged by those that don’t even know her. Melinda is the victim in this text, however she is also an up-stander. Even though it is difficult and painful for her to speak up about what happened to her, she does in order to protect her friend Rachel, and other girls, from having to go through a similar experience.
Speak connects to the theme of youth violence and bullying because Melinda experiences several instances of this herself. She is ridiculed by people she used to call her friends, and judged by those that don’t even know her. Melinda is the victim in this text, however she is also an up-stander. Even though it is difficult and painful for her to speak up about what happened to her, she does in order to protect her friend Rachel, and other girls, from having to go through a similar experience.
Practical
Application:
This text could be analyzed through the lens of gender, a historical/biographical lens, formalist lens, and for symbolism and themes. In keeping with the topic of becoming an up-stander it might be appropriate to hone in on one of these analysis'. The students could also be asked to discuss what might have happened if someone had been there to stand up for Melinda. They could also discuss how the story might have been changed for the better, or worse, if she never went through the experience that she did. Would Melinda have had a carefree freshman year? Would Rachel have ever been warned of the danger she was in?
Asher,
J. (2007). 13 reasons why. New York:
Razorbill.
Summary:
This novel is about a young high school female that commits suicide. Because of the way her peers treated her, she was driven to end her own life. However, she left behind cassette tapes explaining exactly why she did what she did, and who was responsible for it. These tapes are delivered to each person responsible for her fate, leaving blame at the doorstep of those who were cruel, or did her wrong.
This novel is about a young high school female that commits suicide. Because of the way her peers treated her, she was driven to end her own life. However, she left behind cassette tapes explaining exactly why she did what she did, and who was responsible for it. These tapes are delivered to each person responsible for her fate, leaving blame at the doorstep of those who were cruel, or did her wrong.
Connection
to Overall Theme:
13
Reasons Why connects to the theme of bullying and youth violence because
the main character records the reasons why she takes her own life. Each of the
thirteen people that are responsible are confronted as the main character
describes what they did, and how it pushed her to the limit. Thus, breaking
down how each person’s actions negatively impact those around them. Plus, we
get to see the bully’s response to the accusations, and the remorse most of
them feel when they realize how much they hurt her. The up-stander connection to this text comes with the bullies' responses to receiving a tape. Each of the bullies know that they could have been an up-stander for Hannah but because they never took on that role she chose to end her life. They have to live with the consequences of that decision.
Practical
Application: This would be a great book to include in
the curriculum in the beginning of the year. It helps students realize that
their actions affect others, and have consequences. By using this novel in the
beginning of the year, and stressing that our actions have consequences
throughout the book, we may be able to limit the students’ amount of bullying
and youth violence.
This text mainly takes place in a
suburban setting. While there are no implications toward race, it could be
considered excluded from this text due to lack of recognition. Disability
and religion seem to be absent from this novel as well.
This text can appeal to a wide
audience. While the main character is female, the other characters (of male and
female gender) play an important role in the book as well. Therefore, there are
several different perspectives which expands the book to a wide audience. 13 Reasons Why can appeal to most high
school and middle school students because of the similar settings, and the fact
that these students experience similar hardships.
Based on the true story of Leigh Anne and Sean Tuohy who take in a homeless teenage African-American, Michael Oher ("Big Mike"). Michael’s father has never been in the picture, and his mother is a drug addict. When the Tuohy’s take him in Michael is attending a suburban private school where he got accepted because of his promise as an athlete. Since Michael has had little formal education, he struggles with the basic reading and writing and his grades are too low for him to participate in the sports program. However, he absorbs everything that is taught in class. Leigh Anne soon takes charge, as is her nature, ensuring that Michael has every opportunity to succeed. When he expresses an interest in football, she goes all out to help him, including giving the coach a few ideas on how best to use Michael's skills. They not only provide him with a loving home, but hire a tutor to help him improve his grades to the point where he would qualify for an NCAA Division I athletic scholarship.
Connection
to Overall Theme:
As you can imagine being the minority
(both in consideration to race and social economic status) in a place filled with
adolescents searching for their identity, and craving the acceptance of others,
Michael encountered some difficulties fitting in. However, there were a few
people who got to know him (the Tuohy’s children) and they were up-standers for Michael
when others judged him unfairly. Also, Michael does not allow others to
pressure him into anything he doesn't want to do and he will fiercely defend
those that he loves.
Practical
Application:
This movie fits perfectly into an up-standers unit. It can be used to make text-to-text connections across the unit and encourage students to be more accepting of one another. The following are some other movies that would fit in with an up-standers unit: Remember the Titans (which could also be included across the curriculum in a segregation history unit), Mean Girls, and The Waterboy, not to mention the documentaries on bullying that could be used.
This movie fits perfectly into an up-standers unit. It can be used to make text-to-text connections across the unit and encourage students to be more accepting of one another. The following are some other movies that would fit in with an up-standers unit: Remember the Titans (which could also be included across the curriculum in a segregation history unit), Mean Girls, and The Waterboy, not to mention the documentaries on bullying that could be used.
Jimmy
Eat World (2001). Bleed american. Los
Angeles, CA: Cherokee and harddrive.
Summary:
This
song/poem is about people who don’t fit in with the crowd and feel pressured to
fit in, even if it that goes against their own morals and values. This song sends
the message that it is okay to be different. That one shouldn't be concerned
with what others say behind his or her back. That although it takes some time
to build that confidence and security to be different and hold your head high,
everything will work out in the end.
Connection
to Overall Theme:
This song connects to the theme of being an up-stander because it encourages young adults to do what they feel is right, and not follow the crowd blindly. It sends the message that it is okay to be different and that those who criticize others for being different do not matter, for in the end everything will fall into place as long as you are true to yourself.
This song connects to the theme of being an up-stander because it encourages young adults to do what they feel is right, and not follow the crowd blindly. It sends the message that it is okay to be different and that those who criticize others for being different do not matter, for in the end everything will fall into place as long as you are true to yourself.
Practical
Application: This song can be used to teach students
how to analyze poetry, and find to the message that the author is trying to
convey. This song in particular would fit in perfectly in a bullying unit, as
it discourages bullying and promotes the idea of being an up-stander. Allowing
students to discover this message on their own is the most powerful route to
making an impact. There are also plenty of other songs from different genres of
music that you may use to make a similar point. The following are some
alternative, or complimentary songs, to include in the unit: Seeing Red by Minor Threat (hard
core/punk rock), Beautiful by Eminem
(rap), or Born This Way by Lady Gaga (pop).
Pelzer, D. J. (1995) A
child called “it”: An abused child’s journey from victim to victor.
Deerfield Beach, FL: Health Communications.
This is a true story about a boy who is abused by his mother. This novel follows the journey of David Pelzer’s childhood and his struggle for survival. No matter what he does, he can’t seem to satisfy his mother. Every time David’s mother is displeased she comes up with a “punishment” for him. For example, if David didn’t finish the dishes in time, then he wasn’t allowed to eat breakfast and was either beaten, or made to swallow a spoon full of bleach. These instances of abuse worsen as the book continues, and David’s struggle will soon become your own as you root for his survival.
Connection
to Overall Theme:
A
Child Called “It” relates to the theme of bullying and
youth violence because this is what consumes the main character’s life. His own
mother bullies him and exposes him to various forms of violence (verbal,
emotional, and physical). Due to the neglect David has suffered, he was teased
mercilessly in school and considered a “troublemaker” in the eyes of the
teachers. There was never an up-stander in David's life. His entire family was too afraid to stand up to what his mother did to him. This text portrays what can happen when we put our own well being over the well being of those who are being bullied and abused.
Practical
Application: This book is a tearjerker that plays on
the readers emotions and evokes empathy. It would fit in perfectly with a
bullying and youth violence unit. This text should definitely be used as a
mentor text, and could even be used in a humanities curriculum. The students could
pair this text with a research project on charities for victims of violence.
References
Garcia,
A. (2013). Critical foundations in young
adult literature: Challenging
genres. Fort Collins, CO: Sense
Publishers
Short,
K. G., Lynch-Brown, C., & Tomlinson C. M. (2013). Essentials of children’s
literature (8th ed.). Upper
Saddle River, NJ: Pearson Education, Inc.
Vetter,
A. M. (2010). “Cause I’m a g”: Identity work of a lesbian teen in language
arts.
Journal of Adolescent & Adult Literacy, 54(2), 98-108.
Journal of Adolescent & Adult Literacy, 54(2), 98-108.
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