Upstanders, Not Bystanders
Start by sharing/projecting the following quote:
"Never doubt that a small group of thoughtful, committed citizens can change the world. Indeed, it is the only thing that ever has." ~ Margaret Mead
Question: Margaret Mead’s famous quote suggests the power of group action. What about one person? Is it possible for a single person to change the world? How about a child?
Show YouTube video The Power of One.
2 Direct Instruction
Allow students time to reflect on the samples shared in the Power of One video. Ask them to think of a person not shown in the video who at some point in his/life had the courage to cross the line from bystander to upstander. Students can pull from biographies/autobiographies, historical events, current events, or personal observations.
Show The Price of Silence video. Ask how this video is similar and/or different from the Power of One. Ask students to clarify and document their thinking via a Venn Diagram. I recommend using the National Council for Teachers of English (NCTE) Read, Write, Think web-based Venn Diagram creator or the mobile app version to capture and clarify their thinking. Note: The Read, Write, Think apps have not yet been reviewed by the Graphite community.
Provide students with link to a Google Form, such as this sample Upstanders Nomination form, which you may copy and edit (shareable form) - and ask them to name their upstander and justify their nomination of this person by sharing a story or by citing evidence of this person’s actions. Display spreadsheet with results.
Invite students to revisit your form and nominate people from their own lives who have crossed the line from bystander to upstander.
3 Guided Instruction
Lead students on a tour of the Upstanders, not Bystanders VoiceThread, sharing samples from all four screens (opening, elementary, middle, and high school).
Ask students to pair up and select three comments they have scored with 15/20 possible points or above. Have students note which comments are about historical / global figures vs personal / local connections.
Using the Upstanders Nomination form, create - with student input - a 20/20 possible points nomination.
VoiceThread is set up for audio via device microphones, webcams, and phones. If students are using a Pro Account of VoiceThread, they can also pre-record their comments as MP3 files, using an app such as Audacity, and then upload their recording to VoiceThread.
Digital Citizenship component
For elementary and middle school students, demonstrate how to create an avatar, using apps such as Voki or Build Yourself Wild (Note: Build Yourself Wild has not yet been reviewed by the Graphite community). For high school students, talk about options for creating a positive digital footprint, starting with their online images/avatars/photos.
4 Independent Practice
Students decide who they will add to the Upstanders, not Bystanders collection. They can select a new upstander OR add an additional justification to someone already named as an upstander.
Once they have drafted their upstander piece, they can team up to practice expressive reading of their piece and then move on to practice recording their VoiceThread comment. Note: If you do not have a computer with a built-in or external microphone, students can also use cell phones to call in their recordings. Text is also an option. For privacy reasons, webcams should be used only with high school students.
Students age 13 and above can create their own VoiceThread accounts. Students under the age of 13 should use teacher or parent created accounts.
5 Wrap Up - Badging
Badging - How can students earn them?
The Digital ID Project provides students with a global micophone for stepping up and speaking out on four areas of digital citizenship: cyberbullying, digital footprint, intellectual property, and online privacy. Through the Digital ID Project’s Badges Request Form, teachers can reward students for speaking up on the importance and impact of upstanders by nominating them for a Stepping Up badge. Note: The Digital ID website has not yet been reviewed by the Graphite community.
Key Standards Supported
Reading History/Social Studies
|RH.6-8: Integration of Knowledge and Ideas|
|RH.6-8.9||Analyze the relationship between a primary and secondary source on the same topic.|
|Key Ideas and Details|
|RH.6-8.1||Cite specific textual evidence to support analysis of primary and secondary sources.|
|RH.6-8.2||Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.|
Speaking & Listening
|SL.6: Comprehension and Collaboration|
|SL.6.1||Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.|
|SL.6.1a||Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.|
|SL.6.1b||Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.|
|SL.6.1c||Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.|
|SL.6.1d||Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.|
|SL.6.2||Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.|
|SL.6.3||Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.|
|Presentation of Knowledge and Ideas|
|SL.6.6||Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.|
|Presentation of Knowledge and Ideas|
|SL.7.6||Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.|