Bullying Prevention
Compassion in Action
Curriculum
An Inspired Approach To Social-Emotional Learning Teacher Guide FOR Students 12-18
PeaceJam.org
COMPASSION IN ACTION
PeaceJam Bullying Prevention Curriculum
11200 Ralston Road • Arvada, CO • 80004
tel (303) 455-2099 • fax (303) 455-3921 • [email protected] • www.peacejam.org
Dear Educator or Group Leader:
We are proud to present PeaceJam's powerful and unique Bullying Prevention Program for
young people ages 12-18. Compassion in Action takes your students and school
community on an engaging journey that explores bullying from a personal, social, and
institutional perspective, builds their skills and understanding, and provides them with
insights and lessons from amazing heroes of peace from around the world.
PeaceJam is the only youth development program led by 13 Nobel Peace Laureates.
Students will learn about five of them through the Compassion in Action program: the
Dalai Lama from Tibet, Rigoberta Menchú Tum from Guatemala, Desmond Tutu from
South Africa, Jody Williams from the United States, and Shirin Ebadi from Iran (check out
PeaceJam’s full curricular programs that feature all 13 Nobel Peace Laureates at
Peacejam.org).
The PeaceJam Foundation has been nominated for the Nobel Peace Prize and received
the Man of Peace Award for its award-winning youth programming. PeaceJam also
received the Outstanding Service-Learning Award for this innovative approach to engaging
youth as change makers.
The curriculum is flexible, allowing schools and youth organizations to adapt it to their antibullying policies, academic schedules, and school climate, while meeting the best
practices of Bullying Prevention. Compassion in Action can be implemented over 7
months, 7 weeks, or 7 days, depending on the school’s needs.
Schools participating in Compassion in Action are invited to attend a PeaceJam Youth
Conference with a Nobel Peace Laureate and to host a Day Without Hate event in their
school or community on the last Friday of April.
The PeaceJam Foundation and its regional offices (see www.peacejam.org for listing) are
available to support you in the implementation of this exciting curriculum.
MEMBERS OF THE PEACEJAM FOUNDATION
The Dalai Lama • Betty Williams • Rigoberta Menchú Tum • Oscar Arias
Desmond Tutu • Aung San Suu Kyi • Máiread Corrigan Maguire • Adolfo Pérez Esquivel
José Ramos-Horta • Jody Williams • Sir Joseph Rotblat (Emeritus) •Shirin Ebadi • Leymah Gbowee
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COMPASSION IN ACTION
PeaceJam Bullying Prevention Curriculum
Nobel Peace Prize Winners Mentoring
Youth to Change the World
With 20 years of experience around the world, the
PeaceJam Foundation is a leader in developing engaged,
informed, and compassionate young leaders who are
addressing the root cause of issues in their local and
global communities - including bullying, ignorance, and
injustice.
PeaceJam students
working to address school
violence with Nobel Peace
Laureate Desmond Tutu
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PeaceJam Bullying Prevention Curriculum
Our Impact
Positive Change. Powerful Impact.
• More than one million young people worldwide have participated in
PeaceJam programming.
• PeaceJam Curriculum has been implemented in over 20,000 schools in
25 countries.
• Hundreds of Youth Leadership Conferences have been held,
connecting youth directly with Nobel Peace Laureates.
• Nearly two million new service projects have been developed by
PeaceJam youth activists addressing issues of violence and injustice.
• PeaceJam has created thousands of new leadership and volunteer
opportunities for youth and adults in their local communities.
Impacts of our programs include:
• Evaluations have shown that incidents of violence decrease in schools
and community-based organizations where PeaceJam programs are
implemented.
• Evaluations have shown that youth who participate in PeaceJam programs
show statistically significant gains in:
o Academic skills & knowledge
o Moral development
o Understanding of social justice
o Life purpose
o Compassion & empathy
o Acceptance of diversity
o Increased school & community engagement
o Social emotional skills such as self-awareness, social
awareness, and responsible decision-making
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PeaceJam Bullying Prevention Curriculum
Our Formula for Bully Prevention
3
Pillars of PeaceJam's Award-Winning Programs
EDUCATION: Curriculum for young people ages 12-18 that fosters new
skills and knowledge, as well as, provides a unique approach to positive
youth development, and a deeper understanding of bullying and violence
from a personal to a social, and institutional level.
INSPIRATION:
Nobel Peace Laureates whose wisdom and experience
inspire young leaders to create
positive change. Each Laureate’s
choice to stand up against injustice
and oppression in their own
communities inspires youth to
respect each other and work
together to address the issues they
are most passionate about.
ACTION:
Engaging youth as change agents in their
schools and communities, giving them the tools they need to
address the roots of bullying and intolerance in their schools
and communities. Students contribute to PeaceJam's One
Billion Acts of Peace -- an international citizens’ campaign led
by 13 Nobel Peace Laureates and designed to tackle the most important
issues facing our planet.
Schools participating in PeaceJam's Bullying
Prevention Program are invited to host a
Day Without Hate event in their school or community
on the last Friday of April. We have all the tools you
need to host a powerful day of solidarity and inclusion!
Visit daywithouthate.org for more information.
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COMPASSION IN ACTION
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PeaceJam Bullying Prevention Curriculum
Our Role Models
World Leaders for Peace - 5 featured in
this curriculum
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COMPASSION IN ACTION
PeaceJam Bullying Prevention Curriculum
Our Programs
Check out PeaceJam's additional award-winning, yearlong curricula that center on the life and work of all 13
Nobel Peace Laureates.
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PeaceJam Bullying Prevention Curriculum
Compassion in Action:
PeaceJam Bullying Prevention
TABLE OF CONTENTS
Getting Started: Guide for Educators
Facilitation Tips .......................................................................... 14
Creating Caring Communities .................................................... 15
Supporting Young People to be Change Makers ....................... 16
Getting Started .......................................................................... 17
Lessons
Empathy & Compassion ............................................................. 21
Identity & Difference ................................................................. 32
Building Community .................................................................. 47
Inclusion & Being an Ally ........................................................... 64
Overcoming Stereotypes ........................................................... 78
Taking Action ............................................................................. 95
Student Handouts
Handouts are provided at the end of each chapter, and can be
copied and handed out to the young people in your group/class.
Chapter Assessments
A short assessment of students' learning is provided at the end of
each chapter. These are also available online for easy access to
student scores for summative and formative assessment purposes.
There is also a teacher reflection.
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PeaceJam Bullying Prevention Curriculum
Components of Compassion in Action
Best Practices in Bullying Prevention
Compassion in Action provides a powerful and unique Bullying Prevention Program that
meets the needs of the educators in school and out-of-school settings through a
comprehensive approach that goes beyond "behavior modification" approaches to antibullying. We take students and school communities on an engaging journey that explores
bullying from a personal, social, and institutional perspective, building their skills and
understanding, and providing them insights and lessons from five amazing heroes of
peace from around the world - our Nobel Peace Laureates. Compassion in Action blends
the best practices from Bullying Prevention with those from the fields of social emotional
learning, positive school climate, multi-cultural education, service-learning, and 21st
century education.
Bullying Prevention Best Practices 1 - How PeaceJam addresses these best practices:
•
Comprehensive, whole-school approach
that reaches all students, staff, parents, and
the community.
•
Focus class time on bullying prevention.
Compassion in Action Aligns
with Education Standards
by relating bullying prevention
to history, political science,
geography, social justice,
human rights, citizenship,
language arts, and much more.
It enhances academic skills
through historical analysis,
research, writing, public
speaking, critical thinking,
group projects, and reflection.
“It is important that bullying prevention programs
include a classroom component. Teachers, with
the support of administrators, should set aside
20-30 minutes each week (or every other week)
to discuss bullying with students. Anti-bullying
themes and messages also can be incorporated
throughout the school curriculum.”
•
Give young people an active and
meaningful role in bullying prevention
efforts.
“Students should be involved as both
participants and leaders in planning,
implementing, and other key activities. Keep in
mind that the great majority of kids are neither
perpetrators nor victims of bullying, but many
witness it on a regular basis. They are the
majority, and they are the students who are
most likely to be won over to creating change.”
1
Compassion in Action Engages
Young People in Meaningful
Service through service-learning, a
teaching methodology that combines
academic learning with community
service. Students of all ages assess
the needs of their school or
community and carry out service
projects that address those needs.
Through service, students learn 21st
century competencies and have an
authentic context for applying newly
learned content and skills.
PeaceJam's exciting One Billion
Acts of Peace Campaign provides
the context for service and allows
students to engage with others from
around the world.
Best Practices in Bullying Prevention- US Dept. of Ed. & US Dept. of Health & Human Services, UK and Australia.
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COMPASSION IN ACTION
•
PeaceJam Bullying Prevention Curriculum
Develop cultural competency
strategies and skills that are inclusive
and enhance communication and
relationship building.
“Cultural competency is an ongoing
process and practice that builds a climate
that understands, accepts and respects
the unique contributions of all people
regardless of ability, age, disability,
ethnicity, gender, gender identity,
geographic region, health, language,
mental health, race, religion, sexual
orientation, socioeconomic status or
spirituality. Cultural competency is the
most neglected area of research in the
bullying prevention field, and many
prevention and intervention models do
not address cultural competency
appropriately, or not at all.”
•
Go beyond bullying behaviors to
systemic change. New evidence
suggests interventions that say,
“you shouldn’t do this,” or “you
shouldn’t do that” may
unintentionally increasing bullying.
Efforts must move beyond
individual factors and focus on the
complex and systemic reasons why
bullying happens and is reinforced.
UK researchers recommend that
schools promote good role models to
address social factors, embed bullying
prevention curriculum into the school
day that relates to broader issues in
history, current events, etc., and use
assemblies to reinforce the concepts
being taught and help create a positive
school climate.
Compassion in Action Builds
Cultural Competency &
Multicultural Skills that students
need to be successful in an
increasingly interconnected world. It
provides students with opportunities to
interact, negotiate, and communicate
with people from diverse groups and
backgrounds while exploring their own
identity and culture. Students who
participate in PeaceJam have higher
scores on measures of cultural
competency, including "valuing
diverse perspectives," "understanding
of prejudice," and "overcoming
stereotypes."
Compassion in Action Offers a "Big
Picture" Approach that engages
students. The curriculum explores
bullying as not only personal, but also
social and institutional, by introducing
students to Nobel Peace Prize
Winners as role models who have
overcome extreme hatred and
prejudice to create positive change.
Students also have the opportunity to
host their own Day Without Hate
assembly or full-day program at their
school each April.
Research Alert
Meta-analysis of current research in the field finds that the most WIDELY ADOPTED bullying
prevention programs have NOT been proven EFFECTIVE with diverse populations - and that
these programs drastically drop in effectiveness by 7th grade, with instances of
BULLYING actually INCREASING by 11th grade. 2
2
http://www.researchgate.net/publication/271197008_Declines_in_efficacy_of_antibullying_programs_among_older_adolescents_Theory_and_a_three-level_meta-analysis_
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PeaceJam Bullying Prevention Curriculum
Curriculum at a Glance
Chapter
Getting
Started
EDUCATION
Lessons
INSPIRATION
Case Study of a Nobel
Peace Laureate
• Overview of servicelearning
• Youth as Change
Makers
Educator’s Guide
Getting Started
• Group Norms
• Civil Discourse
Empathy & • Impacts of Bullying
Compassion • Words that Hurt
• Listening & Speaking
Skills
• Compassion
• Empathy for yourself
ACTION
Service-learning
The Dalai Lama from
Tibet and his struggle
against bullying based on
religion and being
displaced from his home.
• Compassion Challenge
• 1 Billion Acts of Peace
Identity &
Difference
•
•
•
•
•
Defining Bullying
Dimensions of Identity
LGBTQ
Bullying Checklist
Visible & Invisible
Differences
Desmond Tutu from
South Africa and his
struggle against bullying
based on race and
sexual orientation.
• Proud to be Me
Challenge
• 1 Billion Acts of Peace
Building
Community
•
•
•
•
Facts about Bullying
Community
Teamwork
Cross-Cultural
Awareness
Rigoberta Menchú Tum
from Guatemala and her
struggle against bullying
based on being
indigenous.
• School Climate Survey
• 1 Billion Acts of Peace
Inclusion &
Being an
Ally
•
•
•
•
Why People Bully
Inclusion – Exclusion
Influence of Media
Being an Ally
Jody Williams from USA
and her struggle against
bullying based on
disabilities and
marginalization.
• Hosting Volunteer Day
• 1 Billion Acts of Peace
Overcoming
Stereotypes
• Bullying & Your Rights
• Understanding Biases
and Prejudices
• Overcoming
Stereotypes
Nobel Peace Laureate
• Human Rights Scan of
Shirin Ebadi from Iran
Your School
and her struggle against
• 1 Billion Acts of Peace
bullying based on gender.
Taking
Action
• Taking Action Against
Bullying
• Addressing Issues in
Our Community
Highlights the work of
young people around the
world who are taking
actions to create positive
change!
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• 1 Billion Acts of Peace
Project
• PeaceJam Conference
• Host Day Without Hate
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PeaceJam Bullying Prevention Curriculum
Using the PeaceJam Curriculum
The Compassion in Action Bullying Prevention Curriculum is for young people ages 12-18. It
is designed to be flexible so it can be implemented to fit your school or organization's schedule,
structure, and goals. There are 7 total chapters, including the "Getting Started" chapter, which
we recommend you do first. The remaining chapters can then be done in any order.
We know from Bullying Prevention research that "sustained and ingrained" programs are the
most effective, thus, we recommend implementing the PeaceJam Program over the academic
year. However, we also understand the reality of implementing programs, and thus the
curriculum can easily be implemented in shorter time frames. Just start where you are...and do
it over 7 months, 7 weeks, or 7 days!
7Months
Implement the PeaceJam Program over 7 months, doing one chapter a month.
7Weeks
Implement the PeaceJam Program over 7 weeks, doing one chapter a week.
7Days
Implement the PeaceJam Program over 7 days, doing one chapter a day or a few
activities from various chapters. Schools/groups hosting a Day Without Hate event or
assembly may choose this shorter time frame if they are just introducing the program to their
school or community.
Spend a weekend with a Nobel Peace Prize Winner
PeaceJam offers young people the opportunity to spend two days
interacting with a world leader for peace. We encourage groups to
attend a PeaceJam Youth Conference with a Nobel Peace Prize
Winner, if one is offered in your region (Visit peacejam.org, Upcoming
Events, to find the conference nearest
Right click image to watch a PeaceJam
Conference in action.
you).
Host a "Day Without Hate" Event
Day Without Hate is an international program started by students
that promotes nonviolence, unity, and respect in our schools. There
is information in the "Taking Action" chapter to help you plan your
Day Without Hate event to take place on the final Friday in April.
Right click image to watch video about
Day Without Hate.
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Education Standards Addressed
Below are sample standards addressed through this curriculum.
21st Century Skills
Language Arts
•
•
•
•
•
•
•
•
Apply knowledge of language and media
techniques to create, critique, and discuss print and
other media.
Develop an understanding and respect for
diversity in language across cultures, geographic
regions, and social roles.
Participate as knowledgeable, reflective, creative,
and critical members of a variety of communities.
(Source: NCREL/Metiri)
•
•
•
•
•
•
•
•
•
Communication & Collaboration
Critical Thinking & Problem Solving
Creativity & Innovation
Technology & Media Literacy
Flexibility & Adaptability
Initiative & Self-Direction
Social & Cross-Cultural Skills
Productivity & Accountability
Leadership & Responsibility
Use spoken, written, and visual language to
accomplish students’ own purposes.
Compare multiple points of view and how similar
topics are treated the same or differently.
Integrate quantitative or technical analysis with qualitative analysis.
Develop a topic with well-chosen, relevant, and sufficient facts, extended definitions,
concrete details, quotations, or other information appropriate to the audience.
Use technology, including the Internet, to produce, publish, and update individual or
shared writing products.
Social Studies
•
•
•
•
•
•
•
•
Learn elements of their culture through interpersonal and collective experience.
Build awareness and knowledge of other cultures as part of a connected society and an
interdependent world.
Learn how the complex and varied interactions among individuals, groups, cultures, and
nations contribute to the dynamic nature of personal identity.
Understand concepts such as: mores, norms, socialization, ethnocentrism, cultural
diffusion, competition, cooperation, conflict, assimilation, race, ethnicity, and gender.
Evaluate different interpretations of the influence of groups and institutions on people
and events in historical and contemporary settings.
Distinguish among fact, opinion, and reasoned judgment in a text.
Investigate causes and effects of significant events in world history.
Examine and evaluate issues of unity and diversity in world history.
Speaking & Listening
•
•
•
Work with peers to set rules for collegial discussions and decision-making (e.g.,
informal consensus, taking votes on key issues, presentation of alternate views).
Posing and responding to questions that relate the current discussion to broader themes or
larger ideas; and clarify, verify, or challenge ideas and conclusions.
Respond thoughtfully to diverse perspectives, summarize points of agreement and
disagreement, and, when warranted, qualify or justify their own views and understanding
and make new connections in light of the evidence and reasoning presented.
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PeaceJam Bullying Prevention Curriculum
Identity & Difference
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Identity & Difference
Chapter Overview: In this chapter, young people will explore issues of identity,
differences, the definition of bullying, and how it applies to the life and work of Desmond
Tutu from South Africa.
Objectives
1. Young people will explore how they define their own identity.
2. Young people will understand the terms used to describe identity.
3. Young people will be able to define bullying and how it applies to their lives.
4. Young people will learn about the life and work of Desmond Tutu and his work to
address injustices based on race and sexual orientation.
Opener:
Guess Who? (10 minutes)
On a small piece of paper, have each student write something about themselves
that they think others do not know. Put these folded pieces of paper in a pile and then have
each person take one out and read it. Have the group try to guess who that person is.
Debrief
1. What did you learn from this activity?
2. What surprised you most about what people shared?
3. Why did you decided to share what you did?
Identity Inventory (15 minutes)
Using the form provided in the Handout Section, have young people create an Identity
Inventory, which includes:
 Things that I am & things that I am not
 My role models & the groups I belong to
 Issues that concern me & ways I will contribute to the world
 A symbol that describes me
Then have young people post or display their Inventories and then walk around and read
each other's.
Debrief
1. What are some similarities among the Inventories and some differences?
2. Which of the Inventory areas is most important to you and why?
3. Why is it important to understand yourself before trying to understand someone
else?
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Defining Identity Terms (20 minutes)
When looking at concepts of identity and cultural differences, it is important to define terms
so that young people have a better understanding of what they mean and how they are
used to define people.
"In small groups or pairs, read through these terms, make any edits if you think
something is missing or question marks if there are terms you still do not understand,
so we can discuss them further."
Additional definitions are available from the Anti-defamation League (www.adl.org) or
Association of Multicultural Education (www.nameorg.org).
Term:
Race
Definition:
Culture
A population of people who affiliate based on traditions, beliefs,
customs, language, attitudes, behaviors, food, geographic
location, and other nonphysical characteristics.
Ethnicity is based on one's racial roots - typically the race of one's
parents. Ethnicity is related more with one's genetic heritage while
culture is a shared set of beliefs, morals, values.
The collective customs and traditions of a group of people that
join together to study and practice a specific spiritual teaching or
belief.
A person’s classification based on the biological makeup of
reproductive organs (female, male, etc.)
Ethnicity
Religion
Sex
Gender Identity
Sexual
Orientation
Socio-Economic
Status
Disability
A population of people separated from other populations based on
certain characteristics - often skin color, belief systems,
nationality, etc.
A person's psychological identification as a man, woman or some
other gender, which may or may not correspond to the sex
assigned to them at birth.
A person's physical and/or emotional attraction to the same and/or
opposite gender such as "gay," "lesbian," "bisexual" or "straight"
(sexual orientation is distinct from a person's gender identity)
A person's or their family's relative economic ranking (poor,
middle class, wealthy) and the social implications of that ranking.
A physical or mental impairment that substantially limits one or
more of a person's major life activities.
Debrief
1. How difficult or easy is it to define the terms? Why?
2. Which terms are the most confusing to you and why?
3. Were there any definitions that you disagreed with or would like to change? Why?
4. How are these terms used to categorize or separate people, and how can that lead
to bullying?
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Who Am I? (20 minutes) (Handout)
"This activity explores how we see
ourselves. To the right is a list of
questions containing various identifiers
that many people use to describe
themselves. This is by no means an
exhaustive list, so please add any other
identifiers you think are important."
Begin this activity by giving each person
10 minutes to think about answers to the
list of questions. Their answers can be
kept very private and do not need to
be written!
Reflection 1: Prioritize Your List
"After answering these questions, circle
the top five items that you think most
identify you. For example, if your race is
something you identify with strongly,
then circle it. Then share with the rest of
the group."
Reflection 2: From a Different
Perspective
"Answer these questions about you from
other people's point of view, such as
your parents, teachers, friends, or
strangers on the street. How would their
list compare to the one you created for
yourself?"
Who am I?
1. What is your name? Does it have a
special meaning?
2. How would you describe your race,
ethnicity, and cultural background?
3. How would you describe your socioeconomic status?
4. How would you describe your gender
and sex?
5. How would you describe your sexual
identity?
6. How would you describe the makeup
of your family?
7. What are some of the roles you take
within your family and community?
8. How would you describe, if any, your
religion or spirituality?
9. How would you describe yourself
physically?
10. How would you describe your mental
ability?
11. What are some of your strengths,
hobbies, and passions?
Debrief
1. How do you define yourself?
12. List anything else that you feel is
2. Which items on the list have a
strongly attached to your identity.
strong impact on your identity and
why?
3. Which items on the list do not impact
your identity and why?
4. How does the outside world, such as your friends, the media, your family, etc.,
impact your personal identity?
5. Are there parts of your identity that others misunderstand?
6. How do you think it would affect someone it they had to keep an aspect of
their identity hidden, or if they were constantly told an aspect of their identity
was wrong or bad?
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PeaceJam Bullying Prevention Curriculum
Defining Bullying (20 minutes)
"Most of us have some idea of what bullying is and many of us have experienced it.
Let's see if we can define it."
Step 1: Brainstorm Bullying: Start by brainstorming a definition of bullying (write
ideas on the board or large paper). Review the rules for brainstorming in Getting
Started.
Step 2: Types of Bullying*: Read through each of these types of bullying together
(available in Handout Section) and determine if you have captured all of these types of
bullying in your brainstorming.
 Physical: Pushing, shoving, hitting, kicking, biting, hair pulling, inappropriate touch,
breaking objects, and taking or damaging another’s stuff.
 Verbal: Teasing, name calling, threats, intimidation, demeaning jokes, rumors,
gossip, and slander.
 Sexual: It can include using words that demean someone about their gender or
sexuality, inappropriate touching of body parts, unwelcome physical contact, or
posting inappropriate photos online.
 Emotional: This type of bullying is often done by a group. Examples include leaving
someone out on purpose, telling lies to hurt someone’s reputation, and humiliating
someone publicly.
 Cyberbullying: Using technology to bully, including sending mean text messages,
posting videos, stories, or photos that ridicule someone, and spreading rumors
through social networking sites.
Step 3: Your School's Definition: If available, read your school's official definition of
bullying together and analyze it:
*Adapted from the National
• Does it include all of these components?
Bullying
Prevention Center, which
• If no, what is it missing?
has additional resources:
• How could you change your school's definition?
Bullying Checklist* (10 minutes)
http://www.pacer.org/bullying/reso
urces/info-facts.asp.
"The following checklist will help us recognize bullying. We can apply it to different
situations in our school, community, and the world to help stop it."
It's bullying if:
1.
2.
3.
4.
One person or group is hurting or harming another with words or behavior.
It is being done intentionally and is repeated over time.
The person(s) being hurt has a hard time defending themselves from the behavior.
The person(s) who are doing it have more power (power can include being
physically bigger or stronger, having more social status, or having protections).
Debrief
• Are there other things you would add to this list, and why?
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Case Study of Desmond Tutu
Things to know before reading the case study
copy case
study for
students
South Africa
Vocabulary
Review these terms before or during
the story as they come up:
•
•
•
•
•
•
•
Apartheid
Archbishop
Liberation
Reconciliation
Accountable
Malaria
AIDS
Right Click
to Watch
Video on
Desmond
Tutu
Nobel Peace Prize
The Nobel Peace Prize was created by Alfred Nobel. He was an inventor
from Sweden with more than 350 inventions, and he also wrote poetry and
plays. His most famous invention was dynamite. He created it to help blow
up areas to make roads and railways. But dynamite soon became the most
destructive weapon known to humankind, and Alfred became known as the
“merchant of death." So, he set aside millions of dollars to create the Nobel
Prizes in Physics, Chemistry, Medicine, Literature, and Peace. He died on
December 10, 1896. The Peace Prize is awarded each year on December
10th in honor of Nobel’s death. Desmond Tutu received the Nobel Peace
Prize in 1984 for his courageous leadership in efforts to find a
nonviolent solution to the policy of apartheid in South Africa.
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COMPASSION IN ACTION
PeaceJam Bullying Prevention Curriculum
Growing up, Desmond and the other black
children did not have the chance to go to
good schools or do other things that white
children were allowed to do.
Desmond Tutu 11
1984 Nobel Peace Laureate
Desmond Tutu was born in 1931 in
Klerksdorp, a small town in South Africa.
His father was a teacher and his mother
was a cook. When he was 12 years old, his
family moved to the city of Johannesburg,
where Desmond’s father was the principal
of a primary school for black children.
When Desmond was growing up, South
Africa had a government policy called
“Apartheid.” It was a system of unequal
laws for people depending on their skin
color and background. People were divided
into four main groups: White, Indian
(Indigenous), Coloured, and Black. Nonwhites had a far inferior educational
system, inadequate medical care, and
many lacked basic public services such as
electricity and clean water. The goal of
Apartheid was for the four million whites to
keep control over the 23 million blacks.
Black people also had to carry a “pass”
with them at all times. This pass was a little
booklet that had their fingerprints and their
picture in it. Black people also had a
curfew. If they were caught without the
pass or were caught out past curfew, they
were arrested and put in jail, tortured, or
killed. The white people did not have to
carry a pass and could go wherever they
wanted at any time. Black people were
also not allowed to vote.
“Like any other black child, we lived in a
ghetto, and yet, it wasn't as if you went
around feeling sorry for yourself. We knew,
yes, we were deprived. It wasn't the same
thing for white kids, but it was as full a life
as you could make it.” 12
“Everything was segregated – white
schools were over here and black schools
were over there. One of the things that hit
me very hard was going to town and I'd
see black kids scavenging through the
garbage cans of the white schools. And
picking out fruit, because you see the
government of South Africa gave food to
the white schools but not the black
schools.”
Desmond Tutu experienced bullying from a
young age because of the color of his skin.
“My father used to send me to buy
newspapers, and I would ride by bicycle.
Along the way, I'd have three or four white
boys taunting me. They called me, ‘Buk’
"Buk.” In African, that can mean a pick
which is a tool that you can dig with, but it
can also mean, ‘pitch’ – the black stuff
used on roads. So ‘Buk Swarte’ is 'pitch
black.' I didn't know this. I thought they
were calling me a pick for digging holes, so
when I was a safe distance from them, I
used to shout back, ‘raugh, raugh!’ which is
the word for spade that you use for
digging! It was only a long time after that I
learned they were saying, ‘you pitch, you
pitch black.’ How silly I felt.”
11
Adapted from PeaceJam interviews and speeches,
unless otherwise noted.
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12
http://www.achievement.org/autodoc/page/tut0int-1.
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COMPASSION IN ACTION
When he was a teenager, Desmond
became very sick with a disease called
tuberculosis. His lungs were filled with
bacteria and he almost died. He had to be
in the hospital for almost two years. While
Desmond was in the hospital, a man
named Trevor Huddleston visited him
often. Trevor was a white priest who often
visited children in the hospital to offer them
comfort and keep them company. Trevor
brought Desmond books to read, played
checkers with him, and even tutored him in
school subjects so that he didn’t fall behind
in school. No white person had ever cared
about Desmond or treated him with
respect. Desmond grew very fond of
Trevor and enjoyed his visits.
Desmond decided to become a teacher
like his father, but he did not agree with the
education that black children were taught
in schools. It was called “Bantu education,”
and it was not as good as the education
that white youth received. Bantu education
promoted racial stereotypes about Blacks
in its textbooks. It was designed to provide
black children with skills to be servants or
to work in manual labor jobs under white
control. This made Desmond very angry,
and he decided that he could not continue
being a teacher.
“I just felt I couldn’t be a part of this…I
said to myself, sorry, I’m not going to be a
collaborator in this scheme. Then I asked
myself, ‘What can I do?’”
He remembered his good friend Trevor
Huddleston and decided to become a
priest so he could help people. Soon,
Desmond became well known for speaking
out for the rights of all people, sharing his
message that all people are the "rainbow
children of God." He also spoke against the
injustices of Apartheid. Desmond became
the first Black South African to become an
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PeaceJam Bullying Prevention Curriculum
Archbishop in the Anglican Church, which
is the highest position in the church.
“For goodness sake...all we are asking
you to do is to recognize that we are
humans, too.”
Desmond was inspired by the work of
Martin Luther King Jr. and the civil rights
movement in the United States. As the
tensions and violence grew in South Africa,
Desmond spoke about the need to fight for
justice without using violence.
He worked with local churches to speak
out against the Apartheid government. He
led peaceful marches that called for
economic sanctions against South Africa.
He hoped that if countries around the world
stopped buying goods from South Africa
the government would pay attention and
create laws that protected all people – not
just whites.
In 1984, Archbishop Desmond Tutu was
awarded the Nobel Peace Prize for his
nonviolent work to end Apartheid and bring
equality for black people in South Africa.
In 1994, Apartheid ended in South Africa.
Black people were allowed to vote for the
first time on April 27, 1994. People waited
in line for hours and sometimes all day to
cast their votes.
“We were on cloud nine. It was like falling
in love…it was the day of liberation for
all of us, black and white together.”
Nelson Mandela was elected the first black
president of South Africa. When Apartheid
ended, Desmond helped to create the
Truth and Reconciliation Commission,
which worked toward healing the pain
caused by Apartheid. It allowed the victims
to face the people who carried out the
unfair laws or took violent action, holding
them accountable for what they did.
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COMPASSION IN ACTION
Desmond Tutu continues to be a world
leader in the struggle for human rights. He
works to help the world understand the
seriousness of diseases such as malaria
and AIDS, and he has become one of the
world's most famous people who is
speaking out for the rights of gay people.
"This is a matter of ordinary justice. We
struggled against apartheid in South
Africa, supported by people the world
over, because black people were being
blamed and made to suffer for something
we could do nothing about -- our very
skin. It is the same with sexual orientation.
It is a given. I could not have fought
against the discrimination of apartheid
and not also fight against the
discrimination that homosexuals endure,
even in our churches and faith groups.
PeaceJam Bullying Prevention Curriculum
Discussion Questions:
1. How did Desmond Tutu experience
bullying during his life?
2. How did growing up during Apartheid
shape Desmond Tutu's views on
justice for all people?
3. What lessons can we learn from
Desmond Tutu that we can use in our
school and community?
To discriminate against our sisters and
brothers who are lesbian or gay on
grounds of their sexual orientation for me
is as totally unacceptable and unjust as
apartheid ever was." 13
He continues to work for the rights of all
people and the right to not be treated
unfairly based on your identity, whether it is
the color or your skin or your sexual
orientation.
13
http://www.huffingtonpost.com/desmond-tutu/religionhomosexuality_b_874804.html.
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COMPASSION IN ACTION
PeaceJam Bullying Prevention Curriculum
Apply the Bullying Checklist (15 minutes) (Handout)
"Let's see how bullying related to Desmond Tutu's life using the Bullying Checklist. We
are going to read each item and discuss how it did or did not relate to his life."
Have students use the Bullying Checklist provided in the Handout Section.
Bullying Checklist
 One person or group is hurting or harming another with words or behavior.
 It is being done intentionally and repeated over time.
 The person(s) being hurt has a hard time defending themselves from the behavior.
 The person(s) who are doing it have more power (power can include being
physically bigger or stronger, having more social status, having protections, or when
a group “gangs up” on someone).
Debrief
• How many of the boxes were we able to check and why?
• What does this tell us about the bullying in Desmond Tutu's life at each of these
levels?
o personal level
o social level
o institutional level
Identity-Based Bullying: "To See or Not to See"
"Some of our identities are visible and some are invisible. As a group, we are going to brainstorm:
• 5 Visible Identity Characteristics (ones other people can see)
• 5 Invisible Identity Characteristics (ones other people cannot see)
Debrief
• Which of these visible and invisible factors was Desmond Tutu bullied for and why?
• Does bullying differ for visible and invisible factors? If yes, how?
• What are the biases that underlie these visible and invisible identity characteristics?
Journal
Have young people read the quote by Desmond Tutu and write about a
time when they felt inferior and how they can use Tutu's words to help
them to live in more freedom and dignity.
“Never let anyone make you feel inferior for being who you are.
When you live the life you were meant to live, in freedom and
dignity, you put a smile on God’s face.”
-Desmond Tutu
Watch "Children of the Light" (60 minutes - can be watched in segments)
Watch PeaceJam’s award-winning documentary film on the life and work of Desmond Tutu
and the young people he has mentored to change the world.
• Go to http://nobellegacyfilmseries.com/ to watch or order the DVD.
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Taking Action
Desmond Tutu Challenge
• Proud to Be Me: Make a list of three things that are great about you, include things
that maybe others can't see. Write them down and keep them in your pocket for a
month. You can keep adding to your list and share your list with your family and friends
- or just share it with yourself!
•
School Challenge: Share the Desmond Tutu "Proud to Be Me" challenge with your
school. Through morning announcements, posters, social media, or word of mouth,
encourage your classmates to write their lists and teachers to build in ways for students
to share their unique identities during class time. This could include writing contests, art
contests, talent shows, etc. Be sure to include a message about Desmond Tutu and his
acceptance of all people - including ourselves!
•
Family Challenge: Encourage families to get involved, write their lists, and share their
unique gifts. The school could feature an exhibit on students and their families "lists"
during school events.
One Billion Acts of Peace
Have students visit billionacts.org and post their "Proud to Be Me"
challenge, share it on social media, and challenge other schools and
groups to get involved in the One Billion Acts of Peace Campaign.
Google Hangout with Desmond Tutu & Dalai Lama (28 minutes)
Watch the Tribute to Nelson Mandela: Desmond Tutu and the Dalai Lama pay tribute to
the work of Nelson Mandela during a Google Hangout moderated by Anderson Cooper.
• Available on PeaceJam's YouTube Channel (click YouTube icon on peacejam.org)
or click to watch:
https://www.youtube.com/watch?v=D9qlh0eAxG8&list=PL88C78A26E28FAF37
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