Teacher content information

This unit of lessons, Courage to Care: How to Be an Upstander in Society, is designed to aid students’ understanding of the Pyramid of Hate - a hierarchical diagram of escalating acts of violence. Students are guided to understand how stereotyping can lead to prejudice, discrimination and extreme acts of violence. Through analysis and evaluation of the pyramid, students will understand its impact on individuals and society. Students will also learn about the bystander effect and consider the reasons for inaction.

The unit then supports students to challenge the norm and consider the role of Upstanders - they will interrogate how the dynamic between perpetrator and victim is altered through Upstander action and be supported to become Upstanders in their communities, becoming aware of their potential to make a positive difference. Students will be given practical tools and strategies to support them in taking positive action in standing up against bullying and prejudice. This unit features various important examples of Upstander behaviour throughout history for students to take inspiration from. Students culminate their learning by designing and developing an Upstander activity that supports a group within their community.

These resources were created in collaboration with Courage to Care, a not-for-profit organisation that educates Australians about the dangers of discrimination, including antisemitism and racism. Courage to Care Upstander Programs take inspiration from real-life extraordinary acts of courage. Based on the idea that ordinary people have the power to make a positive difference to the lives of others by being Upstanders, the program inspires people to make a real difference in their community by standing up and taking action, creating real change.

Courage to Care - What is an Upstander? (https://www.youtube.com/watch?v=-ts04fKvwXs)

Courage to Care offers face-to-face Upstander Programs at schools in most states. Delivered by teams of skilled and dedicated volunteers, Upstander Programs feature inspiring testimonies from Holocaust Survivor Speakers, promote acceptance of diversity within the community, and transform bystander behaviour by inspiring participants to become Upstanders.

Upstander Programs encourage participants to become aware of their potential to make a positive difference and offer practical tools for standing up against bullying and prejudice by empowering participants to take positive action - in the schoolyard, workplaces, and in our communities. Find out more about booking an Upstander Program in your school at couragetocare.org.au.

Unit structure

Tune In

Students develop their vocabulary by defining terms and applying concepts relevant to the Pyramid of Hate continuum and explore the act of stereotyping and its impacts on victims, with a particular focus on how it can escalate into prejudice and discrimination.

Find Out

Students learn about the bystander effect, interrogate the reasons underpinning this response, and are introduced to the concept of Upstanders and challenging bystander inaction.

Lesson 3 - What is the Bystander Effect?
Lesson 4 - The Difference Between Bystanders and Upstanders

Take Action

Students examine various historical and contemporary events that saw Upstanders attempting to stop acts of violence towards others and design an Upstander action or movement that would support particular groups in their community.

Safety: Unit wide safety concerns to address

Unit wide cultural safety

Reference to cultural identities

This unit of lessons directly addresses acts of violence of varying degrees, escalating from stereotyping to prejudice to discrimination to violence to genocide. In order to teach concepts, some examples feature cultural identities being used as victims of acts of violence.

It is, therefore, essential that teachers are mindful of the following:

Ensure you are aware of students who may belong to particular groups being discussed (for example, if the lesson references the Holocaust, teachers should check to see if there are any Jewish students in their class).
Review the lesson content prior to implementing the lesson, ideally a day or two before the content is used. Teachers should let their students know that cultural identities feature in the content - if students feel that this may be triggering for them, they can talk to the teacher outside of class time and make alternative arrangements for the lesson if required.
Consider sending correspondence home to families about various cultural identities being used in lessons in case extra support for students is needed.
Teachers must prioritise student wellbeing - if students are concerned that the lesson may upset them, alternative arrangements should be made to accommodate the student.

Teachers could:

allow for the arrangement of modified material that does not trigger students
inform students of the content to be covered at the beginning of the lesson and provide appropriate options for students who may find the content challenging or upsetting
direct students to access external support with teachers’ permission
allow students to be excused if upset.

In creating these lessons, a broad coverage of cultural identities has been used. It was our decision not to specifically not to reference Aboriginal and Torres Strait Islander peoples, as our lessons are designed to be trauma-informed. Instead, lessons feature other First Nations cultures - this way, Aboriginal and Torres Strait Islander students are not directly referenced or targeted. Still, some of the concepts that apply to other First Nations groups (for example, the impacts of colonisation) may cause these students to create links between others and their own situation. It is very important that teachers allow students to create these links first (rather than the teacher prompting them) and lead the conversation.

Current events

Most students are well connected to current news events due to having personal devices. However, this does not mean that students have a critical understanding of global events - teachers need to be prepared for students to ask questions about content that is outside of their area of professional expertise.

Teachers could expect questions from students about the following:

The Holocaust and World War II
Genocides (including, but not limited to, the Holocaust)
The current conflict in Gaza
Various cultural identities

It is essential that students receive the best education on these topics possible. In a secondary school setting, we would highly recommend redirecting questions to the History and Humanities faculty teachers. Teachers may also benefit from speaking with these teachers before implementing this unit.

Unit wide psychological safety

This unit focuses on addressing how to stop stereotyping, prejudice, discrimination and violence toward targeted individuals and groups. Teachers need to be aware of class dynamics - it is entirely possible that some bullying on school grounds can be categorised as prejudiced and discriminatory behaviour. Covering this content may trigger some students. They or their friends may have personally experienced acts of violence or may be perpetrators of violence towards others. Students who identify in these ways may escalate their behaviour while covering this content.

In particular, we would recommend checking in on the students in your class who may belong to the following groups

A member of the LGBTQIA+ community
A member of the neurodivergent community
A member of the Aboriginal and Torres Strait Islander community
A member of any First Nations community
A member of the Jewish community
A member of the Muslim community

We’d recommend checking in with students prior to delivering the lessons. You may choose to address the class generally. Saying something along these lines may help:

“In the next few lessons, the content we’re covering features different identities. People of different cultures, abilities, sexualities and genders are mentioned. There may be some reference to how particular individuals and groups are discriminated against. Everybody needs to feel safe in class, so if you have concerns or are worried that some of the content may be upsetting, please come and have a chat with me before our next lesson so we can make alternative arrangements.

We’d also recommend that teachers do the following:

Review the lesson content prior to implementing the lesson, ideally a day or two before the content is used.
Teachers may like to send correspondence home to families about the content covered to arrange extra support for students if it is needed.
Teachers must prioritise student wellbeing - if students identify that the lesson may upset them, alternative arrangements should be made to accommodate the student. Teachers should:
- arrange modified material that does not trigger students
- inform students of the content to be covered at the beginning of the lesson and provide appropriate options for students who may find the content challenging
- allow students to access external support with teachers’ permission
- allow students to be excused if upset.

Important lesson information

Cultural safety specific to lesson 3

Tune In: The scenario in this section features a video of a Muslim woman being bullied for wearing her head covering. Teachers may find it beneficial to mention at the beginning of the lesson that the lesson content features references to different cultural identities being bullied. Alternatively, they may like to skip the activity so it does not trigger students in their class.

Psychological safety specific to lesson 3

Find Out: In this activity, students are asked to reflect on whether they’ve seen any unjust behaviour on school grounds. Use teacher discretion to manage this activity, but we would recommend that teachers preface this activity by stating that the conversation needs to be mature and that the consequences of behaviour need to be considered. Teachers should set appropriate parameters for conversation and provide options for students who want to responsibly and thoughtfully discuss what they’ve seen on school grounds. For example, teachers should consider what would happen if one student in the class points their finger at another student for bullying in the discussion and students become heightened.

Content Information

Find Out: In this activity, students will learn about the bystander effect. Teachers may benefit from watching this video about this social phenomenon.

Prerequisites

This is the third lesson within the Health and Physical Education Unit Courage to Care: How to be an Upstander in Society. Cool recommends that you teach this lesson as a part of the whole 6-lesson package. Each lesson can be taught individually; however, students will benefit from continuing their foundational learning on the Pyramid of Hate by working through the Find Out and Take Action lessons, where students are inspired to become Upstanders.

Further Professional learning and reading

From Courage to Care Victoria

The team at Courage to Care offer a variety of additional resources for educators to deepen their understanding of the themes of this unit of lessons and their face to face program. Two of our favourites, the Upstander handbook for teachers and the Upstander Toolkit for students are linked below, explore the rest of the collection of resources here

Upstander Handbook Teaching Resource

A classroom resource for teachers that extends and deepens students’ understanding of the key themes of the Courage to Care program

Upstander Toolkit

Concise two-page toolkit to equip and empower Upstander action, outlining how to prepare yourself to act, and providing practical suggestions of words and actions for various situations.

What is the Bystander Effect?

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