Victimproof Chapter 1

Upon completion, students will be able to…

1. Compare and contrast the outcomes of forgiveness versus bitterness.
2. Demonstrate how forgiveness is a universal value.
3. Identify trusted adults they can talk to when experiencing hardships.

VIDEO RUN TIME: 7 mins, 18 seconds
SUPPLIES NEEDED: Whiteboard or chalkboard

• What do you think it means for someone to be “Victimproof?”
• Why do you think victims of bullying often turn into bullies?
• What happens when you hold onto bitterness and unforgiveness?
• How is forgiveness like setting yourself free?
• How can you help other students at your school become victimproof?

A.  Write the words “FORGIVENESS” and “BITTERNESS” at the top of the whiteboard. Have the students suggest different outcomes that come from living a life of forgiveness versus a life of bitterness. Discuss the differences.

B.  Break into groups of three or four. Have the students discuss (or research online) historical figures who have embraced the ideas of forgiveness and non-violence. (MLK Jr, Ghandi, etc.)

C.  SAY THIS: Tom’s secret to success was that he 1) Got help from and adult. And 2) Learned to let go of the pain through forgiveness. How are both of these steps necessary for leading a healthy and safe life? (List the ideas on the whiteboard.)

Write a paragraph on how the universal value of forgiveness could help you develop into a more healthy person. At the end of the paragraph include a list of trusted adults you can talk to when you’re having a difficult time in life. Turn in the assignment the next day for credit.

Upon completion, students will be able to…

1. Define what it means to be “Victimproof” per the video lesson.
2. Identify the common reasons why so many students play the blame game.
3. Illustrate what the word “Victimproof” means to them through an art project.

VIDEO RUN TIME: 2 mins, 47 seconds

SUPPLIES NEEDED: Whiteboard or chalkboard

• What does it look like when students have a victim mindset?
• Why do you think it’s so easy to play the blame game?
• Do you believe you’re responsible for your own happiness?
• Define the term “victimproof” in your own words.
• What kinds of tough decisions will help you become victimproof?

A.  Break into groups of three or four. Have each group create their own definition of “Victimproof.” After about five minutes stop the activity and give each group a turn to present their definition.

B.  Compare and Contrast someone who has a victim mindset versus someone who is victimproof. How does each person respond to the following scenarios: 1) Someone at school tells you you’re no longer wanted in their group. 2) A photo of your backpack is posted on Instagram with the caption “a real winner.” 3) Someone makes fun of you for the music you like.

C.  Write “BLAME GAME” at the top of the whiteboard. Have each group come up with at least three reasons why students play the blame game. Then add the reasons to the whiteboard.

Create a piece of artwork using any medium (pencil and paper, paints, clay, etc) that represents the idea of being “victimproof” to you. Bring the project back to class by _______________ and be prepared to show the group and explain what it means to you.

Upon completion, students will be able to…

1. Identify the source of their past pain and how it could be holding them back.
2. Show their classmates how they can turn that past pain into a gain in the future.
3. Reflect on their past and write a journal entry on turning their pain into a gain.

VIDEO RUN TIME: 2 mins, 41 seconds

SUPPLIES NEEDED: One piece of paperand one pencil or pen per student.

Do you think it’s possible to forgive and forget? Why / Why not?

What can you do when something triggers an old painful memory?

What are some of the positive things you’ve learned from your hurts?

How do your past hurts position you to help other people?

A.  SAY THIS: Today we’re going to do an activity called “Pain into Gain” so everyone needs to take out a new piece of paper. On the front side write “PAIN” and on the back side write “GAIN.” Now I’m going to give you a few minutes to write or draw something on the PAIN side that represents something that has been painful in your past. There are no right or wrong answers, and you won’t be forced to share that side with anyone. Ready? Go! (Give them 3 – 5 minutes to work on their own)

B.  SAY THIS: Okay let’s wrap it up. Now flip over the paper to the “GAIN” side. Write a paragraph or draw a picture that shows how you can turn that pain into a gain – in other words, how can you use that past pain to help other people in the future. What did you learn from it? After we’re done, each of you will be asked to share your “GAIN” drawing or paragraph in a small group of students.

C.  Break the students into small groups, so they can share the “GAIN” side of their paper.

Write a personal journal entry about what you’ve learned from the pain in your past. Highlight how the pain made you feel, and how you can turn that around for a positive purpose to help others in the future. Show the entry to the teacher the next day, but do not turn it in for review. If you have been abused or bullied, make sure to talk with your leader about what happened.