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Ahimsa Summer Institute 2005 lesson planBy Teresa Burke

1. Title:Introducing Principled Nonviolence

The Popular BullyBy Teresa Burke

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1. Subject:Language ArtsCharacter EducationConflict Resolution

2. Goals:

a. To introduce students to the idea of taking responsibility for social change in the school; b. To develop students’ understanding of the goals of ahimsa as a power for change; c. To give students a preliminary understanding of the process of ahimsa as a means to

conflict resolution; d. To introduce students to the skills of ahimsa as a means of social change; e. To help students develop an appreciation for the power of ahimsa in their personal lives.

Outcomes:a) Students will continue their journey into the field of

nonviolence, beginning to understand the idea of principled nonviolence; and awakening their appreciation of ahimsa as a means to effect social change in their immediate environment;

b) Students will deepen their understanding of the vocabulary of nonviolence, thus allowing them to absorb new information about the means and end of conflict resolution in their own lives, as a prelude to the next lesson, a simulated injustice/civil disobedience situation with direct consequences.

3. Objectives:a. Students will read and discuss the book My Secret Bully by Trudy Ludwig and Abigail

Marble.b. Students will read the story Simon’s Hook, by Karen Gedig Burnett.c. Students will engage in an interactive discussion about bullying at their school in a free

and engaged mannerd. Students will complete a worksheet on bullying from the book, A Bully Free Classroom by

Allan L. Beane, PhDe. Students will read, study and perform a play called, The Popular Bully by Teresa Burke.

(See CAUTION note for teachers.)

Grade level Class size Time/DurationFifth Grade 25 – 35 7 - 12 Session/45 min.

each

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f. Students will read the book, Our Gandhi retold by V. Mylo Schaaf from Gandhi the Man by Eknath Easwaran.

g. Students will break down the components of the play to identify the process of Ahimsa as demonstrated by the characters.

h. Students will engage in a discussion of the goals of Ahimsa, as they perceived them in the performance of the play.

i. Students will write a persuasive essay stating their position on whether the conflict resolution approach in the play could be realistically carried out at their school

4. Standards:

Language Arts Fifth Grade

2.0 Reading Comprehension (Focus on Informational Materials)

Students read and understand grade-level-appropriate material. They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose.

Structural Features of Informational Materials 2.2 Analyze text that is organized in sequential or chronological order.

Comprehension and Analysis of Grade-Level-Appropriate Text 2.3 Discern main ideas and concepts presented in texts, identifying and assessing evidence that supports those ideas. 2.4 Draw inferences, conclusions, or generalizations about text and support them with textual evidence and prior knowledge.

Expository Critique 2.5 Distinguish facts, supported inferences, and opinions in text.

3.0 Literary Response and Analysis

2.4 Write persuasive letters or compositions:a. State a clear position in support of a proposal.b. Support a position with relevant evidence.c. Follow a simple organizational pattern.d. Address reader concerns.

Written and Oral English Language Conventions

1.0 Written and Oral English Language Conventions

Students write and speak with a command of standard English conventions appropriate to this grade level.

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Sentence Structure 1.1 Identify and correctly use prepositional phrases, appositives, and independent and dependent clauses; use transitions and conjunctions to connect ideas.

Grammar 1.2 Identify and correctly use verbs that are often misused (e.g., lie/ lay, sit/ set, rise/ raise), modifiers, and pronouns.

Punctuation 1.3 Use a colon to separate hours and minutes and to introduce a list; use quotation marks around the exact words of a speaker and titles of poems, songs, short stories, and so forth.

Capitalization 1.4. Use correct capitalization.

Spelling 1.5 Spell roots, suffixes, prefixes, contractions, and syllable constructions correctly.

Listening and Speaking

1.0 Listening and Speaking Strategies

Students deliver focused, coherent presentations that convey ideas clearly and relate to the background and interests of the audience. They evaluate the content of oral communication.

Comprehension 1.1 Ask questions that seek information not already discussed. 1.2 Interpret a speaker's verbal and nonverbal messages, purposes, and perspectives. 1.3 Make inferences or draw conclusions based on an oral report.

Organization and Delivery of Oral Communication 1.4 Select a focus, organizational structure, and point of view for an oral presentation. 1.5 Clarify and support spoken ideas with evidence and examples. 1.6 Engage the audience with appropriate verbal cues, facial expressions, and gestures.

Analysis and Evaluation of Oral and Media Communications 1.7 Identify, analyze, and critique persuasive techniques (e.g., promises, dares, flattery, glittering generalities); identify logical fallacies used in oral presentations. 2.0 Speaking Applications (Genres and Their Characteristics)

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Students deliver well-organized formal presentations employing traditional rhetorical strategies (e.g., narration, exposition, persuasion, description). Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking Standard 1.0.

Using the speaking strategies of grade five outlined in Listening and Speaking Standard 1.0, students:

2.2 Deliver informative presentations about an important idea, issue, or event by the following means:a. Frame questions to direct the investigation.b. Establish a controlling idea or topic.c. Develop the topic with simple facts, details, examples, and explanations.

2.3 Deliver oral responses to literature:a. Summarize significant events and details.b. Articulate an understanding of several ideas or images communicated by the

literary work.c. Use examples or textual evidence from the work to support conclusions.

5. Summary of lesson:

The subject of bullying as a social problem within the classroom and school is introduced through children’s literature. The issue of bullying is explored further before the class performs an original play about a popular bully. The play is then analyzed in terms of nonviolence as a choice: both on a pragmatic level and on a principled level. The term, ahimsa, is introduced and discussed via the play and a children’s book about Gandhi. The goals of ahimsa are identified as reflected by the play, and the process of nonviolence presented in the unfolding of the drama is identified, discussed and recorded on the classroom walls. Students then write a persuasive essay taking a position on whether the nonviolent approach used in the play could be realistically taken at their school.

CAUTION NOTE FOR TEACHERS: Parental approval or opportunity for pre-reading may be advisable. The play includes a hunger strike by students, and the concerns of proper nutrition and/or the prevalence of eating disorders among today’s teens may dissuade some parents from embracing the materials.

Background for teachers: For a discussion of ahimsa, see Gandhi the Man, by Eknath Easwaran, pages 151 – 154. For greater literacy about the use of nonviolence, see Passion for Peace by Stuart Rees. For a good description of bullies, see Tongue Fu! At School, by Sam Horn, pages 192 – 193.

6. Questions to consider:

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Why is bullying an age-old problem? Are there new ways to address an old problem? What is ahimsa? What happens when ahimsa is applied to a bullying situation? What is power? How does it affect bullies? Who has real power in a peer conflict situation?

7. Materials needed:a. Worksheets/textbooks

i. Copies of a survey from A Bully Free Classroom, pages 28 – 30.ii. Copies of The Popular Bully, a play by Teresa Burke

b. Primary or secondary sourcesi. Book: Simon’s Hook by Karen Gedig Burnett

ii. Book: My Secret Bully by Trudy Ludwig and Abigail Marbleiii. Book: A Bully Free Classroom, by Allan L. Beane, Ph.D., page 28 – 30.iv. Play: A Popular Bully, by Teresa Burke (attached)v. Book: Our Gandhi, retold by V. Mylo Schaaf from Gandhi the Man by Eknath

Easwaran

8. VocabularyBullying PowerNonviolence AhimsaPragmatic nonviolence HumiliationPrincipled nonviolence Conversion

9. Interdisciplinary approach: This lesson uses children’s literature to address key social issues dealing with everyday conflicts directly applicable to children’s lives. It ties in historical facts of nonviolent movements around the world to guide the concepts underlying the play. Other literature sources around bullying can be incorporated, and more emphasis can be placed on the history of nonviolent action to achieve political and social change. The final project is a piece of persuasive writing, which can bridge into persuasive writing on other topics.

10. Assessment: Assessment is done informally by evaluating the level to which is student is engaged in discussions and performing the play. Informal assessment of worksheet completion also focuses on the level of engagement. Formal assessment evaluates the persuasive writing piece against the standards, and evaluates the oral presentations against the listening and speaking standards.

11. Instructional Plan:Teacher instruction Student Action

DAY ONE

1. Introduction/HookRead aloud the book My Secret Bully. Discuss the subject of the book as a whole class. Have the students do a short

Students listen to read-aloud.

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free write on their reactions to the book. Read the book Simon’s Hook. Follow with the same activities. Show the picture of the female stick figures to trigger discussion.

2. Lesson/Activity Begin with a whole class discussion of bullying.

Brainstorm a definition with examples. Using a 1-5 scale, have students rate on their fingers how big a problem bullying is in schools today. Talk about the history of bullying, the studies on the problems bullies encounter in later life, and anecdotal information about bullying from your experience or that of other adults. (Thus emphasizing that old solutions are not working and new ones need to be found.) See A Bully Free Classroom, by Allan L. Beane, Ph.D.

Pass out copies of the bullying worksheet for students to complete. Tally the results and report them out to the class.

DAY TWO

Pass out copies of the play. Do a read through together as a class. Assign parts (this play works best if students are given parts based on their skills, rather than allowing them to choose their favorite part. The issues are sensitive and personal.)

Students not assigned parts become the audience, the stagehands, sound and timing prompters. To begin practicing, have students with parts practice to the “audience” in small groups.

DAY THREE - FIVE

Rehearse the play several times. Videotape the final production when appropriate. Be sure to obtain proper parental consent. Play the video/DVD for the class.

DAY SIX

Read Our Gandhi to the students, discussing the concept of non-violence as a way of life, and as an

Students write personal responses in journals.

Students share knowledge and experiences with bullying. Students vote on their fingers on the scope of bullying as a problem in their lives.

Students listen while direct teaching takes place on the data regarding the problems bullies encounter later in life.

Students complete the bullying worksheet anonymously. They reflect on the class data revealed by the worksheet.

Students read the play silently or aloud as a class.

Students are assigned parts and then practice their parts in small groups.

Full production of the play is optional, as is video recorder.

Students listen to the biography of Gandhi, developing an understanding of ahimsa in light of the actions in the play.

Students participate in an analysis of the play, offering

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approach in conflict resolution.

Brainstorm as a whole class the components of the actions taken by Lisa in the play to resolve the conflict. Record and post in the classroom. Label this “The Steps of Ahimsa.”

In a whole class discussion, use Socratic questioning to have the student identify the goals of the nonviolent actions demonstrated in the play. Record and post in the classroom as “The Goals of Ahimsa.”

Introduce the vocabulary “pragmatic nonviolence” and “principled nonviolence.”

DAY SEVEN

3. Conclusion

Outline the writing assignment. The students will write a persuasive essay taking a position on whether the actions taken in the play could realistically be accomplished at their school.

Follow the full writing process. Post and publish the finished work. Students are evaluated in their presentations under the listening and speaking standards.

ideas about both the process used by Lisa in the play, and the goals of the characters, that is the outcome they desired.

Students write a persuasive essay taking a position on whether the actions taken in the play could realistically be accomplished at their school. Papers are then presented to the class.

12. Reflection: The application of nonviolence as a principle and historical reality to schoolyard bullying may seem like a stretch at first. The play is meant to bridge the distance. It is a new approach to an old problem that puts the solution in the hands of students, rather than telling students to ‘report” bullying (often seen as tattling) or “walk away” which most children will agree rarely solves the problem long term. The play is not the lesson. The lesson is about the principal of nonviolence. Without the social and historical foundation, the play is an isolated example, which may not stimulate the kind of thoughtful inquiry intended by the key questions.

13. References of all sourcesa. Primary sourcesb. Secondary sources

i. Burnett, Karen Gedig. Simon’s Hook. Roseville, CA: GR Publishing, 2000 ii. Ludwig, Trudy and Marble, Abigail. My Secret Bully. Ashland, Oregon:

RiverWood Books, 2004 iii. Beane, Ph.D., Allan L. A Bully Free Classroom. Minneapolis, MN: Free Spirit

Publishing, Inc., 1999iv. A Popular Bully . By Teresa Burke, an original play, 2006 (attached)

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v. Easwaran, Ekanth. Gandhi the Man. Tomales, CA: Nilgiri Press, 1997.vi. Retold by Schaaf, Mylo V. Our Gandhi, from Easwaran, Eknath. Gandhi The Man.

Tomales, California: Nilgiri Press, 2000vii. Rees, Stuart. Passion for Peace. Australia: University of new South Wales, 2003

viii. Horn, Sam. Tongue Fu! At School. Maryland: Taylor Trade Publishing, 2004ix. Omer, Haim. Nonviolent Resistance. Cambridge: University of Cambridge, 2004

c. Pictures

QuickTime™ and aTIFF (LZW) decompressorare needed to see this picture.

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The Popular BullyBy Teresa Burke

Teresa Burke 2006. This play is in copyright. Limited permission is granted to teachers to copy the play for classroom use only. No other reproduction of any part may take place without written permission.

Author’s Note: Written for pre-teens, this drama involves a hunger strike by children. The strike involves only one meal of the day, and caution was taken to address the need for parental guidance and proper nourishment in such a situation. Given concerns of eating disorders in today’s young people, the author cautions teachers to consider parental permission or pre-reading.

Setting: An elementary school in California. Placed in an urban area and on a busy thoroughfare, the school serves a diverse and impoverished population.

Characters:

NarratorJason – the bullyAlex – his sidekickLisa – a very determined fifth graderMartin – the victimSheri – a basketball starMs. Woods – fifth grade teacherDyanne – a classmateNathan – a classmate10 – 21 other studentsYard Duty #1Yard Duty #2Lunch worker #1Lunch worker #2Bus DriverPE teacher – (not a talking part)

Stagehands: 2 - 4

Props: chairs for each student, desks for each student, bucket to hold basketballs, cardboard bus frame, basketball hoop, telephone, and “Bully Free Zone” sign, door frame, garbage can.

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Act I - Thursday

Scene I: On the playground at morning recess. Martin is playing basketball alone, while other boys and girls are playing games of football and basketball nearby.

Narrator: It is a normal Thursday at school, and Jason, the school bully, is dominating the games at recess as usual. Also as usual, the teachers never seem to notice.

Jason: Don’t kick it that way. You’ll lose it up on the roof, and then what?

Alex: Whatever! Catch this one! (Alex kicks the ball to a group of boys, including Jason.)

Jason: (Shoving other boys with his elbow, catches the football.) Check it out. Mine again!

Martin: (Mumbling.) So what else is new?

Jason: Heads up! (Jason then kicks the ball, and it lands on the roof.)

Alex: Oh fine! And you were yelling at me!

Jason: Whatever! Let’s play basketball. (Jason and Alex walk over to Martin. The others follow.) Hey Martin, let’s play a game.

Martin: No thanks. I’m just shootin’ hoops.

Jason: Yeah, well you can shoot hoops during the game. Me and Alex are captains. I’ll choose first. (He grabs the ball from Martin and other students gather round.)

Martin: Hey, that’s my ball.

Jason: You know the rules. Everybody gets to play. I got first. I choose Damarri.

Alex: I got Sheri. (The boys continue pointing to players and the teams are formed.)

Martin: (Turning to the teacher who is nearby.) Ms. Woods ……? Ah, never mind.

Ms. Woods: (Talking to another teacher.) Did you see the notice about the meeting tomorrow?

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(Actors exit. Stagehands bring in table. Students walk in with their chairs.)

Scene II: The class is sitting at long tables eating lunch in the cafeteria.

Yard Duty I: Room 5B you are dismissed! (The class leaves for the playground.)

(Martin and Jason both head for the bucket where Martin has left his basketball. Jason grabs the ball first.)

Martin: Hey, that’s mine!

Jason: (Pushes his chest out at Martin to scare him.) Come and get it then! (Jason takes the ball and joins Alex and others walking quickly to the playground.)

Lisa: (Walking up behind Martin.) Martin, what’s up?

Martin: Oh nothing.

Lisa: Why do you let that Jason bully you? You should stick up for yourself?

Martin: Right. Like how? Fighting? I’d get killed.

Lisa: Yeah, he’s a big dude. Why don’t you tell someone?

Martin: Right again. How many times has he told me on the bus that he’d bust my lip if I tried to blame him for anything?

Lisa: Yeah, I just try to stay away from him.

Martin: If only it was that easy. (They walk out to the playground. Lisa goes off to play basketball with Sheri and Dyanne. Martin stands alone.)

(Stagehands bring bus front to the table.)

Scene III: The students are entering the bus to go home after school.

Narrator: After another day at school, the students take a school bus home. Jason’s behavior continues, typical of every day.

Jason: Move back, Martin. Me an’ Alex sit in the exit row. (Martin moves a row back.)

Alex: How’d you get the football back?

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Jason: Mr. Carter brought it to the classroom. I guess somebody went up and got it. Ms. Woods knew it was mine.

Alex: Doesn’t hurt you bein’ teacher’s pet.

Jason: I like Ms. Woods, she’s cool.

Alex: Just ‘cause she gives you the answers!

Jason: She does not. She just likes to help, that’s all. She knows I’m special. (Grins.)

Alex: Man, you got it made. Football, teacher’s pet, plus you get out of all the hard stuff!

Jason: Whatever! Did you see Sheri today? She looked good, and man she’s got game! I hope she’s on fire for our first game.

Martin: (Sitting two rows behind, he turns to talk to Nathan next to him.) I like Ms. Woods, too, but why does Jason get all the attention? She is always helping him. She probably doesn’t even know I’m in her class.

Nathan: I know what you mean. The other day, I thought she was looking at me, but she was looking right past me. I’m not sure she even knew I was there.

Sheri: (To Jason as she walks down the aisle to her seat.) Hey, what’s up? Got your football back? You owe me, you know. It’s thanks to me you got it back!

Jason: What? Huh? How?

Sheri: (laughing with her friends, Lisa and Dyanne) Yeah, we saw the whole thing, and we got Mr. Carter to go up after it. He’s pretty cool, you know.

Jason: Yeah, to you! He thinks you’re so righteous.

Sheri: We are, and I’m still waiting for my “thank you.” (Laughs nervously and moves down the aisle, smiling at Martin and Nathan.)

Dyanne: (Turning to Sheri as they sit down.) I don’t know why you help him, he doesn’t even say “thank you.”

Lisa: It never hurts to do something nice.

Sheri: Yeah, plus he’s the best on the team and he’s so cool. Anyway, it helps to stay on his good side. He’s not somebody you want to mess with.

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Dyanne: I know what you mean.

Lisa: Yep (nodding her head with emphasis.)

(Students sit down and other students come in with their chairs.)

Act II - FridayScene I: Fifth grade classroom, social studies lesson.

Narrator: It is now Friday, and the students have been studying Colonial American and the Revolutionary War. Their teacher has been comparing and contrasting famous people and beliefs from then and now. The students pay close attention, since, they sense she is building up to something.

Ms. Woods: The idea Martin Luther King had of using nonviolence to change the world, the idea that Mahatma Gandhi called Ahimsa: would it have worked for the Patriots in Colonial America? We will never know. The British used violence in the Boston Massacre and unarmed people were killed. Other injustices existed as well: the Stamp Act, the Quartering Act. The colonists were taxed without representation in the government. They were not treated as equals. “Injustice anywhere is a threat to justice everywhere, “ said Dr. King in his Letter from the Birmingham City Jail in April of 1963. In the same letter, he told us that the biggest problem he faced in his time was not the people who actively opposed him, but those who were more dedicated to keeping “order” than to working for justice. You know. “Law and Order.” Were there colonists who were willing to tolerate injustice just because they were afraid that their own place in the order of things might change?

How many of you have failed to act in the face of injustice, because you didn’t want everyone staring at you? How many of you have failed to help someone who was being treated unfairly, because you didn’t want to lose friends? How many of you have failed to stop unfairness, because you were afraid it wasn’t cool? How many of you have stood by and watched bullying take place, because it was your ‘supposed’ friends doing the bullying? How many of us in life have failed to do what is right because fighting was the only option we knew? Think about this as you line up for lunch. (The class lines up at the door for lunch. Sheri is in front of Nathan with her friends.)

Jason: Why is everyone so quiet? It’s just another boring lesson? Big deal. (He pushes his chest out to scare Nathan, then cuts in front of him in line. The students all put their heads down, not looking at each other.) Hey Sheri, you ready for our first game? We gotta go in there strong!

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Sheri: (Smiles funny.) Yeah, we’ll get ‘em.

(The students walk uncomfortably off stage, taking their chairs.)

Scene II: Recess after lunch.

(Students are walking out the playground.)

Ms. Woods: Jason, can I talk to you a minute? (Jason goes over to talk to her. She is smiling and nodding at him. They stand quietly talking)

Lisa: (Walking past Jason and Ms. Woods.) Alex, come on. We need the practice before the game tomorrow (motioning to Alex to play basketball.)

Alex: (glances at Jason.) Okay – you’re on.

Lisa: Come on, Martin. Join us.

Martin: Huh? Who me?

Lisa: Yeah, you. Let’s see what you can do. (They start playing basketball, joined by Nathan, Sheri and Dyanne and others. The game starts.)

(Jason comes over and joins the game. Ms. Woods exits.)

Jason: Martin, Ms. Woods wants you.

Martin: Huh?

Jason: She said for you to meet her at the classroom. (Martin looks puzzled, but follows Ms. Woods. Nathan gives Jason a serious look.)

Lisa: Where’s Martin going?

Alex: Jason told him Ms. Woods wanted him. Probably just to get rid of him. (Laughs. Lisa looks at Jason, then where Martin walked out. Jason laughs.)

Jason: Don’t worry about that loser. Come on! We’re running out of time. (He passes the ball to Lisa and they move off stage.)

Scene III: Outside the classroom

Martin: Ms. Woods, you wanted to see me?

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Ms. Woods: No, Martin, I didn’t.

Martin: But, J……

Ms. Woods: Martin? What happened? Did someone send you over here?

Martin: No, Ms. Woods. Never mind.

Ms. Woods: Okay Martin, but if there is something wrong, I can’t help if you don’t tell me.

Martin: Yes, Ms. Woods.

Ms. Woods: Martin, let me ask you a question. (Martin pauses.) What did you think about our compare and contrast lesson and the idea of Ahimsa?

Martin: Ahi…… What?

Ms. Woods: You know, using nonviolence to help people change - like Martin Luther King, Jr. did?

Martin: (stuttering), YYYeeeaaahhh, I I I gguueess it would work.

Ms. Woods: (laughs) I didn’t mean to put you on the spot, Martin, but I’ve really been thinking about what it could mean for us, for students, right here, right now. That’s why I’m asking a few students to think about it. Anyway, you go on to recess. How’s your Mom doing with the new baby?

Martin: Just fine, Ms. Woods. See ya. (He leaves.)

Act III – Friday nightScene I: It is evening. Students are at home. Lisa calls Nathan on the telephone.

(Stagehands bring in table and telephone.)

Narrator: Lisa has been upset about Jason’s bullying and the Ahimsa lesson has caused her to think a great deal. She is troubled enough to call Friday night and check in with some of her friends.

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Lisa: Nathan? It’s me, Lisa. Listen, I know this is kind of weird, but just listen to me for a minute, okay?

Nathan: What? Huh? O.K.

Lisa: After Ms. Woods’ lesson, I’ve been thinkin’ about Jason. None of us want to admit it, but he’s a bully. He especially picks on Martin. We all just stand around and let it happen. It’s exactly what Ms. Woods was talking about. I’m thinking about trying to do something about it.

Nathan: Whoa! What are you crazy? I’m not messin’ with Jason. That guy’s crazy. I don’t want to die.

Lisa: Whatever! I’m not asking anybody to be with me on this, but I’m done with not talkin’ about it. We all act like nothin’s wrong. Bullying isn’t right, and we all know it. Anyway, I’m just checkin’ with a couple people, and I know you sit with Martin on the bus.

Nathan: Martin’s okay. We’re not friends or anything, but he’s okay.

Lisa: Well, think about it. I really want it to stop. I’m gonna call Sheri, too. (She hangs up the phone.)

Scene II: Same evening. Lisa calls Sheri

Lisa: Hey, Sher!

Sheri: Hi, Lisa! What’s up? You stressin’ about this decimal division, too?

Lisa: Yeah, a little, but that’s not why I called. I’ve been thinking about Jason.

Sheri: You think about him all you want! He’s not mine. I’d rather have nothin’ to do with him.

Lisa: That’s what I’m talkin’ ‘bout.

Sheri: What?

Lisa: What if none of us had anything to do with him? He’s such a bully, and no one does anything about it. Isn’t that exactly what Ms. Woods was talking about with Ahimsa?

Sheri: I DON’T know! But I do know that I’m not messin’ with him. I mean Martin is okay, and he probably doesn’t deserve to be treated so bad, but he’s not my

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problem. I’m gonna just play basketball and get through the year. I got enough without havin’ Jason mad at me.

Lisa: Sounds to me like everyone is just afraid of him.

Sheri: Everyone is – that’s because we’re not stupid. Anyone who’s not afraid of Jason is nuts!

Lisa: Call me ‘nuts’ then. I think everyone’s tired of it, but since Martin takes most of it, no one else does anything. What if there was no Martin, and Jason treated us that way? We have to be the change we want to see in the world. Martin can’t do it. He would be pounded.

Sheri: Whatever! I’ve got to finish my homework.

Lisa: Yeah, okay. See ya. (Hangs up phone.)

Scene III: Same night. Lisa calls Alex.

Lisa: Hey, Alex, this is Lisa.

Alex: Lisa, who?

Lisa: Lisa from school, you moron! How many Lisas do you know? Never mind. Listen, I’m calling about Jason.

Alex: What about Jason?

Lisa: I’m tired of his bullying everyone. I’m ready to do something to stop it.

Alex: Why are you telling me? I got Jason’s back you know.

Lisa: Whatever. I don’t know why I called you. (Hangs up.)

(Lisa and Alex exit. Students enter the room bringing in chairs.)

Act IV - MondayScene I: The class is leaving with the PE teacher. Lisa stays behind to talk to Ms. Woods while the other students exit.

Narrator: As the class follows the PE teacher out on Monday morning, Lisa stays behind to tell Ms. Woods about a plan she has developed after talking with her parents over the weekend.

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Lisa: Ms. Woods, I want to do something here at school about someone who is a bully. Something based on this Ahimsa idea.

Ms. Woods: (smiles) Wow! Good for you, Lisa. I’d be happy to help, and remember there are four basic steps to a nonviolent approach to change a person’s thinking. The first is to make sure you have all the facts. The second is to negotiate. The third is to prepare yourself. The fourth is direct action. Remember also that success is based on unity with other people, and that the goal is to really change the bully for the better.

Lisa: Okay, and I’ve talked a lot to my parents. I really think the students need to handle this one, Ms. Woods. I have a plan, and I’d like to explain it to you. (The two of them walk off quietly talking.)

Scene II: Outside, near the classroom after recess in the morning.

(Stagehands set up desks, chairs and doorframe.)

(Martin is first in line. Lisa, Jason and Alex arrive at the same time from different directions.)

Narrator: The students are lining up to enter the classroom in the morning, and the word of Lisa’s phone calls has gotten around. Jason learned of it on the bus this morning.

Jason: (walks up to Lisa) I’ve heard what you’re up to, Lisa. You better not try messin’ with me. I’ll see you after school.

Lisa: (Determined and unafraid.) I’m not messin’ with anybody, but I’m gonna do what I think is right.

Jason: Whatever. Just watch your back. (Jason turns around to face Alex behind him.)

(Several students nearby look the other way, as if they didn’t hear this. Lisa stares at Alex. Alex shrugs his shoulders and smiles at Jason.)

Martin: (Turning to Lisa.) Lisa, you okay?

Lisa: I’m fine, thanks.

Jason: (Walks around Lisa and cuts in line in front of Martin.) Got a new girlfriend, Martin? Hey everybody, Martin’s in looooooove! (Laughs.)

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Sheri: Just ignore him, Lisa. (Lisa smiles at Sheri, and they all walk through the doorframe into the class.)

Jason: Love, love, love….. (Laughing loudly.)

Ms. Woods: Jason, that’s enough. Whatever is going on is not okay with me. Do you understand? Now, get your math books out, please.

(All students exit. Stagehands move desks together to make long tables for the cafeteria.)

Scene III: The class is entering the cafeteria and picking up their food trays.

Narrator: The students are walking to the cafeteria for lunch. As they enter something surprising happens. Not everyone notices.

Lunch worker #1: (Pantomimes dishing food onto a tray Lisa is holding.) Here you go!

Lisa: (Pantomimes pulling an empty tray back.) No, thank you. No, thank you. (Lisa is refusing to take any food on her tray. Lisa walks out with the class to sit down. Her tray is empty.)

Dyanne: Lisa, what are you doing? Are you sick? You’re going to starve. (The students sit down.)

Lisa: I’ve decided I will not eat lunch while bullying is going on right in front of us and nothing is being done to stop it. I can’t stop it alone, but I can let everyone know how I feel. (The students all look at each other. They stare at Lisa. Lisa sits there quietly looking into space. The students look puzzled and some try to eat faster.)

Narrator: Lisa’s actions make many people uncomfortable. Lisa keeps her calm and stubbornly does not eat or drink anything at all.

(Students are whispering to each other and pointing at Lisa. Lisa sits calmly and waits until the students finish and put their trays away.)

Yard Duty #1: Room 5B; thank you for being quiet, you may line up at the door. (The class lines up to exit.)

Yard Duty #2: Room 5B, you may be excused. (The class walks out to the playground.)

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Jason: Hey, Lisa, hungry? Who do you think you are, Gandhi? He was an old man, remember? (Laughs.)

Alex: (Laughing too.) Come on, J, let’s go. (They walk out to the playground.)

Sheri: Lisa, come on. Play basketball with us!

Lisa: Okay. (They run off to a court. Nathan and Dyanne and others join them.)

(They play awhile, and then Lisa walks over to the side.)

Nathan: Lisa, are you okay?

Lisa: Yeah, just tired.

(Stagehands remove chairs.)

Act V – FridayScene I: The playground at morning recess

Narrator: It is now Friday, and Lisa has not eaten lunch all week. Many people have tried to give her food during the day, but she has refused. Her Mom is very supportive of Lisa’s beliefs and makes sure that she eats a good breakfast and dinner. Even so, she has stopped playing basketball at lunch, because she is so tired during the school day. Other students have noticed and are talking about her.

Jason: Lisa is so dumb. She acts like some hero, but she’s the only one going hungry. She can’t even play basketball anymore. Do you think she’ll eat at lunch today?

Alex: (With a confused look on his face.) I guess. I don’t know. She’s pretty smart usually.

Jason: Starving yourself? That’s just plain stupid. You don’t see anyone else doing it, do you? Whatever. (They start playing basketball with Sheri, Nathan and Dyanne.)

(Lisa is standing near the wall.)

Martin: (Walking over to Lisa.) Lisa, what’s up? Why aren’t you playing?

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Lisa: I’m trying to make a statement, Martin. I wish other people would be strong enough to stand up to Jason. I’m trying to make them think and act together to stop his bullying.

Martin: I’m really the only one he picks on.

Lisa: If it weren’t you, it would be one of us. Anyway, bullying is everyone’s business. Do you know that kids who are bullies in school often end up committing crimes as grown-ups? I want to stop Jason from ruining his future, as much as I want to try to make our school a better place now.

Martin: I’d join you, but I’d just get beat up. Plus, my Mom would have a fit.

Lisa: It’s okay, Martin. It shouldn’t be just your problem. That’s what I want people to see.

Scene II: In the cafeteria at lunch.

(Stagehands bring in desks and chairs and set up desks as long tables for the cafeteria.)

Narrator: The students are entering the cafeteria at lunch. Word has spread during the week and all the students in the class, and many from other classes, know what Lisa is doing. They are all staring at her. Jason is angry.

Sheri: Over here, Lisa!

(Lisa looks over. Sheri is sitting at a separate table with Nathan, Dyanne and several members of the basketball team. There is a sign on the wall above the table that says, “Bully Free, Please.”)

Yard Duty #1: It’s okay, Lisa. You don’t have to sit with your class. We cleared it with the principal when your friends decided they wanted to join you.

Lisa: Join me? (She looks confused. Then she notices that everyone at the new table has an empty tray. She smiles and walks over.)

(Meanwhile, Jason and Alex are sitting with the rest of the class eating.)

Jason: If they think this has anything to do with me, they better think again. Those guys are crazy. It’s not my problem. (Grabs cookies from Martin’s tray.)

Martin: Hey, leave that alone!

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Jason: Come and get it, Martin! What are you going to do, go call the bully police? (Laughs.) Hey, Alex, want some cookies? (Opens the bag and shares with Alex. Alex eats the cookies, but looks uncomfortable.)

Lisa: Did you see what he did? That’s just wrong.

Sheri: Yeah, but is starving ourselves gonna change the way he treats Martin?

Lisa: It’s only the first part of my plan. (She leans over and whispers to the group.)

Scene III: Students are getting off the bus at a bus stop at the end of the day.

(Stagehands bring in bus frame.)

Narrator: At the end of the day, the students get off the bus near their apartments. Things are very tense.

(Alex and Jason exit the bus first. A piece of paper falls on the ground.)

Alex: Jason, what’s that? Something fell out of your backpack.

Jason: (Reaches down and picks up a note. Stands there reading it and gets a funny look on his face. ) Nothin’. It ain’t mine. (Drops the note. The boys walk home.)

Martin: (Picks up the note, reads it.) We like you. You’re a cool guy. We just don’t like bullying, and we want it to stop. (He has an amazed look on his face.)

Bus Driver: Everything okay, Martin?

Martin: Yes, sir. Everything is going to be just fine!

(Stagehands remove bus frame.)

Act VI - MondayScene I: Lunchtime in the cafeteria

Narrator: By the following morning, Jason and Alex are the only students not sitting at the “Bully Free” table. Martin has just joined the group with an empty tray for the first time. The students cheer him as he joins them.

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Jason: (Sitting with Alex at a separate table.) Leave me alone, Alex. I hate this school. There’s nothin’ but idiots here. What do those people think they are? I’m gonna beat somebody up. Nobody makes a fool out of me. Man, even basketball’s no fun. The team’s a mess. No one shows up for practice after school. Coach says he is going to cancel the game. It’s all Lisa’s fault. I’m gonna pound her. (Jason stands and walks over to the “Bully Free” table.)

Lisa: Hi Jason! (Looking friendly.)

Jason: (Growling) I’ll see you after school. You’re gonna stop messin’ things up. (Walks away.) Come on, Alex. Let’s get away from these losers.

Alex: Yeah, they all have eating disorders. (Tries to grin, but doesn’t manage it. He walks away with Jason.)

Scene II: Classroom after lunch.

(Stagehands move desks, so they are no longer in rows.)

Narrator: Jason opens his desk to find a note there. Several students signed it. It says, ”We believe in you. We just don’t believe in bullying. We think you are a fabulous basketball player. Wouldn’t it be great to have our team back? You can do it! Please change the way you treat people. Be friendly, include us, compliment us, and show you like us even if we are different. It will work!

(Jason opens his desk and finds the note. He glances around, but no one is looking at him. He reads it.)

Ms. Woods: Jason, get out your practice book, please. I’ve asked you three times. Look around. What is everyone else doing? Is that a note I see?

(Jason tries to hide the note in his desk.)

Jason: Yeah, it’s a love note from my fans. (Laughs.) Sorry, Ms. Woods, some idiot put it in my desk.

Ms. Woods: We don’t call people idiots, Jason. Writing notes is not a bad thing if they are nice ones. Reading them during class is not okay. Give me the note, please.

Jason: (Embarrassed, crumples the note and throws it in the garbage several desks away.)

Ms. Woods: Jason, that’s not okay. Go turn your card. Please stop trying to entertain the class. This is writing time, not comedy central. Now, class, today’s

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topic is Ahimsa. How can we change the world to make it a better place by using non-violence to change the way people think? We’re talking about the people who do not treat others the way they want to be treated. How can we change their thinking? How can we do anything if that person uses violence? Do we fight back? Doesn’t that make us just like them? Ten minutes of writing, please. I want to hear what you think? Begin!

(Students groan, but pantomime beginning to write. Students exit, taking chairs and all but one desk with them.)

Scene III: Lisa’s house that night

(Stagehands bring in telephone.)

Narrator: Jason had a tough time, but he wrote something too. Only Ms. Woods will ever know what. Lisa was not on the bus after school. She decided it was safer to get a ride home, and she called her older brother from the office. Her parents were supporting her, but she didn’t think they would if things backfired. She made it home without problems, and then received an interesting phone call that night.

Lisa: (Picking up the telephone.) Hello?

Alex: Hey, Lisa. It’s Alex.

Lisa: Whoa! What’s up?

Alex: I don’t know how to say this, but I like what you are doing. You really are smart. I feel like you’re trying to help Jason. He just doesn’t get it. He’s not really a bad guy, you know. Even if he does pick on people. He just doesn’t see how it makes them feel. I don’t want to turn on him, but ….

Lisa: Thanks for calling, Alex. I really believe in what we’re doing. Especially if we all help each other, and try to help him too. I know he’s not a bad guy. We just need to convince him of that.

Alex: Yeah, that’s the part I don’t get. What can I do? He’s going to think I stabbed him in the back no matter what I do.

Lisa: How about if we write him a note and give him a chance to join us too? That way, he’ll feel like he’s with us. It will give him a chance to make the right choice, anyway. If we really do it right, it might work.

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Act VII - TuesdayScene I: The students are entering the class in the morning.

(Stagehands bring in desks and chairs.)

Narrator: On Tuesday morning, Jason finds another note in his desk. This one says, “You are my best friend. That will never change. You are a good person – good enough to be nice to people, including Martin. Today, I am going to sit at the “Bully Free” table and give up my lunch too. I want you to join us. We believe in you. All of us. If you agree, get an empty tray, come over to the table, and ask Martin if you can sit next to him. Your friend, Alex.

Jason: Oh man, not again (Pulling out the note from his desk. He looks around. No one is looking at him. They all seem to be trying to find anywhere else to look, but at him. He gets a suspicious look on his face, and puts then note quickly in his pocket before Ms. Woods can see it.)

Ms. Woods: Today, we are going to be thinking about how the concept of Ahimsa, as taught by Gandhi, can be applied in our world. Please take out your journals. We will start by making a list of the violence we see around us, in videos, video games and on TV. Remember, violence can be hurting someone else by hurting their body, but it can also be hurting someone through words or feelings. Violence can also be directed at yourself. People who use drugs are doing violence to their bodies. Please make a list of the violence you think exists in our world today.

Jason: Ms. Woods? I don’t feel well; can I go to the office?

Ms. Woods: (Frowns, looking puzzled.) Yes, Jason, go ahead. (Jason leaves, pulling the notes out of his pocket.)

(Students exit. Stagehands push desks together.)

Scene II: Lunchtime in the cafeteria:

Narrator: After math, the students go to lunch. Except for Jason and Alex, the entire class has been sitting in the “Bully Free Zone” with empty trays. The first basketball game is next Monday. No one knows whether there will even be a game. The whole class is looking to see what happens.

(Students enter while pantomiming empty trays and sit down. Alex enters last.)

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Lunch worker #1: If all these kids keep this up, the district budget problems will be solved. We have 26 fewer lunches to fix every day!

Lunch worker #2: I hope it doesn’t go on forever. It’s not good for them.

Lunch worker #1: No, but I think it’s important. The kids are taking matters into their own hands, doing something called “Amisha” or something like that.

(Lisa and all of the other students take an empty tray and go to the “Bully Free” table. Alex walks in and the lunch worker tries to put food on his tray.)

Alex: (Pulling tray away.) Nothing for me, please. Just the tray.

Lunch worker #1: 27 now!

Lunch worker #2: Doesn’t that leave just one student in the whole class eating lunch? (Just as Jason comes around the corner from the office. Lunch workers and the class are all staring at him.)

Jason: (He stops, hesitates for a long time, staring back at everyone.) Just an empty tray for me, please. (He grabs the empty tray and walks to the “Bully Free” table.) Martin, do you mind if I sit next to you?

(The students all stand up, laughing, grinning and slapping each other and Jason on the back.)

Lisa: (Standing to one side with Alex. Pats Alex on the back and grinning.) We did it! You really made a difference today, Alex.

Alex: This is SO cool, and I am SO hungry!

Lisa: Not as hungry as I am! Next time, let’s try a sit-in! (She laughs.)

Narrator: Jason kept finding little notes in his desk and his backpack for months. Sometimes they included suggestions about words to say to Martin or other people that were nice, but still funny. He sometimes said or did something that was wrong, but his friends would call him on it every time. He learned that he had a lot of people who really cared about how he acted and who he was as a person. With their help, he started to feel like he really was the great person they wanted him to be.

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