The Fan Club (SR Levels)

AREA
COUNSELLOR
TEAM
SD38 RICHMOND
Supplemental
Grade 7
Social Responsibility
(Levels of Social Responsibility)
Purpose:
• To review the Levels of Social Responsibility (SR Traffic Light) and the four Aspects of
Social Responsibility
• To discuss challenges of demonstrating empathy and acceptance in social situations
• To raise awareness of the potential difficulties of demonstrating Social Responsibility when
feeling peer pressure to “fit in” with a group
This lesson is based on “The Fan Club”, adapted from a story written by Rona Maynard.
Process:
1. Review the SR Traffic Light and Aspects of Social Responsibility for understanding.
2. Begin reading “The Fan Club” with the students (students have a copy without the final
six sentences, pages 1-4. The last sentence will be…frenzied rhythm of claps and the
stamping, faster and faster). Stop intermittently and have the students discuss and
support with evidence:
- levels of Social Responsibility being expressed by the characters and the Aspects of
Social Responsibility being addressed.
- possible reasons/factors that lead particular characters to behave in a certain way
(positively or negatively)?
3. Before discussing what Laura should do, divide the class into five groups and have each
group brainstorm answers to one question on the attached worksheet.
Possible answers:
Group 1: Accepting, Respectful, Thoughtful, Equality, Caring
Group 2: Camaraderie, Friendship, Connected, Superior, “Cool”
Group 3: Humiliation, Embarrassment, Alone, Scared, Angry
Group 4: Unique, Individual Perspective, Take a Stand, Cause for Change
Group 5: Social Beings, Connected, Belonging, Cared For, Happy
Class Discussion (focusing on competing interests)
- individual personal values clashing with Group Dynamics (values)
- peer pressure, temptations, and repercussions of Laura’s possible decision (joining
group or staying true to her values)
4. Student Activity
Blow up six red balloons to represent Group Dynamics and one green balloon to
represent Laura’s personal values. On each red balloon write a group character name
and a trait that he/she adheres to (humiliate, superior, “cool”, exclude, put down, and
hurtful). On the green balloon, write Laura’s name and values she stands for (accepting,
caring, and equality). Have an extra red and green balloon available.
Have six students tap the red balloons with their hands while making hurtful comments
about Rachel (loser, nerd, geek). Have one student tap the green balloon while making
helpful comments (leave her alone, stop picking on her)
Follow Up Discussion:
- focus on ratio of red balloons to green and the peer pressure that results
- what makes it difficult to speak up and be supportive?
- qualities required to stand up for Rachel (strong sense of self, independent, strong value
system, courage)
- what do you think most students would do when they see someone being treated like
Rachel?
- highlight that for people to take a stand and adhere to their value system they need to
make their balloon as large as possible
Discuss with the class Laura’s options:
- discard green balloon and pick the extra red balloon and join the rest of the red
balloons.
- blow up another green balloon but to a larger size (illustrating a very strong sense of
self esteem, independence, courage, and value system)
5. Read the final six sentences of the story (page 5) to the students and discuss the
following:
- student feedback regarding Laura’s decision
- feedback on the size of Laura’s balloon
- can one stand up for his/her values and still be part of the group?
6. Writing Activity
Have students reflect on and write about a situation where they were in either Laura,
Rachel or the group’s shoes (teasing, gossiping, making fun of someone, excluding).
In the writing activity, have students respond and elaborate on the following:
- How did you feel?
- How did you act? Why?
- What were the repercussions of your decision?
- If you could do it all over again, would you handle it the same way or what would you
do differently and why?
At your discretion, students may choose the option of putting their name or not putting
their name on their piece of writing.
The Fan Club
GROUP 1
List five values that Laura has.
GROUP 2
What does the group value?
(What is behind the group’s actions?)
GROUP 3
What are the benefits of an individual having
his/her own values?
GROUP 4
What is the benefit of being part of a group?
GROUP 5
List five feelings that Rachel would have
because of the group’s actions.
CLASS DISCUSSION
Can one stand up for his/her own values and
belong?