Activity Overview
Students need to recognize that our words have consequences. When victims are bullied, they are experiencing fear, anxiety, and lowered self-esteem. This can lead to victims changing their behaviors and interests to make sure that they are in a safe situation. Often times this ends with isolation and a loss of previous interests, like sports, clubs, socializing. This can also lead to more extreme outcomes. When victims feel like they are not accepted, they may develop dangerous habits to help cope with this stress. This may manifest as addiction, an eating disorder, or even self harm.
In this activity, students will create a timeline of a victim of bullying. Activities like the ones shown can help students visualize the impact of their words by helping them to think before they speak. The goal of this activity is to prevent bullying. After the students complete their work, have a discussion of how the long-term effect can persist into adulthood.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Create a storyboard showing the impact of being a bullying victim in both the short term and the long term.
- Click "Start Assignment.
- Create a three-cell timeline with dates.
- In the first cell, create a example of bullying.
- In the second cell, create an image of how that has affected the victim in the short term.
- In the third cell, create an image of how that has affected the victim in the long-term.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient | Emerging | Beginning | |
|---|---|---|---|
| Structure | The student was able to create a timeline storyboard that included three cells with titles and dates. | The student was able to create a timeline storyboard that included two of the three cells with titles and dates. | The student was unable to create a timeline storyboard that included three cells with titles and dates or the storyboard is unfinished. |
| Bullying Incident | The bullying incident cell was clearly labeled for the reader. The content in the cell depicted a realistic and appropriate story that included an effective scene, character(s), and text. | The bullying incident cell was clearly labeled for the reader. The cell could have included a more effective scene, character(s), and text. | Either the bullying incident was not labeled, the story's bullying scene, character(s), and text were inappropriate, or the cell was unfinished. |
| Short-Term Effect | The short-term effect cell was clearly labeled for the reader. The content in the cells depicted a realistic short-term outcome that included an effective scene, character(s), and text to help show the impact from the bullying. | The short-term effect cell was clearly labeled for the reader. The cell could have included a more effective scene, character(s), and text. | Either the short-term effect was not labeled and the cell had a scene, character(s), or text that was inappropriate, or the cell was unfinished. |
| Long-Term Effect | The long-term effect cell was clearly labeled for the reader. The content in the cells depicted a realistic long-term outcome included an effective scene, character(s), and text to help show the impact from the bullying. | The long-term effect cell was clearly labeled for the reader. The cell could have included a more effective scene, character(s), and text. | Either the long-term effect was not labeled and the cell had a scene, character(s), or text that was inappropriate, or the cell was unfinished. |
| Use of Conventions | There are few to no grammar or spelling mistakes. | There are some grammar or spelling mistakes but understanding of refusal is clear. | There are too many grammar or spelling mistakes creating an unclear understanding of content. |
Activity Overview
Students need to recognize that our words have consequences. When victims are bullied, they are experiencing fear, anxiety, and lowered self-esteem. This can lead to victims changing their behaviors and interests to make sure that they are in a safe situation. Often times this ends with isolation and a loss of previous interests, like sports, clubs, socializing. This can also lead to more extreme outcomes. When victims feel like they are not accepted, they may develop dangerous habits to help cope with this stress. This may manifest as addiction, an eating disorder, or even self harm.
In this activity, students will create a timeline of a victim of bullying. Activities like the ones shown can help students visualize the impact of their words by helping them to think before they speak. The goal of this activity is to prevent bullying. After the students complete their work, have a discussion of how the long-term effect can persist into adulthood.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Create a storyboard showing the impact of being a bullying victim in both the short term and the long term.
- Click "Start Assignment.
- Create a three-cell timeline with dates.
- In the first cell, create a example of bullying.
- In the second cell, create an image of how that has affected the victim in the short term.
- In the third cell, create an image of how that has affected the victim in the long-term.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient | Emerging | Beginning | |
|---|---|---|---|
| Structure | The student was able to create a timeline storyboard that included three cells with titles and dates. | The student was able to create a timeline storyboard that included two of the three cells with titles and dates. | The student was unable to create a timeline storyboard that included three cells with titles and dates or the storyboard is unfinished. |
| Bullying Incident | The bullying incident cell was clearly labeled for the reader. The content in the cell depicted a realistic and appropriate story that included an effective scene, character(s), and text. | The bullying incident cell was clearly labeled for the reader. The cell could have included a more effective scene, character(s), and text. | Either the bullying incident was not labeled, the story's bullying scene, character(s), and text were inappropriate, or the cell was unfinished. |
| Short-Term Effect | The short-term effect cell was clearly labeled for the reader. The content in the cells depicted a realistic short-term outcome that included an effective scene, character(s), and text to help show the impact from the bullying. | The short-term effect cell was clearly labeled for the reader. The cell could have included a more effective scene, character(s), and text. | Either the short-term effect was not labeled and the cell had a scene, character(s), or text that was inappropriate, or the cell was unfinished. |
| Long-Term Effect | The long-term effect cell was clearly labeled for the reader. The content in the cells depicted a realistic long-term outcome included an effective scene, character(s), and text to help show the impact from the bullying. | The long-term effect cell was clearly labeled for the reader. The cell could have included a more effective scene, character(s), and text. | Either the long-term effect was not labeled and the cell had a scene, character(s), or text that was inappropriate, or the cell was unfinished. |
| Use of Conventions | There are few to no grammar or spelling mistakes. | There are some grammar or spelling mistakes but understanding of refusal is clear. | There are too many grammar or spelling mistakes creating an unclear understanding of content. |
How Tos about Timeline of the Victim: Analyzing Effects of Bullying
Encourage Students to Support Peers After Bullying
Promote a safe and inclusive environment by guiding students to show empathy and provide positive support to classmates who've experienced bullying. Peer support can reduce isolation and help victims recover more confidently.
Discuss the Importance of Listening Without Judgment
Remind students to listen actively if someone shares their experience. Validating feelings without offering quick solutions helps create trust and demonstrates real care.
Model Appropriate Ways to Offer Help
Show students how to ask if their peer needs company or wants to talk. Simple gestures like inviting someone to join a group or sitting together at lunch can make a big difference.
Teach Students When and How to Seek Adult Help
Explain that telling a trusted adult is not tattling. Encourage students to alert teachers or counselors if someone seems especially withdrawn or at risk.
Celebrate Acts of Kindness and Peer Support
Recognize students who go out of their way to support others. Share positive stories in class to reinforce the value of a caring community.
Frequently Asked Questions about Timeline of the Victim: Analyzing Effects of Bullying
What is a bullying victim timeline activity for high school students?
A bullying victim timeline activity is an exercise where students create a visual storyboard or timeline showing the short-term and long-term effects of bullying on a victim. It helps students understand the serious consequences of bullying and encourages empathy.
How do I guide students to create a timeline showing the effects of bullying?
Start by asking students to make a three-cell timeline: the first cell shows the bullying incident, the second illustrates the short-term impact on the victim, and the third depicts the long-term effects. Encourage discussion afterward about how these impacts can last into adulthood.
Why is it important for students to understand the long-term effects of bullying?
Understanding the long-term effects of bullying helps students realize that negative words and actions can cause lasting harm, such as isolation, loss of interests, and mental health challenges, which can persist into adulthood.
What are some signs that a student might be struggling with the effects of bullying?
Signs include withdrawal from social activities, changes in behavior or interests, increased anxiety, low self-esteem, and potentially dangerous coping habits like addiction or self-harm. Noticing these can help teachers provide support early.
How can timeline activities help prevent bullying in schools?
Timeline activities make the consequences of bullying real and relatable for students. By visualizing a victim’s journey, students are more likely to think before they speak and act, fostering a more empathetic and safe school environment.
More Storyboard That Activities
Anti Bullying Activities
This Activity is Part of Many Teacher Guides
Testimonials
“By using the product, they were so excited and they learned so much...”–K-5 Librarian and Instructinal Technology Teacher
“I'm doing a Napoleon timeline and I'm having [students] determine whether or not Napoleon was a good guy or a bad guy or somewhere in between.”–History and Special Ed Teacher
“Students get to be creative with Storyboard That and there's so many visuals for them to pick from... It makes it really accessible for all students in the class.”–Third Grade Teacher
© 2025 - Clever Prototypes, LLC - All rights reserved.
StoryboardThat is a trademark of Clever Prototypes, LLC, and Registered in U.S. Patent and Trademark Office
