Being an Upstander - Learning from The Sneetches, by Dr. Seuss
- Balance Learning Resources
- Nov 21
- 4 min read
Updated: Dec 17
Grade Level: 3-5
Duration of video: 12 minutes, 9 seconds
Themes: Responding to prejudice; Empathy; Upstander Steps; Empowerment; Community Building
Video Source: willephoto on YouTube (embedded under YouTube’s Standard License). Inspired by Dr. Seuss’s “The Sneetches and Other Stories.” All rights belong to the original creators and copyright holders.
Description:
In this lesson, students watch the video The Sneetches, by Dr. Seuss, to learn what prejudice is and how to respond to unkind behavior with empathy and courage. After discussing key themes from the video, students learn the 10 Upstander Steps and work in small groups to create and perform their own role-plays showing how an upstander can help in a hurtful situation. Students then create posters illustrating each step, forming an “Upstander Gallery” in the classroom. The lesson ends with reflection and a positive affirmation, helping students practice kindness and build confidence in standing up for others.
Video: The Sneetches, by Dr. Seuss (12:09)
Lesson Plan:
🎯 OBJECTIVES (SWBAT)
Students will
Discuss the meaning of prejudice and upstander.
Identify unfair treatment in The Sneetches.
Practice all 10 Upstander Steps through student-designed role-play skits.
Create group artwork on one of the Upstander Steps.
Reflect on empathy and what it feels like to be a target or an upstander.
Discuss: Hate divides people, while kindness unites us.
🧰 MATERIALS:
Anchor Chart (prepared before the lesson):
Teacher writes:
10 Upstander Steps + 2 Important Skills
(copied from Student Worksheet 2: 10 Upstander Steps)
Video: The Sneetches, by Dr. Seuss
SMART board or projector
Printed Student Worksheet 1: Questions on the Sneetches, by Dr. Seuss
Large poster papers (1 per each group of 3-4 students)
Markers/crayons/colored pencils
Tape for hanging posters
📋 LESSON FLOW
WARM-UP (5 minutes):
Teacher writes on the board:
Prejudice: Treating someone unfairly before knowing them or because they are different than you in some way.
Upstander: Someone who helps when they see someone being mistreated.
Teacher Prompts:
“Have you ever seen someone left out or treated unfairly?”
“What does being left out, excluded, or treated with prejudice feel like?”
Brief discussion.
Let students connect their own experiences to the lesson.
WATCH THE VIDEO: The Sneetches, by Dr. Seuss (12:09)
Before playing the video, teacher says:
As you watch, pay attention to:
Who was being (unkind) prejudiced?
Who felt sad or left out?
What changed by the end?
Then play the video: The Sneetches, by Dr. Seuss
POST-VIDEO DISCUSSION (10 minutes)
Hand out Student Worksheet 1: Questions on the Sneetches, by Dr. Seuss
Students work in pairs on the sheet for 5 minutes. Teacher reunites class, reviews questions, and discusses key points:
“How did the Plain-Belly Sneetches feel at the beginning?”
“What were the Star-Bellies doing that hurt others?”
“What changed from the beginning to the end?”
Transition: “Now let’s learn how WE can behave when we see someone treated unfairly.”
INTRODUCE THE 10 UPSTANDER STEPS (5 minutes)
Point to your Anchor Chart with all 10 Upstander Steps and the 2 bonus skills from Student Worksheet 2: 10 Upstander Steps
Hand out Student Worksheet 2: 10 Upstander Steps
Read and discuss the 10 Upstander steps aloud, including the two extra “Important Skills” on Student Worksheet 2: 10 Upstander Steps. Clarify any that seem tricky.
Ask:
“Which steps feel easier to do?”
“Which step should we do only if we feel safe and the aggressor won’t hurt us if we speak our minds?” [Answer: Important skill 1: “Hey, that’s mean. Stop it!”]
“If you are a target of prejudice or aggression, you need to tell an adult. What can you say to yourself to help yourself feel better?”
STUDENT-CREATED ROLE-PLAYs (20 minutes):
Students create their own skits.
Divide students into small groups of 3 or 4. Assign each group a different Upstander Step - including the 2 extra ones at the bottom of Student Worksheet 2: 10 Upstander Steps
Directions for Students (read aloud clearly):
“Each group will create its own short scene showing unfair behavior AND an Upstander Step.”
“You will need one aggressor (choose a quiet person), one target (choose a talkative or expressive person), and one or more upstanders.”
“Make sure your scene uses the Upstander Step your group was assigned.”
“Keep everything gentle, safe, and school-appropriate.”
“Your skit should be 20–30 seconds long.”
“Practice twice before performing.”
As Groups Perform:
The student audience must guess which Upstander Step was used.
After All Skits:
Teacher asks:
“Even though this was make-believe, how did it feel playing the target?”
“How did it feel playing the upstander?”
Discuss brief emotional insights.
UPSTANDER ART PROJECT (15-20 minutes):
Hand out a poster and markers to each small group.
Explain: “Your group will now draw your Upstander Step so we can display all 10 steps around the classroom.”
Poster Must Include:
Title: “Upstander Step #___ (and the full sentence describing the step)”
A drawn scene showing the step
Speech bubble or caption showing helpful words (ex: “Stop it,” “Come with me,” “Are you OK?” “Let’s tell an adult.”)
Reunite the class, and ask each group to briefly describe their poster to the rest of the class.
Hang up all posters to create an Upstander Gallery.
INDIVIDUAL REFLECTION (5 minutes):
Students finish reflection questions on Student Worksheet 2: 10 Upstander Steps
CLOSING CIRCLE (2 minutes):
Stand in a circle.
Teacher says: “Upstanders make our school safe and kind. And if anyone mistreats us, we tell an adult and we remind ourselves—”
Class repeats together: “They did a mean thing. There is nothing wrong with me!”
Teacher ends with: “I choose kindness.”
Students repeat: “I choose kindness!”
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