Content Area: Health and Physical Education
Index: 2.1E Grade 12 CPI 3
Standard: 2.1 - Wellness
Strand: E - Safety
Cumulative Progress Indicator: 3 - The student will assess the short- and long-term impacts of injuries on the individual, family members, the community, and the workplace.
Grade: 12
Sample Activities:
· DATING VIOLENCE - Divide the class into several groups and assign each group a dating scenario (samples follow). Students discuss the scenario, identify the behaviors occurring, and create appropriate strategies to deal with the situation. Each group presents its scenario for discussion.
SAMPLE SCENARIOS: DATING VIOLENCE
Scenario #1
You and your partner are walking home from school. You’re explaining how you
want to audition for the school play. You’re really excited but your partner
starts complaining that the play will take time away from your relationship.
Scenario #2
You are in the hallway at school and you see your science lab partner coming
towards you. You stop to arrange a time for the two of you to meet to work on
your lab when your boyfriend/girlfriend grabs your arm and drags you down the
hallway.
Scenario #3
You and your boyfriend/girlfriend have a date tonight. He/she was supposed to
pick you up at 8 p.m. but by 9:30 p.m. he/she still has not shown up or called.
Your date arrives at 9:45 p.m. with no explanation.
Scenario #4
You recently broke up with your steady partner. Now you are getting anonymous
phone calls at all hours of the day and night.
Scenario #5
You and your boyfriend/girlfriend are trying to decide where to go tonight. An
argument ensures and he/she slaps you.
Variation: Invite a speaker from a rape crisis center to talk about what
individuals should do when sexually assaulted. Emphasize prevention and
immediate actions that should be taken after the incident. Be sure to include
information for males as well as females.
·
MYTHS AND FACTS ABOUT SEXUAL ASSAULT - Begin
this activity by explaining that there are many misconceptions about sexual
assault. These myths tend to perpetuate a “blame the victim” mentality and may
even compromise a victim’s willingness to come forward with information about
such an incident. Create a myth vs. fact sheet, and allow students a few minutes
to record their initial responses. Then discuss each statement and identify
it as a myth or fact.
MYTHS VS. FACTS
-
Rape is an act of sex.
-
Women, men, and children are assaulted because they are
perceived to be vulnerable.
-
Women want to raped.
-
Rapists are impulsive and motivated by overactive sexual
desires.
-
Rapes occur only at night.
-
A married woman cannot be raped by her husband.
-
Men cannot be sexually assaulted.
-
Children who are molested by members of the same sex will
become homosexual.
-
A woman who wears short dresses and provocative clothing is
asking to be raped.
.
Variation: Develop a myth vs. fact sheet specifically for child abuse and sexual
abuse.
Variation: Students investigate community support groups for victims of sexual
assault or abuse and interview a staff member from the agency about the
availability of services.
·
IT'S ALL ABOUT POWER - Explain that expectations in
a dating relationship may be based on gender stereotypes. Initiate a discussion
about dating using some of the following trigger questions:
-
How does a date start?
-
Who plans the date?
-
Who pays?
-
If a car is used, who drives?
-
How do the parties meet for the date?
-
Who leads the conversation?
Provide students with a chart, similar to the one below. Students complete the
chart and discuss in
small groups. Reconvene the class and identify points of consensus and
disagreement.
Variation: Divide the class into seven groups, and assign each group one category of power and control (isolation, emotional control, sexual control, threats, assuming the rights of the partner, intimidation and stalking). Each group generates a definition of the category and examples of behaviors that typify it. Students share ideas, clarify them, and create a graphic organizer that illustrates the relationships between the categories. Students develop strategies to deal with each category and share with classmates.
· DOMESTIC VIOLENCE - Use excerpts from a movie or video about domestic violence to trigger a discussion of the following: “Are victims ever responsible for the physical assault? Why do people stay with individuals who abuse them? Are men ever victims of domestic violence? What other forms of abuse may precede the actual physical violence? Where can people go for help and information?” Students conduct research for information and develop a pamphlet or flyer on domestic violence for distribution in the community.
Variation: Invite a speaker from a women’s shelter to speak to the class.
Variation: Invite a local police officer to discuss incidents of domestic
violence and ways police officers are trained to deal with those situations.
Variation: Students investigate local, state, and national resources for assistance and information about domestic violence. Students collate the information and create a poster, pamphlet, or Web page.
