Content Area: Health and Physical Education

 

Index: 2.1F Grade 8 CPI 3

 

Standard: 2.1 - Wellness

 

Strand: F -  Social and Emotional Health 

 

Cumulative Progress Indicator: 3 -The student will investigate factors and choices that contribute to the incidence of conflict, harassment, bullying, vandalism, and violence and demonstrate strategies to deal with each.

 

Grade: 8

 

Sample Activities:

 

·        FACTORS THAT INFLUENCE VIOLENCE - Assist students in creating a graphic organizer that highlights important factors that contribute to
or influence the occurrence of violence. Using the information generated, students answer the following questions:
-       How are the contributing factors linked?
-        Where does violence occur?
-        How do we feel about violence?
-        Where and when do we learn to use violence in our lives?
-        What can we do to prevent violence?

After a discussion, students write a journal entry reacting to the following questions: Why do you think there is so much violence in this country? in the world? What does violence accomplish?

 

·        IDENTIFYING VIOLENCE - Ask the students: “What does violence looks like?” Brainstorm a definition and description of various forms of violence (e.g., fighting, domestic violence). Use an excerpt from a television show, movie, or video that clearly illustrates several kinds of violent acts and conflicts. Students count the number of acts of violence in the show and discuss what they observed. Divide the class into small groups to discuss one of the acts seen in the film clip. As the groups discuss the elements of violence, explain that the audience doesn’t see what happens after a violent scene. Each group predicts what might occur after the act of violence, focusing on the aggressor and the victim, their families, friends, and employers and considering the effects of the violent act on the community. Groups share their predictions with the rest of the class.

 

       Variation: What does violence cost society? Using some of the same acts of violence noted above, students examine the real cost of damages, lost income, incarceration, and increased police patrols. How does violence impact local taxes and the community’s quality of life? Invite community leaders
to discuss violence prevention efforts.

 

·        DEFINING CONFLICT - In essay form, students describe two conflicts observed in the media or real life and record whether each conflict has positive consequences, negative consequences, or both. Students determine the aggressor(s), victim(s), and bystanders in each situation and determine if someone served as a problem solver or mediator. Students list the qualities needed to fulfill those roles and describe how each conflict might be peacefully resolved.

 

·        MEDIA VIOLENCE -  Divide the class into small groups to debate the following questions:
-        What effects do TV, movies, or music have on the incidence of violence?
-        Does the media glorify violent acts? How? Why?
-        Are representations of violent acts, as seen on TV and in movies, really necessary? Explain.

Each group develops a position statement on the media and violence and shares their position statement with the class.

Variation: Students watch four TV shows (not news shows) and log the number of violent behaviors, number and type(s) of weapons used, number of “good guys”, number of “bad guys”, and the number of nonviolent strategies used during the course of the shows. After one week, discuss the data collected and create a class graph for each category. Discuss the following:
-        Was the violence necessary? Why?
-        Would people watch the programs if sensational acts were not part of the show? Explain.
-        What could be done to limit the number of violent acts portrayed on TV?

 

·        ANALYZING VIEWS ABOUT TV VIOLENCE - Present the following positions about TV violence. In essay form, students justify one of the positions.

 

      View #1: Freedom of speech and freedom of the press should ensure people’s rights to see what they want. Censorship, in any form, is wrong.
View #2: Parents have a responsibility to monitor what their children watch. Shows should be censored only by parents, not by the government.
View #3: Children should not be exposed to violence in any form. Access to such shows should be restricted by the government.
View #4: Students over the age of 12 should have no viewing restrictions.

 

After students have selected a position and written the justification, discuss the following questions:
-       Should all violence be banned from television? Why?
-        Is the television rating system useful? Why or why not?
-        Is the movie rating system useful? Why or why not?
-        Is all TV/movie violence bad for children? Why? What are the potential effects of viewing such violence?
-        Cartoon characters are shot, maimed, or flattened and then get up and walk away. How does this influence young viewers?