Content Area: Health and Physical Education

 

Index: 2.1F Grade 12 CPI 3

 

Standard: 2.1 - Wellness

 

Strand: F -  Social and Emotional Health 

 

Cumulative Progress Indicator: 3 -  The student will analyze how peer norms and expectations, the availability of weapons, substance abuse, media images, and poor role models contribute to violent behavior.

 

Grade: 12

 

Sample Activities:

 

·        FIGHTING - WHAT ELSE IS THERE? - Discuss various ways to prevent a fight (see list that follows) then divide the class into small groups.
Give each group a situation where fighting or fleeing may be options. Each group studies the situation, develops a response, and shares it with the class. Discuss the following: “Are the responses realistic? Why or why not? Would you use those strategies?” Discuss the students’ perceptions of fighting, the various degrees of conflict, and pressures to fight. Compare male and female attitudes about the same. Is there a difference? Brainstorm ways to prevent a fight from occurring and practice the various techniques through role-play. Videotape the role-plays, review, and critique.

WAYS TO PREVENT A FIGHT
-        Stay in control.

      -        Keep cool.
-        Give an opponent a way out.

      -        Apologize.
-        Make excuses.

      -        Keep comments light.
-        Imagine standing in the other person’s shoes.

 

·        DEALING WITH ANGER - Brainstorm causes of anger and list on the board. Discuss the causes and associate with patterns of behavior. Since anger often results when a need is not met, discuss the difference between needs and wants. Then have students create a chart to rate anger (e.g., 1 = mild to 3 = severe) and describe the characteristics of each rating. Discuss who controls one’s anger (self) and ways of dealing with anger so the person doesn’t harm self, others, or the environment.

 

     Variation: Incidents of “road rage” appear to be more common. As novice drivers, high school students may be involved in a road rage situation. Students brainstorm possible situations when this might occur. Divide the class into two groups. The first group develops strategies to deal with road rage when you are the victim. The second group discusses ways to control your emotions when driving. Groups share their ideas and develop a pamphlet, poster, or video showcasing strategies to deal with such incidents.

 

·        KINDS OF VIOLENCE - Define homicide, assailant, perpetrator, victim, interpersonal and acquaintance and write the definitions on the board. After assuring that everyone understands the terms, provide students with several news clippings that describe incidents of violence. Ask students if the incidents are typical. Using a variety of print and technological media, students collect data and information about violent acts and compare their findings with the information in the news clippings. Discuss what criteria students used to make an initial judgment that the acts noted were “typical”. Did the media’s representation of violence influence the decision? Is there a typical act of violence?

Variation: Narrow the focus of the project by having students select a particular kind of violent act (e.g., armed robbery, sexual assault, homicide, domestic violence).

Variation: Students investigate the relationship between the use of alcohol and other drugs and violent behavior and present their findings to the class.