Content Area: Health and Physical Education

 

Index: 2.4A Grade 12 CPI 7

 

Standard: 2.4 - Human Relationships & Sexuality

 

Strand: A - Relationship

 

Cumulative Progress Indicator:  7 - The student will develop strategies to address domestic or dating violence and end unhealthy relationships.

 

Grade: 12

 

Sample Activities:

 

·        IS THIS A HEALTHY RELATIONSHIP? - Create two signs, one stating “A Relationship That’s Good for You” and one stating “A Relationship That’s Bad for You.” Hang the signs side-by-side to form two columns. Explain that many teens and adults have trouble deciding whether or not a relationship is good for them. In this activity, students identify the qualities of healthy and unhealthy relationships. Divide the class into groups of three or four. Give each group three or four cards with statements about relationships on them (see samples below).

SAMPLE STATEMENTS: IS THIS A HEALTHY RELATIONSHIP?
-        Sex is the most important thing.
-        You can be yourself. You don’t have to pretend to be someone you’re not.
-        You feel energized being with the person.
-        You feel worn out and tired being with the person.
-        One person usually decides what to do and where to go.
-        You have fun being with the person.
-        You are constantly fighting and making up.
-        You don’t spend time with your other friends anymore.
-        You’re embarrassed or uncomfortable being with the person in a group.
-        Your partner accepts you the way you are.
-        You feel closer and closer to the person as time goes on.
-        You neglect your studies or work.
-        You spend time by yourself without the person.
-        You like being seen with the person.
-        You feel like you can go at your own pace sexually.
-        You’re not afraid to talk about what’s bothering you.
-        You keep the relationship only because it’s better than being alone.
-        You’re afraid to bring up the subject of contraception or HIV status.
-        He/She is the only person you will ever truly love.
-        If this person leaves you, you will never be happy again.

The group discusses each card and decides if the information provided describes a healthy or unhealthy relationship. Students tape each card under the corresponding healthy or unhealthy relationship sign. Review the placement of the cards in each column and discuss, focusing on the following questions: “Are there cards that should be moved to the other column? Which ones and why? Were there characteristics you weren’t sure were healthy or unhealthy? How do people feel when they are in a healthy relationship? in an unhealthy relationship? Looking at the lists, are most teens you know in healthy or unhealthy relationships?” After discussion, students develop a comparison-contrast map on healthy/unhealthy relationships and develop two strategies to support a healthy relationship.

 

·        ROPE EXERCISE - For this activity, you need a long piece of rope. Select two volunteers to participate in this exercise. One student takes a relatively long piece of rope and ties the other student so movement is restricted. Enough rope should be kept in hand so the untied student can lead his/her partner around. The partners role-play individuals involved in a relationship, beginning with the unrestricted partner directing comments (such as those below) to the restricted partner.
-        I know that love needs to be freely given.
-        I don’t own you. You can do anything you want.
-        I’m glad you have your own friends.
-        You don’t have to ask my permission to go out.
-        Of course I trust you.
-        Of course I’m not jealous.
-        I’m glad you have your own interests.

During this time, ask the student restricted by the rope the following questions:
-        Do you feel close to your partner? Why or why not?
-        Do you believe what your partner is saying? Why or why not?
-        What do you want to do right now, even though you are tied up?
-        Do you really want to be with your partner?

Remove the rope and repeat the statements and responses. Ask students: “What does the rope symbolize? Can a relationship “tie you up”? Why do people stay in an unhealthy, controlling relationship?” Brainstorm feelings the exercise evoked and write on the board. Pose the following question for a journal writing activity: “How can you avoid jealous feelings and develop a healthy relationship?”

Variation: Following the rope activity, students discuss strategies to deal with jealousy. Divide the class into small groups and provide each group with a situation involving a jealous, controlling, unhealthy relationship. Each group presents the situation and suggested strategies via role-play.

 

·        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.

 

·        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.