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"Dating Violence Awareness Campaign"

Estimated Time of Completion: Three 50-minute periods

I. Summary
II. Objectives
III. Materials Needed
IV. Procedure
V. Classroom Assessment
VI. Extensions and Adaptations
VII. Online Resources
VIII. Relevant National Standards

I. Summary:

For grades 7-12. Students will be given a list of dating violence information Web sites and a blank "Dating Violence Crossword." They are to complete the crossword by finding the answers within the various Web sites, then use their new undestanding to plan a schoolwide Dating Violence Awareness campaign.

II. Objectives:

To understand facts about dating violence and use those facts to impact the entire school population

III. Materials Needed:

IV. Procedure:

  1. Introduce the lesson by asking students about what they think "dating violence" is. Is there a difference between physical abuse and emotional abuse? Examples? If students don't know, give examples such as isolation, extreme jealousy, and manipulation to illustrate emotional abuse.

  2. Give each student copies of the crossword and Web site list (or the URL where both are located and can be printed out).

  3. They are to complete the crossword and take notes about any information they would like to include in a Dating Violence Awareness school campaign plan.

  4. Ask them to develop, in the course of the activity, five questions they would like to ask a speaker from a Domestic Violence agency.

  5. On the second day, arrange to have a speaker from a Domestic Violence agency speak to the class, particularly focusing on dating violence and its inherent escalation throughout a relationship. Set aside time for the speaker to answer questions the students have developed.

  6. On the third day, break the class into groups to compare and review information they have found. Explain that they will combine their efforts to plan a school Dating Violence Awareness campaign. They may use posters, daily announcement spots, make slogan buttons and/or plan a schoolwide assembly. Suggest that groups divide responsibilities, and encourage them to generate campaign ideas of their own and not be limited to teacher suggestions. Suggest that students might organize their information according to the following sub-categories:

    • Facts/What Is Dating Violence?
    • Different Types of Violence
    • Warning Signs
    • Effects of Dating Violence
    • Date Rape Drugs
    • Breaking the Cycle/What Is The Law?

  7. Work with students to carry out the campaign according to the means and time frame best suited to your class and school.

V. Classroom Assessment:

Score student work as a combination of group and individual assessment, according to the following 100 point scale:

VI. Extensions and Adaptations:

VII. Online Resources:

VIII. Relevant National Standards:

These are established by McREL at http://www.mcrel.org/standards-benchmarks/docs/contents.html:

Health

Life Skills

About the Author:
Judy Terando
has taught Physical Education and Health since 1965, focusing on bringing technology into the classroom and spurring student creativity. She currently teaches high school in La Salle, IL.

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