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"Dating Violence Detectives"

Estimated Time of Completion: Four or five 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 9-12. Students are first introduced to the key concepts surrounding teen dating violence. Their challenge will be to design and publish a Web site for other teens to find information on the subject. The class can be divided into teams, with each team being responsible for a section of the Web site.

II. Objectives:

III. Materials Needed:

IV. Procedure:

  1. Explain to students that they will be working in teams to create a Web site to serve as a resource for their peers about dating violence.

  2. Option 1: Students view the PBS In the Mix video "Twisted Love: Dating Violence Exposed," followed by a discussion of the important points covered in the video. Students should pay particular attention to information that surprised them or that they did not know.


    Option 2: Before the lesson, print out pages from Web sites included in the Web site list and distribute to the class as a homework reading assignment. Instruct students to take notes on key concepts while they are reading the material, with an eye towards new information and information they feel is important for their peers to know about dating violence. Begin the class with a discussion of the important points covered in the reading.

  3. Discuss ideas for what might be included the site. These ideas should include:

    • Explanation of dating violence, both emotional and physical
    • Facts and statistics about dating violence, especially teen dating violence
    • Warning signs
    • Myths and facts
    • Why it's often difficult to get out of an abusive relationship
    • Local, state, and national resources for help
    • The laws concerning dating violence
    • Other online resources that relate to the subject

  4. Divide the class into teams that will each create one page apiece for one or more of the topics discussed. (Note: limiting each team to one Web page will make it easier to link them together into a cohesive site.) One group will also be responsible for creating the homepage and navigation bar.

  5. Give each team a Web site list for reference and further research. Emphasize that these sites are just a starting point and that students are expected to research beyond the list.

  6. Each team is responsible for researching their topic, writing their own informational content, locating graphics and background images, and coding the material into HTML. Depending on how many students are in a team, the tasks can be broken down so that each student is in charge of one or more.

  7. Each group will save their section to a floppy disk. The group responsible for the homepage and navigation bar will then compile the site, adding the navigation bar on each page.

  8. Post the site on your school or school district Web site, or through a free Internet hosting service. Don't forget to have the class come up with an original name for this new online resource!

Time period breakdown is as follows:

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:



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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