[Teen Living]

Dating Violence
Overview:
Dating violence (or relationship abuse) is a pattern of violent behavior that someone uses against a boyfriend or a girlfriend. Abuse can cause injury and even death but it doesnt have to be physical. It can include verbal and emotional abuse constant insults, name-calling, controlling what someone wears, and it can also include sexual abuse. Dating violence can happen to anyone, at any age, no matter what race or religion, no matter what his or her level of education or economic background.

[9-10 Grades] [150 minutes-3x50 minute class periods]

Teaching Materials
Dating Violence Supplements DV Date Test DV Guided note brochure DV ppt DV Facts

Standards/Objectives: (Affective Domain & Responding Level)

Students will communicate about adolescent attractions to the opposite sex. Define and discuss dating violence and how to report and/or deal with those situations appropriately.

Other Resources/Technology
Computer Projector Sticky notes

Introduction/Set Induction (13 minutes):

To help the students get ready for the lesson, they will complete the dating violence pre-test. They will have to answer the questions and then score it accordingly. (Date test adapted from FCCLA Stop the Violence)

Transition (2 minutes):
The teacher will handout the guided note taker to help the students acquire the beneficial information about dating violence during the power-point presentation.

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Lesson Body (150 minutes) (Content/Teaching Method)

Practical Reasoning PHASE 1: Statement of Problem (15 min): How are you going to engage students in the identification of the issue/problem related to course content? Students will complete the Dating violence pre-test to help engage them in this intense topic. This is where they answered questions about dating violence and then they score themselves accordingly. When the students are done with this test, the teacher will ask if students have any questions related to todays topic. PHASE 2: Consider the Context (15 min): How are you going to engage students in the process of considering the context of the problem? The teacher will then read through the dating violence facts so they can start considering the context of the problem. The teacher will ask if any of the statistics surprised any of the students. PHASE 3: Determine Valued Ends (20 min): How are you going to engage students in deciding what the valued ends/or outcomes are related to the issue/problem? The teacher will go through the Stop The Violence Powerpoint presentation. Students will complete their guided note taker while the slides are up on the projector. (To help break up the monotony, the teacher will have one student read a bulleted point, when they are finished, a new student will read the next bulleted point. PHASE 4: Consider Alternative Means for Action (30 min): How are you going to engage students in choosing alternatives that are appropriate for action (possible solutions)? The students will read through different scenarios where they will put their guided notes to use, to choose appropriate alternatives for each situation. Students will first discuss their alternative means for action with a partner, then with another partnership. 1.Your partner pressures you, soon after you begin dating, to make the relationship very serious, or pressures you to have sex. 2. Your partner becomes extremely jealous and possessive, and thinks these destructive displays of emotion are signs of love. 3. Your partner tries to control you and to forcefully make all decisions where the two of you are concerned, refusing to take your views or desires seriously. He/she may also try to keep you from spending time with close friends or family. 4. Your partner verbally and emotionally abuses you by doing such things as yelling at you, swearing at you, manipulating you, spreading false and degrading rumors about you, and trying to make you feel guilty. PHASE 5: Select & Justify a Course of Action (10 min): How are you going to engage students in selecting and justifying their decision about which alternative/solution is the best? After the students have gone through each of the scenarios, discussed with a partner/partnership, the teacher will have a class discussion to discuss their conversations. The teacher will have the students discuss their possible solutions. Some possible solutions in phase 4 could include any of the 5 Steps from the ppt or: Make a safety plan and get help. Talk with someone you trust such as teacher, guidance counselor, doctor, friend, or parent. You may also want to contact the police or a local domestic violence center or call the National Domestic Violence Hotline at 1-800-799-SAFE. If you want to stay in the relationship, realize that the violence will not just stop or go away. You cannot change your partners behavior, nor are you in any way responsi ble for the abuse. Your partner may need counseling or other outside help to change and you may need support so that you can begin to heal. PHASE 6: Take Action (30 min): What are students going to do/how are they going to take action? Could service learning fit here? Create a mural on a large piece of paper and hang it in a hallway at school. The mural can include poems, lyrics to a song, pictures, or other items that describe how important it is to prevent dating violence. This could also be an opportunity to share the warning signs with students and encourage positive relationship behaviors. [Title] 2

PHASE 7: Evaluate Action Taken (20 min): How will students evaluate/reflect on the outcome of the practical reasoning process? The students will read through the tips for talking to a friend or family member who is being abused. The will highlight any part of the information that can apply to their personal lives. They will then write a personal journal entry that includes the following: How can I use this in my own life? When will I use it? How can using these tips help someone I know or me? The students will not turn this in because it might be too personal. They will just be graded on completing it. The entry must be 3 paragraphs-3-4 sentences in each paragraph.

Transition (5 minutes):
Students will complete an exit stick note and place it on the assigned bulletin board labeled Stop The Violence They will have to write two things they can do to help stop dating violence. They can use any of their notes from todays lesson.

Summary/Closure (5 minutes):
Dating violence (or relationship abuse) is a pattern of violent behavior that someone uses against a boyfriend or a girlfriend. Abuse can cause injury and even death but it doesnt have to be physical. It can include verbal and emotional abuse constant insults, name-calling, controlling what someone wears, and it can also include sexual abuse. Dating violence can happen to anyone, at any age, no matter what race or religion, no matter what his or her level of education or economic background.

Assessment/Evaluation:
Students will be assessed through their completion of the guided notes/personal journal entry, as well as their participation/responses to the varying scenarios. They will have to show they can implement appropriate responses that help stop dating violence.

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