What does violence look like? In the space provided draw a picture of violence. Use images from your...

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•What does violence look like?

•In the space provided draw a picture of violence. Use images from your own life, your community, the media (TV, Video Games etc.), stories and any other source of violence.

•Be sure to make a drawing that uses the whole page.

•If there is anything that I may not understand, label and describe what is going on.

• Answer the following questions in the space provided:

1. Describe your drawing. What is in it? What do these things mean? Where does your drawing take place?

2. Are the people in your drawing happy? Why or why not?

3. What do you think causes violence?

4. Is violence a good thing or a bad thing? Explain why you believe this to be true.

5. How can you prevent violence?

6. How does Violence Start?

Objectives

Describe all of the costs related to violence.

Identify five risk factors for violence.

Section 7.1 What Is Violence?

Myth Most acts of violence are committed by strangers, often as part of robberies or other crimes.

Fact In the United States, most acts of violence are done by people who know their victims.

Why do you think that many people believe strangers commit most violent acts?

•Violence is the threat of or actual use of physical force against oneself or another person.

Violence and Health

•Homicide is the intentional killing of one personby another.

•Other examples of violence are suicide and rape.

•14,504 deaths by homicide•31,655 deaths by suicide•95,136 reported rapes of women

• In one recent year in the United States there were

Compare and Contrast:

1.What are three things the countries with high homicide rates have in common?

1. ___________________2. ___________________3. ___________________

2.What are three things the countries with low homicide rates have in common?

1. ____________________2. ____________________3. ____________________

3.Based on these commonalities, if you were working to prevent homicides in one of these countries, what would you do?

•Costs to the victim include

Costs to the Victim

•death

•serious permanent injuries•emotional scars

•anger, fear, and depression

•The victim is the person who is attacked.

•An assailant is a person who attacks another person.

Costs to the Assailant•Costs to the assailant include

•may be seriously injured in a fight•serious permanent injuries•may feel guilt or shame•may face criminal charges•court costs• lawyer’s fees•possible jail time

•It costs the healthcare system about 6 billion dollars a year.

Costs to Society

•Taxpayers also must pay for law enforcement, courts, and prisons.

•There are emotional costs to society.

•A fear of violence controls many day-to-day decisions.

Using the “homicide rates by country table”, about how many times greater is the homicide rate in the Philippines than the United States?

Homicide rate in the Philippines:

Homicide rate in the US:

Risk Factors for Violence

•These risk factors are•poverty•family violence•exposure to media violence•availability of weapons•drug abuse•membership in gangs

Poverty•People may feel hopeless when

they don’t have•jobs•adequate food•health care •respect from others

•The rate of violence is highest in poor urban communities where unemployment rates are high.

Family Violence•Children who grow up in

violent homes—who witness violence or are victims of violence—are more apt to use violence to solve their own problems.

•Children can learn to avoid violence if adults don’t use violence to solve their own problems or to discipline children.

• The media uses the excitement provided by violence to keep you glued to the screen.

Media Violence

• Violence in the world beyond television and the movies creates more problems than it solves.

• People’s attitudes and behavior can be shaped by the violence they see in the media.

• Some types of music and music videos can make people think that violence toward women is acceptable.

Violence in Video GamesWhile playing violent video games, players often take on the role of assailants. What effect might identifying with an assailant have on players? Studies have linked violent video games to an increase in a player’s level of aggression. Use this checklist to evaluate the content of a video game.

Two or more “Yes” answers indicate a video game with a high level of violent content.

Is performing violent acts necessary to win the game?

Is the effect of the violence on the victim ignored?

Are women depicted as sexual objects?

Does the video game package use violence to make the game look exciting?

Does the video game have a mature or adults only rating?

Violence in Video GamesLook at the packaging for a few video games that have a mature

rating. Is violence used to sell these games? Provide some examples to support your answer. Do the text and visuals make youwant to play the game?

• In the United States, guns are used in the majority of homicides and suicides.

Availability of Weapons

• Every 14 minutes someone in the United States dies from a gunshot wound.

• Armed victims are twice as likely to be killed by an assailant as are unarmed victims.

•Alcohol use increase the risk of violence.

Drug Abuse

•Alcohol affects the brain, clouding a person’s judgment.

•Drugs other than alcohol are also linked to violence.

•Why?

• The term gang is used to describe a variety of groups, from loose bands of rowdy teens to criminal organizations.

Membership in Gangs

• Gang members are often subject to significant peer pressure.

• Territorial gangs are groups that are organized to control a specific neighborhood or “turf.”

• Most territorial gangs sell drugs and many are involved in other criminal behaviors.

• New members may be forced to commit a crime, such as robbery, kidnapping, rape, or murder.

Vocabularyviolence The threat of or actual use of physical force against

oneself or another person.

homicide The intentional killing of one person by another.

victim The person who is attacked during a violent act.

assailant A person who attacks another person.

territorial gang A group that is organized to control a specific neighborhood or “turf.”

Chapter 7, Section 1 describes what violence is, how it affects health and the risk factors for violence. Read, complete the note taking guide and section quiz.

•Using what you’ve learned complete the graphic organizer to describe which risk factor is most important predictor of violent behavior.

The most important risk factor is:

One reason why is: Another reason why is: A Third reason why is:

A detail about this is:

•Read the following news article. Answer the questions afterward

Kwame Kilpatrik: Former Mayor of Detroit

1. What are the physical costs to the victim?

2. What are the potential emotional costs to the victim?

3. What are the monetary costs to the victim/ victims’ family?

4. What are the physical costs to the assailant?

5. What are the potential emotional costs to the assailant?

6. What are the monetary costs to the assailant?

From time to time you may be asked / forced to act as a mediator between two people in conflict. During this

exercise you will practice, with a partner, how to mediate a conflict using the six following steps.

Emphasize your neutrality.

• Begin the mediation session by making it clear to both parties that you do not have a personal interest in the outcome.

Mediating a Conflict

• Explain that you will not take sides or decide who is right and wrong.

Establish guidelines.

• Keep everything that is said confidential.

• Be as honest as possible.

• Don’t name-call or swear.

• Don’t interrupt the other person.

• Take an active part in finding a solution.

• Follow through on any agreed-upon solution.

Ask each person to state his or her view.

• Allow each person to speak without interruption.

• Listen actively.

• Don’t go on to the next person until you really understand the first person’s position.

Identify each person’s goal.

• Try to figure out what principle, or goal, is driving each person’s position.

• Remember that what a person truly cares about may not be what the person says he or she cares about.

Explore possible solutions.

• If the participants seem relaxed, ask them to work together to brainstorm a list of possible solutions.

• If the participants are tense or hostile, help them explore solutions one at a time.

Don’t give up.

• Focus on what the parties agree on.

• Keep the participants involved in the process.

• If you are unable to find an agreeable solution, ask for help from an adult who has the respect and trust of both participants.

Objectives

Explain the relationship between harassment and the use of weapons in school.

Describe effective ways to reduce bullying, hazing, sexual harassment, and hate violence in schools.

Section 7.2 Violence In Schools

Health Stats The graph shows data on high school students’ concerns about safety at school.

What do you think happened on April 20, 1999 to make students feel less safe at school? Was the effect temporary or permanent?

• Schools remain a safe place when compared to other places in society.

Weapons in School

• Between 1983 and 2003, the number of males who reported carrying a weapon to school dropped from 18 percent to 9 percent.

• The number of females carrying weapons dropped from 5 percent to 3 percent.

• Harassment is unwanted remarks or actions that cause a person emotional or physical harm.

• Students who use weapons at school often are acting on the rage they feel as victims of harassment.

• Bullying is the use of threats or physical force to intimidate and control another person.

Bullying

• The bully may use name calling and put-downs.

• He or she may shove or trip the victim.

• The bully may pressure friends to exclude or isolate the victim.

Bullying that takes place by e-mail, instant messaging, text messaging, or at Web sites is called cyber bullying.

Cyber Bullying

• As a child, a bully may have learned to feel good at the expense of others.

Cause and Effects

• Bullying produces a climate of fear and disrespect at schools.

• The most effective way to stop bullying is to get bystanders involved.

Hazing is requiring a person to do degrading, risky, or illegal acts in order to join a group.

Hazing

• Almost half of all high school students on school teams or clubs report being hazed.

Gender and Hazing

• Male teens are more likely to report being beaten.

• Female teens are more likely to report emotional abuse.

• In most states, hazing is illegal at both high schools and colleges.

Preventing Hazing

• School administrators and teachers need to take the lead in the prevention of hazing.

• Sexual harassment is any uninvited and unwelcome sexual remark or sexual advance.

Sexual Harassment

• making comments about a person’s body parts

• unwanted touching

• spreading rumors about someone’s sexual behavior

• telling crude jokes

• Some examples of sexual harassment include

• Sexual harassment in schools is illegal.

What Schools Must Do

• The administration at a school is required by law to respond quickly and forcefully when students complain about sexual harassment.

• Speak up assertively.

What You Can Do

• Use your refusal skills.

• Avoid having to be alone with someone youdon’t trust.

• Report behavior that you think is sexual harassment.

• Hate violence is speech or behavior that is aimed at a person or group based on personal characteristics.

Hate Violence

• A person might be targeted because of race, ethnicity, gender, or religion.

• Prejudice is negative feelings about a group based on stereotypes.

Prejudice and Intolerance

• A stereotype is an exaggerated belief or overgeneralization about an entire group of people.

• Prejudice can lead to intolerance.

• Intolerance is a lack of acceptance of another person’s opinions, beliefs, or actions.

• Frequently, intolerance leads to discrimination.

Discrimination

• Discrimination is the unfair treatment of a person or group based on prejudice.

The most effective way to deal with violence based on hate is through education.

Reducing Intolerance

Vandalism is intentionally damaging or destroying another person’s property.

Vandalism

Vocabularyharassment Unwanted remarks or actions that cause a person

emotional or physical harm.

bullying The use of threats or physical force to intimidate and control another person.

cyber bullying Bullying that takes place by e-mail, instant messaging, text messaging, or at Web sites.

hazing Requiring a person to do degrading, risky, or illegal acts in order to join a group.

sexual harassment Any uninvited and unwelcome sexual remark or sexual advance.

hate violence Speech or behavior that is aimed at a person or group based on personal characteristics.

Vocabularyprejudice Negative feelings about a group based on

stereotypes.

stereotype An exaggerated belief or overgeneralization about an entire group of people.

intolerance A lack of acceptance of another person’s opinions, beliefs, or actions.

discrimination The unfair treatment of a person or group based on prejudice.

vandalism Intentionally damaging or destroying another person’s property.

• Read the following data and answer the questions in your packet

•Does bullying increase or decrease as student get older?

•Why does this happen?

•How does the victim change as they get older?

•How does the assailant change as they get older?

•Write a medium (8-10 sentences) paragraph describing a time when you’ve been bullied, or a time when you’ve seen bullying.

•Be sure to describe the situation, what happened and why it happened.

•Describe how you felt during and afterwards.

•Tell how the bullying stopped, if it did.

•If the bullying happened at school, describe how the school staff reacted.

Chapter 7, Section 2 describes violence in school, and specifically bullying. Read this chapter, take notes and answer the questions (1-6) on page 173

• Cyberbullying: answer the following questions in your packet

1. What is cyberbullying?

2. How is cyberbullying different than ‘traditional’ bullying

3. In a short (4-5 sentences) paragraph tell which type of bullying you believe to be more severe. Be sure to include why you believe this using support from the book.

• School proposal: Reducing Violence

• Write a short proposal describing one specific program that the school could implement to help reduce school violence in general, and reduce bullying specifically.

• Be sure to describe who, what, where, when and why.

• Your proposal should be 8-10 sentences long. Use diagrams and pictures if necessary.

Emphasize your neutrality.

• Begin the mediation session by making it clear to both parties that you do not have a personal interest in the outcome.

• Explain that you will not take sides or decide who is right and wrong.

Establish guidelines.

• Keep everything that is said confidential.

• Be as honest as possible.

• Don’t name-call or swear.

• Don’t interrupt the other person.

• Take an active part in finding a solution.

• Follow through on any agreed-upon solution.

Ask each person to state his or her view.

• Allow each person to speak without interruption.

• Listen actively.

• Don’t go on to the next person until you really understand the first person’s position.

Identify each person’s goal.

• Try to figure out what principle, or goal, is driving each person’s position.

• Remember that what a person truly cares about may not be what the person says he or she cares about.

Explore possible solutions.

• If the participants seem relaxed, ask them to work together to brainstorm a list of possible solutions.

• If the participants are tense or hostile, help them explore solutions one at a time.

Don’t give up.

• Focus on what the parties agree on.

• Keep the participants involved in the process.

• If you are unable to find an agreeable solution, ask for help from an adult who has the respect and trust of both participants.

• Answer the following Advice line writer

• Dear Advice line,

• Everyday when I go to school there’s a guy that whispers ‘loser’ as I walk by. This makes me angry and I really want to fight him. What should I do?

• What should this student do? Write a short paragraph (4-5 sentences) about what this person should do.

Objectives

Explain how anger and a desire for revenge can lead to fights.

Describe the role that friends and bystanders play in fights.

Section 7.3 How Fights Start

Explain the relationship between a need for control and violence.

Dear Advice Line,

There’s a guy at school who whispers “loser” every time he sees me in the hall. I know this guy is a jerk, so I ignore him. My friends think I should insult him back.

Do you agree with this student’s response? Why or why not? What if the insults were shouted, not whispered?

• Anger is at the root of most arguments and of many fights.

Arguments

• About 40% of all homicides stem directly from arguments.

• The body reacts to anger the same way it does to stress.

• Physical changes include tensed muscles, and increased heart and breathing rates.

• You can control your overall reaction to anger.

• By choosing not to fight, you do not let the other person control you.

• It is not surprising that hurt pride and embarrassment lead to fighting.

Hurt Pride and Embarrassment

• When your pride is hurt or you become embarrassed, you may become angry.

• The desire for revenge leads to a dangerous cycle of fighting.

Revenge

• In cases where revenge is the motive for a fight, the fighting can quickly escalate or grow more intense.

• Revenge is a common motive in fights between territorial gangs.

It is often more difficult for a person to avoid a fight when friends or bystanders are present.

Peer Pressure

• Friends who urge you to fight are acting as instigators.

The Role of Friends

• Instigators are people who encourage fighting between others while staying out of the fight themselves.

The people who gather do so hoping to see a fight.

The Role of Bystanders

• One person’s desire to have control over another is the main reason for domestic violence and dating violence.

Control

• There are laws that protect women in abusive relationships.

• There are also groups that try to help abusers learn to control their violent behavior.

Vocabularyescalate To grow more intense.

instigator A person who encourages fighting between others while staying out of the fight himself or herself.

Read Chapter 7, Section 3 to learn more about how fights start. Take notes and complete the questions (1-8) on page 177

• Complete a risk/ benefit chart for fighting in school

• After completing your chart answer the following question: Is it worth it to fight in school?

Fighting in School

Benefits Negatives

• After reading chapter 7, section 3 answer the following questions

1. Why do bystanders affect peoples behavior so much?

2. Should people act different when others are watching? Why or why not?

3. If you are a bystander do you have a responsibility to try and stop a fight? Why or why not?

•In the space provided make your own diagram for the cycle of revenge.

•After you make your diagram write a short paragraph (4-5 sentences) describing why the cycle of revenge is so dangerous.

•Rate yourself on a scale of 1 (never) to 5 (always)

•When you are angry with someone, do you talk to the person in private where you cannot be overheard?

•When you are angry, do you avoid using insults or name-calling?

•Do you apologize when you do or say something hurtful?

•When you know a fight is brewing do you avoid the area?

•Do you avoid spreading rumors?

Objectives

Describe two general approaches for resolving conflicts.

Explain why safety should be a person’s first concern in any conflict.

Section 7.4 Preventing Fights

List how to confront a person wisely.

Identify ways to help others avoid fighting.

The higher your total score, the better your skills as a peacemaker. In which area would you most want to improve? Explain.

Switch to QuickTake version of the quiz.

Quick Quiz For each statement, rate yourself on this scale.

When I am upset with someone, I talk to the person in private where we cannot be overheard.

When I am angry, I avoid using insults or name-calling.

I apologize when I do or say something hurtful.

I avoid spreading rumors.

Once you recognize that a conflict exists, there are two general approaches you can take.

Choosing Not to Fight

• you can ignore the conflict

• you can confront the person

• Some people think that ignoring a conflict is a sign of cowardice.

Ignoring a Conflict

• It is actually a sign of maturity and self-control.

• Deciding to ignore the conflict could make the other person angrier.

Be Flexible

• Be prepared to try a new tactic if ignoring the conflict could make things worse.

• In deciding how to deal with any conflict, your safety should always be your first concern.

• Learning to control your anger is an important skill to master if you want to avoid conflicts.

Learn to Control Your Anger

• If you are not satisfied with the way you now deal with anger, many people can help you.

• parents

• teachers

• coaches

• school counselors

• members of the clergy

To confront a person wisely, you need to

Confronting a Person Wisely

• choose the right time and place

• stay calm

• negotiate a solution

• When you need to confront a person, pick a time when you can talk face-to-face.

Choose the Time and Place Carefully

• It is best to meet in a public area.

• If you suspect the other person is under the influence of drugs, postpone your discussion.

• People have different techniques for keeping calm under pressure.

Stay Calm

• Rehearse the confrontation beforehand.

• Use deep breathing or count to 20.

• Communication style can affect the outcome.

Negotiate a Solution

• Do the Unexpected If, instead of being hostile, you are friendly, confident, and caring, the other person may relax his or her guard.

• Provide a Way Out Present the other person with compromise solutions that you both can live with.

• Be Willing to Apologize Sometimes a sincere apology can be the quickest way to defuse the situation.

You can help prevent fighting through

Helping Others to Avoid Fights

• mediation

• your role as a bystander

• involving an adult

A process for resolving conflicts that involves a neutral third party is called mediation.

Mediation

• As a bystander, you can use the following strategies to show your disapproval of fighting as a way to resolve conflicts.

Your Role as a Bystander

• Ignore those people who make negative remarks about other people.

• Refuse to spread rumors.

• Do not relay a threat or insult from one person to another.

• Stay away from any area where you expect a fight could take place.

• If a friend reveals plans of violence to you, it is important to ask for help.

When to Involve an Adult

• It is never easy to break a friend’s confidence.

• Nevertheless, it is critical to share your friend’s plans for violence with a trusted adult.

Vocabularymediation A process for resolving conflicts that involves a neutral

third party.

•Hanlon’s Razor is a philosophical principal that says:

•Never attribute to malice that which can be adequately explained by stupidity

•How can this help people not get into fights, especially in crowded places like a school?

Read Chapter 7, Section 4 to learn about how to prevent fights. Take notes and complete the questions (1-7) on page 184

•Complete the chapter 7 review on page 186 (questions 1-18)

•Work in small groups (2-ish)

•You have this time to study for your unit test. Use your notes, your packets and your book. If you would like to work in a small group you may.

•Your test will be graded on a curve. This means that the total percent will be based on the highest number of correct answers. For example:

•Highest grade- 95/100

•Your grade- 80/100

•Your percentage= (80/95)*100=84.2%

•Test Rules:

•One person per desk, use the cubbys for more space.

•No notes, books, etc

•You may wear headphones, as long as they cannot be heard by anyone else.

•I will collect all the tests at once. When you finish double check your answers and relax till the test is over.

•You will have 45 minutes to complete the test.

What does violence look like? In the space provided draw a picture of violence. Use images from your...

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