Nasty in spanish teen dating violence need this! sooo
Wednesday, September 20, 2017 by Sali
Estimated Time of Completion: Four or five 50-minute periods
III. Materials Needed
V. Classroom Assessment
VI. Extensions and Adaptations
VII. Online Resources
VIII. Relevant National Standards
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.
- To become aware of the components of dating violence, statistics, how to leave an abusive relationship and where to get help
- To learn to construct Web pages using authoring software
III. Materials Needed:
- 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.
- 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.
- 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
- 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.
- 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.
- 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.
- 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.
- 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:
- Day 1: On the first day, students view and discuss the video, or discuss the reading assignment. Decide on a list of topics to include in the Web site.
- Day 2: Groups work to divide responsibilities and gather ideas for their information and Web page design. The remainder of class would be spent on the computers beginning their assigned tasks.
- Days 3 and 4: Teams research and compose the Web pages.
- Day 5: All pages should be completed and all links tested by the middle of the class period, so that the Web site coordinating group could put the site together and then show the finished product to the class.
V. Classroom Assessment:
Score student work as a combination of group and individual assessment, according to the following 100 point scale:
- Information was complete and accurate: 15 points
- Information was creative and interesting: 15 points
- Background and graphics relevant to the Web page topic: 10 points
- Authors and sources cited: 5 points
- Page creation and update dates included: 5 points
- Information divided into sections: 15 points
- Correct sentence structure and grammer observed: 15 points
- Shared group responsibilities: 20 points
VI. Extensions and Adaptations:
- Students might be required to conduct interviews with those people in the community dealing with domestic violence on a routine basis (i.e. police officers, domestic violence agencies, battered women's shelter employees, hospital employees dealing with abuse, etc.)
- A speaker from one of the above agencies could address the class.
- Students could launch a community awareness campaign with Public Service Announcements, school announcements, posters throughout the community, and presentations to local service groups.
VII. Online Resources:
VIII. Relevant National Standards:
These are established by McREL at http://www.mcrel.org/standards-benchmarks/docs/contents.html:
- Knows the availability and effective use of health services, products, and information
- Understands the relationship of family health to individual health
- Knows how to maintain mental and emotional health
- Understands the relationships among science, technology, society, and the individual
- Working With Others: Contributes to the overall effort of a group
- Working With Others: Uses conflict-resolution techniques
- Working With Others: Works well with diverse individuals and in diverse situations
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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