Grade 8 HPE British Columbia Public - The Fourth R PDF

THE FOURTH R HEALTHY RELATIONSHIPS, SAFE CHOICES, CONNECTED YOUTH GRADE 8 HEALTH & PHYSICAL EDUCATION BRITISH COLUMBIA Deb Townsley, B.A., B.Ed. Ray Hughes, B.Ed., M.Ed. Shanna Burns, B.Ed., M.Ed....

THE FOURTH R HEALTHY RELATIONSHIPS, SAFE CHOICES, CONNECTED YOUTH GRADE 8 HEALTH & PHYSICAL EDUCATION BRITISH COLUMBIA Deb Townsley, B.A., B.Ed. Ray Hughes, B.Ed., M.Ed. Shanna Burns, B.Ed., M.Ed. Katie Cole, B.A., B.Ed. © THE UNIVERSITY OF WESTERN ONTARIO, 2015 REVISED 2019 www.youthrelationships.org No parts of this curriculum may be used without written permission BACKGROUND HISTORY OF THE FOURTH R: The Fourth R began as a partnership between David Wolfe, Claire Crooks, Ray Hughes and Peter Jaffe in an attempt to bring healthy relationships (i.e., the neglected Fourth R) into schools. Since the first healthy relationships curriculum for grade 9 students was piloted in 2001, the Fourth R program has grown to include a wide range of grade levels, formats, and special populations. Today, the Fourth R is a consortium of researchers and educators dedicated to promoting healthy adolescent relationships and reducing risk behaviours. The Fourth R develops and evaluates programs, resources, and training materials for educators and other front-line professionals who work with youth. The Fourth R was developed in partnership between: Centre for School Mental Health, Western University Centre for Research and Education on Violence Against Women and Children Western University CAMH Centre for Prevention Science Land Acknowledgement The Centre for School Mental Health, Western University, is located in a geographic region that was originally cared for by the Anishinaabeg, Haudenosaunee, Lunaapeewak, and Attawandaron (Neutral) peoples. The Centre wishes to recognize and celebrate traditional and contemporary Indigenous peoples’ knowledges and contributions in this area. Chippewa of the Thames First Nation (part of the Anishinaabe); Oneida Nation of the Thames (part of the Haudenosaunee); and, Munsee-Delaware Nation (part of the Leni- Lunaape) are proximal Indigenous communities in this area. Special Acknowledgements We would like to acknowledge RBC Investments, the Royal LePage Shelter Foundation, Art and Mary Jane Crooks, the Canadian Woman’s Foundation and the Thames Valley District School Board for their generous support of the Fourth R research and dissemination. Development and evaluation of the Fourth R has been supported by grants from the Canadian Institutes of Health Research (CIHR), Public Health Agency of Canada (PHAC), Health Canada (HC), Social Sciences and Humanities Research Council (SSHRC), and the U.S. National Institute of Alcohol Addiction and Abuse (NIAAA). Collaborative for Academic, Social, and Emotional Learning (CASEL) Designated by CASEL as a recommended program for social and emotional learning. The Collaborative for Academic, Social, and Emotional learning (CASEL) has been reviewing evidence-based SEL programs since 2003. The program meets CASEL’s Promising Programs and is included in the CASEL Guide to Effective Social and Emotional Learning Programs. The program met or exceeded most of CASEL’s criteria for high-quality SEL programming.  Copyright © 2015 The University of Western Ontario. Revised 2019 All rights reserved. No part of this program may be reproduced, translated, stored in a retrieval system or distributed in any form or by any means, electronic, mechanical, photocopying, microfilming, recording or otherwise, without prior written permission from The University of Western Ontario. FOR INFORMATION ABOUT THE FOURTH R, CONTACT: The University of Western Ontario Centre for School Mental Health 1137 Western Road Faculty of Education London, ON N6G 1G7 Tel: 519-858-5154 Email: [email protected] Web: www.youthrelationships.org www.csmh.uwo.ca FOURTH R RESOURCES FOR SCHOOLS AND COMMUNITIES: Indigenous Cultural Leadership Course Grade 9 Indigenous Informed Grade 7, 8 and 9 Physical and Health Education Curriculum Grade 9, 10, 11, and 12 English Curriculum Healthy Relationships Plus Program (Part 1 & Part 2) Healthy Relationships Plus Program - Enhanced Healthy Relationships Plus Program – Literacy Supported Version Healthy Relationships Program for LGBT2Q+ Youth Master Trainer Manuals Parent Newsletters Peer Mentoring Program for Indigenous Youth Safe Schools Bachelor of Education Course Materials Uniting Our Nations Literacy Test Preparation Youth Safe Schools Committee Manual Notes About the Curriculum: Some activities have been adapted from the following sources: Beyond Monet by Barrie Bennet & Carol Rolheiser (2001), Reaching All by Creating Tribes Learning Communities by Jeanne Gibbs (2006), Think Literacy: Cross Curricular Approaches Grade 7-12 Health & Physical Education (2004), Think Literacy: Subject Specific Examples Health & Physical Education Gr.7-9 (2004), and OPHEA Supplement Grade 9. The teaching/learning strategies may be viewed on the Fourth R website by logging in to our Community of Practice: https://youthrelationships.org/login. This link will also be posted in the “materials” section within each lesson. IMPORTANT DISCLAIMER: There are links to external websites, videos, and resources throughout the document. While we make every effort to ensure that all links are working and point to accurate and appropriate sites, we cannot be held accountable if the link does not connect with the content we originally directed you to. Please be sure to check ALL links for accuracy and appropriateness prior to using them with your students.  INTRODUCTION The Fourth R is a comprehensive school-based prevention program based on extensive research. It applies best-practice approaches to building skills and reducing harm among adolescents. The foundation is a skill-based curriculum that promotes healthy relationships and targets violence (bullying, peer and dating violence), high-risk sexual behaviour and substance use among adolescents. The contention of the Fourth R is that relationship skills can be taught in the same way as reading, writing, and arithmetic. Furthermore, given the plethora of negative relationship models available to teens, it is crucial that adolescents be exposed to healthy alternatives, and equipped with the skills to engage in healthy relationships themselves. During the course of the lessons, students will engage in extensive skill development and role play activities to help develop effective and healthy responses to situations of conflict and violence. Relationships (the Fourth R) are crucial both in reducing violence and increasing responsible choices among youth. The most successful strategies to reduce adolescent risk behaviours engage youth in making healthy choices, and anchor these choices in the context of their relationships with peers, romantic partners, and adults. Comprehensive prevention programs in schools and communities are very new, and schools increasingly are being called on to help students develop good citizenship and character, in addition to providing a foundation of academic skills. The school experience offers repeated opportunities for advancing positive conflict resolution, healthy relationship skills, and problem-solving. Accordingly, we believe that expanding efforts to assist youth in making responsible choices will play a natural and crucial role in promoting positive development and reducing harmful behaviours. We applaud the efforts being made by schools and communities to promote healthy, nonviolent relationships during adolescence, and hope that you will find the enclosed materials to be a key component of a comprehensive strategy for your school or community. The information, strategies, and exercises described in this curriculum are intended to benefit all adolescents and their support networks, not merely those who come to our attention due to problem behaviours. We attempt to add diversity to our exercises and examples throughout, and welcome any further suggestions from teachers and community partners using the curriculum. GRADE 8 BRITISH COLUMBIA  UNIT 1 OVERVIEW: PERSONAL SAFETY AND INJURY PREVENTION Lesson # Topic 1 Identifying Risky Situations 2 Recognizing the Impact of Violence 3 Assessing Dangerous Situations 4 Analysing Media 5 Developing Skills for Healthy Relationships 6 Skills Into Action 7 Support Services and Culminating Activity UNIT 2 OVERVIEW: SUBSTANCE USE, ADDICTIONS AND RELATED BEHAVIOURS Lesson # Topic 1 Investigating Drug Categories 2 Warning Signs of Using Substances and Problematic Substance Use 3 Identifying Consequences of Problematic Substance Use 4 Stress: Effects on Mental Health and Emotional Well- Being / How to Manage Stress 5 Making Decisions 6 Effective Communication Skills 7 Applying Skills and Making a Difference – Culminating Activity GRADE 8 BRITISH COLUMBIA  UNIT 3 OVERVIEW: HUMAN DEVELOPMENT AND SEXUAL HEALTH Lesson # Topic 1 Self-Concept 2 Attractions, Benefits and Risks of Relationships 3 Consent 4 Factors Influencing Relationships 5 Contraception and Communication 6 Effective Communication 7 Culminating Activity UNIT 4 OVERVIEW: HEALTHY EATING Lesson # Topic 1 Myths and Facts about Healthy Eating and Active Living 2 Understanding the Food Guide and Activity Guide 3 Macronutrients vs. Micronutrients 4 Evaluating Food Choices 5 Goal Setting for a Personal Action Plan 6 Fast Food Analysis and Decision Making 7 Culminating Activity GRADE 8 BRITISH COLUMBIA PHYSICAL AND HEALTH EDUCATION BIG IDEAS Healthy Choices influence our physical, emotional, and mental well-being. Healthy Relationships can help us lead rewarding and fulfilling lives. Advocating for the health and well-being of others connects us to our community CORE COMPETENCIES Note: All Core Competencies are integrated throughout the Fourth R lessons COMMUNICATION (C) 1. Connect and engage with others (to share and develop ideas) (C1) 2. Acquire, interpret and present information (includes inquiries) (C2) 3. Collaborate to plan, carry out, and review constructions and activities (C3) 4. Explain/recount and reflect on experiences and accomplishments (C4) THINKING (T) Creative Thinking (T1) 1. Novelty and value (T1.1) 2. Generating ideas (T1.2) 3. Developing ideas (T1.3) Critical Thinking (T2) 1. Analyze and critique (T2.1) 2. Question and investigate (T2.2) 3. Develop and Design (T2.3) PERSONAL AND SOCIAL (PS) Positive Personal and Cultural identity (PS1) 1. Relationships and cultural contexts (PS 1.1) 2. Personal values and choices (PS1.2) 3. Personal strengths and abilities (PS1.3) Personal Awareness and Responsibility (PS2) 1. Self-determination (PS2.1) 2. Self-regulation (PS2.2) 3. Well-being (PS2.3) GRADE 8 BRITISH COLUMBIA Social Responsibility (PS3) 1. Contributing to community and caring for the environment (PS3.1) 2. Solving problems in peaceful ways (PS3.2) 3. Valuing diversity (PS3.3) 4. Building relationships (PS3.4) LEARNING STANDARDS CURRICULAR COMPETENCIES Students are expected to be able to do the following: Healthy and Active Living Describe how students’ participation in physical activity at school, at home and in the community can influence their health and fitness (Unit 4 – Lesson 2) Develop strategies for promoting healthy eating choices in different settings (Unit 4 – Lesson 5, 6 and 7) Assess factors that influence healthy choices and their potential health effects (Unit 1 – Lesson 3, 4, and 6, Unit 2 – Lesson 3, Unit 3 – Lesson 3, 5, 6 and 7 and Unit 4 – Lesson 4) Identify factors that influence health messages from a variety of sources and analyze their influence on behaviour (Unit 1 – Lesson 3, 4 and 7, Unit 2 – Lesson 3 and 7, Unit 3 – Lesson 1, 4 and 7, and Unit 4 – Lesson 1, 2 and 4) Identify and apply strategies to pursue personal healthy-living goals (Unit 1 – Lesson 3, 6 and 7, Unit 2 – Lesson 4, 5, 6 and 7, Unit 3 – Lesson 3, 5, 6 and 7 and Unit 4 – Lesson 2, 3, 4, 5 and 6) Reflect on outcomes of personal healthy-living goals and assess strategies used (Unit 1 – Lesson 6 and 7, Unit 2 – Lesson 4, 5, 6 and 7, Unit 3 – Lesson 3 and 7 and Unit 4 – Lesson 4) Social and Community Health Propose strategies for avoiding and/or responding to potentially unsafe, abusive, or exploitative situations (Unit 1 – Lesson 1, 3, 4, 5, 6 and 7, Unit 2 – Lesson 2, 5, 6 and 7, Unit 3 – Lesson 3, 4, 5, 6 and 7) Propose strategies for responding to discrimination, stereotyping and bullying (Unit 1 – Lesson 1, 5, 6 and 7) Propose strategies for developing and maintaining healthy relationships (Unit 1 – Lesson 1, 3, 5 and 6, Unit 3 – Lesson 3, 4, 5, 6 and 7) Create strategies for promoting the health and well-being of the school and community (Unit 1 – Lesson 3, 5, 6 and 7, Unit 2 – Lesson 2, 4, and 7, Unit 3 – Lesson 1, 3, 4, 5, 6 and 7 and Unit 4 – Lesson 5, 6 and 7) GRADE 8 BRITISH COLUMBIA Mental well-being Describe and assess strategies for promoting mental well-being, for self and others (Unit 1 – Lesson 3, 5, 6 and 7, Unit 2 – Lesson 2, 4 and 7, Unit 3 – Lesson 3, 5, 6 and 7, and Unit 4 – Lesson 2, 5 and 6) Describe and assess strategies for managing problems related to mental well- being and substance use, for others (Unit 1 – Lesson 1, 4, 5, and 6, Unit 2 – Lesson 2, 4, 5, 6 and 7 and Unit 3 – Lesson 3 and 7) Create and assess strategies for managing physical, emotional, and social changes during puberty and adolescence (Unit 1 – Lesson 3, Unit 2 – Lesson 2, 4 and 7, and Unit 3 – Lesson 2, 3, 4 and 7) Explore and describe the impact of transition and change on identities (Unit 2 – Lesson 3, Unit 3 – Lesson 1, 3, 4 and 7) CONTENT Students are expected to know the following: Effects of different types of physical activities on the body (Unit 4 – Lesson 2) Healthy sexual decision making (Unit 3 – Lesson 2, 3, 4, 5, 6 and 7) Marketing and advertising tactics aimed at children and youth, including those involving food and supplements (Unit 1 – Lesson 3 and 4 and Unit 4 – Lesson 4) Potential short-term and long-term consequences of health decisions, including those involving nutrition, protection from sexually transmitted infections, and sleep routines (Unit 1 – Lesson 7, Unit 2 – Lesson 1, 2, 3 and 7, Unit 3 – Lesson 2, 3, 4, and 5 and Unit 4 – Lesson 3) Sources of health information (Unit 1 – Lesson 1, 3, 4, 5, 6 and 7, Unit 2 – Lesson 4 and 7, Unit 3 – Lesson 4, 5 and 7 and unit 4 – Lesson 2, 5 and 6) Basic principles for responding to emergencies (Unit 1 – Lesson 1, 5, 6 and 7, Unit 2 – Lesson 4 and 7, and Unit 3 Lesson 4 and 7) Strategies to protect themselves and others from potential abuse, exploitation, and harm in a variety of settings (Unit 1 – Lesson 1, 3, 4, 5, 6 and 7, Unit 2 – Lesson 2, 4, 5, 6 and 7, Unit 3 – Lesson 2, 3, 4, 5, 6 and 7) Consequences of bullying, stereotyping, and discrimination (Unit 1 – Lesson 1, 4, 6 and 7) Media and social influences related to psychoactive substance use and potentially addictive behaviours (Unit 2 – Lesson 2, 3 and 7) Signs and symptoms of stress, anxiety, and depression (Unit 1 – Lesson 6 and 7 and Unit 2 – Lesson 4 and 7) Influences of physical, emotional and social changes on identities and relationships (Unit 1 – Lesson 3, 5, 6 and 7, Unit 2 – Lesson 2, 3, 4, 5, 6 and 7 and Unit 3 – Lesson 1, 2, 4, and 7) GRADE 8 BRITISH COLUMBIA  UNIT 1 PERSONAL SAFETY AND INJURY PREVENTION  IMPORTANT INFORMATION FOR TEACHERS ABOUT THIS UNIT It is important to review the topics presented in this unit with a trauma-informed lens. Topics discussed in this lesson may be triggering for some students. Very sensitive issues are discussed in this unit, including suicide, cutting, violence, and more. It is important to review the content prior to the lesson and provide trigger warnings when possible. Trigger warnings are warnings to students who may need time to prepare (mentally, physically, or otherwise) so that they can ideally engage with the material in a controlled setting, instead of being blindsided by the content in the classroom. There are ways to eliminate potentially triggering content while still addressing learning outcomes. For example, if a scenario mentions something specific, such as cutting, that reference could be changed to unhealthy coping method without detracting from the exercise. Please have information prepared to give students about pathways for accessing help and support, such as mental health professionals, etc., in your school and school board. Topics in this unit could also lead to self-disclosure. Please review your board’s protocol for disclosure. An additional consideration would be to have a mental health worker co- facilitate or be present for this lesson. When discussing suicide, it is recommended that the topic be approached with additional caution and that the learning is best approached through adult-led structured activities. It is also important to conclude the discussion with stories of hope and information about resources and strategies for seeking help. When planning instruction and considering class groupings, teacher should ensure student group selections do not use unintended exclusionary practices. Teachers should consider providing some direction about how groups are selected (e.g. random numbering) because this process can be very exclusionary if left to student choice. This would be true for all group activities. When staff let students create their own selection criteria, this often leads to disengagement by those students not selected by peers. Information compiled from: Ontario Health and Physical Education Curriculum Grades 9-12, Queens Printer, 2015; www.ldcsb.ca; www.csmh.uwo.ca; www.tbcschools.ca/parents/.  Unit 1: Personal Safety and Injury Prevention Lesson #1 – Identifying Risky Situations LESSON #1 – IDENTIFYING RISKY SITUATIONS MATERIALS Poster paper and markers (to create poster of Guidelines for Health Class) Fishbone (1.0 H) Fishbone Reference (1.0 REF) What is Violence? (1.1 H) ADDITIONAL INFORMATION FOR TEACHERS We know that students involve themselves in a variety of risk-taking behaviours. We have to inform students of the dangers of these risks, and also provide them with opportunities to consider what they might do to avoid these harmful situations and to have the skills to help friends who are engaging in these behaviours. TECHNOLOGY OPTIONS You may want to take up responses to the fishbone using the SMART Board if available. You may want to introduce the topic by showing some samples of high-risk behaviours by using various clips from the Internet. TEACHING/LEARNING STRATEGIES INTRODUCTION (3 MIN) Review the classroom expectations for the Healthy Living unit – Personal Safety and Injury Guidelines for Health Class: Prevention. You may choose to have some Respect others (i.e., Use active guidelines for health class posted in the room if listening, and show respect for similar expectations have not already been comments made by others.) discussed with the class. It may be helpful to No name rule (i.e., When providing develop some of these guidelines together an example, don’t use names.) with the students. Some of the guidelines may Participate (i.e., Try to participate include: respect others, participate in class actively in discussions.) activities, use the no name rule, etc. See the text box for an example. Explain to students that the focus of this health unit is to consider potentially risky situations, and to consider how to avoid or manage these situations. Research indicates that many youth will encounter high-risk situations, and that they need to develop the knowledge and critical thinking skills to manage these high-risk situations so that the possibility of harm is reduced. Grade 8 -1- 2024  Unit 1: Personal Safety and Injury Prevention Lesson #1 – Identifying Risky Situations ACTIVITY #1 – FISHBONE ORGANIZER (20 MIN) Divide students into groups of four. *consider providing some direction about how groups are selected (ie random numbering) because this process can be very exclusionary if left to student choice. This would be true for all group activities Provide each group with a Fishbone (1.0 H). Ask the groups to number off (within their own group) so that each person in the group has an assigned number. Assign the following roles to the group: #1 will be the timekeeper, #2 will be the recorder, #3 will be the speaker, #4 will be the materials person. Instruct students to review the headings on the fishbone, and to identify examples or situations that could lead to injury or death. For example, under the heading “sports,” you might provide the example that in contact sports such as hockey, there have been examples of people getting hit into the boards head first, causing a concussion. Therefore, students would write down the example of concussion – hockey under sports. Tell the class that they will need to think of various ways injuries or death could occur for each of these topics. Tell students they will have a total of fifteen minutes to complete this activity, and that the timekeeper in each group must keep the group on track. After approximately fifteen minutes, have a speaker from each group discuss their answers for one fin of the fish. Each time the examples from a fin are discussed, ask other groups if they have additional ideas to add that haven’t been shared. See Fishbone Reference (1.0 REF) to assist in taking up responses with the class. ACTIVITY #2 – MINIMIZING RISK (10-12 MIN) Assign one of the fins of the fish to each group. Ask the groups to discuss (and record on the outer edges of the fishbone) possible behaviours that could minimize the risks identified for the topic they have been assigned. For example, if some of the examples under the heading “motor vehicles” are: accidents on ATVs and snowmobiles, some possible ways of reducing risks would be to dress appropriately with protective helmets and proper clothing to reduce risk for frost bite, and to drive with caution. Tell the class that the timekeeper in the group has to keep the group on task to complete this activity in four minutes. Ask the speaker for each group to share some of their ideas with the larger group. See the Fishbone Reference (1.0 REF) when each group is presenting ideas. Summarize this activity by stating that there are many opportunities for risk-taking, but that we always need to consider the risk involved and whether or not it is a risk worth taking. If it is a risk we choose to take, then we must do everything possible to minimize injury. HOMEWORK Hand out to each student a copy of What is Violence? (1.1 H). Explain to the class that one of the serious risk factors we are going to discuss is violence. Ask students to complete the handout for homework. Grade 8 -2- 2024  Unit 1: Personal Safety and Injury Prevention Lesson #1 – Identifying Risky Situations 1.0 H FISHBONE Substance Use, Social Media/ Water Related Addictions, and Sports Activities Technology Related Behaviours High Risk Situations and Solutions Motor Friendships / Mental Health Other Vehicles Relationships Problems Grade 8 -3- 2024  Unit 1: Personal Safety and Injury Prevention Lesson #1 – Identifying Risky Situations 1.0 REF FISHBONE REFERENCE Topics Examples of Risks that Could Ways to Minimize Risk Lead to Injury or Death Overdose of drugs Don’t take drugs Alcohol poisoning Limit use Being intoxicated Don’t use Smoking (e.g., cannabis, e- Don’t smoke/limit use Substance Use, cigarettes/vaping, hookah) Set limits for time spent Addictions and Social/emotional harm from too online/gaming Related Behaviours much time online/gaming Seek help, treatment Eating habits that lead to Use Food Guide recommendations disorders Limit caffeine consumption Energy drink overconsumption or Don’t mix mixing with alcohol Playing contact sports Wear protective equipment Athletic injuries Use caution Sports Concussion Wear a helmet (*seek medical attention if a concussion occurs) Diving Only dive in pools, not large bodies Swimming late at night in lake of water Unsafe play/horseplay near or in No diving water (e.g. causes slips or falls) Practice water safety/follow rules Swimming during storm, or strong Know Beach Warning Flags Water Related undertow Wear a life jacket and/or wet suit Activities Paddleboarding, Kayaking (e.g., Skate on rinks. drowning risk if in deep water, or Stay off unmonitored ice. in cold water) Stay informed with local ice fishing Skating, fishing, or walking on Ice reports (over a body of water) Boating Wear life jacket/follow rules Water skiing Wear life jacket/caution Snowmobiles Wear helmet/follow rules ATVs Wear helmet/follow rules Driving under the influence Have a designated driver Speeding Follow rules of the road Motor Vehicles Getting into the car with Set up option for designated driver someone who is impaired (e.g., or parents/guardians to pick up drunk or high),with someone Carry money and a phone to call who is a stranger, or with for a taxi. someone who does not have a license Grade 8 -4- 2024  Unit 1: Personal Safety and Injury Prevention Lesson #1 – Identifying Risky Situations Dating violence For all of these types of violence, Joining a gang talk to a trusted adult if you have Bullying concerns (i.e., family member, Harassment counsellor, teacher, family friend, Racism coach, health nurse, community Homophobia person, etc.) Friendships/ Conflicts Understand the difference Relationships Gender Based Violence between healthy and unhealthy relationships (i.e., Understand the warning signs) Practise skills for intervention. Defining your own limits Listening to gut feelings Have the confidence to say “stop” Mental, physical, emotional or Self – acceptance Mental Health social harm Coping skills Problems Help seeking strategies Practice self-care Online gambling Play games that don’t involve Sexting and Exploitation money Cyberbullying Do not share, save, forward or ask Online Predators for nude or partially nude Mobile Addiction photos/videos/messages. Think before you post (Is it True, Helpful, Inspiring, Necessary, Kind?) Communicate only with people you know in real life Social Don’t post identifiable, personal, Media/Technology location-based information Set limits Adjust settings Seek help from a trusted adult, report offense to service provider, block, flag, delete, unfollow, and/or contact police when dealing with digital abuse and misuse. Hunting or Trapping accidents Know (or get instruction in) hunting Food practices and trapping protocols. Cosmetic procedures or Know how to safely handle food treatments (e.g., tattooing, Make sure hygienic practices and piercing, tanning) equipment are used. Aftercare Other Exposure to infectious diseases practices are followed. Avoid tanning booths and beds, use sunscreen with SPF 30 or higher Hand sanitize, wash hands properly, cover mouth with elbow when sneezing or coughing. Grade 8 -5- 2024  Unit 1: Personal Safety and Injury Prevention Lesson #1 – Identifying Risky Situations 1.1 H WHAT IS VIOLENCE? If conflict is not resolved peacefully, it sometimes escalates into something more serious. These situations may be more difficult to handle than the previous conflict. In addition, there are situations where there is a power imbalance in a relationship and one person is abusing their power. This may result in violence. Match the following terms in column A with the definitions in column B by placing the letter in the space provided. Terms Definitions a. an umbrella term for a range of negative attitudes or ___ Bullying behaviour (e.g., ear, anger, intolerance, resentment, discomfort) that one may have toward LGBTQ2+ people. b. When someone causes harm to another person based ___ Violence on the person’s gender identity, gender expression, or perceived gender (e.g., violence against women, girls, a person who is transgender, or gender non-conforming) c. The belief that a particular race is superior or inferior to another. This belief can lead to unfair treatment (discrimination, prejudice) or violence towards an individual ___ Harassment or group. For example: Insulting a person with racial messages or names, destroying their property, attacking or assaulting a person because of their race, nationality, citizenship, ethnicity or culture, religion etc. d. When someone causes some type of harm (isolating the ___ Gang Activity person, calling them names, physically hurting the person, etc.) while in an intimate, sexual or dating relationship with the person. e. Any action by a person or group of people that directly ___ Teasing or indirectly causes physical and/or emotional harm to another person. f. This behaviour has three defining factors. The behaviour is ___ Homophobia repeated, there is intent to harm another person, and it involves a power imbalance. ___ Dating Violence g. Joking around and making fun of someone by persistent irritating or provoking in a petty or mischievous way. h. A group of three or more people who hang around ___ Racism together and intentionally take part in breaking rules and/or criminal activity. Grade 8 -6- 2024  Unit 1: Personal Safety and Injury Prevention Lesson #1 – Identifying Risky Situations ___ Gender-Based i. Unwanted comments, gestures, sounds or actions that Violence make a person feel unsafe, humiliated, and/or offended. j. Involves someone being targeted, groomed, and then ___ Sex Trafficking controlled by someone else and coerced to perform sex acts for money, food, alcohol, or drugs. (SOURCES: WWW.THESAFEZONEPROJECT.COM/RESOURCES/VOCABULARY; WWW.CFC-SWC.GC.CA/VIOLENCE/KNOWLEDGE-CONNAISSANCE/ABOUT-APROPOS-EN.HTML; WWW.EDU.GOV.ON.CA/ENG/CURRICULUM/SECONDARY/HEALTH9TO12.PDF) Grade 8 -7- 2024  Unit 1: Personal Safety and Injury Prevention Lesson #2 – Recognizing the Impact of Violence LESSON #2 – RECOGNIZING THE IMPACT OF VIOLENCE MATERIALS What is Violence? (1.1 H) – from previous class What is Violence? (1.1 REF) Terms and Definitions – Cards (2.0 V) – these will need to be copied and cut ahead of time Post-it notes OR small post-it sized pieces of paper (at least 10 notes per student) 8.5 x 11 sheets of paper (3 per group) Markers – 3 per group Examples of Impact (2.1 REF) Empathy Journal (2.2 H) ADDITIONAL INFORMATION FOR TEACHERS It is important that students recognize that every person involved in violence suffers some type of impact/consequences, whether they are the person causing the harm, being harmed or witnessing the harm. TECHNOLOGY OPTIONS The matching activity (homework) could be taken up by using the SMART Board or by using small white boards and asking students to write the matching letter on their board each time. Another option is to use clickers or Kahoot It for this activity so that each student could input their response for all to see. TEACHING/LEARNING STRATEGIES Explain that in today’s class, students will have the opportunity to review some of the different types of violence, and to also consider the impact of violence on the person who is being harmed, the person doing the harm, and the bystanders. ACTIVITY #1 – TAKING UP HOMEWORK (10 MIN) Ask student to take out their homework sheet from previous class, What is Violence? (1.1 H). Take up responses to homework, What is Violence? (1.1 H) by using the corresponding What is Violence? (1.1 REF) reference sheet. While taking up each response, post the Terms and Definitions – Cards (2.0 V) on the wall/blackboard to create a Word Wall that will remain posted for the remainder of the health unit. You can add to the word wall by having students develop examples of the terms presented on the wall. These examples should also be posted on the wall under the terms and definitions. Grade 8 -9- 2024  Unit 1: Personal Safety and Injury Prevention Lesson #2 – Recognizing the Impact of Violence When taking up the terms, explain to students that there are many types of violence and abuse beyond the ones listed and, that they are not always independent of each other. The systemic violence against Indigenous women and girls, for example, is a combination of gender-based violence, racism, sexual violence, and even homicide. “The scale and severity of violence faced by Indigenous women and girls in Canada – First Nations, Inuit and Métis – constitutes a national human rights crisis.” For more information regarding this crisis and the call to action, visit Amnesty.ca (www.amnesty.ca/sites/amnesty/files/iwfa_submission_amnesty_international_fe bruary_2014_-_final.pdf). There are contributors to violence to consider as well. “Sexually explicit media, such as pornography, that depicts women as sex objects and unequal to men can contribute to gender-based violence.” (see p. 288 www.edu.gov.on.ca/eng/curriculum/elementary/2019-health-physical- education-grades-1to8.pdf). ACTIVITY #2 – DEVELOPING EXAMPLES USING POST IT, PILE IT STRATEGY (20 MIN) Divide students into 7 groups. Assign each group one of the following topics from the terms/definitions above: bullying, harassment, gang activity, homophobia, dating violence, gender-based violence and racism. Have students brainstorm by using the Post It, Pile It strategy. In order to do this, the students will be asked three separate questions related to their topic above using the format below. Ask students to number themselves off, from 1. Each student should be given a stack of post-it notes. Students should listen to your prompt in order to decide which ideas they will write down on their post-it notes. Read the first statement provided below and ask that all students individually write down their ideas on the post-it notes. One idea should be written on each post-it note, and then pile the post-it notes off to the side. All students in the group should be writing at the same time. o What is the impact/effect on the person who is being targeted, as it relates to your topic? Once each student has completed this task, they are to discuss their ideas with the group, using the following strategy. Starting with number one, they are to share their first idea that is written on a post-it note, and place it in the middle of the desk. If any other member has the same idea on their post-it, they are to place it on top of the original idea. Next, the number two person should post one of their ideas. Other group members who have a similar idea should post their note on top of the original. A new pile should start with each new idea posted. Grade 8 - 10 - 2024  Unit 1: Personal Safety and Injury Prevention Lesson #2 – Recognizing the Impact of Violence Go around the group, placing post-it notes in the centre until all the post-it notes are gone from each group member. By the end of the activity, there should be several ideas grouped together in the middle of the desk. Have each group choose 3 of their examples that they want to share with the larger group. Continue the same process as above with each of the next two questions: o What is the impact/effect on the person who is causing the harm, as it relates to your topic? o What is the impact/effect on bystanders in this type of violent situation? Have three recorders for each group. Each recorder will use a marker handed out by the teacher to write down on 8.5 x 11 paper one of the group’s examples from each of the Post It, Pile It responses, and post it on the Word Wall below the assigned definition and heading. Ask one speaker from each group to read over and explain the examples posted by their group. Some possible responses are provided on Examples of Impact (2.1 REF). Summarize this activity by explaining to students that we sometimes think that it is only the person who is on the “receiving” end of violent behaviour that is harmed. What we all have to remember is that there are serious consequences and serious impact on the person who is causing the harm, and on bystanders who see or know about what is going on in the situation. Violence has serious effects for everyone involved, and it is our responsibility to work toward healthier relationships with everyone so that we minimize the impact on all involved. HOMEWORK (5 MIN) Hand out and explain the Empathy Journal (2.2 H) for students to complete and bring to class for lesson #6. Grade 8 - 11 - 2024  Unit 1: Personal Safety and Injury Prevention Lesson #2 – Recognizing the Impact of Violence 1.1 REF WHAT IS VIOLENCE? If conflict is not resolved peacefully, it sometimes escalates into something more serious. These situations may be more difficult to handle than the previous conflict. In addition, there are situations where there is a power imbalance in a relationship, and one person is abusing their power. This may result in violence. Match the following terms in column A with the definitions in column B by placing the letter in the space provided. Terms Definitions A. an umbrella term for a range of negative attitudes or F Bullying behaviour (e.g., ear, anger, intolerance, resentment, discomfort) that one may have toward LGBTQ2+ people. B. When someone causes harm to another person based E Violence on the person’s gender identity, gender expression, or perceived gender (e.g., violence against women, girls, a person who is transgender, or gender non-conforming) C. The belief that a particular race is superior or inferior to another. This belief can lead to unfair treatment (discrimination, prejudice) or violence towards an individual I Harassment or group. For example: Insulting a person with racial messages or names, destroying their property, attacking or assaulting a person because of their race, nationality, citizenship, ethnicity or culture, religion etc. D. When someone causes some type of harm (isolating the H Gang Activity person, calling them names, physically hurting the person, etc.) while in an intimate, sexual or dating relationship with the person. E. Any action by a person or group of people that directly G Teasing or indirectly causes physical and/or emotional harm to another person. F. This behaviour has three defining factors. The behaviour A Homophobia is repeated, there is intent to harm another person, and it involves a power imbalance. D Dating Violence G. Joking around and making fun of someone by persistent irritating or provoking in a petty or mischievous way. H. A group of three or more people who hang around C Racism together and intentionally take part in breaking rules and/or criminal activity. Grade 8 - 12 - 2024  Unit 1: Personal Safety and Injury Prevention Lesson #2 – Recognizing the Impact of Violence B Gender-Based I. Unwanted comments, gestures, sounds or actions that Violence make a person feel unsafe, humiliated, and/or offended. J. Involves someone being targeted, groomed, and then J Sex Trafficking controlled by someone else and coerced to perform sex acts for money, food, alcohol, or drugs. (SOURCES: WWW.THESAFEZONEPROJECT.COM/RESOURCES/VOCABULARY; WWW.CFC-SWC.GC.CA/VIOLENCE/KNOWLEDGE-CONNAISSANCE/ABOUT-APROPOS-EN.HTML; WWW.EDU.GOV.ON.CA/ENG/CURRICULUM/SECONDARY/HEALTH9TO12.PDF) Grade 8 - 13 - 2024  Unit 1: Personal Safety and Injury Prevention Lesson #2 – Recognizing the Impact of Violence 2.0 V TERMS AND DEFINITIONS – CARDS BULLYING VIOLENCE HARASSMENT GANG ACTIVITY Grade 8 - 14 - 2024  Unit 1: Personal Safety and Injury Prevention Lesson #2 – Recognizing the Impact of Violence TEASING HOMOPHOBIA DATING VIOLENCE RACISM GENDER-BASED VIOLENCE Grade 8 - 15 - 2024  Unit 1: Personal Safety and Injury Prevention Lesson #2 – Recognizing the Impact of Violence SEX TRAFFICKING AN UMBRELLA TERM FOR A RANGE OF NEGATIVE ATTITUDES OR BEHAVIOUR (E.G., FEAR, ANGER, INTOLERANCE, RESENTMENT, DISCOMFORT) THAT ONE MAY HAVE TOWARD LGBTQ2+ PEOPLE. WHEN SOMEONE CAUSES HARM TO ANOTHER PERSON BASED ON THE PERSON’S GENDER IDENTITY, GENDER EXPRESSION, OR PERCEIVED GENDER (E.G., VIOLENCE AGAINST WOMEN, GIRLS, A PERSON WHO IS TRANSGENDER, OR GENDER NON-CONFORMING) Grade 8 - 16 - 2024  Unit 1: Personal Safety and Injury Prevention Lesson #2 – Recognizing the Impact of Violence THE BELIEF THAT A PARTICULAR RACE IS SUPERIOR OR INFERIOR TO ANOTHER. THIS BELIEF CAN LEAD TO UNFAIR TREATMENT (DISCRIMINATION, PREJUDICE) OR VIOLENCE TOWARDS AN INDIVIDUAL OR GROUP. (I.E., INSULTING A PERSON WITH RACIAL MESSAGES OR NAMES, DESTROYING THEIR PROPERTY, ATTACKING OR ASSAULTING A PERSON BECAUSE OF THEIR RACE, NATIONALITY, CITIZENSHIP, ETHNICITY OR CULTURE, RELIGION ETC.) JOKING AROUND AND MAKING FUN OF SOMEONE BY PERSISTENT IRRITATING OR PROVOKING IN A PETTY OR MISCHIEVOUS WAY. WHEN SOMEONE CAUSES SOME TYPE OF HARM (ISOLATING THE PERSON, CALLING THEM NAMES, PHYSICALLY HURTING THE PERSON, ETC.) WHILE IN AN INTIMATE, SEXUAL OR DATING RELATIONSHIP WITH THE PERSON. Grade 8 - 17 - 2024  Unit 1: Personal Safety and Injury Prevention Lesson #2 – Recognizing the Impact of Violence ANY ACTION BY A PERSON OR GROUP OF PEOPLE THAT DIRECTLY OR INDIRECTLY CAUSES PHYSICAL AND/OR EMOTIONAL HARM TO ANOTHER PERSON. THIS BEHAVIOUR HAS THREE DEFINING FACTORS. THE BEHAVIOUR IS REPEATED, THERE IS INTENT TO HARM ANOTHER PERSON, AND IT INVOLVES A POWER IMBALANCE. A GROUP OF THREE OR MORE PEOPLE WHO HANG AROUND TOGETHER AND INTENTIONALLY TAKE PART IN BREAKING RULES AND/OR CRIMINAL ACTIVITY. INVOLVES SOMEONE BEING TARGETED, GROOMED, AND THEN CONTROLLED BY SOMEONE ELSE AND COERCED TO PERFORM SEX ACTS FOR MONEY, FOOD, ALCOHOL, OR DRUGS. Grade 8 - 18 - 2024  Unit 1: Personal Safety and Injury Prevention Lesson #2 – Recognizing the Impact of Violence UNWANTED COMMENTS, GESTURES, SOUNDS OR ACTIONS THAT MAKE A PERSON FEEL UNSAFE, HUMILIATED, AND/OR OFFENDED Grade 8 - 19 - 2024  Unit 1: Personal Safety and Injury Prevention Lesson #2 – Recognizing the Impact of Violence 2.1 REF EXAMPLES OF IMPACT Type of Violence Definition Impact on the Person Harmed Impact on Person Causing Impact on Bystanders Harm Bullying This behaviour has three -Stop attending school - delinquent behaviour - feelings of guilt defining factors. The - isolation - possible dating violence - fear behaviour is repeated, - grades drop later in life - stop attending school there is intent to harm - low self esteem - online comments could - drop in grades another person, and it - alcohol/drug use be seen by current or future - may be afraid to help involves a power - possible suicide in most employers and could result imbalance. extreme cases in firing, or not being hired. -psychological impacts -alcohol/ drug use such as sadness, shame; - - suspension from school physical and mental health impacts, such as physical injury, stress, depression Harassment Unwanted comments, See above See above See above gestures, sounds or actions See Cyberbullying Laws: that make a person feel GetCyberSafe.ca unsafe, humiliated, and/or offended. Gang Activity A group of three or more -physical injury -suspension/ expulsion from - fear people who hang around - property destroyed school - guilt together and intentionally - fear - police involvement - may join because of fear take part in breaking rules - stop attending school - monetary loss and/or criminal activity. -post-traumatic stress -secretive behaviour disorder PTSD; -withdrawal from people, out of fear for safety, loss of reputation, or loss of income. Grade 8 - 20 - 2024 Unit 1: Personal Safety and Injury Prevention Lesson #2 – Recognizing the Impact of Violence Type of Violence Definition Impact on the Person Harmed Impact on Person Causing Impact on Bystanders Harm Homophobia An umbrella term for a -loneliness -suspension from school - guilt range of negative attitudes -low self-esteem - loss of respect from others -powerless or behaviour (e.g., fear, -loss of interest in school possibly -afraid that they may be anger, intolerance, - fear -could impact future targeted if they offer resentment, discomfort) -dropping grades employment and volunteer support that one may have toward -may use substances to opportunities - may not know how to help LGBTQ2+ people. cope -may limit opportunities to - damaged relationships -suicide in extreme cases hold leadership positions on teams, etc. Dating Violence When someone causes -feeling of confusion (love - police involvement - uncertain about what to some type of harm the person but not their - possible suspension do or how to get involved (isolating the person, calling actions) - low self-esteem - afraid for friend them names, physically - believe they can change - guilt - lack of understanding of hurting the person, etc.) the person - feeling of helplessness the person causing harm while in an intimate, sexual - isolation from or dating relationship with friends/family the person. - loss of property - loss of self esteem - fear that person will hurt themself -feelings of shame Grade 8 - 21 - 2024  Unit 1: Personal Safety and Injury Prevention Lesson #2 – Recognizing the Impact of Violence Type of Violence Definition Impact on the Person Harmed Impact on Person Causing Impact on Bystanders Harm Racism The belief that a particular -embarrassment -possible suspension -fear race is superior or inferior to - fear of attending school - police involvement -guilt another. This belief can - possible physical injury -may begin to believe in lead to unfair treatment -low self-esteem their superiority, or be more (discrimination, prejudice) - drop in marks easily recruited into racist or violence towards an organizations individual or group. For example: Insulting a person with racial messages or names, destroying their property, attacking or assaulting a person because of their race, nationality, citizenship, ethnicity or culture, religion etc. Gender-Based When someone causes -feel worthless - suspension -uncertain of how to Violence harm to another person -may stop being involved in - legal issues address it because it is based on the person’s extracurricular activities prevalent gender identity, gender - may underachieve - may not even recognize expression, or perceived -feel a lack of control that it is a problem gender (e.g., violence -fear against women, girls, a -stress or nervousness person who is transgender, or gender non-conforming) (SOURCES: WWW.GETCYBERSAFE.CA; WWW.PUBLICSAFETY.GC.CA/CNT/NTNL-SCRT/CBR-SCRT/CBRBLLNG/PRNTS/LGL-CNSQNCS-EN.ASPX; WWW.EDU.GOV.ON.CA/ENG/CURRICULUM/SECONDARY/HEALTH9TO12.PDF) Grade 8 - 22 - 2024  Unit 1: Personal Safety and Injury Prevention Lesson #2 – Recognizing the Impact of Violence 2.2 H EMPATHY JOURNAL Empathy is defined as understanding how someone else is feeling in a certain situation. This can be done by imagining yourself in “that person’s shoes.” In other words, it means that you imagine how you would feel if you were that person during that particular moment. Your task: For the next few days, you are going to observe situations and interactions between people. These could be friends, brothers/sisters, or even people you don’t know. In a journal, write down any difficult situations or interactions that you observe, and think about how you would feel if you were involved. You will record this information in the table provided below. You also will record what you said or did in the situation, or if you didn’t do anything, you will record what you could possibly say or do, in a future similar situation, to make the person feel better. Remember to use the no-name rule! Empathy: Describe how you In this situation, I... or In a Date Briefly Describe the Situation would feel if you were that future similar situation, I (use the no name rule) person during this moment would.... Grade 8 - 23 - 2024  Unit 1: Personal Safety and Injury Prevention Lesson #3 – Assessing Dangerous Situations LESSON #3 – ASSESSING DANGEROUS SITUATIONS MATERIALS 5 different coloured markers - one per group 5 pieces of chart paper for Graffiti activity Graffiti Activity (3.0 REF) - answers Mingle to Music – Media Violence (3.1 V) Equipment to play music Upbeat music Mingle to Music – Media Violence (3.1 REF) - answers Questions to Ask About Media Anchor Chart (3.2 REF) ADDITIONAL INFORMATION FOR TEACHERS It is important that students recognize the impact of gang involvement and what they can do to prevent involvement in gangs. Students also need to recognize the media as a potential source of gang recruitment (e.g., through YouTube videos, or social media) and other violence (e.g., cyberbullying, sexual exploitation). Students need to be aware of the strong influence media can have on their thoughts and behaviour. They need to be able to assess media content to identify the dangerous or harmful messages presented and thereby minimize its effects. TECHNOLOGY OPTIONS For the Graffiti Activity, white boards could be used for each group, instead of using chart paper. TEACHING/LEARNING STRATEGIES Explain to students that there are many potential dangers for youth who are involved in violent activity and in risk-taking behaviours in general. To begin today’s class, explain that the focus is going to be on social groups/cliques or gangs that are formed in order to cause harm to others. In addition, students will be introduced to the influence media can have on individuals and groups. ACTIVITY #1 – GRAFFITI ACTIVITY (20 MIN) Divide students into five groups, and give each group a large piece of chart paper that has a topic written on it and a marker. Each group should receive a different coloured marker that represents their group. Ask students to number off so that a recorder can be assigned in each group. Topics (these should be written in the middle of each piece of chart paper ahead of time): Grade 8 - 25 - 2024  Unit 1: Personal Safety and Injury Prevention Lesson #3 – Assessing Dangerous Situations o Why do people form a clique or a group? o Characteristics of a gang o Reasons for joining a gang o Negative consequences of joining a gang o What can friends/youth do to prevent gang violence? Allow students 30 seconds to think, followed by one minute to offer their ideas, which will be recorded by the recorder in their group on the chart paper. Instruct each group to move to the next paper, and to take their marker with them. At the new paper, they will complete the same process as above. However, a different person in the group should be given the marker this time to record. Continue with this process until each group has had a chance to go to every paper. When the group returns to their original paper, they can have some time to review what the class has written. Have students group together similar responses, and then share some of these responses with the class. Each group should have an opportunity to share some of the responses written on their Graffiti sheet. Use answers - Graffiti Activity (3.0 REF) while taking up these responses. After taking up the responses, ask students: What do you think young people need to keep them from getting involved in gang activity? You may want to record these suggestions on chart paper/blackboard. Summarize this activity by explaining to students that for some youth, being a part of a gang seems like an attractive alternative and a way to gain power. However, as we have recognized from this activity, there are many consequences involved with being a part of a gang. Explain to students that you now are going to focus on how the media can influence people and can be used as a tool to incite violence. For example, hate speech, gang recruitment, and cyberbullying are present online. Movies, video games, and music can glamourize or normalize violence. The media has an enormous impact on the way we think and feel, and therefore we must be very aware of it, and know how to critically examine it. ACTIVITY #2 – MEDIA VIOLENCE : MINGLE TO MUSIC (15 MIN) Use Mingle to Music – Media Violence (3.1 V) questions for this activity. Identify an area in the room where students will take part in this activity. Tell students that when the music begins, they are to “mingle” around the room. Start the music! When the music stops, instruct students to raise their hand and then look for another person with their hand up. Once each student finds a partner, they can put their hands down. Grade 8 - 26 - 2024  Unit 1: Personal Safety and Injury Prevention Lesson #3 – Assessing Dangerous Situations Students should shake hands or give a high five or fist bump to say hello. Tell pairs to look at the first question on the screen from Media Violence (3.1 V). Instruct students to read the question silently and think about their responses for 20 seconds. Ask each pair to play “rock, paper, scissors.” The person who loses must answer first. They will tell their partner their response to the question. When they finish, they say “pass,” and their partner adds their thoughts. Ask for volunteer pairs to share what they discussed. Refer to their reference sheet Mingle to Music – Media Violence (3.1 REF) while taking up responses. When the music starts, students are to mingle about silently once again until the music stops; they then find a new partner and continue as the steps are outlined above, this time answering the next question. The process will continue until all questions have been discussed. To conclude the lesson, encourage students to critically consume media (to think about what they are seeing, playing, listening to, etc.). They should ask themselves the following questions, also found on Questions to Ask About Media Anchor Chart (3.2 REF), whenever engaging with media: 1. Who created this message? a. Was it created by an individual, a group, an organization, or a company? 2. Why was the message made? a. Is the message's purpose to inform? To entertain? To persuade? (Or some combination?) b. Who's the message's intended audience? 3. Who paid (or is paying) for this message? a. Money motivates a lot of media—who paid to have this message made? What else have they paid for? What other agendas might they have? 4. How is the message trying to get your attention? a. What techniques are being used to grab and keep people's attention? 5. Who's represented in the message? And who's missing? a. Whose points of view and values are represented (or being appealed to)? b. Whose points of view and values are missing? NOTE: The “Questions to Ask About Media” (above) was adapted from www.commonsense.org/education/articles/5-questions-students-should-ask-about-media. Grade 8 - 27 - 2024  Unit 1: Personal Safety and Injury Prevention Lesson #3 – Assessing Dangerous Situations OPTIONAL - Teachers can post the Questions to Ask About Media Anchor Chart (3.2 REF) in the classroom to use the next time they are viewing/using media. Or, these questions could be assigned as an extension/homework activity where students apply the questions to their own media viewing. NOTE: for the next class, you will need to prepare a variety of advertisements. Choose marketing materials including vaping/e-cigarettes (i.e., brands like Juul, American Spirit, Vype, Blu), video game advertisements, movie posters, and social media sponsored posts. Grade 8 - 28 - 2024  Unit 1: Personal Safety and Injury Prevention Lesson #3 – Assessing Dangerous Situations 3.0 REF GRAFFITI ACTIVITY Why do people form a clique or a group? they have similar interests like to hang around with each other often involved with each other outside of the school day spend time together at school often choose each other for projects at school take part in similar activities at school to exclude other people who are not in their “group” Characteristics of a gang: group of 3 or more people usually there is some type of initiation procedure to get into the gang sometimes gangs are based on ethnic group/cultural background or geographical location within a city often engage in graffiti activities to show territory very difficult to leave a gang once you have joined it usually have to take part in illegal activities violence is often a part of being in a gang feel pressure to commit crimes Reasons for joining a gang: individual needs such as: power and control, status, friendship, association with youth who understand the same culture, boredom, fun, status and recognition, personal safety family reasons such as: escape an abusive home, racism of parents, lack of boundaries by parents, too many rules at home, not enough supervision at home, family poverty, family wealth creates boredom, modelling of pro-criminal or anti-social siblings or parents social/school/police related reasons: no jobs for youth, lack of social programs, Youth Criminal Justice Act is lenient, influence of media messages, police and schools are powerless to stop gangs, negative experiences with school, police, social services, etc. peer-related reasons: peer pressure, peer modelling, influence of older teens, neighbourhood gang/group culture financial reasons: money for drugs, money for food and shelter, money for cars, clothing and personal luxury items, money to impress peers Negative consequences of joining a gang: initiation usually involves committing serious criminal (usually violent) acts gang membership almost always guarantees a criminal record can be expelled from school because of some types of gang-related activities substance use and abuse joining a gang often includes isolating oneself from friends and doing things with friends may result in high truancy, lower marks in school and dropping out of school dropping out of school would result in limited job opportunities gang members and their family members are at risk of bodily injury or death because of participating in criminal activities What can friends/youth do to prevent gang violence? become involved in activities that do not involve criminal activities support friends and tell them of the dangers of joining a gang tell adults about situations where someone is in danger help friends who do not have an easy home life by encouraging them to speak to a teacher or other trusted adult about the problems they are experiencing at home listen to friends and take their concerns seriously Grade 8 - 29 - 2024  Unit 1: Personal Safety and Injury Prevention Lesson #3 – Assessing Dangerous Situations 3.1 V MINGLE TO MUSIC - MEDIA VIOLENCE 1. Identify all of the different forms of media that you commonly see/hear. 2. What purpose is served by media? 3. Does media represent reality? Explain. 4. What types of negative images/messages are present in the media? 5. It is common knowledge that we become desensitized to media over time. What does the term “desensitization” mean? 6. Why is desensitization harmful? Grade 8 - 30 - 2024  Unit 1: Personal Safety and Injury Prevention Lesson #3 – Assessing Dangerous Situations 3.1 REF MINGLE TO MUSIC – MEDIA VIOLENCE 1. Identify all of the different forms of media that you commonly see/hear. Magazines, magazine ads, billboard advertisements, music, music videos, movies, literature, sports, video games, television shows, Internet, newspapers, art, photographs, social media posts, stories, radio/satellite, podcasts, blogs, websites etc. Note: All media is constructed (e.g. the lighting, the filter, the wording, the music etc. have all been carefully created to communicate an idea or feeling). 2. What purpose is served by media? Advertisements, entertainment, communication, influence opinions/decisions, propaganda, political persuasion, designed to reach / target a large audience etc. Note: Media has special interests (commercial, ideological, political). Most is created for profit. 3. Does media represent reality? Explain. Often it does not represent reality Some examples: on the Internet, people can be anonymous/ in sports, people fight...in reality, a person would be charged for assault for fighting/ women and men are portrayed as stereotypical images/ many cultures are portrayed in a stereotypical manner/ violence in video games/limited view of gender expression etc. Note: To a large extent, our sense of reality comes from the media. Over time, we begin to make sense of the techniques and styles used in media (e.g., exciting, upbeat music set to dangerous stunts). These techniques are used to encourage an idea or message (e.g., that these wild stunts are thrilling not dangerous). 4. What types of negative images/messages are present in the media? Violence (e.g., WWE, sports - hockey, violence in relationships, violence in video games) Degrading images of women (e.g., pornography, hypersexualized social media posts/pictures, music videos, video games, etc.) Unrealistic relationships Stereotypes about intellect, nationality are perpetuated Culture of Cruel, whereby reality shows demean and degrade participants for a laugh Grade 8 - 31 - 2024  Unit 1: Personal Safety and Injury Prevention Lesson #3 – Assessing Dangerous Situations Dangerous Stunts and Challenges on YouTube where the resulting injuries are not shown. Note: People who produce media have their own set of values, opinions, beliefs and biases. These have an influence on how the information is told as well as what information is told. There are no neutral or value-free media messages because it is producers who choose what will and will not be included in the media. 5. It is common knowledge that we become desensitized to media over time. What does the term, “desensitization” mean? Desensitization is the process of reducing sensitivity. Some theorists argue that the constant media diet of violence desensitizes audiences (makes them less sensitive) to real human suffering. When you see so much of something, for example violence in video games, there is a tendency to lose some feeling or empathy toward future similar situations. When you watch the news night after night, you might feel sad at first, but after a while, it becomes a source of information and you stop considering how those involved might feel in that situation. Note: Each person reacts differently to media. Each person interprets media messages differently because of their own age, culture, life experiences, values and beliefs. 6. Why is desensitization harmful? It makes us think that our actions don’t affect other people. It standardizes behaviours that should be considered inappropriate (violence toward children, women, fighting, bullying, aggression, slander, abuse – social, verbal). Example: As someone becomes desensitized, there is a possibility that when observing violence, a person’s level of “tolerance” or “acceptance” increases and something that might have been considered painful to watch might now be difficult to watch, and something that was difficult to watch might now be okay to watch (process). Exposure to media violence may mean children, in particular, become less sensitive to violence occurring around them, and less sensitive to the pain and suffering that violence causes to others. They also have less sensitive views on "acceptable" levels of violence in society – i.e. they are prepared to tolerate more. Grade 8 - 32 - 2024  Unit 1: Personal Safety and Injury Prevention Lesson #3 – Assessing Dangerous Situations 3.2 REF QUESTIONS TO ASK ABOUT MEDIA ANCHOR CHART 1. Who created this message? a. Was it created by an individual, a group, an organization, or a company? 2. Why was the message made? a. Is the message's purpose to inform? To entertain? To persuade? (Or some combination?) b. Who's the message's intended audience? 3. Who paid (or is paying) for this message? a. Money motivates a lot of media—who paid to have this message made? What else have they paid for? What other agendas might they have? 4. How is the message trying to get your attention? a. What techniques are being used to grab and keep people's attention? 5. Who's represented in the message? And who's missing? a. Whose points of view and values are represented (or being appealed to)? b. Whose points of view and values are missing? (ADAPTED FROM: WWW.COMMONSENSE.ORG/EDUCATION/ARTICLES/5-QUESTIONS-STUDENTS-SHOULD-ASK-ABOUT- MEDIA.) Grade 8 - 33 - 2024  Unit 1: Personal Safety and Injury Prevention Lesson #4 – Analysing Media LESSON #4 – ANALYSING MEDIA MATERIALS Media Analysis (4.0 H) Concussion Awareness (4.1 H) Concussion Awareness – Answers (4.1 REF) Computer and Internet Access – students will need access to websites, plus computers/Chromebooks, etc. Magazine Advertisements – one per pair prepared in advance o Choose a variety of marketing materials including vaping/e-cigarettes (i.e., brands like Juul, American Spirit, Vype, Blu), video game advertisements, movie posters, and social media sponsored posts. ADDITIONAL INFORMATION FOR TEACHERS The media is pervasive in our society. It is critical that students develop skills to deconstruct media messages. In this lesson, students will use critical literacy to decode, analyze, synthesize and evaluate media. This process will equip them with the skills to navigate better through media, both when comprehending and composing. TECHNOLOGY OPTIONS Instead of using magazine ads, the teacher could prepare a variety of advertisements, commercials or other forms of media from the Internet to share with students, and then could have students complete Activity #1 – Media Analysis as a large group activity. TEACHING/LEARNING STRATEGIES Explain that in today’s class, the focus is going to continue to be on media violence and the influence the media has on our thoughts and behaviours. First we will examine advertisements (e.g., marketing vaping products). Second, we will examine how superheroes and athletes are presented in the media. We want to understand how the messages about these things affect our thinking and decision-making, and what the possible consequences are on our health. ACTIVITY #1 – MEDIA A NALYSIS (15 MIN) NOTE: you will need to prepare the advertisements for this activity in advance of this lesson. Choose a variety of marketing materials that include vaping, e-cigarettes, video gaming, movie posters, and social media sponsored posts. Explain to students that it is important to look critically at all media because the majority of media is made to create a profit for a particular company or Grade 8 - 35 - 2024  Unit 1: Personal Safety and Injury Prevention Lesson #4 – Analysing Media individual. Hand out a copy of Media Analysis (4.0 H) to each student. Read through and explain each section of the handout to students. Divide students into pairs and hand out one advertisement to each pair. Instruct students to complete their Media Analysis (4.0 H) sheet with their partner, based on their advertisement. These assignments may either be handed in or, if there is time, may be presented to the class. Summarize the activity by indicating to students that we are bombarded with media each day. It is important that we are aware of what we are reading, watching, and listening to, and that we consider the impact of the media on our health and safety. Know that companies like these are seeking profit at the expense of our health, and we need to be more informed in order to be less vulnerable to media persuasion. NOTE: Advertising restrictions are now emerging because of the unregulated marketing of e-cigarettes and vaping products. The online, in store, and print advertising of these products is intended to recruit youth to try their brands. Public health experts have warned the government that such unregulated ads are targeting vulnerable youth, and that there needs to be more education, restrictions, and limits on the display of vaping products – much like those imposed on tobacco/cigarettes marketing. As regulations are changing and research is mounting, check for up-to-date information about e-cigarettes and vaping products on Health Canada’s website: www.canada.ca/en/health- canada/services/smoking-tobacco/vaping/risks.html. (INFORMATION ADAPTED FROM: WWW.CBC.CA/NEWS/HEALTH/E-CIGARETTE-ADVERTISING-1.5260652) ACTIVITY #2 – CONCUSSION AWARENESS (30 MIN) Explain to students that their health decisions can be influenced by what they see in the media (e.g., what they decide to eat, what activities they choose, how they perceive their bodies, how they treat others etc.) In this next activity, they will consider how physical violence, specifically head trauma, is portrayed on screen and perceived by viewers. Show the Snickers Commercial “I’m Batman” (www.youtube.com/watch?v=oPeKydlhsrE) or select and pre-watch an appropriate video from film or television that demonstrates a fight or collision that would normally lead to a head injury. Preface the video by explaining that head trauma, like we see in film or in professional sport, can be portrayed as humorous, not harmful, makes you tougher, or is unrealistic. Distribute the handout Concussion Awareness (4.1 H) Students will now work to complete the handout. You can choose to have them work individually, as pairs or in teams, or complete together as a class. Students can use the websites and/or apps listed below, or materials (posters, brochures, info sheets) from these sites can be printed off for students to read to complete their research. Grade 8 - 36 - 2024  Unit 1: Personal Safety and Injury Prevention Lesson #4 – Analysing Media Read aloud the first two paragraphs of the handout to highlight how, for example, Batman doesn’t get concussions. Next, watch together the video “Concussions 101, a Primer for Kids and Parents” from the Sirc.ca site (www.youtube.com/watch?v=zCCD52Pty4A). Use the following sources to complete the handout. o Concussion Ed app (www.apps.apple.com/ca/app/concussion- ed/id1116134015) o www.parachutecanada.org o www.sirc.ca o www.ontario.ca/concussions o Canadian Guideline on Concussion in Sport (www.parachute.ca/en/professional-resource/concussion- collection/canadian-guideline-on-concussion-in-sport/) Take up the handouts and have students share their answers. See Concussion Awareness Answers (4.1 REF) to help in this process. Next, review with students the school’s/school board’s concussion policy. Take time to investigate how they can help the brain recover, know their rights and responsibilities when it comes to returning to sport and school, etc. To conclude the activity, explain to students that “it is important to let the brain rest after a concussion. Screen time, school work, and physical activity can prevent the brain from resting. The amount of physical social, and academic activities should be reduced significantly. Sleep is important; it helps the brain recover. It is important to follow the return-to-school/physical activity plan to ensure that the brain isn’t further harmed while it’s healing.” (www.edu.gov.on.ca/eng/curriculum/secondary/health9to12.pdf, p.280) EXTENSIONS (5 MIN) Have students read the Player Code of Conduct from Sirca.ca o www.coach.ca/files/PlayerCodeOfConduct.pdf Watch the PSA – “The Risk: Know the Symptoms” – Hit. Stop. Sit. o www.ontario.ca/page/rowans-law-concussion-safety#section-1 Have students think about what they can do to prevent or reduce the risk of concussions. Grade 8 - 37 - 2024  Unit 1: Personal Safety and Injury Prevention Lesson #4 – Analysing Media 4.0 H MEDIA ANALYSIS Your task: Review the media you have been given (an advertisement) and work with your partner to answer the following questions. 1. a) Who (which company) created this advertisement? b) Why do you think they created this advertisement? 2. a) What message is being proposed? b) Does this message represent reality? Why or why not? Explain. c) Who will benefit from the message being presented in this ad? d) Who might be hurt or disadvantaged by the message being presented in this ad? 3. What lifestyles, points of view or values are being represented in this advertisement? Grade 8 - 38 - 2024  Unit 1: Personal Safety and Injury Prevention Lesson #4 – Analysing Media 4. Who or what is being omitted in this advertisement? 5. a) What meaning do you get from this advertisement? b) What meaning does your partner get from this advertisement? 6. a) What types of language, techniques, aesthetics, etc. are being used? b) List possible reasons as to why these techniques are being used for this ad. Grade 8 - 39 - 2024  Unit 1: Personal Safety and Injury Prevention Lesson #4 – Analysing Media 4.1 H CONCUSSION AWARENESS Batman is fictional character from the DC Comic Universe. He is a superhero but is uniquely human. He is not an alien, genetically modified, or gifted with superpowers. Therefore, in film when Batman gets knocked around, beaten or bashed up in a fight, he would have experienced many head injuries that should have resulted in concussions and severe damage. But he never shows any symptoms despite receiving 10 concussive incidents per hour as evidenced in the most recent movies. And he never seeks medical attention or takes a break from activity. “We know this is a fictional character. But kids relate to him because Batman’s pitched as human. And we risk becoming desensitized to the impact this kind of [media] violence has on the brain”. He is an onscreen hero, much like professional athletes. There is a dangerous message being sent to viewers when it comes to head trauma: it’s not a problem. Answer the following questions to become more Concussion Aware. (INFORMATION ADAPTED FROM: WWW.VCHRI.CA/FEATURE-STORIES/ARTICLES/2017/01/06/WHY-DOESNT-BATMAN- GET-CONCUSSIONS, WWW.CONCUSSIONED.CA, WWW.PARACHUTECANADA.ORG, WWW.SIRC.CA/CONCUSSION) RECOGNIZE: a) What is a concussion? b) What are the signs and symptoms of a concussion? (Complete the chart below) PHYSICAL COGNITIVE EMOTIONAL SLEEP RED FLAGS Grade 8 - 40 - 2024  Unit 1: Personal Safety and Injury Prevention Lesson #4 – Analysing Media Note: If any red flag symptoms are present, get medical help immediately. Call 911. Do not move the person or remove any equipment in case of a spine injury. REMOVE: c) What should happen when someone has suffered a concussion? d) What should you do if there are any Red Flag symptoms? REFER: e) Who must do a concussion assessment? f) Who must be informed? RETURN: g) What are the stages of returning to school? h) What are the stages when returning to sport? i) What can happen if the student/athlete returns to activity before healing? REDUCE THE RISK j) Be aware of other possible behaviours that could lead to a head injury: What other types of activities or situations could lead to concussions? k) Be aware of how to reduce the risk: How can you help prevent or reduce the risk of traumatic head, brain or spinal cord injuries? l) Be aware of the consequences: What are some other possible consequences of injuries to the spinal cord or head? Grade 8 - 41 - 2024  Unit 1: Personal Safety and Injury Prevention Lesson #4 – Analysing Media 4.1 REF CONCUSSION AWARENESS – ANSWERS RECOGNIZE: a) What is a concussion? A concussion is a brain injury that cannot be seen on routine X-rays, CT scans, or MRIs. It affects the way a person may think and remember things, feels, and acts. It can cause a variety of symptoms. Any blow to the head, face or neck, or a blow to the body that jars the head, could cause a concussion. A concussion can happen to anyone, anywhere – not just in sports. b) What are the signs and symptoms of a concussion? (Complete the chart below) Note: Signs and symptoms can appear immediately or hours after impact. Most people with a concussion do not lose consciousness. Symptoms can be different for everyone. Just one sign or symptom is enough to suspect a concussion. PHYSICAL COGNITIVE Dizziness Sensitivity to noise Nausea or vomiting Feeling slowed down “Pressure in the head” Fatigue or low energy Headache, clutching head Difficulty remembering Balance problems, motor incoordination Confusion Sensitivity to light Drowsiness Neck pain Diffic