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					DEALING WITH FEELINGS                                                                           Lesson 6.2

Purpose                                                         decision-making, and conflict resolution) for
 The student will understand the importance of a               effective,     responsible        interpersonal
   positive self-concept, interpersonal relationships,          relationships.
   and the relationships of sound social, emotional            Assess the impact of cultural, personal, family,
   and mental health practices to wellness.                     and community health and fitness.
 The student will understand the consequences
   of personal actions as they relate to personal,          Lifelong Learning Standards
   mental, and social health.                                Students can effectively communicate with
                                                                different audiences, through a variety of
Key Concepts                                                    mediums, to achieve different purposes.
The learner will:                                            Students can listen attentively and understand
1. establish skills to cope appropriately with                  the intended message or main ideas expressed
   feelings.                                                    in spoken forms of communications.
2. identify and develop behavior necessary for               Students can work with team members from
   people to cooperate with others by:                          diverse backgrounds to accomplish group goals.
   a. utilizing effective communication skills.              Students can identify and assess the benefits,
   b. increasing self-knowledge and identifying                 risks, and consequences of decisions and
        qualities found in meaningful relationships.            actions.
   c. practicing         respect,      understanding,
        responsibility,    and    self-discipline    in     Teaching Tips
        relationships.                                       Remind students not to use someone’s name
   d. describing strategies for recovering when                when talking negatively.
        friendships end.                                     Use the want ads from newspapers to show
3. use self-assessment and goal setting as a                   some examples of how personal want ads
   means to improve feelings about self.                       should be written.
MCS Standards 1 and 2                                       Time
 Students should be able to effectively                    ½ class meeting
  demonstrate knowledge and skills for good
  mental, social, emotional, and physical health            Materials
  and safety.                                               Paper
 Students should be able to make and                       Pencils
  communicate sound judgments about the                     Homework Assignment Sheets
  influences of culture, media, technology, and
  other factors on personal, family, and community          Vocabulary
  health and fitness.                                       Aggressive
                                                            Body Language
Specific Expectations 1-5 and 2-1                           Passive
 Communicate emotions, feelings, and ideas in              Self-control
   positive    ways    and      demonstrate     skills      Socially acceptable
   (collaboration, negotiation, refusal, goal-setting,


                                                                                               INVESTIGATION
Large Group Discussions

Begin the lesson by stating there are proper and improper ways to express our emotions. This lesson will allow
us to identify proper, as well as improper ways to express our emotions.

Divide the class into seven cooperative learning groups and assign each group one of the following situations.
Ask each group to work together to propose a proper response to their situation. Each group will be asked to role
-play their proper response for the entire class.

       Someone accidentally knocked your books all over the floor.
       Someone said something untrue or bad about your best friend or a family member.
       Someone tried to copy off your paper.
       You were assigned to a project with someone with whom you do not get along.
       Your teacher accuses you unfairly of talking.
       Your coach yelled at you for missing a play.
       Your best friend makes you mad.

Allow each group to present their role-play and encourage feedback from the other students. If one or more
groups make an improper response, very gently suggest that maybe there is a more delicate or a more proper
way than what they have suggested.

Now ask students to take out a sheet of paper and pencil. Ask them to respond to the following
statements/questions:
1. List qualities you admire in your parents.
2. List qualities you admire in your friends
3. Is there ever a time when a friendship cannot be mended? Then what would you do?

Discuss students’ responses to the above statements/questions. Use them as a basis for discussion about
meaningful relationships.

Ask students to look at their own personal qualities. Ask them if they posses the same qualities they value in their
friends and family. Are they happy with themselves or is there room for improvement? What would they change
about themselves in order to be a better friend? Allow students to discuss.

                                                                                                      APPLICATION
Choose one or both.

1. Want Ad
   Materials: paper and pencil

    Write a want ad for the perfect friend. Be sure to list all the qualities you find important. Be prepared to share
    your want ad with the rest of the class.

2. My Want Ad
   Materials: paper and pencil

    Write ad describing the qualities you currently possess as a friend or the type of qualities you would like to
    possess. Be prepared to share your want ad with the rest of the class.

                                                                                                HOMEWORK
Share your want ad(s) with your parents. Ask them for feedback. Ask parents what they think about the following
descriptors: kind, nice, loyal, honest, and trustworthy.

                                                                                                     ASSESSMENT
Choose one or both.

1. Give the students a hypothetical situation where someone does something to make them mad, offend them or
   someone they love, hurt their feelings, etc. Have students write out an appropriate response to the situation.
   Teacher and students together can determine the assessment criteria.

2. Use the Application #1 Want Ads or #2 My Want Ad as an assessment. Teacher and student together can
   determine the assessment criteria.

                                                                                                        GLOSSARY
1. aggressive – being overly forceful, pushy, or hostile.
2. body language – postures gestures, facial expressions, etc., which unconsciously give clues to what a
   person is thinking and may be used to emphasize verbal statements.
3. passive – giving up, giving in, or backing down without standing up for one’s own rights and needs.
4. self-control – control of one’s actions or feelings.
5. socially acceptable – appropriate behavior that adheres to the customs of society.
Me, Myself, and Others                                                                        Lesson 6.3

Purpose                                                  Lifelong Learning Standards
 The students will understand the consequences           Students can resolve or deal with conflict in
   of personal actions as they relate to personal,           acceptable ways.
   mental, and social health.                             Students can identify and assess the benefits,
 The student will understand the importance of a            risk, and consequences of decisions and
   positive self-concept, interpersonal relationships,       actions.
   and the relationships of sound social, emotional,      Students         can   perceive     issues     and
   and mental health practices to wellness.                  circumstances from different points of view.
                                                          Students know their roles and responsibilities as
Key Concepts                                                 citizens in a democratic society.
The learner will:
1. apply skills needed for conflict resolution.          Teaching Tips
2. practice non-abusive behaviors with others.           There are many ways to solve conflicts: there is
3. recognize appropriate socialization skills.           never just one answer. Clearly state the rule for role
4. promote personal, mental, physical, and social        playing before beginning to avoid problems. Instead
   health by determining skills to manage                of grouping, teacher may want to do individual role-
   threatening behaviors of self and others.             playing and compose his/her own situations.
5. respect individual and culture differences.
6. evaluate how personal actions affect others.          Time
                                                         1 class meeting
MCS Standard 1                                           Materials
Students should be able to effectively demonstrate       Conflict Resolution Skills Handout
knowledge and skills for good mental, social,            Homework Assignment Sheets
emotional, and physical health and safety.
                                                         Vocabulary
Specific Expectation 5                                   Body language
Communicate emotions, feelings, and ideas in             Conflict resolution
positive ways and demonstrate skills (collaboration,     Self esteem
negotiation, refusal, goal-setting, decision-making,
and conflict resolution) for effective, responsible
interpersonal relationships.
                                                                                                   INVESTIGATION
Large Group Discussion and Role Play

Begin the lesson by presenting students with the following scenario: You are standing in the cafeteria line. All of
a sudden, Marcus walks up, pushes you, and screams in your face. “Get out of my way!” How do you prevent a
conflict? What are your options? Allow students to respond. Lead students to discover several strategies as you
list them on the board.

        You could:
           Compromise
           Take turns
           Share
           Apologize
           Use humor
           Avoid
           Get help, etc.

Point out that different situations require different strategies. Which of these strategies would be the best use in
this situation? Allow students to decide with your guidance.

Introduce the Conflict Resolution Skills Handout and discuss all the steps. Allow students to ask questions. Make
sure they understand the steps fully. Also, stress that we need to remember to:

       Watch your body language.
       Stand straight with your hands at your side.
       Don’t threaten the other person’s space by getting too close.
       Look at the person you are talking to and speak with a clear, polite voice.
       If possible, discuss your problem privately.

                                                                                                     APPLICATION
Choose one or more of the following:

1. “I” Statements
   Materials: none

    It is very important that we learn how to effectively communicate the things that make us unhappy or cause
    conflict for us. This activity will help us learn how to do just that. Have all students practice “I” Statements.

    Example:
    1. Say the name of the person…………………Mario,
    2. Tell him/her how you feel…………………..I feel upset
    3. Tell him/her you feel this way……………....when you pushed me.
    4. Tell him/her what you want…………………Please don’t push me.

    Have students write out several “I” Statements for various situations. After students have written out their “I”
    Statements, have them practice the appropriate body language that should accompany their “I” Statements.
    Have them actually practice by making their statements directly to another student. Allow students to share
    the experience felt and what they learned.

2. Conflicts Are Banned
   Materials: Handout – Conflict Resolutions Skills and pencils

    Have students refer to the Conflict Resolution Skills Handout to assist them as they work to resolve the
    following conflicts:
    a. Your mom says you have abused your phone privileges.
    b. Your sister/brother won’t loan you any clothe to wear because the last time you borrowed something you
         returned it dirty.
    c. Your best friend is mad because you didn’t call him/her back like you promised.
    d. Your dad is upset because you didn’t clean your room as you promised.

    Allow students to share their solutions to the conflicts.
                                                                                                    HOMEWORK

What Bugs You?
Have students interview at least one friend and one family member to find out:
 What are some things that “bug” them?
 What do you do that “bugs” them? How can you change your Behavior?


                                                                                                  ASSESSMENT

1. List the 10 steps in Conflict Resolution Skills.
2. Give students a hypothetical situation involving a conflict. Have them write out an appropriate solution to the
   conflict.



                                                                                                     GLOSSARY
1. body language – postures, gesture, facial expressions, etc., which unconsciously give clues to what a
   person is thinking and may be used to emphasize verbal statements.
2. conflict resolution – the process of ending a conflict by cooperating and problem solving together.
3. self-esteem – the confidence and worth one feels about oneself; influences everything you do, feel, think,
   and are.
   Conflict Resolution
         Skills
1. Remain calm.
2. Set the tone.
   Avoid blaming.
   Avoid interrupting.
   Affirm others.
   Be sincere.
   Avoid put-downs.
   Reserve judgment.
   Avoid threats.
   Separate the person from the problem.
   Use positive nonverbal messages.
3. Define the conflict.
4. Take responsibility for personal actions.
5. Use I-messages to express needs and feelings.
6. Listen to the needs and feelings of others.
7. List and discuss possible solutions.
   Evaluate each solution:
    Will the solution result in actions   that   are   healthy?
    Will the solution result in actions   that   are   safe?
    Will the solution result in actions   that   are   legal?
    Will the solution result in actions   that   are   respectful
     of everyone who is involved?
    Will the solution result in actions   that are
     nonviolent?
8. Agree on a solution.
9. Keep your work and follow the solution upon which you
   agreed.
10. Ask for the assistance of a trusted adult if the
    conflict cannot be resolved.
TRADITIONAL AND                                                                              Lesson 6.8
     NOT-SO-TRADITIONAL
Purpose                                                   Lifelong Learning Standards
The student will understand different types of sexual      Students can work with team members from
orientations found in contemporary society.                   diverse backgrounds to accomplish group goals.
                                                           Students can identify and assess the benefits,
Key Concepts                                                  risks, and consequences of decisions and
The learner will:                                             actions.
1. know the differences between two sexual                 Students know their fundamental rights and
   orientations.                                              understand how political decisions affect their
2. understand that society is made up of diverse              daily lives.
   orientations regarding sexuality.
3. become more aware of how discrimination can            Teaching Tips
   affect individuals who do not fall into the             Be sensitive to your students since some of
   traditional category for sexual orientation.              them may fall into the non-traditional category
4. understand that some family structures are                for sexual orientation.
   based upon caregivers’ sexual orientations.             Advise students to be sensitive to other students
                                                             as well.
MCS Standard 1                                             If a student discloses emotional turmoil about
Students should be able to effectively demonstrate           his/her sexuality, talk with the guidance
knowledge and skills for good mental, social,                counselor and refer the student immediately.
emotional, and physical health and safety.
                                                          Time
Specific Expectations 2 and 5                             ½ class meeting
 Assess one’s health needs and risk factors (e.g.,       Materials
   dietary     practices,    pathogens,      heredity,    Paper
   environment) and determine effective strategies        Pencil
   for health enhancement and risk reduction.
 Communicate emotions, feelings, and ideas in            Vocabulary
   positive    ways     and    demonstrate      skills.   Heterosexual
   (collaboration, negotiation, refusal, goal-setting,    Homosexual
   decision-making, and conflict resolution) for          Sexual orientation
   effective,        responsible        interpersonal
   relationships.
                                                                                                   INVESTIGATION
Large Group Discussion

Begin the lesson with the explanation that there are different types of lifestyles and/or sexual orientations. List
two types on the board. Give brief explanations/definitions for each category. Then ask the question, "What is the
traditional sexual orientation in our society?" Have class brainstorm why this type is the more traditional lifestyle.
Is it because the majority of the community is this? Do family values have something to do with this? Do religious
values have something to do with this?

                                                                                                      APPLICATION

Arrange students into groups of 3 or 4. Direct each group to designate a Leader, a Recorder, and a Referee.
Discuss and record comments based on the following questions:
    1. Do other social organizations have rules regarding sexual orientation? (i.e., military, corporations,
       professional sports organizations, etc.)
    2. Why or why not?
    3. How would you respond to a situation where someone you know is being ridiculed for his/her sexual
       orientation?

                                                                                                     ASSESSMENT

Recorders report the group’s discussion to class. Have each group assess all individuals in the group on how
each member contributed using the following rubric:

        3 = Fully contributed to all questions
        2 = Contributed to 2 out of 3 questions
        1 = Contributed to 1 out of 3 questions
        0 = No contributions noted


                                                                                                        GLOSSARY
1. heterosexual – a person sexually responsive to the opposite sex.
2. homosexual – a person sexually responsive to the same sex.
3. sexual orientation – one's natural preference in sexual partners; preference for same sex or opposite sex.
ABUSE - WHAT IS IT?                                                                            Lesson 6.10

Purpose                                                      Lifelong Learning Standards
 The student will understand the appropriate                 Students can work with team members from
   action to take when personal safety is                        diverse backgrounds to accomplish group goals.
   threatened.                                                Students can identify and assess the benefits,
 The student will understand the importance of a                risks, and consequences of decisions and
   positive self-concept, interpersonal relationships,           actions.
   and the relationships of sound social, emotional,          Students know their fundamental right
   and mental health practices to wellness.                      fundamental rights and understand how political
                                                                 decisions affect their daily lives.
Key Concepts
The learner will:                                            Teaching Tips
1. examine behaviors that threaten person safety.             Be sensitive to your students since some of
2. discuss assertive self-protection skills.                    them may have been abused.
3. review types of abuse and evaluate appropriate             If a student discloses his/her abuse, talk with the
   resources for help.                                          guidance counselor and refer the student
4. evaluate high risk situations and safety                     immediately.
   precautions involving sexual offenses, possible
   abduction, abuse or violence.                             Time
                                                             1 class meeting
MCS Standard 1                                               Materials
Students should be able to effectively demonstrate           What Would You Say and Do? Discussion Sheet
knowledge and skills for good mental, social,                Paper
emotional, and physical health and safety.                   Pencils
                                                             Homework Assignment Sheets
Specific Expectations 2 and 5
 Assess one’s health needs and risk factors (e.g.,          Vocabulary
   dietary     practices,    pathogens,      heredity,       Assertive
   environment) and determine effective strategies           Emotional abuse
   for health enhancement and risk reduction.                Incest
 Communicate emotions, feelings, and ideas in               Physical abuse
   positive    ways     and    demonstrate      skills.      Sexual abuse neglect
   (collaboration, negotiation, refusal, goal-setting,
   decision-making, and conflict resolution) for
   effective,        responsible        interpersonal
   relationships.


                                                                                                INVESTIGATION
Large Group Discussion and Cooperative Learning Groups

Organize students into cooperative learning groups. Define abuse- harmful treatment of another. List the five
types of abuse on the board. Discuss definitions.
physical – treatment leading to physical injury
emotional – making another person feel worthless by “putting him/her down”
sexual – sexual contact is forced on a person (touching private parts)
neglect – failure to provide proper care and guidance
incest – sexual abuse between family members

Ask students who can be abused? Responses should include children, spouses, parents, and elderly people.
Explain that today we are going to discuss sexual abuse of children.

Have each group make a list of possible abusers. Share the lists orally making sure all types of people-male and
female, family members, teens, neighbors, scout leaders, preachers, teachers, policemen, etc. are mentioned.
Stress that all abusers are not “strangers standing in the shadows offering you candy.” Explain that no one has
the right to touch private parts of your body. If someone tries to touch you in away that make you feel
uncomfortable or you do not like – it is okay to say to say No! Stress that students should trust their own feelings.
If you feel uncomfortable or you feel what is happening is wrong, then trust your feelings and use your own
judgment to stop it.

Discuss how abusers can gain access to children on the Internet. Ask the class if they are aware of this issue.
Talk to class about how to avoid this form of abuse (i.e., stay out of chat rooms; only open email when you know
who sent it; never give out personal information).


                                                                                                     APPLICATION

What Would You Say and Do?
Materials: What Would You Say And Do? Discussion sheets and pencils

Divide students into small groups of 3 or 4 students. Have each group select one of the abuse situations from the
discussion sheet. The group should devise a plan of action to address the situations. Groups should be prepared
to share with the rest of the class.


                                                                                                      HOMEWORK

Share your situation with your parents. Discuss.


                                                                                                     ASSESSMENT

Have students role-play the above situations with appropriate actions for personal safety. Share the enclosed
rubric with the students as they plan their role play. Allow for peer assessment as well as teacher assessment.


                                                                                                        GLOSSARY
1. abuse- harmful treatment of another.
2. assertive – standing up for one’s rights in a firm and positive way that also shows respect for the needs and
   opinion of others.
3. emotional abuse – making another person feel worthless by “putting them down.”
4. incest – any sexual activity between family members who cannot marry by law.
5. neglect – failure to provide proper care and guidance.
6. physical abuse – excessive use of force leading to physical injury.
7. sexual abuse – sexual contact that is forced on a person (touching private parts).
What Would You Say And Do?
1. When Tonya goes to Samantha’s house after school,
  her mother is not home. Often Samantha’s brother,
  Dan, is there. He teases Tonya and wrestles with her
  in a way that makes her feel uncomfortable, even
  scared. What should Tonya do?

2. Louis frequently does lawn work for his neighbor, Mrs. Goodman. When
  he is done, she usually brings him some cookies and lemonade. Lately, she
  has wanted to come inside. She sits close to him on the couch and wants to
  show him pictures from her album. Louis is uncomfortable at how close
  she sits and how she touches him. What should you do?

3. LaToya is home alone. Her instructions are to never let anyone in the house
  while her parents are gone. A man in a gas company uniform comes to the
  door saying there may be a dangerous gas leak and he must come inside.
  What should you do?

4. Ben is walking home from school. Mr. Davis, a nice man from his church,
  offers him a ride and he accepts. Before long Ben feels uneasy at what
  Mr. Davis is saying and how he is trying to touch him. What should he do?

5. Every time Tamara stays after school to help her teacher, an older student
  from the high school corners her when she’s alone, scares her and makes
  her feel uncomfortable. What should she do?

6. Ricardo dreads going to visit his Aunt and Uncle every week because of the
  way his uncle always tries to get him alone and get close to him and
  touches him. What should he do?

7. Brittany and Jasmine are at Jasmine’s house looking at her My Space
  webpage. Brittany notices that Jasmine has several personal pieces of
  information posted – her full name, address, phone number. What should
  Brittany do?
Assessment Rubric for Role Plays
Distinguished – 4 points
- The skit is exceptional.
- The message is very clear.
- Everyone speaks loudly and clearly.
- The information and dialogue are appropriate for the audience.
- The students worked together as a team.
- All members of the group contributed.

Proficient – 3 points
- The skit is well done.
- The message is clear.
- Everyone speaks loudly and clearly.
- The information and dialogue are appropriate for the audience.
- The students worked together as a team.
- All members of the group contributed.

Apprentice – 2 points
-The skit is average.
- The skit does a poor job of communicating the intended message.
- Some of the actors cannot be seen or heard loudly and/or clearly.
- The information and dialogue may not be most appropriate for the audience.
- There is evident that all of the students did not work together as a team.
- Some of the members of the group contributed.

Novice – 1 point
- The skit is unacceptable.
- The skit does a very poor job of communicating the intended message.
- Most of the actors cannot be seen or heard loudly and/or clearly.
- The students did not work together.

Non-responsive – 0 points
- No attempt was made
ABUSE-WHAT DO I DO?                                                                         Lesson 6.11

Purpose                                                    Communicate emotions, feelings, and ideas in
The student will understand the appropriate action to       positive    ways     and      demonstrate      skill
take when personal safety is threatened.                    (collaboration, negotiation, refusal, goal-setting,
                                                            decision-making, and conflict resolution) for
Key Concepts                                                effective,       responsible         interpersonal
The learner will:                                           relationships.
1. examine behaviors that threaten personal
   safety.                                              Teaching Tips
2. discuss assertive self-protection skills.             Be sensitive to your students since some of
3. review types of abuse and evaluate appropriate          them may have been abused.
   resources for help.                                   If a student discloses his/her abuse, talk with the
4. examine the causes and potential effects of             guidance counselor, and refer to the student
   emotional, physical, and sexual abuse.                  immediately.
5. identify community resources available for
   victims of abuse.                                    Time
6. evaluate high risk situations and safety             1 class meeting
   precautions involving sexual offenses, possible      Materials
   abduction, abuse or violence.                        Paper
7. discuss the possible emotional effects of abuse.     Pencils
                                                        Homework Assignment Sheets
MCS Standard 1
Students should be able to effectively demonstrate      Vocabulary
knowledge     and     skills   for   good    mental,    Exploitation
social,emotional, and physical health and safety.       Support people

Specific Expectations 2 and 5
 Assess one’s health needs and risk factors (e.g.,
   dietary     practices, pathogens,      heredity,
   environment) and determine effective strategies
   for health enhancement and risk reduction.
                                                                                  INVESTIGATION

Review previous lesson reminding students that abuse is never the fault of the victim. Begin the
discussion with the question: Why would someone abuse another person? Divide the students
into small cooperative learning groups. Allow students to brainstorm this question within the
groups. Discuss. Interject that often abusers were abused once abused themselves. Other
reasons may involve drugs, alcohol, or mental illness.

Explain that abusers are committing a crime and must be stopped. If no one is told – the abuser
may keep doing it to others, and the abusers will never get help. Ask student how they think
someone who has been sexually abused may feel (embarrassed, scared, guilty, angry, unclean,
etc.). Could this cause emotional problems for them? Discuss.

Have each group list people or places someone troubled about abuse could turn to. Answers
should include family members, friends, school counselor, teacher, minister, clinics with doctors
and counselors. Ask students what they would do if someone confided in them that they had
been abused. Stress that this is something you don’t spread around and talk about to other
friends. it may embarrass the victim. Also stress that a trusted adult must know. Tell students to
convince their friend to tell a trusted adult so everyone can get the help they need.

Next have groups write down behaviors that could threaten their safety and make them possible
victims of abuse. Have the students share their lists. As groups share, question each group as
to what a safer, smarter behavior might be in these situations.

Summarize the lesson stressing the fact that victims usually will need some counseling. Help is
available for victims and abuser. Think smart and avoid situations that may lead to problems.

                                                                                     APPLICATION

Dear Trusted Person…
Materials: paper and pencil

Conclude by having each group compose a letter where they confide in a trusted person about
the abuse of a friend.


                                                                                      HOMEWORK

Discuss this information with your parents.


                                                                                    ASSESSMENT

Have students: 1. list places to go when you need to be safe; 2. name three people they can
talk to about abuse, and 3. write three numbers to call (family, friends or professionals) if you are
ever in trouble and need someone.


                                                                                       GLOSSARY
1. exploitation – selfish or unfair use.
2. support people – trusted people in whom a child can turn in a crisis, such as family
   members, friends, and school personnel.

				
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