Grade Level: 9, 10, 11, 12, Higher Education

Subject(s):

• Health/Mental or Emotional Health
• Social Studies/Current Events/Issues

Duration: 1 hour

Description: This simple classroom activity can be used to assist students in processing an unexpected community or world crisis, such as terrorism or violent acts within a school or community. When frightened, we tend to look for an explanation that reassures feelings of safety. An unhealthful response is to portray entire groups of people as evil or untrustworthy. During this activity, students consider their feelings about people of different cultural backgrounds and those whose actions seem unexplainable. Facilitators will moderate discussion to thought questions. Students are challenged to view others’ opinions as valid, even if different from their own. Peers cooperate to decide on actions to reduce xenophobia and include others.

Goals: The purposes of this mental health activity are to assist students in processing their reactions, obtaining support from others, and offering peer support in response to social crises. This lesson is compatible with the National Health Education Standards (JCNHES, 1995):

• Standard 5: Students will demonstrate the ability to use interpersonal communication skills to enhance health.
• Standard 7: Students will demonstrate the ability to advocate for personal, family, and community health.

Objectives:

1. Analyze the causes of conflict in schools, families, and communities, e.g., lack of understanding or respect for others, fear, poor communication skills.
2. Appropriately express feelings and reactions in response to social crises.
3. Communicate care, consideration, and respect for self and others.
4. Identify social cues, which trigger anger, feelings of prejudice, and discrimination.
5. Identify healthful strategies to solve conflicts, e.g., using refusal skills, compromising, sharing, and seeking assistance from others.
6. Discuss plans to work cooperatively when advocating for healthful communities.
7. Model behaviors that support healthy school and community environments (Alabama State Department of Education, 1997).

• current issues of popular magazines (e.g., Time , Newsweek , U.S. News & World Report )
• articles from national and local newspapers
• web pages from reliable sources (Cnn.com)
• excerpts from videotaped news programs
• TV/VCR
• computer with access to the Internet (optional)

Background Information:
This lesson was developed in response to the September 11, 2001 terrorist acts against the United States. Rarely have we repeatedly experienced such horrific acts as media consumers. Students and faculty in one large southeastern urban university participated in two planned forums to express sorrows and concerns about the national crisis. They discussed healthful (e.g., support for fellow students who are Muslim and Arab American) and unhealthful (e.g., hate, prejudice, and discrimination) responses to the shared tragedy. Students offered peer support in response to a social crisis.

It is important to select text and images that are developmentally appropriate for younger students, i.e., avoiding images of hurt and destruction that may be disturbing. Consider team-teaching this lesson with a guidance counselor or school social worker who can facilitate emotional expression and respond to any students who require personal assistance. Some may have family members who serve in the military or live in cities affected by terrorism. Follow school policy about parental notification before teaching controversial subjects.

Procedure:
Before the class session, provide copies of print materials to read, URLs for web sites to download articles, or specific news programs to watch. During class, use selected print materials and excerpts from television news programs that represent images of conflict, stereotyping, fear, and anger following a local or national tragedy. For instance, one national news network replayed scenes of celebrants in the Middle East following the bombing of the World Trade Center. These views were not representative of millions of Arabs and Muslims around the world who abhor violence and deaths of innocents. Select materials that are developmentally appropriate for the ages of learners. Contrast these extremes with features of heroism, sharing and caring for others. Ask students how they would modify media to diminish stereotypes and racism. Present historical examples of prejudice and discrimination that were justified by national leaders, e.g., separation of races in 1960’s America, or interment of Japanese Americans during WWII. Lead a discussion about the causes and consequences of these past events. How did these actions relate to the U.S. Constitution?

In small or large groups, challenge students to contrast healthful to unhealthful responses to a local or national crisis (see Table below). For instance, identifying common elements of humanity (core values, beliefs, and societal roles) is healthful. Focusing on extreme examples (IRA, PLO, KKK) to differentiate groups and assign blame is unhealthful.

Table - Sample Responses to Class Exercise:

Healthful and Unhealthful Responses to Crisis

1. Identify common elements of humanity (core values, beliefs, societal roles).	1. Focus on extreme examples to differentiate groups, e.g., IRA, PLO, KKK.
2. Avoid generalizations about groups or classes of people.	2. Foster stereotypes about groups of people.
3. Challenge racist images, jokes, and comments.	3. Ignore racism, since you don't know what to say. It makes you feel uncomfortable.
4. Others identified by students?	4. Others identified by students?

Present the scenario of a neighbor or classmate who is treated unfairly because of appearance, nationality, or cultural characteristics. Challenge students to develop a group action plan including a minimum of three healthful responses to reduce social conflict and advocate for inclusion. Ask students to report results of implementing actions within the next 1-2 weeks, either orally or through a written journal. Students can record personal experiences and their reactions.

Assessment:

1. Correct identification of historical actions that violated the U.S. Constitution.
2. Participation in group discussion to contrast healthful to unhealthful responses to a personal, local, or national crisis.
3. Evaluate usefulness of group action plans to reduce conflict and advocate for inclusion of others. Discuss changes to improve action plans.
4. (Optional) Lead a role play exercise with small groups of students. Provide brief background information to “actors,” one of whom plays the part of a peer facing discrimination. For instance, “You are a transfer student newly arrived on campus. Your physical appearance and dress are different from many others who attend your school. Most don’t seem to notice, but they don’t go out of their way to act friendly, either. A few students made derogatory comments about your clothing, skin color, and speech. You don’t want special attention, just a chance to fit in.” Challenge others to respond by following the action plan developed during class.
5. Self-reported results of students’ actions to reduce conflict and treat others fairly.