Lesson 2- Television Violence

Background

The goal of this lesson is to make students more aware of how violence is portrayed on TV. Students will determine what violence is- violence is when someone hurts you or makes you feel sad or scared; either by threatening you, hitting you, or calling you names. Students will watch various TV shows with a Violence Checklist to determine the amount and frequency of violence and profane language exhibited. They will also create a scenario in which conflict is resolved through non-violent solutions.

Objectives

The student reads and organizes information for a variety of purposes, including making a report, conducting interviews, and performing an authentic task.
The students recognizes and responds to nonverbal cues used in a variety of nonprint media, such as television.
The student uses technology tools to process data and report results.

Activities

1. The teacher will lead the class in a discussion of TV violence and use of profane language. Use the following guided questions: What is violence? (consider both physical and emotional acts of violence), What are types of violence? (yelling, put-downs, name-calling, pushing, shoving, hitting, punching...), Do you believe your favorite TV show is violent and the characters use profane language? Do you believe that your favorite music video is violent? Is there inappropriate language in music videos? Is there violence and bad language in cartoons? How do you feel when someone yells at you or threatens you?

2. Direct students to begin a computer-generated journal of their TV viewing habits for one week. Students should list the name of the show; time; channel; and check off the type of violence observed- hitting, pushing, shooting, knifing, destroying, name calling, threats, yelling, profane language. See TV Viewing Habits.

3. In their computer-generated journals, ask students to write a response to any violence or profane language seen or heard in their daily TV watching.

4. Students will compare their TV Viewing Habits check sheet, compile the data in a spreadsheet, and create a graph of results. Students will analyze graphs. Guided questions: Which TV show had the most violence? Had the least violence? Which show had the most profane language? The least? What kind of violence was most observed? How did it make you feel?

5. Using desktop publishing, ask students to write a persuasive letter either defending or attacking the amount of TV violence and profane language. Proofread, edit and print. Present to class. Students can also ask parents to forward letters to local, state and national policy makers and lawmakers.

Materials

Computer with Internet access, word processing application, TV Viewing Habits check sheet, home television, TV Programming Template, TV Violence Peer Evaluation Form

*Tip- the teacher can use these sites for background knowledge: 
Children and TV Violence - information on the effect of violence on children
Violence on TV - more information about violence on TV
Two New Studies on TV Violence - current information about TV violence

Evaluation

Students will be evaluated on their edited letter defending or attacking violence and profane language on TV. Students will evaluate peer letters using the TV Violence Peer Evaluation Form.

Homework

Students will create their own TV programming schedule, see TV Programming Template. They must use various factors in deciding their programming- they age of people watching show, the time frame, interests, and geographic location. For lower grades, they can create scheduling for several hours; older students can program for an entire day or several days. 

Extension Activity: Creating a Non-Violent Scenario

• Teacher should pre tape several television programs in which conflict occurs. You can use cartoons for primary grades
• Brainstorm a list of non-violent ways to handle conflict
  compromise, walk away, distract, share, take turns, talk it out, postpone, apologize, get help
• Students will view taped television programs and determine the types of violence used to solved the conflict
• In small groups, students will pretend they are two - three friends who want to play the same computer game at the same time.
• Discuss: What is the problem? What might happen? They fight, they break the control, they yell, they hit each other...
• Ask how the conflict could be solved:  They take turns, they play something else together...
• Ask students to write a skit about the conflict and decide the best solution or the worst solution
• Students act out skits

Guest Speaker

Invite a local law enforcement officer (examples: school policeman, metro policeman, patrolman, detective, or sheriff) in to speak about violence in today's society. Have students prepare a list of questions in advance.