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Lesson 1
Empathy and Communication: Working in GroupsGrade
© 2008 Committee for Children www.secondstep.org
Page 109
Lesson 1
Grade
Handout 1A: Shipwreck Challenge
Instructions
Your group is a crew of sailors whose ship is sinking off the shore of an uninhabited but forested island. You have
been unable to notify anyone of your whereabouts. You have to swim to the island and can only carry one item each.
Your challenge is to decide together which items you think will help you all survive on the island and get rescued.
You have plastic bags on hand to wrap the items in to keep them dry.
The items you have to choose from are:
• Map of where you are
• Book about edible plants for the region
• Large plastic sheet
• Flashlight
• Pocket knife
• Small mirror
• Waterproof metal container holding three pounds of rice
• Box of matches
• Pack of signal flares
• Comb
The four items we have chosen are:
1.
2.
3.
4.
© 2008 Committee for Children www.secondstep.org
Page 111
Lesson 1
Grade
Handout 1B: Priorities for School Success
Instructions
Below is a list of things that are important for school success. As a group, decide how important each item is. Rank
each item by placing a number, 1–5, beside each item.
1 means most important or the highest priority
5 means least important or the lowest priority
Doing all your homework
Having friends who want to do well at school
Not using alcohol or other drugs
Asking for help if you need it
Getting to class on time
Instructions
Below is a list of things that are important for school success. As a group, decide how important each item is. Rank
each item by placing a number, 1–5, beside each item.
1 means most important or the highest priority
5 means least important or the lowest priority
Doing all your homework
Having friends who want to do well at school
Not using alcohol or other drugs
Asking for help if you need it
Getting to class on time
© 2008 Committee for Children www.secondstep.org
Page 113
Dear Family,
Wouldn’t it be great if there were a way to protect your middle school student from risky behaviors, such as bullying,
aggression, and substance abuse, while improving his or her school success? Fortunately, research shows there is a way
to do just that.
This week we begin the Stepping Ahead program. Building on and practicing skills throughout the middle school
years helps students become better able to use them. As in the programs taught in previous years, this program
focuses on skills that will help your student succeed in school and in life. These skills include:
• Empathy
• Communication
• Perspective taking
• Respectful disagreement
• Negotiation and compromise
• Emotion management
• Coping with stress
• Goal setting
You play a vital role in helping your student develop strong social skills. During the next few weeks, the focus of the
lessons will be empathy and communication. Ask questions about the skills they are learning, such as:
• “What is the best way to handle a grievance?”
• “Why does it help to consider someone else’s perspective when you negotiate and compromise?”
If you have any questions about the program, please do not hesitate to contact me for more information. Thank you
for supporting your student in learning the skills that lead to success in school and in life.
Sincerely,
P.S. Make sure to join
www.secondstep.org
with the activation key
SSP8 FAMI LY34
to watch videos about the Second Step program and get information about what your student is learning.
Grade
Lesson 1
Family Letter
© 2008 Committee for Children www.secondstep.org
Page 115
Name:
What do adults do all day while they’re at work? If they work with others, you
can bet they practice their communication skills—whether they know it or not!
And guess what? The skills that they use every day in the workplace are some of
the same skills you’re learning about in this program. Don’t believe it? Find out
for yourself!
With an adult family member, think about the different skills you each use to communicate with other people. Write
them in the table below. Then use those skills to complete the Communication Skills Circles. Write the skills only you
use in your circle. Write the skills only the adult uses in the other circle. When both you and the adult use the same
skills, write them in the middle where the circles overlap.
Your communication skills The adult’s communications skills
Communication Skills Circles
Yours Adult’s
Differences Similarities Differences
Grade
Lesson 1
Homework: Communicating in Circles
Communication Skills
• Listening
• Respecting others’ ideas
• Including everyone
• Being open-minded
This homework assignment was completed on
.
(date) [adult] signature
© 2008 Committee for Children www.secondstep.org
Page 117
Lesson 1
Grade
Reflective Writing Assessment
Name:
Answer each question to explain what you learned. Then write a reflection to show how what you learned connects
to your life.
What I Learned
Identify at least three skills and attitudes that are important to successful group work.
1.
2.
3.
What is empathy?
Connecting to My Life
Brainstorm a list of five situations in which you will be able to use any or all of the following: listening, including
others, respecting others’ ideas, and being open-minded about suggestions.
1.
2.
3.
4.
5.
© 2008 Committee for Children www.secondstep.org
Page 119
Lesson 1
Grade
Additional Practice: Working in Groups
The Challenge
With your group, use newspaper to build a bridge that is strong enough to hold a stapler.
Materials for Each Group
Six sheets of newspaper
One foot of masking tape
Stapler
Instructions for Students
1. Work in groups.
2. Build a bridge using the materials provided that meets the following specifications:
• Has a span of at least eight inches between the two supports
• Is able to hold up a stapler
• Allows the stapler to pass underneath it on its side
3. Use the following skills you’ve been practicing for successful group work:
• Active listening
• Respecting each other’s ideas
• Including everyone
• Being open-minded about the suggestions and perspectives of others
4. When you’re finished making your bridge, take turns placing the stapler on top of your bridge and then
passing it underneath the bridge.
Group Exchange Post-Activity Questions
What behaviors contributed to your group’s success?
What behaviors stood in the way of successful collaboration?
Grade
© 2008 Committee for Children www.secondstep.org
Page 121
Lesson 1
Academic Integration Activities
Language Arts and Social Studies
How do governing groups work together?
Have students work in groups to examine how governing groups (such as the Senate, a
city council, or a student council) work together. If necessary, have groups research the
governing group they are examining using preselected Web sites or search engines (your
school librarian can help). Then have student groups list the group skills that the governing
group would need to use to function well. Have them give examples of how the governing
group might use these skills. Make sure the student groups are using those skills too. Have
each group discuss their list and examples with the class.
Health and Science
Could you work in an environment like this?
Have student groups research small scientific groups that work in cramped environments
(such as the Aquarius Underwater Laboratory or the space station) using preselected Web
sites or search engines. Then have groups discuss the following questions: What do you
think it would be like to work and live for long periods of time in such a small space? How
important do you think it is to get along with the people you work with? What group skills
would be necessary in this environment? What do you think would happen if the people
working in this environment did not have good group skills? Would you like to work in an
environment like this? Have each group discuss their responses with the class.
Media Literacy
Can media encourage empathy for victims of natural disasters?
Preselect news stories from newspapers, Web sites, or television regarding any recent
international, national, or local natural disaster. Have students work in groups to read or
watch the stories, then discuss the following questions: How can media encourage empathy
for victims of natural disasters? How do you feel about the victims of this disaster? Do you
think disasters get too much coverage? Do you think the media is fair in its coverage of all
disasters? Have each group explain their responses to the class.
Lesson 2
Empathy and Communication: Leaders and AlliesGrade
© 2008 Committee for Children www.secondstep.org
Page 135
Lesson 2
Grade
Handout 2A: Tips for Sixth-Graders
Instructions
1. Discuss with your partner some of the things you have learned since sixth grade that you wish you had known then.
• What do you know about being successful in school?
• What do you know about staying out of trouble?
• What do you know about getting along with others?
2. Write three tips for how to act and what to do as sixth-graders.
How to be successful in school
Our tip is:
How to stay out of trouble
Our tip is:
How to get along with others
Our tip is:
Lesson 2
Grade
Homework: I’m Inspired!
Name:
“If your actions inspire others to dream more, learn more,
do more, and become more, you are a leader.”
–John Quincy Adams
Does this quote look familiar? It should! You thought about this quote and what kind of everyday things you do that
show this kind of leadership. Now think about it with an adult in your life. But this time think about how the adult
inspires you to dream more, learn more, do more, and become more. Write down all his or her day-to-day actions,
attitudes, and behaviors that do this. Then it’s the adult’s turn to write what you do to inspire him or her!
Inspiring Day-to-Day Actions, Attitudes, and Behaviors
The adult’s The student’s
This homework assignment was completed on .
(date) [adult] signature
© 2008 Committee for Children www.secondstep.org
Page 137
© 2008 Committee for Children www.secondstep.org
Page 139
Lesson 2
Grade
Reflective Writing Assessment
Name:
Answer each question to explain what you learned. Then write a reflection to show how what you learned connects
to your life.
What I Learned
What is an ally?
Why is empathy important?
Connecting to My Life
Brainstorm a list of four creative ways you can be a leader and/or an ally to younger students or siblings.
1.
2.
3.
4.
© 2008 Committee for Children www.secondstep.org
Page 141
Lesson 2
Grade
Additional Practice: Being an Ally
Instructions for Students
1. Work with a partner.
2. Write one to three sentences about a situation (real or made-up) in which someone needs support or an ally.
3. Trade your situation with another pair of students.
4. Read the new situation and offer specific ways you could be an ally and offer support. Use the checklist below
as a guide.
Checklist
An ally:
Uses empathy
Is respectful
Is a good listener
Offers encouragement
Uses perspective-taking skills
Communicates clearly
Grade
© 2008 Committee for Children www.secondstep.org
Page 143
Lesson 2
Academic Integration Activities
Language Arts and Social Studies
Who can make a difference?
Have students research individuals or small groups of people who made a big difference
by standing up for what is right. Direct students to do an Internet search on “The Giraffe
Heroes Project” for examples of ordinary people who stick their necks out for the common
good. Have student groups create a media presentation or write a brief report to share
with the class.
Health and Science
How do their actions inspire others?
Malaria is an infectious disease spread by mosquitoes that kills more than one million
people every year, most of them children.
1
There is a global effort to fight and eradicate
this disease by organizations and individual leaders such as the Bill and Melinda Gates
Foundation, World Bank’s Malaria Booster Program, and even a student leadership
program called Student Leaders Against Malaria (SLAM) sponsored by Malaria
Foundation International. Have students work in groups using preselected Web sites and
search engines to research these or other leaders who work together to fight malaria (or
other infectious diseases). Then have groups discuss the following questions: How do these
groups/individuals show positive leadership? How do their actions inspire others? How are
these leaders allies to those who suffer from malaria? What are some positive actions you
can take in this area? Have groups report what they found and discussed.
Media Literacy
How can major media corporations be positive leaders?
Five corporations control over 90 percent of the media in the United States.
4
Have students
work in groups to discuss the following questions about these corporations: What are
the leadership responsibilities of these corporations? Why is it so important that these
corporations show positive leadership? Do you think these corporations are showing
positive leadership? What can they do to inspire consumers? Have each group report their
responses to the class or another group.
Lesson 3
Empathy and Communication: Handling a GrievanceGrade
© 2008 Committee for Children www.secondstep.org
Page 159
Lesson 3
Grade
Handout 3A: Making Assumptions and Considering Perspectives
“The Accusation,” Part 1
How did Vanessa communicate with Lisa?
How did Lisa react?
“The Accusation,” Part 2
How did Vanessa communicate with Lisa?
How did Lisa react?
Lesson 3
Grade
Handout 3B: Handling a Grievance Skill-Practice Instructions
Instructions
1. Decide who will be the characters and who will be the coaches.
2. Characters read the scenario and their characters’ perspectives out loud.
3. Characters talk back and forth at least three times.
4. Coaches watch and check off on their checklists the skills the characters use.
5. Coaches say what characters did well and give suggestions for what could be improved.
6. Characters try again using the suggestions.
7. Then switch parts and do the other scenario.
Checklist
Skills for handling a grievance
Explain your own perspective clearly.
Character A Character B
Consider the other person’s perspective.
Be assertive:
• Look at the other person.
• Keep your head up and shoulders back.
• Use a calm voice.
• Use respectful, clear language.
Avoid blaming language.
© 2008 Committee for Children www.secondstep.org
Page 161
© 2008 Committee for Children www.secondstep.org
Page 163
Digital version available!
Grade
Set 1
Gossip
Character A hears about gossip that has been spread by Character B about Character A’s interest in starting a
romantic relationship with a classmate.
Character A: You are embarrassed, upset, and must address the problem with Character B.
Character B: Your perspective is that you were just trying to help spark the new relationship by letting others know
that Character A was interested in your classmate.
Missing Book
Character B has taken an important book from Character A’s locker.
Character A: You need the book for a project and spent all lunchtime looking for Character B. You are upset. You
must address the problem with Character B.
Character B: Your perspective is that you only “borrowed” the book. You were going to return it.
Set 2
Basketball Trouble
Character B threw a basketball at Character A at the end of a neighborhood pickup game, hitting Character A
in the head.
Character A: You are hurt and also angry because you think Character B is always too rough in games.
Character B: You perspective is that you were just trying to make a joke and meant it to be funny. You didn’t think
you threw the ball hard enough to hurt.
Long Wait
Character A made a plan with Character B to go to the mall on Saturday morning. Character A waited for an hour,
but Character B did not show up.
Character A: You are angry that most of the morning is now wasted. This is not the first time Character B has failed
to turn up. You must address the problem with Character B.
Character B: Your perspective is that you needed to stay up late on Friday night doing homework. You accidentally
slept in on Saturday. When you woke up it was already noon.
Lesson 3
Handling a Grievance Skill-Practice Scenarios
© 2008 Committee for Children www.secondstep.org
Page 165
Lesson 3
Grade
Homework: Cooking Up Some Communication
Name:
You are the head chef at a fancy restaurant. You’ve been having some trouble handling grievances with the other
chefs at your restaurant. What these chefs need is a clear “recipe” they can follow for handling a grievance!
Your job is to write this recipe for handling a grievance in cooking terms that your chefs will understand. Use the recipe cards
below. When you’re done, ask an adult to be one of your “chefs” and see if he or she can understand your recipe easily.
Recipe: Handling a Grievance
Ingredients
[This is the grievance situation. Include who is involved in the grievance,
where the grievance is taking place, and what the grievance is about.]
Cooking Instructions
[These are the actual skills to use to handle the grievance.]
Cautions
[These are the things to watch out for—things that could make the communication about the grievance less effective.]
This homework assignment was completed on .
(date) [adult] signature
© 2008 Committee for Children www.secondstep.org
Page 167
Lesson 3
Grade
Reflective Writing Assessment
Name:
Answer each question to explain what you learned. Then write a reflection to show how what you learned connects
to your life.
What I Learned
Why is it important to consider someone else’s perspective?
What are three things to remember when you’re assertively explaining your own perspective?
1. About your eyes:
2. About your posture:
3. About your voice:
Connecting to My Life
Now that I’ve learned more about handling a grievance, I’m going to try:
© 2008 Committee for Children www.secondstep.org
Page 169
Digital version available!
Preparation
1. Put students into groups.
2. Give each student another copy of Handout 3B.
3. Give each group the set of skill-practice scenarios they did not do in the lesson.
Instructions for Students
1. Work in groups.
2. Read and follow the skill-practice instructions on Handout 3B, using the set of scenarios you have not
done yet.
Grade
Lesson 3
Additional Practice: Handling a Grievance
Grade
© 2008 Committee for Children www.secondstep.org
Page 171
Lesson 3
Academic Integration Activities
Language Arts and Social Studies
How would her life have been different?
Have students read Guy de Maupassant’s short story “The Necklace” (you can find this
public domain story on the Web). Put students in groups to discuss or write about the
following questions: What was Madame Loisel’s grievance with Madame Forester? When
did Mme. Forester become aware of Mme. Liosel’s grievance with her? How did Mme.
Loisel handle the grievance? How might her life have been different if she had handled the
grievance in a timely manner, using the skills learned in this lesson? Have groups tell their
responses to the class.
Health and Science
How do you handle an environment-related grievance with a corporation?
Have students work in groups to address an environment-related grievance an individual
or group might have with a corporation (such as the low gas-mileage cars or the amount of
nonrecyclable plastic used in packaging). Have each group write a letter to a corporation
addressing the environmental concern using the skills for handling a grievance. Have each
group read their letter to the class. They may choose to mail their letters to the actual
corporations.
Media Literacy
Does too much exposure to media violence decrease empathy for the victims?
By the time kids enter middle school, they will have seen 8,000 murders and 100,000 more
acts of violence on broadcast TV alone.
2
Put students in groups to discuss the following
questions: How do you think seeing violence on TV affects our empathy for victims of
violence? What kinds of examples do violent programs give us for handling disputes
and grievances? Do you think that modeling non-aggressive handling of grievances and
disputes in the media can help decrease violence and aggressive behavior? Why or why
not? Have groups discuss their responses with the class.
Lesson 4
Empathy and Communication: Negotiating and CompromisingGrade
© 2008 Committee for Children www.secondstep.org
Page 185
Lesson 4
Grade
Handout 4A: Analyze the Situation
Describe the problem from one person’s perspective.
Emilio:
Nina:
Describe how that person feels.
Emilio:
Nina:
Describe what that person needs or wants.
Emilio:
Nina:
Does either character need more information? If so, what?
© 2008 Committee for Children www.secondstep.org
Page 187
Lesson 4
Grade
Handout 4B: Create Your Own Scenarios
Instructions
1. Describe a situation that might cause a conflict between kids at your school.
2. Give Character A and Character B two different perspectives on the situation.
Situation 1:
Character A’s perspective:
Character B’s perspective:
Situation 2:
Character A’s perspective:
Character B’s perspective:
© 2008 Committee for Children www.secondstep.org
Page 189
Digital version available!
Grade
Online Trouble
One of your mutual friends is writing threatening emails to another student and posting untrue gossip on the Internet.
You both want to do something positive to stop it.
Character A: You know what’s going on is wrong, but you don’t want to report it because you don’t want to become
involved yourself. You think you should just tell the person to stop.
Character B: You know what’s going on is wrong. You think you should ask an adult what to do.
Party Problem
You and a friend want to go to a party at a friend’s house on Friday night. You know most of the kids that are going,
but you are interested in someone who isn’t part of your usual group. You want to tell him or her to meet you at the party.
Character A: You and Character B want to go to a party on Friday night. You want to tell a guy or girl you’re
interested in to meet up with you there. This is the first chance you’ve had to go out with him or her.
You really want to meet up with him or her.
Character B: You and Character A want to go to a party on Friday night. You think it’s a bad idea to meet up with
the guy or girl Character A is interested in because he or she is involved with kids who drink, and it’s
likely that they will try to crash the party too.
Soccer Field Situation
You and another student are each part of different groups that don’t get along. Each group wants to use the soccer
field after school for its own game. There is going to be a fight to settle the dispute between the groups the next day
after school. Neither of you wants the fight to take place.
Character A: You think that you should bring in one of the coaches from the school whom everyone respects to settle
the matter.
Character B: You think that the groups might be able to find a way to resolve the dispute without adult help.
Style Struggle
You and your sibling share a bedroom. The room has one closet, one dresser, and two beds. You each have your own
organizational style that works for you.
Character A: You are very neat. You like a place for everything and everything put away in its place.
Character B: You like to have your clothes and other personal possessions out where you can see them. You are most
comfortable when it is messy. You know where to find what you need.
Lesson 4
Negotiation and Compromise Skill-Practice Scenarios
© 2008 Committee for Children www.secondstep.org
Page 191
Grade
Instructions
1. Decide who will be the characters and who will be the coaches.
2. Characters read the scenario and their characters’ perspectives out loud.
3. Characters negotiate and compromise to reach a win-win solution.
4. Coaches watch, check off on their checklists the skills the characters use, and give feedback.
5. Then switch parts and do the other scenario.
Negotiation and Compromise Checklist
Negotiation and compromise steps Character A Character B
Make a neutral problem statement.
Brainstorm options.
Consider consequences.
Negotiate.
Reach a compromise.
Lesson 4
Handout 4C: Negotiation and Compromise Skill-Practice Instructions
© 2008 Committee for Children www.secondstep.org
Page 193
Grade
Lesson 4
Homework: The Clothing Case
Name:
You are a high-powered attorney. You walk into the courtroom prepared to win-win. Win-win? Does that mean
you win twice? Not exactly. Instead of one side winning and the other side losing, both sides feel good about the
outcome—a win-win solution!
Your first trial is “The Clothing Case.” Your client wants to wear her best jeans to her cousin’s wedding. An adult
family member will defend the parent of your client, who wants your client to wear her formal dress. But remember—
you must come up with a win-win solution. Use the Action Steps below to get you there!
The Clothing Case: Jeans vs. Formal Dress
Analyze the situation Student’s perspective Adult’s perspective
What’s the problem?
How do you feel?
What do you need or want?
Do you need more information? If so, what?
Neutral problem statement:
Brainstorm options:
1.
2.
3.
We considered each option, then decided on this compromise:
This is how we felt when we reached a win-win solution:
This homework assignment was completed on .
(date) [adult] signature
© 2008 Committee for Children www.secondstep.org
Page 195
Lesson 4
Grade
Reflective Writing Assessment
Name:
Answer each question to explain what you learned. Then write a reflection to show how what you learned connects
to your life.
What I Learned
List the Action Steps.
A:
B:
C:
D:
E:
F:
Connecting to My Life
Now that you’ve learned more about negotiation and compromise, write about a possible situation in which using the
Action Steps will help you reach a win-win solution.
© 2008 Committee for Children www.secondstep.org
Page 197
Lesson 4
Grade
Additional Practice: Win-Win Strategies
Preparation
1. Put students into pairs.
2. Give each student another copy of Handout 4C.
3. Give each group two scenarios they did not do in the lesson.
Instructions for Students
1. Work with another student.
2. Read and follow the skill-practice instructions on Handout 4C using the set of scenarios that you have not
done yet.
~ OR ~
Preparation
1. Put students into pairs.
2. Give each student another copy of Handout 4C.
3. Have students write their own negotiation and compromise scenarios.
Instructions for Students
1. Work with another student.
2. Describe in one to three sentences a situation in which Character A and Character B have a difference �
of opinion. �
3. Write one or two sentences that support each character’s opinion.
4. Read and follow the skill-practice instructions on Handout 4C using the scenarios you created.
Grade
© 2008 Committee for Children www.secondstep.org
Page 199
Lesson 4
Academic Integration Activities
Language Arts and Social Studies
Can they respectfully disagree?
Have students read William Shakespeare’s Romeo and Juliet. Then have them take a
closer look at Act III, Scene i, in which Romeo kills Tybalt. Put students in small groups
to re‑write this scene using modern‑day language. However, this time all the participants
in the scene use the Action Steps to solve the problem, rather than violence. Students will
need to identify the problem from the perspectives of the characters involved and then
generate solutions through negotiation and compromise. Have each group read their
re‑written scene to the class.
Health and Science
How does hostility affect your health?
Have students work in groups to research the health effects of hostile feelings and
behaviors using preselected Web sites or search engines. How can hostility affect
your overall health? What is the relationship between hostility and detrimental health
behaviors? What is the association between hostility and disease? How can hostility get in
the way of reaching win‑win solutions? Have the groups report their findings to the class.
Media Literacy
Can you find a win-win solution?
Have students work in pairs to write a brief research report on a media‑related topic such
as “video games and violence” or “the effects of exposure to media violence on teens.”
Have each pair use the Action Steps before starting the report to analyze the situation,
brainstorm ideas about how to find the information, and consider each option (see the
Teacher’s Guide, Applying the Action Steps to an Academic Task, page 53, for an example).
Then have each pair decide on the best option and do it. Have pairs share their final reports
with the class. Was each person in the pair happy with the outcome? If not, they should
figure out another way so everyone feels good about the outcome (a win‑win solution).
Lesson 5
Bullying Prevention: Bullying in FriendshipsGrade
© 2008 Committee for Children www.secondstep.org
Page 215
Lesson 5
Grade
Handout 5A: Bullying in Friendships
Part 1: Emily’s Story
Write one assertive statement Emily could use with her friends who are excluding her.
Write two positive qualities she should look for in a group of friends.
1.
2.
Part 2: Ian or Tyler’s Story
Write one assertive statement Ian or Tyler could use with a friend who was crossing the line.
Write two things he could do to make new friends.
1.
2.
© 2008 Committee for Children www.secondstep.org
Page 217
Digital version available!
Be part of the solution:
Don’t take part in bullying.
• Don’t laugh.
• Don’t stay to watch.
• Don’t encourage.
• Don’t pass on rumors.
Offer support.
Be an ally to someone being bullied.
• Label the bullying.
• Talk to the person.
• Offer help.
• Keep the person company.
Take action against bullying.
• Distract the person doing the bullying.
• Walk away with the person been bullied.
• Tell the person doing the bullying to stop.
• Talk to a trusted adult about the bullying.
You can make a difference!
Grade
Lesson 5
Handout 5B: Bystander Power
© 2008 Committee for Children www.secondstep.org
Page 219
Dear Family,
Middle school is a time when bullying among peers peaks. This week we started a new topic of the Stepping Ahead
program: bullying. Your student is learning to recognize bullying, whether it is happening to the student or to
someone else. We are also taking a closer look at bullying between friends and in dating relationships, and how labels
and stereotypes can lead to these behaviors. We are focusing on what students can do about bullying so they can be
safe and happy at school.
Here at school, we are creating a safe learning environment. We would like to work with you to make this happen.
There are several warning signs that could indicate that your child is experiencing bullying at school. Please be on the
alert for:
• Damaged or missing clothing, books, or other belongings
• Unexpected bruises, cuts, or scratches
• Few or no friends to spend time with
• Fear of going to school
• Fear of riding the bus or walking to school
• Taking an illogical or long route home
• An unexpected drop in grades and/or interest
• Unusual moodiness, depression, anxiety, or crying
• Frequent headaches or stomachaches
• Loss of appetite
• Trouble sleeping
If you suspect your student is being bullied, contact
at our school for help.
If you suspect your student is participating in bullying, please visit www.cfchildren.org/resources to find online
resources that can help guide you in talking to your student about bullying.
Ask your student to talk to you about the Bystander Power suggestions, how labels and stereotypes can be harmful,
and the early warning signs of dating violence. Tell your student about your experiences with bullying and/or
prejudice and stereotyping, either what you remember from your youth or what you have experienced in the
workplace. Ask your student about what kinds of bullying he or she sees happening at school.
Together we can help our youth stay safe and develop confidence and empathy during the middle school years.
Sincerely,
P.S. Make sure to join
www.secondstep.org
with the activation key
SSP8 FAMI LY34
to watch videos about the Second Step program and get information about what your student is learning.
Grade
Lesson 5
Family Letter
© 2008 Committee for Children www.secondstep.org
Page 221
Lesson 5
Grade
Homework: Bullying or Joking?
Name:
No one likes to be bullied, especially by a friend. But how can you tell when
a friend is bullying or just joking? If it makes someone feel bad, it’s probably
bullying. And no one wants to feel bad! And it’s certainly not much fun to watch.
With a little practice, you’ll be able to identify bullying and do something to be
part of the solution. With an adult, come up with situations for the following
types of bullying that can happen between friends. Then come up with actions
Bystander Power
• Don’t take part in bullying.
• Offer support. Be an ally
to someone being bullied.
• Take action against bullying.
you can take as a bystander to prevent or stop the bullying. Remember, you can make a difference!
Exclusion
Describe the situation:
Describe actions to be part of the solution to bullying:
Teasing
Describe the situation:
Describe actions to be part of the solution to bullying:
Spreading Rumors
Describe the situation:
Describe actions to be part of the solution to bullying:
Threatening
Describe the situation:
Describe actions to be part of the solution to bullying:
This homework assignment was completed on .
(date) [adult] signature
© 2008 Committee for Children www.secondstep.org
Page 223
Lesson 5
Grade
Reflective Writing Assessment
Name:
Answer each question to explain what you learned. Then write a reflection to show how what you learned connects
to your life.
What I Learned
What is a bystander?
How can a bystander be part of the solution?
Connecting to My Life
Now that you understand more about bullying in friendships, what are you going to do differently to become part of
the solution?
© 2008 Committee for Children www.secondstep.org
Page 225
Lesson 5
Grade
Additional Practice: Identifying Bullying
Instructions for Students
1. Work in pairs.
2. Write one to three sentences that describe a situation when teasing and joking among friends crosses the line
into bullying. Do not use real names.
3. Exchange situations with another pair of students.
4. Write at least three positive things bystanders could do in that situation.
1.
2.
3.
Grade
© 2008 Committee for Children www.secondstep.org
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Lesson 5
Academic Integration Activities
Language Arts and Social Studies
What does it mean to be a friend?
Have students read Oscar Wilde’s short story “A Devoted Friend” (you can find this public
domain story on the Web). Put students into groups to discuss or write about the following
questions: How does the miller bully Hans? What could Hans have done to stop the
bullying? How would you describe what it means to be a friend? How are your views of
friendship different/the same as the miller’s view and Hans’ view? Have groups report their
responses to the class.
Health and Science
What do you observe?
Have students work in groups to make observations about other people’s behaviors that
might indicate their relationship to each other. Assign each group a location in your school
where groups of people might gather (such as the hallway, lunchroom, or sports field).
Have each member of the group take notes about the behaviors of the people they observe
for a determined amount of time (such as 10 minutes). While making the observations,
see if your students can determine the relationship between the people. Do they know
each other? Are they friends? How can you tell? Have groups come back and discuss their
observations. Have students use the bullying definition in this lesson to determine if any of
the behaviors they observed were bullying—even between friends. Have each group report
their findings to the class, without using students’ actual names.
Media Literacy
What could you say to your friend?
Bullying between friends can happen even online. This is known as cyber bullying. Cyber
bullying is when one or more people repeatedly harm, harass, intimidate, or exclude others
using technology. It is unfair and one-sided. Because of the nature of technology, even
one act of cyber bullying can have repeated and long-lasting effects. Put your students in
groups to respond to the following question: If your friend gave out your email password
at school without you knowing it, would this be considered bullying? Why or why not?
Have each group write down at least two assertive statements they could say to the friend
in response to his or her action. Have each group read their statements to the class. Then
discuss as a class how an incident like this could have been prevented.
Lesson 6
Bullying Prevention: Labels, Stereotypes, and PrejudiceGrade
Lesson 6
Grade
Handout 6A: Labels and Stereotypes at School
Name:
Section 1: With your partner
1. Think of all the groups and labels that are used here at school.
2. Write as many of them as you can here.
Section 2: On your own
1. Choose two or three of the groups or labels that you think apply to you.
2. Write one in each “Group/Label” box.
3. Write down as many common stereotypes as you can think of about that group or label, both
positive and negative, whether you
think they are true or not.
Group/Label Negative stereotype Positive stereotype
© 2008 Committee for Children www.secondstep.org
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© 2008 Committee for Children www.secondstep.org
Page 245
Grade
Lesson 6
Homework: The Rules of Respect
Name:
What would happen if no one obeyed stop signs, traffic lights, and speed limits? Chaos! Mayhem! And, no doubt,
someone would get hurt. Luckily, there are “rules of the road” in place to keep drivers safe.
Now think about how we can keep ourselves and others safe from labels, prejudice, and stereotypes. With an adult,
come up with your own “Rules of Respect” that will keep you and others safe from the harm that labels, prejudice,
and stereotypes can do. Make sure your rules tell others what to do, rather than what not to do.
The Rules of Respect
1.
2.
3.
4.
5.
6.
This homework assignment
was completed on
.
(date)
[adult] signature
© 2008 Committee for Children www.secondstep.org
Page 247
Lesson 6
Grade
Reflective Writing Assessment
Name:
Answer each question to explain what you learned. Then write a reflection to show how what you learned connects
to your life.
What I Learned
List three negative effects that labeling or stereotyping can have on people.
1.
2.
3.
How can having empathy help reduce bullying?
Connecting to My Life
Reflect on your own prejudices or experiences with labeling or stereotyping others. What can you do to change your
own negative attitudes or behaviors?
© 2008 Committee for Children www.secondstep.org
Page 249
Digital version available!
Grade
Lesson 6
Additional Practice: Combating Labels and Stereotypes
Preparation
1. Students will work first with a partner and then with their group.
2. Make copies of the additional handout on the next page for each student.
3. Draw an example of a Venn diagram on the board.
Instructions for Students
1. Work in pairs and then in a group.
2. Each pair draws a Venn diagram on the back of the additional handout and follows the
Venn diagram instructions.
3. Use the post-activity questions to discuss your results with the other pair in your group.
© 2008 Committee for Children www.secondstep.org
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Lesson 6
Grade
Additional Handout: Building Empathy
Venn Diagram Instructions
1. Read and respond to each Venn diagram question with your partner.
2. After each response, determine whether or not you have that experience in common.
3. If you have the experience in common, write it in the overlapping section of your Venn diagram.
4. If only one person has had that experience, write it in that person’s section of the diagram.
5. For every “yes” answer, follow up with the question, “What was/is that like?”
6. Write one interesting fact about each of your group members.
Venn Diagram Questions
1. Have you ever stayed overnight in the hospital?
2. Has someone close to you died?
3. Have you ever won an award?
4. Have you ever lost a championship game or important competition?
5. Do you attend religious services?
6. Have you ever worried about the safety of a loved one?
7. Have you ever been really embarrassed?
8. Have you ever changed schools?
9. Have you ever been teased?
Post-Activity Questions
1. In your groups or pairs, did you discover you had more experiences in common or more experiences that were
unique to each individual?
2. Did you learn anything you didn’t know before about the people in your group? If so, what?
3. What is an experience you have in common with one or all of your group members?
Grade
© 2008 Committee for Children www.secondstep.org
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Lesson 6
Academic Integration Activities
Language Arts and Social Studies
How can stereotypes lead to violence?
During many historical conflicts, stereotypes were especially prevalent and problematic.
Have students think about historical situations in which stereotypes led to violence and the
mistreatment of innocent people (such as the Holocaust, the U.S. Civil Rights Movement,
immigration quotas based on racism in the early 1900s, Japanese-American internment
camps during WWII, or confiscation of Native American land by the government). Put
students in groups to discuss the following questions about the selected historical situation
and stereotypes: What is the difference between a positive and a negative stereotype? How
do you think it feels to be labeled negatively? What effects did labels and stereotypes have
in this situation? How did stereotypes “justify” the mistreatment of innocent people? How
can labeling and stereotyping others negatively be prevented?
Health and Science
How similar are we?
Biological classification is a method used to group species according to shared physical
characteristics. An estimate of the total number of living species is somewhere between
13 and 14 million. Humans are just one these species. Although humans have some
differences, they are approximately 99.5 percent genetically identical.
3
Have students work
in groups. Have each group examine biological classification. You can find various versions
of biological classification on the Web and in science textbooks. Then have groups discuss
the following questions: How are humans classified? (You can have each group give the
kingdom, phylum, subphylum, class, and so on.) Which characteristics do all humans
share? Although the differences among humans are only .5 percent, what are some of these
tiny differences? How have these tiny differences led to stereotypes and prejudices? Have
groups discuss their responses with the class.
Media Literacy
What stereotypes do you see?
Preselect and show clips from the Disney movies Peter Pan or Aladdin. The Peter Pan
clip should include a scene with the Indians. The Aladdin clip should show the characters
Aladdin and Jafar and include the song “Arabian Nights.” Have small groups watch the
clip, then have each group discuss the following questions: What visual stereotypes do
you see? What verbal stereotypes do you hear? Why are these stereotypes? Have groups
come up with changes they could make to the movie that would make it not perpetuate
stereotypes. Have each group explain their changes to the class.
Lesson 7
Bullying Prevention: Bullying in Dating RelationshipsGrade
Lesson 7
Grade
Handout 7A: Where Do I Stand?
Instructions
Is it okay for someone to treat a girlfriend or boyfriend this way? Check “Okay” or “Not okay.”
Okay Not okay
1. Tells you what to wear.
2. Gets mad if he or she sees you talking to someone he or she doesn’t
want you to talk to.
3. Wants to be with you whenever possible.
4. Often criticizes you.
5. Likes to spend time with other friends without you.
© 2008 Committee for Children www.secondstep.org
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Grade
Below are suggested follow-up questions to enrich the discussion of each statement.
Okay Not okay
1. Tells you what to wear.
Why is this not okay? When might it be okay? Special occasions?
Is how they ask important?
2. Gets mad if he or she sees you talking to someone he or she
doesn’t want you to talk to.
Why is this not okay? (Make sure students talk about control issues.)
3. Wants to be with you whenever possible.
What if this gets on your nerves? How can you address that respectfully?
4. Often criticizes you.
What are some criticisms that are really not okay? Why are they not okey?
5. Likes to spend time with other friends without you.
Describe ways in which this could be okay or not okay. (It’s okay to have
independence and autonomy. It’s not okay to make you feel left out or
like you don’t belong.)
Lesson 7
Teacher Version: Where Do I Stand?
© 2008 Committee for Children Second Step: Student Success Through Prevention
Grade
If someone you are going out with does any of the following things, it is a warning sign that the relationship has the
potential to become violent:
1. Tries to prevent you from spending time with close friends or family.
2. Yells or swears at you.
3. Is extremely jealous and possessive.
4. Tries to control you and make all your decisions.
5. Tells you what to wear and who you should be friends with.
6. Spreads false rumors about you and tries to make you feel guilty.
7. Threatens physical violence.
8. Pressures you within a short while of beginning dating to get very serious or to have sex.
9. Approves of violence as a way of solving problems.
10. Uses alcohol or other drugs and then says these substances cause his or her behavior.
11. Has been abusive with previous dating partners.
If there is anything about the relationship that is frightening, find a way to leave the
relationship. Remember, it is your right to say “No.” No one should treat you this way.
If you think you are already in an abusive relationship, get help.
Go to www.cfchildren.org/issues/resource-links for information about hotlines and Web sites that can help.
Lesson 7
Handout 7B: Early Warning Signs of Dating Violence
© 2008 Committee for Children Second Step: Student Success Through Prevention
Page X
Grade
Lesson 7
Homework: A Healthy Relationship?
© 2008 Committee for Children Second Step: Student Success Through Prevention
Page X
Name:
What makes a relationship healthy or unhealthy? Is it okay if your boyfriend or girlfriend doesn’t want you to talk
to other people? Is it okay that he or she likes to spend time with his or her friends without you? It’s important to
understand which behaviors are okay in a relationship and which are not. Together with an adult family member,
create a pamphlet that includes the “okay” behaviors under the “signs of a good relationship” and the “not okay”
behaviors under the “warning signs of a bad relationship.”
What are the signs
of a good relationship?
What are the warning signs
of a bad relationship?
This homework assignment was completed on .
(date) [adult] signature
Grade
Lesson 7
Reflective Writing Assessment
© 2008 Committee for Children Second Step: Student Success Through Prevention
Page X
Name:
Answer each question to explain what you learned. Then write a reflection to show how what you learned connects
to your life.
What I Learned
List three types of bullying that can happen in a dating relationship.
1.
2.
3.
What should you do if you or someone you know is involved in a bullying relationship?
Connecting to My Life
If you were dating someone, how would you want that person to treat you? What would you want that person to
really understand about you?
Grade
Lesson 7
Additional Practice: Assertiveness in Dating Relationships
© 2008 Committee for Children Second Step: Student Success Through Prevention
Page X
Instructions for Students
1. Work with a partner.
2. Take turns saying to each other “Stop, I don’t like that.” Use the following assertive communication skills:
• Look at the other person.
• Keep your head up and shoulders back.
• Use a calm voice.
• Use respectful, clear language.
3. Now pretend you are in a situation in which you have to tell your girlfriend or boyfriend how you would like
to be treated.
4. Take turns explaining to each other how you would like to be treated using assertive communication (two to
three minutes each). Use the following sentence starters if necessary:
• I don’t like it when you make fun of… (my hair, my legs, my clothes, etc.)
• I would like to be treated… (fairly, like my opinion matters, respectfully, etc.)
• When we’re around your friends, I would like…
• When we’re around our friends, please don’t…
© 2008 Committee for Children www.secondstep.org
Page 271
Digital version available!
Grade
If someone you are going out with does any of the following things, it is a warning sign that the relationship has the
potential to become violent:
1. Tries to prevent you from spending time with close friends or family.
2. Yells or swears at you.
3. Is extremely jealous and possessive.
4. Tries to control you and make all your decisions.
5. Tells you what to wear and who you should be friends with.
6. Spreads false rumors about you and tries to make you feel guilty.
7. Threatens physical violence.
8. Pressures you within a short while of beginning dating to get very serious or to have sex.
9. Approves of violence as a way of solving problems.
10. Uses alcohol or other drugs and then says these substances cause his or her behavior.
11. Has been abusive with previous dating partners.
If there is anything about the relationship that is frightening, find a way to leave the
relationship. Remember, it is your right to say “No.” No one should treat you this way.
If you think you are already in an abusive relationship, get help.
Go to www.cfchildren.org/resources for information about hotlines and Web sites that can help.
Lesson 7
Handout 7B: Early Warning Signs of Dating Violence
© 2008 Committee for Children www.secondstep.org
Page 273
Grade
Lesson 7
Homework: A Healthy Relationship?
Name:
What makes a relationship healthy or unhealthy? Is it okay if your boyfriend or girlfriend doesn’t want you to talk
to other people? Is it okay that he or she likes to spend time with his or her friends without you? It’s important to
understand which behaviors are okay in a relationship and which are not. Together with an adult family member,
create a pamphlet that includes the “okay” behaviors under the “signs of a good relationship” and the “not okay”
behaviors under the “warning signs of a bad relationship.”
This homework assignment was completed on
.
(date) [adult] signature
What are the signs
of a good relationship?
What are the warning signs
of a bad relationship?
© 2008 Committee for Children www.secondstep.org
Page 275
Lesson 7
Grade
Reflective Writing Assessment
Name:
Answer each question to explain what you learned. Then write a reflection to show how what you learned connects
to your life.
What I Learned
List three types of bullying that can happen in a dating relationship.
1.
2.
3.
What should you do if you or someone you know is involved in a bullying relationship?
Connecting to My Life
If you were dating someone, how would you want that person to treat you? What would you want that person to
really understand about you?
© 2008 Committee for Children www.secondstep.org
Page 277
Digital version available!
Grade
Lesson 7
Additional Practice: Assertiveness in Dating Relationships
Instructions for Students
1. Work with a partner.
2. Take turns saying to each other “Stop, I don’t like that.” Use the following assertive communication skills:
• Look at the other person.
• Keep your head up and shoulders back.
• Use a calm voice.
• Use respectful, clear language.
3. Now pretend you are in a situation in which you have to tell your girlfriend or boyfriend how you would like
to be treated.
4. Take turns explaining to each other how you would like to be treated using assertive communication (two to
three minutes each). Use the following sentence starters if necessary:
• I don’t like it when you make fun of… (my hair, my legs, my clothes, etc.)
• I would like to be treated… (fairly, like my opinion matters, respectfully, etc.)
• When we’re around your friends, I would like…
• When we’re around our friends, please don’t…
Grade
© 2008 Committee for Children www.secondstep.org
Page 279
Lesson 7
Academic Integration Activities
Language Arts and Social Studies
How do you want to be treated?
Ask students to think about what their own gender might say to the opposite gender
about how they would like to be treated by them. Then have each member of your class
write down at least three complete sentences on index cards in response to the following
question: What would I want a boy/girl to know about how my gender wants to be
treated? Encourage students to write down things they might find hard to say out loud,
especially if it goes against “popular” ideas about being a boy or a girl. Put all the girls’
response cards in one box and the boys’ response cards in another box. Draw three or
more cards from each box. Write down the sentences on the board. Then discuss as a class
any reoccurring themes and what surprised them about the responses. You may choose to
have students write a reflective piece based on the opposite gender’s responses. To prompt
their writing, ask: Do you feel different about or will you change the way you interact with
the opposite gender based on these responses?
Health and Science
What is the chemistry of love?
Some of your students may be experiencing feelings of being in love for the first time. Have
student groups research the chemicals in their brains and bodies that cause those feelings
using preselected Web sites or search engines. Have students report back their findings
and discuss the following questions: What chemicals are released that cause the feeling of
giddiness associated with being in love? Why is it hard to think about anything else during
this time? How might your decision-making ability be altered when these chemicals are
released?
Media Literacy
How are these lyrics respectful?
Select popular music clips with your students, or have them bring in some of their own
with lyrics that are respectful to the opposite gender. Prescreen your students’ selections
for appropriateness before playing them for the class. Put students in groups, then play
the clips. Have the groups discuss the following questions: In what way are the lyrics
respectful? Is it important that the lyrics be respectful for you to like the music? Why do
you think some music groups write disrespectful lyrics about the opposite gender? What
kind of message does that send? What do you think is the effect of listening to disrespectful
lyrics on how boys and girls act toward each other? Play the clips again. Have each
group write down at least one phrase from the lyrics that they like and is respectful to the
opposite gender. Have each group read their phrase aloud to the class.
Lesson 8
Emotion Management: De-Escalating a Tense SituationGrade
© 2008 Committee for Children www.secondstep.org
Page 295
Lesson 8
Grade
Handout 8A: Staying in Control
Instructions
Discuss each question with your group and write the answers. Make sure everyone contributes to the answers.
Notice.
What are some common physical signs of strong emotions that people might notice in themselves?
Pause.
Write two or three short words anyone could use as a signal to pause the action.
Think twice.
Write a question that could help people think twice so they don’t make assumptions or jump to conclusions about
another person’s intentions.
Calm down.
List calming-down strategies that anyone can use. (Include at least one suggestion from each group member.)
1.
2.
3.
4.
5.
© 2008 Committee for Children www.secondstep.org
Page 297
Lesson 8
Grade
Handout 8B: De-Escalating a Tense Situation
Name:
Words for the Main Character
Steps for Staying in Control: �
Pause signal:
Think twice questions or statements:
Positive self-talk:
Words for the Other Characters
Positive remarks or reminders for the other characters to help them avoid a fight (include at least one from each
member of your group):
1.
2.
3.
4.
© 2008 Committee for Children www.secondstep.org
Page 299
Digital version available!
Grade
Lesson 8
Handout 8C: De-Escalating a Tense Situation Student Sample
Scenario
Derek sees someone throw a backpack on the ground. He’s convinced it’s his sister’s backpack. Other students see it
too. Derek is angry.
Words for the Main Character (Derek)
Steps for Staying in Control:
Pause signal:
Think twice questions or statements:
Positive self-talk:
Words for the Other Characters
Positive remarks or reminders for the other characters to help them avoid a fight (include at least one from each
member of your group):
1.
2.
3.
4.
© 2008 Committee for Children www.secondstep.org
Page 301
Digital version available!
Grade
Lesson 8
De-Escalating a Tense Situation Skill-Practice Scenarios
Waiting for the Bus
Jonelle is waiting for the bus with a group of students. A boy runs up to get in line and bumps into Jonelle. Jonelle
gets pushed into the street. Jonelle is angry.
The Ruler
Michael is doing math homework during lunch. He has a ruler on the table. He is working fast to finish before the
bell rings. A kid comes up and picks up his ruler and goofs around with it, pretending to use it as a sword. There are
other students sitting at the same table. Michael is angry.
The Rude Comment
Alex is walking with his friends to his next class. A boy walks by and says something rude about Alex’s sister. Other
students overhear the comment. Alex is angry.
Rumors
Leslie is standing in line at lunch when someone tells her that a girl is spreading rumors about her, saying she’d seen
Leslie drinking at a party. The other students in line hear about the rumor. Leslie is angry.
© 2008 Committee for Children www.secondstep.org
Page 303
Dear Family,
Trouble with friends, coping with homework, responsibilities at home—there are many demands on teens that
may cause strong emotions. When strong emotions get out of hand, it can be hard to think straight and make good
decisions.
This week we started our Stepping Ahead lessons about managing emotions and coping with stress. The focus of
these lessons is on recognizing when you are starting to experience strong emotions and staying in control of these
emotions so you can make good choices.
Your student is learning the Steps for Staying in Control of strong emotions.
The Steps for Staying in Control are:
Notice. Recognize your physical and mental signs.
Pause. Use your signal.
Think twice. Use your brain.
Calm down if necessary. Use your calming-down strategies.
Reflect. How did you do?
Ask your student about the steps. Help your student remember to pause and think twice before doing something he
or she might regret.
The strategies for calming down are useful for anyone, adult or teen. They are:
Doing something physically active
Doing something relaxing
Thinking about something else (like counting to ten)
Using centered breathing
Using positive self-talk
Ask your student to show you how these work!
Staying in control helps students get along with others, cope with stressful situations, and focus on their schoolwork.
These things help them be more successful in school. Thank you for your support in creating a successful learning
environment for your student.
Sincerely,
P.S. Make sure to join
www.secondstep.org
with the activation key
SSP8 FAMI LY34
to watch videos about the Second Step program and get information about what your student is learning.
Grade
Lesson 8
Family Letter
© 2008 Committee for Children www.secondstep.org
Page 305
Grade
Lesson 8
Homework: Emotion Coach
Name:
You are an emotion coach. Instead of coaching teams, you coach “emotion athletes”
about how to manage their emotions. Just as an athletic coach encourages a runner
to tell herself that she will win her race, you need to encourage your emotion athletes
to use positive self-talk. And just as great athletes are able to calm themselves down
right before a game or a race, so too must your emotion athletes calm down before
their emotions get out of control. Ask an adult family member to help you come up
with a “game plan” for calming down, then write it on the clipboard below.
Staying in Control
• Notice.
• Pause.
• Think twice.
• Calm down.
• Reflect.
Use positive self-talk
List positive things you can say to yourself.
Use calming-down strategies
List strategies you can use to calm
yourself down.
When Your Emotions
Start to Get out of Hand
This homework assignment was completed on .
(date) [adult] signature
© 2008 Committee for Children www.secondstep.org
Page 307
Lesson 8
Grade
Reflective Writing Assessment
Name:
Answer each question to explain what you learned. Then write a reflection to show how what you learned connects
to your life.
What I Learned
Why is it important to stay in control when you are experiencing strong emotions?
List the five calming-down strategies.
1.
2.
3.
4.
5.
Connecting to My Life
Now that I understand that self-talk can help me stay in control, next time I’m feeling really strong emotions, such as
anger, I’m going to try:
© 2008 Committee for Children www.secondstep.org
Page 309
Digital version available!
Grade
Lesson 8
Additional Practice: De-Escalating a Tense Situation
Preparation
1. Put students into groups.
2. Give each student another copy of Handout 8B.
3. Give each group a scenario they did not do in the lesson.
Instructions for Students
1. Work in groups.
2. Read and follow the skill-practice instructions on Handout 8B using a scenario you have not yet done.
3. Have a different student than last time play the main character.
Grade
© 2008 Committee for Children www.secondstep.org
Page 311
Lesson 8
Academic Integration Activities
Language Arts and Social Studies
How do politically tense situations escalate?
Select an example of a tense historical situation (such as the Bay of Pigs, Birmingham
Alabama, Tiananmen Square, or the Watts riots). Have students work in groups to
research the example using preselected Web sites or search engines. Then have groups
discuss the following questions: How did this tense situation escalate? Did spectators’
responses encourage the escalation? How was this tense situation de-escalated, or how
could it have been de-escalated? How are politically tense situations similar to personal
tense situations? How are they different? Have each group summarize their responses for
the class.
Health and Science
What is the “bystander effect?”
Ask students to think about how they react when they see a tense or potentially dangerous
situation. Put students in groups to research the “bystander effect” using preselected Web
sites or search engines. Then have groups discuss the following questions: What is the
bystander effect? How can it be harmful? What can you personally do to avoid this effect?
How can bystanders de-escalate a tense situation? Have groups report on what they found
and discussed.
Media Literacy
How does the media escalate minor stories?
Preselect several news clips on a current “hot” topic (such as a coming storm, celebrity-
related story, or political scandal). You can find clips on news Web sites or record them
from television. Play the clips for your students. Then put students in groups to discuss
the following questions: What makes this story a hot topic? Did this story get so much
coverage because it is important, or did the media make it important? How does the media
escalate minor stories? How can media escalation of stories be harmful? Have groups
present their responses to the class.
Lesson 9
Emotion Management: Coping with StressGrade
Lesson 9
Grade
Handout 9A: Responding to Stress Survey
Name:
Instructions
1. Think carefully about how you typically respond to a stressful situation. For each of the items below,
• Give yourself two points if it is a way you often respond.
• Give yourself one point if it is a way you sometimes respond.
• Give yourself zero points if it is a way you never respond.
2. Fill out only the “Score” column. We will fill out the “Avoid or Cope” column together as a class.
1
How I respond to stress
Do something physical for a few minutes to calm down,
like playing basketball. Then refocus on the situation.
Score (A)void or (C)ope
2 Take my mind off the situation completely by listening
to music or reading.
3 Blame myself.
4 Drink some alcohol.
5 Do some centered breathing to stay in control.
6 Talk to a friend about the situation and get support.
7 Worry a lot.
8 Focus on solving the problem.
9 Ignore the problem.
10 Don’t tell anybody about it.
11 Tell myself I can handle it.
12 Talk to a trusted adult about the situation.
13 Daydream that the problem has gone away.
14 Do nothing.
15 Put energy into working hard and feeling good that I
achieved something.
16 Pretend it isn’t happening.
Something I could do more of is:
Something I could do less of is:
© 2008 Committee for Children www.secondstep.org
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© 2008 Committee for Children www.secondstep.org
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Digital version available!
Grade
Lesson 9
Responding to Stress Survey Teacher Sample
How I respond to stress (A)void or (C)ope
1 Do something physical for a few minutes to calm down, C
like playing basketball. Then refocus on the situation. A if don’t refocus
2 Take my mind off the situation completely by listening A
to music or reading. C if able to refocus on task
3 Blame myself. A
4 Drink some alcohol. A
5 Do some centered breathing to stay in control. C
6 Talk to a friend about the situation and get support. C
7 Worry a lot. A
8 Focus on solving the problem. C
9 Ignore the problem. A
10 Don’t tell anybody about it. A
11 Tell myself I can handle it. C
12 Talk to a trusted adult about the situation. C
13 Daydream that the problem has gone away. A
14 Do nothing. A
15 Put energy into working hard and feeling good that I C
achieved something.
16 Pretend it isn’t happening. A
© 2008 Committee for Children www.secondstep.org
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Lesson 9
Grade
Handout 9B: Coping with Stress
Instructions
Check one type of stress, and then describe a situation that fits that type (it can be real or made-up, but realistic).
Then fill in the rest of the handout.
Academic stress
Money stress
Stress with friends or with girlfriend or boyfriend
Stress from being bullied
Stress from friends in your group beginning to use drugs or alcohol when you don’t want to
Describe the situation
Positive self-talk to change your attitude
Say:
Ask:
Things to do
Calm down. Possible strategies to use:
1.
2.
3.
Get support. Possible people to go to:
1.
2.
3.
Take positive action. Possible options:
1.
2.
3.
© 2008 Committee for Children www.secondstep.org
Page 331
Grade
Lesson 9
Homework: Stress First-Aid Kit
Name:
Stress can be very painful. When you, a friend, or a family member is stressed,
what can you do to feel better? Take a look in your “stress first-aid kit.” You
don’t have one? Make one!
Create a stress first-aid kit with an adult family member that contains steps and
strategies that will help you cope with stress. First, think of a stressful situation,
such as trying to study for a difficult test. Now try to think of things that you
would like in your first-aid kit that would help you cope with that stress, and
write them below.
Stress First-Aid Kit
Coping with Stress
Coping means doing
something positive.
Use positive self-talk to
change your attitude:
• Say, “I can cope.”
• Ask, “What can I do?”
Three things to do:
• Use calming-down strategies.
• Get support.
• Use the Action Steps.
Sometimes you do all three.
This homework assignment was completed on .
(date)
[adult] signature
© 2008 Committee for Children www.secondstep.org
Page 333
Lesson 9
Grade
Reflective Writing Assessment
Name:
Answer each question to explain what you learned. Then write a reflection to show how what you learned connects
to your life.
What I Learned
What does avoiding stress mean, and what are some examples of avoiding?
What does coping with stress mean, and what are some examples of coping?
Connecting to My Life
Think of a stressful situation that happens to you repeatedly. List three examples of things you’d like to try as ways of
coping with that situation.
1.
2.
3.
© 2008 Committee for Children www.secondstep.org
Page 335
Lesson 9
Grade
Additional Practice: Coping with Stressful Situations
Preparation
1. Put students in pairs.
2. Make sure students have blank copies of Handout 9B.
Instructions for Students
1. Work with another student.
2. Write one to three sentences that describe a different stressful situation from the one you used in the lesson.
Include how the situation makes you feel.
3. Use Handout 9B to figure out how to cope with the situation.
Grade
© 2008 Committee for Children www.secondstep.org
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Lesson 9
Academic Integration Activities
Language Arts and Social Studies
How are you coping today?
Have students keep a daily “coping” journal for one week. Have them write for a few
minutes each day about what is currently stressful in their lives. First have them identify
and describe the stressful situation. Then have them write down at least one positive self-
talk phrase they can say to change their attitude. Finally, if it is a situation they can have
some control over, have them write down what they can do to change it. During the week,
remind students to use the coping strategies they wrote about in their journals and those
that were suggested in this lesson. After one week, have students read through their entries.
Then discuss the following question as a class: How did your journal entries change from
the beginning of the week to the end of the week?
Health and Science
How does stress affect your body?
Stress and physical health are closely linked. When a person experiences stress, the physical
body reacts in various ways, including sleeplessness, muscle tension, headaches, and
stomachaches. Have students work in groups to research how stress affects the body using
preselected Web sites or search engines. How can the immediate physical effects of stress
turn into long-term health problems? How does chronic stress affect the body? How can
coping positively with stress prevent these health problems? Have students report their
findings to the class.
Media Literacy
Does the news make you feel stressed?
Have students work in groups. Have each group write down the subjects of several recent
news stories and how the stories make them feel (such as fearful, anxious, or stressed).
Then ask the groups: How many of the stories made you feel stressed, and why? Have
each group discuss their thoughts with another group. Then have groups respond to the
following question: What can you do to keep from feeling stressed by these news stories?
Have the groups brainstorm options and report them to the class.
Lesson 10
Goal Setting: Making Your PlanGrade
© 2008 Committee for Children www.secondstep.org
Page 351
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Grade
Lesson 10
Handout 10A: Dots Challenge
© 2008 Committee for Children www.secondstep.org
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Digital version available!
Grade
Lesson 10
Handout 10B: What Is a Goal?
What is a goal?
A goal must have the following characteristics.
1. It must have a clearly defined outcome.
a. “I want to make a lot of money this summer.”
b. “I will earn $200 by September 1.”
2. It must have an action plan.
a. “I’ll look around for ways to make money in my neighborhood.”
b. “I’m going to make up flyers and put them in my neighbors’ mailboxes advertising my pet-sitting business.”
3. It must be measurable.
a. “I’m going to have a party next weekend and invite three people I’ve wanted to get to know better.”
b. “I want to be more popular.”
4. It must be within your power to make it happen with your own actions.
a. “I have five hours per week to work on earning money. I have the tools I need to do my jobs. I can do the
jobs by myself.”
b. “I have lots of commitments, but I can try to squeeze in work. Maybe someone in my family will help me
if I accept a job but get too busy to do it.”
5. It must be important to you. You have to “own” it.
a. “My friend wants me to help him collect box tops so he can earn a cereal company T-shirt.”
b. “I need to earn another $50 to buy the skateboard I’ve wanted for a long time.”
© 2008 Committee for Children www.secondstep.org
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Grade
Lesson 10
Handout 10C: Setting a Goal Student Sample
Goal for the week:
Group members:
A: Analyze the situation.
Clearly define the goal outcome (write what you want to happen by when).
Check:
Is it realistic? Can I make it happen?
Will I be able to measure the results?
Is reaching the goal important to me?
B: Brainstorm options.
Generate several options for achieving the goal.
C: Consider each option.
Which options are reasonable, given my resources?
Which options can I do on my own?
Which options require help from others?
D: Decide on and Do the best option.
Option decision:
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© 2008 Committee for Children
Grade
Lesson 10
Handout 10C: Setting a Goal Student Sample
Group member signatures:
Teacher signature:
Adult family member signature (optional):
Create an action plan on this calendar. Fill in the days of the week, starting with the day you’ll begin, in the top
boxes. Fill in your action for each day. Include check-in points.
© 2008 Committee for Children www.secondstep.org
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Lesson 10
Grade
Handout 10D: Setting a Goal
Goal for the week:
Group members:
A: Analyze the situation.
Clearly define the goal outcome (write what you want to happen by when).
Check:
Is it realistic? Can I make it happen?
Will I be able to measure the results?
Is reaching the goal important to me?
B: Brainstorm options.
Generate several options for achieving the goal.
C: Consider each option.
Which options are reasonable, given my resources?
Which options can I do on my own?
Which options require help from others?
D: Decide on and Do the best option.
Option decision:
Lesson 10
Handout 10D: Setting a Goal
Grade
Create an action plan on this calendar. Fill in the days of the week, starting with the day you’ll begin, in the top
boxes. Fill in your action for each day. Include check-in points.
Group member signatures:
Teacher signature:
Adult family member
signature (optional):
Page 358
Second Step: Student Success Through Prevention © 2008 Committee for Children
© 2008 Committee for Children www.secondstep.org
Page 359
Dear Family,
Abraham Lincoln once said, “A goal properly set is halfway reached.” This week your student will begin the goal-
setting section of the Stepping Ahead program. Over the next couple of weeks, students will learn an effective model
for planning, executing, and evaluating goals.
We will learn how to use the Action Steps for setting goals. They are:
A: Analyze the goal.
B: Brainstorm options for ways to reach the goal.
C: Consider each option.
D: Decide on and Do the best option.
E: Evaluate if it works. If necessary:
F: Figure out another way.
Your student will be working on a group goal project with other members of his or her class. Ask to see the handout
that describes the details of the plan to reach the goal.
Cycling through the goal-setting process helps students see how success comes with personal effort rather than luck
or natural talent alone. This can build confidence, optimism, and hope for the future. Increased goal-setting skills and
confidence support student success in and out of school.
Try using the Action Steps to set family goals. Small successes lead to bigger successes down the road!
Sincerely,
P.S. Make sure to join
www.secondstep.org
with the activation key
SSP8 FAMI LY34
to watch videos about the Second Step program and get information about what your student is learning.
Grade
Lesson 10
Family Letter
© 2008 Committee for Children www.secondstep.org
Page 361
Lesson 10
Grade
Reflective Writing Assessment
Name:
Answer each question to explain what you learned. Then write a reflection to show how what you learned connects
to your life.
What I Learned
List three components of a goal:
1. A goal must have a
2. You must be able to
3. It must be
Connecting to My Life
Now that I’ve learned about the importance and process of setting goals, I’m going to try to set the following goals in
these areas of my life: �
School:
Home:
Personal/Health:
© 2008 Committee for Children www.secondstep.org
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Digital version available!
Grade
Lesson 10
Additional Practice: Academic Goal Setting
Preparation
Make additional copies of Handout 10C for each student.
Instructions for Students
1. Write your own clearly defined academic goal for the week on the new copy of Handout 10C. This is your
personal goal, not a group goal.
2. Complete the rest of Handout 10C for your personal academic goal.
3. Exchange the complete Handout 10C with a partner. How do your goals and action plans compare?
Grade
© 2008 Committee for Children www.secondstep.org
Page 365
Lesson 10
Academic Integration Activities
Language Arts and Social Studies
What does this artwork mean to you?
Have student groups look closely at the artwork on the Action Steps poster. What do they
think the artwork means? Encourage students to translate the symbols into concepts used
in the lessons. Have small groups come up with words that represent main elements of the
program or elements suggested by the posters. Then have the groups explain their words
and what they mean to the class.
Health and Science
What is your plan?
Have students work in groups to accomplish a unified goal, such as helping each other get
a B+ grade average between group members on an upcoming science test. Students will
need class time to accomplish this goal. Have each group make a plan using the Action
Steps. Each group should analyze the goal, brainstorm the options for ways to reach that
goal together (such as determining times to study together or mentoring), consider the
options, then decide on and do the best option. Have each group summarize their plan for
the class. You may consider giving students extra credit if they reach a group grade above a
specified level.
Media Literacy
Can you live without screen time?
Can your students go without screen time for a week? Have students set a goal of going
without screen time for one week (using a computer only for homework). Put students in
groups to make a plan using the Action Steps to accomplish this goal. Have each group
analyze the goal, brainstorm the options for ways to reach that goal, consider the options,
then decide on and do the best option. Have groups notice and keep track of the effects
no screen time is having on various areas of their lives, such as sleep, eating, stress levels,
time management, alternate activities, and self-talk. Have each group present their plan to
the class.
Lesson 11
Goal Setting: Evaluating Your PlanGrade
© 2008 Committee for Children www.secondstep.org
Page 377
Lesson 11
Grade
Handout 11A: Evaluate Your Goal
Our goal was:
Group members:
E: Evaluate if it works.
Yes No
Our goal had a clearly defined outcome.
We brainstormed options for reaching our goal.
Our goal was realistic.
We were able to measure or tell that we reached our goal.
We cared about achieving our goal.
We created steps to reach our goal.
We had check-in points to check on our progress.
We achieved our goal: Yes No
If no, then do “F.”
F: Figure out another way.
Did you experience unexpected roadblocks in trying to achieve your goal? Explain.
Look at where you checked “no” on the evaluation checklist above. What might you do differently next time to reach
your goal?
What would you change in your plan?
© 2008 Committee for Children www.secondstep.org
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Lesson 11
Grade
Handout 11B: Respond to Real Voices
Instructions
Give one example each of how a student from the video and someone in your group did the following to achieve a goal.
Learn from mistakes.
A student from the video learned:
Someone from our group learned:
Stay motivated.
A student from the video stays motivated by:
Someone in our group stays motivated by:
Make sacrifices.
Sacrifices a student from the video made include:
Sacrifices someone in our group made include:
Write two positive self-talk statements that students in this video could use to help achieve their goals.
1.
2.
Write two positive self-talk statements that your group could use to help achieve your goals.
1.
2.
© 2008 Committee for Children www.secondstep.org
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Grade
Lesson 11
Handout 11C: Personal Goal Setting
Name:
Personal two-week goal:
A: Analyze the situation.
Clearly define the goal outcome (write what you want to happen by when).
Check:
Is it realistic? Can I make it happen?
Will I be able to measure the results?
Is reaching the goal important to me?
B: Brainstorm options.
Generate several options for achieving the goal.
C: Consider each option.
Which options are reasonable, given my resources?
Which options can I do on my own?
Which options require help from others?
D: Decide on and Do the best option.
Option decision:
Page 382
Second Step: Student Success Through Prevention
© 2008 Committee for Children
Grade
Lesson 11
Handout 11C: Personal Goal Setting
Create a two-week action plan on this calendar.
Student signature:
Teacher signature:
Adult family member signature:
Week one Week two
© 2008 Committee for Children www.secondstep.org
Page 383
Grade
Lesson 11
Homework: Words of Wisdom
Name:
“A journey of a thousand miles begins with one small step.”
—Chinese proverb
…and so do your plans for the future! Thinking about your future goals
may seem overwhelming. But don’t get discouraged. Break your goals down
into steps, take one step at a time, and soon you’ll be there! Along the way,
it might help to hear some encouraging words from great minds that have
achieved great successes—and plenty of failures, too. Take a look at the following quotes with an adult. What do
these words of wisdom mean to you? Write your own interpretations of what you each think the quote means and
how it relates to the Action Steps, the importance of small steps, and learning from failures.
Words of Wisdom
“Only those who dare to fail greatly can ever achieve greatly.”
—John F. Kennedy (U.S. President, 1961–1963)
Student interpretation: Adult interpretation:
“Goals determine what you’re going to be.”
—Julius “Dr. J.” Erving (NBA basketball player)
Student interpretation: Adult interpretation:
“You don’t have to be a fantastic hero to do certain things—to compete.
You can be just an ordinary chap, sufficiently motivated to reach challenging goals.”
—Sir Edmund Hillary (First person to reach the summit of Mt. Everest)
Student interpretation: Adult interpretation:
Action Steps
Analyze the situation.
Brainstorm options.
Consider each option.
Decide and Do the best option.
Evaluate if it works.
If necessary:
Figure out another way.
This homework assignment was completed on .
(date) [adult] signature
© 2008 Committee for Children www.secondstep.org
Page 385
Grade
Name:
Answer each question to explain what you learned. Then write a reflection to show how what you learned connects
to your life.
What I Learned
Why is it important to evaluate and learn from times when you don’t reach a goal?
Connecting to My Life
Think of a goal you didn’t reach. Reflect on what got in the way of reaching that goal.
Lesson 11
Reflective Writing Assessment
© 2008 Committee for Children www.secondstep.org
Page 387
Digital version available!
Grade
Lesson 11
Additional Practice: Academic Goal Evaluation
Preparation
1. Make additional copies of Handout 11A for each student.
2. Make sure students have their completed Handout 10C from the Additional Practice in Lesson 10.
Instructions for Students
1. Review the week-long personal academic goal you set for yourself in the Additional Practice in Lesson 10.
2. Use Handout 11A to evaluate the plan to reach your academic goal and figure out a new plan, if necessary.
Grade
© 2008 Committee for Children www.secondstep.org
Page 389
Lesson 11
Academic Integration Activities
Language Arts and Social Studies
How well did you symbolize that concept?
Have students work in groups to create their own artwork for an Action Steps poster that
focuses on goal setting. Encourage them to come up with drawings that symbolize what the
concepts in the lesson mean to them. Then have other student groups interpret the symbols
used in the posters that the groups created. Can they figure out what the symbols mean?
Have them come up with words that describe the other groups’ symbols and concepts.
Health and Science
How did you do?
Have student groups evaluate the plan used to accomplish the unified goal set in the
previous lesson’s activity (such as studying together to get a B+ grade average on an
upcoming science test). Each group should consider the following questions when
evaluating their plan: Was the goal clearly defined? Did we brainstorm enough ideas? Was
it realistic? Was it measurable? Did we have steps for reaching it? Did we have check-in
points? Have groups report their outcomes to the class.
Media Literacy
Did you accomplish your goal?
Have student groups evaluate the plan used to accomplish the goal of going without
screen time for one week in the previous lesson’s activity. Each group should consider
the following questions when evaluating their plan: Was the goal clearly defined? Did
we brainstorm enough ideas? Was it realistic? Was it measurable? Did we have steps for
reaching it? Did we have check-in points? Have groups report their outcomes to the class.
Lesson 12
Substance Abuse Prevention: Identifying Future GoalsGrade
© 2008 Committee for Children www.secondstep.org
Page 401
Digital version available!
Grade
Lesson 12
Handout 12A: Facts About Tobacco, Marijuana, Alcohol, and Inhalants
Tobacco
Tobacco and Addiction
• Tobacco is as addictive as heroin or cocaine.
30
• You can start feeling addicted after smoking only a few cigarettes or after smoking for only a few days.
14
• Most adult smokers want to cut back or quit, but they can’t because they’re addicted. Thirty-five million people
in the U.S. try to quit smoking every year.
38
• Tobacco is so addictive that hardly anyone succeeds in quitting. Only about one out of every twenty who tries
to quit is able to make it tobacco-free for a year.
32
• People who start smoking when they’re young have the hardest time quitting.
30
Tobacco and the Lungs
• There are four thousand toxic substances in cigarette smoke.
5
• The lungs of teenagers who smoke aren’t able to grow as well.
3
• Teens who smoke have many more colds, coughs, throat and nose problems, and more phlegm.
4
• Lung cancer kills more people than any other kind of cancer.
24
Tobacco and the Heart
• Smoking tobacco is bad for your heart and is a major cause of heart attacks.
6
• People who smoke are between two and six times more likely to have a heart attack.
19
• Smoking is the number one cause of heart attacks in younger adults.
22
Tobacco and the Skin
• Smoking gives you wrinkles and makes your skin look older.
18
Tobacco and the Mouth
• Smoking causes bad breath, stains the teeth and tongue, and helps ugly tartar build up on teeth.
2
Tobacco and Depression
• Teens who smoke are more likely to have panic attacks, anxiety problems, and depression.
25
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Second Step: Student Success Through Prevention
© 2008 Committee for Children
Grade
Lesson 12
Handout 12A: Facts About Tobacco, Marijuana, Alcohol, and Inhalants
Marijuana
Marijuana and Addiction
• People can become addicted to marijuana.
10, 12, 9
• More than 120,000 people in the U.S. seek treatment for marijuana addiction every year.
9
Marijuana and the Lungs
• Marijuana has more cancer-causing chemicals than tobacco and four times as much cancer-causing tar.
33
• Marijuana smokers can develop the same kinds of breathing problems as cigarette smokers and are at greater
risk for lung infections, such as pneumonia.
33
Marijuana and the Brain
• Marijuana can harm memory and learning.
33
• Long-term marijuana users perform worse on memory and learning-ability tests.
23
• Marijuana can cause anxiety and panic attacks.
29
• Twelfth-grade marijuana smokers get lower scores on verbal and math tests than nonsmokers, even compared
to students who scored the same as they did in fourth grade.
33
• Marijuana’s damage to short-term memory seems to occur because it has negative effects on the hippocampus,
a brain area responsible for memory formation.
33
Marijuana and Accidents
• Marijuana affects self-control, sense of time, coordination, and ability to pay attention, making marijuana users
more likely to get hurt or have accidents.
17
• People who have smoked marijuana are almost twice as likely to get in a fatal car crash.
21
• One in five teens treated for injuries in an emergency room tested positive for marijuana.
16
© 2008 Committee for Children www.secondstep.org
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Digital version available!
Grade
Lesson 12
Handout 12A: Facts About Tobacco, Marijuana, Alcohol, and Inhalants
Alcohol
Alcohol, Addiction, and Depression
• People who begin drinking by age 15 are five times more likely to abuse or become dependent on alcohol than
those who begin drinking after age 20.
39
• Teens who drink are more likely to suffer from depression, suicidal thoughts, and violence.
7
Alcohol and the Brain
• Alcohol does more damage to teens’ brains than to adults’ brains.
36
• Even drinking a small amount can harm learning and memory far more in youth than adults.
35
• Teen drinkers can damage their hippocampus, a part of the brain responsible for memory and learning.
37, 13, 36
• Teen drinkers can permanently change their personality and behavior by damaging their prefrontal cortex, a
part of the brain needed for decision making and reasoning.
11, 36
• Drinking alcohol leads to a loss of coordination, poor judgment, slowed reflexes, distorted vision, memory
lapses, and even blackouts.
39
• Adolescent drinkers score worse than non-users on vocabulary, general information, attention, and memory
tests.
37, 18
• Alcohol use causes feelings of sickness, dizziness, and clumsiness; slows reaction times; causes bad breath; and
makes skin break out.
28
• Alcohol use can cause risky or dangerous behavior.
27
Alcohol and Death
• Drinking large amounts of alcohol at one time or very rapidly can kill through alcohol poisoning.
40
• The number-one cause of death for teens and young adults is car accidents related to alcohol.
34
• Half of all drowning deaths among teen males involve alcohol use.
15
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Second Step: Student Success Through Prevention
© 2008 Committee for Children
Grade
Lesson 12
Handout 12A: Facts About Tobacco, Marijuana, Alcohol, and Inhalants
Inhalants
Inhalants are poisonous chemicals that can kill you the very first time you use them.
26
Inhalants and the Heart
• Breathing in an inhalant can cause the heart to stop suddenly.
26
• Inhalants can seriously and permanently damage the heart.
26
Inhalants and the Lungs
• Repeated use of inhalants can cause lung damage.
26
Inhalants and the Brain
• Inhalants starve your brain and body of oxygen.
26
• Inhalants can cause brain damage.
26
• Inhalants can change your personality.
26
• Inhalants make it harder to think, and they hurt the memory.
26
• Inhalants kill cells in the cerebral cortex, causing memory loss and learning problems.
31
• Inhalants damage the cerebellum, resulting in loss of coordination and slurred speech.
31
• Inhalants can damage the senses of hearing, smell, and eyesight.
31
Inhalants and the Skin
• Inhalants can cause a severe rash around the nose and mouth.
20
© 2008 Committee for Children www.secondstep.org
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Lesson 12
Grade
Real Voices Goal Situations
Ali: “I want to become a pro motocross rider.”
Reasons tobacco might interfere with Ali’s goal (use the tobacco fact sheet):
1.
2.
3.
An additional reason tobacco might interfere with Ali’s goal:
4.
Kamalo: “I have a few goal choices. One of them is a research doctor.”
Reasons marijuana might interfere with Kamalo’s goal (use the marijuana fact sheet):
1.
2.
3.
An additional reason marijuana might interfere with Kamalo’s goal:
4.
Josh: “My goal right now is to pass high school.”
Reasons inhalants might interfere with Josh’s goal (use the inhalant fact sheet):
1.
2.
3.
An additional reason inhalants might interfere with Josh’s goal:
4.
Marissa: “My dream is music. I love music. I love music so much. I mean, this is what I want to do
when I go to college. This is what I want to study for four years.”
Reasons alcohol might interfere with Marissa’s goal (use the alcohol fact sheet):
1.
2.
3.
An additional reason alcohol might interfere with Marissa’s goal:
4.
© 2008 Committee for Children www.secondstep.org
Page 407
Lesson 12
Grade
Real Voices Goal Situations
Eric: “So my long-term goals are to graduate from high school and then go to college for four
years—and hopefully to make it to the NBA, because I like basketball.”
Reasons alcohol might interfere with Eric’s goal (use the alcohol fact sheet):
1.
2.
3.
An additional reason alcohol might interfere with Eric’s goal:
4.
Keicee: “I really want to be a nurse or a doctor. I want to study that when I go to college.”
Reasons marijuana might interfere with Keicee’s goal (use the marijuana fact sheet):
1.
2.
3.
An additional reason marijuana might interfere with Keicee’s goal:
4.
Julia: “My dream for when I get older is to be a choreographer.”
Reasons tobacco might interfere with Julia’s goal (use the tobacco fact sheet):
1.
2.
3.
An additional reason tobacco might interfere with Julia’s goal:
4.
Brent: “One of my short-term goals this year is an everyday kind of thing I can work on
progressively, is to make sure I make it to all six classes on time.”
Reasons alcohol might interfere with Brent’s goal (use the alcohol fact sheet):
1.
2.
3.
An additional reason alcohol might interfere with Brent’s goal:
4.
© 2008 Committee for Children www.secondstep.org
Page 409
Lesson 12
Grade
Handout 12B: Goals and Consequences
Name:
Instructions
1. Write one to three short-term and long-term goals that are important to you in the indicated spaces.
2. Select one meaningful goal from these lists and write it in the space provided.
3. Write two or three ways you think using alcohol or other drugs could get in the way of achieving this goal.
Goals
My short-term goals:
My long-term goals:
Select one meaningful goal from your lists above and write it in the space below.
Consequences
How could using alcohol or other drugs get in the way of achieving this goal?
1.
2.
3.
© 2008 Committee for Children www.secondstep.org
Page 411
Lesson 12
Grade
Handout 12C: Self-Talk
Name:
Instructions
1. Think about your goal and how using alcohol or other drugs could interfere with reaching it.
2. Brainstorm some phrases or images you could use to remind yourself about your goal and why you don’t want
to use alcohol or other drugs.
3. Describe other skills from this program that can help you.
4. Write your favorite phrase or describe the image.
Phrases or images that will remind me of my goal and why I don’t want to use alcohol or other drugs:
Other program skills I can use that will help:
My favorite phrase or image is:
© 2008 Committee for Children www.secondstep.org
Page 413
Digital version available!
Grade
Lesson 12
Teacher Information About the Medical Use of Marijuana
Teacher Information About the Medical Use of Marijuana
Not for Students
Students may raise the issue of the medical use of marijuana. Since this topic is complicated and controversial, it may
be difficult to discuss effectively with students. There is a great deal of information available that ranges from science
to myth. The basic facts are:
• Marijuana is not used to cure disease. There is evidence that marijuana may help with nausea and pain, and so
it can be used to relieve severe symptoms of nausea and pain.
• Since nausea and pain are commonly experienced during some forms of cancer treatment, some cancer patients
use marijuana. It is also used for other medical problems, such as glaucoma and multiple sclerosis.
• Medical use of marijuana is against federal laws, but approved by some state laws.
• Typically, state laws that support marijuana’s medical use require a physician’s prescription. There are other
drugs available that can treat the problems for which people use marijuana.
• Smoking, including smoking marijuana, can have negative health consequences.
References
For references, see page 93 in the Teacher’s Guide.
© 2008 Committee for Children www.secondstep.org
Page 415
Dear Family,
Middle school is often a time when students first hear about using alcohol and other drugs, see it happening, or
begin to experiment themselves. To keep your student safe and on track at school, we have started the final topic in
the Stepping Ahead program: substance abuse prevention. When young people use alcohol or other drugs, it gets in
the way of school success, and it is linked to increased involvement in violence and other risky behaviors.
New brain studies show that during their teenage years and into their twenties, young people’s brains are still
developing. These studies show that using alcohol or other drugs at this time has a far more damaging effect than
it does on an adult’s brain.
The good news is that studies also show that families can play a big role in preventing the use of alcohol and other
drugs by young people.
Here are five things you can do to make a difference:
1. Give your student a clear message that it is not okay to drink or use other drugs. Discuss personal, family,
social, or religious values that give your student reasons to not use.
2. Arrange for supervision for your student between 2:00 p.m. and 6:00 p.m. Research suggests that these are
peak hours for teen drug and alcohol use.
3. Get to know your student’s friends and their families. You can help each other keep your students safe.
4. Help your student make a plan for how he or she might avoid or resist both internal and external pressure
to use.
5. Make sure an adult is supervising any party your student attends.
Please be aware that students often get alcohol and other drugs, especially inhalants, from their own homes. See
our Web site at www.cfchildren.org/resources for links to information about what household items are most toxic.
Your student will be bringing home fact sheets about the personal, health, and social consequences of using alcohol
and other drugs. Please read through these facts with your student. Together we can help keep your student safe
and healthy.
Sincerely,
P.S. Make sure to join
www.secondstep.org
with the activation key
SSP8 FAMI LY34
to watch videos about the Second Step program and get information about what your student is learning.
Grade
Lesson 12
Family Letter
© 2008 Committee for Children www.secondstep.org
Page 417
Lesson 12
Grade
Homework: Ready...Action!
Name:
You are a screenwriter for a major motion picture. You and an adult are co-writing a
scene about two teenagers who are going to a dance. Teenager 1’s girlfriend is pressuring
him to drink before the dance. She tells him that everyone is doing it, and a little
won’t hurt. Teenager 1 really wants to go to the dance, but he doesn’t want to drink.
Teenager 1 asks Teenager 2 what he should do. The two teenagers then try to work
out a plan together. You and your co-writer need to write the dialogue between these
two teenagers about that plan. As all good screenwriters do, practice the dialogue
out loud when you’re done!
FADE IN:
(description of scene)
DIALOGUE:
TEENAGER 1 �
(describe action: )
TEENAGER 2
(describe action: )
TEENAGER 1
(describe action: )
TEENAGER 2
(describe action: )
TEENAGER 1
(describe action: )
TEENAGER 2
(describe action: )
DISSOLVE TO: (description of ending of scene)
This homework assignment was completed on .
(date) [adult] signature
© 2008 Committee for Children www.secondstep.org
Page 419
Lesson 12
Grade
Reflective Writing Assessment
Name:
Answer each question to explain what you learned. Then write a reflection to show how what you learned connects
to your life.
What I Learned
How could using alcohol or other drugs get in the way of reaching your goals?
Connecting to My Life
Imagine a situation in which you have to resist using alcohol or other drugs. Describe the situation and write two
things you could say to yourself that feel natural and that you think would help you resist using.
Grade
Lesson 12
Additional Practice: Information About Alcohol and Other Drugs
© 2008 Committee for Children Second Step: Student Success Through Prevention
Preparation
1. Have students write down one to three questions they may have for a prevention specialist about the
consequences of alcohol and drug use.
2. Invite a prevention specialist or counselor to your class to speak.
3. While the specialist is there, ask questions and encourage students to ask their questions.
Grade
© 2008 Committee for Children www.secondstep.org
Page 423
Lesson 12
Academic Integration Activities
Language Arts and Social Studies
What are your goals?
Have students keep a daily journal for two weeks. During the first week, have students
make at least one entry per day about a goal for their future (either immediate or long-
term), why that goal is important to them, and what they might do to accomplish that
goal. During the second week, have students make at least one entry per day about the
status of the goals they made the first week, including what they are currently doing to
accomplish those goals.
Health and Science
What are fetal alcohol spectrum disorders?
Prenatal exposure to alcohol can cause a range of disorders. These disorders are known
as fetal alcohol spectrum disorders, and include fetal alcohol syndrome. Have student
groups research fetal alcohol spectrum disorders and/or syndrome using preselected Web
sites or search engines. Is there a safe amount of alcohol to consume when pregnant? What
are some of the lifelong effects on the child of a mother who consumed alcohol while
pregnant? How can these effects be prevented? Have groups present their findings to
the class.
Note: Be aware of students’ responses to this information. Do not let students respond
negatively to others who may exhibit learning difficulties congruent with fetal alcohol
spectrum disorders or allow them to start worrying about themselves.
Media Literacy
How can you voice your disapproval?
Have students work in groups to write a letter or email to irresponsible advertisers of
alcohol or tobacco products. Irresponsible means the advertisers are creating ads that
appeal to an underage market. Preselect several irresponsible ads to show your students
(you can find examples on The Center on Alcohol Marketing and Youth’s Web site). Help
your students find the contact information for these irresponsible advertisers. Then have
each group write and send the advertiser a letter voicing their disapproval, and why
they disapprove.
Lesson 13
Substance Abuse Prevention: Keeping Your CommitmentGrade
© 2008 Committee for Children www.secondstep.org
Page 437
Grade
Lesson 13
Handout 13A: Making Good Decisions
Below are thoughts or beliefs that students sometimes have that interfere with making good decisions about alcohol
or other drugs.
Instructions
1. Read each thought or belief.
2. Imagine it is someone you know who has this thought or belief.
3. Write an assertive statement to counter the thought or belief and to support this person in making a
good decision.
1. “At our school, everyone is drinking or using drugs.”
An assertive statement:
2. “Drinking is the only way to have a good time.”
An assertive statement:
3. “Why not smoke cigarettes? Most of my friends do.”
An assertive statement:
4. “I really want to be part of that group. They smoke pot. Maybe I’ll try it too.”
An assertive statement:
© 2008 Committee for Children www.secondstep.org
Page 439
© 2008 Committee for Children Second Step: Student Success Through Prevention
Handout 13B: Commitment Certificate
My signature Date Adult witness Date
My commitment to myself is that for the sake of my health, education,
and future, I will not use alcohol or other drugs, starting today, for the next year.
I make this commitment to myself because:
(write your three most important reasons)
1.
2.
3.
I have discussed this commitment with the following adult who cares about my future:
© 2008 Committee for Children www.secondstep.org
Page 441
Grade
Lesson 13
Handout 13C: Sticking to a Decision Activity
Instructions
1. Read your situation.
2. Check off the skills the character or characters could use to stick to their decision on the chart below.
3. Answer the questions on the next page.
Skills Skills to use
Use active listening.
Show empathy.
Disagree respectfully.
Explain your own perspective.
Use assertive communication.
Be an ally.
Be a positive leader.
Use the Steps for Staying in Control:
Notice.
Pause.
Think twice.
Calm down if necessary.
Reflect.
Use the Action Steps to solve problems, make decisions, and set goals:
Analyze the situation.
Brainstorm options.
Consider each option.
Decide on and Do the best option.
Evaluate if it works. If necessary:
Figure out another way.
Use coping skills:
Use positive self-talk to change your attitude.
Use calming-down strategies.
Get support.
Use the Action Steps.
Lesson 13
Handout 13C: Sticking to a Decision Activity
Grade
Describe why you chose the skills you did.
Describe what might happen next if the character used the skills.
Write what the character or characters could say to themselves to stick to a decision not to use alcohol or other drugs.
Page 442
Second Step: Student Success Through Prevention © 2008 Committee for Children
© 2008 Committee for Children www.secondstep.org
Page 443
Digital version available!
Grade
Lesson 13
Sticking to a Decision Situations
The Boyfriend
Denise has a boyfriend, Robert, who’s in high school. Sometimes when they’re together, Robert and his friends drink
beer. Denise has made a commitment not to use alcohol or other drugs, and she doesn’t want to drink, but she’s
feeling pressure. What skills can Denise use to avoid drinking when she is around Robert? What can Denise say to
herself to stick to her decision not to use alcohol?
The Party
Kiara and Janelle have been invited to go to a party by Kiara’s older sister. They want to go because it sounds like
fun, but they’re worried that there will be alcohol there, and neither of them wants to drink. What skills can they use
to support each other not to drink? What can they say to themselves to stick to their decision not to drink?
The Big Brother
Antonio has made a commitment not to use tobacco even though some of his family members, including his older
brother, smoke cigarettes. More than once, his brother has made fun of him for not at least trying smoking.
What skills can he use to keep his commitment? What can Antonio say to himself to stick to his decision not to
use tobacco?
The Friends
Michael knows that some of his friends have tried marijuana. He’s afraid they’ll start changing, and he’ll lose his
friends. Michael doesn’t want to smoke marijuana. What skills can he use to stick to his decision not to use marijuana
and have friends who share his values? What can Michael say to himself to stick to his decision not to use marijuana?
© 2008 Committee for Children www.secondstep.org
Page 445
Lesson 13
Grade
Reflective Writing Assessment
Name:
Answer each question to explain what you learned. Then write a reflection to show how what you learned connects
to your life.
What I Learned
Give three specific examples of why it’s important for teens not to use alcohol and other drugs.
1.
2.
3.
Connecting to My Life
Reflect on what you’ve learned in the Stepping Ahead program. List two skills you’ve already tried and describe what
happened when you tried them.
1.
2.
List three skills you want to try in the future.
1.
2.
3.
© 2008 Committee for Children www.secondstep.org
Page 447
Lesson 13
Grade
Additional Practice: Sticking to a Decision
Preparation
1. Put students in groups.
2. Give each group a blank copy of Handout 13C.
3. Have each group write a new situation based on their own experiences, without giving actual names.
4. Have students give you the situations to check.
5. Hand out the situations to the groups, making sure no group gets the situation they wrote.
6. Have students work through Handout 13C just as they did in the lesson.
7. Call on one student from each group to report.
Instructions for Students
1. Work in groups.
2. Write one to three sentences that describe a situation about sticking to a decision not to use alcohol or other
drugs. If possible, base the situation on your own experience, but do not use real names.
3. Give the situation to your teacher to check. Make sure you don’t get your own situation back.
4. Work through Handout 13C using the new situation.
Grade
© 2008 Committee for Children www.secondstep.org
Page 449
Lesson 13
Academic Integration Activities
Language Arts and Social Studies
What assertive statements might help younger students?
Have students write letters to other students in younger grades explaining why they have
chosen not to use drugs and alcohol. Have them include assertive statements they use to
counter thoughts or beliefs that interfere with making decisions not to use alcohol and
other drugs that might be helpful for the younger students. Screen your students’ letters
before sending them to younger students.
Health and Science
What are the stages of substance addiction?
Have students work in groups to research the stages of substance addiction using
preselected Web sites or search engines. What are the stages of addiction? What are some
signs of each stage of addiction? How can you recognize these signs in yourself or others?
How can addiction negatively affect your hopes and dreams? What can you do if you or
someone you know is addicted?
Media Literacy
What is a counter-ad?
Have students work in groups to create a “counter-ad” to alcohol. A counter-ad is a
positive message about all the good things there are about not using alcohol when you are
underage. First have the groups look at several real ads for alcohol that promote its use.
Then have the groups determine why they are effective (such as appealing to emotions,
creating a desire, establishing an image, or using strong visuals). Now have them use some
of those same techniques to convey the opposite message. The ad could be print, video, or
Web-based. Have groups show their ads to the class and/or younger grades.
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