<img src="https://d5nxst8fruw4z.cloudfront.net/atrk.gif?account=iA1Pi1a8Dy00ym" style="display:none" height="1" width="1" alt="" />

# 5.3: Activities and Answer Keys

Difficulty Level: At Grade Created by: CK-12

## Activity 4-1: Red Light-Green Light

### PLAN

Summary In this activity students role-play Family Life Counselors who must listen to a variety of scenarios and options involving fictitious characters (clients) in the process of making serious decisions. These clients are relying on their counselors for advice.

Students decide what these characters should do:

• No! Stop!
• Be very cautious.

After the choice has been made, the students should explain why they made that decision.

Objectives

Students:

\begin{align*}\checkmark\end{align*} simulate how to listen and communicate as a family counselor.

\begin{align*}\checkmark\end{align*} think critically about family problems.

\begin{align*}\checkmark\end{align*} practice decision making.

Student Materials

• None required

Teacher Materials

• Teacher Resource
• Three signs

Make three signs for use as table labels (\begin{align*}8'' \times 11''\end{align*} file folders work well). Use these headings (the descriptors are optional).

• RED LIGHT: No! Stop!
• YELLOW LIGHT: Be very cautious.
• GREEN LIGHT: Yes, go ahead.

Think about your room arrangement. Students will be running towards three tables at the same time. Is the room large enough, or is it more convenient to do this in a multipurpose room or outside?

Review the scenarios on the Teacher Resource before reading them to your students. Are your students ready for this subject matter? Should you reword any scenario?

Estimated Time 40 minutes

Interdisciplinary Connections

Language Arts Have students write their own scenarios and options for use in future games of Red Light.

Have students write a script in which the characters must consider the options and make a decision. Students can act this out and help lead the class in a discussion afterwards.

Guidance Have the students use mass media resources to find actual examples of people who were in risky situations. What options were available and what decisions were made? What were the results? What would the students have done if they were the ones in these situations?

Prerequisites and Background Information

None required

### IMPLEMENT

Introduce Activity 4-1 by telling them that today they are going to play a middle school version of a childhood game. What's at stake has changed, because as they get older, decisions often become more important. Does anyone remember how to play Red light, Green light? If they do, ask them to describe the childhood version.

Step 1 Read the instructions in the student edition with the class. Arrange the room so that there are three tables (or lines of chairs or benches) each labeled either RED LIGHT, YELLOW LIGHT, or GREEN LIGHT. Have students stand in the middle of the room or against one of the walls.

Step 2 Read a scenario and explain each option to them before they make their decision.

Step 3 Say “Go.” The students rush to the tables of their choice.

Step 4 Ask volunteers from each table to explain why they chose that table based on the information they had. Have students return to their original starting point. If you allow them to remain seated at their table, some students might opt to remain seated and not participate. Read the next scenario and repeat the process.

Conclude Activity 4-1 by asking students which scenarios were the hardest for them to decide about. Ask them if they think they were influenced by where others were heading.

### ASSESS

Use the explanation phase of this activity to assess if students can

\begin{align*}\checkmark\end{align*} simulate the strategies of decision making.

\begin{align*}\checkmark\end{align*} uses the skills of communicating the word “No.”

\begin{align*}\checkmark\end{align*} demonstrate the strength to use self-control and set limits.

\begin{align*}\checkmark\end{align*} demonstrate critical thinking skills in analyzing potential problems and developing coping strategies.

Write a poem about how you think relationships should be. Include any personal experiences that might have been emotionally painful, but might have helped you better understand yourself, relationships, and how to make them work.

What Do You Think?

Many people have power over other people, but do not use that power to take advantage of them. What stops them from doing so? Have you ever been tempted to take advantage of other people's trust, honesty, or innocence?

Lyrical Messages Students bring in the words from songs about relationships and discuss what they say about male and female relationships.

What Do You Think?

1. Think about a time when you were negotiating with a friend about a difference in opinion, and rather than an equal compromise, your friend ended up giving in to your point of view. How did you feel about your friend? How did you feel about yourself?
2. Now think of a time when you gave in to a friend's point of view to settle a difference of opinion. How did you feel about yourself? How did you feel about your friend?

Learn the Signs Students create scenarios about seduction or coercion and role-play them for the class.

What Do You Think?

Why might resisting and saying no to seduction be hard to do?

## Activity 4-2: If You Loved Me

### PLAN

Summary In this activity students respond to the reading of a scenario in which the boy wants to have sex with his hesitant girlfriend. Students discuss the relationship between these two adolescents and try to determine how this situation could be resolved.

Objectives

Students:

\begin{align*}\checkmark\end{align*} explain the different strategies used.

\begin{align*}\checkmark\end{align*} compare gender differences in the use of specific strategies.

\begin{align*}\checkmark\end{align*} identify factors that influence decision making.

Student Materials

• Resource

Teacher Materials

• None required

None required

Estimated Time 40 minutes

Interdisciplinary Connection

This activity could be done in health education.

Prerequisites and Background Information

Students should have working definitions for abstinence, cooperation, negotiation, compliance, seduction, and coercion.

### IMPLEMENT

Introduce Activity 4-2 by having the students review the terms abstinence, negotiation, cooperation, compliance, seduction, and coercion. Go over the instructions for the activity in the text.

Steps 1-2 Divide the class into four small groups and give each student a Resource to read. Ask them to make sure they pay careful attention to the relationship between the couple and the strategies used by the individuals to get what they want.

Steps 3-5 When students have completed their reading, review the discussion questions by asking if any of the questions need to be clarified. If so, paraphrase the question. Students are to make sure they use the terms you have reviewed in their discussions. After the first round of discussions involving the original story, have each group change the story so that each of the strategies is more clearly reflected-negotiation, compliance, seduction, and coercion. Assign one word to each group and have that group read their revised scenario to the class when completed.

• Group 1: Negotiation (they agree by mutual consent)
• Group 2: Compliance (one gives into the wishes of the other willingly)
• Group 3: Seduction (one tricks the other into giving in)
• Group 4: Coercion (one forcefully gets his or her way)

Conclude Activity 4-2 by having the students reflect on the influences of peer pressure, alcohol and drugs, loneliness, depression, and the fear of rejection on one's ability to make the best decisions.

### ASSESS

Use the class discussions and the revised scenarios to assess if students can

\begin{align*}\checkmark\end{align*} explain the different strategies used in the scenarios.

\begin{align*}\checkmark\end{align*} determine gender difference in the types of strategies used.

\begin{align*}\checkmark\end{align*} identify other factors that influence decision making.

Understanding that sexual stimulation leads to sexual response may influence your thoughts about how you conduct yourself, especially if you have strong feelings about whether or not you are ready to become sexually active. What guidelines will you set for yourself?

• Sample answers to these questions will be provided upon request. Please send an email to teachers-requests@ck12.org to request sample answers.
1. Why is making the decision to abstain or engage in sexual intercourse so much more difficult and important than deciding to engage in other sexual activity, such as kissing or exploring your partner's genitals?
2. What factors influence the development of sexual behavior?
3. What are the most common reasons that adolescents choose abstinence?
4. Why do people choose to enter into sexual relationships?
5. Compare and contrast the terms compliance and cooperation.
6. Are seduction and coercion parts of a healthy sexual relationship? Why or why not?

## Activity 4-1 Teacher Resource: Red Light-Green Light

Instructions

Read each of the following scenarios and options, in turn.

(Follow the instructions outlined in the student and teacher texts.)

Scenario A

A girl does not have much self-confidence. She thinks of herself as being ugly. She does not date and she studies hard so that she can go to college. A boy starts paying attention to her and she likes it. One night she is at a party and he asks her to go into the back room with him, possibly to have sex.

Options:

• Red Light: No! Stop!
• Yellow Light: Be very cautious.
• Green Light: Yes. Go ahead.

Consider the same scenario, but what if she had been drinking? What if he had been drinking?

Scenario B

Two teenagers are in love and want to spend the night together. They may or may not have sex. The boy has discovered through a blood test that he tested positive for syphilis. What should they do that night?

Options:

• Red Light: No! Stop!
• Yellow Light: Be very cautious.
• Green Light: Yes. Go ahead.

Same scenario but what if he had tested positive for HIV?

Scenario C

Two people really love each other. They want to be mature and responsible about sex, so they discuss birth control. She suggests they use a condom, but he says he does not like the way a condom feels. What should they decide?

Options:

• Red Light: No! Stop!
• Yellow Light: Be very cautious.
• Green Light: Yes. Go ahead.

Scenario D

A girl has a much older boyfriend. He is sexually experienced, while she is still a virgin. She really likes him. They go to a movie. After the movie, they drive to a secluded place and park. He wants to have sex. Although she really likes him she is not sure this is the right thing for her to do. What should she do?

Options:

• Red Light: No! Stop!
• Yellow Light: Be very cautious.
• Green Light: Yes. Go ahead.

Scenario E

Two people care about each other and have been sexually active for a few months. One night she comes to his house. She enters the house. She has been drinking and is loud and obnoxious. He is turned off by her behavior. She is very insistent about having sex. What should he do?

Options:

• Red Light: No! Stop!
• Yellow Light: Be very cautious.
• Green Light: Yes. Go ahead.

Scenario F

A boy has a reputation for having had sex with a number of girls. He has a new girlfriend whom he loves more than any of his former girlfriends. She has heard of his reputation, and wants to have sex with him. He is not so sure because he wants it to be special and romantic, and they haven't been going out for very long. What should he do?

Options:

• Red Light: No! Stop!
• Yellow Light: Be very cautious.
• Green Light: Yes. Go ahead.

## Activity 4-2 Resource: If You Loved Me (Student Reproducible)

Instructions

Read the following scenario and respond to the accompanying questions. Share your conclusions with the class. The discussion questions should be talked about in each group and then discussed by the class as a whole.

Scenario

Teresa was really happy with her relationship with Joe-they talked a lot, they had lots of fun, and he seemed to understand her and her problems. The last thing she wanted was to break up with him. But recently Joe was pressuring her to have sexual intercourse. If she didn't agree to have intercourse, she felt she might lose Joe. He said he could “get it” from others girls, and that if she really loved him she would give him the sex he wanted. Joe claimed all his friends said Teresa must be immature, because she was not ready for intercourse. That remark really made Teresa feel insecure. She wanted Joe to be proud of her and respect her. Sooner or later Teresa felt she would probably give in to Joe just so she could keep him. She did not want to lose their close relationship. But she dreaded that day. She wanted to abstain, to do what she thought was right for her, but what about Joe? She wondered if she didn't owe him sex since she was his girlfriend. She was confused and afraid.

Discussion question

Does the interaction between Teresa and Joe involve cooperation, negotiation, seduction, coercion, or a combination of two or more strategies? Explain by using examples.

Rewrite the scenario

Your teacher will assign your group one of four strategies-negotiation, compliance, seduction, or coercion. As a group you will rewrite the above scenario as a dialogue, having the characters use the strategy you have been assigned when they talk with each other.

Take turns sharing your new scenarios with the other groups in the class.

Discussion Questions

1. How did each strategy affect the decision-making process and the outcome of the new scenarios?

2. Are boys or girls more or less likely to use anyone of these strategies? Why? Discuss the gender differences with respect to the strategy you wrote into your story.

3. How does one protect oneself from being taken advantage of? What should Teresa do? What should Joe do?

4. How do peer pressure, alcohol and drugs, loneliness, depression, and the fear of rejection make one more vulnerable in these situations? What other factors are important?

### Notes/Highlights Having trouble? Report an issue.

Color Highlighted Text Notes

Show Hide Details
Description
Authors:
Tags:
Subjects:
6 , 7 , 8
Date Created:
Feb 23, 2012