1. Bell Ringer Open your student workbook and turn to page 49.
Under the heading Journal Entry, write a few sentences explaining what your definition of “violence” is.

2. Unit 2: Violence & Injury Prevention
Lesson 1 – The Consequences of Violence

3. Healthy Behavior Outcomes
Avoid situations where violence is likely to occur.
Avoid associating with others who are involved in or who encourage violence or criminal activity.

4. By the end of this lesson, you should be able to:
Lesson Objectives
By the end of this lesson, you should be able to:
Define violence.
Identify roles people play in violent situations.
Analyze short- and long- term consequences of violence to perpetrators, victims, and bystanders.

6. How does it compare to the formal definition we will use in class?

7. Summary
People may define and experience violence differently, but this formal definition of violence shares some similar words, ideas, and elements with the personal definitions you wrote.
Violence involves harm or the threat of harm to people and property.

8. Violence: What’s It Got to Do With Me?
Turn to page 2 in your student workbook.
Look at the sheet titled: Violence: What’s It Got to Do With Me?

9. How did doing this activity make you feel?
Which statements were hardest to think about?
Which got your attention the most or had the biggest effect on you?

10. Summary
The statements were intended to help you think about how any kind of violent circumstance or event could threaten or destroy your personal safety and security or that of the people you care about.
These feelings and connections helps give us the motivation to learn how to help prevent violence.

12. What are some places or settings where violence can occur?
Home
School
Community
The World

13. What about violence in the media?
What are some acts of violence people may see being portrayed in movies, TV shows, games and online videos?
Do you think violence shown in the media “counts” as a type of violence?
Why or why not?

14. Summary
Many people believe that seeing violence in the media can desensitize viewers to the real-life consequences of violent actions.
Sometimes violence is associated with humor, or involves victims who show no pain.
All of these things can make people more likely to see violence as having few or no lasting consequences.

16. Why might a person become a perpetrator of violence?
What are some characteristics you might find in perpetrators of violence?

17. Summary
Many perpetrators of violence don’t know how to deal with strong feelings in a healthy way.
Perpetrators may also see patterns of violence in their homes, schools, or neighborhoods, or be exposed to violence in video games, TV shows, and movies.

18. Why might a person become a target of violence?
Do you think the reasons a person might become a target are simple or complex?
Why?

19. Summary
People can become victims of violence for a variety of reasons.
Some people don’t have support or others in their lives who can help them make a stand for themselves.
It’s important to understand that-no matter what the circumstances are-nobody ever deserves or asks to be a target of violence.

20. What role do bystanders play in either promoting or stopping violence?

21. Summary Bystanders can be part of the solution or part of the problem.
Sometimes a bystander may be the only person a victim of violence has who can help.
Bystanders need to be careful not to become targets or victims themselves.

22. What do you think are some of the negative consequences or hurtful results of violence?

24. Violence: Consequences & Connections
Turn to page 3 in your student workbook.
Look at the sheet titled: Violence: Consequences & Connections.

25. How did this activity build your awareness and understanding of the consequences of violence for the different people it affects?

26. Turn to your shoulder partner, think about how this lesson has affected what you know or think about violence, and share your answers with each other.