Sample 5: Grades 11 and 12
Overview
The teacher presented a four-to-five-hour unit on the prevention of abuse and family violence. Students worked in groups to analyse the lyrics of a song about violence and re-create its story; study the concepts of power and control versus equality; and create a new ending for the song. Evaluation was based on a written assignment. Students demonstrated their understanding about family violence prevention, impact, and intervention either by rewriting the story told in the song or developing a factual presentation of the story.
Planning for Assessment and Evaluation
Re-creating a Story
- The teacher divided the class into groups of three or four and provided each group with 15 cards containing the words to a country song that told a story about violence. Students were asked to reassemble the song by arranging the words into an order that made sense.
- After reassembling the words, the groups were asked to develop and present the story told in the song. The teacher encouraged the groups to be creative in their representations, using words, drawings, dance, poetry, and song. The teacher also outlined the following required information and explained that students should make inferences or add any missing information to create complete stories. The groups were asked to identify and include:
- the situation and events
- everyone who was involved
- the feelings of everyone involved
- the causes of the violence
- who was affected by the violence
- essential missing information (i.e., facts that can be inferred but are not included in the lyrics)
- The class responded to and discussed each presentation. The teacher made a list of issues, concerns, and questions that emerged from the discussions.
- The teacher and students worked together to analyse various definitions of family violence and consider the effects of family violence on children.
- Students used a webbing strategy to look at the role of power and control (Power and Control was written in the centre of the web). They brainstormed all of the methods a person can use to gain and maintain control over another. Methods were classified using words such as intimidation, emotional abuse, isolation, blaming, and threats. Students then used these words to make up the circles to complete the web.
- The teacher distributed blank copies of a similar web with the word Equality in the centre circle. Students worked in groups to come up with words and explanations for the surrounding circles that were opposite in meaning to the circles in the Power and Control web.
- Groups shared their Equality webs and discussed similarities and differences among the webs they had created. They then created a collaborative list of methods and strategies that demonstrate a commitment to equality in dealings with others.
- Each group was assigned one concept from the Equality web (e.g., respect, trust, honesty, negotiation, fairness) and was asked to develop a role play that illustrated the concept and information provided. Students presented and discussed their role plays. The teacher added new concepts and strategies to the collaborative list.
- The class reviewed the story in the song and discussed how it illustrated various concepts in their Power and Control webs. Students offered suggestions and strategies that could have helped the people involved, and identified points at which interventions (both from within the family and from the community) might have been used.
- To demonstrate their knowledge and understanding of healthy relationships and the nature, prevention, and impact of family violence, students chose one of the following assignments:
- In groups or individually, rewrite the story with a better ending. You can rewrite the song, write a short story, write a script for a live or videotaped dramatization, make a music video, create a cartoon, or use other representations.
- Prepare an individual report that incorporates what you know about family violence and the skills needed for effective intervention or prevention. The report can be in the form of notes, charts, webs, posters, or other formats of your choice.
The teacher reviewed expectations for the assignment and collaborated with students to define criteria and develop guidelines. The class negotiated the following criteria, to be applied to either a rewrite or a report.
- comprehensive--includes information about:
- components of healthy relationships
- the nature of family violence
- effects of family violence on those directly and indirectly involved
- skills and resources that can prevent family violence or be used to intervene
- relevant--the material presented makes connections and is relevant to family violence
- accurate--the presentation includes information that is current and factually sound
- credible-- information presented is supported with evidence of knowledge about family violence
- clear--clearly organized and written or presented in the studentıs own words (showing clear understanding)
The teacher developed a holistic rating scale based on criteria developed by the class. The same scale was used for all assignments, regardless of the format students chose for demonstrating their understanding.
| Rewrite or Report | |
|---|---|
| Rating | Criteria |
| Powerful (5 or A) |
The presentation indicates a thorough and very sophisticated understanding of the nature of family violence. The presentation is accurate, factually sound, and relevant. It analyses key components of healthy relationships and includes extensive detail about the nature of family violence and its effects on family members and the community. The report offers a thoughtful analysis of the skills, strategies, and resources needed to intervene or to prevent family violence, and focusses some attention on the role of the community. The presentation is clear, engaging to the reader or viewer, and easy to follow and understand. |
| Good (4 or B) |
The presentation indicates a clear, basic understanding of family violence. The presentation is accurate, factually sound, and relevant. It includes information about the components of healthy relationships. Details and examples about the nature and impact of family violence are presented, along with a description of the skills and resources needed in the home and community to intervene or to prevent family violence. The presentation is clear and easy to follow and understand. |
| Basic (3 or C) |
The presentation indicates some understanding of family violence. Material is mostly accurate and relevant. It is supported with general information about the nature and impact of family violence. May lack detail about some aspects (e.g., may mention a topic such as healthy relationships or the role of the community, but omit details, examples, and conclusions). The presentation may be vague or unclear in places; however, it can still be followed and understood by the reader or viewer. |
| Partial (2 or C-) |
The presentation indicates a partial understanding of family violence. Some parts may be inaccurate or unclear, lack detail, or be omitted (e.g., may fail to discuss the components of healthy relationships, or the role of and impact on the community). The presentation does include some accurate and relevant information about the nature and effects of family violence. The presentation may be difficult for the reader or viewer to follow and understand. |
| No Evidence (1) |
The presentation is incomplete. It offers little evidence of knowledge about family violence or healthy relationships. May be very brief or include inappropriate or irrelevant material. May be poorly written and/or presented; often difficult to follow and understand. |
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Maintained by: Career and Personal Planning Coordinator
Revised: January 25, 1999
