TIPS: Crime Resistance Strategies, 4. Teaching Individuals Protective Strategies, Teaching Individuals Positive Solutions.

Autor/inn/en	Bass, Martha; und weitere
Institution	Charlottesville City Schools, VA.; Albemarle County Schools, Charlottesville, VA.
Titel	TIPS: Crime Resistance Strategies, 4. Teaching Individuals Protective Strategies, Teaching Individuals Positive Solutions.
Quelle	(1979), (58 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Antisocial Behavior; Citizenship Education; Citizenship Responsibility; Conflict Resolution; Crime; Daily Living Skills; Decision Making; Elementary Education; Grade 4; Inquiry; Learning Activities; Legal Education; Prosocial Behavior; Role Playing; Safety Education; Social Studies; Student Attitudes; Teacher Developed Materials; Teaching Methods; Units of Study; Values + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Conflict solving; Konfliktlösung; Konfliktregelung; Crimes; Delict; Delicts; Delikt; Alltagsfertigkeit; Decision-making; Entscheidungsfindung; Elementarunterricht; School year 04; 4. Schuljahr; Schuljahr 04; Lernaktivität; Rollenspiel; Sicherheitserziehung; Gemeinschaftskunde; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Lerneinheit; Wertbegriff
Abstract	The intent of this curriculum guide is to help students learn how attitudes help determine values. The document is the fourth-grade component of a teacher-developed K-eighth grade crime prevention program. General objectives of the program are to promote and maintain positive student attitudes and behavior, to assist students in meeting their responsibilities, and to help insure the safety and welfare of self and others. Specific objectives of this component are to help fourth-grade students explore how people and things influence attitudes and values, understand the concept of authority, learn how to identify and report crimes and suspicious behavior, learn the concept of authority, and become able to solve conflict positively. Materials are presented in three main sections. In the first section, Understanding Self and Others, activities include writing a letter to parents to inform them about the crime prevention unit, discussing student attitudes in class, reading and analyzing stories about responsibility, and performing a play based on responsibility versus irresponsibility. In the second section, Understanding Society, students are involved in a wide variety of activities, including discussing the differences between rules and laws, filling in worksheets on authority figures, and taking a multiple-choice quiz on bike rules. In the final section, Understanding Safety and Crime Resistance, students are directed to discuss various aspects of crime resistance, respond to questions about victimization and vulnerability, write crime-resistance limericks, analyze a case study involving shoplifting, and play various games related to crime and crime resistance. For each activity, information is presented on objectives, procedures, and background. Also included are worksheets, blank spaces for teacher's notes, supplementary materials lists, and a glossary. (DB)
Anmerkungen	TIPS Program, Jefferson Annex, Fourth Street, N.W., Charlottesville, VA 22901 ($4.00).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC