HOME  ||  CHARACTER EDUCATION ACROSS THE CURRICULUM
 

[CLICK for .jpg PAGE 1]
[CLICK for .jpg PAGE 2]
[CLICK for .jpg PAGE 3]
[CLICK for .jpg PAGE 4]
[CLICK for .jpg PAGE 5]
[CLICK for .jpg PAGE 6]

Recognizing
Potentially Dangerous
Situations

 
CONCEPTS

Decision-making skills can be learned.
People have many kinds of fears.

 
PERFORMANCE OBJECTIVES

Students will recognize some common clues that might indicate a potentially dangerous situation and understand ways in which to prevent danger.

 
MATERIALS

Scripts.

 
TIME

Teacher discretion.

 
INSTRUCTIONS

This lesson is included in order to teach students to be alert to the warning signs of potentially dangerous situations. The teacher's attitude is crucial here: if the teacher over-dramatizes the situations or acts fearful, fear and anxiety are what is taught rather than confidence and the ability to deal appropriately with situations.

In teaching this lesson, emphasize that learning to be alert to possible warnings and learn how to handle potentially dangerous situations helps people to be more confident.

 
LESSON CAPSULE

Tell the students that often people find themselves in dangerous situations because they didn't recognize some early warning signs. People can protect themselves more effectively if they are alerted by early warnings of possible problems. Explain that by the end of this lesson they should be able to tell the difference between the need to be alert and the need to act.

Tell students that you are going to read some scripts to them. They are to imagine that they are the student in each situation.

When they hear the first clue that they need to be alert because there might be a problem in the situation, they re to raise one thumb.

When they hear a second clue that the situation has the potential for being dangerous, they are to raise two thumbs.

When they are sure that the situation has become dangerous enough that they must do something about it, they are to put their hands in their laps.

Indicate that some of the situations you read will not be serious. Students will need to listen to recognize the difference between ordinary and potentially dangerous situations, that is, the difference between being merely alert, and needing to act. As each monologue is read, discuss what the warning clues were (if any), then discuss choices for appropriate action. Clarify that in a dangerous situation the first and highest priority is safety. Respect for the other person becomes unimportant. Conclude the discussion by summarizing that clues to potentially dangerous situations include:

          - The asking of personal questions (name, address, destination).

          - The suggestion that the student go someplace with the person.

          - Reasonable solutions to situations include

            Avoiding giving personal information.
            Moving away.
            Telling an adult.
            Calling for help.
            Being sure to tell parents about the situation.

Remind students that they can be confident and comfortable with people, particularly when they know how to deal with many different situations.

 

 
RECOGNIZING POTENTIALLY DANGEROUS SITUATIONS
SCRIPTS

 
NOTE TO THE TEACHER:

The number (1) after a sentence indicates the first clue that the situation might become dangerous. Students should hold up a thumb. The number (2) after a sentence indicates a second warning that the situation might become dangerous. Students should hold up two thumbs. The number (3) after a sentence indicates that the situation has become dangerous enough that they must do something about it. Students indicate this by putting their hands in their laps. Notice that sometimes there are not two warnings. Some of the situations will not be dangerous, and therefore no action would be needed by the student.

 

1

SITUATION:

You are in the park flying your kite, and a stranger approaches. He/she says:

          "Hi! Isn't this a nice day?

          Are you out here in the park all by yourself? (1)

          Do you like chocolate candy? (2)

          Why don't you come with me? (3)

          I have some in the car."

 
REASONABLE SOLUTION:

Don't go. Quickly move far enough away that you can't be reached, and say "No, thank you."

 

2

SITUATION:

You are sitting alone in the back of a half-empty bus, and a stranger comes near. He/she says:

          "I see you're sitting back here in the bus by yourself.

          Mind if I sit with you? (1)

          Where are you going? (2)

          Look at that 'neat' car out there." (Puts hand on knee of student) (3)

 
REASONABLE SOLUTION:

Immediately get up and move to the front of the bus, near the driver.

 

3

SITUATION:

You are playing in the park. An adult walks up and says:

          "Say, that's a real nice soccer ball. (1)

          You're really lucky to have a leather one like that.

          It's a good day for playing soccer, isn't it?

          So long."

 
REASONABLE SOLUTION:

This appears not to be a dangerous situation; therefore, no action is needed.

 

4

SITUATION:

The movie that you attended finished after dark in the evening. (1) You are walking on the sidewalk. A person comes up to you and says:

          "It's a pretty dark not, isn't it?

          What's your name? (2)

          Do you like dogs? I do, too.

          I have the cutest new pup. He's round and furry and lots of fun to play with. Do you have any pets?

          Do you want to come see my dog?" (3)

 
REASONABLE SOLUTION:

Don't give your name. Say "No, thanks," and move on quickly.

 

5

SITUATION:

You are waiting after school for your mom to pick you up. a car pulls up and the driver says:

          "Hi, there. How are you? (1)

          I'm a friend of your mom's.

          She told me to pick you up. (2)

          I'll take you home. Hop in." (3)

 
REASONABLE SOLUTION:

Don't go until you've called your mother to find out if it is true that you are to go home with that person. Go to the school office to use the phone. Explain the circumstances to an adult.

 

6

SITUATION:

You are riding your bike. An adult who is also biking pulls up beside you and says:

          "Hi! Say, I just noticed your bike. It looks as though you are getting a flat tire.

          I have a pump here.

          Would you like me to pump it up a bit for you? (1)

          There you go--that will hold it until you get to a station for more air.

          You'd better do that soon, though.

          So long."

 
REASONABLE SOLUTION:

This appears not to be a dangerous situation; therefore, no action is needed.

 

7

SITUATION:

You and your mom are home. Someone knocks on the door. You don't recognize the person, and you don't open the door.

          "I'm from the gas company.

          I need to come inside to talk with you about your bill." (3)

REASONABLE SOLUTION:

Ask him/her to slip his/her identification under the door, and call the gas company to make sure that the person was supposed to come to see you.

 

8

SITUATION:

You meet a friend of your parents downtown. He/she says:

          "Hi, there. How have you been?

          How are your folks?

          Say, why don't you come with me to my house and go swimming with me? (1)

          No one else is home." (3)

 
REASONABLE SOLUTION:

Tell him/her/ that you'll check wit your parents and see if they can come with you. Don't go without checking with your parents.

 

9

SITUATION:

You answer the telephone and a voice says:

          Hi, is your mom home?

          Where has she gone? (1)

          Are you kids home along?" (3)

 
REASONABLE SOLUTION:

Don't answer personal questions. Hang up unless you know and trust the person.

 

HOME  ||  CHARACTER EDUCATION ACROSS THE CURRICULUM