Child Abuse Teacher Resources

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Students identify and examine children's protective rights provided by law, discuss difficulties of determining whether child is abused or neglected, identify types of child abuse and neglect, analyze hypothetical situations to determine whether an abuse occurred, and recognize duty to report child abuse or neglect.
Students discuss child abuse, broadly define and identify various types of child abuse, identify signs of child abuse, and list and discuss local area resources available for victim assistance.
Students identify the elements of child abuse and neglect. Using this information, they relate it to the laws in their home state. They read scenerios and ask questions to determine if child abuse is present. They review the trial process and discuss to end the lesson plan.
Learners continue to examine child abuse and neglect laws in their state. In groups, they discuss the reasoning behind the child abuse laws and how to increase awareness. They participate in a mock trial to practice their negotiation skills.
Twelfth graders discuss the three major types of child abuse, list the steps of reporting child abuse, and identify the warning signs of child abuse.
Students reduce their victimization through discussion of what constitutes child abuse. Also, they take responsible action on behalf of themselves or their friends.
Learners analyze the consequences of inadequate or inappropriate care giving (e.g., the effects of neglect or abuse). They analyze the influences that have impact on growth and development during adolescence. Pupils analyze services that might be used in care-giving situations for adolescents. Students identify issues facing families in a multicultural and global society. They describe strategies for taking action on social issues that affect families.
Students identify the types of child abuse, how it occurs, and how to report it. They listen to a guest speaker lecture on child abuse and how to prevent it.
Students review child abuse, safety precautions, and participate in various activities that teach these concepts. They discover how to provide safety for children in their care and make a list of safety precautions they should follow when caring for children.
Students define abuse, and identify the three major components of child abuse. They identify methods that help prevent, or cope with abuse, and prevention techniques.
Young scholars are introduced to the various forms of child abuse. Using the internet, they discover the proper ways to report abuse to adults and the warning signs of someone being abused. In groups, they complete a case study to end the lesson.
Learning how to engage in a respectful, academic discussion of controversial topics is an important skill all students should develop. This skill-building activity provides groups with a set-by-step procedure and sentence frames so that they can develop a discussion of whether or not it should be mandatory to get a license to be a parent. Participants are provided with articles that outline the basic arguments for and against licensing, statistics about child abuse, and links to additional information. Using this information, teams focus on crafting a discussion in which the participants must argue both sides of the question.
Students discuss the difference between child abuse and discipline. During a discussion, they identify the types of abuse and prevention methods. In groups, students examine various scenarios and determine whether or not the situations are abuse.
Students define several types of abuse, including sexual, physical, and emotional abuse or neglect. They recognize signs of abusive situations and describe the potential consequences of abuse
Eighth graders are introduced to the various types of abuse. In groups, they identify the signs for each type of abuse and discuss what to do in order to get help. They also discover ways to cope with the abuse and people they can talk to about these issues.
Eighth graders review the types of physical abuse from a previous lesson. In groups, they analyze different situations in which they identify the signs of physical and sexual abuse. As a class, they describe actions that can be taken to receive help for abusive children.
Students recognize need for Convention on the Rights of the Child, work cooperatively in groups to solve problems, examine the global incidents infringing upon students's rights, apply articles of Convention to resolve issues of poverty, discrimination, and abuse, identify level of participation of United States in Convention treaty, and describe struggle and strife felt by their global peers.
Young scholars examine the legal, social, and emotional implications of pornography, sexual abuse, incest, rape, and sexual harassment. They investigate the meaning of sexual abuse.
Students research documents and photographs by Lewis Hine on child labor. They examine documents and summarize them. Students complete several photograph analysis worksheets. Their research and documents begin after the Civil War.
Students explore persuasive writing. In this middle lesson of a series of lessons on persuasive writing, students reread their beginning paragraph and evaluate its content. Students read and critique a sample 6th grade essay as a whole class, then check their own essay for a clear opinion statement and at least three pieces of supporting evidence to back it up.

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