Activity Overview
Getting out of an unhealthy relationship is difficult and potentially dangerous. It may be the best, but hardest, decision anyone has to make. A victim may be manipulated to the point of feeling like there is not a problem or it’s their own fault. It seems obvious to someone on the outside looking in for the victim to get out, but the victim may still be holding onto feelings from the honeymoon stage.
When they decide to end the relationship, it's important to have a safety plan in place. Some steps that should be taken are: not doing it alone, having a cell phone around, not further angering the aggressor than needed to end the relationship, telling a trusted adult, and setting a time limit on the conversation to limit possible manipulation from the aggressor.
In this activity, students will create a storyboard that identifies three safe and unsafe breakup techniques. This can be modified to a lower level by creating multiple scenes and having students identify the correct steps. Make sure each storyboard created by the students is appropriate for school as these topics can potentially trigger others.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Create a storyboard depicting three safe ways to end an unhealthy relationship and compare them to three unsafe ways.
- Click "Start Assignment".
- Title the columns "Safe Breakup" and "Unsafe Breakup".
- Create three examples of safe break up strategies discussed in class using a combination of school appropriate scenes, characters, and items.
- Compare the safe methods to the unsafe versions in the cells using a combination of school appropriate scenes, characters, and items.
- Title each row with the safe/unsafe method created.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient | Emerging | Beginning | |
|---|---|---|---|
| Structure | There are column titles indicating which break up strategy is safe and unsafe. The titles on the rows indicate the name of the tactics. | The column titles do not indicate which break up strategy is safe and unsafe or the titles on the rows do not indicate the name of the tactics. | The column titles do not indicate which break up strategy is safe and unsafe and the titles on the rows do not indicate the name of the tactics. |
| Safe Strategies | All three cells used exemplary school appropriate scenes, characters, and text to convey an outcome of a safe break up strategy. The safe break up strategies depicted are successful in creating a safe environment for both parties. The safe environment leads to no verbal, physical, or emotional abuse. | All three cells used adequate school appropriate scenes, characters, and text to convey an outcome of a safe break up strategy. The safe break up strategies depicted are successful in creating a safe environment for both parties. The safe environment leads to no verbal, physical, or emotional abuse. | Less than three cells used adequate school appropriate scenes, characters, and text to convey an outcome of a safe break up strategy. The safe break up strategies depicted are unsuccessful in creating a safe environment for both parties. |
| Unsafe Strategies | All three cells used exemplary school appropriate scenes, characters, and text to convey an outcome of an unsafe break up strategy. The unsafe break up strategies depict an unsuccessful attempt to create a safe environment for both parties. | All three cells used adequate school appropriate scenes, characters, and text to convey an outcome of an unsafe break up strategy. The unsafe break up strategies depict an unsuccessful attempt to create a safe environment for both parties. | Less than three cells used adequate school appropriate scenes, characters, and text to convey an outcome of an unsafe break up strategy. |
| Use of Convections | There are few to no grammar or spelling mistakes. The text clearly indicates messages of safe and unsafe break up verbal cues. | There are some grammar or spelling mistakes, but understanding of content is clear. | There are too many grammar or spelling mistakes creating an unclear understanding of content. |
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