The Teen Files Flipped: Doing Hard Time
INTRODUCTION TO THE AIMS TEACHING MODULE (ATM)
Rationale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2
Organization and Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2
Features . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3
INTRODUCING The Teen Files Flipped: Doing Hard Time
Jump Right In . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5
Themes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
PREPARATION FOR VIEWING
Introduction to the Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
Introduction to Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
Discussion Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
Focus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
AFTER VIEWING THE PROGRAM
Suggested Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7
Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9
Checking Comprehension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10
In Your Own Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11
True or False . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12
Word Search Puzzle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13
Vocabulary Match-Up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14
Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15
ADDITIONAL AIMS MULTIMEDIA PROGRAMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17
ANSWER KEYS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18
© Copyright 2002 • AIMS Multimedia • The Teen Files Flipped: Doing Hard Time • #2670
Congratulations!
You have chosen a learning program that will actively motivate your students and provide you with easily accessible and easily manageable
instructional guidelines and tools designed to make your teaching role efficient and rewarding.
The AIMS Teaching Module (ATM) provides you with a video program correlated to your classroom curriculum, instructions and guidelines for
use, plus a comprehensive teaching program containing a wide range of activities and ideas for interaction between all content areas. Our
authors, educators, and consultants have written and reviewed the AIMS Teaching Modules to align with the Educate America Act: Goals 2000.
This ATM, with its clear definition of manageability, both in the classroom and beyond, allows you to tailor specific activities to meet all of your
classroom needs.
RATIONALE
ORGANIZATION AND MANAGEMENT
In today’s classrooms, educational pedagogy is often founded on
To facilitate ease in classroom manageability, the AIMS Teaching
Benjamin S. Bloom’s “Six Levels of Cognitive Complexity.” The
Module is organized in three sections:
practical application of Bloom’s Taxonomy is to evaluate students’
I. Introducing this ATM
thinking skills on these levels, from the simple to the complex:
will give you the specific information you need to integrate the
program into your classroom curriculum.
1. Knowledge (rote memory skills),
2. Comprehension (the ability to relate or retell),
3. Application (the ability to apply knowledge outside its origin),
II. Preparation for Viewing
4. Analysis (relating and differentiating parts of a whole),
provides suggestions and strategies for motivation, language
5. Synthesis (relating parts to a whole)
preparedness, readiness, and focus prior to viewing the program
6. Evaluation (making a judgment or formulating an opinion).
with your students.
The AIMS Teaching Module is designed to facilitate these intellectual
III. After Viewing the Program
capabilities, and to integrate classroom experiences and assimilation
provides suggestions for additional activities plus an assortment of
of learning with the students’ life experiences, realities, and
consumable assessment and extended activities, designed to broaden
expectations. AIMS’ learner verification studies prove that our AIMS
comprehension of the topic and to make connections to other
Teaching Modules help students to absorb, retain, and to demonstrate
curriculum content areas.
ability to use new knowledge in their world. Our educational
materials are written and designed for today’s classroom, which
incorporates a wide range of intellectual, cultural, physical, and
emotional diversities.
AIMS Teaching Module written by Pat Davies.
© Copyright 2002 AIMS Multimedia
All Rights Reserved. No part of this work may be reproduced or transmitted without written permission of AIMS Multimedia with these exceptions: Persons or schools purchasing this
AIMS Teaching Module may reproduce consumable ATM pages, identified in Section 4, for student or classroom use.
AIMS Multimedia is a leading producer and distributor of educational programs serving schools and libraries since 1957. AIMS draws upon the most up-to-date knowledge, existing
and emerging technologies, and all of the instructional and pedagogical resources available to develop and distribute educational programs in videocassette and CD-ROM.
Persons or schools interested in obtaining additional copies of this AIMS Teaching Module, please contact:
AIMS Multimedia at:
Toll Free: 1-800-367-2467
Fax: 818-341-6700
Web: www.aimsmultimedia.com
Email: [email protected]
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FEATURES
INTRODUCING THE ATM
Introduction To The Program
After Viewing the Program
Introduction to the Program is designed to
After your students have viewed the
enable students to recall or relate prior
program, you may introduce any or all of
Your AIMS Teaching Module is designed to
knowledge about the topic and to prepare
these activities to interact with other
accompany a video program written and
them for what they are about to learn.
curriculum
content
areas,
provide
reinforcement, assess comprehension skills,
produced by some of the world’s most
credible and creative writers and producers
Introduction To Vocabulary
or provide hands-on and in-depth extended
of educational programming. To facilitate
Introduction to Vocabulary is a review of
study of the topic.
diversity and flexibility in your classroom
language used in the program: words,
and to provide assessment tools, your AIMS
phrases, and usage. This vocabulary
Teaching Module features these components:
introduction is designed to ensure that all
learners,
including
learners,
limited
will
English
Themes
proficiency
have
full
This section tells how the AIMS Teaching
understanding of the language usage in the
Module is correlated to the curriculum.
content of the program.
Themes offers suggestions for interaction
with
other
curriculum
content
areas,
Discussion Ideas
enabling teachers to use the teaching
Discussion Ideas are designed to help you
module to incorporate the topic into a
assess students’ prior knowledge about the
variety of learning areas.
topic and to give students a preview of what
they will learn. Active discussion stimulates
Overview
interest in a subject and can motivate even
The Overview provides a synopsis of content
the most reluctant learner. Listening, as well
covered in the video program. Its purpose is
as
to give you a summary of the subject matter
Encourage your students to participate at the
and
rate they feel comfortable. Model sharing
to
enhance
your
introductory
speaking,
is
active
participation.
personal experiences when applicable, and
preparation.
model listening to students’ ideas and
opinions.
Objectives
The ATM learning objectives provide
guidelines for teachers to assess what
Focus
learners can be expected to gain from each
Help learners set a purpose for watching the
program. After completion of the AIMS
program with Focus, designed to give
Teaching Module, your students will be able
students a focal point for comprehension
to demonstrate dynamic and applied
continuity.
comprehension of”” the topic.
Jump Right In
Preparation for Viewing
Jump
In preparation for viewing the video
instructions for quick management of the
Right
In
provides
abbreviated
program, the AIMS Teaching Module offers
program.
activity and/or discussion ideas that you
may use in any order or combination.
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Critical Thinking
SUGGESTED ACTIVITIES
In The Newsroom
Critical Thinking activities are
Each AIMS Teaching Module
designed
stimulate
contains a newsroom activity
activities you can direct in the classroom or
learners’ own opinions and
designed to help students make the
have your students complete independently,
ideas. These activities require students to use
relationship between what they learn in the
in pairs, or in small work groups after they
the thinking process to discern fact from
classroom and how it applies in their world.
have viewed the program. To accommodate
opinion, consider their own problems and
The purpose of In The Newsroom is to
your range of classroom needs, the activities
formulate
draw
actively involve each class member in a
are organized into skills categories. Their
conclusions, discuss cause and effect, or
whole learning experience. Each student will
labels will tell you how to identify each
combine what they already know with what
have an opportunity to perform all of the
activity and help you correlate it into your
they have learned to make inferences.
tasks involved in production: writing,
The Suggested Activities offer ideas for
possible
to
solutions,
researching, producing, directing, and
classroom curriculum. To help you schedule
your classroom lesson time, the AIMS
Cultural Diversity
interviewing as they create their own
hourglass gives you an estimate of the time
Each AIMS Teaching Module
classroom news program.
each activity should require. Some of the
has an activity called Cultural
Awareness, Cultural Diversity,
activities fall into these categories:
Extended Activities
or Cultural Exchange that encourages
These
activities
provide
students to share their backgrounds,
opportunities for students to
These activities are designed
cultures, heritage, or knowledge of other
work separately or together to
to aid in classroom continuity.
countries, customs, and language.
Meeting Individual Needs
Reluctant
learners
conduct
learners acquiring English
These are experimental or
activities geared to enhance comprehension
tactile activities that relate
of language in order to fully grasp content
directly to the material taught
benefit
from
Many
of
the
Link to the World
in the program. Your students
These activities offer ideas
for connecting learners’
and formulate ideas on their own, based on
suggested
media or content areas.
will have opportunities to make discoveries
meaning.
Curriculum Connections
research,
apply what they have learned to other
Hands On
these
will
further
explore answers to their own questions, or
and
classroom activities to their
what they learn in this unit.
community and the rest of the world.
Writing
Culminating Activity
activities are intended to
ART
integrate the content of the
ATM program into other
Every AIMS Teaching Module
To wrap up the unit, AIMS
content
will
Teaching
areas
of
the
contain
an
activity
Modules
cross-
designed for students to use
suggestions
connections turn the classroom teaching
the writing process to express
reinforce what students have
their ideas about what they have learned.
learned and how they can use their new
The writing activity may also help them to
knowledge to enhance their worldview.
classroom
experience
experience.
curriculum.
into
a
These
whole
learning
make the connection between what they are
learning in this unit and how it applies to
other content areas.
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for
offer
ways
to
ADDITIONAL ATM FEATURES
Test
After Viewing
The AIMS Teaching Module Test permits you
•
Select
Suggested
into
Activities
Vocabulary
to assess students’ understanding of what
integrate
Every ATM contains an activity that
they have learned. The test is formatted in
curriculum.
reinforces the meaning and usage of the
one of several standard test formats to give
materials or resources.
vocabulary
If
your
that
classroom
applicable,
gather
the
your students a range of experiences in test-
program content. Students will read or find
taking techniques. Be sure to read, or
the definition of each vocabulary word, then
remind students to read, the directions
work on each activity. Some activities
use the word in a written sentence.
carefully and to read each answer choice
work best for the whole group. Other
before making a selection. Use the Answer
activities are designed for students to
Key to check their answers.
work independently, in pairs, or in
words
introduced
in
Checking Comprehension
•
small groups. Whenever possible,
Checking Comprehension is designed to
help you evaluate how well your students
understand,
retain,
and
recall
the
Choose the best way for students to
Additional
AIMS
encourage students to share their work
Multimedia
with the rest of the group.
Programs
information presented in the AIMS Teaching
After you have completed this AIMS
Module. Depending on your students’ needs,
Teaching Module you may be interested in
you may direct this activity to the whole
more of the programs that AIMS offers. This
Vocabulary, Checking Comprehension,
group yourself, or you may want to have
list includes several related AIMS programs.
and consumable activity pages for your
students
work
on
the
activity
•
students.
page
independently, in pairs, or in small groups.
Answer Key
Students can verify their written answers
Reproduces tests and work pages with
through discussion or by viewing the video a
answers marked.
•
You may choose to have students take
consumable
activities
home,
or
complete them in the classroom,
second time. If you choose, you can
independently, or in groups.
reproduce the answers from your Answer
Key or write the answer choices in a Word
Duplicate the appropriate number of
JUMP RIGHT IN
•
Bank for students to use. Students can use
Administer the Test to assess students’
this completed activity as a study guide to
Preparation
comprehension of what they have
prepare for the test.
•
Read The Teen Files Flipped: Doing
learned, and to provide them with
Hard Time Themes, Overview, and
practice in test-taking procedures.
Reproducible Activities
Objectives to become familiar with
The AIMS Teaching Module provides a
program content and expectations.
•
Use the Culminating Activity as a forum
for students to display, summarize,
selection of reproducible activities, designed
•
Use
Viewing
extend, or share what they have
learning unit. Whenever applicable, they
suggestions to introduce the topic to
learned with each other, the rest of the
are arranged in order from low to high
students.
school,
to specifically reinforce the content of this
difficulty
level,
to
allow
a
Preparation
for
or
organization.
seamless
facilitation of the learning process. You may
Viewing
choose to have students take these activities
•
Set up viewing monitor so that all
students have a clear view.
home or to work on them in the classroom
independently, in pairs or in small groups.
•
Depending on your classroom size and
Checking Vocabulary
learning range, you may choose to
The checking Vocabulary activity provides
have students view The Teen Files
the opportunity for students to assess their
Flipped: Doing Hard Time together or in
knowledge of new vocabulary with this word
small groups.
game or puzzle. The format of this
vocabulary activity allows students to use the
related words and phrases in a different
•
Some students may benefit from
viewing the video more than one time.
context.
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a
local
community
The Teen Files Flipped: Doing Hard Time
Themes
Objectives
Introduction to Vocabulary
The major themes in The Teen Files Flipped:
Doing Hard Time are teen violence, conflict
resolution, and behavioral choices and consequences. Substance abuse, self awareness/self esteem, tolerance and critical
thinking and decision making are related
themes. All themes explored coordinate
closely with character education and guidance units.
•
Write the following words on the board and
explain that they deal with conflict resolution
and decision-making skills. Some students
may be unfamiliar with the terms. If the
meaning of any word is unclear to the
group, ask volunteers to use an appropriate
reference source to check the term and
report their findings to the class.
•
•
•
Overview
Overview: Teenage Jonathon has committed
grand theft - property, fraud and burglary.
He’s been in and out of juvenile facilities
since he was fourteen and believes that jail
time isn’t a big deal. His main activity these
days is selling drugs, just to his friends, he
says. Tina enjoys getting into fights and is
willing to go at it against anyone who looks
at her the wrong way. “Flipped” into a maximum security prison, the teens’ bravado
quickly fades. Jonathon struggles with the
guards, unwilling to even set foot inside the
fence. Tina is hassled by other inmates who
want to steal her shoes, and is distraught to
learn she’s facing execution for beating
another girl to death. In an emotion-packed
meeting, she apologizes to the mother of her
victim - who tells her that the death penalty
is exactly what she deserves. Jonathon realizes that his girlfriend probably wouldn’t
wait for him if he had to spend a long time
inside. He finds out that the acquaintance he
thought was just another new kid on the cellblock is actually a lifer - who hopes that
Jonathon will learn from his mistakes and
not end up doing life himself. In the execution chamber, Tina receives a last minute
reprieve. Despite their earlier tough talk, this
experience hits home, and both teens resolve
to change. “Don’t go to prison,” says
Jonathon, “It’s no fun at all.”
To provide an insider’s look at life
behind bars
To demonstrate there is nothing
glamorous or enjoyable about
spending time in prison
To reveal the painful consequences for
victims’ families and emphasizes that
for many crimes there’s no way to undo
the wrong
To encourage teen offenders to
reevaluate their attitudes and their lives
- and change them for the better
abusive, bullying, consequences, harassment, hostile, intimidation, peer pressure,
respect, responsibility, threat, tolerance, violence
Introduction to the Program
Discussion Ideas
To prepare students for, The Teen Files
Flipped: Doing Hard Time, ask them to volunteer any terms they can think of that refer
to activities that would result in teens being
arrested and perhaps spending time in jail
or prison. Accept all responses; expect them
to include such topics as:
conflict, drugs, fighting, guns, murder,
shooting, shoplifting, stealing, threats, vandalism, victims, violence
Write all responses on the board, and discuss the list with the class. Explain that they
will be viewing a video that deals with failure to resolve conflicts peacefully, with fighting, and with drug trafficking, and the
consequences of these actions for the teens
involved.
Ask students to think of incidents locally or
nationally in which teens have committed
crimes for which they were arrested, tried,
convicted and sent to jail or prison. Lead students in a discussion of the incidents they
mention. What were the circumstances of the
teens’ crimes? What alternative behaviors
might the teens have opted for instead of
those that were (or turned into) criminal
acts? How do students feel they would
resolve the difficulties these teens experienced without resorting to criminal activity?
Focus
Ask students to think for a few moments
about the incidents they have just discussed.
Tell them to watch for details in the video
they are about to watch which touch on and
perhaps corroborate points raised in your
discussion. Let them know you will ask them
to share their conclusions with the class following the screening.
abusive, bullying, conflict, consequences,
disrespect, harassment, hostile, intimidation,
peer pressure, respect, responsibility, threat,
tolerance, violence
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SUGGESTED ACTIVITIES
Critical Thinking
In the video, Tommy, Tina, and Jonathon talk about the prison experience and freedom this way - Tina: “I want my
freedom back so bad.” Tommy: “I don’t have ‘tomorrow’ anymore. ‘Tomorrow’ was yesterday and that’s when I
was sentenced to life without parole. ‘Tomorrow’ is never guaranteed.” Jonathon: “It’s hell in there ... no fun at all.
Don’t go to prison.” Discuss or write the above quotes on the board. Ask students to think about what it would
40 Minutes
mean to them to have to leave their homes today and spend the rest of their lives in the harsh, regimented environment of prison. Presuming they would feel remorse, whatever their crime might be, how would they cope with
the prison experience, with never again having the freedom to decide what they want to do with their day, with
their weekend - with their life? Have students write short essays to be shared with the class.
Meeting Individual Needs
In the video, Tina has a problem with conflict resolution and anger management. She likes to solve her problems
with her fists and often gets into fights with other students. Have students research through the Internet and other
resources to determine the specific ways in which Tina’s “street fighting” differs from the organized sports of boxing, wrestling, sumo wrestling, kick boxing, and the defensive arts of judo and similar disciplines. Have students
60 Minutes
present their findings to the class.
Hands On
In the video, Jonathon and Tina each have problems with conflict resolution, anger management, self esteem, and
the idea of being “disrespected.” Learning to deal with conflicts in non-violent ways takes practice. Have students
work in pairs or small groups to role play different conflict situations. Have students suggest situations of their own,
or use some of the following topics. (To avoid the use of hurtful epithets, you may wish to first come up with a list
of “nonsense” names or insults to use for the exercise.)
One student constantly “solves” disagreements by beating the other individual(s) up; his/her friends want to intervene.
One student insults another student’s racial, ethnic or cultural background.
One student calls the other a derogatory name.
One student keeps pressuring another to try tobacco, alcohol or another drug.
Two friends argue over the friendship of a third individual.
Students try to convince their friend to break away from a gang that he’s thinking of joining.
Ask students to use the following list of do’s and don’ts as guidelines:
•
Don’t yell, make sarcastic remarks or tease the other person.
•
Don’t bully or threaten the other person.
•
Don’t blame the other person.
•
Do start sentences with “I feel” and “I think.”
•
Do treat the other person with respect.
•
Do speak honestly about how you feel.
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Extended
Link to the World
Arrange for either:
•
a law enforcement officer to give a presentation to the class on juvenile offenders and the consequences of
arrest and conviction, followed by the class interviewing the officer for further details (using a previously
Extended
prepared list of questions).
•
a class trip to the nearest court that tries criminal cases. Have the class sit in on a day’s session of an on-going
criminal trial. Discuss their opinions regarding the case in class the following day. You may wish to hold a
debate or mock trial to resolve the group’s feelings on the case.
Critical Thinking
In the video, Tina met with the mother of the girl who had been murdered and tried to apologize, to say how sorry
she was that the girl had died. The woman, still grieving for her daughter, brushed Tina’s apologies aside. What
would students do in a similar situation? Discuss with the class what they think could be done by someone in Tina’s
situation to try and atone for the wrong they had done to someone else. What action(s) do they think might help
“make things right”, or at least better, if they were responsible for something bad happening to another person?
1 Hour
Have students either:
•
write individual letters of apology to someone (real or hypothetical) that they have wronged;
•
work in pairs to role play a situation of apologizing to someone they have wronged; have the pairs switch so
that each individual plays both roles.
(You may wish to restrict students to less serious situations than the life-and-death situation in which Tina found herself.)
Writing
Tina, Jonathon and other individuals in the video have anger management and conflict resolution problems, and
each realizes that any goals they have (or had) for their lives are in jeopardy if they are in prison. Give students
a one-month (or longer) journal writing assignment, keeping notes of their short and long-term goals ... academic
goals, goals for social or other personal achievement, goals for their futures. Encourage students to consider, plot
Extended
out, and keep track of how they might use conflict resolution and anger management skills to keep their goals from
becoming derailed. Remind them that all large goals must be broken down into small achievable steps, so that the
overall goal will not seem unattainable, and small victories can be celebrated along the way. Although this is meant
as a private exercise, if any students volunteer to share part of their journals with the group, set aside class time
for this purpose.
Culminating Activity
Have students work in small groups to create a multi-media presentation about the information they’ve learned from
the program. Brainstorm with the class the topics that should be covered, as well as the types of materials and
media they would like to include in their presentation. Have each group present to the entire class; if video equipment is available, you may wish to tape the presentations for later review.
8
© Copyright 2002 • AIMS Multimedia • The Teen Files Flipped: Doing Hard Time • #2670
Extended
Name
VOCABULARY
The vocabulary words listed below deal with topics raised in The Teen Files Flipped: Doing Hard Time. Read each definition. On the line next
to the definition write the letter of the vocabulary word that matches the definition. Use a dictionary or other reference if necessary. Then use
a separate piece of paper to write each word in a sentence.
A) conflict
B) consequences
C) disrespect
D) hostile
E) intimidation
F) respect
G) responsibility
H) solitary
I) threaten
J) tolerance
K) (to) traffic (in)
L) violence
1.
________
2.
________
an objective, fair attitude toward others who seem in some way different from yourself
a form of punishment in which the individual is confined on his or her own for a certain period of time without contact with
anyone else
3.
________
to treat another individual with dignity
4.
________
injurious, unwarranted physical force or action
5.
________
to tell someone verbally, in writing, or through gestures that you intend to harm them in some way
6.
________
the results of an action or decision
7.
________
to deal in; to buy, sell, or trade in a substance, item, or service
8.
________
a show of contempt or rudeness to another individual
9.
________
the act of making a person timid or fearful
10. ________
a situation when two or more individuals are not in agreement on a topic; sometimes involving argumentative or violent action
11. ________
a person’s sense of obligation, of being dependable or reliable
12. ________
unfriendly, antagonistic
9
© Copyright 2002 • AIMS Multimedia • The Teen Files Flipped: Doing Hard Time • #2670
Name
CHECKING COMPREHENSION
Complete each sentence below with a word or words that make sense. For questions 3, 4, 9 and 10, write a short answer of your own.
1. Jonathon says he was in “juvie” for the first time when he was 14 and he won’t tolerate being ______________________.
A) disrespected
B) nice to anyone
C) engaged to his girlfriend
2. Tina says that she likes to fight and that when she’s fighting she’s “in the moment” and she doesn’t think about ______________________.
A) breaking a nail
B) whether she’s winning or losing
C) repercussions
3. How does Tina learn details of the crime for which she’s put into prison?
4. In what type of facility are both teens incarcerated?
5. When Tina and her cellmate are left in the common area with other prisoners ______________________.
A) they play a game of cards
B) the other prisoners hassle Tina and say they want her shoes
C) Tina asks the other prisoners what she should do about trying to get the execution canceled
6. The other inmates tell Jonathon and Tommy that most of them are serving sentences for ______________________.
A) shoplifting
B) murder
C) bank robbery
7. For mouthing off to another inmate, Tommy is ______________________.
A) put in solitary
B) sent to work on a road crew
C) transferred to another prison
8. Tina’s lawyer meets with her to try ______________________.
A) to request a new trial
B) to get a stay of execution
C) to get her a different cellmate
9. What does Tommy tell Jonathon?
10. What does the murdered girl’s mother ask Tina to do?
10
© Copyright 2002 • AIMS Multimedia • The Teen Files Flipped: Doing Hard Time • #2670
Name
IN YOUR OWN WORDS
1.
At the beginning of the video, Tina says that she likes to fight and that when she’s fighting, she’s “in the moment” and doesn’t think about
repercussions. How often do you do things because you want to, without thinking about the consequences? Have there been times when
the repercussions were something you didn’t expect, something you did not want? Explain your answer.
2.
The inmate, Tommy, says, “I don’t have ‘tomorrow’ anymore. ‘Tomorrow’ was yesterday, and that’s when I was sentenced to life without
parole. ‘Tomorrow’ is never guaranteed.” What do you think he is really saying here? What is his message to Jonathon? Explain your
answer.
3.
What do you think Tina and Jonathon each need to work on to be sure their future behavior does not lead them back to prison for a “real”
sentence? Explain your answer.
4.
Which person or story featured in the video was the most memorable for you? Why?
11
© Copyright 2002 • AIMS Multimedia • The Teen Files Flipped: Doing Hard Time • #2670
Name
TRUE OR FALSE
Read each statement below and place a T in the space provided if the statement is true, or an F if the statement is false.
1.
________
Jonathon is arrested for assault because he has beaten and injured an acquaintance.
2.
________
Jonathon and Tina are each sent to a maximum security prison.
3.
________
Tina finds out she has been sentenced to die for the beating death of a young girl.
4.
________
Jonathon’s cellmate and others try to steal his shoes.
5.
________
Tina gets upset that, “there’s someone watching you every move.”
6.
________
Jonathon mouths off to another inmate and is sent to solitary.
7.
________
After Jonathon’s girlfriend visits him he and the other prisoners agree that she probably won’t wait for him if he’s in for a long
time.
8.
________
Tina meets the mother of the girl she’s killed, who tells her she deserves to die for her crime.
9.
________
Tommy is serving a life sentence for shooting someone in a holdup.
10. ________
The governor’s office calls at the last moment to stop Tina’s execution.
12
© Copyright 2002 • AIMS Multimedia • The Teen Files Flipped: Doing Hard Time • #2670
Name
WORD SEARCH PUZZLE
Read each vocabulary definition below. On the line before each definition write the appropriate word, then find each in the word search. Look
up, down, across, backwards and diagonally to find the words.
WORD BANK
X
R
V
G
H
J
K
L
B
N
Q
V
C
K
M
I
R
G
Y
T
C
E
P
S
E
R
S
I
D
N
N
N
E
W
C
W
X
V
V
B
R
W
J
K
T
C
O
N
S
E
Q
U
E
N
C
E
S
K
C
O
A
X
W
V
P
W
M
M
H
W
Q
J
O
P
L
R
N
Z
Z
S
O
V
N
O
W
B
N
M
M
E
C
E
W
D
E
R
N
R
S
T
F
B
B
X
R
E
T
Z
Z
R
W
V
S
T
L
J
K
J
Z
A
R
A
N
O
I
T
A
D
I
M
I
T
N
I
N
A
E
W
W
V
B
V
C
L
B
G
H
J
J
C
T
R
Z
X
X
V
T
Z
E
Z
I
W
W
P
E
E
H
D
C
G
G
Z
V
H
K
K
L
R
R
V
Z
T
Z
X
J
M
E
C
N
E
L
O
I
V
B
G
V
Z
K
H
G
L
N
J
M
H
G
K
T
M
Y
R
A
T
I
L
O
S
R
W
J
K
M
Z
Y
conflict
consequences
disrespect
hostile
incarcerate
intimidation
respect
responsibility
solitary
threaten
tolerance
violence
______________________ to treat another individual with dignity
______________________ to imprison an individual for a specified length of time, based on the person’s conviction for having committed an
illegal act
______________________ a situation when two or more individuals are not in agreement on a topic; sometimes involving argumentative or
violent action
______________________ an objective, fair attitude toward others who seem in some way different from yourself
______________________ a form of punishment in which the individual is confined on his or her own for a certain period of time without
contact with anyone else
______________________ injurious, unwarranted physical force or action
______________________ to tell someone verbally, in writing, or through gestures that you intend to harm them in some way
______________________ a show of contempt or rudeness to another individual
______________________ the results of an action or decision
______________________ a person’s sense of obligation, of being dependable or reliable
______________________ unfriendly, antagonistic
______________________ the act of making a person timid or fearful
13
© Copyright 2002 • AIMS Multimedia • The Teen Files Flipped: Doing Hard Time • #2670
Name
VOCABULARY MATCH-UP
Draw a line from each vocabulary word below on the left to the appropriate definition to the right.
abusive
bullying
the act of pestering someone with unwanted attention
an attempt by others who are in the same social group to influence an individual’s behavior
conflict
to tell someone verbally, in writing, or through gestures that you intend to harm them in some way
consequences
the act of making a person timid or fearful
harassment
to annoy someone by making fun of them or insulting them. Sometimes done between friends, this is a
form of bullying when done in an unfriendly way.
hostile
intimidation
the results of an action or decision
a person’s sense of obligation, of being dependable or reliable
peer pressure
injurious, unwarranted physical force or action
respect
an objective, fair attitude toward others who seem in some way different from yourself
the use of power to verbally, psychologically or physically mistreat others. This may include excluding cer-
responsibility
tease
threaten
tain individuals, spreading rumors or using sexual harassment
to deal in; to buy, sell, or trade in a substance, item, or service
a situation when two or more individuals are not in agreement on a topic; sometimes involving argumentative or violent action
tolerance
unfriendly, antagonistic
(to) traffic (in)
to treat another individual with dignity
violence
characterized by harsh, insulting language
14
© Copyright 2002 • AIMS Multimedia • The Teen Files Flipped: Doing Hard Time • #2670
Name
TEST
Circle the letter for the correct answer to multiple choice questions. Write a short answer to questions that are not multiple choice.
1. Jonathon’s “flipped” day begins with him being _____________________.
A) sent to junior college for preliminary courses in criminal justice
B) arrested by the sheriffs on a charge of drug trafficking
C) arrested on a charge of having beaten someone to death
2. The MTV crew picks Tina up from a hospital emergency room where she’s being bandaged from being in a fight._____________________.
A) True
B) False
3. What happens when Jonathon and Tommy’s bus arrives at the prison? _____________________.
A) They are a little frightened seeing all the armed guards in the towers.
B) Jonathon refuses to enter the prison and is forced through the gate by the guards.
C) A and B
4. What is Tina’s comment after reading the newspaper articles about her crime and trial? _____________________.
A) “It was her fault. She shouldn’t have made me mad.”
B) “I can’t believe this; they must know I didn’t do it.”
C) “It feels awful to think that I could kill someone.”
5. What is one of the things that seems to really bother Tina about being in prison? _____________________.
A) All the other inmates want her shoes.
B) “There’s someone watching your every move, because sometimes you want your privacy.”
C) She believes she’s done nothing wrong and shouldn’t be there.
6. When Tina is led from her cell to death row, what does she see that really shakes her up? _____________________.
A) the hearse waiting to take away her dead body
B) her mother’s car
C) news crews gathered there to report on her execution
15
© Copyright 2002 • AIMS Multimedia • The Teen Files Flipped: Doing Hard Time • #2670
Name
TEST (CONTINUED)
7. What does the murdered girl’s mother say to Tina when she apologizes? _____________________
A) She doesn’t believe that Tina’s sorry; she can’t forgive her; she believes Tina deserves the death penalty.
B) She accepts Tina’s apology and tells Tina that she forgives her.
C) She is overcome with grief and cannot say anything.
8. What Does Tommy tell Jonathon about why he has been in prison for over 7 years? _____________________.
A) He was caught passing bad checks and sentenced to 10 years in prison.
B) He committed a robbery when he was 17, shot someone and is doing a life sentence without parole.
C) He was the driver in a DUI collision in which the other driver was killed; he’s serving a 12 year sentence for manslaughter.
9. What happens when Tina is strapped into the chair in the execution chamber and sees the lethal injection equipment laying there?
_____________________.
A) She faints.
B) The murdered girl’s mother tries to break into the room.
C) The warden arrives at the last moment and says the governor has called off the execution.
10. What does Tina’s cellmate tell her about her own criminal history, and what is Tina’s reaction?
16
© Copyright 2002 • AIMS Multimedia • The Teen Files Flipped: Doing Hard Time • #2670
ADDITIONAL AIMS MULTIMEDIA PROGRAMS
You and your students might also enjoy these other AIMS Multimedia programs:
2673-EN-VID:
2659 -EN-VID:
2664-EN-VID:
2667-EN-VID:
2658-EN-VID:
2664-EN-VID:
2281-EN-VID:
8909-EN-VID:
8427-EN-VID:
8788-EN-VID:
2342-EN-VID:
The Teen Files Flipped: Drug Use and Addiction
The Teen Files Flipped: The Reality of Drug Use
The Teen Files Flipped: Gang Member/Law Enforcement Officer
The Teen Files Flipped: Tobacco
The Teen Files Flipped: Gun Awareness
The Teen Files Flipped: Gang Member/Law Enforcement Officer
Scared Straight! 20 Years Later
Juvenile Justice: Teens Behind Bars
Shoplifting Doesn’t Pay
Hard Choices: Inside Looking Out
Overcoming Gangs and Prejudice
17
© Copyright 2002 • AIMS Multimedia • The Teen Files Flipped: Doing Hard Time • #2670
ANSWER KEY for page 9
VOCABULARY
The vocabulary words listed below deal with topics raised in The Teen Files Flipped: Doing Hard Time. Read each definition. On the line next
to the definition write the letter of the vocabulary word that matches the definition. Use a dictionary or other reference if necessary. Then use
a separate piece of paper to write each word in a sentence.
A) conflict
B) consequences
C) disrespect
D) hostile
E) intimidation
F) respect
G) responsibility
H) solitary
I) threaten
J) tolerance
K) (to) traffic (in)
L) violence
1.
J
________
2.
H
________
an objective, fair attitude toward others who seem in some way different from yourself
a form of punishment in which the individual is confined on his or her own for a certain period of time without contact with
anyone else
3.
F
________
to treat another individual with dignity
4.
L
________
injurious, unwarranted physical force or action
5.
I
________
to tell someone verbally, in writing, or through gestures that you intend to harm them in some way
6.
B
________
the results of an action or decision
7.
K
________
to deal in; to buy, sell, or trade in a substance, item, or service
8.
C
________
a show of contempt or rudeness to another individual
9.
E
________
the act of making a person timid or fearful
A
10. ________
a situation when two or more individuals are not in agreement on a topic; sometimes involving argumentative or violent action
G
11. ________
a person’s sense of obligation, of being dependable or reliable
D
12. ________
unfriendly, antagonistic
Students’ sentences will vary; accept any that demonstrate understanding.
18
© Copyright 2002 • AIMS Multimedia • The Teen Files Flipped: Doing Hard Time • #2670
ANSWER KEY for page 10
CHECKING COMPREHENSION
Complete each sentence below with a word or words that make sense. For questions 3, 4, 9 and 10, write a short answer of your own.
1. Jonathon says he was in “juvie” for the first time when he was 14 and he won’t tolerate being ______________________.
A) disrespected
B) nice to anyone
C) engaged to his girlfriend
2. Tina says that she likes to fight and that when she’s fighting she’s “in the moment” and she doesn’t think about ______________________.
A) breaking a nail
B) whether she’s winning or losing
C) repercussions
3. How does Tina learn details of the crime for which she’s put into prison?
On the cell wall she reads newspaper accounts of the crime, the trial, and her scheduled execution.
4. In what type of facility are both teens incarcerated?
They are in a maximum security prison.
5. When Tina and her cellmate are left in the common area with other prisoners ______________________.
A) they play a game of cards
B) the other prisoners hassle Tina and say they want her shoes
C) Tina asks the other prisoners what she should do about trying to get the execution canceled
6. The other inmates tell Jonathon and Tommy that most of them are serving sentences for ______________________.
A) shoplifting
B) murder
C) bank robbery
7. For mouthing off to another inmate, Tommy is ______________________.
A) put in solitary
B) sent to work on a road crew
C) transferred to another prison
8. Tina’s lawyer meets with her to try ______________________.
A) to request a new trial
B) to get a stay of execution
C) to get her a different cellmate
9. What does Tommy tell Jonathon?
Students’ answers may vary, but should touch on: Tommy is serving a life sentence and he wants Jonathon to learn from his example so
that he will change his life and not end up in prison for real himself
10. What does the murdered girl’s mother ask Tina to do?
Students’ answers may vary, but should touch on: Although Tina isn’t the one who killed her daughter, she’s on a similar path and that,
“you don’t want to go down that road. Change your life.”
19
© Copyright 2002 • AIMS Multimedia • The Teen Files Flipped: Doing Hard Time • #2670
ANSWER KEY for page 11
IN YOUR OWN WORDS
1.
At the beginning of the video, Tina says that she likes to fight and that when she’s fighting, she’s “in the moment” and doesn’t think about
repercussions. How often do you do things because you want to, without thinking about the consequences? Have there been times when
the repercussions were something you didn’t expect, something you did not want? Explain your answer.
Students’ answers will vary; accept any that demonstrate understanding.
2.
The inmate, Tommy, says, “I don’t have ‘tomorrow’ anymore. ‘Tomorrow’ was yesterday, and that’s when I was sentenced to life without
parole. ‘Tomorrow’ is never guaranteed.” What do you think he is really saying here? What is his message to Jonathon? Explain your
answer.
3.
What do you think Tina and Jonathon each need to work on to be sure their future behavior does not lead them back to prison for a “real”
sentence? Explain your answer.
4.
Which person or story featured in the video was the most memorable for you? Why?
20
© Copyright 2002 • AIMS Multimedia • The Teen Files Flipped: Doing Hard Time • #2670
ANSWER KEY for page 12
TRUE OR FALSE
Read each statement below and place a T in the space provided if the statement is true, or an F if the statement is false.
1.
F
________
Jonathon is arrested for assault because he has beaten and injured an acquaintance.
2.
T
________
Jonathon and Tina are each sent to a maximum security prison.
3.
T
________
Tina finds out she has been sentenced to die for the beating death of a young girl.
4.
F
________
Jonathon’s cellmate and others try to steal his shoes.
5.
T
________
Tina gets upset that, “there’s someone watching you every move.”
6.
F
________
Jonathon mouths off to another inmate and is sent to solitary.
7.
T
________
After Jonathon’s girlfriend visits him he and the other prisoners agree that she probably won’t wait for him if he’s in for a long
time.
8.
T
________
Tina meets the mother of the girl she’s killed, who tells her she deserves to die for her crime.
9.
T
________
Tommy is serving a life sentence for shooting someone in a holdup.
T
10. ________
The governor’s office calls at the last moment to stop Tina’s execution.
21
© Copyright 2002 • AIMS Multimedia • The Teen Files Flipped: Doing Hard Time • #2670
ANSWER KEY for page 13
WORD SEARCH PUZZLE
Read each vocabulary definition below. On the line before each definition write the appropriate word, then find each in the word search. Look
up, down, across, backwards and diagonally to find the words.
WORD BANK
X
R
V
G
H
J
K
L
B
N
Q
V
C
K
M
I
R
G
Y
T
C
E
P
S
E
R
S
I
D
N
N
N
E
W
C
W
X
V
V
B
R
W
J
K
T
C
O
N
S
E
Q
U
E
N
C
E
S
K
C
O
A
X
W
V
P
W
M
M
H
W
Q
J
O
P
L
R
N
Z
Z
S
O
V
N
O
W
B
N
M
M
E
C
E
W
D
E
R
N
R
S
T
F
B
B
X
R
E
T
Z
Z
R
W
V
S
T
L
J
K
J
Z
A
R
A
N
O
I
T
A
D
I
M
I
T
N
I
N
A
E
W
W
V
B
V
C
L
B
G
H
J
J
C
T
R
Z
X
X
V
T
Z
E
Z
I
W
W
P
E
E
H
D
C
G
G
Z
V
H
K
K
L
R
R
V
Z
T
Z
X
J
M
E
C
N
E
L
O
I
V
B
G
V
Z
K
H
G
L
N
J
M
H
G
K
T
M
Y
R
A
T
I
L
O
S
R
W
J
K
M
Z
Y
conflict
consequences
disrespect
hostile
incarcerate
intimidation
respect
responsibility
solitary
threaten
tolerance
violence
respect
______________________
to treat another individual with dignity
incarcerate
______________________
to imprison an individual for a specified length of time, based on the person’s conviction for having committed an
illegal act
conflict
______________________
a situation when two or more individuals are not in agreement on a topic; sometimes involving argumentative or
violent action
tolerance
______________________
an objective, fair attitude toward others who seem in some way different from yourself
solitary
______________________ a form of punishment in which the individual is confined on his or her own for a certain period of time without
contact with anyone else
violence
______________________
injurious, unwarranted physical force or action
threaten
______________________
to tell someone verbally, in writing, or through gestures that you intend to harm them in some way
disrespect
______________________
a show of contempt or rudeness to another individual
consequences
______________________
the results of an action or decision
responsibility
______________________
a person’s sense of obligation, of being dependable or reliable
hostile
______________________
unfriendly, antagonistic
intimidation
______________________
the act of making a person timid or fearful
22
© Copyright 2002 • AIMS Multimedia • The Teen Files Flipped: Doing Hard Time • #2670
ANSWER KEY for page 14
VOCABULARY MATCH-UP
Draw a line from each vocabulary word below on the left to the appropriate definition to the right.
abusive
bullying
the act of pestering someone with unwanted attention
an attempt by others who are in the same social group to influence an individual’s behavior
conflict
to tell someone verbally, in writing, or through gestures that you intend to harm them in some way
consequences
the act of making a person timid or fearful
harassment
to annoy someone by making fun of them or insulting them. Sometimes done between friends, this is a
form of bullying when done in an unfriendly way.
hostile
intimidation
the results of an action or decision
a person’s sense of obligation, of being dependable or reliable
peer pressure
injurious, unwarranted physical force or action
respect
an objective, fair attitude toward others who seem in some way different from yourself
the use of power to verbally, psychologically or physically mistreat others. This may include excluding cer-
responsibility
tease
threaten
tain individuals, spreading rumors or using sexual harassment
to deal in; to buy, sell, or trade in a substance, item, or service
a situation when two or more individuals are not in agreement on a topic; sometimes involving argumentative or violent action
tolerance
unfriendly, antagonistic
(to) traffic (in)
to treat another individual with dignity
violence
characterized by harsh, insulting language
23
© Copyright 2002 • AIMS Multimedia • The Teen Files Flipped: Doing Hard Time • #2670
ANSWER KEY for page 15
TEST
Circle the letter for the correct answer to multiple choice questions. Write a short answer to questions that are not multiple choice.
1. Jonathon’s “flipped” day begins with him being _____________________.
A) sent to junior college for preliminary courses in criminal justice
B) arrested by the sheriffs on a charge of drug trafficking
C) arrested on a charge of having beaten someone to death
2. The MTV crew picks Tina up from a hospital emergency room where she’s being bandaged from being in a fight._____________________.
A) True
B) False
3. What happens when Jonathon and Tommy’s bus arrives at the prison? _____________________.
A) They are a little frightened seeing all the armed guards in the towers.
B) Jonathon refuses to enter the prison and is forced through the gate by the guards.
C) A and B
4. What is Tina’s comment after reading the newspaper articles about her crime and trial? _____________________.
A) “It was her fault. She shouldn’t have made me mad.”
B) “I can’t believe this; they must know I didn’t do it.”
C) “It feels awful to think that I could kill someone.”
5. What is one of the things that seems to really bother Tina about being in prison? _____________________.
A) All the other inmates want her shoes.
B) “There’s someone watching your every move, because sometimes you want your privacy.”
C) She believes she’s done nothing wrong and shouldn’t be there.
6. When Tina is led from her cell to death row, what does she see that really shakes her up? _____________________.
A) the hearse waiting to take away her dead body
B) her mother’s car
C) news crews gathered there to report on her execution
24
© Copyright 2002 • AIMS Multimedia • The Teen Files Flipped: Doing Hard Time • #2670
ANSWER KEY for page 16
TEST (CONTINUED)
7. What does the murdered girl’s mother say to Tina when she apologizes? _____________________
A) She doesn’t believe that Tina’s sorry; she can’t forgive her; she believes Tina deserves the death penalty.
B) She accepts Tina’s apology and tells Tina that she forgives her.
C) She is overcome with grief and cannot say anything.
8. What Does Tommy tell Jonathon about why he has been in prison for over 7 years? _____________________.
A) He was caught passing bad checks and sentenced to 10 years in prison.
B) He committed a robbery when he was 17, shot someone and is doing a life sentence without parole.
C) He was the driver in a DUI collision in which the other driver was killed; he’s serving a 12 year sentence for manslaughter.
9. What happens when Tina is strapped into the chair in the execution chamber and sees the lethal injection equipment laying there?
_____________________.
A) She faints.
B) The murdered girl’s mother tries to break into the room.
C) The warden arrives at the last moment and says the governor has called off the execution.
10. What does Tina’s cellmate tell her about her own criminal history, and what is Tina’s reaction?
Student’s answers will vary, but should touch on: Tina’s cellmate tells Tina she is in prison for assault with a deadly weapon. She had kicked
someone in a fight, and her foot was considered a deadly weapon. Tina realizes that fighting isn’t just a “little thing” and decides that
when people talk about her she’s just going to let them talk because, “Honestly, they are only words.”
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© Copyright 2002 • AIMS Multimedia • The Teen Files Flipped: Doing Hard Time • #2670