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Kids and Guns

Social Studies Activity for Grades 4-8

Objectives
To help kids discuss their fears and questions about handgun violence, using the tragedy at Columbine High School as a focus.

Standards


	McRel Health Standard #5: Grades 3-5 Knows methods used to recognize and avoid threatening situations and ways to get assistance.


	McRel Health Standard #5: Grades 6-8 Knows injury prevention strategies for family health. Knows potential signs of self- and other-directed violence. Knows the various possible causes of conflict among youth in schools and communities, and strategies to manage conflict.

Materials


	Videotape of the Nick News Special Edition: Kids and Guns


	Television and VCR


	Chalkboard or white board and appropriate marking tool


	Paper and pens for student use


	Computer with internet capabilities


	"Safe Schools: Early Warning Guide" US department of Education found at www.ed.gov

Web Resources


	A Guide to Safe Schools


	U.S. Congressional Directory


	National Rifle Association


	National Archives Website


	The Brady Center to Prevent Gun Violence

Segment One
Prior to Viewing

Discuss with the class:

Do guns scare you?
Do guns make you feel safe?
Does your family own a gun?
Think about ways you can identify signs that kids may be ready to use violence to solve problems.

Introduce this episode to the students by saying that the episode they are about to watch is about guns, and how dangerous they are in the wrong hands. Explain that each student's opinion is important on this issue, because one day they will shape the laws of our country.

During Viewing:

Show the first segment about the events at Columbine High School.

Describe some of the factors that contributed to this tragedy. (Possible answers: gun left unattended, gun found in area with other toys and within the reach of kids, kids unsupervised by an adult in a life-threatening situation, gun not locked up and stored properly.
Discuss with the class the different emotions that they feel - fright, anger, sadness, despair.
Even though it is difficult to predict, there may be ways to prevent such an event from happening. Brainstorm these ideas and list them on the chalkboard.
Dr. LaRock recommends the following rules. Do you agree or disagree with them? Could you add more?
- STOP
- THINK
- LEAVE THE AREA
- INFORM AND ADULT IMMEDIATELY

Linda Ellerbee asks her studio guests how television violence influences the views of our young people today. Stop the tape when Linda asks the question and discuss this with the class. Begin the tape again, and view the responses of the students in the TV group.

Segment Two
Prior To Viewing

Locate the Bill of Rights on the National Archives website, and discuss the second amendment.
Discuss with the class:
- Does the Constitution give all Americans the right to own a gun? How has the role of guns in our society changed since 1776?
- Do you think our forefathers would have changed this amendment if they were aware of some of the problems that are occurring today?
- How would you change this amendment?

During Viewing

View the segment on the Bill of Rights and the Storm family. Stop the tape to discuss the following points:

When is it okay to use a real gun? (Possible answers: legal hunting and defending yourself)
The older Storm boy says that all of us are vulnerable without a gun in the home. Do you agree with him?

Mr. Storm talks about the importance of instruction in the proper use of firearms, and how this helped his boys to know what procedures to follow to defend their home against the intruder. Discuss with the class:

Do you think that this type of instruction could prevent handgun accidents in the home if it were something that all youngsters were exposed to?
Why do you think that some people would object to this type of education?
Do you think that the older Storm boy demonstrated mature judgment in the use of the gun in his home? Do you think that good judgment with firearms could be taught to others?

View the segment which features the NRA (Chip Walker) and Center to Prevent Handgun Violence (Dennis Hennigan) debate. Stop the tape and explore the following two internet sites: NRA and Center to Prevent Handgun Violence. Find out the history of these two groups and identify their positions on gun ownership.

After viewing the tape and seeing the internet sites, divide the class into two groups. One group represents the NRA and takes the position that people are basically law-abiding citizens, and have the Constitutional right to own and defend themselves by owning guns. The other group represents the viewpoint of the Brady Center to Prevent Gun Violence and takes the position that restrictions should be imposed on guns such as licenses and criminal checks to ensure the safety of everyone. Let the students debate the issue of what to do about gun control in the United States, and how they would choose who could own a gun.

Following debate, the class could log on to the internet and locate their representatives and either write or e-mail a letter regarding the impact of their classroom discussion on gun control.

View the remainder of segment two with the class, and ask the question, "Do you think guns are cool?"

Segment Three
Prior to viewing:

Present the term "caught in the crossfire," and discuss how this could be deadly. Use this as a means to introduce the segment on Mario and Bobby Millan, who were victims of a drive-by shooting in 1995.

During Viewing:

View the entire segment on the Millan boys and the annual Silent March Against Gun Violence. Discuss the following items:

Do you think the deaths of the Millan boys could have been prevented? How?
Are guns the problem, or is the problem the people who are in control of the guns?
Do you think the Silent March Against Gun Violence (the shoes sent to Washington, D.C. in September) is an important message for the world on gun violence?
How could people learn to act more responsibly with guns?

After Viewing:

Write a letter or a poem about the Millan boys to the anonymous killer from the point of view of their mother
Discuss as a class what the government and police could do to make the Millan boys' neighborhood safer.

Assessment

Points Outcome Measure

4-5: The student shows a great deal of interest in the subject, and participates in the class discussions and debates. The student can identify the two opposing viewpoints on gun control in the United States, and list at least two reasons to support each view. The student will be able to name at least two of the four safety measures given in the episode for kids to follow when placed in an unsupervised situation with a gun. The student will complete at least two of the given follow-up activities.

2-3: The student shows limited interest in the subject, and participates occasionally in the class discussions and debates. The student can identify the two opposing viewpoints on gun control in the United States, and list only one reason to support each view. The student will be able to name one of the four safety measures given in the episode for kids to follow when placed in an unsupervised situation with a gun. The student will complete at least one of the given follow-up activities.

0-1: The student shows little or no interest in the subject, and does not participate in the class discussions and debates. The student can not identify the two opposing viewpoints on gun control in the United States, and cannot offer any reasons to support either view. The student will not be able to name any of the safety measures given in the episode for kids to follow when placed in an unsupervised situation with a gun. The student does not complete any of the given follow-up activities.

WorkSheet

Using the NRA website, research and create a comparison reference chart on firearm laws for 2 or more states. Use the reference chart given in the site to find out if the chosen states require permits for rifles and handguns, registration of firearms, licensing of users, and if permits to carry weapons are needed in the chosen states.
Research congressional legislation on gun control. (Using the congressional site, type in 'gun control' under the search mode to see all legislation in this area).
Research and discuss the issue of guns in schools. Use the Nick News Special Edition on the Jonesboro shooting, as well as newspaper and magazine sources to learn about recent shooting incidents in schools across the country. Formulate some guidelines as a class or in a paper as to how schools should handle the problem of guns in schools.