Teaching Sequence

Work through this resource material in the following sequence:

15 minutes

Tune In: Introduction to the issue

30 minutes

Find Out: Immersion into the issue

60 minutes

Take Action: Crafting a response

15 minutes

Reflection

Tune In: Introduction to the issue

Step 1 (optional)

Ask for a show of hands to see who has heard of a ‘coward punch’ before. Depending on the response from your class, explain to them that a coward punch is an unprovoked strike delivered without warning. Ask students to write down a definition of a coward punch on their Student Worksheet.

Note: If students have completed the Introductory Workshop or other Coward Punch lessons, you may like to skip this step.

Step 2

Explain to students that today they will be immersed into the stakeholders’ experiences of a coward punch attack. Begin by asking for student contributions to a mind map on the board as to who is impacted when a coward punch occurs. Ask students to copy these down into the blank mind map on their Student Worksheet.

Your class may come up with more than the example below.

Coward Punch, Victim, PErpetrator, Parents/Family, Friends, Police, Doctor

Step 3

Ask students to write these different stakeholder groups into the first column of the Stakeholder Impact Table on their Student Worksheet.

Find Out: Immersion into the issue

Step 1

Show students these clips from the STOP the Coward Punch campaign:

JAIDEN'S MUM (https://vimeo.com/670412076) Password: CowardCool

JAIDEN'S DAD (https://vimeo.com/669710752) Password: CowardCool

DOCTOR (https://vimeo.com/670406200) Password: CowardCool

VICTIM (https://vimeo.com/669686301) Password: CowardCool

PERPETRATOR (https://vimeo.com/670416657) Password: CowardCool

NOT TOUGH (https://vimeo.com/668028158) Password: CowardCool

At the end of each clip, allow students to think and reflect on the different stakeholders represented and how their voice is captured, completing the Stakeholder Impact Table. Student responses may vary and you may need to circulate the room and prompt their thinking. This part of the lesson is about orienting themselves to different perspectives.

Step 2

Have students find a partner with whom to share their table of notes. In these pairs, they can start thinking about and dot-pointing the impact of the coward punch on each individual on their sheets.

Step 3

Combine all the pairs to create groups of four. Each student should pass their notes sheet to one of the two new people in the group. Students should seek to add one more thing to the table of notes they receive.

Students should now have notes considering a range of stakeholders affected by one coward punch - the victim, the perpetrator, parents and family, doctors and friends.

Take Action: Crafting a response

Step 1

In the same groups, students will create a short story, with four narrators, that provides a snapshot into the different viewpoints on a coward punch incident and the after-effects.

Explain that the story should follow the narrative structure. They will need to work together to consider which character’s story is best served at which point of the narrative. They also may not have enough people to cover each of the five stages, so they will have to decide which stage to omit.

For example:

Orientation - not needed.
Rising action - narrative from the perspective of the victim, up to the point of the punch.
Climax - narrative from the perpetrator’s point of view, his mental state when the decision was made.
Falling action - the parents/family response to the situation.
Resolution - the doctor’s point of view.

Each student will take the perspective of one of the stakeholders and individually craft a narrative which will then be combined into the larger piece. They should aim to write 200-300 words each, then work together to make the story flow.

Step 2

Students will need time to discuss, plan and write together. This step could occur as homework, completed outside of class.

Step 3

Students should swap their narratives with other groups and provide feedback. They should aim to identify any expression errors and give ‘even better if’ ideas for the writers to consider.

Reflection

Invite students to respond to the following questions:

Have you ever considered how many people are impacted by a violent assault?
How has your understanding or perspective changed or grown from participating in this learning experience?

Coward Punch - Stakeholder Stories

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