Understanding Dominance

Objective: Students will understand the principles of submission and dominance in order to effectively use body language when communicating with others.

Materials Needed:
The Prop Box with Costumes
Colored Pencils and 8" x 11" sheets of paper (for making a get well card)
Brainstorm Form
Appropriate Rubric: One for each student to complete during each role play

The Lesson:

• Identify Need
• Introductory Activity: Brainstorm when you have been the boss or conversely when you have had to follow directions.
• Define the Skill
of recognizing dominate and submissive roles
Dominant and Submissive roles.
1. Outside of your group of friends, your relationships with others will be either dominant or submissive.
2. Dominant means that you are “in charge.” You make decisions about the other person, such as caring for a younger family member. The dominant person stands above you or is seated higher than you. They sit down after you sit down.
3. Submissive mean that someone else has power over you. You show that other person that your realize this by complying with their requests about your behavior.
4. Showing that you are in a submissive role can be very powerful. You stand when the dominant person enters the room. You sit down as you are directed. You speak in response to what the dominant person says. You comply. You agree.

Have students collect cartoon strips from the newspaper. Discuss the roles of different characters in the cartoon.
Model the Skill
• Role Plays/Classroom Discussion Watch videos or stories in which dominance is apparent. Perhaps someone is applying for a job. The district has several videotapes about job interviews.
• Applications: Interviews, Office Referrals, Applying for an activity, Asking for something you want, Mending arguments
• Independent Uses

Rubric for Role Play

Student (Speaker)____________________________ Student (Subject)____________________________

Date: _____________________
Observer's Name:___________________________________________

Social Skill Being Practiced: _____________________________

Behavior of Speaker: No Yes
Did the speaker look at the person and use his formal name?    
Did the speaker sit as directed during a conversation?    
Did the speaker se a pleasant voice that says he was calm?    
Did the speaker perhaps assume a low, "soft" posture?    
Did the speaker actively listen to the other person?    
Did the speaker think before he spoke?    
Did the speaker wait until he was "dismissed" from the conversation?    

Other Comments: ___________________________________________________________

6th Grade.
Speaking Applications:
2.4 Offer a logical sequence of information and engage the listener, foster an acceptance of an idea.

7th Grade
Speaking Applications:
1.2 Determine a speakerís attitude toward a subject.
1.6 Use speaking techniques, including voice modulation , inflection, tempo, enunciation and eye contact for effective communication.

8th Grade
Reading Standards
Speaking Applications:
1.2 Paraphrase a speakerís purpose and point of view and ask relevant questions concerning the speakerís content, delivery and purpose.
1.3 Organize information to achieve particular purposes by matching the message, vocabulary, voice modulation, expression and tone to the audience and purpose.