Have students watch at least five programs on television and count the number of aggressive acts in different types of programs. Prior to starting the assignment, develop operational definitions of aggression in class so students know what to look for. Have students summarize their findings and compare them with findings reported in a journal article on this topic.

"Social Norm Violation: Have students work in pairs. One person violates the norm while the other watches the situation from a distance. Instruct students to violate a simple social constraint that is not illegal. Below are suggested activities (caution students not to deviate from the list): o Ask someone for his/her seat (in a food court, on a bus/subway, in the lunchroom, etc.) o Sing out loud in a public place o Face the rear of an elevator... "Social Norm Violation: Have students work in pairs. One person violates the norm while the other watches the situation from a distance. Instruct students to violate a simple social constraint that is not illegal. Below are suggested activities (caution students not to deviate from the list): o Ask someone for his/her seat (in a food court, on a bus/subway, in the lunchroom, etc.) o Sing out loud in a public place o Face the rear of an elevator with other passengers on board o Sit in an empty chair in an otherwise occupied table of people o Call an authority figure or sales person wearing a name tag by his/her first name o Skip instead of walk on a sidewalk or in a store o Speak to someone within four-to-six inches of his/her person Instruct students to refrain from antagonizing the person they are violating. They should stop if asked to stop. The goal is to note the initial reaction of the violation, not push limits of people’s patience. They should be cautioned not to explain to the people they are violating that this was a psychology project. The lack of an excuse enhances the feelings of unease at violating the norm. Students report that violating social norms is more difficult than they believed. They have a hard time getting up the courage to violate the norm, although once the norm is violated, they feel more at ease." Show more Show less

Students enjoy examining advertisements for the characteristics of the source, content, and target audience that have been found to influence the effectiveness of persuasive communications. Such an exercise may be implemented in various ways. Students may be asked to bring ads from the print media to class to demonstrate each of the characteristics of source, content, and target audience. Alternatively, the instructor may provide the advertisemen... Students enjoy examining advertisements for the characteristics of the source, content, and target audience that have been found to influence the effectiveness of persuasive communications. Such an exercise may be implemented in various ways. Students may be asked to bring ads from the print media to class to demonstrate each of the characteristics of source, content, and target audience. Alternatively, the instructor may provide the advertisements for student to comment on. Students may be encouraged to generate and test hypotheses about the source, content, and target of advertisements on various pages of the World Wide Web. Show more Show less

"Privilege Exercise (Arnie Kahn, adapted from Peggy McIntosh) Have students stand in a straight line (quite close together) and request that they hold hands with the person on either side of them for as long as possible and refrain from speaking during the exercise. Then ask: If you were ever called names because of your race, class, ethnicity, gender, or sexual orientation, take one step back. If your parents were professional, doctors, law... "Privilege Exercise (Arnie Kahn, adapted from Peggy McIntosh) Have students stand in a straight line (quite close together) and request that they hold hands with the person on either side of them for as long as possible and refrain from speaking during the exercise. Then ask: If you were ever called names because of your race, class, ethnicity, gender, or sexual orientation, take one step back. If your parents were professional, doctors, lawyers, etc., take one step forward. If you were raised in an area where there was prostitution, drug activity, etc., take one step back. If you ever tried to change your appearance, mannerisms, or behavior to avoid being judged or ridiculed, take one step back. If there were more than 50 books in your house when you grew up, take one step forward. If you ever had to skip a meal or were hungry because there was not enough money to buy food when you were growing up, take one step back. If your parents brought you to art galleries or plays, take one step forward. If one of your parents was unemployed or lad off, not by choice, take one step back. If you attended a private school or private summer camp, take one step forward. If your family ever had to move because they could not afford the rent, take one step back. If you were ever discouraged from academic pursuits or jobs because of race, class, ethnicity, gender or sexual orientation, take one step back. If you were ever encouraged to attend a college by your parents, take one step forward. If prior to age 18, you took a vacation out of the country, take one step forward. If one of your parents did not complete high school, take one step back. If your family owned your own house, take one step forward. If you were ever offered a good job because of your association or connection with a friend or family member, take one step forward. If you ever inherited money or property, take a step forward. If you ever had to rely primarily on public transportation, take one step back. If you were generally able to avoid places that were dangerous, take one step forward. If your parents told you that you could be anything you wanted to be, take one step forward." Show more Show less