Before class, number the bottoms of five small paper cups from one to five. Place the cups upside down in numerical order on a desk. Hide a small prize, such as a piece of wrapped candy, under one of the cups.

To begin class, explain that there is a prize under one of the cups. Ask a volunteer to come to the front of the room. Tell the volunteer that at your signal, they are to pick up the cup that they think is concealing the prize. Tell the rest of the class that they should feel free to call out what they think the volunteer should do.

Allow some time for everyone to call out their advice before having the volunteer begin. After the volunteer has chosen a cup, ask, “Why did you choose that one?”

Without making a comment, allow the volunteer to respond. Then, say, “Today we’re going to talk about how hard it can be to stay focused on what you want to do when everyone else is telling you what they want you to do.”

Purpose: Students discuss peer pressure in their lives.

1. Students fill out a questionnaire regarding peer pressure.

Distribute copies of the “True or False” activity sheet. Explain that students are to read each statement, and then check whether the statement is true or false for them. Point out that when they have finished, they are to look back over the statements and circle ones that they think are difficult for teenagers to live by.

2. Students respond to individual statements.

When students have finished, begin a discussion about the statements on the activity sheet by asking for a show of hands from students who circled number one. If some have circled it, ask volunteers to explain why they think this can be difficult to do.

Proceed in a similar manner with the other statements, making note of and writing on the board recurring responses that indicate students’ unwillingness to go against their peers, stand out, or sacrifice popularity.

Purpose: Students define the concept of peer pressure and recognize the importance of staying focused on personal goals and values.

1. Students define “peer pressure.”

Write the words “peer pressure” on the board. Ask volunteers to explain what these words mean. Through questions and comments, guide students to understand that peers are friends and other people their own age, and that pressure is an influence or force to make someone do something. Therefore, peer pressure is the influence students feel from others their own age to act a certain way.

2. Students identify examples of peer pressure.

Refer to the list of responses on the board from Part I, and ask students if they think these responses reflect peer pressure. Encourage volunteers to explain their answers; suggest that they use examples from the completed activity sheets to support their opinions.

Ask students if they think that peer pressure is positive or negative. Challenge students to give examples of negative peer pressure, and then challenge them to give examples of positive peer pressure. (Students might provide the following positive examples: studying rather than cheating; staying away from drugs; working out problems rather than giving up; trying new things; joining a new group; being fair; resolving conflicts without violence; playing by the rules.)

Point out that peer pressure is only a problem when it is negative. Say, “Peer pressure becomes negative when it threatens or conflicts with your values, beliefs, or goals. It produces conflict within you and can make you feel powerless and stressed. This conflict is between what others think you should do, and what you know you should do.”

3. Students consider ways to deal with negative peer pressure.

Point out that dealing with negative peer pressure can be very difficult. Ask students if they have any ideas about what they can do when confronted with negative peer pressure. Through discussion, guide students to identify the following tips:

• Keep your personal values and beliefs in mind.
• Stay focused on making decisions that are based on those values and beliefs.
• You alone have the power to make decisions.
• Keep your personal goals in mind.
• Stay focused on making decisions that will help you reach your goals.
• You alone have the power to control your words and actions.

Acknowledge that students deal with peer pressure every day, and that this will continue to be an issue throughout their school years and beyond. Emphasize that learning to recognize negative peer pressure and staying focused on their values and goals will help them overcome negative influences in their lives.

Purpose: Students create solutions to a dilemma that involves peer pressure.

1. Students consider a dilemma.

Divide the class into four groups. Ask everyone to listen carefully as you present the following dilemma:

Tatiana invites Lisa, a new friend, home after school. Nobody else is home. They decide to play some games on the computer, which is okay, but Tatiana is not supposed to use the internet without permission. If she does, she will lose computer privileges and probably get grounded. Lisa wants to visit some websites. Tatiana says, “Nah, let’s play some more.” But Lisa says, “So what’s the big deal? Everybody does it. My other friends and I do it all the time.” What happens next?

2. Students create endings for the dilemma.

Explain that groups one and two will work out endings to this dilemma that result in negative consequences for Tatiana. Groups three and four will work out positive endings.

Tell students that they will have five minutes to create endings within their groups. Explain that they will share their endings with the class, and can either appoint a spokesperson to read their endings or have students role-play them.

3. Students share their endings with the class.

Invite representatives from each group to read or perform their endings. When all groups are finished, begin a discussion by asking questions such as the following:

• Who had to deal with peer pressure in this dilemma? What was the pressure?
• What conflict did this cause in Tatiana?
• How were the endings presented by groups one and two similar?
• How were they different?
• How were the endings presented by groups three and four similar?
• How were they different?
• If you had been Tatiana, what would you have done?

Ask students if they think they have a responsibility to avoid placing negative peer pressure on others. Encourage a few volunteers to explain their answers. Elicit from students the following key points that were taught in this lesson:

• Peer pressure can be both positive and negative.
• Peer pressure becomes negative when it conflicts with what you know you should do.
• Overcome negative peer pressure in your life by staying focused on your personal goals and values.