ED 199 an

TITLE Vandalism Pteventive Education: Programs andRescidrces.-1Technical Assistwce Bulletin-26.

INSTITUTION National School, Resource NetNork,-Washington,SPANS AGENCY Departtent of Justice, Washington, D.C. Office

Juvenile-Justice and DelinqUency Preventioh.PUB DATE (B01GRANT 7935 -A%` -0019-A-0619NOTE 21p.: Some portions of appendices may not reproduce

clearly due to broken print of original ,document."AVAILABLE FROM National School Resource. Network, 5h30 Wisconsid

Ave. NW, Washington, DC 20Q15 (free)

EDES PRICE NE01/PC01 Plus Postage.DESCRIPTORS *Cgrriculum Development: Elementary Secondary

Education: *Filmographies: Police SchoolRelationship; *Prp-vention: Program,D icriptions:Schoo. Community Relationship: Vandalism:*T cal Assistance

DOCUMENT RESOM

ABSTRACTMany administrators and facUlty members. across the

country. have initiated antivandalisi campaigns in- their schools andintroduced curriculum designed to'educatestUdents about vandalism.The assumption-is that if Students can be educated abutvandalism-=what it is, what it poets, and ,who pays for itthermaygain-more positive .ttitudes towards-its prevention.: Students who aretaught about vandalise, and in particular those actively involved inteaching Others, do not become vandals themselves. This bulletindescribes successful antivandalisw programs, activities, and .projectsfor students.' Sample Worksheets, curriculum, and a- .list of films areincluded. (Author)

****************** ** * ****Reproductions supplied by EDRS ar

from the origina* *********** *************** **

the pestdocument..*********

**** ****

can 1 e made

National Scht;31 Resoutde NetworkNational center 5530 WIticeesin Aviinua. NW. Watiblogion. DC (301) 653-25..% Toil Roo (800) 6384090

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echnicai Assistancealism Preventive .Education:

Programs and Resoilirces

Summary t

U S DEPARTMENT OF HEALTHEDUCATION &WELFAIRENATIONAL INSTITUTE OE

EDUCATION

THIS DOCUMENT HAs REEN REPRO -DUCED ACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIGIN-ATING IT POINTS OF VIEW OR OPINIONSSTATED OC.NOT NECESSARILY RERRE--SENT OFFICIAL Nicp:ONALANSTITLITE OFEDUCATION ROsITION:OR Pc:4_1c?

Many administrators, and faculty across the ount y have initiated antivandalismcampaigns in their schools 'and introduced curriculum designed to educate studentsabout vandalism. The assumption is that if students can be edudated about vandal-ismwhat it is, what it costs,' and who 'pays for it- -they may gain more positive atti-tudes towards its prevention. Students who are taught about vandalism, and in par-ticular ,those actively involved in teaching others, do not become vandals themselves..Thjs bulletin describes successful antivandalism programs, activities and projects, forstudents. Sample worksheets, curriculum, and a list of films-are included as Attach-ments.

A

The ProblemSchool vandalisth is estimated costbetween $200 million (N I E Safe SchoolsStudy, 1979) and $500 million (NASSP Sur-vey, 1978) each year. Vandalism is a

nationwide problem affecting all grade levelsand occurring in all types of communities.Schools spend mili lions of dollars on repairs,security, devices, insurance, and guards--funds which could otherwise be spent inmore productive ways, such as buyingtextbooks. In addition to the waste of tax-payer dollars,, there is immeasurable loss interms of student morale, mistrust, andsecurity.

An awareness that )education can aid inpr4vention raises c''ucial questions: HoWcan we educate students in preventionwithout ilircouraging vandalism? How can"we make--prevention a vital issue to whichstuderktt can respond 'actively? What edu-cational methods are most effective?

The SolutionSuccessful vandalism prevention educationprograms have used two approkhes:

Direct teaching - through 4-ctureand demonstration aimed. atincreasing student knowledge ofthe problem.'

2) Student involvement in activity-based ,proierts.

These approaches have been incorporatedinto community vandalism education _ pro-grams according to the .needs of the com-munities, and also according to' theinterests of those sponsoring such pro-grams.

'_

In some communities, student leaders andteacher sponSors have developed programs.In others, local organizations (such as theReal,tors Association in Colorado Springs)have- funded or' promoted activities. Cor-porations such as MacDonald's andSeven-Up have offered assistance with pro-grams, and in some cases city governmentshave received Federal funding- or been alto-opted State funds to develop programs tocombat vandalism in the schools. The mostsuccessful programs seem to be thoseinvolving various strata of the community--police departments, recreation departments,and city officials as well as teachers andstudents.

pored under from Me °Mee of Juvenile Rance and Detinauency Prevention. Law Errforcament A I,tance ArirninieTarion.V. . DepartrnePoints of view or opinion In Ina document are Mate of the 1.45RP4 and do not necessarily represent MO official position or policies of the U.5 Defftadtneni of Jusltal.

Various lesson plans to increase studentknowledge of vandalism have been -cleuel-opecl_ Included in most curriculum -modelsare definitions of vandalism (what it is,what . the different types are) and 'discus-sions of vandalism as a crime, the costs ofvandalism, the causes of vandalism .(studentahger, frustration, pranks), preverrtionideas, and laws and the court system.Details-of several successful 'programs andsample worksheets are. intruded in theAttachments. . .

Examples

The Ohio Farm Bureau enlistedthe aids of Ohio State Universityand rural sociologist G. HowardPhillips 'in developing_an educa-tional_ program for junior highstudents. Phillips' research Con-cluded that vandalism was agroup phenomenon and a "peeroperation to some degree."Phillips' program used worksheetsto structure materials. Topics inhis . four-week course included 1)Understanding the Need for Law;2) Beginninb of Law Enforcement' _

3) Who Commits Rural Crime;Victims of Rural Crime; 5)sequences of Rural Crime; anCommunity Action Pro-jecAlong with the educational mod-ule, a locksmith, a juvenile courtreferee, and a deputy sheriffwere invited to talk with stu-dents.

The Institute - of Government atthe UniVersity of Georgia wasenlisted ..ta- provide technical,assi,tance for the City of Rome,Georgia,' in developing a preven-tive vandalism education coursefor students. Samples of theircourse outlines and worksheetsare inc udecl in Attachments. Thethrust' of the four-part programwas to produce positive attitudinalchanges in students. The firstlesson -focused on defining vandal-ism and increasing students'familiarity with terms such as .

misdemeanor, al-son, trespass,theft, larceny, and criminal law.Types of vandalism were definedand discussed: acquisitive, tacti-'cal ideological, vindictive,graffitti, play and malicious acts.The second lesson covered costsof vandalism, the third covered

Activities

factors that cause acts of vandal-.ism, and the fourth covered howto deter violent acts.

The Diitrict Board of Educationin Colorado Springs, .Colorado,isked local schools __to_ develop anantivandalism campaign,: fiheIota! Board of Realtorsprovided$5,00(1-)to aid in prograrns-: Teach-ers g;developed curriculum to famil-iarize students with vandalism.Sample outlines are included -inAttachments.. For elementary stu-dents, emphasis was placed onfeeling responsible for one'sschool and property as well asthe rights of others. ,Dis ionsAferivencou raged .

rThe following activities have bee used invandalism education programs- The most-successful = programs have been Student-intitiatecl projects and student-led projects.

.

Posters--Have st dents designtheir own. poaters.on rtivandal-ism themes.

Speeches- -Use .speeches at anassembly or over the loud speakeron school pride or property.Have students speak or invitelocal policemen and fire officialsto 'participate.

Slogan_ contest--Sponsor a contestto come up with the best sloganfor a pride week at school or foran antivandalism campaign. f

VideotapingHave students video-tape skits showing a vandalismact about to be committed.

Slide shows- -Have students puttogether slide shows of theirschool showing positive viewssuch as students feceivingawards, the football team, and alaboratory, and the negative' side

\of _destroyed property:

Button ,pmpaidri7-Have studentsdesign 'or wear buttons or badgesfor an antivandalism campaign.

Vandalism awareness walks ( forelementary . students )--Haveteachers take yo nger students

on field trips and walks to viewproperty that is both cleaned upand vandalized.

Courtesy week (for elementarystudents)--Sponsor a courtesyweek in which students practicecourteous acts.

Watch programEstablish 'a pro -.'gram for reporting acts of vandal-ism.

Field police stations,fire stations, or have these offi-

, dials visit schools.

Keep charts of trees and shrubs(for elementary students)--Interview the school gardener andfind out about upkeep of gardensand shrubs. Check the cost ofmairfkenante as well as cost ofreplacement.

Tree ceremony- -Flant a shrub ortree to culminate an antivandalismday or week.

Spec c Frdvams

Antivandalism week-"Sabin JuniorHigh School in Colorado Springs,Colorado, sponsored ari antivan-dalism week last year which washighly successful. A Feadershipclass of student council officersand eight "informal" student leaders- sponsored the program whichhad a aifferent activity each day.The first day, speechet weregiven over the intercom duringlunth and after school. On thefollowing days, posters weremade, skits were performed, andvideotapes played for students.The week culminAted in a

clean-up day -which involved 450students cleanihg up school pro -'perty. An ice cream social endedthe week.

Pride- programIn 1972, the. , cityschools of San Diego developed a stu-dent handbook for a pride -priiigram forschools. The focus was to developstudent pride in the sthoqs. Theguide was written, for school leadersand suggested activities and projectsfor students to follow.

3

Students teaching studentsJ.dniqr andsenior high students in. Wauwatosa,Wisconsin, have participated in teach-ing elementary students about vandal-ism for almost seven years. In thisprogram, older students lead discus-sions and view a film with'students. The police department pro-vides the students with monthly sta-tistics on vandalism, as well as stopsigns and traffic signals. studentshave developed their own questionsand format 14r leading discussions.

Awareness rQ_ ra- I n Lexington,Kentucky, a vandalism awareness pro-

, gram brought in star athletes to talk'to students about vandalism duringschool assemblieS.

9g-DaysDoherty High -School inColorado -Springs, Colorado, sponsoredseveral Up-Days in which school wastedismissed early and students organizedin teams to clean up the school pro-perty., After a series of these days, adance was held sponsored by the localSeven -Up Bottling Company.

ResultsThe results of vandalism preventive educa7tion are not conclusive because no accuraterecords have been kept of numbers of van-dalous activities occurring before and afterantivandalism campaigns. In general,response is overwhelmingly high Ghat edu-cation does make a difference and that inci-dences of-vandalism and violence have beengreatly reduced , by educating students.

In Colorado Springs, several principalsnoted that vandalisrh costs were cut in halfby an education timpaign. Other groupsnoted a 35 percent decrease in crimes. Apositive result .of preventive vandalism edy-

_ cation is an increase in school pride andMorale.

Replication. IssuesVandaliAm preventive education programsmay' be used at any level in any schol..But authorities stress that education is a,

cvimulative_. process and that for greatereffectiveness the education must be startedwhen students are young.

R ..ect ResourcesResources for preventive vandalism educa-tion campaigns depend upon the scope ofthe activities. Some programs involve littlemore than creativity, imagination, and lead-ership, while others require funding ofseveral 'thousand dollars. It is important toremeinber that a well-thought-out campaignof education and activities need not beexpensive to be effective. The use offilms' slide shows, and. videotapes isstressed as !ff,pertant to the success of theprograms; out ,t is activities which directlyinvolve students that have the greatestimpact:,

Attachments

Attachment A

Attachment B. 7

Attachment C -

For further information on this program,or to request direct technical assistancein implementing a similar program, contactthe National Center or the Regional Centernearest you. NSRN technical assistance. isavailable at no cost to requestors.

4

Sample Lesson Plansand Activity Sheets,Junior High Level(Rome,. Georgia)

Sample -Vandalism Cur-riculums, Kindergarten,Grades l and Il(Penrose School,Colorado Springs,Colorado)

List of Suggested Films

Z.-

TTT

of Lesson:

Level: 7 - 9

LESSON 7r.

Var1,414sm

IV. Time: Two class ceri (45-50 minute .)

Introduction to Lesson: This lesson is desi .ed to ascertain how much thestudent already knows aboutthe history of vandalism, what is consideredto be within the score Of va=dalism, the different tyres of Yardelism,

vandaliTes, and for t reaSo.

Learninc Domain: This lesson is desw3.1 as the affec4vi'da-rains

behavioral objectives of--e achieved, students will be .able to

FL:plain that vandalism poses a unlqluesome costs'can be measured in dollars andcannot.

s lesson are s'On tna,nerform the following

2. Define the follow g key wo

tasks:

in cost cetorminationcents any some costs

(a) juven-i,le delinquent (k) private 7 cpe_

(b) felony (1) tublio property

(C) risdemearar (al) arrest

(d) restitution (n) burglary

(a) civil law (C)

(±) arson liable(g) tresoass (g) crime(h) theft Cr) criminal 1-_-Nw

(i)

(j)

mischiefjnilepetitioned to uve

(s) prank

court

Given access to recent newsnatars, studen will

out =7 ue e.-42tleS of rub o vandalism.

least n,exaroles cfvandali

5. List at lagst five cc= n exa7p1es of

n. van,lalism ir..,stn- basis.

7. 2F- estate an undestan n f diffe_

correctly matcm4,-c e::armles vazdalisti

vandal,ism.

5U=CE'SSc=7..7.72,11-catLcr.

ac-

clip

a !ch

n ci

Sourc TeaCher's Gaide--Vandaiism: The Million Dollar "Frank" (Athens:of'GOvernment, University of Georgia),

Institute

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What s yaserious is it?.

Is it a trcblem? s it area oblem?

t.a,..0 axe,

g.

Hve'you ever seenenrdestn=1*M.-(1) neighborhood?(2) school?(3) shoppiat c(4) church?(5) - or rear_

has been done tp reduce ndalism?

t' chat S'hOUld be to correct t the si

What .are the differenV.tYpes!bf

, s 4gin.of th.&Wprd "vandali&T", by reading

the ac : ,1 s case, General Accident fi e & Life

Assurance v. Azar, -et. al. =ore students read t e, eya-.,

vandeli-n

lain briefly ;acts bahI h case.

As an outs eactivi. haveetuden,. =eer e a report Cr. the Varalsof 5th,century aid their invasion of Rome and other countries.

Ask students if they have ever-personall- witness other personthe act of vandalizing public or private p-, r r Hal: did they

about what wasgoing on?. Did they re=ort it? If not, why?

ve the students to draw a circle on a map around whereabout one city block or ever side of them. Next, on a piece of paper,

rave them to list,everything that they can rh% wit.- this circle

.at they would consider acts of vandalism.with class maTbers., you would n,- "acs of your city in-class-

ocm auant4ies.

Have studenls to comp fete the Student Activ ty Sheet Nc 1, (at

of this lesson)

EVE 71":arn tO cornare lists

your stud is to look news fo- eYamoles of , lic va-_,

Students should summarize ese articles. In their sanmary,

they should include cost o va. rdai ism, age of vandals, and'tvce cfvandaliSm.

e students to list 5 common; les of is : alism in rour school.After these have been listed, " s u14 is wh.,_ might ha --watt done

prevent these acts of vandalism.

cite sit.Lationz ofdollars and cents

lam cannot

10. ETec t a committee of s n_the five most ccnran examples--of-vandaism in .cur city.

11

official

students to Aa.t:t with the _oc-1 _...-r of C=rerpe identi4v. ,

the ten largest; usinasses or industries in your co, Have-studentsto find out from thsse industries-how much vandalism has Occurred withina given year. Co r- e thesw _ustries with dna ano

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Schools so ot. as mach on vardalis7do on twabooks.

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Parents of uro.eace vanda.Ls have

ti on an

tivitiasa

nd

discussion.in- ce the lesson the teacher will'leadfollowing are s uggested questions to be ask_

(1) that is the difference betties

(2) Who is resoonsthle for public pro

(3). What.proplems does v-eze...alim cause?

(4) How can you be affeeted by vandalism?

(5) that are -lties1 for vandalisre

( G) is va:-4 i tit-ed for

The teacher will give a slide/tape r tati on in the form of a quiz on

the actual costs of vandalism in the of Rome. Students will shrwn

common examples-of vandalism and be ask estimate the cost to repair

damages. This may be done on Student Activityctivi heet #2.

Students will rm. of 3 and 4. - groub will b_ given a m_ssible

yandalism situation to role-play in frontof the class. They will be

given 3 minutes to prepare and 2-3 minutes to act out their situation.

After each group role plays the other groups will each list cn Student

Activity Sheet F the possibLe wje this act c. nndalisn'

them and what ,;he consequences right he to t'ne vanda_

discustion will conclude the lesson after all grouts

7.-:ateri7 -s of tn_ focal or inances dealing with ism.

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a group owith B.B.

breaking'' ciceratze

street lighs

shoot in - firecrackez i _ _e's

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a batl=otom wallg

.-reaking vol.= assistantwundshiela peeausa you Weze

Cuha V to stay efmar school

spray rain__ the slOgan as

the greatest hu=an tein 4'.o ever live'

en a Jewishsyntigocue

breakinc out the windows in a schoolbatl--com t Mast the locking ofbathroom ; rs r_lurna the lunth hour

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Attachment B

SampleVandaliamCurriculumsKindergarten,_ Grades 1 and 2

se School, Colorado Springs, Colorado)

VANDALISM CUPIRICULUM 1978-1979

Grade:. Kindergarten

A

That to-teach: School belongs to all of us. We should all feel responsiblefor things in and around our school. We should demonstratepropercare Of things.

[bevel awareness of what vandalism is andcost tIB all. If wese acts of vandalism, -we should report it to our teachers or

rents.'

How to oresent: With social studies units School and Neighborhood.

How long:

Materials:

one week with SChools unit during first quarter; one week'duringNeighborhood unit during second semester, Incidental teaching-will be done throughout the year as the need arises.,

Class discussion; role:playing: "Reportingacts of vandalism"Book: Smaridge, Litterbugs Come in Every SizeFilmstrip: Places We All OwnFilm: In the Bag

Source:. From "Vandali Curriculum," Penrose Elementary School; Colorado Springs,

Colorado

Grade:

=MUM 1978-1979

What to teach: andalism

WI:117v instill a feeling of respect for the rights and property ofers; explain that vandalism can be as, simplekas throwing

on the playground or walking across someone's lawn; toinstill a feeling of pride for doing what is right and suppingwhat is wrong, whether the child gets outward praise or not.

How to e ent: _Class discusate(4. trying to win "Red Barrel" for clean rooms;taking litter walks; reading'books,from the Resource Center; ex-plaining "Watch_rogram"; encouraging students to report acts ofvandalism to parents or,tea hers.

Throughout the:year.

sl:_Thejlideout"4,-"Litter, Litter.Eve here";."Ruleand You"

V

VANDALISM CURRICULUM 1978-1979

Grade: Second

What to teach: Vandalism

Why: To hill in students h6w to care fijr school property (desks,lawns, restrooms) as well as pArks and other publid property.

How to resent: Coordinate with citizenship unit. This will be discussed twiceformally and then,informally throughout the year as 'the need

arises.

long: Throughout the year.

projects:

. Materials:

v

Clean and scrub chairs and desks in area once or twice during theyear; have each grade level be responsible for cleaning trash,etc., from the playground on a weekly or monthly rotation basis.,

Films, etc., that are available,

Attachment C

List SuggeSted Films

19 min., 16,-mm, color film, 1975Learning Corporation of America, 1350 Avenu f the Americas,

New York NY 10Q19

This film, intended for elementary and junior highschool audiences,shows how a bolewho routinely commits acts of vandalism comes torealize the consequences of his :actions.

More Than Just a Place to Come. 20.min., 16 mm, Color film, 1975.Mitchell Gebhart Film Company, 180 Bush Street, San Francisco, CA 94109

1

`A documentary investigation of 'school violence and vandalism--causes,effects, and programs for change in elementary, junior high, and highschools. The film records scenes surrounding - ,tragic murder on aschool playground and two quarter of a million dollar school arsonfires. Students (elementary through high school), teachers, parents,administrators, judges, -an police talk about the atmosphere of fearand hostility in schools and ,then` demonstrate what:can be done tobring peace dnd tranquility back into the classroom.

project PrideVisucbm Produ

17 min., 16 mm, color film, No. 21-106ions, Inc., P.O. f Box 356, Stanford, CA 94305

Aimed at elementary school administrators, this film describes avandalim prevention project -that relies off students' pride -in their

school. Students are impresSed with th'e'slogan, "Your school belongsThey take the initiative in picking up school grounds:and

di uraging acts of vandalism. Other projects, subh as- decoratingwalls. orpainting playground equipment,,,arealso encouraged. Students

Are rewarded during the school year with badges and emblems, and at theend of the year,:a field,trip is org.inized with monies saved from thevandalism fund. One school. district reported a 50 percent cut in vandalism

as a result of Proje,Pride.

Respect for Property. 11 min., b&w film, 1972. F0684Coronet Instructional Films, 6S East South Water Street, Chicago; IL 60601

A boys' club house is broken into by % rival group and much damage isdone. Through the guidance of a 18calpoliceman, the two groups of boyscome to realize thatproperty of others and public property should berespected.

Solutions to Vandalism. 35 min., 16 mm, sound, color film. CJ-091.Harper & Row Media, Order Fulfillment/Customer Service, 2350 VirginiaAvenue, Hagerstown, MD 21740

--y

Featuring Benatow Birch Bayh. Vandalism costs the people of the UnitedStates about $2 billion a year in property damage--$600 million of thatto repair school damage alone, This film does not analyze vandalism--itteaches what to do' about it and shows that-there are concrete solutions tothe problem.

Solutions to Vandalism (Continued))

The film also depicts how six different communities have confronted illful

destruction and violence in their midst--by creating; developing, and main--taining effective programs to deal -with vandalism. It shows how localleaders have taken the initiative and found. solutions.

6. Solutions to) Vandalism. 1978.Perennial,Education, Inc., 477 Roger WilliHighland Park, lL 60035 ,

P.O. Box- 855, pavinia,

This film, intended for use by educators; police community- relations depart-ments, and civic organizations,,shows what several-Communities across thecountry have done about the problem of vandalism., The film depicts how sixdifferent communities have confronted willful destiuctioh and violence intheir areas. Local leaders have taken the. initiative in each of the com-.munitits and found solutions to Vandalism--in large cities like Pittsburgh,',Pa., where school children. are involved in vandalism patrols; in Seattle,Wash., where a student vandalism committee conducts hearings on cases ofvandalism; and in Lo'S Angeles, Calif., where a school prihcipal involved'parents and teachers in an antivaidalilm campaig0. In smaller urban areas,such as Billings, Mont.,' students were given A/chance to work in the cafe-teria, office and library in order to instin. n them a sense of responsi-bility. The suburban area of Wauwatosa, Wis.,'conducted a vandalism awarernets program, where older students talked to the younger students abput.vandalism. In BerrienrCounty, Mich., a peer group counteling program isused to counteract vandalism. 'These programs have yielded definite cost,,savings as well as less tangible but perhaps even more. significant reSults, #such as diverting youth from destructive pursuits toward productive activity.Possibly the most important aspect:of these programs is the fact that the

were, not handed down from-Washington or,State4capitalt, but weredevelopedOtthe affected communities by local people themselves. aural`,

urban, and suburb* comeunitiet have each been able to meet and devise in= eaovative programs to solVe their own vandalism proems. The`film is'

intended tt- spark enthusiasm foT'o:omMunity.program to fight vandalisms--f

7. Take a Little Pride.' 10 min., 16 mm,-color 'lm, 1- 76, .No. 22-106.

'Vitucom PrOductionso Inc; P.O. Box 3563, S

This film is aimedat elementary school ,children. Stressing the fact thattheir school belongs to them, Project Pride shows how. they can take careof their s8hool by having pride'in it Student participation in the anti-vandalism campaign involves ,trash pickups, repainting, decoration-, andVigilance. Students

'

are rewarded giVing them !!smiley face" buttonsand patches, plaques, and trophies. At the end'of the year, part of themoney in the vandalism fund that was not, expended is used for a field tripor party.

_ford, 6, 94305

S. under the Law, Series II: Vandals! 17 min., color film.

Walt Disney Educational Media Company, 500 South Buena Vista St. , Burbank,

CA '91521.

Narrated by Angie Dickinson. Demonstrates the senseless, !self-defeating

act of vandalismand how convicted juveniles can use probation as a posi-

tive experience. 'teenagers Ken and Mindy vent their frustration and anger

by vandalizing their school. A juvenile court referee orders them toundergo psychiatric 'examinations, then places them on probation--MindY-

working with blind children, Ken helping a cleanup crew. Each youngster

takes a different view of probation. What would You do if your friend

wanted to smash windows? How would you decide as referee to deal with

Ken'and Mindy?

Vend- 11 min., No. F0998.niversity of Minnesota,, Audiovisual Library Servi

and Extension.

Continuing Education

Depicts what law authorities agree is one of their most :constant,time-

consuming problems7-vandalism. Approach is: whether An act is performed

out of youthful wildness -or deliberate criminal intent, the consequences

are theTypical examples of "wildness" are shown along with their consequences,

same--jail, police record, and a stigma that.may last a lifetime.

10. Vandalism Story: The Clubhouse. 10 in., 16 mm, sound, color) No. CJ-068,

Harper & Row Media, Order Fulfillmen Customer Service, 2350 Virginia Ave.,

Hagerstown, MD 21740/

Designed for use with children, this film is unusual because'it approaches

vandalism from a child' s piint view. -t's about fouriyoung-bwis who

have built a clubhouse --their own private headquarters. One day,,while the

boys areIplaying, the youngest accepts a dare and throws a-rock through a

school window. Soon all four are breaking windows.. When the.policearrive,

one boy i, caught while the others run away mto hidej.n their clubhouse- -

only-4

to find that it, too, has been, vandalized-

'This -film hat been acclaimed as one with which childken can identify, a i

it explains the meaning of vandalism with concepts children.understand.

Guidelines are supplied with each print to help you start and direct group

discussion.

11. Vandalism: What and WhyFilm Fair Communications, 10900 Ventura Blvd., Studio City, CA 91604

12. WhyrVandalism? 17 min., b&w film, 1955. No. F0506.

Encyclopedia'Britannica, Educational Corporation, 1150 ilmette Ave.,

Wilmette, IL 60091

Probes the underlying causes that lead three to destroy a classroom, and

finds the origins of vandalism-in the nersonaltraits'and environmental

factors that create antisocial personalities. Suggests ways in which

vandalism may be curbed.

Why_ We Care.of'Pro ty--The ,Planer_of CheTickiebou. 'n.,

16 mm, color film, 1975.Learning Corporation of America, 1350 Avenue of the Americas, New YOrk,

.

NY 10019'

The concepts that taking care of property is everyone'S responsibilityand that-one person's:actions influence anothers are emphasized withtongue-in-cheek humor in this animated film aimed at elementary schoolaudiences.