The extended parallel process model (EPPM) is receiving increasing attention in many undergraduate and graduate persuasion and health communication textbooks and classes. The EPPM is concerned with the effect of four variables on behavior: (1) perceived susceptibility; (2) perceived severity; (3) response-efficacy; and (4) self-efficacy. The first two variables comprise "perceived threat"; the other two variables comprise "perceived efficacy". Three outcomes are possible, depending on an individual's level of perceived threat and perceived efficacy: (1) no response; (2) a fear control response; and (3) a danger control response. If the perceived threat is low, "no response" will occur. That is, if individuals do not believe they are at risk (i.e., low susceptibility) or believe the risk is trivial (i.e., low severity), individuals simply will not be motivated to pay attention or respond to the message. If the perceived threat is high and the perceived efficacy is low, individuals engage in "fear control". That is, when individuals perceive a threat, but are not provided with an effective means to reduce the threat, individuals focus on how to manage their fear (e.g., denying the risk, refusing to think about the risk, ignoring the message) instead of how to manage the danger (e.g., engaging in the recommended response). When "both" the perceived threat and the perceived efficacy are high, individuals engage in "danger control". That is, when individuals perceive a threat and are provided with an effective means to reduce the threat, individuals will focus on potential solutions to the problem, which can lead to attitude or behavior change in the advocated direction. This activity provides students with three relevant and memorable examples that generate a considerable amount of discussion. It reviews numerous persuasion and health communication concepts and theories, and introduces students to a wide variety of social and health issues that affect their daily lives and the lives of those around them. Perhaps most importantly, this activity provides students with several examples of how communication theory can be put into practice. A list of references and suggested readings is included. (Contains 1 table.)