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TeachNet Grant: Deconstructing Sexual Harrassment
Phillip Seymour
pip2@aol.com

L.D. Brandeis High School
145 West 84th Street
New York, NY 10024

Grades 9-12: Health, Technology, English Language Arts
About the Grant:

Materials

  • LCD, Internet connection, laptop, paper/pens, poster printe

Description of Your Project

Students will engage in an exploration of sexual harassment to discover both Supreme Court and Federal Law dictates, and their implications for a high school setting. From this knowledge they will create social awareness PSA posters to be posted on the Internet and displayed in the school.

Students will:

  • Record prior knowledge of the subject
  • Research the legal and social issues of the subject
  • Learn the differences between flirting and sexual harassment
  • Critically analyze fact VS opinion on the subject
  • Participate in a class wiki recording the lesson process
  • Write a personal blog as a running journal of their thoughts, ideas, feelings and progress throughout the unit
  • Create PSA posters

Final Project/Product

  • A class wiki documenting and posting the project
  • Individual blog journals
  • PSA posters speaking to sexual harassment
How This Grant was Adapted:

Overall Value - Students will explore a topic often mentioned but seldom understood. This teen relevant unit fully researches sexual harassment, from Supreme Court decisions to Federal law, and leads the class through a process of critically analyzing articles written about the subject. The class will then express their learned knowledge by creating PSA posters to be posted on the Internet and hung in the school.

Tips for the Teacher - Sexuality is a relevant topic for teens. There is often confusion between sexual harassment and flirting. This unit explores these differences to create a clearer understanding of the two.

Objectives

Students will be expected to know:

  • Objective 1: The legal issues regarding sexual harassment
  • Objective 2: The social issues regarding sexual harassment. 
  • Objective 3: The differences between flirting and sexual harassment
  • Objective 4: Able to deconstruct government law decrees and Supreme Court rulings
  • Objective 5: How to critically analyze written information
  • Objective 6: how to create a PSA poster from a Powerpoint slide
  • Objective 7: Learn the educational value of wikis and blogs
Websites Used

Link 1: http://supct.law.cornell.edu/supct/html/97-843.ZS.html
Description: (Davis V. Monroe County Bd. OF Ed. Supreme Court Decision) 

Link 2: http://eeoc.gov/policy/vii.html
Description: (Actual Court Document)

Link 3: http://eeoc.gov/facts/fs-sex.html
Description: (Synthesized facts of the Supreme Court Decision)

Link 4: http://dotcr.ost.dot.gov/Documents/complaint/Preventing_Sexual_Harassment.htm
Description: (SE Fact Sheet)

Link 5: http://apa.org/monitor/oct99/cf9.html
Description: (Good newspaper analysis of Supreme Court decision)

http://youtube.com/watch?v=w0JlZSlYIe4
(7 minute documentary with simulated scenes and interviews with students, both real victims and teen commentators)

http://youtube.com/watch?v=UCBbN0ZKYec&feature=related
(Words hurt, teen PSA)

http://youtube.com/watch?v=vP7kPrdayTM
(Teen video PSA on sexual harassment in schools)

Link 6: http://eeoc.gov/types/sexual_harassment.html
Description: (Description of 1064 Civil Rights Act on sexual harassment)

Link 7: http://eeoc.gov/policy/vii.html
Description: (Title VII of the Civil Rights Act of 1964) 

Link 8: http://equalrights.org/publications/kyr/shschool.asp
Description: (Sexual harassment in school, know your rights)

Link 9: http://faculty.washington.edu/robinet/poster.html or

Link 10: http://library.nymc.edu/access/create_PPposter.cfm
Description: (How to make a poster from a PowerPoint slide)

Link 11: http://asdatoz.com/Documents/Website-%20Objective%20vs%20subjective%20ltr.pdf or

Link 12: http://en.wikipedia.org/wiki/Subjective and http://en.wikipedia.org/wiki/Objective
Description: (Subjective VS objective PDF)

Link 13: http://ncvc.org/tvp/main.aspx?dbName=Sexual_harassment
(Full introduction and explanation on sexual harassment in schools and the links for further information)

Link14. http://teenadvice.about.com/od/sexualharassment/Dealing_with_Sexual_Harassment_at_School.htm
(Portal for teen sexual harassment websites)

Standards Addressed:

Standard 1: Interpret and analyze complex informational texts and presentations, including technical manuals, professional journals, newspaper and broadcast editorials, electronic networks, political speeches and debates, and primary source material in their subject area courses
Grade: High School
Subject: ELA

Standard 1: Synthesize information from diverse sources and identify complexities and discrepancies in the information
Grade: High School
Subject: ELA

Standard 1: Evaluate writing strategies and presentational features that affect interpretation of the information
Grade: High School
Subject: ELA

Standard 1: Support interpretations and decisions about relative significance of information with explicit statement, evidence, and appropriate argument
Grade: High School
Subject: ELA

Standard 2: Evaluate personal and social skills that contribute to health and safety of self and others
Grade: High School
Subject: Health Education

Standard 2:
Grade:
High School
Subject: Recognize how individual behavior affects the quality of the environment

Standard 2: Demonstrate responsible personal and social behavior while engaged in physical activities
Grade: high School
Subject: Health Education

Standard 3: Use technology and the media to promote positive health messages
Grade: High School
Subject: Health

Standard 5: Select appropriate tools, instruments, and equipment and use them correctly to process materials, energy, and information
Grade: High School
Subject: MST

Lesson 1:

Title - "What do we already know about sexual harassment? What do we still need to learn?

Before the lesson the teacher should review the websites for the unit. In particular the website:
http://ncvc.org/tvp/main.aspx?dbName=Sexual_harassment
(Refers to all aspects of teen sexual harassment)

Project Objectives:

  • Objective 1: Find out what the students know and still need to know about sexual harassment
  • Objective 3: Set up individual blogs and a class wiki
  • Objective 4: Homework assignment on the legal aspects of sexual harassment

Materials:

  • Materials: Student computers, Internet connection, LCD monitor

Procedures:

  • Procedure 1: Tell the class about the research project and create a class wiki on wikispaces.com. The first page of the wiki should 1. Explain the project and 2. Include a KWL chart.
  • Procedure 2: Ask the class what they know about sexual harassment
  • Procedure 3: Have the class record their responses on the Know section of the wiki page.
  • Procedure 4: Ask the students what they still need to know and record their responses under the KWL What of the wiki page
  • Procedure 4: Demonstrate and then have the students set up individual blogs as project journals

Homework - Students research the following sites and record in on their blog what they have understood and/or learned after reading them

http://supct.law.cornell.edu/supct/html/97-843.ZS.html
Description: (Davis V. Monroe County Bd. OF Ed. Supreme Court Decision) 

http://eeoc.gov/types/sexual_harassment.html
(Description of 1064 Civil Rights Act on sexual harassment)

Assessment:

  • Student participation
  • Teacher observation
Lesson 2:

Title: How the Law defines sexual harassment; discussion of the implications in a school setting

Project Objectives

  • Objective 1: Understanding the legal definitions of sexual harassment
  • Objective 2: Understanding the social/school implications of the law
  • Objective 3: Interpreting law for a school setting
  • Objective 4: Student discussion of the topic
  • Objective 5: Recording class teaching and learning

Materials

  • Materials 1: LCD projector
  • Materials 2: Internet connection
  • Materials 3: Student computers

Procedures:

Procedure 1: Review the homework assignment while bringing the homework websites up on a screen. Deconstruct the court decisions and Federal Law.

Procedure 2: Initiate/ a class discussion asking about what they think the implications are for their school community. What experiences have they had or seen that relate to sexual harassment? Then refer to the website:

http://ncvc.org/tvp/main.aspx?dbName=Sexual_harassment pointing out differences between flirting and sexual harassment

Procedure 3: Have the class record and post their findings and reflections as a class collaboration on a second page of their class wiki

Homework:

  1. Students should record any reactions to the day's lesson on their blog
  2. Give the students the following websites to explore. These are articles that are newspaper interpretations, both factual and opinion
    Link 1: http://apa.org/monitor/oct99/cf9.html
    (Good newspaper analysis of Supreme Court decision)
    http://equalrights.org/publications/kyr/shschool.asp
    (Sexual harassment in school, know your rights)
  3. Students should record their findings and reactions to the articles on their blogs

Assessment:

  • Class participation
  • Checking student blogs
Lesson 3:

Title - Understanding the objective/subjective interpretation of both a court ruling and Federal Law

Teachers should review the following sites before the class lesson

http://asdatoz.com/Documents/Website-%20Objective%20vs%20subjective%20ltr.pdf

and

http://en.wikipedia.org/wiki/Subjective

and

http://en.wikipedia.org/wiki/Objective

Description: (Subjective VS objective websites and PDF)

Project Objectives

  • Objective 1: Synthesizing information from various sources
  • Objective 2: Critical analysis of written material: subjective VS the objective
  • Objective 3: Deconstructing documentary PSA films and posters
  • Objective 4: Recording class teaching and learning

Materials

  • Student computers, LCD

Procedures:

  • Procedure 1: Review the homework assignments, paying attention to the students' reactions and analysis. Students should refer to their blog entries during class dialogues.
  • Procedure 2: Point out and discuss the subjective VS objective commentary of the previous night's assignment while it is projected on the screen.
  • Procedure 3: Record the synthesized class lesson and conclusions they may have on the class wiki 
  • Procedure 4: Show the following PSA's to the class. Before showing them these videos, explain  what a PSA (public service announcement) is, and ask if they've seen any on television that they could describe. Students should start thinking about the PSA posters they will create to hang in the school hallways. They should take notes during the videos to enter their thoughts and reflections on their blogs.

http://youtube.com/watch?v=w0JlZSlYIe4
(7 minute documentary with simulated scenes and interviews with students, both real victims and teen commentators)

http://youtube.com/watch?v=vP7kPrdayTM
(Teen video PSA on sexual harassment in schools)

Homework

  • Have the students record their responses and reflections to the videos in their blogs.

Assessment

  • Class participation
  • Student blog entries
Lesson 4

Title - Video/Poster PSA analysis and Critical Thinking

Project Objectives:

  • Objective 1: Critical analysis of PSA posters and videos, paying attention to design and message
  • Objective 2: Recording reactions on the class wiki
  • Objective 3: Forming groups and brainstorming idea for PSA posters on sexual harassment in schools
  • Objective 4: Learning how to create a poster using PowerPoint

Materials:

  • Materials 1: Student computers
  • Materials 2: Internet connection with LCD or other projection/display device
  • Materials 3: PowerPoint Application

Procedures:

Homework

Collaborate on the group wiki on line. Post your reflections of the day and night work on your blog

Assessment

  • Observe class wiki
  • Student blog entries
Lesson 5:

Title - Creating PSA Posters with Attention to Message and Design

Project Objectives

  • Objective 1: Collaborative work on a group project
  • Objective 2: Continued analysis of PSA's message and design
  • Objective 3: Recording information on the class wiki

Materials

  • LCD or other display device, student computers

Procedures

  • Procedure 1: Review student blogs
  • Procedure 2: Review each groups' PSA on the wiki
  • Procedure 3: Analysis and critique of the PSAs
  • Procedure 4: Continued work on the group PSA

Homework

  • Continue work on the PSA posters as a collaborative effort
  • Continue reflections on individual blogs

Assessment

  • Class and group participation
  • Individual blog entries
Lesson 6:

Title - Culmination and Rubric Critique of Group PSAs

Project Objectives

  • Objective 1: Presentation of PSAs
  • Objective 2: Critiques of PSAs using the rubric as reference

Materials:

  • LCD or other display device, student computers, rubric handouts

Procedure

  • Procedure 1: Hand out rubrics to each student for each PSA posters
  • Procedure 2: Have each group present their PSA
  • Procedure 3: Every student fills out a rubric for each group
  • Procedure 4: Conduct a class discussion referring to both the PSA's and the rubric.

Homework

Students finish their blogs describing what they have learned from this experience

Assessment:

  • Individual blog entries
  • Class participation
  • Group PSA poster
  • Individual student rubric critiques on each poster

 

Lesson 7:

Title - Culmination

Project Objectives:

  • Objective 1: Presentation of student blogs
  • Objective 2: Discussion of placement of printed posters throughout the school
  • Objective 3: Finishing the class wiki KWL by asking the students what they have learned

Materials:

  • LCD or display device, and computers for students

Procedures

  • Procedure 1: Finish the KWL chart on the class wiki
  • Procedure 2: Have students present their blog entries
  • Procedure 3: Ask where the students think their PSAs should be hung

Assessment:

  • Class participation
  • Student blog entries

Phillip Seymour is a nationally recognized educational trainer and consultant on visual perception, instructional technology and arts/media curriculum integration. He teaches technology and media integration with the New York City Department of Education and arts integration at New York University.


 

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