Sexual Harassment in NYC Public Schools
Helen Brock
Introduction:
Research shows that reports of student to student sexual harassment are rising in NYC Public Schools. According to a study done by The American Association of University Women, 48% of the students surveyed said they were sexually harassed in school. Nearly 87% of those children said they suffer from stomachaches, sleep deprivation and often avoid going to school because of the harassment.
Task:
Create a PowerPoint Presentation listing ways to decrease sexual harassment in NYC Public Schools. Be sure to include statistical findings on the forms of sexual harassment, how often it occurs, and who the targeted groups are.
Process:
1) Research the effects of sexual harassment in schools. Come up with a plan to educate individuals on the many different types of sexual harassment that can occur and how it can be decreased.
2)Use the links below to help you organize your information.
What is sexual harassment? Is it a growing epidemic in NYC Public Schools? How often is it occurring? Who is affected most by sexual harassment?
Use the resources below to gather research on the ways in which students are sexually harassed and how often it is reported to school officials.
What are some of the reasons that students are increasingly being harassed in this way?
d. Evaluate an Existing Policy
What are the consequences for sexual harassment in the NYC Public Schools? Are they harsh enough to deter an offender from doing it again?
What would you do to decrease sexual harassment in the NYC Public Schools?
What would be the most effective way to decrease sexual harassment?
Resources:
FCS2249/FY850: Teens and Sexual Harassment: Making a Difference
http://schools.nyc.gov/NR/rdonlyres/821E130E-8DCB-4787-A6B9-2968D587359A/0/A831.pdf
Evaluation:
All grades will be given using the following rubric:
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4 |
3 |
2 |
1 |
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Content |
Content is accurate and information is presented in a logical order.
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Content is accurate but some information is not presented in a logical order. Still generally easy to follow. |
Content is questionable and information is not presented in a logical order, making it difficult to follow. |
Content is inaccurate and information is not presented in a logical order, making it difficult to follow. |
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Slide Creation |
Presentation flows well and logically. Presentation reflects extensive use of tools in a creative way. Correct number of slides. |
Presentation flows well. Tools used correctly. Correct number of slides. Overall presentation is interesting |
Presentation is unorganized. Tools are not used in a relevant manner. Lacking in number of slides. |
Presentation has no flow. No tools used. Insufficient number of slides. |
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Slide Transitions |
Transitions are smooth and interesting. Transitions enhance the presentation. |
Smooth transitions are used on most slides. |
Very few transitions are used and/or they distract from the presentation. |
No transitions used. |
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Mechanics |
No spelling errors. No grammar errors. Text is in authors' own words. |
Few spelling errors. Few grammar errors. Text is in authors' own words. |
Some spelling errors. Some grammar errors. Most of text is in authors' own words. |
Many spelling errors and/or text is copied. |
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Technology Connection |
Comprehensive use of technology is apparent. |
General understanding of technology. |
Little understanding of technology.
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No understanding of technology. |
CCSS.ELA-Literacy.WHST.6-8.1 Write arguments focused on discipline-specific content
CCSS.ELA-Literacy.WHST.6-8.1b Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources
CCSS.ELA-Literacy.SL.6.5 Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information