TIPS WEBQUEST

A presentation for a 9th grade Global Studies Inclusion Class.

by Alma D. Deville – Evander Childs High School ADD1294@AOL.COM

 

 

Mr. Jim Carroll – TIPS Director

Mr. Bill Mulqueen – Staff Developer

Mr. Fred Fisher – Staff Developer - Evander

 

 

SEXUAL HARASSMENT:

A MAJOR SOCIAL PROBLEM

IN NEW YORK CITY PUBLIC HIGH SCHOOLS

 

Sexual harassment occurs many times during the day in New York City High Schools.  Sexual harassment comes in many forms: verbal, physical, and emotional.  Sexual harassment is not just a student on student problem, sexual harassment in New York City High Schools goes across the board in terms of who is doing the harassing.  Many cases involve students and teachers, students and guidance counselors, students and school security staff, and students and administration.  Many cases of sexual harassment go unreported by students because of fear by the harasser.

 

 

INTRODUCTION:  You are junior sociologists sent into your high school classes to study the issue of sexual harassment.  You are only to observe your classes.  Do not let the other members of your classes, or your teachers know that you are observing them.  Do not let anyone know that you will be completing a project based upon their behavior in the classes.

 

 

TASK: Through this exercise, you will learn about sexual harassment.  You will also gain insight into the minds of your peers, the school staff, and your own ideas about the issues of sexual harassment. 

*You will then:

A.          Produce a 3-4 typed paper based on your collected data, the information gathered from the TIPS web site, all other resources, the student survey, and the questions below.

B.           Present a 15 minute oral group presentation based on your collected data, the information gathered from the TIPS web site, all other resources, the student survey, and the questions listed below.

C.          Conduct a survey with the results to be used in your written and oral reports with the resources from the TIPS web site and all other resources listed in this web quest.

D.         Introduce ways of improving the social policy of sexual harassment.

 

QUESTIONS:

1.         Why did the subjects get harassed?

2.         How many different ways was sexual harassment used during your observations?

3.         When did your subjects get harassed?

4.         Where or in which classes did the subjects get harassed the most/least?

5.         What was done by the teacher when someone was harassed?

6.         What was done by the student when she/he was harassed?

7.         What was done by the teacher when she/he was harassed?

8.         How did the rest of the class react to the sexual harassment?

9.         How do you think things could have been handled differently in each situation?

 

 

THE PROCESS: Students will be put into groups of 3 and use the TIPS WEBSITE/GRAPHICS VERSION to:

1.         DEFINE THE PROBLEM www.maxwell.syr.edu/plegal/TIPS.htm:

2.         GATHER EVIDENCE www.maxwell.syr.edu/plegal/TIPS.htm:

3.         IDENTIFY THE CAUSES www.maxwell.syr.edu/plegal/TIPS.htm:

4.         EVAULATE A POLICY www.maxwell.syr.edu/plegal/TIPS.htm:

5.         DEVELOP SOLUTIONS www.maxwell.syr.edu/plegal/TIPS.htm:

6.         SELECT BEST SOLUTION www.maxwell.syr.edu/plegal/TIPS.htm:

7.         COMPLETE THE 6 WORK SHEETS IN PUBLIC POLICY ANALYST – GRAPHICS VERSION www.maxwell.syr.edu/plegal/TIPS.htm

8.         HAND-OUT SURVEYS/COLLECT/ANALYZE DATA FROM  THE  SURVEY TO USE IN YOUR WRITTEN AND ORAL REPORTS.

 

 

RESOURCES:

www.maxwell,syr.edu/plegal/TIPS.html: - TIPS HOMEPAGE – GRAPHICS VERSION

www.Filmideas.com/harass.html: - DEFINITION OF SEXUAL HARASSMENT

www.nea.org/esp/messages/841.html:  - VERBAL HARASSMENT

www.Jewishaz.com/jewishnews/970502/cas: - STANDING AGAINST HARASSMENT

www.edweek.org/ew/vol-17/41scotus.hl7: COURT DECISION ON THE LIBILITY ON HARASSMENT

www.askjeeves.com: QUESTIONS ON SEXUAL HARASSMENT

www.google.com: QUESTIONS ON SEXUAL HARASSMENT/POLICIES/LAWS

ARTICLE:SEX HARASSMENT IN SCHOOL:JEFFREY ROSEN

 

 

EVALUATION: Each group will make a 15 minute oral presentation based on their observations, the survey, the TIPS Graphics Version Process & The Work Sheets, evidence gathered from the website resources, and student questions used in the task.  The students will also hand in a 3- 4  page typed report based on all information gathered from all resources and information gathered.

 

 

STUDENT SURVEY

 

The student survey questionnaire will consist of 10 questions. Each set of questions will be printed on a different color page to indicate who completed the survey.

WHITE – PRINCIPAL

BLUE – ASSISTANT PRINCIPALS

GREEN – DEANS

YELLOW – SCHOOL SAFETY AGENTS

PINK – GUIDANCE

RED – ALL OTHER SCHOOL PERSONNEL

ORANGE – STUDENTS

 

 

 

DIRECTIONS:  answer each question by circling one of the 4 choices.

 

1. Sexual harassment is a problem at Evander.

  Strongly Agree             Agree                  Strongly Disagree        Disagree

 

2. Boys are sexually harassed more than girls.

Strongly Agree              Agree                   Strongly Disagree        Disagree

 

3. Girls are sexually harassed more than boys.

Strongly Agree             Agree                    Strongly Disagree        Disagree

 

4. Teachers are sexually harassed more than students.

Strongly Agree             Agree                    Strongly Disagree        Disagree

 

5. Nothing is done to prevent sexual harassment at Evander.

Strongly Agree             Agree                    Strongly Disagree        Disagree

 

6. All sexual harassment issues are delt with at Evander.

Strongly Agree             Agree                    Strongly Disagree        Disagree

 

  1. Sexual harassment comes only in one form.

Strongly Agree             Agree                     Strongly Disagree       Disagree

 

  1. Sexual harassment is all fun and games.

Strongly Agree             Agree                      Strongly Disagree      Disagree

 

  1. Sexual harassment  can lead to violence.

Strongly Agree              Agree                     Strongly Disagree      Disagree

 

  1. Sexual harassment only occurs in urban schools.

Strongly Agree             Agree                      Strongly Disagree      Disagree

 

 

PRESENTATION RUBRIC – EVALUATING STUDENT PRESENTATION – ORAL

EXCELLENT      SATISFACTORY             MINIMAL            UNSATISFACTORY              SATISACTORY

Organization            Organization                     Organization         Organization

Student presentation is      Student presentation is                  Student presentation is   Student presentation is

Logical, clear,and fully       logical, clear, and                            logical and somehow        illogical and distorted

Captivates audience           somehow captivates                       clear but not                    

Audience interest               audience interest                            captivating

______________________________________________________________________________________________Subject                      Subject                               Subject                   Subject

Knowledge               Knowledge                        Knowledge             Knowledge

Student demonstrates         Student demonstrates                   Student demonstrates      Student does not know

Full knowledge of                knowledge of subject                    a little knowledge of         subject matter

Subject matter and               matter                                           subject matter

Beyond

 

 

PRESENTATION RUBRIC – EVALUATING STUDENT PRESENTATION – WRITTEN

Organization           Organization              Organization        Organization

Student presentation is            Student presentation is                  Student presentation is        Student presentation is

Logical, clear, and                    logical, clear, and                            logical and somewhat           illogical and distorted

Demonstrates full                    demonstrates some                         clear. Demonstrates            Student does not know

Knowledge of subject              knowledge of subject                       little knowledge of              subject matter

Matter and beyond                  with very few grammatical               subject matter. Some          Too many grammatical

No grammatical errors             grammatical errors                          grammatical errors             errors that distorts

                                                                                                                                                       Meanings of words

 

 

CONCLUSION: students should have an idea of the social policy and the problems addressed with the policy. The students will introduce ways of improving the social policy of sexual harassment to prevent drop-outs, suicide, violence, and hatred towards one-self and others.  The next web quest will discuss other problems that are in our school system that have caused low academic achievement.

 

SOCIAL STUDIES THEMES COVERED FOR THIS WEB QUEST

GOVERNMENT

ECONOMICS

HUMAN INTERACTION

URBANNIZATION

ENVIRONMENT

 

 

ENGLISH LANGUAGE ARTS STANDARDS

STANDARD 1 – LANGUAGE FOR INFORMATION AND UNDERSTANDING

1.        LISTENING AND READING

Listening and reading to acquire information and understanding involves collecting data, facts, and ideas; discovering relationships, concepts, and generalizations; and using knowledge from oral, written and electronic sources.

2.        SPEAKING AND WRITING

Speaking and writing to acquire and transmit information requires asking probing and clarifying questions, interpreting information in one’s own words, applying information from one context to another, and presenting the information clearly, concisely, and comprehensibly.

E1 – READING

E1c. – read and comprehend information material.

E2 – WRITING

E2a. -  produce a report of information.

E3 – SPEAKING , LISTENING AND VIEWING

E3b. – participate in one to one conferences with a teacher.

E3c. – participate and deliver an individual presentation.

E4 – CONVENTIONS, GRAMMAR, AND USAGE OF THE ENGLISH LANGUAGE

E4a. – independently and habitually demonstrate an understanding of the rules of the English language in written and oral work.

E4b. – analyze and subsequently revise work to improve its clarity and effectivness.

 

SOCIAL STUDIES STANDARDS

STANDARD – 5 CIVICS, CITIZENSHIP, AND GOVERNMENT

Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments, the governmental system of the United States and other nations; the United States constitution; the basic civic values of American constitution democracy, and the roles, rights, and responsibilities of citizenship, including avenues of participation.