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:
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
Strongly Agree Agree Strongly Disagree Disagree
Strongly
Agree Agree Strongly Disagree Disagree
Strongly Agree Agree Strongly Disagree Disagree
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 ones 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.