Goals from last week: My main goal was to finish the entire lesson plan for teachers. I also wanted to mark out what the "sexual honor codes" will look like, plan out what I will present at my meeting with Mr. Moss. I also needed to actually schedule said meeting with Mr. Moss. None of these things happened.
Mentor: I haven't spoken to my mentor this week.
Research/Project:
I completed my introduction, Rational and unit background for my lessonplan this week. I have attached them for reference.
INTRODUCTION
As a junior of Carnegie Vanguard High School, I was given the opportunity of completing a research project. My project focused on the interplay between adolescence emotional health and their relationships in an attempt to understand the context in which harassment develops. Through my research, I discovered a serious gap in the education students receive on this topic and the severity to which the problem of harassment exists in schools. In order to try to help combat the prevalence of peer harassment, I partnered with a few teachers and created this lesson plan. This can be used as a supplemental lesson to a preexisting health course or can be taught on its own.
RATIONALE
1999 Supreme Court Case Davis v. Monroe County Board of Education binds teachers, counselors and other school administrators to report any instances of sexual harassment. However, by increasing the stringency and liability, schools are given almost an incentive to ignore sexual harassment. Too often, lines are drawn arbitrarily between what is assault and what can be dismissed as normal teenage behavior.
This lesson plan attempts to help distinguish for themselves what constitutes as harassment and what can be done to prevent, cope and report harassment. It will also teach them about the larger social contexts that allows for harassment to flourish. This will help them not take harassment so personally and hopefully help relieve the compromises in emotional health that are typically associated with harassment, such as peer avoidance, anxiety, depression and suicide attempts. I have also attached information for school personnel and a link to a website that will help differential between sexual harassment and bullying, will show appropriate ways for reprimanding a student for these kinds of offenses, as well as give other helpful and beneficial information. .
UNIT BACKGROUND
Sexual Harassment normally occurs in a highly public manner, and can be toxic to the developing sense of self and self worth during adolescence. The foundations for the constructs and the development of relationships occurs during adolescence, and these early social interactions form a script for all later encounters. When teachers let harassment persist, possibly from their inability to define harassment or to separate it from bullying, children are taught that these are acceptable behaviors and just apart of normal relationship dynamics. Often, students will fail to label incidents as harassment even though they often meet the legal definition of harassment. The myth of individuality and the process of normalization can often be used to explain this phenomenon. They correct the myth that people act solely because of “who they are” and addresses the social and cultural contexts that influence the way people behave. With these in mind, sexual harassment can be described as a learned behavior resulting from sexist and sex-role stereotypes. If culture and shared values influence attitudes and expectation, males may just be fulfilling gender roles, by acting out the stereotypes they think they should be. On the other hand, young women typically struggle with gender socialization, learning to expect and accept harassment and confusing sexual attention with acceptance. Unwanted or confusing sexual attention that embarrasses or angers a child may be one reason for lack of accomplishment. It should be noted that although harassment affect girls at highly disproportionate rate than boys, boys are still affected by harassment and shouldn’t be dismissed entirely.
Mentor: I haven't spoken to my mentor this week.
Research/Project:
I completed my introduction, Rational and unit background for my lessonplan this week. I have attached them for reference.
INTRODUCTION
As a junior of Carnegie Vanguard High School, I was given the opportunity of completing a research project. My project focused on the interplay between adolescence emotional health and their relationships in an attempt to understand the context in which harassment develops. Through my research, I discovered a serious gap in the education students receive on this topic and the severity to which the problem of harassment exists in schools. In order to try to help combat the prevalence of peer harassment, I partnered with a few teachers and created this lesson plan. This can be used as a supplemental lesson to a preexisting health course or can be taught on its own.
RATIONALE
1999 Supreme Court Case Davis v. Monroe County Board of Education binds teachers, counselors and other school administrators to report any instances of sexual harassment. However, by increasing the stringency and liability, schools are given almost an incentive to ignore sexual harassment. Too often, lines are drawn arbitrarily between what is assault and what can be dismissed as normal teenage behavior.
This lesson plan attempts to help distinguish for themselves what constitutes as harassment and what can be done to prevent, cope and report harassment. It will also teach them about the larger social contexts that allows for harassment to flourish. This will help them not take harassment so personally and hopefully help relieve the compromises in emotional health that are typically associated with harassment, such as peer avoidance, anxiety, depression and suicide attempts. I have also attached information for school personnel and a link to a website that will help differential between sexual harassment and bullying, will show appropriate ways for reprimanding a student for these kinds of offenses, as well as give other helpful and beneficial information. .
UNIT BACKGROUND
Sexual Harassment normally occurs in a highly public manner, and can be toxic to the developing sense of self and self worth during adolescence. The foundations for the constructs and the development of relationships occurs during adolescence, and these early social interactions form a script for all later encounters. When teachers let harassment persist, possibly from their inability to define harassment or to separate it from bullying, children are taught that these are acceptable behaviors and just apart of normal relationship dynamics. Often, students will fail to label incidents as harassment even though they often meet the legal definition of harassment. The myth of individuality and the process of normalization can often be used to explain this phenomenon. They correct the myth that people act solely because of “who they are” and addresses the social and cultural contexts that influence the way people behave. With these in mind, sexual harassment can be described as a learned behavior resulting from sexist and sex-role stereotypes. If culture and shared values influence attitudes and expectation, males may just be fulfilling gender roles, by acting out the stereotypes they think they should be. On the other hand, young women typically struggle with gender socialization, learning to expect and accept harassment and confusing sexual attention with acceptance. Unwanted or confusing sexual attention that embarrasses or angers a child may be one reason for lack of accomplishment. It should be noted that although harassment affect girls at highly disproportionate rate than boys, boys are still affected by harassment and shouldn’t be dismissed entirely.
Goal for next week: Finish everything i wanted to do last week. This included the entire lesson plan for teachers. I also want to mark out what the "sexual honor codes" will look like, plan out what I will present at my meeting with Mr. Moss. I also need to actually schedule said meeting with Mr. Moss.