Sexual Harass ME NOT! (PST-1)

(Lesson Plan 1 of 4) This lesson plan will educate students on the laws of sexual harassment and differentiate between the two types: "quid pro quo" and "hostile work environment." This lesson has examples, worksheets, and a quiz to assess the students understanding.

Author: Amber Kraus

First Authored: December 01, 2016

Last Revised: May 23, 2018

Introduction

This is the first lesson of four regarding Pre-Job Skills Training (PST):

The final lesson, Job Handbook, will include a project that will bring all the previously learned lessons together.

Note: These lessons work best after using the lessons from "Guppy Tank: No Business Too Small STEM Integrated Project."

Sexual harassment is an issue experienced by both men and women. Both sexes are likely to have been or be harassed by the opposite sex; however, some have also experienced harassment from the same sex.

In a survey, 79% of the respondents who reported having experienced workplace sexual harassment were female; 21% were male. (https://www.eeoc.gov/eeoc/publications/fs-sex.cfm)

            Sexual harassment occurs in all levels of employment, whether it is at an entry-level or upper management. The majority of sexual harassment is from higher ranking employees using their position as leverage over there subordinates. While reports of victimization are fewer, there are also incidents of sexual harassment at management and senior management positions from lower ranking employees.

Teenagers are particularly vulnerable to becoming targets of sexual harassment, as they enter the workforce. Young workers are at a power and age disadvantage in comparison to their older supervisors and co-workers. Younger employees are often less educated with sexual harassment laws and do not know their rights. Often, young workers may be afraid to speak up about a problem at work, or may not possess the skills to do so. It is important to recognize that any worker, regardless of job title, age, sexual orientation or gender, may become involved in sexual harassment, either as the harasser or as the target of harassment.

            This lesson plan will help students recognize sexual harassment and understand the laws and rights they have as individuals. They will also learn how to handle situations properly if they do find themselves in a compromising position.

Related Instructional Objectives

Activities in this Lesson

Open Activity

Hooks / Set

 

            On the white board, place two columns. Title the first column, NOT-SEXUAL HARASSMENT, and the other column, SEXUAL HARASSMENT.

Note: Print out the comment cards on card stock. Then, place a strip of magnet on the back and have students place them on the white board under the column (or) if you do not have a board or magnet, just tape them under the columns without.

            After the students are seated, start the class with the following statement: "Today we will be discussing Sexual Harassment." (Question to students) "Who knows the definition of Sexual Harassment?" (Choose a few students to answer)

Sexual Harassment is defined as:

            “Unwelcome sexual advances, requests for sexual favors, and other verbal or physical conduct of a sexual nature." (https://www.eeoc.gov/eeoc/publications/fs-sex.cfm)

            Review the cards that were placed in the Positive and Negative columns while having a class discussion. The following questions below are to help you with this progress.

Resources and Materials

Review

Check Understanding

 

            There are two handouts. It is recommended that each handout be printed back to back to save paper.

 

            After giving each student a handout, start by discussing the "       Three Types of Harassment." (Verbal, Visual, Physical.) After the discussion let the student know you will be playing three different videos.

            View one video at a time: As the students watch each video, have them place notes on what they are viewing as sexual harassment in each category (Verbal, Visual, Physical).

            After this activity, have students answer the three quick questions on the back of the paper. (See three quick questions hand out.)

            NOTE: When discussing the videos, don't forget to discuss both how the person acts, and how they should have acted. Also, if it was wanted behavior or unwanted behavior.

Resources and Materials

Sexual Harass ME NOT!

Lecture

 

PowerPoint Lecture

"Sexual Harass ME NOT"

 

Option 1:

Teacher will use the PowerPoint to present the topic. There are 52 slides, which should take a one hour period to cover. The PowerPoint will give students a visual, while the instructor will share the definition of sexual harassment, discuss what is considered sexual harassment, the law behind sexual harassment and four examples.

 

Note: There are five questions at the end of the PowerPoint. The answer are in the note section of the PowerPoint.

Option 2:

For teachers who may feel the first PowerPoint is too long to fit in their time frame (or) the PowerPoint is just too long, there is option 2. The PowerPoint is divided into two parts.



Resources and Materials

Student Activity

Group Work

 

Students will be placed in groups (2-3 students in each group) while discussing and completing the "Myths of Sexual Harassment Worksheet" and “Sexual Harassment vs. Flirting Worksheet."

 

Explain to the students that while the are in the group they are to communicate with one another, not just answer questions. They should:

While students are working in their groups, the teacher is advised to walk around the room to ensure students stay focus, and the teacher will redirect the students back on task if they get off task. The teacher will be observing all groups to answer any questions. The teacher can ask each group questions to help the group in their thinking process and to build team collaborating.

 

After students have completed their worksheets, review the questions as a class for clarification of any questions needed.

Tips for getting students to participated in group and class discussion:

https://teachingcenter.wustl.edu/resources/teachin...

Resources and Materials

Summative Assessment

Assessment Types: Teacher-Made Test, Test by EPS

1- The "EPS Quiz and Training Acknowledgment" is a "test" that will be the assessment component part of this lesson. This test will give the teacher the ability to assess the students understanding of the lesson. (EPS - Training, Fielding & Logistics Support Team - standards set for the US Army)

http://www.epscorp.com/policies/harassment/Harassm...

2- Sexual Harassment Final Test - Give student the final evaluation to test there understanding and knowledge of the lesson plan. Have students turn this test and teacher is to grade the test.

Resources and Materials