DASA Workshop Hunter College

DASA PRE-WORKSHOP ASSIGNMENTS*
All four (4) pre-workshop assignments must be submitted at sign-in on the day of your
workshop. You must bring printed hardcopies to the workshop that includes your full name
and email address on each page.
Assignment 1: Read the “N.Y.S. Educational Law- Article 2- Dignity for All Students”. Imbedded
in the reading are 10 questions. Answer these questions and bring your answer sheet with you to the
workshop. Ensure that your name and email address is clearly printed at the top of your answer sheet.
Assignment 2: Read the article “Cyber bullying and Sexting: Technology Abuses of the 21st
Century”. Complete the assignment at the beginning of the article. Ensure your name and email is
clearly printed at the top of the assignment. Bring this completed assignment to the workshop.
Assignment 3: Download and read the article “Interrupting the Cycle of Oppression.” Complete
the actions and questions on the worksheet in this packet.
https://www(dot)mtholyoke(dot)edu/sites/default/files/diversity/docs/interpretting_oppression.pdf
Assignment 4: Educating Your Students, Planning a Lesson, Discussion or Professional
Development Session. Directions are included below.
*Academic Integrity Statement: Pre-workshop assignments must be completed by you in your
original voice and may not be completed as a group. Moreover, assignments may not contain
plagiarism or non-cited sources. Hunter College regards acts of academic dishonesty (e.g.,
plagiarism, cheating on examinations, obtaining unfair advantage, and falsification of records and
official documents) as serious offenses against the values of intellectual honesty. The College is
committed to enforcing the CUNY Policy on Academic Integrity and will pursue cases of academic
dishonesty according to the Hunter College Academic Integrity Procedures.
Assignment 1: N.Y.S. Education Law
ARTICLE 2
DIGNITY FOR ALL STUDENTS
Section
10. Legislative intent.
11. Definitions.
12. Discrimination and harassment prohibited.
13. Policies and guidelines.
16. Protection of people who report discrimination or harassment.
§ 10. Legislative intent. The legislature finds that students' ability to learn and to meet high academic standards, and a
school's ability to educate its students, are compromised by incidents of discrimination or harassment including
bullying, taunting or intimidation. It is hereby declared to be the policy of the state to afford all students in public
schools an environment free of discrimination and harassment. The purpose of this article is to foster civility in public
schools and to prevent and prohibit conduct which is inconsistent with a school's educational mission.
1) What is the main premise that makes this primarily an educational law issue and not a criminal law issue?
Explain how this relates to all school mission statements.
§ 11. Definitions. For the purposes of this article, the following terms shall have the following meanings: 1. "School
property" shall mean in or within any building, structure, athletic playing field, playground, parking lot, or land
contained within the real property boundary line of a public elementary or secondary school; or in or on a
school bus, as defined in section one hundred forty-two of the vehicle and traffic law. 2. "School function" shall mean
a school-sponsored extra-curricular event or activity. 3. "Disability” shall mean disability as defined in subdivision
twenty-one of section two hundred ninety-two of the executive law. 4. "Employee" shall mean employee as defined in
subdivision three of section eleven hundred twenty-five of this title. 5. "Sexual orientation" shall mean actual
or perceived heterosexuality, homosexuality or bisexuality. 6. "Gender" shall mean actual or perceived sex and shall
include a person's gender identity or expression. 7. "Harassment" and "bullying" shall mean the creation of a
hostile environment by conduct or by threats, intimidation or abuse, including cyber bullying, that (a) has or would
have the effect of unreasonably and substantially interfering with a student's educational performance,
opportunities or benefits, or mental, emotional or physical well-being; or (b) reasonably causes or would
reasonably be expected to cause a student to fear for his or her physical safety; or (c) reasonably causes or would
reasonably be expected to cause physical injury or emotional harm to a student; or (d) occurs off school property
and creates or would foreseeably create a risk of substantial disruption within the school environment, where it is
foreseeable that the conduct, threats, intimidation or abuse might reach school property Acts of harassment and
bullying shall include, but not be limited to, those acts based on a person's actual or perceived race, color, weight,
national origin, ethnic group, religion, religious practice, disability, sexual orientation, gender or sex. For the
purposes of this definition the term "threats, intimidation or abuse” shall include verbal and non-verbal actions. 8.
"Cyber bullying" shall mean harassment or bullying as defined in subdivision seven of this section, including
paragraphs (a), (b), (c) and (d) of such subdivision, where such harassment or bullying occurs through any form of
electronic communication.
2) In the case of gender or sexuality, why is the perception of gender or sexuality indicated as well as the actual
gender or sexuality of the student?
3) How does the law expand the schools ability to address cyber bullying when it happens in the privacy of a
student’s home?
4) If a teacher became aware of harassment based on an issue not specifically enumerated in the law, would they
have to report it? Explain why.
§ 12. Discrimination and harassment prohibited. 1. No student shall be subjected to harassment or bullying by
employees or students on school property or at a school function; nor shall any student be subjected to
discrimination based on a person's actual or perceived race, color, weight, national origin, ethnic group, religion,
religious practice, disability, sexual orientation, gender, or sex by school employees or students on school property
or at a school function. Nothing in this subdivision shall be construed to prohibit a denial of admission into, or
exclusion from, a course of instruction based on a person's gender that would be permissible under section thirtytwo hundred one-a or paragraph (a) of subdivision two of section twenty-eight hundred fifty-four of this chapter
and title IX of the Education Amendments of 1972 (20 U.S.C. section 1681, et. seq.), or to prohibit, as
discrimination based on disability, actions that would be permissible under section 504 of the Rehabilitation Act of
1973. 2. An age-appropriate version of the policy outlined in subdivision one of this section, written in plainlanguage, shall be included in the code of conduct adopted by boards of education and the trustees or sole trustee
pursuant to section twenty-eight hundred one of this chapter and a summary of such policy shall be included in any
summaries required by such section twenty-eight hundred one.
5) How would you demonstrate compliance with part 2 of the above portion of section 12 in your classroom? Give
at least 2 specific examples.
§ 13. Policies and guidelines. The board of education and the trustees or sole trustee of every school district shall
create policies, procedures and guidelines that shall include, but not be limited to: 1. Policies and procedures
intended to create a school environment that is free from harassment, bullying and discrimination, that include but
are not limited to provisions which: a. identify the principal, superintendent or the principal's or
superintendent's designee as the school employee charged with receiving reports of harassment, bullying and
discrimination; b. enable students and parents to make an oral or written report of harassment, bullying or
discrimination to teachers, administrators and other school personnel that the school district deems appropriate; c.
require school employees who witness harassment, bullying or discrimination, or receive an oral or written
report of harassment, bullying or discrimination, to promptly orally notify the principal, superintendent or the
principal's or superintendent's designee not later than one school day after such school employee witnesses or
receives a report of harassment, bullying or discrimination, and to file a written report with the principal,
superintendent or the principal or superintendent's designee not later than two school days after making such
oral report; d. require the principal, superintendent or the principal's or superintendent's designee to lead or
supervise the thorough investigation of all reports of harassment, bullying and discrimination, and to ensure that
such investigation is completed promptly after receipt of any written reports made under this section; e. require
the school, when an investigation reveals any such verified harassment, bullying or discrimination, to take prompt
actions reasonably calculated to end the harassment, bullying or discrimination, eliminate any hostile environment,
create a more positive school culture and climate, prevent recurrence of the behavior, and ensure the safety of the
student or students against whom such harassment, bullying or discrimination was directed. Such actions shall be
consistent with the guidelines created pursuant to subdivision four of this section; f. prohibit retaliation against any
individual who, in good faith, reports, or assists in the investigation of, harassment, bullying or discrimination;
g. include a school strategy to prevent harassment, bullying and discrimination; h. require the principal to make a
regular report on data and trends related to harassment, bullying and discrimination to the superintendent;
i. require the principal, superintendent or the principal's or superintendent's designee, to notify promptly the
appropriate local law enforcement agency when such principal, superintendent or the principal's or
superintendent's designee, believes that any harassment, bullying or discrimination constitutes criminal conduct; j.
include appropriate references to the provisions of the school district's code of conduct adopted pursuant to
section twenty-eight hundred one of this chapter that are relevant to harassment, bullying and discrimination; k.
require each school, at least once during each school year, to provide all school employees, students and parents
with a written or electronic copy of the school district's policies created pursuant to this section, or a plainlanguage summary thereof, including notification of the process by which students, parents and school
employees may report harassment, bullying and discrimination. This subdivision shall not be construed to require
additional distribution of
such policies and guidelines if they are otherwise distributed to school employees, students and parents; l. maintain
current versions of the school district's policies created pursuant to this section on the school district's internet
website, if one exists; 2. Guidelines to be used in school training programs to discourage the development of
harassment, bullying and discrimination, and to make school employees aware of the effects of harassment,
bullying, cyber bullying and discrimination on students and that are designed: a. to raise the awareness and
sensitivity of school employees to potential harassment, bullying and discrimination, and b. to enable employees
to prevent and respond to harassment, bullying and discrimination; and 3. Guidelines relating to the development
of nondiscriminatory instructional and counseling methods, and requiring that at least one staff member at every
school be thoroughly trained to handle human relations in the areas of race, color, weight, national origin, ethnic
group, religion, religious practice, disability, sexual orientation, gender, and sex; and 4. Guidelines relating to the
development of measured, balanced and age-appropriate responses to instances of harassment, bullying or
discrimination by students, with remedies and procedures following a progressive model that make appropriate use
of intervention, discipline and education, vary in method according to the nature of the behavior, the developmental
age of the student and the student's history of problem behaviors, and are consistent with the district's code of
conduct; and 5. Training required by this section shall address the social patterns of harassment, bullying and
discrimination, as defined in section eleven of this article, including but not limited to those acts based on a
person's actual or perceived race, color, weight, national origin, ethnic group, religion, religious practice,
disability, sexual orientation, gender or sex, the identification and mitigation of harassment, bullying and
discrimination, and strategies for effectively addressing problems of exclusion, bias and aggression in educational
settings.
6) What are the specific time frames for the two types of reports that must be filed under this law?
7) Why are the time frames set to cause reporting as soon as the problem is identified? Indicate at least 3 possible
negative outcomes for students if the reporting was not filed in a timely fashion.
8) Give two examples of what the school might do in response to the report that would indicate they are in
compliance with the word and spirit of this law?
9) When does the school have a duty to report the incident to local police agencies?
§ 16. Protection of people who report harassment, bullying or discrimination. Any person having reasonable cause
to suspect that a student has been subjected to harassment, bullying or discrimination, by an employee or student,
on school grounds or at a school function, who, acting reasonably and in good faith, reports such information to school
officials, to the commissioner or to law enforcement authorities, acts in compliance with paragraph e or i of
subdivision one of section thirteen of this article, or otherwise initiates, testifies, participates or assists in any
formal or informal proceedings under this article, shall have immunity from any civil liability that may arise from
the making of such report or from initiating, testifying, participating or assisting in such formal or informal
proceedings, and no school district or employee shall take, request or cause a retaliatory action against any
such person who, acting reasonably and in good faith, either makes such a report or initiates, testifies,
participates or assists in such formal or informal proceedings.
10) Indicate at least three similarities/differences when comparing NYS Child Abuse Requirements and the
mandates of the D.A.S.A law.
Assignment 2: Cyber Bullying & Sexting
After reading this article write a short essay (3-4 paragraphs) explaining how you will infuse
information about the appropriate use of technology into your classes. Speak specifically to
your favorite grade level, subject area and any special education (special education, ESL,
early childhood) concerns you might have for your students.
T e c h n o l o g y
14 Spring 2010 • vol 32, no 2
Del Siegle, Ph.D.
Cyber bullying and Sexting: Technology Abuses of the 21st Century
Many young people cannot remember a time before Instant Messaging (IM), cell phone text
messaging, video conferencing, blogging, e-mailing, and MySpace and Facebook postings existed.
Thanks to the ubiquitous nature of technology in the 21st century, digital natives are accustomed to
seeing, and being seen, on a scale that was unimaginable by their parents and teachers. This
limitless access to information, peers, and even strangers around the globe brings with it a new set
of safety concerns for parents and school personnel. Although schools have made concerted efforts
to curb Internet abuse by developing acceptable use policies and installing filtering software for
websites, expanded forms of technology and differing formats of information presentation have
surfaced, and they warrant a new discussion of digital safety, abuse, and bullying.
Bullying, and being bullied, has a long history in schools. How does giftedness relate to bullying and
being bullied? In a recent survey of fifth grade students, Estell et al. (2009) found that academically
gifted students and general education students were less likely than students with mild disabilities
to be viewed as bullies by their peers. Teachers also rated academically gifted students as less likely
to bully or be bullied than both general education students and students with mild disabilities. Key
factors in being perceived as a bully were associations with aggressive and popular peers. Social
isolates were the most likely to be bullied. Whereas gifted students are less likely to bully or be
bullied according to this research, bullying is still a factor in their lives.
Peterson and Ray (2006) surveyed eighth grade gifted students and found that bullying tended to
peak in sixth grade, although females reported that bullying remained steady or increased through
eighth grade. Almost half, 46%, of gifted students reported that they were bullied in sixth grade in
some way, and 67% of the students said they had been the victim of some type of bullying in their
first 9 years of school. Eleven percent of these students were bullied repeatedly. Name-calling was
the most prevalent form of bullying these gifted students experienced. They also reported that they
bully. Over one fourth (28%) of gifted eighth graders said they had bullied someone during their
first 9 years of school, and 16% reported bullying someone while they were in eighth grade. The
most prevalent bullying tactic was name-calling, which increased from 4% in kindergarten to 14%
in eighth grade.
The Internet and other technology-related devices are particularly suited to nonviolent types of
bullying such as name-calling. Gable, Ludlow, Kite, and McCoach (2009) studied the prevalence of
cyber bullying with a general population of seventh and eighth graders. The researchers classified
students into one of four categories: neither bullies nor victims of cyber bullying (74%), victims
only of cyber bullying (5%), only cyber bullies (6%), and both bullies and victims of cyber bullying
(15%). Although three quarters of the students had no involvement with cyber bullying, one in five
had been digitally bullied and one in five had digitally bullied others. Unfortunately, those who
bullied or were victims said they were less likely to notify adults about Internet bullying than those
who were not bullied. Bullies and victims also said their parents were less aware of their Internet
activities. High frequency Internet users were more likely to be both bullies and victims than low
Internet users. An AP/ MTV (2009) survey found that 47% of teenagers surveyed have experienced
digitally abusive behavior.
So what is cyber bullying?
Willard (2007) described it as “being cruel to others by sending or posting harmful material or
engaging in other forms of social aggression using the Internet or other digital technologies” (p. 1).
She listed eight different forms of cyber bullying:
1. Flaming: Online fights using electronic messages with angry and vulgar language.
2. Harassment: Repeatedly sending nasty, mean, and insulting messages.
3. Denigration: “Dissing” someone online. Sending or posting gossip or rumors about a person to
damage his or her reputation or friendships.
4. Impersonation: Pretending to be someone else and sending or posting material to get that person
in trouble or danger or to damage that person’s reputation or friendships.
5. Outing: Sharing someone’s secrets or embarrassing information or images online. 6. Trickery:
Talking someone into revealing secrets or embarrassing information or images online.
7. Exclusion: Intentionally and cruelly excluding someone from
an online group.
8. Cyberstalking: Repeated, intense harassment and denigration that includes threats or creates
significant fear. (pp. 1–2)
Goodstein (2008) remarked: In many ways cyber bullying has democratized bullying because you
don’t have to be able to physically overpower your victim—a person can simply log on, create a new
identity, and bully away. . . . Instead of whispers behind teens’ backs, the insults are posted for
everyone to read. Instead of one . . . silently listening in on a phone conversation, two . . . can watch
incriminating IMs from an unsuspecting “buddy” pop up on a computer screen. Instead of a clique
not letting . . . [someone] sit with them at lunch, a group of friends can decide to keep . . . [that
person] off everyone’s buddy lists. (p. 1)
According to an AP-MTV (2009) poll, more than 75% of 14 to 24 year olds believe that digital abuse
is a serious problem for people their age. Yet, only about half believe that what they post online
could come back to hurt them. This is at a time when 24% of 14 to 17 year olds report having been
involved in some type of naked sexting. Sexting , which is sending or forwarding nude, sexually
suggestive, or explicit pictures on a cell phone or online, was listed as Time magazine’s number one
buzzword of 2009 (Stephey, 2009). Females are more likely to have sent naked photos of
themselves, and males are more likely to have received them. Well more than half (61%) of those
who send naked photos of themselves have been pressured by someone else to do so at least once.
Nearly one in five who receive sext messages pass them along to someone else (AP-MTV, 2009).
The snowballing effect of forwarded sexting can be dire. An 18-year-old Ohio girl committed suicide
after her ex-boyfriend shared a digital nude photo of her from the neck down that she had sent to
him. He shared the image with other students in her school, who in turn distributed it widely. After
the Ohio girl sought to have the distribution of the image stopped by reporting it to authorities,
students allegedly escalated their harassment of her. Her parents are currently suing the exboyfriend, several former high school classmates, and the school for failing to stop the harassment
(Zetter, 2009).
Parents and educators play an important role in helping young people understand the
consequences of poor decisions in a digital age where favorable, as well as unfavorable, text and
images spread exponentially.
The media surrounding this, and other incidents, has prompted a national movement to address the
issue of digital abuse. MTV has organized a year long campaign called “A Thin Line” to empower
young people to identify, respond to, and stop the spread of digital abuse in their lives and their
peers’ lives (A Thin Line, 2009). This campaign included an MTV television special dedicated to the
topic on Valentine’s Day in 2009. A dozen other organizations have joined this timely project.
Parents and educators play an important role in helping young people understand the
consequences of poor decisions in a digital age where favorable, as well as unfavorable, text and
images spread exponentially. Hinduja and Patchin (2009a, 2009b) of the Cyber bullying Research
Center have an extensive website (http://www. cyberbullying.us) dedicated to this topic. The
following tips to parents, students and educators for preventing cyber bullying are adapted from
material on their site (Hinduja & Patchin, 2009a, 2009b):
• Establish that all rules for interacting with people in real life also apply for interacting online or
through cell phones. Convey that cyber bullying inflicts harm and causes pain in the real world as
well as in cyberspace and all forms of bullying are unacceptable and behavior that occurs away
from school also can be subject to school sanctions.
• Make sure the school has Internet Safety educational programming in place. This should not solely
cover the threat of sexual predators, but also how to prevent and respond to online peer
harassment, interact wisely through social networking sites, and engage in responsible and ethical
online communications. Schools should survey their students about the extent of digital abuse
among students. This information will be useful when planning strategies to educate students and
faculty. • Educate young people about appropriate Internet based behaviors. Explain to them the
problems that can be created when technology is misused (e.g., damaging their reputation, getting
in trouble at school or with the police). This can include peer mentoring , where older students
informally teach lessons and share learning experiences with younger students—to promote
positive online interactions.
• Model appropriate technology usage. Don’t harass or joke about others while online, especially
around young people. Don’t text while driving. Young people are
watching and learning.
• Monitor young people’s activities while they are online. This can be done informally (through
active participation in, and supervision of, the young person’s online experience) and formally
(through software). Use discretion when covertly spying on young people. This could cause more
harm than good if they feel their privacy has been violated. They may go completely underground
with their online behaviors and deliberately work to hide their actions.
• Use filtering and blocking software as a part of a comprehensive approach to online safety, but
understand software programs alone will not keep kids safe or prevent them from bullying others
or accessing inappropriate content. Most tech savvy youth can find ways around filters very quickly.
• Look for warning signs that something abnormal is occurring with respect to their technology
usage. If children become withdrawn or their Internet use becomes obsessive, they could either be a
victim or a perpetrator of cyber bullying.
• Utilize an “Internet Use Contract” and a “Cell Phone Use Contract” to foster a crystal clear
understanding about what is appropriate and what is not with respect to the use of
communications technology. To remind young people of this pledged commitment, these contracts
should be posted in a highly visible place (e.g., next to the computer).
• Cultivate and maintain an open, candid line of communication with children, so that they are
ready and willing to come to you whenever they experience something unpleasant or distressing in
cyber space. Victims of cyber bullying (and the bystanders who observe it) must know for sure that
the adults who they tell will intervene rationally and logically, and not make the situation worse.
Schools should consult with their school attorney before incidents occur to determine what actions
they can or must take in varying situations.
• Teach and reinforce positive values about how others should be treated with respect and dignity.
Schools can cultivate a positive school climate , as research has shown a link between a perceived
“negative” environment on campus and an increased prevalence of cyber bullying offending and
victimization among students. In general, it is crucial to establish and maintain a school climate of
respect and integrity where violations result in informal or formal sanction.
• Educate yourself and your community. Schools can utilize specially created cyber bullying
curricula, or general information sessions such as assemblies and in class discussions to raise
awareness among youth. Invite specialists to talk to staff and students. Send information to parents.
Sponsor a community education event. Invite parents, grandparents, aunts, uncles, and any other
relevant adult.
Cell phones and the Internet have helped us connect and learn from each other in ways that most of
us never imagined. We have only begun to explore the benefits that these, and future technologies,
will bring to our lives. As with many things, it is not the technology, but the misuse of it, that creates
problems. As responsible parents and educators, we have an obligation to understand the potential
uses of new technologies and guide young people in their responsible implementation of them.
References
A Thin Line. (2009). A thin line . Retrieved from http://www(dot)athinline(dot)org/
about#research AP-MTV. (2009). A thin line: 2009 AP- MTV digital abuse study. Retrieved from
http://www(dot)athinline(dot)org/ MTV-AP_Digital_Abuse_Study_
Executive_Summary.pdf Estell, D. B., Farmer, T. W., Irvin, M. J., Crowther, A., Akos, P., & Boudah, D. J.
(2009). Students with exceptionalities and the peer group context of bullying and victimization in
late elementary school. Journal of Child and Family Studies, 18, 136–150. doi: 10.1007/ s10826-
008-9214-1
Gable, R. K., Ludlow, L., Kite, S., & McCoach, D. B. (2009, April). Development and validation of the
Survey of Internet Risk and Behavior . Round- table presentation at the 2009 Annual Meeting of the
American Educational Research Association, San Diego, CA.
Goodstein, A. (2008). Cyber bullying: The new bathroom wall. Duke Gifted Letter, 8 (2). Retrieved
from http:// www(dot)dukegiftedletter(dot)com/articles/ vol8no2_tm.html Hinduja, S., & Patchin, J. W.
(2009a).
Preventing cyber bullying: Top ten tips for educators . Retrieved from http://
www(dot)cyberbullying(dot)us/Top_Ten_Tips_ Educators_Cyberbullying_Prevention.
pdf Hinduja, S., & Patchin, J. W. (2009b).
Preventing cyber bullying: Top ten tips for parents . Retrieved from
http://www(dot)cyberbullying(dot)us/Top_Ten_Tips_
Parents_Cyberbullying_Prevention.pdf Peterson, J. S., & Ray, K. E. (2006).
Bullying and the gifted: Victims, perpetrators, prevalence, and effects. Gifted Child Quarterly, 50,
148–168. doi: 10.1177/001698620605000206 Stephey, M. J. (2009). The top 10 every- thing of
2009: Top 10 buzzwords . Retrieved from http://www(dot)time. com/time/specials/packages/
article/0,28804,1945379_1944799,00.
html Willard, N. (2007). Educator’s guide to cyber bullying and cyberthreats . Retrieved from
http://www(dot)cyberbully(dot)org/ cyberbully/docs/cbcteducator.pdf Zetter, K. (2009).
Parents of dead teen sue school over sexting images . Retrieved from http://www(dot)wired(dot)com/
threatlevel/2009/12/sexting-suit
Assignment 3: Interrupting the Cycle of
Oppression
You will hand in the responses to questions 3 and 4 below with your pre-workshop
assignments at the start of the workshop. Do not hand in the article.
Directions for Assignment 3
1) Read the article found here:
https://www(dot)mtholyoke(dot)edu/sites/default/files/diversity/docs/interpretting_oppression.pdf
As you read, please mark:
 Two (2) points that connect to your classroom/work experience(s). Explain briefly.
 One (1) sentence that was the most poignant or thought provoking to you. Explain briefly.
You will use this in your group work. Bring a printed copy of the article with the
annotation/highlight to the session.
2) Answer the questions below and bring your answer sheet with you to the workshop. Ensure that
your name and email address is clearly printed at the top of your answer sheet.
a. Consider a way or a time that you have been in a dominant group. What benefit(s) did you
experience as a result of that position?
b. Consider a way or time that you considered yourself in a targeted group. What disadvantage(s)
did you experience as a result of that position? Did you have an ally?
Assignment 4: Educating Your Students
Teachers: Using the template below as a guide, you are to develop a lesson plan that focuses on the
principles of the Dignity Act. You may write the lesson plan for any grade level.
1. Dignity Act Principles Addressed (list any and all that apply):
a. Honesty
b. Tolerance
c. Personal responsibility
d. Observance of laws and rules
e. Courtesy
f. Dignity
g. Other traits: _____________________________________________
2. Grade Level/Subject level:
a. P-3
b. 4-6
c. 7-8
d. 9-12
Subject Area: _________________________________________________________
3. Title of lesson:
4. Background (Please provide a brief explanation of the Dignity Act principle or issue
addressed):
5. Related New York State (including Common Core) Learning Standards (list those that are
applicable):
a. Career Development and Occupational Studies
b. English Language Arts and Literacy
c. Family and consumer Sciences
d. Health
e. Languages Other Than English
f. Mathematics
g. Physical Education
h. Science
i. Social Studies
j. Technology
k. The Arts
6. Key Lesson Vocabulary:
7. Time Needed:
8. Materials/Technology Needed:
9. Objectives:
10. Introduction (Hook):
11. Procedures:
12. Student Activities/Guiding Questions:
13. Differentiated Instruction:
a. Reinforcement
b. Extension
c. English language learner support
d. Students with disabilities support
14. Culminating Activity/Outcomes:
15. Assessment:
16. Additional Resources for Students, Teachers and Parents (provide web links):
a. Students b. Teachers c. Parents