CURRICULUM
DRAWING THE LINE ON SEXUAL VIOLENCE
CYBER SENSITIVITY (ARTS, GRADES 4–6 AND HEALTH AND PHYSICAL EDUCATION, GRADES 4–6)
GRADES, COURSES, AND EXPECTATION NUMBERS
The Arts Grade 4, Drama: B1.1, B1.2, or Grade 5, Drama: B1.1, B1.2, or Grade 6, Drama: B1.1, B1.2
and
Health and Physical Education Grade 4, Living Skills 1.3, 1.4, 1.5, Healthy Living: C1.2, C1.3, or Grade 5, Living Skills 1.3, 1.4, 1.5, Healthy Living: C3.2, or Grade 6, Living Skills 1.3, 1.4, 1.5, Healthy Living: C2.3, C2.6
S exual violence is pervasive in
Canada. Education and aware- ness raising are key to eliminating sexual violence. The Drawing the Line on Sexual Violence educator’s
guide offers engaging lessons that present the topics of healthy relationships, consent, and sexual violence prevention in a way that is appropriate to children’s age and stage of de- velopment. Being proactive and helping stu- dents develop the knowledge and skills they need to make informed decisions related to healthy relationships can prevent sexual vio- lence, promote well-being, and create a posi- tive school environment. To obtain copies of the Drawing the Line on Sexual Violence ed- ucator’s guide and other campaign resources go to:
dtl.whiteribbon.ca
Excerpted from White Ribbon, Drawing the Line on Sexual Violence: A Guide for Ontario Educators (Toronto: White Ribbon, 2017).
www.dtl.whiteribbon.ca. Rohan Rob- inson, ETFO
30 ETFO VOICE | FALL 2017
(For the full text of the expectations, go to
http://www.edu.gov.on.ca/eng/curriculum/ elementary/
index.html.)
LEARNING GOALS
Students will: • Learn about risks associated with commu- nications technology;
• Learn about appropriate and inappropri- ate behaviour related to the online sharing of images;
• Explore, through role play, situations that involve the inappropriate sharing of inti- mate images in order to identify appropri- ate ways to respond to such situations.
SUCCESS CRITERIA Possible success criteria for this lesson plan include the following:
• I can identify risks associated with sharing images online.
• I can work with my peers to create a skit to communicate to others how to respond to the inappropriate sharing of intimate images.
REQUIRED RESOURCES
• Print or digital copies of the Draw the Line card/poster identified above
• Chart paper and markers • Copies of a peer-evaluation sheet
BACKGROUND INFORMATION FOR TEACHERS
This lesson focuses on the concept of “digital citizenship” in the context of the online shar- ing of images. Students are encouraged to explore their reactions to the unauthorized sharing of images, and they create skits that address issues of respect, consent, and ap- propriate bystander responses in situations of inappropriate sharing.
STEP A: MINDS ON
Explain to students that some of them may find the material covered in this lesson, or conversations about it, challenging, as it may resonate with personal experiences, and that this reaction is normal. Share information on what the potentially difficult material is and what students can do if they feel uncomfort- able. Encourage your students to reach out for help, either to you or to a trusted adult, if they find the conversation challenging. Share the learning goals, and clarify them using language appropriate for students at this grade level. Open a class discussion by asking stu- dents the following questions:
• What type of social media do you partici- pate in?
• What is your favourite social media platform? Why?
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