CURRICULUM


65% OF YOUNG PEOPLE BETWEEN THE AGES OF 9 AND 17 YEARS SAID THEY WOULD ENGAGE IN THE NON-CONSENSUAL DISTRIBUTION OF INTIMATE IMAGES AND SEXTING FOR FUN OR TO MAKE FRIENDS LAUGH.


(Taking Action to End Violence against Young Women and Girls in Canada, Report of Standing Committee on the Status of Women (March 2017), p. 40)


Instruct students to imagine the follow-


ing situation: Someone does something that affects you personally, but does so either without getting your permission or while knowing that you disagree with the action. Have students share examples of such


situations, and record them on chart paper. Then, reviewing one or two examples, ask students how they would feel in such situa- tions, and why they think that what the per- son in each situation did was wrong. Record the responses on the chart paper.


STEP B: WORKING ON IT


Present the following scenario (or one of your own that illustrates a similar issue): You are picking your nose, and a friend secretly takes a picture or video of you and shares it without telling you. Ask students how they would feel in such


a situation. Read aloud the front of the Draw the Line


card/poster – “Your peer mentor sends you images of a girl you know in her underwear” – and ask students how they would answer the question on the card, “Would you share them?” Give students a moment to think about the issue and then ask them to share their responses orally. Allow time for the class to discuss the responses. Initiate a discussion about online safety


and the responsible use of technology, using questions such as the following as a guide:


• Why is it important to be careful when sharing images of yourself online?


• Why is it important to be careful when sharing images of others online?


• How do you know when sharing an image is appropriate?


• How do you know when sharing an image is inappropriate?


Discuss the concept of consent in the


context of the use of technology, using ques- tions such as the following as a guide:


• What is consent?


• How do you know that you have, or do not have, consent?


• How does consent apply when you are using online technology?


Broaden this discussion using the catego-


ries on the back of the Draw the Line card: • Why draw the line • When to draw the line • How to draw the line


Guide the classroom discussion of the re-


sponse to the Draw the Line scenario, ensur- ing that students talk about the importance of respectful behaviour and consent. High- light what steps students can take if someone shares an intimate image of them (see, e.g., the website NeedHelpNow.ca).


STEP C: CONSOLIDATION


Organize the students into small groups, and explain that each group is to create a skit to demonstrate their understanding of how to deal with the sharing of inappropriate im- ages online. Ensure that students understand that the purpose of the skit is to educate others about how to respond if they receive inappropriate pictures of someone. Remind students that each member of the group must play a role in the skit and that the skits will be performed for the rest of the class. Distribute peer-evaluation sheets to the


class and ensure that students understand how to complete the forms. Instruct students to evaluate the work of each group, using the form. Allow time for each group to perform their skits and for students to complete the peer-evaluation forms. After all the skits have been performed,


ask students questions to encourage reflec- tion, such as the following:


• What skills do you need to respond to this potentially threatening situation?


• How do you know that you have made the right decision?


Review the learning goals with the stu-


dents and ask if they have achieved their goals. Follow up with students who still have questions. n


32 ETFO VOICE | FALL 2017


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