The goal of this Study Guide is to facilitate for students of teenage years a better understanding of issues such as, Addiction, LGBTQ Community,

Transcription

1 The goal of this Study Guide is to facilitate for students of teenage years a better understanding of issues such as, Addiction, LGBTQ Community, First Nation Issues, Mental Illness such as anxiety, depression, self-harm, and suicide. The Unit is comprised of 13 short videos depicting a reenactment of real life experiences intended to help reduce stigma surrounding these topics and continue to promote an environment of greater understanding, support and acceptance in our society today.

2 Episode #13 Asperger s (Sean s Story) From as early as he can remember, Sean had lived with extreme anxiety. As the years went by, he couldn t connect with other students. He was bullied and could never understand why. A darkness of alienation grew within him and his parents sought help. After years of searching, a doctor finally diagnosed Sean with Asperger s. Armed with this knowledge and treatment, Sean found his way back in the world and learned how to control his disorder and this control helped his mental health. He now helps younger kids who struggle with mental health relating to this disorder. Learning Goals: After taking the quiz entitled "How much do you know about Asperger s Syndrome" and after viewing Episode #13 and discussing his/her responses with the class and the teacher, the student will be able to understand what Asperger s syndrome is and some of the characteristics that a person with Asperger s may have in order for the student to better empathize and understand. Prior Learning: Prior to the viewing of Episode #13 the student will potentially have an understanding of Asperger s syndrome through different forms of media, through possible personal experiences and his/her own opinions and perceptions of Asperger s syndrome. Minds On: Before the viewing of Episode #13 the students will have taken the quiz entitled "How much do you know about Asperger s syndrome" (See worksheet # 13a) and have discussed with other students and the teacher some facts and misunderstandings about Asperger s syndrome.

3 Action: The students will be given questions on Episode #13 (See Worksheet #13b). Discuss with the students that they will have to respond to the questions as they are watching the episode and be prepared to discuss their responses following the episode. After the questions have been discussed the teacher will assign the following activity : Create an Informative Commercial About Asperger s Syndrome. Tell the students that they can use any recording device to create a 1 minute informative commercial informing people about Asperger s syndrome and encouraging them to donate to help support research for Asperger s syndrome. The commercial must be creative and include very accurate information about Asperger s syndrome as discussed in class with the quiz How much do you know about Asperger s syndrome, Episode #13 video and questions and their own research on Asperger s syndrome. Consolidation and Connection: Each group of students can play their video for the class to reinforce a better understanding and consolidation of information about Asperger s syndrome. Make the students aware that Asperger s syndrome will be one of the topics that they will have a choice of completing an assignment on after all of the thirteen episodes of "Teens 101" have been viewed.

4 Episode #13 Questions -Sean Worksheet 13b 1. Describe what Sean says about Asperger s syndrome and how it affects how he acts, speaks and understands. 2. Discuss how as a child Sean appeared different than other children. 3. When did Sean first hear of his diagnosis with Asperger s syndrome? Could his parents perhaps have handled this revelation in a more sensitive manner? 4. According to Sean, what do we know so far about the cause of Asperger s and how it affects the brain? 5. How was Sean bullied in school as a result of other students intolerance for Sean appearing different? 6. Describe some of the emotions Sean went through during this period of time when he was being bullied in school. 7. What was a turning point for Sean and how has it affected him moving forward in his life? Describe how he overcame being bullied and how he got involved in his high school. 8. How does Sean cope with his challenges today and what is his outlook for the future? 9. What does Dr. K. say that you can do to stop bullying and stop the stigma of Mental disorders such as Asperger s syndrome?

5 Answer Sheet How much do you know about Asperger s Syndrome? Worksheet 13a 1. Asperger s syndrome is a form of autism. T/F (True) 2. While those with the syndrome may struggle socially, they are not at any disadvantage intellectually. T/F (True) 3. When someone tells a joke, someone with Asperger s may miss the punchline? T/F (True) 4. Someone with Asperger s acts and looks like everyone else. T/F (False- People who have Asperger s syndrome avoid eye contact, at times are clumsy and appear to avoid social interaction) 5. Asperger s syndrome can be sometimes misdiagnosed as anxiety or depression. T/F (True- Many people with this mental disorder are at first thought to have social anxiety, are diagnosed once they have seen the appropriate medical professionals) 6. Typically Asperger s syndrome is diagnosed immediately after birth. T/F (False-Asperger s syndrome is sometimes overlooked in childhood and not diagnosed until adolescence) 7. Those diagnosed with Asperger s cannot be helped as there isn t any treatment for this type of mental disorder. T/F( False- Although there is no known cure,there are many ways that people can be treated for Asperger s including psychosocial intervention and psychostimulant drugs) 8. Asperger s syndrome and social anxiety are one in the same. T/F ( False- Asperger s syndrome is the not the same as Social Anxiety and is diagnose using different criteria) 9. Asperger s is a new syndrome having been discovered within the last few years. T/F (False- Asperger s was discovered in 1944 by an Austrian physician by the name of Hans Asperber) 10. Asperger s syndrome is a mental disorder that only affects average people. T/F (False- Asperger s syndrome does not discriminate)

6 Quiz 13a - How much do you know about Asperger s? 1. Asperger s syndrome is a form of autism. True False 2. While those with the syndrome may struggle socially, they are not at any disadvantage intellectually. 3. When someone tells a joke, someone with Asperger s may miss the punchline. 4. Someone with Asperger s acts and looks like everyone else. 5. Asperger s syndrome can be sometimes misdiagnosed as anxiety or depression. 6. Typically Asperger s syndrome is diagnosed immediately after birth. 7. Those diagnosed with Asperger s cannot be helped as there isn t any treatment for this type of mental disorder. 8. Asperger s syndrome and social anxiety are one in the same. 9. Asperger s is a new syndrome having been discovered within the last few years Asperger s syndrome is a mental disorder that only affects average people True True False False

7 Assessment Rubric Categories/Criteria Level 4 Level 3 Level 2 Level 1 Knowledge and Purpose is perfectly clear e.g. Purpose is clear e.g. to Purpose is questionable Purpose is unclear to criticize, question, etc. criticize, question, etc. Understanding Includes through information and/or idea Includes sufficient information and/or ideas Includes some information and/or ideas but not sufficient Includes Limited information or ideas Communication Application Argument is insightful e.g. anticipates counterpoint Stylistic devices are sophisticated e.g. use of rhetorical questions, etc. Introduction is highly effective e.g. clearly identifies issue and expresses strong opinion Message is perfectly clear Diction tone and level of language are used artfully to suit the specific purpose and audience i.e. level of Writer s voice is consistently evident Conclusion is powerful e.g. call to action summary Organization is highly effective e.g. paragraph structure, transitions Correct Letter format is used e.g. block, semi-block with no errors Argument is convincing e.g. strongest last Stylistic devices are effective e.g. use of rhetorical questions etc. Introduction is effective i.e. identifies issue and expresses opinion Message is clear Diction. Tone and level of language are appropriate to the specific purpose and audience i.e. level of Writer s voice is evident Conclusion is effective e.g. call to action. Summary Organization is effective e.g. paragraph structure transitions. Correct letter format is used e.g. block, semi-block with only minor errors Argument is inconsistent Stylistic devices are somewhat effective e.g. use of rhetorical questions,etc. Introduction is somewhat effective i.e. identifies issue or expresses opinion Message is inconsistent Diction, tone and level of language suit the specific purpose and audience to some degree i.e. level of Writer s voice is sometimes evident Conclusion is somewhat effective e.g. call to action summary Organization is inconsistent e.g. paragraph structure transitions Correct letter format is used e.g. block, semi-block but with several errors Argument is evident but unconvincing Stylistic devices are lacking or ineffective Introduction is ineffective e.g. issue and/or opinion are unclear Message lacks clarity Diction, tone and level of language show a limited sense of purpose and audience i.e. lacks Writer s voice is lacking Conclusion is ineffective Organization is ineffective e.g. paragraph structure transitions. Correct letter format is sued e.g. block,semi-block but with numerous errors Use of language conventions is accurate, effective and virtually error-free Use of language conventions is accurate and effective e.g. spelling and grammar are mostly correct Use of language conventions is inconsistent e.g. some errors in spelling and grammar but not sufficient to interfere with communication Use of language conventions is limited e.g. errors in spelling and grammar interfere with communication