**North Country**

**(Inspired by a true story)**

**Submitted by:** Pam McDonald and Bill Miller

**E-mail:** <Pam_McDonald@nifc.blm.gov>

**Phone:** 208-387-5318 and 406-829-6942

**Rating:** R (harsh profanity, sexual situations, violence)

**Released:** 2005

> **Studio:** Warner Brothers
>
> **Director:** Niki Caro
>
> **Genre:** Drama
>
> **Runtime:** 126 minutes

**Materials:** *Leading in the Wildland Fire Service*, Wildland Fire
Leadership Values and Principles, *Interagency Standards for Fire and
Fire Aviation Operations*, *Class Action* (optional), notepads, writing
utensils

**Objective:** Students will review and understand local sexual
harassment policies and discuss leadership lessons learned from the film
*North Country* with group members or mentors.

**Basic** **Plot:** A fictionalized account of events that led to the
nation's first-ever class action lawsuit for sexual harassment. The film
follows the trials and tribulations of Josey Aimes, a woman miner in a
male-dominated profession, and the hostile work environment that women
of the mine endured. Aimes stands up for that she believes in---even if
it means she must stand up alone.

**Cast of Main Characters:**

> Charlize Theron Josey Aimes
>
> Frances McDormand Glory
>
> Woody Harrelson Bill White
>
> Jeremy Renner Bobby Sharp
>
> Linda Emond Leslie Conlin
>
> Rusty Schwimmer Big Betty
>
> Michelle Monaghan Sherry
>
> Jillian Armenante Peg
>
> John Aylward Judge Halsted
>
> Sissy Spacek Alice Aimes
>
> Richard Jenkins Hank Aimes
>
> Sean Bean Kyle
>
> James Cada Don Pearson
>
> Xander Berkeley Arlen Pavich
>
> Elle Peterson Karen Aimes
>
> Thomas Curtis Sammy Aimes

**Disclaimer:**

**The film does an excellent job of creating an environment laden with
sexual harassment conditions; however, as much as it depicts those
conditions, it could offend viewers and address personal issues of the
participants. Therefore, facilitators should be sensitive when
discussing film content and make participation voluntary.**

*Stories from the North Country*---interviews with the actual class
action participants, director, and cast/crew---gives viewers the feel
for the movie and fewer sensitive scenes.

**Facilitator Notes:**

"The best this film can do is start a conversation. . . They may even
want to say something or do something about it." (Niki Caro, Director,
as heard in *Stories from the North Country*.)

This lesson plan is specifically designed to motivate conversation
regarding duty, respect and integrity---the core values of the Wildland
Fire Leadership Development Program. Facilitators should encourage
participants to do what is "right" regardless of the rules and
regulations that may be associated with particular actions. However,
facilitators may wish to discuss their organization's sexual harassment
policy and reporting procedures with participants. Special emphasis
should be placed on the fact that sexual harassment is not gender
specific.

Facilitators are also encouraged to discuss leadership examples---good
and bad---that are portrayed in the film. Students can compare and
contrast the leadership qualities of Josey Aimes, Glory, Don Pearson,
and the union.

The following steps may be used to facilitate group discussion:

> 1\. Organize a group of individuals who have seen the movie *North
> Country*. (Individuals who have read the book *Class Action---The
> Story of Lois Jenson and the Landmark Case That Changed Sexual
> Harassment Law* may also participate in the discussion. These
> individuals should be able to provide the perspective of Lois
> Jenson---portrayed as Josey Aimes in the movie. Special note should be
> made that the actual court case began October 5, 1984; a settlement
> was reached December 28, 1998.)
>
> 2\. Review the local sexual harassment policy with students.
>
> 3\. Begin the guided discussion (handout and possible comments
> provided). Have students discuss their findings and how they will
> apply leadership lessons learned to their role in wildland fire
> suppression. Facilitate discussion in groups that have difficulty.
>
> 4\. Wrap up the session. Consider giving a copy of *Leading in the
> Wildland Fire Service* to each participant. "This book does not state
> policy. It cannot provide black-and-white answers to the unlimited
> volume and variety of situations a leader will face. Instead this book
> simply outlines the broad concepts of leadership in the wildland fire
> service---fundamental concepts by which expectations of leaders may be
> established and performance of leaders may be judged. It is intended
> to make better leaders of us all."
>
> **[Other References]{.underline}:**
>
> Facilitators are encouraged to review the links below in order to
> obtain information that may be helpful during group/classroom
> discussions. Many of the links relate to the actual class action
> lawsuit.
>
> *Class Action -- The Landmark Case that Changed Sexual Harassment Law*
> (Clara Bingham and Laura Leedy Gansler) provides an in-depth review of
> actual events regarding the nation's first class action sexual
> harassment case. Facilitators are encouraged to read the book in order
> to provide a balance between real life and the Hollywood depiction.
> However, discussions can be done regardless if the book is used.
>
> Lois Jenson's (portrayed as Josie Aimes) comment regarding *North
> Country* after its premiere: "They have made a very good film. It's a
> story that compresses 20 years of stuff, and the characters are
> composites of several of us. But the sexual harassment depicted was
> true. They captured the emotions very well, and overall I think it's
> an incredibly powerful film that will be around a long time."
> (<http://www.sexualharassmentsupport.org/JensonVsEvelethMines.html>)
>
> Governmental Sexual Harassment Web sites and Policy Links:

-   Department of the Interior

> <http://www.doi.gov/diversity/8doi_sexualharassment.html>
>
> <http://web.blm.gov/internal/wo-500/directives/dir-07/ib2007-080.html>

-   U.S. Equal Employment Opportunity Commission

> <http://www.eeoc.gov/types/sexual_harassment.html>

-   U.S. Forest Service

> <http://fsweb.wo.fs.fed.us/cr/policies.html>
>
> American Association for Justice. *The Real Case Behind \"North
> Country\"*
>
> <http://www.atla.org/pressroom/facts/classactions/northcountry.aspx>
>
> Barry, Bill. *Class Action Goes South: A Movie Discussion of North
> County*
>
> <http://student.ccbcmd.edu/~wbarry/NorthCountryMovieReview.doc>
>
> Bingham, Clara and Gansler, Laura Leedy. *Class Action -- The Landmark
> Case that Changed Sexual Harassment Law*. Anchor. October 2003.
>
> Cuss Control Academy
>
> <http://www.cusscontrol.com/>
>
> Grimsley, Kirstin Downey. *A Hostile Workplace into an Abyss of Sex
> Harassment at Eveleth Mine.* Washington Post. October 27, 1996. *In
> Court, Women Miners Felt Harassed Again*. Washington Post. October 28,
> 1996.
>
> [http://www.d.umn.edu/\~epeters5/Cst1201/Articles/A%20HOSTILE%20WORKPLACE%20INTO%20AN%20ABYSS%20OF%20SEX%20HARASSMENT%20AT%20EVELETH%20MINE.pdf](http://www.d.umn.edu/~epeters5/Cst1201/Articles/A HOSTILE WORKPLACE INTO AN ABYSS OF SEX HARASSMENT AT EVELETH MINE.pdf)
>
> National Women's History Museum. AAUW Chapter and NWHM Honor the Real
> Women of *North Country.*
>
> <http://www.nwhm.org/home/members_AAUW-MN1.html>
>
> Participant Productions
>
> <http://www.participate.net/standup>
>
> Sexual Harassment Support Forum
>
> <http://www.sexualharassmentsupport.org/JensonVsEvelethMines.html>
>
> <http://shsf.invisionzone.com/index.php?showtopic=65>
>
> <http://shsf.invisionzone.com/index.php?s=93c05e2b9831ab2e3d57e22a3c03d689&showtopic=63>
>
> U.S. 8th Circuit Court of Appeals. LOIS E. JENSON v EVELETH TACONITE
> CO.
>
> <http://www.ca8.uscourts.gov/opndir/97/12/971147P.pdf>
>
> Winter, Catherine and Hemphill, Stephanie. *No Place for a Women.*
> American RadioWorks^®^
>
> <http://americanradioworks.publicradio.org/features/ironrange/c2.html>

Hyperlinks have been included to facilitate the use of the Wildland Fire
Leadership Development Program website. Encourage students of leadership
to visit the website at

**[http://www.fireleadership.gov](http://www.fireleadership.gov/).**

+-----------+----------------------------------------------------------+
| *         |                                                          |
| *Wildland |                                                          |
| Fire      |                                                          |
| L         |                                                          |
| eadership |                                                          |
| Values    |                                                          |
| and       |                                                          |
| Pri       |                                                          |
| nciples** |                                                          |
+-----------+----------------------------------------------------------+
| **Duty**  | Be proficient in your job, both technically and as a     |
|           | leader.                                                  |
|           |                                                          |
|           | -   Take charge when in charge.                          |
|           |                                                          |
|           | -   Adhere to professional standard operating            |
|           |     procedures.                                          |
|           |                                                          |
|           | -   Develop a plan to accomplish given objectives.       |
+-----------+----------------------------------------------------------+
|           | Make sound and timely decisions.                         |
|           |                                                          |
|           | -   Maintain situation awareness in order to anticipate  |
|           |     needed actions.                                      |
|           |                                                          |
|           | -   Develop contingencies and consider consequences.     |
|           |                                                          |
|           | -   Improvise within the commander's intent to handle a  |
|           |     rapidly changing environment.                        |
+-----------+----------------------------------------------------------+
|           | Ensure that tasks are understood, supervised and         |
|           | accomplished.                                            |
|           |                                                          |
|           | -   Issue clear instructions.                            |
|           |                                                          |
|           | -   Observe and assess actions in progress without       |
|           |     micro-managing.                                      |
|           |                                                          |
|           | -   Use positive feedback to modify duties, tasks and    |
|           |     assignments when appropriate.                        |
+-----------+----------------------------------------------------------+
|           | Develop your subordinates for the future.                |
|           |                                                          |
|           | -   Clearly state expectations.                          |
|           |                                                          |
|           | -   Delegate those tasks that you are not required to do |
|           |     personally.                                          |
|           |                                                          |
|           | -   Consider individual skill levels and development     |
|           |     needs when assigning tasks.                          |
+-----------+----------------------------------------------------------+
| **        | Know your subordinates and look out for their well       |
| Respect** | being.                                                   |
|           |                                                          |
|           | -   Put the safety of your subordinates above all other  |
|           |     objectives.                                          |
|           |                                                          |
|           | -   Take care of your subordinate's needs.               |
|           |                                                          |
|           | -   Resolve conflicts between individuals on the team.   |
+-----------+----------------------------------------------------------+
|           | Keep your subordinates informed.                         |
|           |                                                          |
|           | -   Provide accurate and timely briefings.               |
|           |                                                          |
|           | -   Give the reason (intent) for assignments and tasks.  |
|           |                                                          |
|           | -   Make yourself available to answer questions at       |
|           |     appropriate times.                                   |
+-----------+----------------------------------------------------------+
|           | Build the team.                                          |
|           |                                                          |
|           | -   Conduct frequent debriefings with the team to        |
|           |     identify lessons learned.                            |
|           |                                                          |
|           | -   Recognize individual and team accomplishments and    |
|           |     reward them appropriately.                           |
|           |                                                          |
|           | -   Apply disciplinary measures equally.                 |
+-----------+----------------------------------------------------------+
|           | Employ your subordinates in accordance with their        |
|           | capabilities.                                            |
|           |                                                          |
|           | -   Observe human behavior as well as fire behavior.     |
|           |                                                          |
|           | -   Provide early warning to subordinates of tasks they  |
|           |     will be responsible for.                             |
|           |                                                          |
|           | -   Consider team experience, fatigue and physical       |
|           |     limitations when accepting assignments.              |
+-----------+----------------------------------------------------------+
| **In      | Know yourself and seek improvement.                      |
| tegrity** |                                                          |
|           | -   Know the strengths/weaknesses in your character and  |
|           |     skill level.                                         |
|           |                                                          |
|           | -   Ask questions of peers and superiors.                |
|           |                                                          |
|           | -   Actively listen to feedback from subordinates.       |
+-----------+----------------------------------------------------------+
|           | Seek responsibility and accept responsibility for your   |
|           | actions.                                                 |
|           |                                                          |
|           | -   Accept full responsibility for and correct poor team |
|           |     performance.                                         |
|           |                                                          |
|           | -   Credit subordinates for good performance.            |
|           |                                                          |
|           | -   Keep your superiors informed of your actions.        |
+-----------+----------------------------------------------------------+
|           | Set the example.                                         |
|           |                                                          |
|           | -   Share the hazards and hardships with your            |
|           |     subordinates.                                        |
|           |                                                          |
|           | -   Don't show discouragement when facing set backs.     |
|           |                                                          |
|           | -   Choose the difficult right over the easy wrong.      |
+-----------+----------------------------------------------------------+

***North Country***

**Guided Discussion**

1\. What is *sexual harassment*? Is sexual harassment a gender-specific
problem?

2\. What unwanted behaviors did the women of the mine witness that may
have constituted sexual harassment?

3\. How do past actions or people's perceptions about us affect future
events? (In other words, does what we do today have a bearing on how we
will be judged later?) What events lead you to believe that Josey's past
will affect her future? How do the ladies' actions outside work affect
how they are treated on the job?

4\. Are there any indications that a job in the mines may not suit Josey
or any woman before she hires on at the mine? Why does Josey take a job
in the mines? Is this factor worth the struggle that she endures? Are
there parallels to wildland fire?

5\. Glory asks Josey, "Okay, now, what are you? Cowboy or a cowgirl."
Josey claims to be a cowgirl, but Glory tells her she cannot be in the
mine. Glory tells her, "You gotta get your cowboy on." Should any woman
in a male-dominated profession have to put her "cowboy on" to fit into
the culture? (The same goes from men in women-dominated professions.)
Have women been accepted into the wildland fire workforce?

6\. Profanity in the workplace is a controversial topic. Some find it
inappropriate while others find it a part of culture---as seen in *North
Country*. Is profanity a part of the wildland community? As a leader,
how do you deal with profanity in the workplace? What is the
relationship between workplace profanity and the *Wildland Fire
Leadership Values and Principles*?

7\. During Josey's orientation, Arlen Pavich makes a comment regarding
women working in the mine as well as a personal comment regarding
Josey's medical examination. He covers up the personal comment by
saying, "Sense of humor, ladies. Rule-o *numero uno*." Should humor be
used as an excuse for poor comments? Explain.

8\. Present examples from the film where the women actually contribute
to their workplace problems.

9\. Discuss the leadership qualities of Josey Aimes, Glory, Arlen
Pavich, Donald Pearson, and the union. What values and principles do
they promote or violate? Give examples of "good" and "bad" leadership.

10\. Arlen states in court, "Look, men will always walk the line. It's
when they cross over it is when most gals give them a slap on the hand,
get them back on their side of that line. That's how men and women have
been handling problems since Adam and Eve." Discuss this statement in
your group.

***North Country***

**Guided Discussion -- Possible Answers**

1\. What is *sexual harassment*? Is sexual harassment a gender-specific
problem?

-   **Answers may vary but may include:**

```{=html}
<!-- -->
```
-   **The Equal Employment Opportunity Commission (EEOC) defines "sexual
    harassment" as unwelcome sexual advances, request for sexual favors,
    and other verbal and physical conduct of a sexual nature when:**

> **1. submission to such conduct is made either explicitly or
> implicitly a term or condition of an individual's employment;**
>
> **2. submission to or rejection of such conduct by an individual is
> used as the basis for employment decisions affecting such individual;
> or**
>
> **3. such conduct has the purpose or effect of unreasonably
> interfering with an individual's work performance by creating an
> intimidating hostile or sexually offensive work environment. (Title 29
> Code of Federal Regulations Part 1604.11 (a).) \[Taken from the DOI
> Office of Civil Rights website at
> http://www.doi.gov/diversity/8doi_sexualharassment.html\]**

-   **To facilitate the discussion, refer to the U.S. EEOC website at
    <http://www.eeoc.gov/types/sexual_harassment.html>.**

    -   Sexual harassment is not gender specific. Males and females
        alike can be sexually harassed.

2\. What unwanted behaviors did the women of the mine witness that may
have constituted sexual harassment?

-   **Answers will vary, but may include these taken from
    <http://www.participate.net/standup/sexualharassment>:**

```{=html}
<!-- -->
```
-   **leering**

-   **discussion of one\'s partner\'s sexual inadequacies**

-   **sexual innuendo comments about women\'s bodies**

-   **\'accidentally\' brushing sexual parts of the body**

-   **pressure for dates**

-   **sexually explicit gestures**

-   **unwelcome touching and hugging**

-   **sexual sneak attacks (e.g., grabbing breasts or buttocks )**

-   **sexist and insulting graffiti**

-   **inappropriate invitations (e.g., hot tub)**

-   **sexist jokes and cartoons**

-   **hostile put-downs of women**

-   **public humiliation**

-   **hooting, sucking, lip-smacking, & animal noises**

-   **pressing or rubbing up against the victim**

-   **sexual assault**

-   **soliciting sexual services**

-   **stalking**

-   **leaning over, invading a person\'s space**

3\. How do past actions or people's perceptions about us affect future
events? (In other words, does what we do today have a bearing on how we
will be judged later?) What events lead you to believe that Josey's past
will affect her future? How do the ladies' actions outside work affect
how they are treated on the job?

-   **Answers will vary, but discussions may revolve around:**

```{=html}
<!-- -->
```
-   **Josey and Bobby Sharp have a past.**

-   **Josey is a young, single mother with two kids by two fathers.**

-   **Miss Conlin, lawyer for Pearson, leads you believe that Josey is
    promiscuous.**

-   **Josey is not forthcoming to Bill White about her past.**

-   **The women became less inhibited when drinking---somewhat of a dual
    standard between what happens in and out of the mine.**

4\. Are there any indications that a job in the mines may not suit Josey
or any woman before she hires on at the mine? Why does Josey take a job
in the mines? Is this factor worth the struggle that she endures? Are
there parallels to wildland fire?

-   **Indicators:**

```{=html}
<!-- -->
```
-   **Josey indicates it is weird that Glory drives truck for the mine.
    (0:10:24 -- 0:11:42)**

-   **Father insinuates that mining is a man's job. Blames accidents on
    women drivers. (0:11:42 -- 0:12:27)**

-   **Pre-employment examination far beyond that of the male worker or
    other professions. (0:12:28 -- 0:12:55)**

-   **Mother indicates that taking a job in the mine will shame her
    father. (0:13:13 -- 0:14:48)**

-   **Glory tells Josey, "You know they don't want us up there. Right?"
    (0:16:41 - 0:16:46)**

    -   **Josey finds the money (six times that of washing hair) a
        compelling factor in taking a job at the mine. (0:48:34 --
        0:49:19)**

    -   **Answers will vary.**

5\. Glory asks Josey, "Okay, now, what are you? Cowboy or a cowgirl."
Josey claims to be a cowgirl, but Glory tells her she cannot be in the
mine. Glory tells her, "You gotta get your cowboy on." (0:16:07 --
0:16:30) Should any woman in a male-dominated profession have to put her
"cowboy on" to fit into the culture? (The same goes from men in
women-dominated professions.) Have women been accepted into the wildland
fire workforce?

-   **Answers may vary. Encourage participants to speak in generalities
    and not specifics.**

6\. Profanity in the workplace is a controversial topic. Some find it
inappropriate while others find it a part of culture---as seen in *North
Country*. Is profanity a part of the wildland community? As a leader,
how do you deal with profanity in the workplace? What is the
relationship between workplace profanity and the *Wildland Fire
Leadership Values and Principles*?

-   **Answers may vary. Discuss respect for your coworkers.**

-   **Visit <http://www.cusscontrol.com/> for additional information
    regarding profanity.**

7\. During Josey's orientation, Arlen Pavich makes a comment regarding
women working in the mine as well as a personal comment regarding
Josey's medical examination. He covers up the personal comment by
saying, "Sense of humor, ladies. Rule-o *numero uno.*" (0:16:48 --
0:17:37) Should humor be used as an excuse for poor comments? Explain.

-   **Humor is not an excuse for poor comments or actions---workplace
    pranks.**

-   **Regardless of what the Supreme Court said about women in the
    workplace, Arlen must abide by the rules regarding sexual harassment
    in the workplace. He should set the example for all to follow. His
    lack of respect and integrity are found in his statements. Conduct
    in the workplace applies to men and women alike.**

-   **Facilitators may wish to discuss how workplace pranks can go
    beyond innocent humor---what is appropriate and what is not.**

8\. Present examples from the film where the women actually contribute
to their workplace problems.

-   **Answers may vary, but may include:**

```{=html}
<!-- -->
```
-   **Sherry calls Arlen a "homo." (0:16:48 -- 0:17:37)**

-   **Enable poor behavior. "At least they spelled it right this time."
    (0:22:33 -- 0:22:41)**

-   **Betty's reasoning for why "Little Betty" is no longer at the mine
    and why she is "Big Betty." (0:23:55 -- 0:24:15)**

-   **The women condone inappropriate item in lunchbox prank by joking
    themselves. (0:24:21 -- 0:24:57)**

-   **Glory makes inappropriate comment during union meeting with regard
    to what the men will receive if portable toilets are provided for
    the women. (0:24:57 -- 0:25:36)**

-   **Overall lack of team cohesiveness even though the other women know
    that harassment is happening.**

-   **Women are reluctant to help Josey when Bobby attacks her in the
    Powder Room (1:12:20 -- 1:14:05)**

-   **Glory doesn't stick up for Josey during union meeting "I'm not
    saying Josey should've gone to management or anything." (1:14:05 --
    1:15:30)**

-   **Peg's philosophy of "tough." (1:37:28 -- 1:37:40)**

9\. Discuss the leadership qualities of Josey Aimes, Glory, Arlen
Pavich, Donald Pearson, and the union. What values and principles do
they promote or violate? Give examples of "good" and "bad" leadership.

-   **Answers will vary, but may include:**

```{=html}
<!-- -->
```
-   **Adhere to professional standard operating procedures.**

-   **Take care of your subordinate's needs.**

-   **Resolve conflicts between individuals on the team.**

-   **Apply disciplinary measures equally.**

-   **Observe human behavior as well as fire behavior.**

-   **Provide early warning to subordinates of tasks they will be
    responsible for.**

-   **Know the strengths/weaknesses in your character and skill level.**

-   **Ask questions of peers and superiors.**

-   **Actively listen to feedback from subordinates**.

-   **Accept full responsibility for and correct poor team
    performance.**

-   **Credit subordinates for good performance.**

-   **Share the hazards and hardships with your subordinates.**

-   **Don't show discouragement when facing set backs.**

-   **Choose the difficult right over the easy wrong.**

    -   **"Good" Leadership**

-   **Josey goes to Arlen when Earl sexually harasses Sherry. (0:29:34
    -- 0:30:34)**

-   **Josey meets with Pearson to discuss issues that women are
    experiencing in the mine.**

-   **Alice checks into hotel to make a statement to Hank.**

-   **Hank stands up to his miner "brothers." Tells them Josey has a
    right to speak. (1:30:16 -- 1:36:52)**

    -   **"Bad" Leadership**

-   **Don Pearson offers his insincere assistance to Josey if she has
    problems (0:27:00 -- 0:27:38). He doesn't respond when she visits
    him at his office. He tells her he already knows what she is going
    to say. Twists the meeting into a release from her union contract.
    (1:01:55 - 1:04:16).**

-   **Arlen does not lead by example, does not actively listen to
    feedback from subordinates---dismisses complaints, etc. (There are
    numerous examples of this within the film.)**

-   **Glory stands up for only issues that she can win---portable
    toilets. Wants the women to give up on other issues. "Honey, you
    gotta get a gator's skin on if you're gonna work in this stink hole.
    Just promise me something, do not go to Arlen with this one. Keep
    whining and moaning. We're doing the exact thing they want us to do.
    Screw that. We can take any crap they dish out, can't we? I just
    don't want them to have any reason to get rid of you, is all."
    (0:31:16 -- 0:31:49)**

-   **Josey asks Bill what she can do about things people are saying
    about her. He talks of slander, but then says, "Best thing you could
    do is just let it go. (0:53:14 -- 0:53:42)**

-   **The union sides with management when Josey and the women file the
    class action suit. "The rules are clear. Go around the union, you
    broke your oath. Period; the end."Glory doesn't stick up for Josey
    during union meeting "I'm not saying Josey should've gone to
    management or anything." (1:14:05 -- 1:15:30)**

-   **The union president tries to limit Josey when she talks before
    union members---"I asked if any brothers would like to speak." He
    tries to impose a three-minute rule on her even before three minutes
    have elapsed. (1:30:16 -- 1:36:52)**

10\. Arlen states in court, "Look, men will always walk the line. It's
when they cross over it is when most gals give them a slap on the hand,
get them back on their side of that line. That's how men and women have
been handling problems since Adam and Eve." (0:46:18 -- 0:46:38) Discuss
this statement in your group.

-   **Discussion will vary. This is an excellent topic regarding doing
    what is "right." Everyone, regardless of gender, should respect one
    another regardless of walking the line or having policies that
    dictate behavior. Discuss how to bring about change in a culture for
    the positive.**

**OTHER Film quotes that may promote discussion**

-   Bill White to Josey Aimes

> "Can you get the other women? You know what a class action is? It's
> when a bunch of plaintiffs have the same issue. File a claim on behalf
> of the whole group, the class. It's tough for the company to argue
> that you're lying. You're all crazy. It's why you have to get the
> others."

-   Bill White during trial:

> "It's not just one or two bad guys. It takes a village to do what's
> being done here. I'm not saying all of them. But enough of them. In
> the plant, out in the pit, and even up in the offices all with the
> foot on the throat of every woman in that mine."

-   Hank Aimes at the union meeting:

> "My name is Hank Aimes. And I been a ranger all of my life. But I
> ain't never been ashamed of it till now. You know, when we take our
> wives and daughters to the company BBQ, I don't ever hear anybody
> calling them those names like "bitches" and "whores" and worse. I
> don't ever see nobody grabbing them by their privates or, you know
> drawing pictures of them on the bathroom walls doing unspeakables.
> Unspeakables. So what's changed? She's still my daughter. Isn't she?
> It's a heck of a thing watch one of your own get treated that way, you
> know. You're all supposed to be my friends. My brothers. Well, right
> now, I don't have a friend in this room. Fact, the only one here that
> I'm not ashamed of is my daughter."

-   Bill White during trial:

> "What are you supposed to do when the ones with all the power are
> hurting those with none? Well, for starters, you stand up. You stand
> up and tell the truth. You stand up for your friends."
>
> **Discussion starters From Other Resources**
>
> **Regarding Actual Events**

BookBrowse.com

<http://www.bookbrowse.com/reading_guides/detail/index.cfm?book_number=1069>

Reader's Guide for *Class Action: The Story of Lois Jenson and the
Landmark Case that Changed Sexual Harassment Law* (Laura Gansler and
Clara Bingham)

> In the epilogue, Lois's friend Kent says, "A lot of good people's
> images have been hurt\...There were only a select few that treated the
> women that way but we all go the rap for it." Do men like Kent deserve
> any of the blame for what happened? Were there consequences for the
> few men who tried to intervene?
>
> In "The Verdicts," Jean Boler says that she thinks the women "would
> probably have gone through less stress by not speaking out than they
> did by standing up for what was right." Do you agree? After the
> experience with special master Judge McNulty, and faced with a
> primarily male jury, would you have accepted the settlement or gone to
> trial?

Sexual Harassment Support Forum

<http://shsf.invisionzone.com/index.php?showtopic=65>

Booknoise interview with Clara Bingham and Laura Gansler

> Booknoise: What surprised you the most about this case?
>
> Interview excerpts: "The reaction Lois encountered from the other
> women. When Lois, Pat Kosmach, and Kathy Anderson first filed their
> Federal claim, they instantly became pariahs both at work and in their
> communities." (Bingham) "The other women at the mine were afraid of
> the reactions of their co-workers to the suit, so they turned against
> Lois and circulated a petition in support of the mine." (Gansler)
>
> Booknoise: Legally, what did the case change?
>
> Interview excerpt: "Jenson v. Eveleth set many important precedents.
> Federal District Judge Richard Kyle\'s opinion in 1993 establishing
> the liability of Eveleth Mines for maintaining a hostile work
> environment sent a clear signal to employers that they could no longer
> look the other way when their employees were being sexually harassed.
> . . . But the most important precedent established by Jenson v.
> Eveleth was also the first: Judge Rosenbaum\'s 1991 decision
> certifying the case as a class action. That decision elevated sexual
> harassment from an individual complaint by one, usually powerless
> person against another, more powerful one\--a complaint that could
> easily be ignored or swept under the rug\--to a significant civil
> rights issue. By putting the principles of collective bargaining to
> work in the context of the courtroom, it gave formerly voiceless
> working women a megaphone with which to demand change, and the
> leverage with which to achieve it." (Gansler)
>
> (Refer to the website for the complete responses and additional
> information)

National Women's History Museum

AAUW Chapter and NWHM Honor the Real Women of \"North Country\"

BACKGROUND ON THE CLASS ACTION SUIT BROUGHT AGAINST EVELETH MINES cont.
(Provided by Stephanie Carlson of the AAUW Chapter in Hibbing,
Minnesota)

<http://www.nwhm.org/home/members_AAUW-MN1.html>

> "When the women continued to complain many of the men would justify
> the behavior and call it "teasing" or "just having fun" and they would
> excuse it by saying it was just part of their culture."
>
> "The women were caught between management and the union. The women
> were also a part of the union and it was unacceptable practice to rat
> on your union brothers, but as they women quickly found out, the union
> officials were also men and that fact superceded everything, even
> union loyalties."
>
> "The women learned to deal with their work environment in their own
> ways. Some took on the "if you can't beat 'em join 'em" attitude and
> started dishing it out to the men."

***Class Action* (Bingham and Gansler, 2002)**

**quotes that may promote discussion**

-   Quotes addressing who was responsible.

> It's your responsibility to tell them to leave you alone and go back
> to work, the foreman replied. (Mine foreman Chuck Killian's comment to
> Lois, 17)
>
> Killian's attitude---I'm here to work, not to protect you---was
> typical among the men at the mine, and Lois quickly learned not to
> expect any help from her superiors when it came to deflecting unwanted
> attention. (Bingham and Gansler about Killian, 18)
>
> The men didn't stick up for the women because it wasn't our
> responsibility one miner admitted. (Bingham and Gansler conversation
> with a male miner, 61)
>
> He thought it \[a sexual act\] was inappropriate, but never took any
> steps to find out who had done it, or to prevent it from happening
> again. He explained that he was a union member, and that it was
> management's---not his---responsibility to handle disciplinary
> problems. (Bingham and Gansler about LeRoy Stish, foreman, 182)
>
> Ruf explained that he did not think a formal written policy was
> necessary, because "to me it was common sense." (Bingham and Gansler
> about William Ruf, Oglebay's vice president of industrial relations
> and personnel, 187)
>
> Besides, Long noted, "any of the litigants, including Ms. Jenson,
> could have left the mines at any time, if they had so chosen. To say
> that they had no option but to remain, for financial reasons or
> otherwise, is unrealistic. To have felt the way she did about the
> workplace, one would have expected Ms. Jenson to quit." (Bingham and
> Gansler about comment made by Barbara Long, mental health expert
> retained by Faegre & Benson, defense, 300)

-   Quotes with regard to area culture:

> It has been said that women often refused \[high\] wages of up to
> \$5.00 a day \[working in a boardinghouse\] because of the crude
> remarks made to them when they arrived on the train from Duluth.
> (Historian, 27)
>
> One hundred boys would line up on either side of the front entrance of
> the school and make comments about each girl's looks as we walked into
> the building. (Female graduate from Hibbing High School, 33)
>
> The fact that the abuse not only seemed normal to these women, but
> that some of them appeared to believe that "taking it" was a badge of
> honor, depressed Boler. "They had to develop a hard exterior, a
> toughness, to survive," Boler observed. (Bingham and Gansler, comments
> from Jean Boler, plaintiffs'attorney, 202)
>
> Erickson succeeded in showing that the mere presence of a sexual
> harassment policy does not mean that a workplace will automatically be
> free of all potentially sexually offensive materials. (Bingham and
> Gansler in reference to Ray Erickson's, attorney for the defense,
> discrediting of an expert witness, 222)
>
> Whatever an employer's responsibility may be . . .it cannot close its
> eyes when confronted with incidents of sexual harassment; it has the
> obligation to determine the scope of the problem and take steps to
> alleviate it. (excerpt from Judge Kyle's opinion, 272)
>
> Long excused the rest of the harassment at the mine as culturally
> ingrained, and therefore beyond the control of the company or even the
> male miners themselves. "The culture of the Iron Range is unique. The
> Iron Range cities consist of about 25,000 people, most of whom are . .
> .immigrants, whose background reflects traditional, conservative,
> unusually religion-based sexual role dimorphism. . . To judge
> yesterday's workplace by today's stricter social standards is
> unrealistic. (Barbara Long, mental health expert retained by Faegre &
> Benson, defense, 300)
>
> And McNulty clearly believed that Eveleth Mines should not be
> penalized for what was the cultural norm in the Iron Range. "We must
> also bear in mind," he wrote, "that for generations the iron mining
> industry on the Iron Range was dominated by males who were products of
> a culture which is reflected' in the sexual tensions that gave rise to
> the lawsuit. A restructuring of the culture, he wrote, could not be
> expected to happen 'overnight." After all, he noted, the Civil Rights
> Act was only three decades old. (Bingham and Gansler about Judge
> McNulty, 351)

-   With regard to the union:

> By the mid-seventies the oath had become an us-versus-them creed:
> Anything the company did was bad, anything a union man did was good.
> The ethic virtually disabled the union from disciplining its own
> members. (Bingham and Gansler, 41)
>
> His opinion was that it was not his job to discipline union members;
> it was his job to "protect them from discipline." The union, he would
> later say, "never disciplined anybody." That dirty work, he said, was
> up to the company. (Bingham and Gansler about Stan Daniels, union
> president, 68)
>
> As devoted as Pat was to the union, she had become disillusioned by
> its lack of response to the sexual harassment problems that Pat had
> presented to them. (Bingham and Gansler about Pat Kosmach, 118)
>
> Naming the union \[as a defendant in the class action suit\] pushed
> the union and the company into bed together, when they usually have a
> very antagonistic relationship. (Bob Klasnya, mine's administrator of
> records and benefits, 177)