Submitted by POLIA Handbook
Objectives:
Content:
Cultural:
Language: Content Obligatory
Language: Content Compatible
Learning Strategies / Social and Skills Development:
Time Frame:
Materials Needed:
Description of Assessment (Performance Project):
LESSON 8: The diagnosis-digging deeper to explore sociocultural factors that influence the creation of gender roles The class as a whole is asked to consider where these images of gender roles come from and who creates them. A list of sources - social institutions-is kept on an overhead transparency. Hopefully, students will be able to generate a list that includes at least media, home environment, schools, church/religion, and government/jobs.
Students are divided into 5 groups, and each is assigned one of the sources. They are to gather information about how gender roles are influenced/affected on the basis of the assigned source in the U.S. and Germany, generate e-mail inquiries to ask German students to provide them with parallel information about the source from the German perspective, and be ready to present a report on their findings the following week. Each source should be examined and suggestions gathered as to where one could find examples of gender role influence. In other words, the whole class generates ideas for the various groups on how they can go about gathering information.
* media movies, advertising, TV, cartoons, magazines, songs * home life examples, survey of student experiences (e.g., who is responsible for X in the home environment?) * school student handbook, registration handbook, survey of teachers and/or students, reports on gender equity/inequity in the schools (e.g., how are the sports programs supported for females/males? What fields of study in higher education are dominated by males/females?) * church life examples, church groups, documents, church hierarchy, etc. * gov't.; jobs laws, women in government positions, reports on differences in salaries, types of jobs women/men hold in society, roles of women/men in the military, etc. (e.g., Title IX legislation passed in 1972 that requires all schools receiving federal funds to provide girls and women equal opportunity to compete in sports).
The whole class generates questions in German that can be used by various groups to request information about the sources in Germany. For example, how are men/women portrayed in the media? Do women and men have distinct roles in the home; does this vary depending upon the generation? Do German students feel there are gender discrimination issues in Germany? Are there laws protecting individuals from gender discrimination in the workplace, schools, sports, etc.? Students in their assigned groups compose questions to be sent to their partners in Germany to check on the sources of gender role definition there.
The reports are to include a synthesis of the findings based on the information gathered. Students are to display their findings on a classroom mural (including drawings, images taken from magazines or other ads, lyrics from songs, responses to surveys, newspaper articles, documents, etc.), and will describe their portion of the mural to the class during the presentations. Students are also to keep a list of the sources consulted and methods used for gathering information; the list will be submitted to the teacher on the day of the presentations. Students will have some time during class to work together in groups, gather information, and create their portion of the mural, but it is expected that they will also need to spend time outside of class to work on the assignment.
Assessment:
References and Resources:
List only References and Resources specific to this lesson.
Attachments:
NOTE: some attachments are in PDF form (get Acrobat Reader)List only Attachments specific to this lesson.