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LESSON 12 - Presentation of the diagnosis Each group presents their portion of the mural and the results of their research to the rest of the class. Meanwhile, as class members listen to the presentations, they take notes on the presentations to prepare them for adding to the diagnosis portion of the Utopia Graph. The summaries should only reflect what they have learned about the U.S. context, not the German context. At this point, the graph summarizes the current state of gender roles in the U.S. (description) and a summary of the "why" that underlies the current state-the sources that influence gender roles (diagnosis). The groups present their graphs to the class to determine whether the information is comparable. LESSON 13 - Comparing and Contrasting Germany and the U.S. The class discusses what they have learned about sources influencing gender roles in Germany, comparing and contrasting the information with what they have learned about the sources in the U.S. This discussion should include a revisitation of the results of the original brainstormed hypotheses of German gender roles (using overheads created earlier) as well as use of the mural that was created. They refine their thoughts and ideas with the benefit of knowledge gained from various sources. Summary statements comparing and contrasting the state of gender roles in the U.S. and Germany are developed. This is a good time to have students practice structures that reflect similarities or differences. For example:
In both Germany and the U.S., women tend to be portrayed by the media as xxxxx.
In the U.S., there are laws to support equal opportunity for women, but in Germany...
The class returns to the Utopia Graphs and as a whole discusses concrete suggestions for working towards "Utopia," again with an emphasis on the U.S. context. At this point, students are working on the "Reconstruction" part of the graph. Here they can name "gender roles" and provide definitions of their ideal - what might society look like if there were greater equity between men and women and fewer boundaries between their roles? Are there aspects that students would not like to change? They also provide life examples (for example, there would be female candidates for president, and citizens would vote on the basis of candidates' take on the issues, not on the basis of gender). This is the perfect opportunity for having students practice with the conditional tense.
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