Gender Unit

Gender Unit

I. Unit Overview

This unit is part of a mixed grade (10th- 12th) Sociology class. It will be taught just before and just after Spring Break, beginning on Thursday, March 24th, and will culminate with a unit test on April 13th (with Spring Break spanning from April 1st to April 8th). It will last approximately seven classes, with an additional class for review, and one day for assessment. The summative assessment for the unit will consist of a test with both multiple choice and short answer questions, and will also include items from the previous unit of study on the Family. The themes of this unit include evolutionary and biological differences in men and women, masculinity, and the roles gender plays in education, work, and the media. The overall focus of the unit will be the changing nature of gender roles in both society and personal relationships, but it will also touch on the subjects of socialization, marriage, and gender norms. Finally, because there are a plethora of interesting, controversial and well-researched topics in this unit, the students will often interact with documents, research, and film clips in class. This type of resource lends itself well to both the inquiry and structured academic controversy lesson types, which I have employed in this unit.

II. Rationale

The content and organization for this unit came mostly from my cooperating teacher’s class plans, because there are no SOL objectives or curriculum frameworks available through the state. I start with lessons that introduce the big ideas behind the unit, and then build with activities that teach students important vocabulary terms and foundational principles. Towards the end of the unit, I will encourage more discussion regarding the knowledge that students have acquired, allowing them to apply what they have learned to real life scenarios. This unit is meant to really push students to think about their own society and the influences that shape them, therefore I have built in a number of modern day examples, current film or show clips, and prompts that ask them to examine their own experiences regarding gender and society.

III. Goals and Essential Questions

I have two overarching goals with regards to my students for this unit. First, I want this unit to make them question their previous understanding of gender identities and roles, and second, I want them to understand how differences in gender affect the many different aspects of society (for better or for worse). To achieve these goals, I will attempt to answer the following BIG questionsthroughout my unit:

1. How and why do men and women differ?

2. What are the controversial issues surrounding gender in the modern world?

3. How do gender roles affect the opportunities available to men and women in society?[1]

IV. Objectives & Standards

Intended Learning Outcomes (ILOs)[2]

  1. The student will be able to explain how biological/evolutionary differences affect each gender’s physical and mental capabilities.
  2. The student will be able to compare the socialization processes that shape men and women in order to better understand perceived gender roles in society.
  3. The student will understand and be able to evaluate the arguments surrounding gender controversies in today’s society.

National Council for Social Studies (NCSS) Performance Expectation

  1. (IV) Social Studies programs should include experiences that provide for the study of individual development and Identity, so that the learner can (c) describe the ways that gender and other group and cultural influences contribute to the development of a sense of self, and (f) analyze the role of perceptions, attitudes, and beliefs in the development of personal identity.
  2. (V) Social Studies programs should include experiences that provide for the study of interactions among individuals, groups, and institutions, so that the learner can (b) analyze group and institutional influences on people, events, and elements of culture in both historical and contemporary settings.

V. Content Outline

I. Sex vs. Gender [themes from this section are recurring throughout the unit]

A. Nature (sex)

i. Physical characteristics: primary and secondary sex characteristics

ii. Evolutionary Characteristics: vision, hearing, seeing, etc

B. Nurture (gender)

i. gender roles: change over time, across cultures

ii. gender identity: socialization

iii. social significance of gender: limits opportunities, affects relationships

iv. patterns of sexism: patriarchy, age & dating, discrimination based on sex

II. Historical Perspective on Gender

A. Main pattern: status of men & women tied to the work that each does

i. Consider: (1) needs of society to subsist

(2) supply & demand of labor

(3) extent to which child rearing is compatible with certain work

ii. Types of Society:(1) hunter & gatherer

(2) horticultural & pastoral

(3) agrarian

(4) industrial & post industrial

III. Gender & Society

A. Masculinity

i. Change in social expectations: tied to women’s

ii. Role of sports: (1) Title IX

(2) shaping male identity

iii. The “Peter Pan” Syndrome: boys take longer to grow up

 ex. Failure to Launch, Family Guy, etc.

B. Education

i. Women becoming dominant: classroom structure, college campus

 social consequences

ii. stats on GPA, SAT scores, attention from teachers, drop out rate, etc.

iii. same sex classrooms (controversy)

C. Work

i. History of women in US: (1) WWI & the flapper

(2) Women in the 50’s

I love Lucy, Leave it to Beaver,

Mona Lisa Smile

(3) Women’s movement & the ERA

 Feminism

ii. Problems that the modern woman faces in the workplace

pay equity, the glass ceiling, CEO positions, paid leave, etc.

harassment

“second shift”

iii. Breakdown in family values blamed on working women

who watches the kids, daycare, etc

divorce stats

iv. Politics: stats, spotlight on individuals, progress over time, other cultures

IV. Gender & Media

A. Different outlets: newspaper, TV, movies, Ads, etc.

B. Stereotypes: (1) how formed and reinforced

(2) consequences for media and markets

(3) social consequences by age (focus on American culture)

Mean Girls, 10 Things I Hate About You, Sixteen Candles, etc.

VI. Assessments and Evaluations[3]

Diagnostic Assessments

  • Opening Activities (days 1 & 3): These short activities are meant to survey the class’s current understanding of a topic so that I can identify what information students know and don’t know. The opening activity on day 1 specifically helps me work towards accomplishing my goal of making students question their previous understanding of gender identities and roles, because it helps them recall information they have already been exposed to. The activity on day 3 also activates previous knowledge or conceptions, and also presents a visual prompt to aid in this endeavor.

(day 1) NCSS IV.f

(day 3) NCSS IV.c

Formative Assessments

  • Skits (day 2): Students stage skits in groups that express their understanding of biological and evolutionary differences between men and women.

 BIG Q #1, ILO #1

  • Exit Tickets (days 1, 3 & 6): Exit tickets show me the extent to which my students understand the material I have taught that day. They always require for students to include specific examples of new knowledge from that day’s class in their answer.

(day 1) BIG Q #1,ILO #1, NCSS IV.c

(day 3) BIG Q #2, ILO #2, NCSS IV.c, IV.f, V.b

(day 6) BIG Q #3, ILO #3, NCSS V.b

  • Discussion (day 4): This assessment has many purposes. First it allows students who are more verbal learners to demonstrate their knowledge of the subject matter (masculinity). Second, it allows me to test all students’ knowledge at a deeper cognitive level (such as application, analysis, and evaluation of knowledge) than just knowledge or comprehension. Finally, this I am using this assessment because it encourages students to develop evidence-based discussion skills that will be beneficial to them later on.

BIG Q #2, ILO #3, NCSS IV.c, IV.f, V.b

  • Writing Prompt (day 8): This assessment, although short, is meant to test student’s writing skills as well as their ability to support their position with evidence. It ties together many different themes from throughout the unit, and has a rubric to accompany it, which the students will receive and discuss prior to starting the assignment.

This assessment could potentially fulfill all BIG questions, goals, and objectives. It is meant to give students the opportunity to synthesize what they have learned throughout the unit, while still focusing on specific examples that support their answer.

Summative Assessments

  • Survey Project (due day 7): This project focuses on BIG question #2, which I felt was not well-suited for a test format. It also touches on NCSS V.c because it requires students to actually interact with people in their society to better understand the nature of gender roles in institutions and relationships that are meaningful to them.

BIG Q #2, NCSS V.b

  • Unit Test (day 9): This test will cover material from both this unit and the previous unit (Family). It will include multiple choice, matching, true/false, and short answer questions that will test students’ knowledge of the content at a variety of cognitive levels.

 This test will cover all of the BIG questions, goals, and objectives.

VII. Materials and Resources

See Daily lesson plans

VIII. Unit Calendar

See last page.

IX. Daily Lesson Plans

DAY 1: Gender Identity & Socialization

  • Objectives

(1) The student will demonstrate knowledge of how men and women differ by

a) identifying key differences between the sexes;

b) exploring biological, evolutionary, and environmental factors that influence these differences;

c) explaining how we conceive our notions of gender identity and how society helps shape these notions.

  • Assessments

SeeExit Ticket.

  • Opening Activity

Word Survey: Students will put their heads down and complete this survey by anonymously raising their hands to respond. I will say a word, and then ask students to decide whether that word should be associated with “boy” or “girl” by asking them to raise their hand for one of those two categories. The words I will use are as follows: Competitive, Athletic, Fierce, Bossy, Flirtatious, Kind, Talkative, Strong, Clumsy, Creative, Romantic, Dramatic, Needy, and Aggressive. I will show students answers by writing the number of hands raised in a chart on the board. This activity should lead to an introduction of the BIG questions.

  • Teacher Activities

Get movie ready before class. Give out movie worksheets and Pease readings (by group), and ask students to turn exit tickets into the assignment basket. Stop movie after important points to ensure that all students are following.

  • Student Activities

(1) Word Survey

(2) Movie: The Science of the Sexes (with worksheet)

(3) Exit ticket

  • Closing Activities

Exit ticket: Students should down three differences between men and women that were mentioned in the movie and how each one is significant to gender identity or roles in society.

  • Materials & Resources

Whiteboard & dry erase markers, movie (The Science of the Sexes) & movie worksheet, Pease readings (four different sections), paper and pen/pencil.

  • Reflections

DAY 2: Biological & evolutionary Differences

  • Objectives

(1) The student will demonstrate knowledge of how men and women differ by

a) identifying key differences between the sexes;

b) exploring biological, evolutionary, and environmental factors that influence these differences;

(2) The student will apply knowledge of the physical differences between man and women by creating skits that highlight at least five of these differences.

  • Assessments

Group Skits:Students must incorporate at least five of the ideas they have discussed during this class into a skit or other creative presentation (i.e. song, story, rap, etc). The skit should be humorous and should exaggerate differences between men and women that are discussed in their reading. Inform them that they will be presenting these skits to the rest of the class for a participation grade, and that each skit should be three to five minutes long. I will suggest the following topics to groups struggling for ideas:

>Language ability>Brain connections

>Sensory skills: reading emotions>Sensory skills: touch and hearing

>Exercise and the heart>Visual abilities >Spatial abilities >Direction & memory of surrounds >Solving problems Boys and girls at play >Stereotypical gender roles

After each skit, have the class discuss the gender ideas within the skit, and ask them to cite the reading in their comments.

  • Opening Activity

Hook: Hand out Worksheet with Words Women Use and “The Rules” From the Male Point of View. Have students discuss in pairs and see if they can come up with their own, then discuss as a class.

  • Teacher Activities

(1) Make copies of handout and Men to Boys reading (homework).

(2) Circulate while students discuss Pease reading, and provide directions and a rubric for skits as the last slide in the PP.

  • Student Activities

(1) Jigsaw discussion with Pease reading; students will report out from their groups

(2) Students should take notes during the PP presentation

(3) Skits

  • Closing Activities

Feedback on skits and review of the lessons main points.

  • Materials & Resources

PowerPoint on gender, computer, projection & screen, Pease readings, and scaffolding worksheet for Pease readings.

  • Reflections

DAY 3: Boys & Masculinity

  • Objectives

(1) The student will demonstrate knowledge of the modern male identity crises by

a. reviewing literature that discusses the causes of this phenomenon and it implications for society

b. contrasting the modern notion of masculinity to past understandings of the concept.

(2) The student will be able to identify at least three specific factors that influence the development of the male identity.

  • Assessments

See Exit Ticket

  • Opening Activity

Free Write: I will present a collage of pictures to students. The pictures will be of men and traditionally male pastimes (i.e. videogames, sports, etc.). This should activate any prior conceptions of the male identity that students may posses. The prompt for the free write will be “What are men like.” Students may write about attitudes, perceptions, accomplishments, temperaments, fashion, music, or even past experiences.

  • Teacher Activities

(1) Turn on projector to show “Man Collage” and then switch inputs for film clip (The Sandlot).

(2) Hand out Men to Boys and Boyhood & Sports worksheets. Remind students to take notes of what they see and feel during the movie clip.

(3) Give out worksheet for homework (Masculinity questions) with discussion rules and procedures on it.

(4) Go over main points in Boyhood & Sports reading.

  • Student Activities

(1) Free write

(2) Go over Men to Boys article & worksheet.

(3) Discuss film clip from The Sandlot

(4) In-class reading: Boyhood, Organized Sports and the Construction of Masculinities

(5) Exit Ticket

  • Closing Activities

Exit Ticket: “What shapes our notions of the male identity? Mention at least three specific examples from our readings.”

  • Materials & Resources

“Man Collage,” Computer, projector screen, whiteboard & dry erase markers, readings (Men to BoysBoyhood & Sports), worksheets for both readings, worksheet for discussion on Masculinity, paper and pen/pencil.

  • Reflections

DAY 4: Masculinity cont./Gender & Education

  • Objectives

(1) The student will demonstrate knowledge of the concept of masculinity by

a. composing questions that inspire analysis of the factors contributing to, and social consequences of, changing notions of masculinity.

b. discussing the concept of masculinity in a group of their peers.

(2) The student will demonstrate the ability to discuss controversial topics by

a. citing significant examples when contributing to the discussion

b. treating other participants and their ideas with respect

(3) The student will understand the main issues pertaining to gender and education, with a specific focus on trends over time.

  • Assessments

See Discussion & Discussion Feedback

  • Opening Activity

Think/Pair/Share on Masculinity (review of exit ticket). Use Whiteboard to write students’ responses.

  • Teacher Activities

(1) Introduce rules for Masculinity discussion beforehand (written on previous night’s homework assignment) and debrief afterwards; separate students into pods for discussion. (2) Hand out The Good Wife’s Guide, and use Whiteboard to lecture about Gender and Education (have outline ready – write key concepts on the board). Be mindful of time throughout this lesson, especially during the discussion!

(3) Hand out Parents’ EducationalExperience Survey.

  • Student Activities

(1) Think/Pair/Share (review on masculinity)

(2) Discussion on Masculinity (followed by feedback session)

(3) Read & React to “The Good Wife’s Guide”

(4) Take notes on Gender & Education

(5) Brainstorm questions for homework

  • Closing Activities

Feedback for the Masculinity discussion will close the masculinity lesson, even though class will end with the brainstorm.

  • Materials & Resources

Whiteboard and dry erase markers, discussion question worksheet, “The Good Wife’s Guide” and Parents’ Education Survey (homework) handout, lecture notes on Gender & Education, paper and pen/pencil

  • Reflections

DAY 5: Gender & Education

  • Objectives

(1) Students will think critically about a controversial issue by considering it from two opposing perspectives.

(2) Students will engage in an academic exchange of ideas while respecting their peers and their peers’ ideas.

(3) Students will extract evidence from presented documents to defend the position they have been asked to defend.

(4) Students will analyze the way that gender differences influence the educational institutions and the effects these influences have on society while answering the question, “Does our educational system discriminate based on gender?”

  • Assessments

No formal assessment. Informal assessment consists of observing students’ interactions during SAC discussions and collecting their scaffolding worksheets.