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Students will describe occupations that have stereotypes
existing for them and will analyze how those stereotypes are
reinforced. |
Primary Learning Outcomes
What is a stereotype? What are some occupations that have
stereotypes? How are these reinforced?
Additional Learning Outcomes
Assessed QCC Standards:
Grade: 8
Guidance
A. Self Knowledge
1
Topic: Knowledge
of the influence of a positive self-concept.
Standard: Describe personal likes and
dislikes. Describe individual skills required to fulfill different life roles.
Describe how one’s behavior influences the feelings and actions of others.
Identify environmental influences on attitudes, behaviors, and aptitudes.
C. Career Planning
10
Topic: Knowledge of the interrelationship of life roles.
Standard: Identify how different work and
family patterns require varying kinds and amounts of energy, participation,
motivation, and talent. Identify how work roles at home satisfy needs of the
family. Identify personal goals that may be satisfied through a combination of
work, community, social, and family roles. Identify personal leisure choices in
relation to lifestyle and the attainment of future goals. Describe advantages
and disadvantages of various life role options.
11
Topic: Knowledge of different occupations and changing male/female
roles.
Standard: Describe
advantages and problems of entering nontraditional occupations. Describe the
advantages of taking courses related to personal interests, even if they are
most often taken by members of the opposite gender. Describe stereotypes,
biases, and discriminatory behaviors that may limit opportunities for women and
men in certain occupations.
Procedures/Activities
Step:
1 Duration: 10 min.
Have the students picture the following employees as you read
through the following list: doctor, lawyer, engineer, construction worker,
coach, principal, farmer. Now ask the students to again picture the employees in
the following list: nurse, elementary teacher, secretary, receptionist, cashier,
food service aide, dental hygienist.
Step:
2 Duration: 5 min.
Discuss what the students saw in the first group. Were they
all or mostly men? How about the second group? Were they all or mostly
women?
Step: 3 Duration: 5
min.
Tell the class that you want to give them a chance to
recognize some of the built-in prejudices they may unconsciously have. Explain
that everyone will express his or her honest feelings about the opposite gender
and the roles he or she feels are appropriate for members of that sex.
Afterwards they will discuss these ideas. In the first four steps, encourage
everyone to be honest (everyone!). Tell the class that they will write and then
exchange their ideas. The biases that may appear are not to be taken personally
by members of either gender. Instead, these ideas will be examined as what they
usually are—stereotypic views of society—and discussed objectively.
Step: 4 Duration: 10 min.
Ask everyone to take out a sheet of paper. On the top of their
papers the males are to write “Women are . . .” On the top of their papers the
females are to write “Men are . . .” During the next 5-10 minutes, the students
are to complete the statements on their papers with as many endings (adjectives,
nouns, phrases) as possible. This work is to be done individually.
Step: 5 Duration: 5 min.
At the end of the allotted time, ask the students to turn
their papers over. On the top of this side the males are to write “The Roles I
See Women In Are . . .” On their papers the females are to write “The Roles I
See Men In Are . . .” Provide another short period of time for the students to
complete the statements.
Step:
6 Duration: 20 min.
Ask the males and the females now to exchange papers. Each
group is to read aloud the completed statements on both sides of the papers they
have. Explain to everyone that following this “reporting” step they will discuss
and comment on the ideas written. At this time, therefore, they should limit
themselves to reading the statements only.
Step:
7 Duration: 15 min.
Review the ideas about the concept of roles (biological,
relational, responsibility). Of particular importance in this discussion are
chosen and determined roles. ·What kinds of stereotypes, if any, emerged from
the completed statements? ·Which group got the most negative remarks and why?
·How could the completed role statements appear in a categorization of chosen
vs. determined? ·In what ways have roles of men and women changed in the last
decade? ·How do you see these roles evolving in the future?
Materials and Equipment
Standards (Local and/or National)
Total Duration
One class period
Technology Connection
Assessment
Students' participation in the activity will be
evaluated.
Extension
Remediation
Accommodation
Modification
For students with significant disabilities, what changes can
be made in instruction and teaching delivery to allow students to participate in
classroom instruction while working on IEP objectives and off grade level QCC
standards. Below are suggested modifications correlated to the procedures of
this lesson plan.
