Elementary Social Studies Sciences Humainesedcp331.weebly.com/uploads/8/6/9/6/8696492/example1.docx · Web viewGrade Level: Gr. 6. Theme for the Year: Global Issues and Children:

EDCP 331: UNIT PLANUNIT DESCRIPTION:

Grade Level: Gr. 6 Theme for the Year: Global Issues and Children: How We Can Make a Difference

Unit #6: Gender in our communities and in Canada (6th unit out of 7)

Unit Critical Question(s)/ Challenges:What are the gender roles and expectations are present in our everyday lives at school, home, and in community that can be addressed or challenged with active social change?

Unit Rationale: This unit will focus on gender inequalities and how they impact children locally at a provincial and national level (B2). Students will develop an awareness of everyday gender inequalities and how they may have been developed through group discussions, media literacy, and critical thinking (A5, B9). Through a variety of activities, we hope to empower students to inform themselves of injustices in Canada and to reflect on possible solutions (A1). We would like students to be invested in their own communities and even feel empowered to take an active role in combating inequalities discussed in class (A4, A5). We would also like our students to be able to cope with a range of complex social issues, be willing and trained to think critically, be empathetic to the plight of others, and be emotionally and culturally sensitive (A6, A7).

Unit Goals:1. Develop students’ knowledge of and abilities to recognize gender inequality within Canada, such as gender roles enforced

by society and differences that students can see present in school, on TV, and at home, its causes, and in comparison to those studied on an international scale

2. Develop students’ personal and social values by demonstrating an awareness of social issues related to gender on a local and personal level through cooperative learning, media literacy, and critical thinking

3. Provide students with the content to recognize and appreciate positive changes made historically regarding gender inequality in local communities and in Canada

4. Develop students’ perspectives of and ability to empathize and to make ethical judgements concerning groups of people affected by imbalanced gender roles through cooperative learning, media literacy, and critical thinking

5. Provide opportunities for students to create individual and collective action through critical thinking, information gathering and reporting on individual and personal changes that can be made to combat everyday gender inequality and to develop a plan of action in the community

Unit Assessment:● Formative: Students are engaged in class and small group brainstorming and discussion. Teachers circulates and listens.

Students submit brief research proposals (see immediately below) which teacher reviews and gives ample feedback on.● Summative: End project exploring gender issues (with guidance from the teacher, students will explore specific issues

relating to gender in their everyday life and propose possible solutions to overcome said issues)

Context:● Students have already studied issues of gender on a broader scale in Unit 5: Issues of Gender Around the World. They

have touched on international problems such as the denial of education to girls and the effects of war, religious and ethnic violence, child soldiers, and terrorism on boys and girls collectively and respectively. Unit 6 will allow students to reflect on issues of gender closer to home in the continual realization that issues of poverty, class structure, and gender studied throughout the international units are also present in Canada. Furthermore, leading up to Unit 6, students are already well practiced with brainstorming, discussions, and theme analysis. They are familiar with this type of end of unit project in which they hypothesize and propose solutions to different issues of inequality because they will have already done this at the end of each preceding unit. By the end of Unit 6, students will be prepared to select a project to pursue in Unit 7. They will research organizations, groups, and charities and select one to contribute to, as well as fundraise and determine the distribution of collected money or supplies.

Sarah Murphy

Lesson Title Critical Question/ Challenge

Lesson- Specific Objectives

TeacherActivities

StudentActivities

Lesson 1Introducing the concept of stratification of gender roles between men and women (North American/Canada)

What has been the different expectations of men and women from society?

Use social studies inquiry processes and skills to gather ideas and communicate findings (A1)

Recognize and analyze how gender roles have changed or improved over the last 10, 20, and/or 50 years, while others have persisted. (A4)

Hook● Asks students what do they

remember from the previous (Unit #5) about gender issues

● Writes ideas on board● Asks if students feels these

issues exist in Canada/North America? And if so have they got better or worse

Pre-Activity● Shows pictures from Little

Women, Nancy Drew, and Dick and Jane and asks if the students notice something (i.e. all in dresses, etc). Asks if students have any idea why women want to be more comfortable?

● Shows segment(s) of Gone with the Wind showing how Scarlett’s future hinges on finding a husband/stealing her sister’s fiancé/taking down curtains to wear pretty dress in order to go beg money from Rhett, after showing teacher writes year 1861 - 1865, and asks students for reactions

● Shows scene(s) from How to Marry a Millionaire,after showing teacher shows year (1953) on board and asks for reactions

Activities:● Gives instructions on Venn

Hook● Listen/Reflect/Answer

questions/brainstorm with the teacher

Pre-Activity:● Look at books/pictures with

teacher and participate in class discussions

● Watch movie, reflect, and participate in discussion

● Do Venn diagram in groups of 3 after first two movies shown indicating what is the same different

Activities:● Do Venn diagram of what first

diagram● Instructs students to write in

journal how this made them feel, if mothers work.

Post-Activity/Closure● Assign homework: check with

parents if both grandparents worked and if not why. Students are to start draw a family tree to be ready to discuss by Lesson 3.

two movies have in common with third or can just discuss

● Write in journal

Post-Activity/Closure● Talk to parents/relatives● Family tree

Resources Clips of Gone with the Wind and How to Marry a MillionaireLarge Carbon paper for Venn diagrams.

Assessment Strategies(Diagnostic, As, For, Of)

Class discussion/Teacher circulating while students talk (For Learning)Group discussions (As Learning)Venn Diagrams (Of Learning)

Sarah Murphy



TeacherActivities

StudentActivities

Lesson 2Gender intersected with race

How do gender roles impact different groups in different ways?

Question how gender roles arise in a country widely accepted as progressive (A1)

Develop a perspective of and empathy others affected by imbalanced genders roles (A6)

Hook● Compares lives of Mammy and

and Prissy to Scarlett and sisters in GWTW. Gives few facts of Hattie McDaniel’s real life. Shows beginning segment of Colour of Purple showing Celie Harris’ extremely difficult childhood/youth. Notes year (1909 to 1937) and writes on board.

Pre-Activity● Shows pictures from real life

grandmother of Vancouver author Denise Chong taken from book, The Concubine’s Daughter (TCC) without telling students where it is from. Tells students to discuss while making notes in journal and then present.

Activity● Notes so far has been

concerning US but does Canada have similar history and issues. Reminds students of what they learned about Chinese Head Tax. Gives quick background to TCC (including years - 1848 - 1987) and shows Denise Chong being interviewed on https://www.youtube.com/watch?v=s0RI0u7Qqwwt.

● Asks how students would feel if never able to meet siblings until

Hook● Watch, listen, reflect, discuss,

and then present.

Pre-Activity● Look at pictures, discuss, make

notes for journal, and present.

Activity● Listen/answer questions, watch

clip.● Discuss in small group● Individual journal writing● Reading from play● Speaking to family and relatives

along with working on family tree.

(relative for students) very old, how women’s lives so severely restricted, what did they think of the part where people complained about the main character acting like a man, did they notice how this legislation hurt women most.

● Give students short time to write in journals scaffolded by questions on board

● Get students to act out small part of play TCC

Post-Activity/Closure● Reminds students of need to

check if both grandparents work, as will be discussed tomorrow.

Resources Pictures of Hattie McDaniel and Butterfly McQueen, clip/video of The Colour Purple, UWTC Upon Reflection Episode interviewing Denise Chong https://www.youtube.com/watch?v=s0RI0u7Qqwwt, copies of Denise Chong screenplay TCC, sound projector, computer, sound, journals


Assessment for learning: Class discussion/ teacher circulatingAssessment as learning: Group discussionsAssessment of learning: Journals and presentations

Sarah Murphy and Vanessa Lundgren



TeacherActivities

StudentActivities

Lesson 3Causes of gender inequalities in Canada

Critical thinking

What causes gender inequality in Canadian society?

Examine why and how gender roles among children are constructed by society, who/what perpetuates them, and differentiate between short- and long-term causes. (A1, A3, A5, A6, B2)

Hook● Ask students how many have

grandparents/parents who stayed at home to raise children. Ask them why they may have made this choice.

Pre-Activity● Placemat Activity: instruct

students to reflect on their individual family units and answer the following questions:

○ Do you have a stay-at-home parent? If so, is it your mom or dad? How/why did they decide to stay at home?

○ What is ‘acceptable’ and ‘unacceptable’ for men/women to do career-wise/family-wise in Canada?

○ Where do these beliefs come from?

● Initiate class discussion with each group selecting a few key points and a spokesperson to share these ideas with the class.

Activity● Introduce lesson’s critical

question● Play multimedia clips of two

female characters struggling with gender roles (ex. Anne of Green Gables and Good Luck

Hook● Engage in class discussion.Pre-Activity● Participate in Placemat Activity

and present their group’s main points to class.

Activity● Watch multimedia clips and

reflect on their content.● Engage with teacher’s discussion

prompts.● Share personal anecdotes if

applicable.● Read and comprehend article.● Collaborate on KWHL chart with

group members.● Learn of other groups’ thoughts

by participating in gallery walk.Post-Activity● Answer the lesson’s critical

question via a journal entry.

Charlie)○ Ask students to reflect on

inner conflicts both characters feel, how it relates to gender, and where pressures may come from

● Distribute “Historical Canada: Women in the Labour Force” and review article’s main points

○ Ask students of their response to article’s main points. Can they connect article’s content to home life?

○ Have students work on a Know-Wonder-How-Learn (KWHL) chart in groups of 4 on the topic of gender equality

○ Initiate gallery walk where students will circulate room and read findings.

● Identify media as significant power in reinforcing gender roles; conclude lesson by informing students that next two lessons will focus on media treatment of gender

Post-Activity● Repeat lesson’s critical

question● Ask students to answer

question independently in a journal entry

Resources Anne of Green Gables and Good Luck Charlie clips, “Women in Labour Force” article (http://www.thecanadianencyclopedia.ca/en/article/women-in-the-labour-force/)


Assessment of learning: Student KWHL charts are evaluated according to rubric criteria.Assessment for learning: Students are able to focus on task, engage in class and group discussions, collaborate in group work, and present ideas.Assessment as learning: Students share individual thoughts on lesson’s critical question in journal entry.

Vanessa Lundgren



TeacherActivities

StudentActivities

Lesson 4Media analysis of the past

Historical thinking

How has media influenced gender roles in the past?

Identify gender expectations in the past via media (advertisements). (A1, A3, A5)Reflect on advertisements’ role in enforcing gender roles. (A5, A6, B2, B9)

Hook● Play clip of Leave it to Beaver

introPre-Activity● Ask students for initial

thoughts on content (ie. gender roles as presented)

● Discuss power of media in enforcing gender roles in society

Activity● Split class into groups of 4

students● Distribute clippings of various

ads to each group● Explain instructions and

support studentsPost-Activity● Distribute exit slips

Hook● Watch Leave it to Beaver intro

clipPre-Activity● Reflect on content (Think Pair

Share)● Discuss content with classActivity● Analyze assigned ad with group● Interpret and identify media

messaging● Present media and ideas to

classmatesPost-Activity● Answer critical question during

presentation

Resources Leave it to Beaver clip, vintage ads


Assessment of learning: Student group work, presentations, and posters are evaluated according to rubric criteria.Assessment for learning: Students are able to focus on task, engage in class and group discussions, collaborate in group work, and present ideas.Assessment as learning: Students share individual thoughts on lesson’s critical question on exit slip.

Vanessa Lundgren



TeacherActivities

StudentActivities

Lesson 5Media analysis of the present

How does media influence gender roles in the present?

Identify gender expectations in the present via media (advertisements). (A1, A3, A5)

Reflect on advertisements’ role in enforcing gender roles. (A5, A6, B2, B9)

Hook● Play Always #LikeAGirl videoPre-Activity● Ask students for initial

thoughts on content (ie. gender roles as presented)

● Discuss power of media in enforcing gender roles

Activity● Split class into groups of 4

students● Distribute clippings of various

ads to each group● Explain instructions and

support studentsPost-Activity● Distribute exit slips

Hook● Watch Always #LikeAGirl video

Pre-Activity● Reflect on content (Think Pair

Share)● Discuss content with classActivity● Analyze assigned ad with group● Interpret and identify media

messaging● Present media and ideas to

classmatesPost-Activity● Answer critical question during

presentation

Resources Always #LikeAGirl video, ads


Assessment of learning: Student group work, presentations, and posters are evaluated according to rubric criteria.Assessment for learning: Students are able to focus on task, engage in class and group discussions, collaborate in group work, and present ideas.Assessment as learning: Students share individual thoughts on lesson’s critical question on exit slip.

Jessica Szeto



TeacherActivities

StudentActivities

Lesson 6Gender inequalities and gender roles in the community, in school, and at home

Cooperative learning

What current gender inequalities and gender roles are present within our own community, school, and homes?

Identify gender inequalities and gender roles present locally and give examples.

Demonstrate an awareness of social issues related to gender on a personal level.

Develop critical thinking skills, empathy, and cultural and emotional sensitivity

A1, A6, A7, B2, B9

Hook● Ask students to look around

classroom and nearby parts of the school and identify any “visible” signs of gender roles (ie. gendered books, posters etc).

● Lead discussion on students’ findings and other ideas of gender inequalities and gender roles in the community, in school, and at home.

Activity● Model group brainstorm on

board, placemat style● Provide support for students’

definitions● Explain instructions for

tableau and encourage students

● Distribute self-evaluation exit slips

Hook● Think critically and look around

classroom and parts of the school. Can work collaboratively.

Activity● Placemat - in groups of three,

brainstorm issues/examples of gender inequalities and roles in local community, in school, and at home. Select one issue to expand on, define, and provide example. Share definition and examples with class

● Tableau - in groups of five, select an issue presented believed to be the most relevant, create a tableau (a frozen, acted out image) and present it to class

● Self-evaluation - students evaluate participation during placemat and tableau and the social emotional support they provided to their classmates

Resources


Assessment for learning: Students’ ability to focus on task, engage in class and team discussion, collaboration in group work, and ability to present findingsAssessment as learning: Students’ self-evaluation to reflect on their learning, their participation, and their effect on their classmates

Jessica Szeto



TeacherActivities

StudentActivities

Lesson 7Reflecting and Brainstorming Positive and Active Social Change

Critical thinking

What current gender inequalities and gender roles can we address in our everyday lives and how?

Reflect, brainstorm, and identify individual and personal changes that can be made to combat everyday gender inequality.

A4, A5, B2, B9

Hook● Show video of Pink Shirt Day

flashmob at Metrotown● Ask students if they know

what Pink Shirt Day isActivity● Explain the general goal of

Pink Shirt Day● Show video of The Story of

Pink Shirt Day● Lead discussion: ask students

to identify the gender inequality/role that lead to the boy being bullied

● Group brainstorm of gender inequalities/roles that students can challenge and how to do it

Hook● Watch video of Pink Shirt Day

flashmob at MetrotownActivity● Watch video of The Story of

Pink Shirt Day● Brainstorm and identify the

gender issue that lead to the boy being bullied and other gender inequalities/ roles that they can challenge and ways to do it

● Small group brainstorm - in groups of 4, select one of the brainstormed gender inequalities/roles to concentrate on. Create list of at least 5 personal, everyday actions to address/challenge the issue

Resources Metropolis Flashmob - One Direction: https://www.youtube.com/watch?v=0SGd00x2x04The Story of Pink Shirt Day: https://www.youtube.com/watch?v=gjmf3I1_ZhU


Assessment of learning: Completion marks given to student groups for having a list of at least 5 personal everyday actionsAssessment for learning: Students’ ability to focus on task, engage in class and team discussion, collaboration in group work, and ability to present findings

Jessica Szeto



TeacherActivities

StudentActivities

Lesson 8Developing Positive and Active Social Change

Critical thinking and Cooperative learning

How can we actively contribute towards overcoming issues of gender inequality and gender roles in our local community?

Develop a plan of action for a larger scale change to combat gender inequality and gender roles in the community.

A4, A5, A7, B2, B9

Hook● Exploration of

http://pinkshirtday.ca/, “Where Donations Go,” involvement of the local community in “Part Proceeds in Support of Pink Shirt Day”

Activity● Model process on how to

address or challenge a gender inequality/issue on a larger scale

● Show “Kids Can Make a Difference” website for examples of projects that American children have done

● Provide examples and ideas for local organizations and groups related to gender issues and children

Hook● Follow exploration of website

attentively, pose questionsActivity● Sequencing events - In the same

groups as last class, create a 5-10 step process on how students can address/challenge the gender inequality/issue studied on a larger scale

● Conduct light research on computer and brainstorm fundraising opportunities, local organizations/groups to fund

● Organize and present ideas● Write in reflection journal about

feelings about proposed plan of action, participation in the group, and what they hope to accomplish for the final project in unit 7

Resources Pink Shirt Day Website: http://pinkshirtday.ca/Kids Can Make a Difference: http://www.kidscanmakeadifference.org/what-kids-can-do-2


Assessment of learning: Marks given for thoroughness of student research, ideas, and presentations based on evaluation rubricAssessment for learning: Students’ ability to focus on task, engage in class and team discussion, collaboration in group work, and ability to present findingsAssessment as learning: Student reflection journal on their learning process regarding their group-proposed and researched plan of action and hopes for Unit 7

Jessica Szeto

Final Product Students reflect on, brainstorm, and develop a plan of action for active social change after studying and learning about the historical causes of present day gender inequalities and gender roles, and after identifying the role of the media in

these issues. During the last lesson, students do some light research on some local gender-related issues in the community affecting children and create a plan of action. Students will have already been familiar with this process as they will have already developing general outlines for plans of actions at the end of previous units. Several final products are presented by each group. In the next and final unit, students take a look again at their plans of actions developed for their local community regarding poverty, social class, and gender. They select one cause to thoroughly research and develop, making it their final unit project. Students will ideally present their findings, fundraise, and provide the funds or products to the selected organization or local group.

LESSON PLAN #2 (Sarah Murphy)

Subject: Social Studies Grade: 6 Total time: 60 Minutes

Lesson Title: Gender intersected with race (Social Justice/Diversity)

Rationale: People of the same gender share some characteristics but, nevertheless, can lead very different lives. The interaction of race, poverty, denial of human rights, and historical circumstance (called “intersectionality”) are often the reason for this. This interaction does not only occur in other countries but also here in Canada.

Lesson-Specific Objectives: question how gender roles arise in a country widely accepted as progressive(A1); Develop a perspective of and empathy others affected by imbalanced genders roles (A6)

Critical Question/Challenge: How do gender roles impact different groups in different ways?

Time (mins) What the teacher (T) says/does What the students (S) do Materials

5 min.

.

Hook/Opening● Asks students if they remember the

role of Hattie McDaniel (Mammy) and and Prissy (played by Butterfly McQueen) from GWTW. Shows pictures of Mammy and Prissy

● Tells of a few points of McDaniel’s life including her being first black woman to win Oscar and winning a famous law case to live in a neighbourhood previously for whites only. Notes how young Prissy is a child and has to work. Why would this be?

● Points out however hard life was for Scarlett and sisters was way harder for Mammy and Prissy

Hook/Opening● Listen, reflect, and discuss● During film clip, watch/ listen, reflect, and

discuss, then present

● Pictures of Mammy and Prissy downloaded so can be projected on screen

● Projector, computer, sound, screen

● Clip of The Colour Purple, directed by Steven Spielberg, based on the book by Alice Walker either by purchased/rent/do

.

● Shows beginning segment of The Colour Purple showing Celie Harris’ extremely difficult childhood/youth

● Writes year (1909 to 1937) and place (North Carolina) on board.

● Asks are gender issues “bigger” when combined with poverty and lack of other rights?

● Puts class in different discussion groups.

wnloaded video or byon internet: https://www.youtube.com/watch?v=DeKrx3JxFd8

5 min.Pre-activity

● Shows pictures. asks what does it makes the students think

● Puts students into groups of four to discuss

● Tells students that they should discuss and make notes for journel

● Instructs that each group will present to class.

Pre-activity● Look at pictures. Discuss, Make notes for

journal. Present.

● Pictures on pp. 142, 144, and 146 from Denise’s Chong’s The Concubine’s Children: The Story of a Family Living on Two Sides of the Globe uploaded to computer so can be projected on screen

20 min.Activity

● 1) Notes so far has been concerning US but does Canada have similar history and issues? Teacher reminds students of what they learned in Grade 5 about Chinese Immigration Act, 1885 (“The Head Tax”) and Chinese Immigration, 1923 (“Exclusion Act”). Teacher gives quick

Activity● Listen, respond to questions, watch clip.

5 min.

5 min.

20 min.

background to The Concubine’s Children, (including years - 1848 - 1987), and shows film:

https://www.youtube.com/watch?v=s0RI0u7Qqww

● 2) Asks how students would feel if never able to meet siblings. Notes that did get to meet siblings eventually but only when “old” in 50s and after one had died? Teacher also emphasizes this is not just Canada, but Vancouver. Asks students what did they think about the part where girls were not allowed to choose their husbands? Asked what did they think of the part when author’s grandmother was criticized for acting too much like a man? Asks students to discuss in small groups.

● 3) Gives students short time to write in journals. Asks and writes following questions on board. How did this movie make them feel? Did this movie make the students feel differently about their own lives?

● 4) Have students act out small scene from the stage play, The Concubine’s Children, also by Denise Chong.

● Discuss in small groups.

● Individual journal writing.

● Read directly from stage play scene in groups. If time allows, can do in front of class.

● Projector, computer, sound in order to watch the March 12, 2014 UWTC Classic Presentation Upon Reflection episode, “The Past is Now: Grandchild of a Concubine”.

● Students’ journals

● Sufficient copies of play for students to read.

Post-activity/Closure● Reminds students of need to check

if both grandparents worked, as will

Post-activity/Closure● Discuss with parents/relatives. Work on

family tree

be discussed tomorrow.● Advises students are to work on

small family tree indicating who amongst parents and grandparents worked/stay at home.

Assessment for / of / as Learning

Assessment for Learning: Teacher and students participate in class discussion. This gives teacher a chance to see how well students understand. Assessment as learning: Group discussions (along with journals) allow students to self-assess. Assessment of Learning: Journals when collected along with family tree and presentations will give teacher a chance to assess according to a rubric.

Extensions/ Sponge ActivitiesExtra challenge

Teacher has copy of The Concubine’s Children: The Story of a Family Living on Two Sides of the Globe, as well as library books on a similar topic. Students who finish early can read these.

AdaptationsExtra support

Group and class discussions should give peer-led “scaffolding” to students who are not yet able to make connections between ideas. Individual journal time should give students time to work at their own pace. Teacher can emphasize that students do not necessarily have to write about their feelings; pictures will do just as well.

Plan BBack-up Plan

Teacher might want to have actual physical video copies in case wireless not working/is overloaded.

Lesson 2 Evaluation Rubric

Unit #6 Lesson #2 Grade 6:

Topic: Gender intersected with race (Social Justice/Diversity)

Activities being evaluated: Two presentations, one journal writing, and (more informal) read

Lesson-specific objectives: question how gender roles arise in a country widely accepted as progressive(A1); Develop a perspective of and empathy others affected by imbalanced genders roles (A6)

Rubric Marking Scale

Activity4

Surpassing expectations

3Fully meeting expectations

2Minimally meeting

expectations

1Not meeting expectations

First Presentation(Of Learning)

Responds in original detail to points made by teacher and clip. Has given some thought to matter even if brief. Discussion both entirely relevant and in depth.

Responds in detail to points made by teacher and clip. Discussion entirely relevant.No or not much original detail.

Minimally responds to points made by teacher in that either not entirely relevant or one question or answer not addressed

Barely or insufficiently responding to teacher’s point. Either than half the points addressed and/or irrelevant..

SecondPresentation(Of learning)

Responds in original detail to points made by teacher and clip. Has given some thought to matter. Discussion both entirely relevant and in depth.

Responds in detail to points made by teacher and clip. Discussion entirely relevant.No or not much original detail

Minimally responds to points made by teacher in that either not entirely relevant or one question or answer not addressed

Barely or insufficiently responding to teacher’s point. Either than half the points not addressed and/or irrelevant.

Journal Responds to questions or ideas posed by

Responds to all questions or ideas posed by teacher

Responds to most questions or ideas posed

Responds to less than half the question or ideas by

Writing(Of learning)

teacher in depth, on point and originality. All questions or points made addressed. Writing fluid.

with some depth and/or originality. Parts of writing fluid.

by teacher satisfactorily even if without depth and originality. Writing not fluid.

teacher. Content either irrelevant or not responding at all. Writing not fluid.

Reading of script play(As Learning)

Fully participates with enthusiasm and warmth. Not only cooperative but supportive of other students.

Participates with some enthusiasm even if mixed with some hesitation. Fully cooperative with other students

Participates with other students even if without particular warmth. Mostly cooperative with other students.

Not participating or not fully. Not cooperative with other students. Not respectful of requirement to do activity.

LESSON PLAN #4 (Vanessa Lundgren)

Subject: Social Studies Grade: 6 Total time: 60 mins

Lesson Title: Media analysis of gender roles in the past (Historical thinking)

Rationale: This media analysis lesson will have students reflect on advertising’s social messaging. Students will learn that advertising often reflects societal values and reinforces them. Students will study vintage ads that illustrate gender stereotypes for youth. Students will be asked to interpret and analyze messaging contained within an ad and share findings with classmates during a group presentation (A1). They will be asked to reflect critically on what it meant to be a girl or a boy during the time represented by the ad (A1, A3, A5, B2, B9). They will also be asked to reflect critically on what life might have been like for individuals who could/would not conform to mainstream societal conventions (A1, A3, A5).

Lesson-Specific Objectives:● Identify gender expectations in the past via media. (A1, A3, A5)● Reflect on reasons for gender role enforcement in society and its effect on individuals. (A5, A6)● Reflect on advertising’s role in enforcing gender roles. (B2, B9)

Critical Question/Challenge: How has media influenced gender roles in the past?


5 mins Hook/Opening● Play clip of Leave It to Beaver intro

Hook/Opening● Students watch Leave it to Beaver intro clip

● Leave It to Beaver clip from YouTube

https://www.youtube.com/watch?v=C8Lq9wKfgr4&list=PLr8Zrc3ja71abuiWCa4qVAoGxDexA0kkU

10 mins Pre-activity● Ask students to independently reflect

on content (ie. “What are the gender

Pre-activity● Students reflect independently on social

messaging contained within clip● Leave It to

Beaver clip

roles being presented in this clip?”)● Ask students to share their thoughts

with a classmate near to them (Think-Pair-Share)

● Ask students to share their thoughts in a class discussion

● Introduce lesson’s critical question● Explain that media plays a significant

role in communicating gender roles● Explain that media comes in diverse

forms (ex. tv shows, advertising, news articles, etc)

● Explain that, in today’s lesson, students will analyze advertising from the past

● Students share their thoughts with a classmate near to them (Think-Pair-Share)

● Students share thoughts with class

from YouTube

15 mins Activity: Group Analysis● Split class into groups of 4 students● Distribute one vintage ad and one

poster board to each group● Explain instructions

● Determine what decade the ad comes from

○ Key questions: What made you think it was from that time? What are some clues within image?

● Assess what/who the ad is for○ Identify brand○ Identify product○ Identify target audience

(What is their gender and age range?)

● Interpret ad’s message regarding gender roles

○ Key questions: What are

Activity● Analyze assigned ad with group members● Interpret and identify media messaging

○ Organize ideas on poster board● Organize roles for presentation

● Ads● Poster boards● Markers

boys/girls expected to be and do?

● Collect findings and present ad to classmates

20 mins Activity: Group Presentation and Discussion● Observe students’ presentation skills

and evaluate using rubric● Listen to student observations and

encourage critical thinking among presenters

● Initiate class discussion on findings○ To spectators: “Do you

agree with this group’s findings? Why or why not?”

Activity: Group Presentation and Discussion● Present media and findings to classmates● When presenting, share findings, opinions● When watching, listen respectfully and

share input when prompted by presenters and/or teacher

● Ads● Poster boards● Markers

10 mins Post-activity/Closure● Draw class discussion to close● Ask students what they learned in

today’s lesson● Ask students to keep these gender

representations in mind as we will be interpreting modern-day advertising in the next class

● Remind students of lesson’s critical question

● Distribute exit slips and ask students to answer the question independently

Post-activity/Closure● Students reflect on lesson’s content● Students share their thoughts on the exit

slip

● Exit slips


Assessment of learning: Student presentations are evaluated according to rubric criteria.Assessment for learning: Students are able to focus on task, engage in class and team discussion, collaborate in group work, and present findings.Assessment as learning: Students share individual thoughts on lesson’s critical question on exit slip.


Students interview family members, like parents or grandparents, who have lived through decades represented by the ads. They can ask what it was like to be a girl or boy at that time? What were societal expectations? For example, what were job expectations for girls/boys? Students then report back their interviews to class.


Create a gallery walk with ads distributed around the classroom. Students are invited to share their thoughts and reactions by writing on post-its and leaving them by the image. The teacher then reads aloud a few comments to start a class discussion about gender representations and media’s role in reinforcing such concepts. The teacher uses the lesson’s critical question as a guide in the class conversation.

Plan BBack-up Plan

If there is no access to the internet, the teacher will use a retro storybook that illustrates gender roles from that time (ex. Dick and Jane series)

Lesson 4 Evaluation Rubric

Assignment Exceeding Expectations Meeting Expectations Not Meeting Expectations

Group work Student is always able to work with collaborate with group members in a respectful and productive manner. Student always listens to group members’ feedback and also provides his/her own ideas in group conversation. Student is always able to do assigned task within group work.

Student is often able to work with collaborate with group members in a respectful and productive manner. Student often listens to group members’ feedback and also provides his/her own ideas in group conversation. Student is often able to do assigned task within group work.

Student is not able to work with collaborate with group members in a respectful and productive manner. Student does not listen to group members’ feedback and does not provides his/her own ideas in group conversation. Student is not able to do assigned task within group work.

Presentation Student is always able to maintain an expressive and clear presentation voice. Student is always able to engage with audience and make eye contact with classmates while speaking. Student is always able to answer to questions and/or comments from class members.

Student is often able to maintain an expressive and clear presentation voice. Student is often able to engage with audience and make eye contact with classmates while speaking. Student is often able to answer to questions and/or comments from class members.

Student is not able to maintain an expressive and clear presentation voice. Student is not able to engage with audience and make eye contact with classmates while speaking. Student is not able to answer to questions and/or comments from class members.

Poster Student is always able to organize information efficiently. Student is always able to make direct link to critical question by including relevant observations from assigned ad.

Student is often able to organize information efficiently. Student is often able to make direct link to critical question by including relevant observations from assigned ad.

Student is not able to organize information efficiently. Student is not able to make direct link to critical question by including relevant observations from assigned ad.

Vintage advertisements

LESSON PLAN #6 (Jessica Szeto)

Subject: Social Studies Grade: 6 Total time: 60 mins

Lesson Title: Gender inequalities and gender roles in the community, in school, and at home (Cooperative learning)

Rationale: This lesson will continue to build upon students’ prior knowledge of gender inequalities at a local level (B2). By looking at their physical surroundings, students will develop their abilities to recognize visible signs of gender inequalities or gender roles in the classroom and in the school, as well as reflect on their presence at home (A1, B9). Students will begin to view these issues not just on a social level, but on a personal level as well through cooperative learning. As students share their personal experiences with gender inequalities and gender roles, they will also be developing critical thinking skills, empathy, and cultural and emotional sensitivity (A6, A7).

Lesson-Specific Objectives:● Identify gender inequalities and gender roles present locally and give examples (A1, B2, B9)● Demonstrate an awareness of social issues related to gender on a personal level (A6, A7)

Critical Question/Challenge: What current gender inequalities and gender roles are present within our own community, school, and homes?


5 mins Hook/Opening● Invite students to glance around

classroom and identify any “visible” signs of gender roles (ie. gendered books, posters, blue or pink coloured objects etc)

● Invite students to stand up and walk around the room to take a closer look and even to go out into the hallway and inspect the school

● Note on whiteboard and lead discussion on students’ findings and other ideas

Hook/Opening● Follow teachers’ instructions● Look around classroom and school, think

critically, and use prior knowledge of gender roles to identify “visible” signs of gendered materials

● Work collaboratively with other students if helpful

● Whiteboard● Whiteboard

marker

20 mins Pre-activity: Placemat● Prompt students to reflect on their

personal experiences (Who usually does the laundry at home? Who cooks dinner? etc) and remind students of the importance of respecting others’ feelings and cultures

● Model group brainstorm on whiteboard, placemat style, on present gender inequalities and roles in three categories: in the community, in school, and at home

● Explain placement activity● Separate students into groups of 3● Observe and support students’

presentations of their ideas● Provide support for students’

definitions

Pre-activity: Placemat● Listen to teacher and participate in group

brainstorm, volunteering answers● In groups of three, brainstorm

issues/examples of gender inequalities and roles in local community, in school, and at home. Take turns writing in each section

● Organize ideas and share with class● Select one issue to expand on, to define,

and to provide examples● Share definition and examples with class

● Whiteboard● Whiteboard

marker● Large poster-

sized paper● Markers

25 mins Activity: Tableau● Explain instructions for tableau● Separate students into groups of 5● Have students secretly select one of

the shared issues that they believe to be the most relevant and to create a tableau scene

● Circulate the room, encourage students, and manage time

Activity: Tableau● In groups of five, secretly select an issue

presented believed to be the most relevant, create a tableau (a frozen, acted out image)

● Brainstorm ideas, working together to bring an image to still-life

● Include all group members in the image● Present tableau to the class while class

guesses which issue it is● Group explains their tableau image and the

issue

● Clock/timer● Props that

students may want to use (ie. a dish, clothing, coloured objects, toys)

10 mins Post-activity/Closure● Lead group discussion on tableaus,

thoughts, opinions, which ones students liked best and why

● Ask students to turn to a partner and to

Post-activity/Closure● Participate in group discussion on tableaus,

share thoughts, opinions, preferences, and reasons why

● Turn to a partner and name three issues

● Self-evaluation exit slips

name three issues they looked at and that stuck with them and why

● Explanation of written self-evaluation and handing out of self-evaluation exit slips

● Collect self-evaluation exit slips

that the class talked about that day that made them reflect more critically and why

● Fill out self-evaluation exit slip, evaluating participation during placemat and tableau, and the social emotional support they provided to their classmates


Assessment for learning: Students’ ability to focus on task, engage in class and team discussion, collaboration in group work, and ability to present findingsAssessment as learning: Students’ self-evaluation to reflect on their learning, their participation, and their effect on their classmates


Students go home and continue to reflect on the visible (or more subtle) presence of gender inequalities and roles within their house (ie. who does which chores in the house, who sits at the head of the dinner table, what colour are their or their siblings’ clothes, toys, bedsheets etc). Students write a list of these issues and bring them back to class the next day to share.


Students who have difficulty reflecting on experiences at home can concentrate on the physical space of the classroom and school and any evidence present in front of them that could be considered a gender issue of inequalities or roles

Plan BBack-up Plan

The teacher should take a look in the classroom themselves before the lesson and see if there are enough visible signs of gender inequalities and roles. If not, the teacher should collect images of other classrooms, either from the internet or by taking pictures of primary classrooms in the school. These images should be presented to the class as the Hook and students may study them and identify the visible signs in the pictures or photographs.

Lesson 6 Self-evaluation exit slip**

Name: ___________________Social Studies

Unit 6, Lesson 6: Gender inequalities and gender roles in the community, in school, and at homeExit slip

Strongly agree

Agree Somewhat agree

Disagree

I participated the best that I could during the group discussions:

I contributed to my group during the placemat and the tableau activity:

I listened attentively to others presenting their definitions and their tableaus:

I can identify three issues that we talked about today and their importance to me:

One thing I did to encourage others during the placemat activity and/or the tableau activity was

________________________________________________________________________________________________________

________________________________________________________________________________________________________

A strength I bring to my group is ______________________________________________________________________________

________________________________________________________________________________________________________

**adapted from Brooke Douglas’ feedback frames from November 30th lecture on “Documenting learning through the competencies”

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Keon, Holly. (2015). Instructional strategies ideas. EDCP 331: Elementary social studies/sciences humaines. Retrieved from

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Bros. Pictures.

Sullivan, K. (Director). (1985). Anne of green gables. Canada: Anne of Green Gables productions, Sullivan Entertainment, TV-60

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UWTC Classic. (2014) Upon reflection: The past is now: Grandchild of a concubine. Retrieved from:

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Documents

Elementary Social Studies Sciences Humainesedcp331.weebly.com/uploads/8/6/9/6/8696492/example1.docx · Web viewGrade Level: Gr. 6. Theme for the Year: Global Issues and Children: