A Woman’s Place Is ln The Home
Introduction: The pros and cons regarding the maintenance of traditional sex roles woman as mother, nurse, teacher secretary; man as doctor, lawyer, truck driver will be debated.
Procedure: A student moderator and teams of three students are formed. Each of the three students on the two teams will present a two to three minute statement on their position. (Time should be allotted before the debate for an additional six students to coach and brainstorm with each of the presenters.) Each presenter will have two minutes to refute. Class will vote to determine results.
Questions raised may include: who should be in charge of taking care of the baby? who should cook the meals? who should pay the bills? who should be drafted? can a woman be president?
Introduction: The effect of the advertising media on today’s youth as it pertains to stereotyping, life styles and role models will be considered.
Procedure: Find five magazine and newspaper advertisements which show traditional sex roles and five which show non-traditional sex roles. Girls will do male, boys will do female. Each student will make a collage with his/her advertisements. Writing assignment to accompany collage: Why Mid the advertiser choose the traditional roles to sell the product; why the non-traditional?
Jobs and Gender
Introduction: Sexual barriers and stereotypes have influenced men’s and women’ s vocational choices.
Procedure: Introduce possible new vocabulary feminine, masculine, stereotype, traditional, non-traditional, feminist, chauvinist, liberated, macho.
The film is available from Guidance Associates. The film depicts changing concepts of ”masculine” and ”feminine” work roles through interviews with a male kindergarten teacher, a male nurse, a female carpenter, and a female newspaper reporter.
Questions for discussion might include: ERA what is it? Is it necessary? How does it effect government influence on jobs and hiring? Which states have not passed it, and why? Take a poll should it be passed?
Introduction: Different cultures and ethnic groups have different expectations of men and women in “traditional” roles.
Procedure: Invite speakers from diversified life styles as well as different cultural backgrounds to talk to the students. The students should spend one class period preparing appropriate questions to ask the speakers.
When discussing physiological changes which may be occurring for your students while you are teaching, it may be advisable to divide into same sex groups. In a class of thirty sixth graders, fifteen may be menstruating, the rest may not. The youngsters may be vulnerable to having these matters discussed openly, even within the same sex group. However, all the information contained in the lessons should be presented to all students.