The three lessons which follow attempt to dispel myths about work, attitudes and values which society has perpetuated and which have all recently been challenged.
LESSON ONE: OCCUPATIONAL SEX-TYPING
Give the students a list of about 20 different occupations and ask them
to decide whether they think each job is a “male” job, a “female” job, or one performed equally by both. Leave a space for them to give reasons why next to each job.
Collect the sheets and do a quick tally on the board. Using the model below there will probably be a few jobs that will invite a lot of discussion and debate and will reflect typical American and teenage attitudes about sex-typed occupations.
OCCUPATION MALE FEMALE BOTH REASON WHY
Truck Driver
Nursery School Teacher
Secretary
Telephone Operator
Fireman
Airline Stewardess
Model
Garbage Man
Welder
Cabdriver
Bank Teller
Stockbroker
Jockey
Railroad Engineer
Gravedigger
Factory Worker
Nurse
Doctor
Steelworker
After the discussion ask students to try to think of any job that a woman could not perform, and a job that any man could not perform.
Ask them to think about way so many occupations are performed overwhelmingly by one sex or another.
Then give them same information about workers in other countries.
Most typists and secretaries in England are men.
Most doctors in the Soviet Union are women.
Ask them to think about way.
LESSON TWO: WORK AND LONGEVITY
Students will read in class a 2-3 page ditto on the Abkhasian people of the Soviet Union. Since it is too long to be included here, copies will be available in the Institute Office. Basically, I have summarized information from an article on them in “New York Times Magazine”, December 26, 1972, by Sula Benet “Why They Live to be 100, or Even Older, Abkhasia.”
After reading this article, ask students to discuss or explain the major reasons the Abkhasians live so long. Then ask them to try to explain American society’s attitude toward our elderly especially about making people retire because of age. How do they feel about their own future planned obsolescence? How have attitudes toward the elderly changed recently? What does the huge membership of Senior Citizens say of recent legislation protecting Seniors? What else could be done?
In their own families some students may be able to talk about how grandparents are taken care of in nursing homes or within the family.
Possibly some students may wish to interview grandparents or any elderly people they know on the subjects of: Their earlier lives, their work, growing old, and what it has meant to them, etc.
A great person to get to come in and speak to the students about the changes he has seen in New Haven is Dan Stewart, who has recently written a book on the history of the black community in New Haven. He is really a character and will invite a lively discussion with kids of all ages.
LESSON THREE: WORK DESIGN
Ask students to design the job they would like to have in terms of:
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1. The job responsibilities
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2. The qualifications needed, special training, etc.
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3. The pay they should expect and benefits.
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4. The possibility for promotion—where could the job lead to.
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5. The possible satisfaction they could get—what things would make them happy about the job.
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6. Possible related jobs or careers.
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7. What retirement may mean.
