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AVAILABLE from Greater Champaign Area Chapter, MOON, 809 South Fifth Street, Champaign, Illinois 61820 ($3.00 DOCUMENT RESUME ED 099 894 CS 201 788 TITLE Materials for Sex Equality Education for Use by Teachers, Parents, and Young People. INSTITUTION National Organization for Women, Champaign, Ill. Greater Champaign Area Chapter. PUB DATE 74 NOTE 44p.; Written and compiled by Education Task Force AVAILABLE FROMGreater Champaign Area Chapter, MOON, 809 South Fifth Street, Champaign, Illinois 61820 ($3.00 prepaid includes postage) EDRS PRICE MF-$0.75 HC-$1.85 PLUS POSTAGE DESCRIPTORS Annotated Bibliographies; Class Activities; Discriminatory Attitudes (Social); *Education; Elementary Secondary Education; Females; *Feminism; Instructional Materials; Life Style; Sex Discrimination; Sex Education; *Sex Role; *Sex Stereotypes; Womens Studies ABSTRACT These materials were compiled to help provide a better education for all children by increasing parents' and teachers' awareness of sexism and by providing newideas and programs for helping people to overcome sex-role stereotypingin the schools. Included in the packet are:(1) a questionnaire designed to provoke thought before the beginning of a workshop onsexism;(2) suggestions for teaching with sexist materials alreadywithin the school system; (3) a list of classroom activities for studentsof any age or ability which can free students from stereotyped sexistattitudes:(4) lesson plans which encourage students to examine thenovel (in thiS case, Giants in the Earth" by O.E. Rolvaag) in terms ofmasculine and feminine roles;(5) a list of materials about women; (6) aselected reference list for nonsexist sex education;(7) a survey of media on the women's movement; (8) a list of feminist resources;(9) an annotated bibliography of nonsexist books forchildren; (10) an annotated bibliography of nonsexist books for juniorand senior high school readers; and (11) an annotated bibliography oncounseling girls for the future. (3M) U S DEPARTMENT OF HEALTH. EDUCATION I WC,FARE NATIONAL INSTITUTE OP EDUCATION THIS DOCUMENT HAS SEENREPRO MATERIALS FOR SE): EQUALITY EDUCATION OLKET) EXACTLY AS RECEIVERFROM THE PERSON OR ORGANIZATIONORIGIN FOR USE BY ATING IT POINTS OF VIEW OROPINIONS STATED DO NOT NkCESSARILYREPRE TEACHERS, PARENTS, AND YOUNG PEOPLE SENT OFFICIAL NATIONALINSTITUTE OF EDUCATION POSITION OR POLICY c 1974 Written/compiled by Education Task Force,Greater Champaign Area Chapter, National Organi4ation for Women,809 S. Fifth, Champaign, Illinois 61820. Introduction by Patty Reidy In July, 1973, a group of women,members of the Education TaskForce of that would the Creator Champaign Area Chapterof NOW, began work. on a project develop heighten parents' and teacIle-:s' awarenessof sexism and that would also new ideas and programswhich wuld help people overcomesex-role stereotypini; in the schools. The group included women fromall areas of the educational system -a. librarian, teachers of elementaryschool) high school, and college; acollevl women's dean, undergraduate and graduatestudents, and parents. The project went through stagesof development. Discussions in which preceded the the group shared ideas,frustrations, and personal experiences organisation of the subject areas thatwould be included in the materials to be pUblished. Each person accepted responsibilityfor one or more of the subject areas and conducted research and wroteher findings. Barbara Schonborn edited some of the materials. The result was this compilationof studies and bibliographies, non-sexist books tests and activities oncounseling, consciousness-raising, and films, journals, sex education,and resources. The women who produced thesematerials offer to the users ofthem their hopes for better education for allchildren. w THOUNT pnovotms !It Give them a try BEFORE the workshop starts A. *Questions on Women: percent of those found in tests to have an 1. Women account for1..O.MhOMPWIN aptitude for engineering) yet they supply only a small percentage of the nation's engineers. 10 25 35 40 (Circle one). 2. More women received PhDs in 1930 than ever before and ever since. TRUE FALSE 3. In considering the overall averages for academic excellence, the category of college rates the lowest in the nation. COEDUCATIONAL MEN'S WOW'S 4. Academically competent women are forced out of college-teaching by overt discrimination. A less-obvious means used is: BELIEF THAT QUALIFIED WOMEN DON'T @KIST LACK OF DAY-CARE FACILITIES NEPOTISM ALL OF TUST NON? OF THESE What 1956 best-selling collection of biographies discriminated against women? FAMILY 04' MAN by Edward Steichen LYNOON JOHNSON STORY by Booth Kennedy PROFILES IN COURAGE by John F. Kennedy 6. Feminists object to "Seasame Street" because it IS MALE ORIENTED PATRONIZES PCPMY1 AI LAUGHABLE STUPID PEOPLE e.g., Bunny AND J111 RACEIVE3 MUCH OF ITS qNANCIAL SUPPOaT FROM TAX88 ALL OF THM NONE; OF THIM 7. "In iMadame Curie, I can see no more than a brilliant exception. Even if there ware more women scientists of like calibre they would serve no argument against the fundamental weakness of the feminine organization," was said by ALK1.,T :11141TFIN Eittl.00 aA4 JAM? S ROU5SSAU 3 THOUGHT PROVOKERS (continued) (Answer the following YES or NO according to the way you B. Index for Educators: behave if you are a teacher, oraccording to the teacher behavior youcondone.) duties 1. Do you generally ask boys todo heavy work and perform executive in the classroom, and girls todo light work and secretarialchores? fashionable,. or 2. Do you pity girls who areunable or unwilling to be call special attention to thosewho are fashionable? unable'or unwilling to be athletic, orcall 3. Do you pity boys who are special attention to those who areathletic? boys who have long hair, or to girlswho 4. Do you react negatively to wear slacks? Do you plan different activities ordifferent adaptations of the same activity for boys and for girls? exciting role models for boys than for 6. Do your lessons include more mothers, or workers girls? (Do you stereotype women as housewives, in menial or supnortivepositions?) 7. Do you use slang termssuch as SISSY, TOMBOY, CHICK, etc.? "Ladies before gentlemen." 8. Do you say, "Boys shouldn'thit girls." "Ladies don't talk that way"? important to help boys sort out careeroptions than 9. Do you feel it is more it is to help girls? verbal and artistic than boys or boys tobe 10. Do you expect girls to be more more mathematicaland scientific than girls? physically 11. Do you tend to disciplinegirls verbally and leniently, but boys and strictly? *dheeler, H.R. "Some Sources of Information onNon-Sexist Media for School Libraries."Louisiana ..aural Association Bullotin 34 (Winter) 1972), 113420. uielaulg laam 'L Imo ;o flY .9 tsemold .s tamp 3o fly Isguewoh c tonl/ z fo, o t. USING WHAT YOU HAVE OR CONSCIOUSNESS P./USING WITH sxlqy muqIAL1 PERMISSION TO FIEPRODucETHIS COPY RIGHTED MATERIAL HAS BEEN GRANTED BY Sandra Shapiro Friedland C) 19'13 by Sandra Shapiro Friedland TO ERIC AND OTTUANIZA How, UI HATFIG UNDER AGREEMENTS MTH NIT NATIONAL 41,1 STIWTE OF EDUCATION FURTHER REPRO. DUCTION OUTSIDE THE ERR, SYSTEM RE- QUIRES PERMISSION OF IRE. COPYRIGHT OWNER Typed by Ann Gissing. Distributed by Greater Champaign Area Chapter, National Organization for Women (N.O.W.), 809 3. Fifth, Champaign, IL. 61920. Okay, your consciousness has been raised and you've re-evaluated our present teaching materials. They're definitely sexist. And you are stuck with them. You are, of course, recommending changes in purchasing and curriculumplanning, but meanwhile what? Try some of the following suggestions: Supplement school-supplied teaching materials with as many non-sexist resources as you can. consult bibliogrAphies available from the education task forde of your local National Organization for Women and work with yourlibrarian (school and city) to get more of these books available to your students.. Save the "Stories for Free Children" section of Ms.Bring in newspaper and magazine clippings, guest speakers, works of art, andanything else to show your class that men and women can rise abovetraditional stereotypes. Have your students analyze their reading books, literatureanthologies, social studies texts, and science books as group projects. You can use an evaluation form similar to the one in the December, 1972 NEA JournalToday's Education section (p. 22). Or you can make up your own standards with yourclass. You and your students should look for such things as: numbers of boys, girls, men and women shown; what are theydoing? wearing? saying?; what occupations are represented? In short, your students can do exactly what you did when you perused your existing materials. Encourage your students to rewrite stories containingsexual stereotypes. Have them draw new illustrations and post them. Better yet, have your students begin compiling their ownanthologies of poems, stories, pictures, art reproductions, newspaper and magazinearticles, and anything else they think is appropriate. Who knows, youmight be able to get them published. 5. Show films twice. The second time through, you might turn off thesound so students can talk about how plople are portrayed. 6. If you use the discussion questions and assignmentstypically included in textbooks, supplement these with questione whichbalance any obvious sex- biases. : "or instance, you might askstudents to discuss how the story would have differed had the main characOr been a boy(or girl). Or what if the structure of the family had been different (no father or nomother) ? -.2- 7. Use story problems from math books to teach grammar. Have students rewrite them in non-sexist form while perserving basic sentence structure. Show the results to any unliberated math teachers. F,neourage yourjtOents to write letters to publishers of their books detailing theii4 objections to sexist materials and their suggestions for improvements. CONSCIOUSNESS RAISING TN THE CLASSROOM or PE HeSiON 16 al l'a0C,K.ETHIS COPY NIGH 110 MA t1 atAl HM, Hf tM GRANTED BY Sandra Shapiro ACTIVITIES FOR/TO FREE CHILDREN Friedland rof AND .)14../04.,!ALONS OK:WOO, ifje AGRI' F Mt NI S Vvil ff ffiF NATIONAL IN Sr 7 LI, f Nit' A 11044 i,,41THEn REPno (E) by Sandra Shapiro Friedland nuc.T.oN otlisim 1HE cPI.
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