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DOCUMENT RESUME Equity Lessons for Elementiry School DOCUMENT RESUME 0 ED 223. 509 SO 014 379 TITLE . Equity Lessons for Elementiry School. INSTITUTION Philadelphia School District, Pa. Office of Curricul,um and Instruction.' SPONS AGENCY Women's Educationa. Equity Act Program(ED), Washington, DC. PUB DATE 82 NOTE " 42p. PUB TYPE Guides - Classroom Use - Guides (ForTeachers) (052) ED4S PRICE. MF01/PCO2 Plus Postage. Thinking; Elementary , DESCRIPTORS Career Awareness; Critical Education; Equal Opportunities (Jobs); Females; Learning Activities; Revolutionary War(United States); Self Actualization; Sex Bias; *SexRole; *Sex Stereotypes; *Social Studies; Toys; Womens Sfudies ABSTRACT Elementary students will develop an awarenessof the many facets of sex-rolestereotyping through these 10 lessons. The broad conceptAreas of the individuallessons correspond to the general-areas of a basic elementarysocial studies program. Foci of the lessons are reflected in theirtitles!' (1) Self-Realization: Feelings and Expressions; (2) Self-Realization;Friendship; (3) Critical Thinking: Women's Mrall,of Fame;(4) Utilization of Environment: Sports and-Sex-Aole Environment;(5) Critical Thinking: Sex-Role Stereotyping in Activity. andOccupational Language; (6) Governing: Women of the AmericanRevolution; (7). Producieg and Consuming: Sex-Role Stereotyping in Employment;(8) Producing and Consuming: Career Awareness; (9) Producing andConsuming: Toys; and (10) Self-Realization: Fairy Tales. Lessonactivities aie many and varied and involve students in reading,discussing, and dramatizing stories; learning,songs; writing researchreports on women;, mounting , pictures lor display; and analyzing newspaPerarticles. Information provided for each lesson includesobjectives, materials needed, teaching procedures, and follow-upactivities: ('RM) Pg4 ******************t**************************************************** Reproductions supplied by EDRS are the best that canbe made * * * * from the original document. *********************************************************************** AM. U.S. DEPARTMENT Of EDUCATION NATIONAL INSTITUTE OF EDU.CATION EDUCATIONAL RESOURCES INFORMATION CENTER (ERICI 0 Th document has bmn reproduced as rec*iv.d horn the person at organization *originating it. Minor chops have been made to improve- reproduction quality. Poinis of -view or opinions stated in this docu. mast do not necees4nly reprent official FRE position or policy. IQUITY 'LESSONS FOR ELEMENTARYSCHOOL 0 Office of Curriculum andInstruction School District of Philadelphia 0 1982 Women's Educational EquityAct Program U.S. DEPARTMENT OF EDUCATION T. H. Bell, Secretary 0 a Discrimination Prohibited: No person in the United States shall,on the grounds of race, color or national origin,be excluded from par- ticipation in, be denied the benefits of,or be subjected to discrim- *illation under any program or activity receiving Federalfinancial assistance, or be so treated on the basis ofsex under most education programs or activities receiVing 'Federal assistance. The activity which is,the subject of this ;reportwas produced under a grant from the U.S. Depakment of Education, under theauspices of the Women's. Educational Equity Act. Opinions expressed herein do-not necessarily reflect the position or policy of theDepartment, and no official endorsement should be inferred, Printed and distributed by WEEA Publishing Center,1982 at Education' Development Center, Inc., 55 ChapelStreet Newton, Massachusetts 02360 r Produced in conjunction with the Social StudiesDivisiofi, George French, Director, and with the support of theReading/English Division, Marjorie N. Farmer, Executive Director ELEMENTARY WRITING SUBCOMMITTEE WOMEN'S STUDIES ADVISORY COMMITTEE Marvin Robirison, Chairperson EileenlAbrams Eleen Greaves Sylvia Pelta Ann Marie Pinto, Rosalie Stein Doris Vernacchio Ida Kravitz, Editor and Chairperson ofthe Women's Studies Advisory Committee BOARD OF EDUCATION SCHOOL DISTRICT OF PHILADELPHIA Ernestine Rouse Helen Oakei Dolores Oberholtzer 'Arthur W. Thomas Samuel Rubin Samuel Katz 4gustus Baxter Herman Mattleman Woseph Previty. Dr. Michael P. Marcase,Superintendent of Schools Dr. 'Bernard G. Kelner, Associate Superintendent forCurriculum and Instruction 4 TO THE TEACHER - This series of lessons has been designed to develop in the elementary student an awareness of the many facets of sex-role stereotyping. The broad concept areas of the individual lessons correspond to the, general areas of a.banc elementary social studies curriculum: self- realization, critical thinking, utilization of environment, governing, and producing and consuming. Within each concept area, a specific sub- ject as 'it relates to the issue of sex-role stereotyping is explored. Positive approaches to awareness of the universality of emotions, abilities, and aspirations are accented. ' The effectiveness of this material will depend on how well teachers select (and guide students' awareness in selecting) nonsexist, nohracist, multicultural resources. iv 0,0 CONTENTS TEST YOUR SEXIST I Q 1 Lesson #1 SELF=REALIZATION: FEELINGS AND EXPRESSIONS (Primary Grades) 3 - Lesson #2. SELF-REALIZATiON: FRIENDSHIP (Primary Grades) 5 Lesson #3 CRUiCAL THINKING: WOMEN'S HALL OF FAME (Grades 4-6) 8 Lesson #4UTILIZATION OF ENVIRONMENT: SPORTS AND SEX-ROLE STEREOTYPING(K-6) 10 Lesson #5CRITICAL THINKING: SEX-ROLE STEREOTYPING IN ACTIVITY AND OCCUPATIONAL LANGUAGE (Grades 4-6) . 13 *Lessen #6.GOVERNING: WOMEN OF THE AMERICAN REVOLUTION (Grades 4-6) 17 Letsen #7 PRODUCING AND CONSUMING: SEX-ROLE STEREOTYPING IN EMPLOYMENT(Grades 4-6) 20 Lesson #8AODUCING AND CONSUMING: CAREER b' ANARENESS (K-6) 24 Lesson #9 PRODUCING AND CONSUMING: TOYS -(Primary Grades) 27 Lesson #10SELF-REALIZATION: FAIRY TALES (K-6) 30 . APPENDIX GUIDELIPIES FOk THE SELECTION OF BOOKS-' AND OTMER INSTRUCTIONAL AIDS. 33 TEST YOUR SEXIST I.Q. in boys you would not tolerate ingirls, or . Do you excuse behavior vice versa? 2. Do you line up.or seat childten bysex? ; them sit with the opposite px? 3. Do you punish children by making 4. Do you often refer to childrenby sex?" Examples: "Boys and girls, . "I want the boys to do this and thegirls that." doors) by sex? 5. .Do you assign jobs (give outbooks, collect papers, hold gentlemen,"-or, "ladies, don't talk that way"? 6. Do you say, "ladies and 7. Do you call boys"sisiies" if they cry? kindergarten, do you restrict childrenfrom 8. If you teach preschool or from the housekeeping certain areas?For example, do you exclude boys arta and keep girls fromplaying with blocks and otherconstruction toys? , activities? Are there "boys'" and"girls'" paits of the yard for recess 10. Do you expectneater work from girls than from boys? °boys and girls differently and for differeht things? .11. Do you reward of males in your room than offemales? 12. Do you have more pictures HOW DID YOU DO? 12 No-You're super! 11 to 10 No's--You'reterrific! 9 to 8 No's--You're fine. 7; to 6 No'sWatch out . 5 No's or fewer-7Youneed H E L P !rt 1 ABOUT THIS QUIZ , - ° The purpose of that short quiz was to makeyou, the teacher, aware of the subtleties of sex discrimination. The Pennsylvania Department of Education gives the following definition of sexism: Sexism is both an attitude and a way of behaving. It consists of atbitrarily assigning certain traits, abilities, andexpec- tatipns to people solely on the basis of theirlsex, regardless of Oeir attributes as individual people. Sexisbi limits the choices open to all children. Sexist attitudes'are so deep-rooted and have so many.far-reaching effects thatyour intervention is needed. You,4 the teacher, can be a key force in helping children reach their full potential, 2 .I. LESSON #1 2. , SELF-REAWATION: FEELLNGS AND EXPRESSIONS . ' (Primary Grades) OBJECTIVES:. 1. Pupils will develop awareness that all people have emotions and that expressions of emotion are a natural release. 2. Pupils will receive,an opportunity to express this awarcaess by discussing,°writing, or drawipg a picture about an emotional experience. 3. Pupils will develop awareness that sharing emotions is a healthy and necessary part of human development. MATERIALS; 1. "Dudley Pippin and the Principal"and "It's Alrireet to Cry," from the record or book, Free to Be . You and Me s Lesson #2) 2. Pictures of people 'from magazinesand newspapers; include an 'sokequal number of females and males . Posters of people displaying,emotions . - PROCEDURE: Day 1 s and the PrAcipal." 1. Reakstory or-listen to recordirig of "Dudley Pippin spontaneously and 2. Discuss the story, first allowing pupils to react then raising directed questions. For example: a. How, did Dudley feel when he started cryingin front of the _principal? b. Why do you think he felt this way? c. -Would you rather cry or laugh by yourself, orwith someone there? Why? d. Have you ever had an experience likeDudley's? 3. Have pupils dramatize the story, first ad-liband then with a class- written.script. pupils bring in pictures 4. As an assignment for the following day, have of females and males. Suggest they draw pictures if magazines are not available. 3 '11.477 1 Day 2' % 12 Display pictures brought tn by pupils. Have additional-pictures or magazines available. Ask individual pupils to chooselictures that show a person expressing happiness, sadhess, fear,disappoint- ment, loss, pain, frusti'atidn,'or other emotion. Tell a:story tp describe a situation involving emotional expression. Have each pupil discusi her,or his reution with thegroup. 2. Ask pupils to draw pictures of themselves showing the lasttime they qried or laughed.
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