I. Curricular Framework

Concept:

Bias

Essential Question:

What does it take to free myself form stereotype bias?

Bridge:

Male Myths

Content:

Gender Stereotypes

Outcomes:

II. Standards Aligned

III. Instruction and Assessment

1. Connect: Connecting to the Concept Experientially

Objective: To connect stereotypes in documentary with current advertisements. To compare and contrast roles of males and females. To discuss impact of ads on individuals' lives.

Activity: Ask students what advertisements they notice most. Ask which (if any) are offensive. View Still Killing Us Softly. In small groups, discuss the documentary's representation of stereotypical ads. Debrief in class discussion.

Assessment: Active participation in small groups. Contribution to constructive, positive discussion.

2. Attend: Attending to the Connection

Objective: To reflect on personal experience with advertisements. Connect ads to other real world experiences. Define and explain terms/definitions.

Activity: Ask students to recall terms or titles of specific gender stereotypes. Teacher should explain or clarify terms and add definitions (ex: Mythical Western Man has certain characteristics . . .). Students are to cut out, mount, and title advertisements from current magazines, newspapers, etc. that show gender stereotypes. Title must be of a known gender stereotype.

Assessment: Clean copy of an ad, mounted for presentation or display. Title clearly reflects recognition of a gender stereotype. Discussion of personal feelings as students selected these ads.

Assessment, Phase One, Level of Engagement, Fascination:

3. Image: Creating a Mental Picture

Objective: To understand the "myth" in the Mythical Western Man. To compare the ideal (as seen in this stereotype) to a real figure.

Activity: For class notes teacher will give definition of the Mythical Western Man, including all the characteristics normally expected. View film clips of Shane and High Noon for understanding of characteristics. View all of Pale Rider. Students will list characteristics of the mythical Western Man and give examples from Pale Rider.

Assessment: Student is able to determine which characteristics of the MWM are evident in Pale Rider.

Assessment, Phase Two, Seeing the Big Picture:

4. Inform: Receiving Facts & Knowledge

Objective: To recall characteristics of MWM. Write a Siskel and Ebert style critique (Thumbs Up or Thumbs Down).

Activity: Teacher will review the definition of the Mythical Western Man. Ask students to recall all the characteristics of this MWM. Teacher will extend learning to definitions of other gender stereotypes (Supermom, Macho Man, Dominating Woman (Bitch), Submissive Woman, etc.). Students will take notes on the titles of these well known stereotypes and take notes on the characteristics of each. Students will write a "Siskel & Ebert" style critique of Pale Rider and Clint Eastwood as a Mythical Western Man in the film.

Assessment: Writing reflects understanding of the MWM and his mythical characteristics

Assessment, Phase Three, Success with Acquiring Knowledge:

5. Practice: Developing Skills

Objective: Determine society's role in creating or perpetuating gender stereotypes. Practice close reading skills. Write about the effects of living one's life as a stereotype.

Activity: Students read either Mr. Bridge or Mrs. Bridge. Keep a double-entry journal (two entries per 30-40 pages) with a short passage from the novel on left and on the right side of the journal, a personal reaction to or memory evoked by the passage from novel. Student skit of one episode.

Assessment: Double entry journal reflects personal emotions, memories. Reflects understanding of limits imposed by stereotyping. Participation in skit/originality.

Assessment, Phase Four, Success with Acquiring Skills:

6. Extend: Extending Learning to the Outside World

Objective: Students to think objectively about topics that affect them personally. View both sides of an argument and come to a conclusion based on facts, not emotion.

Activity: Ask a football coach to come in and speak to class about the effects of the Title IX issue: equity in sports (a federal law). Coach should lead discussion on the reduction of college football scholarships as well as other scholarships for boys' sports in order to provide more money for girls' scholarships in sports. May also address new state rulings which allow girls to play football.

Assessment: Ability to listen actively to others. Ability to participate constructively in "hot" topic.

7. Refine: Refining the Extension

Objective: To gain tolerance and awareness of the origins of stereotyping. To reflect on origin of students' own ideas of the roles of males and females.

Activity: Handout of "Sex Stereotyping Begins at Birth" for students to read quietly. View film clips dealing with fairness in school or read selections from Failing at Fairness. View CNN's Battle of the Sexes. Discuss the origins of stereotypes and what perpetuates these attitudes. Discuss all the issues raised in the handouts and film clips. Ask "How can we benefit from simply being aware of stereotypes?"

Assessment: Quiz over handout. Class discussion and individual participation.

8. Perform: Creative Manifestation of Material Learned

Objective: Students to work cooperatively on projects outside the classroom. To create an advertisement that sells the product in an unbiased manner.

Activity: Group assignment of creating an advertisement that is free of gender stereotypes (video, radio, magazine, newspaper). View Steel Magnolias or Lonesome Dove. Films that portray real people and few stereotypes. Invite local poet to read feminist poetry, etc. and poetry that binds and heals: Example ? "Councils" by Marge Piercy. Conclude with group presentations of ads followed by class response and questions.

Assessment: Students demonstrate appreciation for variety of viewpoints. Ads reflect positively on male and female roles, no stereotypes. Quality of work involved in creating the ads.

Assessment, Phase Five,Performance, Creative Use of Material Learned: