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"Sugar and Spice" vs. "Snips and Snails" In this lesson, suitable for younger grades, students will use the visual culture of textbook illustrations to discuss the concept of gender and gender bias, question biased assumptions, and consider ways boys and girls can treat each other fairly. |
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"Sugar and Spice" vs. "Snips and Snails" Target Group: 2nd-4th grade Timing: 45-50 minutes Objective: After discussing ideas of "what girls do" and "what boys do" and examining illustrations in school textbooks, students will create a new illustration to replace one that they deem is unfair to either gender. They will inlcude a sentence describing their new illustration. Rationale: It is important for students to ask questions of the visual culture images around them, including those found in textbooks, and to create new visions of fair behavior toward each other. Focus: The teacher will read the nursery rhymes "What Are Little Girls Made Of?" and "What Are Little Boys Made Of?" aloud. Afterward, the teacher will ask:
Instructional Input: The instructor will ask students for suggestions of what other ways, besides poems like this one, that they might get ideas on what girls and boys are "made of," and what each is allowed to do. After a brief discussion of the students' observations, the teacher will suggest that there are "instructions" for being a boy and for being a girl all around us. Guided Practice: Using a school textbook of the appropriate grade level with illustrations, the instructor will show a few illustrations from the book that show girls and boys (particularly that show them in the same scene), asking these questions for each:
After modelling this process, the instructor will ask students to look at other illustrations in their books, using this worksheet. Students should note what action each gender is performing in each of four illustrations. The teacher should circulate during this time, providing assistance as needed. Independent Practice: After students have completed the worksheet, the instructor will ask them what kinds of activities were seen in the illustrations, and which gender was performing each activity. The instructor will ask whether the students found any illustrations that they thought were unfair to girls or unfair to boys, and why they think the illustration is unfair. The instructor will ask each student to choose an illustration that she or he thinks is unfair to boys or girls. The student should use crayons to create a new illustration that "fixes" the situation so that it shows boys and girls in a fair way. At the bottom of their illustration, the student should write a sentence that describes how their illustration shows boys and girls in a fair way. Closure: The instructor will ask a few volunteers to share their work with the class. The instructor will ask students to think about fairness whenever they see pictures of boys and girls, and encourage them to ask questions about things they see that they think are unfair. Evaluating Students: Did students participate actively and contribute to the discussion? Did students make creative choices appropriate to their artwork? Did the students write a sentence explaining their artwork? Evaluating Lesson: Were students engaged by the lesson? Did they show evidence of thinking about how gender equity is/isn't portrayed in the textbook illustrations? Materials: Textbook with illustrations of boys and girls together, activity worksheet, crayons, paper Cross-curricular Ideas:
TEKS Correlations: perception, creative expression/performance, historical and cultural heritage, and critical evaluation |
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