Combat stereotypes by creatively combining science and social studies activities.
As a teacher, I've watched too many children hit one another because they have to "kill the bad guy." A Latina girl turns up as Sleeping Beauty for Halloween because "she's beautiful."
To combat these stereotypes, I designed a unit, combining science and social studies projects. We began by introducing the concept of stereotype. We read and discussed stories like Oliver Button is a Sissy by Tomie DePaola, Tough Boris by Mem Fox, Company's Coming by Arthur Yorinks and Amazing Grace by Mary Hoffman. Then we generated lists of what boys/girls "can" do, followed by conventional trademarks of princesses and heroes.
By the end of six weeks, the kids could identify social stereotypes — and often pointed them out to me.
The children then voted on their own class hero. We debated attributes and powers, and we identified "villains." Everyone wanted a hero with whom she/he could identify, giving us a persona with androgynous characteristics. We also created a hero who would diverge from stereotypes — one who promoted healthy food! We produced a class play, each child contributing his/her talents.
Next, we read Body Battles by Rita Gelman, a story where white blood cells and earwax are the heroes. This made a neat transition to the human body. Based on Helen Johnson's curriculum, The Growing Edge, we assembled models of ourselves, creating balloon lungs and cardboard bones.
Earlier in the year we'd watched with amazement how invisible forces made an entire pumpkin turn into a tank of water. Now, we could imagine the unseen transformations in our stomachs, blood cell factories in our bones, powerful hearts that never rest and the ability of a cut to heal.
We did internet-based activities, such as Mr. Bones and other parts of the anatomy. Children may also enjoy yucky.kids.discovery.com/noflash/body.
We painted self-portraits that represented the many shapes and colors we are, but we learned that inside we are pretty much alike.
Now I have a class where children can identify stereotypes; they can describe sadness as feeling "like our pumpkin." They read and reread books about the body and persons who defy stereotypes.
They call upon the powers of their bodies and brains to solve problems, rather than emulate "ideals" generated by mass-market campaigns. They care for each other without regard to gender, race or ability. They have the courage to be who they are.
Lauren Mattone
Fort River Elementary School
Amherst, Mass.
