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One of
the most empowering ways to overcome the damage done by internalized gender
stereotypes is to counteract them actively—on a daily basis as well as in a
broader sense. Children benefit from participating in such activism because it
helps them understand the socially constructed nature of gender. Activism also encourages
constructive change so that they are not damaged by stereotypes.
In this lesson, students will discuss the meaning and nature of activism. They will brainstorm daily strategies they can use against gender stereotypes. They will also come up with ideas for bigger social action projects in their schools and communities.
Additional Resources
A very useful resource for promoting activism among students is Do Something: A Handbook for Young Activists, by Nancy Lublin (with Vanessa Martir and Julia Steers), and its accompanying website, Do Something.
The lesson "Gender Doesn't Limit You" provides concrete methods for students to fight gender stereotypes on a daily basis.
Louise Derman-Spark's Anti-Bias Curriculum: Tools for Empowering Young Children offers a number of ideas for helping students understand their own strength and ability to fight unfairness.
The Gay, Lesbian and Straight Educator's Network <link to > has many ideas for activism in schools, and Soundout provides inspiring stories of student activism.
Standards
Activities and embedded assessments address the following standards from McREL 4th edition and Common Core State Standards for English Language Arts.
Language Arts
Standard 4. Gathers and uses information for research purposes
Standard 5. Uses the general skills and strategies of the reading process.
Standard 6. Uses skills and strategies to read a variety of literary texts.
Standard 8. Uses listening and speaking strategies for different purposes.
Civics
Standard 9. Understands
the importance of Americans sharing and supporting certain values, beliefs, and
principles of American constitutional democracy
Level II [Grades 3 to 5]
1. Understands how Americans are united by the values, principles, and beliefs
they share rather than by ethnicity, race, religion, class, language, gender,
or national origin
Standard 11. Understands the role of diversity in American life and the importance of shared values, political beliefs, and civic beliefs in an increasingly diverse American society
Level II [Grades 3 to 5]
5. Knows some of the costs of
diversity (e.g., people sometimes discriminate unfairly against others on the
basis of age, religious beliefs, race, or disability; members of different
groups sometimes misunderstand each other and conflicts subsequently arise)
6. Knows conflicts that are caused by diversity (e.g., unfair discrimination on
the basis of race, ethnicity, religion, language, and gender; alienation of one
group from another; efforts to impose beliefs and customs on others)
Working With Others
Standard 1. Contributes to the overall effort of a group.
Standard 3. Works well with diverse individuals and in diverse situations.
Standard 4. Displays effective interpersonal communication skills
Self Regulation
Standard 2. Performs self-appraisal.
Standard 5. Maintains a healthy self concept.
Common Core State Standards, English Language Arts
Speaking and Listening
Comprehension and Collaboration
Standard 1. Engages effectively in a range of collaborative discussions
Standard 2. Comes to discussion prepared, having read or studied required material
Standard 3. Asks and answers questions about information from a speaker
Presentation of Knowledge and Ideas
Standard 4. Reports on a topic or text, tells a story, or recounts an experience
Standard 6. Speaks in complete sentences when appropriate to task and situation in order to provide requested detail or clarification
