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Gender Stereotypes Lesson Plan

Instructor: Sharon Linde

Sharon has a Masters of Science in Mathematics

Help students gain a better understanding of gender stereotypes and the impact they have using this video-based lesson plan. Students will define terms, discuss stereotypes and their sociological perspective, then apply concepts with an activity.

Learning Objectives

After this lesson, students will be able to:

  • define gender stereotypes
  • list gender stereotypes and their impact on people and society
  • discuss stereotypes and their sociological perspectives

Length:

  • 1 hour

Materials

  • Chart or poster paper
  • Markers
  • Image of a stereotypical male and female
  • Stickers

Key Vocabulary

  • Gender stereotypes
  • Structural-functional
  • Symbolic interaction
  • Conflict

Curriculum Standards

  • CCSS.ELA-Literacy.RH.9-10.4

Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.

  • CCSS.ELA-Literacy.RH.9-10.8

Assess the extent to which the reasoning and evidence in a text support the author's claims.

  • CCSS.ELA-Literacy.SL.9-10.1

Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

Instructions

  • Connect students to learning and engage with the topic by displaying an image of a stereotypical male and female. Ask students to respond in writing. Share and discuss answers.
  • Tell students they will be learning about gender stereotypes. Discuss prior knowledge and experiences briefly, then start the video lesson Gender Stereotypes: Definition & Examples.
  • Pause at 1:07. Check for understanding by asking:
    • How is women serving in combat an example of gender stereotyping?
    • What are some negative connotations of gender stereotyping? What are some positive?
    • What does it mean that gender stereotyping can often be generalizations?
  • Resume the lesson, pausing again at 1:56. Make a three-column chart on the board labeled 'Stereotype,' 'Impact,' and 'Negative or Positive?' Instruct students to copy in notebooks.
  • Ask students to think of a stereotype, then brainstorm its impact. Write in chart. Do one or two more simple samples.
  • Discuss:
    • What does the example in this section tell you about gender stereotypes?
    • Do you think gender stereotypes are always bad? Why or why not?
    • Can gender stereotyping ever be good? Why or why not?
  • To prepare students for the next section, have them label their notebooks 'Sociological Perspectives' and number 1-3. Resume the video, instructing students to write the three perspectives in their notebooks.
  • Pause at 3:22 and discuss:
    • Which represents a view that gender stereotypes serve a necessary function in society?
    • Which represents a view that girls learn stereotypes from their mothers?
    • Which represents a view of gender exploitation?
  • Have students discuss which they agree or disagree with, explaining their thinking. Share and discuss answers.
  • Play the Lesson Summary and make sure students have necessary notes.

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