Lesson 6: Connecting Exclusion and Discrimination

Dance

A1.2 Creating and Presenting: use dance language to explore, interpret and communicate ideas derived form a variety of literature sources
 

A1.4 Creating and Presenting: use the element of relationship in short dance pieces to communicate an idea

Dance

I can:

• use dance to communicate ideas about stereotypes
• show I understand how old ideas and evolved ideas about boys and girls are different

Language

Reading

1.6 extend understanding of 'texts' by connecting the ideas in them to their own knowledge, experience and insights, to other familiar texts and to the world around them

Writing

Media

1.4 explain why some audiences may respond differently to the same media text
1.5 identify whose point of view is present or reflected in a media text, ask questions to identify missing or alternative points of view and, where appropriate, suggest how a more balanced view might be represented

Media Literacy

1.2 use overt and implied messages to draw inferences and construct meaning in media texts

Language

I can:

• use my own ideas to contribute to the discussion about boys and girls and stereotypes
• try to understand that someone else's ideas about boys and girls might be different
• tell you why I think what I do about boys and girls
• see that not everyone is going to react the same way to the same presentation or the same idea
• consider and weigh different opinions and points of view
• compromise so that all the ideas are represented 

Whole Class > Thinking about Exclusion and Discrimination

Refer back to the class chart of  "Why People Often Feel Excluded." Explain that exclusion is directly linked to discrimination.
Prompts: What is the meaning of the word "discrimination?" What forms of discrimination are you aware of? Chart student ideas on the blackboard or chart paper. Ensure that the following forms of discrimination are identified and listed: racism, sexism, classism, ableism, homophobia. If students identify others, (e.g., discrimination or exclusion based on body size, language, age, etc.) include them as well.  After eliciting as much understanding and knowledge as possible from the students, fill in any gaps by providing complete definitions for each term (see glossary in the Guidelines for Equity and Inclusive Education in Ontario Schools, included in hyperlinks).

Categorize the items on the "Why People Often Feel Excluded" list under the headings racism, sexism, classism, ableism, homophobia. Invite questions and check for understanding of terms and concepts.

Notes

Refer to Ontario Ministry Equity Documents for good definitions and follow up work and resources.
Guidelines for Equity and Inclusive Education in Ontario Schools

http://www.edu.gov.on.ca/eng/policyfunding/equity.pdf

Definition for Discrimination:

a set of negative opinions, attitudes and assumptions that characterize a certain group or individual as inferior 

Tips

Working with same gender groups may be more comfortable for students to share their thinking.
Be sensitive to cultural ideas about gender roles.

Assessment for Learning (AfL) 

Ask students to indicate their level of understanding with Thumbs Up (I get it!), Thumbs Down (I don't get it.) 

Small Group > Discussion and Analysis

Explain that this lesson is going to focus on inclusion, exclusion, and discrimination in relation to gender. Organize students into small same-sex groupings of 2-3, and provide them with the following chart to complete. You may give them the four columns to complete, or assign only the gender represented in their group.

Once they have completed their charts, ask students to star anything that they feel is unfair or discriminatory. Revisit the class definition of discrimination. Pair female and male groups together to share and discuss their charts. Circulate and help facilitate discussion. Note emerging themes and assemble the class for a summary discussion of some key similarities and differences on the charts.
Prompts: Who says? Who makes these rules or sets these expectations?  Why might it be important to challenge some of the "can'ts?"

Small Group > Initial Response to Text

Explain to the class that they are now going to read a fictional article about a girl who is told "she can't." Read the article to the class and invite initial responses. Distribute copies, or project the article, and encourage students to refer to the text to inform their responses. 

Guiding Questions for Discussion: 

Whole Class > Four Corners

Label each wall of the classroom with one of the four points of view: Coach, League, Georgia, Dad. Ask students to consider which point of view they most agree with and to move to that area to discuss their opinions on the issue with others who share the same point of view. Direct each group to select a reporter  to share a brief summary of their thinking with the whole class. Encourage students to connect back to the big idea of inclusion, exclusion and discrimination. 

Whole Class > Hot Seating

Explain that you are going to take on the role of Coach Graham and the students will take on the role of journalists asking questions about the decision to exclude Georgia from playing on the team. Provide time for students to brainstorm some questions with a partner, emphasizing that they must ask important, news-worthy questions. Use this opportunity to model role playing from the inside out, with honesty and authenticity (i.e., no accents, over-gesticulation or use of props). Respond to questions in role, and feel free to say, "I have no comment on that," if you feel you can't respond to a particular question. Following the hot-seating ask students to summarize what they now understand about Coach Graham's point of view.

Partners > Role Play

Organize the students into pairs, and ask them to assign themselves as A or B. Explain that A is going to assume the role of Georgia and B will assume the role of one of the boys who plays on the team. They are good friends. Ask them to imagine it is three weeks after the decision to cut her from the team was made. The team has lost three games without Georgia on the ice. On a signal, cue them to begin improvising the conversation that might take place between them.
Circulate and listen in for level of engagement and quality of role play. You may choose to freeze everyone, and ask them to listen in to conversations that are being well improvised. Conclude the role-play, and ask all of the B's to stand up. Ask questions of a few students in role, to heighten engagement of the whole class:

Prompts for B:

How is Georgia feeling?
What do you want her to know and understand?
Do you think she has been treated unfairly?
Did you know she was a girl when she was playing on your team? 
Do you think your team has been treated unfairly?
Is Georgia going to accept this decision?

Next ask the A students to stand up.

Prompts for A:

How does it feel to meet up with your teammate?
How did he react to you? How did that make you feel?
I understand they haven't won a game since you left the team. What did he say about that?
How does that make you feel?
Can you still be friends with your teammates?
What are you going to do about this? Do you accept the decision? Why or why not?

Whole Class > Summary Discussion and Response to a Media Text

Invite students to share final thoughts about the Girl Locked Out scenario. Explain that this is a very particular example of someone feeling excluded, based on gender. Refer back to the Boys Can/Boys Can't and Girls Can/Girls Can't  lists, and emphasize that gender stereotyping is limiting for both girls and boys. Invite students to share their understanding of the term gender stereotype, and fill in any gaps to arrive at a class definition. Show students the Gender Stereotyping Poster (this can be printed on 11"X17" paper or projected) (see Hyperlink). Read and discuss each statement in the poster.
Prompts: How does gender stereotyping relate to inclusion and exclusion? How do gender roles relate to power?

Optional Extensions:

1) Read the poster chorally, with girls reading the "for every girl" statements  and  boys reading the "for every boy" statements. Read the poster again, but switch with boys reading the "for every girl" statements. Read once more, chorally, assigning both parts to mixed-gender groups.
Discuss how different feelings, ideas, and meanings that emerged with the different readings.
Prompts: How does the meaning or feelings evoked by the statements change when the gender of the readers changes? Which reading was most powerful to you and why? 

2) Pair girls and boys together and challenge them to devise a new "For every girl ...For every boy..."  couplet.

Notes

The purpose of the activity is to help students identify the different groups that they belong to, and  explore how gender roles are powerful  in regulating girls' and boys' behaviour. 

Ultimately you want the students to realize that the popular image of masculine or feminine is about power and it changes so that it is difficult to predict what will be in or out. To reject someone for not following a popular notion about what a "real boy or girl" is or excluding someone from an activity or a lifestyle because of their gender is discriminatory and does not really make sense because it is always changing

Sources for Text Analysis

BLM#14: Girl Locked Out article

BLM #15: Gender Stereotype Poster  Poster:  http://www.kitsapsafeschools.org/postersandstickers.html

(Follow the link to the homepage, download zipfile of posters, locate  Gender Stereotypes poster, project or print the poster for group discussion).

You may want to review the BLM#3 Q Chart.

Tips and Considerations

There may be general consensus that Georgia has a right to play hockey, and disagreement about whether she has a right to play on  the boys' team. Help the class understand where they share a common view and where their views diverge. Also emphasize that it is also okay to be unsure where one stands on a complex issue.  
It is also important to be sensitive to divergent cultural norms as they relate to gender. Check with your Board's controversial issues policy and accommodations policy.

Definition of Stereotype:

A false or generalized, and usually negative, conception of a group of people that results in the unconscious or conscious categorization of each member of that group, without regard for individual differences.

Small Group > Whole Class > Discussion and Formulation of Classroom Agreement

Invite students to consider how their classroom could be a more gender-inclusive classroom.
Prompt: What community  agreements can we make to eliminate "cant's" based on gender in our classroom?  Allow time for personal reflection and partner talk, and facilitate  a whole class discussion that leads to the posting of a classroom agreement, specific to gender, on the wonder wall.