Essential Questions: How do the career paths relate to who you are? Have two students—one male, one female—dressed in white lab coats Engagement (Hook): with stethoscopes sticking out of the pockets. The class is to decide what jobs are represented (Female is to be physician. Male is to be a lab technician or nurse). Sometimes it is easy to categorize jobs as male or female occupations, but do jobs truly have gender? Procedures: Instructor Procedures/Instructional Strategies: Student Involvement/Instructional Activities: career Students will participate in the review Review information path process. information from the previous lesson: What is the building and fixing path? What is the health care path? What path focuses on helping others? Creative and performing arts? Working with nature? Which path involves working with others to make and sell a product? Students will present the information they Divide class into small groups to present discovered during their interviews with information gathered during their workers. Group members will listen and interviews with workers (see completed participate in discussion. questionnaire). Ask the Worker Interview students to decide which career path each job belongs to and whether the job is considered a male or female job. (NOTE: The purpose of this question is to create an awareness of students’ unintentional stereotyping of occupations—with the goal of increasing students’ awareness of their subtle/hidden biases.) Student groups will complete Job and Discuss gender role stereotyping and Gender Role Surveys and participate in males and females in non-traditional work group discussion. roles. Distribute the Job and Gender Role to student groups and review the Survey directions. When groups have finished, they will be encouraged to debate and discuss (with a friendly attitude) opinions as a group, and then as a class, concerning only” and only” jobs. “men “women Students will be asked if there are reasons why some careers should not be open to both genders.
Essential Questions: How do the career paths relate to who you are? Engagement (Hook): Have two students—one male, one female—dressed in white lab coats with stethoscopes sticking out of the pockets. The class is to decide what jobs are represented (Female is to be physician. Male is to be a lab technician or nurse). Sometimes it is easy to categorize jobs as male or female occupations, but do jobs truly have gender? Procedures: Instructor Procedures/Instructional Strategies: Review information career path information from the previous lesson: What is the building and fixing path? What is the health care path? What path focuses on helping others? Creative and performing arts? Working with nature? Which path involves working with others to make and sell a product? Divide class into small groups to present information gathered during their interviews with workers (see completed Worker Interview questionnaire). Ask the students to decide which career path each job belongs to and whether the job is considered a male or female job. (NOTE: The purpose of this question is to create an awareness of students’ unintentional stereotyping of occupations—with the goal of increasing students’ awareness of their subtle/hidden biases.) Discuss gender role stereotyping and males and females in non-traditional work roles. Distribute the Job and Gender Role Survey to student groups and review the directions. When groups have finished, they will be encouraged to debate and discuss (with a friendly attitude) opinions as a group, and then as a class, concerning “men only” and “women only” jobs. Students will be asked if there are reasons why some careers should not be open to both genders. Student Involvement/Instructional Activities: Students will participate in the review process. Students will present the information they discovered during their interviews with workers. Group members will listen and participate in discussion. Student groups will complete Job and Gender Role Surveys and participate in group discussion.
cnsl-curr-cd78-6-unit-1-instructional-activity-3-lesson-2.docx