I AM MORE THAN YOU SEE!
By Sylvia Blanda
February, 1998

The overall objective of this lesson, in relation to infusing equity by gender in the classroom, is to have students examine their personal interests in culture/ethnicity and what they value in terms of physical vs. Personal characteristics. The focus of this lesson is on assessing the intrinsic values about people: first concentrating on their own values and then relating them to the values of others. Guided discussion on the similarities and differences between male and female personal interests and characteristics should focus on respect and understanding.

STANDARD: All students will be able to explain the effects of gender bias, stereotyping and discrimination on access, learning, self-esteem, relationships and behavior.

GRADE LEVEL: Middle school, grades 6-8, English, Language Arts

OBJECTIVE(S): Students will be able to explain the effects of gender bias and stereotyping and behavior discrimination by:

1. Identifying their personal interests and values, including those which may be significantly impacted by cultural considerations.
2. Engaging in guided and structured discussion (i.e. Socratic Seminar) to discuss the forces in society that cause gender discrimination.

MATERIALS: Oak tag, masking tape, overhead projector, old magazines, and glue sticks.

RESOURCES: (For Socratic seminar protocols) Teaching in the Block: Strategies for Engaging Active Learners By: Robert Lynn Canady and Michael D. Rettig. New York, NY: "Eye on Education." 1996— See Chapter 2.

TIME: Two to four class periods (45-50 minutes each).

PROCEDURES:

1. Begin with a discussion about the complex nature of people.
2. Using a piece of oak tag and an overhead projector, have students draw their own silhouettes. This may be done during class time, homeroom period, or other non-instructional times, depending upon equipment availability.
3. Focus on the empty silhouettes and discuss the concept that much of what makes each person unique is not visible.
4. Distribute the I AM poem format for students to complete.
5. Each student will mount the completed poem on the silhouettes.
6. Have students collect photographs, drawings or pictures from magazines which portray their unique characteristics. (Personality, interests, ethnicity) Students should use them to create a collage on the blank side of the silhouette.
7. In small co-ed groups, students then share their poems and collages.
8. After students have had a chance to read their poems and share their collages. Direct the discussion to a comparison of the boys’ and girls’ collages and poems. Ask students to generate a list of similarities and differences between the collages when examined by gender.
9. Review the protocol for a Socratic Seminar *. With silhouettes and poems in full view, facilitate a Socratic Seminar on this question: What forces outside of themselves cause the identified gender differences as shown on the silhouettes? What forces outside of themselves cause gender stereotyping and discrimination?

HINTS:

• Have students gather pictures for collage at home.
• Have magazines on hand for students who do not have access to them.
• Students can draw silhouettes for each other during homeroom or other non-instructional time.

* See Resource listing  for Protocols on Socratic Seminar, including a rubric for assessment.

ASSESSMENTS:

1. Completion of Silhouette and "I Am" Poem.
2. Completion of collage.
3. Participation in sharing of poems and collages.

1. Rubric for collage should be prepared in advance.

4. Completion of lists of similarities and differences in collages when examined by gender.
5. Participation in Socratic Seminar.

1. Use of protocols.
2. Scoring Rubric for Socratic Seminar should be developed in advance.
3. Students should assess their peers, using the scoring rubric, when they observe.

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I AM WORKSHEET

Directions: Use the format below to write a poem about yourself Just start each fine with the two words provided and fill in the rest so that the words reflect you.

l AM

l am

I wonder

I hear

I see

I want

I am (repeat the first line)

I pretend

I feel

I touch

I worry

I cry

I am (repeat the first line)

I understand

I say

I dream

I try

I hope

I am (repeat the first line)

 Author unknown

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