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Women’s Roles in

Society
Past to Present

Rosa Alvarado and Brooke Wolbeck

Dr. Valerie Shirley


Alvarado, Wolbeck 1

TLS 327

May 7, 2018

Benchmark Assignment Unit Plan

Title of Unit: Women’s Roles in Society Past to Present

Social Justice Theme and Topics Covered: Human Systems and Society:
Promoting Community in the classroom,
Promoting Gender Equality in the classroom.

Essential Questions: How are gender stereotypes socially constructed?

How do these gender stereotypes affect society?

What can we do about it?

Social Studies Content Areas: History, Civics

Grade Level: 4

Integrated Subject Areas: Reading, ELA, Writing, Social Studies

Names: Rosa Alvarado, Brooke Wolbeck

Rational/Explanation
The purpose of our unit is to teach students the roles of women in our society by looking

at women in the past and women today. This unit will show students how the roles of women

have been a result of socially constructed ideas and answer the essential question, “How are

gender stereotypes socially constructed?” specifically women. We want to focus on students’

understanding of the gender roles society has placed upon women. This unit is important for
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students. It is essential for students to know how gender stereotypes affect the world they live in.

It is important for students to know how they can be affected by gender stereotypes and see how

gender stereotypes are present in their community.

With this unit students will gain an understanding of the different roles women have been

forced to play throughout our current history. Diving into history and looking at historical female

figures will play an important role in the start of our unit not only in learning about the first

constructed female roles and misconceptions in history, but also for comparing gender roles in

the past to gender roles today. We currently live in a society that is surrounded by television,

film, and media. Students today have the internet at their fingertips. The unit introduces students

to the relationship between the media and gender stereotypes. The media plays into the

construction of gender bias careers and attitudes. The media pictures women to look and be a

certain way. The activities in the unit will get students to start thinking about the social

constructs they have towards women in our society. Throughout the unit students will discover

gender roles present in the past with women today in their own lives. While looking at women

gender roles throughout time we want to focus students’ attention on the effects gender

stereotypes have on women.

In our eight-day long unit students will be exposed to the question, “How do these gender

stereotypes affect society?” The activities integrated throughout this unit cover four types of

stereotypes: physical appearance, personality traits, occupation, and domestic behavior. The unit

will provide multiple perspectives on gender stereotypes in society including their own

perspective. Our unit puts an emphasis on student perspective on roles women play. The learning

being done in this unit is cooperative, collaborative, and community-oriented in order to ensure it

is culturally responsive. The integrated activities are student-centered and are meaningful. We
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want students by the end of our unit to take their perspectives on women’s roles in society and

facilitate change by using the information they learned in order to be advocates for change, to be

advocates for gender roles today. In order to do so and successfully implement the unit we would

involve students’ families. We will send a letter out before the start of the unit to inform parents

of the unit. We want to encourage families to join their students in the learning of this unit and

the know the importance of the unit every day life. We would also have a discussion about

dialogue. In order for this unit to be successful students must be able to listen to each other’s

thoughts and perspectives with total respect.

Arizona State Standards


4th Grade

Arizona State ELA, Writing, and Social Studies Standards are integrated throughout the unit.

ELA
Reading Standards for Literature
Integration of Knowledge and Ideas
4.RL.9 Compare and contrast the treatment of similar themes and topics (e.g.,
opposition of good and evil) and patterns of events (e.g., the quest) in stories,
myths, and traditional literature from different cultures.
Reading Standards for Informational Text
Key Ideas and Details
4.RI.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or
technical text, including what happened and why, based on specific information in
the text
Craft and Structure
4.RI.6 Compare and contrast a firsthand and secondhand account of the same
event or topic; describe the differences in focus, and the information provided.
Integration of Knowledge and Ideas
4.RI.7 Interpret information presented visually, orally, or quantitatively (e.g., in
charts, graphs, diagrams, time lines, animations, or interactive elements on Web
pages) and explain how the information contributes to an understanding of the
text in which it appears.

WRITING
Writing Standards
Text Types and Purposes
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4.W.3 Write narratives to develop real or imagined experiences or events using


effective technique, descriptive details, and clear event sequences.
a. Orient the reader by establishing a situation and introducing a narrator
and/or characters; organize an event sequence that unfolds naturally.
b. Use dialogue and description to develop experiences and events or show
the responses of characters to situations.
c. Use a variety of transitional words and phrases to manage the sequence
of events.
d. Use concrete words and phrases and sensory details to convey
experiences and events precisely.
e. Provide a conclusion that follows from the narrated experiences or
event
Research to Build and Present Knowledge
4.W.7 Conduct short research projects that build knowledge through investigation
of different aspects of a topic.

SOCIAL STUDIES
4.S3.C4.PO.1 Rights, Responsibilities, and Roles of Citizenship PO 1. Discuss
ways an individual can contribute to a school or community
4.S3.C4.PO 3. Describe the importance of citizens being actively involved in the
democratic process (e.g., voting, campaigning, civil and community service,
volunteering, jury duty)

4.MD.B Represent and interpret data. 4.MD.B.4 Make a line plot to display a data
set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems
involving addition and subtraction of fractions by using information presented in
line plots.

Detailed Planning Calendar

Monday Tuesday Wednesday Thursday Friday


Day 1 Day 2 Day 3 Day 4 Day 5
Inspiring wonder Painting the picture Application Connecting Past to Facilitating Change
Present Women in roles
Introduce the unit Lesson Plan Gender Stereotyping today
with ads from the in the work place, Read Ruby Bridges
past and present that Misconceptions in how expectations Activity: When I
show women in history impact individuals' Read Michele grow up I want to
stereotypical roles. The real life of employment Obama: The First be..
Pocahontas compared opportunities Lady in Photographs
to Disney Pocahontas Students receive
(Assign Homework: Class Discussion on assigned group for
Interview a woman Ruby Bridges and project.
who inspires you) Michelle Obama
*Due Thursday*
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Class Share:
Interview of a
woman who inspires
you

Day 6 Day 7 Day 8


Facilitating Change Facilitating Change Facilitating Change
Work day for group
project in computer Work day for group Present to third grade
lab and or in project class.
classroom with
laptops. Each group will Post presentation
receive a poster to discussion
display the
Teacher check-in on information they
research have found
Days Used for Unit: 8

Day 1: Inspiring Wonder


We will begin the unit by getting the students excited to learn more about how women
are treated differently than men. We will look at commercial ads from the past and adds
from today, to see how women and girls are perceived. The class will receive a
homework assignment due Thursday that consists of interviewing a woman in their life.

Day 2: Painting The Picture


The teacher will teach the interactive social studies lesson on misconceptions of women
in history.

Day 3: Application
The class will do a drawing activity based on their exploration and interpretations of
history. The class will explore gender stereotyping in the workplace.

Day 4: Connecting Past to Present


The teacher will read Ruby Bridges by Robert Coles to the class. The teacher will then
read Obama: The First Lady in photographs by Deborah Willis. The class will analyze
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both texts seeing the similarities between Ruby Bridges and Michelle Obama. The class
will work together to create a list of qualities and attributes for each of them. The class
will then share their homework assignments on the interviews of a women in their life.
The class can connect the attributes of the two great women, Ruby Bridges and Michelle
Obama, with the woman they have in their life.

Day 5: Facilitating Change


The class will read do the activity, When I Grow Up, I Want to be….The teacher will then
introduce the research project the class will be doing the next three days. The students
will receive their assigned groups.
Day 6: Facilitating Change
The class will have work day during their social studies block to research their famous
female figure and women in her field of work. Students will need access to resources
including text and the internet.
Day 7: Facilitating Change
The class will have a second work day during their social studies block to create a poster
to present to third graders.
Day 8: Facilitating Change
The class will present their posters and share their work with a third grade classroom.
Each group will inspire wonder with their famous female figure and go against the
stereotypes society has made for women and their occupations. The class will teach the
third graders that women are capable of doing anything and we should encourage all
women.

Interactive Social Studies Lesson Plan

Title: Misconceptions of Women in History

Subject/Grade Level/ Date(s): Social Studies/ English Language Arts


4th Grade

Time Requirements: 45 minutes

Materials List: The True Story of Pocahontas by Lucille Recht Penner


Disney Pocahontas https://www.youtube.com/watch?v=is3SL-c49so

Connection to Standards:
4.RI.6 Compare and contrast a firsthand and secondhand account of the same event or topic; describe the
differences in focus, and the information provided.
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Instructional Objective: Provide precise, measurable, and delineated goals for what you want your students
to be able to accomplish in order to demonstrate their learning after the lesson is completed.

Students should be able to compare and contrast the true life of Pocahontas to the Disney version of
Pocahontas to describe how women are often portrayed in fictitious roles while completing a Venn-Diagram.

Active Instructional Plan:


Anticipatory Set:
I will begin the lesson by talking about what we discussed the day before.
I will say “We learned how different adds we see can influence how we think. Who can remind us all what we
did yesterday? “
Students should give responses such as “We learned that boys and girls are told they can only play with pink
or blue toys”
Next say “Today we will look at how real life stories of women are changed and how doing so impacts the
way we think”

• Questions: While watching and reading the stories, I will constantly challenge the students to think of
the differences and similarities if any between the book we read and the video we will watch. I will
also make sure to get the students about how Pocahontas responses to what was happening around her.
I will also ask things such as:
o Does Pocahontas look happy in this version?
o Does it look like she is 10 years old in the movie?
o How would you fell if you were kidnapped and taken to a new world? Would you be okay with
that?
o Why do you think Disney changed the story?

• Modeling: After we view and read the two perspectives, we will complete a Venn-diagram to compare
and contrast the stories and I will start the discussion by giving an example.

• Guided Practice: After I provided an example, I will ask students to share any ideas. When a student
shares an idea, I will ask guided questions such as:
o How can you tell that was a difference? (similarity?)
o Why do you think the writers chose to write the story with _____ instead of ______?

• Independent Practice: After sharing some examples as a class, students will work with their elbow
partner to complete the rest of the Venn diagram.

• Closure: When everyone is done we will discuss what the purpose of the activity was and share some
more differences and similarities. I will ask the students an exit ticket question to end the lesson. I will
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ask the students to write on the back of their worksheet. How do think false stories of women lives,
roles and feelings and can impact others views on women?

Assessment/Evaluation: Students should be able to complete the Venn diagram with accurate comparisons
and thoughtfully answer the exit ticket question on how changing be your criteria for success and the specific
results/actions you will look for to determine student success with the lesson

Modifications/Differentiation:
Differentiate the lesson by having those students who need an extension think more deeply about the issue at
hand and how they can change it?
A modification for this lesson would be to use pictures or one word to describe the comparisons.

Oriented Social Studies Framework

Inspiring Wonder
We begin the unit on day one with introducing the stereotypical ways society has viewed

women in the past. We will begin by conducting a group discussion which is intended to create a

classroom community in which everyone’s opinion is shared and heard. The teacher will show

ads from the past that depict women in subordinate roles. The teacher will show the vitamin and

tie ads and will ask what the students think about the picture and ask if they think there’s

anything wrong with it. The teacher will have them share at their tables first and while they

discuss the teacher should show the “you mean even a woman can open it” ad and the “isn’t it

nice to have a woman around the house” ad. Once everyone has had a turn to discuss in their

groups the teacher should call on students to share their discussion with the whole class. We

should hear students discuss the unfairness of the treatment of women. Students might also

respond with things like “the man is trying to make the man work for him” and “people think

women should only look pretty and take care of her husband.” This part of the discussion is

crucial because we want them to encourage children to ask themselves if they would ever treat a
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woman or anyone like the women in these ads are treated and will get them thinking for the next

part of the lesson.

Before we show ads from the present the teacher will show the “show him it’s a man’s/

woman’s world picture.” This will get the children to think about whether its right for women to

treat men unfairly since they treated them like that in the past. We should challenge students to

think about whether men meant to treat women unfairly. We can explain to students that the

roles woman played throughout history is due to a long history of men being the bread winners

while the wife’s job was always to stay home and take care of the children. This goes back to

prehistoric times in that men were always physically stronger so they hunted while women

stayed home and took care of the children. Over time woman stayed in these roles which is what

lead to ads like this. This should start building on their knowledge of how these stereotypical

female roles have been socially constructed. We should also encourage students to talk about

how the ad makes them feel. We should ask opinions of both boys and girls so they can see each

other’s perspectives and feelings. Teachers can ask “As a boy how does this picture make you

feel?” and then ask the same to the girls.

Next the teacher should ask the students to discuss in their groups if they think this kind

of unfair treatment of men and women still happens today. Some students might say yes and

some may say no. Depending on their funds of knowledge some students may have more

awareness than others. While they discuss the teacher will display the current ads (except for the

Lego ad). The students will next discuss the similarities between the boy toys and girl toys in the

ads. Students should immediately see the differences such as the stereotypical colors of toys

which are usually blue for boys and pink for girls. They should also notice that girl’s toys include

things like cooking, dolls, and hair dressing. Whereas the boy’s toys include things such as cars,
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guns, hatchets, and guitars. The teacher will ask questions that get students to understand that

society has trained us to think that boys can’t play with dolls and if companies only show boys

playing guitars in ads does that mean girls can’t play music? Lastly, show the students the Lego

add and discuss how this company tried to break gender norms. At the end of the lesson students

should have a better understanding on how female stereotypes have come to be and they should

be inspired to look for these stereotypes at home and in the community.

Painting the picture


Day two of the unit will be devoted to “painting the picture” of women in history whose

stories have been altered in order to hide the painful lives they have lived. This portion of the

unit includes the interactive social studies lesson plan titled “Misconceptions of Women in

History”. The students will view a short clip of the Disney version of Pocahontas and take note

on how her story is told as an animated tale of romance in which her and her soul mate John

Smith fight together to bring peace to the settlers and the Powhatan tribes. Next they will read

the book “The True Story of Pocahontas” by Lucille Recht Penner . The students should begin to

see the differences in stories and realize how different they really are. They will fill out a Venn

diagram to help guide them in a whole group dialogue. The teacher should facilitate discussion

on why they think the media changed the story and how native Americans are impacted from

these fictitious stories.

Application
On day four we will have the student apply what we have talked about all week and do

the Gender Stereotyping in the Work Place activity. The students will fill out the Female/Male

Occupational Checklist. They will look at the different occupations and circle whether the job is

best suited for a man or woman. When the students finish, have them add up how many

occupations are suitable for men, how many for women and how many there are for both.
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Depending on the results, the teacher could either discuss why they think one got more than

another if one was suited for more occupations than an another. If the majority of the students

said that all the jobs were suited for both men and women, the teacher can have them discuss

what they think the purpose of the assignment was. This gets the students to apply what we have

been learning and realize that any job can be held by both men and women and that gender

should have no impact on one’s ability to perform a job.

Connecting Past to Present


On day 5 we will begin to connect the past to the present. We will start by reading The

Story of Ruby Bridges by Robert Coles to the class. The book tells the story of Ruby Bridges

and the journey she went through while being the first African American in an all-white school.

We will have the class sit on the floor in front of the teacher, so they can see the pictures that go

along with the text. We will then read, Michelle Obama: The First Lady in Photographs by

Deborah Willis. This book contains a collection of photographs of Michelle Obama, as she was

the First African American First Lady from 2009-2017. The photographs contain captions and

descriptions of the events of Michelle Obama as the First Lady. The book shows readers how

Michelle Obama has made a difference on society’s views on women, race, and beauty.

After going through the two books the class will discuss the similarities between the first

African American student to enter an all-white school in 1960 with the first African American to

be First Lady in 2009. We will show student’s the importance of Ruby Bridges on Michelle

Obama by asking students the question, “Do you think Michelle Obama would have been the

first African American First Lady if Ruby Bridges hadn’t gone to an all-white school?”. Ruby

Bridges paved the way for change in education for African Americans. Without her bravery in

1960, we might not have some of our great African American figures such as Barrack and

Michelle Obama. We will have the class stay in the same spot they were while reading the
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books. We will have an anchor chart stand to write on as we discuss the two women as a class, so

children can see the class’s thoughts. The class will work together to create a list of qualities and

attributes for each of the two women.

We will then dismiss the class to go get their homework assignment from Monday. We

will have the class sit in a circle. We will go around the circle to share the interviews the students

conducted about a woman in their life. The class can connect the attributes of the two great

women, Ruby Bridges and Michelle Obama, with the woman they have in their life.

Facilitating Change
Days 5-8
The last four days of our unit are designed for facilitating change. The first day of

facilitating change (day 5) is about women in roles today. This will be a day in which students

will explore their own role in society and what they want their role to be in the future.

The students will complete the When I Grow Up I Want To Be… activity by the Geena

Davis Institute on Gender in Media. The activity starts by having students think and write about

their favorite TV show/movie characters and their professions. Then the students read an excerpt

from USA TODAY’s article, Study Shows Broad Pay Disparities are Between Sexes. Students

will answer questions about the excerpt and have to explain in their own words why we see a

difference in pay between genders. The last part of the activity will have students think about a

career they might want to pursue in the future. The students have to create a help-wanted add that

includes the qualifications and qualities they believe a person should have in order to be

successful in that career. The students with share their help-wanted add in groups. We will hang

the adds in the classroom or out in the hallway so others can see their work. Lastly the teacher

will introduce the research project the class will be doing during the last 3 days. The students

will receive their assigned groups.


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We made the research project called Working Women in Our World. The students will be

placed into 6 groups. Each group will receive a historical female figure that made an impact in

her field of work and was the first female to do a certain occupation and or do something in a

specific field of work. Each group will conduct research on their historical female figure and her

occupation. The group will do research on the particular field of work and women today who are

in that profession. The class will have two work days for their research (day 6 and day 7). On

day 6 the class will have a work day during their social studies block to research their famous

female figure and women in her field of work. Students will need access to resources including

text and the internet. Students will receive a poster on day 7 to present their research on. Each

group will need to have at lease 2 book sources and 2 website sources, along with one image.

The groups will be doing research on one of the following: female pilots, female scientists,

female writers, female politicians, female astronauts, and female doctors. The students will be

able to explore the occupations and use what they have learned throughout the unit on gender

roles and stereotypes and to make connections on the research they have found.

On the last day (day 8) students will present their posters to a third grade class. The

students will teach the third graders about their historical female figure and her accomplishments

in her profession. The students will inform the third graders about the women in the same

profession as that historical figure. As a class we want to teach the third graders about these great

female historical figures and that women can do any profession they desire regardless of the

stereotypical roles placed upon women. We will close the last day by having a class discussion

after the presentations to the third graders. Students will share their experience presenting their

work to the third graders and tell their fellow classmates what they thought went well and what

did not go as well. The students will get to share what they learned through the whole unit about
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roles of women in society throughout time. The students will be able to express how they feel

about women’s roles today, and what they research project taught them. The class will also

reflect on whether or not they were successful in informing others in their school about women

in certain roles day.

Annotated Bibliography

[1] Coles, Robert, and George Ford. The Story of Ruby Bridges. CNIB, 2012

The Story of Ruby Bridges by Robert Coles is picture book that tells the story of

Ruby Bridges, the first African American student to attend an all-white school.

The story contains visual images to go with the text.

[2] “Decade by Decade: Major Events in Women’s History, “Smithsonian.com,

Smithsonian Institution, 1 Mar. 2008,

https://www.smithsonianmag.com/history/decade-by-decade-25263355/

Decade by Decade: Major Events in Women’s History by Candice Lo is an article

about historical female figures throughout the past century. This article was the

inspiration for our facilitate change research project we created for the unit.

[3] Disney, Walt, et al. Disney’s Pocahontas. Golden Book, 1996

Pocahontas by Walt Disney is the story of Pocahontas told by Walt Disney. The

story is about an Indian Princess who falls in love with Captain John Smith she

tribe comes across the settlers of colonial America.


Alvarado, Wolbeck 15

[4] Gender Equality Lesson. file:///C:/Users/roza7/Desktop/Gender_Equity.pdf

We found this gender equity pdf to go with day 3 for application. The pdf has a

checklist for female careers and occupations. Students go over the checklist and

do a following activity.

[5] “Girls Toys vs Boy Toys: The Experiment- BBC Stores.” YouTube, YouTube, 16 Aug.

2017, https://www.youtube.com/watch?v=nWu44AqF0iI

Girl Toys vs Boy Toys: The Experiment- BBC Stories is a 3 minute and 25

second video clip of an experiment with two toddlers and three adults. The girl

toddler is dressed in boy clothing, and the boy toddler is dressed in girl clothing.

The experiment is done in space containing a variety of toys. The adults are to go

into the space and play with the children. The experiment is to see what toys the

adults pick for the children based on how the children are dressed and their

gender. The adults picked hot pink toys and the baby doll for the boy toddler

dressed in girls clothing. The adults picked the building blocks and more “boyish”

toys for the girl toddler dressed in boy clothing.

[6] goldieblox. “GoldieBlox & Rube Goldberg ‘Princess Machine.” YouTube, YouTube, 26

Nov. 2013, https://www.youtube.com/watch?v=IIGyVa5Xftw

GoldieBlox & Rube Goldberg “Princess Machine” is an advertisement from the

toy company GoldieBlox. GoldieBlox is an interactive book series and

construction set featuring the kid inventor Goldie who loves to build and

construct. The advertisement has three girls watching an advertisement on TV for

girls playing dress up. The girls get bored and decide to build around the house.

The girls create a domino effect chain all throughout the house and outside.
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[7] “Hey Nicki Minaj, Pocahontas Was a Rape Survivor, Not a Sex Symbol, “Bitch Media,

https://www.bitchmedia.org/article/nicki-minaj-pocahontas-is-not-a-sex-symbol

We used this article while researching Pocahontas for painting the picture on day

two and for our lesson. The article is about the three scandalous sexualized

cartoon characters of Niki Minaj as Pocahontas. The article brings light on how

the post is inappropriate as Pocahontas was a rape victim not a sex symbol with

large breasts and curves.

[8] “How Today’s Toys May Be Harming your Daughter.” National Geographic, 15 Dec.

2016, https://www.nationalgeographic.com/magazine/2017/01/gender-toys-departments-

piece/

How Today’s Toys May Be Harming Your Daughter is an article by the National

Geographic. The article is about how children’s brains develop while playing with

toys. Girl designed toys have been seen to have a negative impact on girls’ brain

development.

[9] The True Story of Pocahontas. Paw Prints, 2012.

The True Story of Pocahontas by Lucile Recht Penner tells the story of

Pocahontas more in depth and includes more information regarding the

Powhatan Indians. This version

[10] When I Grow Up I Want to Be…Geena Davis Institute on Gender in Media

https://seejane.org/wp-content/uploads/GDlesson7SE.pdf

The Geena Davis Institute on Gender and Media created this pdf activity. The

activity has students reflect on the characters they see in the media. The activity

then has students look at payroll between genders and discrimination.


Alvarado, Wolbeck 17

[11] Willis, Deborah, and Emily Bernard. Michelle Obama: The First Lady in Photographs.

W.W. Norton & Co., 2010.

Michelle Obama: The First Lady in Photographs by Deborah Willis and Emily

Bernard is a collection of photographs of Michelle Obama during her years as the

First Lady of the United States. Descriptions are under each photograph to give

provide more detail.

[12] 1967 Battleship Advertisement

https://flashbak.com/sank-battleship-celebrating-milton-bradleys-beloved-strategy-game-

58200/

The Battleship advertisement has a father and son playing the game Battleship

while a mother and daughter are cleaning in the background. The two girls are

barely in the image, just enough for you to notice that they are in the background

not playing the game with the boys. We got the the image off of Flashbak.com
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[13] Mad Men’ premiere: Sexist ads from the era of Don Draper

http://www.nydailynews.com/entertainment/tv/sexist-ads-mad-men-era-gallery-

1.1050013

This advertisement may be found on NY Daily News. The image is of a man

stepping on a woman who is depicted as a door mat who is only good in the

house.

[14] Every Women Can Open It Analysis

https://samanthaalfaro.wordpress.com/2015/12/19/even-women-can-open-it-analysis/
Alvarado, Wolbeck 19

This is a Del Monte ketchup advertisement. This advertisement is great for

teaching students about the stereotype of women being weaker than men. Women

are automatically perceived as weak. The woman in the advertisement is raising

her eyebrow as she can clearly open a bottle of ketchup and is capable of doing so

without a man.

[15] Highlights From The Gender-Neutral Swedish Toys “R” Us Catalog

https://blogs.wsj.com/corporate-intelligence/2012/11/29/highlights-from-the-gender-

neutral-swedish-toys-r-us-catalogue/

This is an advertisement for a fashion Barbie head and hair styling tools. There

are two girls in the advertisement and no boys present. The backdrop is pink with

a pink and purple border. These toys are being promoted only to girls.

[16] STOP making SEXIST kinder eggs!

https://www.change.org/p/ferrero-stop-making-sexist-kinder-eggs
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This advertisement was found on www.change.org in an article about sexiest

Easter eggs for children. Kids must choose between the blue Easter egg with cars

or the the pink egg with mini princess doll figures.

[17] Genderstreotypes
https://genderstreotypes.wordpress.com/2016/02/25/walmart-ad/

This advertisement was included in an article about stereotypes present in today’s

toy aisle. The left side of the advertisement has boys with weapons, a guitar, and a

building set. On the right side there are girls playing with dolls and in toy

kitchens. The pictures of the girls have the colors pink and purple while the boys

have zero purple or pink.


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[18] Artist Gives Vintage Ads A Feminist Makeover by Swapping Gender Roles

https://www.huffingtonpost.com/entry/artist-gives-vintage-ads-a-feminist-makeover-by-

swapping-gender-roles_us_5a60f7c9e4b01767e3d1a484

A 31-year-old artist and photographer names Eli Rezkallah created a series of

photographs called “In a Parallel Universe.” He took the mid-20th century add

above and switched the gender role. The article on Huffington Post has his series.

[19] Gender-neutral toy sections are good for boys, too

http://america.aljazeera.com/opinions/2015/8/gender-neutral-toy-sections-are-good-for-

boys-too.html
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This is LEGO advertisement from the early 1980’s. The company implemented

gender-neutral marketing. Both girls and boys are engaged to build something to

be proud of.

[20] “That’s for girls and that’s for boy”

http://lettoysbetoys.org.uk/thats-for-girls-and-thats-for-boys/
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We found this on lettoysbetoys.org. Ads like this one pressure girls and boys to

like certain toys. The Let Toys Be Toys campaign is working to get the toy

publishing industries to stop pressuring toys on genders.

All Physical Materials and Resources


RESOURCE #1- Borrowed
Day 1: Ads Activity
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RESOURCE #2- Borrowed


Day 1: Ads Activity Video
https://www.youtube.com/watch?v=IIGyVa5Xftw

RESOURCE #3- Borrowed


Day 1: Ads Activity Video
https://www.youtube.com/watch?v=nWu44AqF0iI

RESOURCE #4- Borrowed


Day 2:
Pocahontas by Walt Disney Company
https://www.thriftbooks.com/w/disneys-pocahontas-
classic_walt-disney-
company/688017/?mkwid=s%7cdc&pcrid=70112861832&
pkw=&pmt=&plc=&gclid=EAIaIQobChMIuuOkwtPt2gIV
yl6GCh0jowfuEAQYASABEgKuEfD_BwE#isbn=157082
1143&idiq=2814867
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RESOURCE #5-Borrowed
Day 2:

The True Story of Pocahontas


https://www.amazon.com/True-Story-Pocahontas-Step-
Into-Reading-Step/dp/0679861661

RESOURCE #6- Borrowed


Day 3:
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RESOURCES #7- Borrowed


Day 4:

The Story of RUBY BRIDGES


https://www.scholastic.com/teachers/books/story-of-
ruby-bridges-the-rev-by-robert-coles/

RESOURCES #8- Borrowed


Day 4:

Michelle Obama: The First Lady in Photographs

https://www.amazon.com/Michelle-Obama-First-
Lady-Photographs/dp/0393077470
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RESOURCE #9- Borrowed


Day 5

Activity: When I grow up I want to be…:


https://seejane.org/wp-content/uploads/GDlesson7SE.pdf
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RESOURCE #10- Original


Day 6-8:
Research Project
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