SOCIETY AND INEQUALITY, STEREOTYPES AND GENDER ROLES
UNIT „ SOCIETY AND INEQUALITY, STEREOTYPES AND GENDER ROLES “
Duration: 40 min |
Learning outcome: +Changing perspectives +Critical thinking +Open-mindedness |
Learning skills: Vocabulary Speaking |
Duration: 20 min |
Learning outcome: +Changing perspectives +Critical thinking +Open-mindedness |
Learning skills: Vocabulary Speaking |
Read the text below and answer the question: Which are advantages and disadvantages of Stereotyping? Make a list of advantages and disadvantages of Stereotyping and share it with your peers. Source:https://www.simplypsychology.org/katz-braly.html In social psychology, a stereotype is a fixed, over generalized belief about a particular group or class of people. By stereotyping we infer that a person has a whole range of characteristics and abilities that we assume all members of that group have. For example, a “hells angel” biker dresses in leather. One advantage of a stereotype is that it enables us to respond rapidly to situations because we may have had a similar experience before. One disadvantage is that it makes us ignore differences between individuals; therefore, we think things about people that might not be true (i.e. make generalizations). The use of stereotypes is a major way in which we simplify our social world; since they reduce the amount of processing (i.e. thinking) we have to do when we meet a new person. Stereotypes lead to social categorization, which is one of the reasons for prejudiced attitudes (i.e. “them” and “us” mentality) which leads to in-groups and out-groups. Positive examples of stereotypes include judges (the phrase “sober as a judge” would suggest this is a stereotype with a very respectable set of characteristics), overweight people (who are often seen as “jolly”) and television newsreaders (usually seen as highly dependable, respectable and impartial). Negative stereotypes seem far more common, however. |
Duration: 30 min |
Learning outcome: +Changing perspectives +Critical thinking +Open-mindedness |
Learning skills: Vocabulary Speaking |
Watch 2 of the 3 short movies on Racism: ▪ https://www.youtube.com/watch?v=dfccrwUlROU ▪ https://www.youtube.com/watch?v=cfwpkeZRO1s&list=RDQM2olq2iQrHoM&start_radio=1 ▪ https://www.youtube.com/watch?v=BOUhBlHHEQc
Create pairs to discuss and comment about what has been seen. Is it common to judge someone from the first sight? Are cultural differences an added value for our society? Have you ever heard someone saying “I’m not racist but…”? What leads to discriminations/what are the reasons for it? |
SESSION 2 - Asynchronous
Duration: 40 min |
Learning outcome: +Changing perspectives +Critical thinking +Open-mindedness |
Learning skills: Vocabulary Speaking Writing |
Split into two groups and gather with your respective group.
If you are Group A: read about historical perspective, related to feudalism, kings and queens and the folks, colonialism, slavery etc.=> How Colonialism Shaped Modern Inequality | naked capitalism OR The historical roots of inequality: Evidence from slavery in the US | VOX, CEPR Policy Portal.
If you are Group B: read about the actual context of inequality in the world population, such as: OXFAM report (85 billionaire’s worth = half of the world population’s wealth => https://www.oxfam.org/en/press-releases/worlds-billionaires-have-more-wealth-46-billion-people ); ghettos and mansions; wages all around the world; lifestyle and opportunities.
Please, get familiar with the past and the present context and get prepared for a DEBATE, which will be between the two groups. The learners of Group A need to agree with the statement that ‘Inequality has been even larger earlier in history’ and defend it, while Group B needs to be on the side that ‘Inequality in the world has never been this huge.’
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Duration: 10 min |
Learning outcome: +Changing perspectives +Critical thinking +Open-mindedness |
Learning skills: Vocabulary Reading |
Match the numbers with the letters to create sentences. Then put them together to create a paragraph. |
Duration: 10 min |
Learning outcome: +Changing perspectives +Critical thinking +Open-mindedness |
Learning skills: Vocabulary Reading |
Read the text: Source: https://breakingnewsenglish.com/2103/210301-vaccine-passport.html |
SESSION 3 - Understanding gender roles and discrimination
Duration: 15 min |
Learning outcome: +Changing perspectives +Critical thinking +Open-mindedness |
Learning skills: Vocabulary Listening |
Watch a video: A Tale of Two Brains – Men’s Brain Women’s Brain – Mark Gungor (13.35 minutes) and think about this concept. |
Duration: 30 min |
Learning outcome: +Changing perspectives +Critical thinking +Open-mindedness |
Learning skills: Vocabulary Speaking |
Check UN Demographic and social statistics and/or Eurostat, find and compare data about different topics related to women: population, employment, education, politics, entrepreneurship. https://unstats.un.org/unsd/demographic-social/products/worldswomen/gender_statistics_sources/ Answer to the following questions: Are you aware about how these percentages are in the reality of your country? Which topic is the least equal in your country? Is there a gender pay gap in your country? |
Duration: 15 min |
Learning outcome: +Changing perspectives +Critical thinking +Open-mindedness |
Learning skills: Vocabulary Reading |
A research made in Italy by CNR (under the project “Gap, Giovani alla prova”) showed that 3000 students from high school where involved and 4 out of then think that the man has to work, while the woman has to stay at home, 1 out of 4 thinks that the man is a pater familias, etc. This survey analysis is only an example provided to understand the types of questions that were posed, but also to eventually replicate it in other schools or countries. Read the research results at: https://www.irpps.cnr.it/en/musa/gap-giovani-alla-prova-2/ Questions: Do the results of this research reflect your own point of view? Would you be able to create such a survey within your classroom? Which aspects would you like to cover? What would you avoid to include? Why? |
SESSION 4 - 90’- Synchronous
Duration: 30 min |
Learning outcome: +Changing perspectives +Critical thinking +Open-mindedness |
Learning skills: Vocabulary Reading |
Make your “OXFAM Gender inequality test”, including 10 questions with 3 possible options of answers:https://www.oxfam.org/en/gender-inequality-test-your-knowledge-and-help-us-close-gap The test won’t be evaluated, feel free to say the correct and the wrong answer without feeling judged. After completing the exercise, you will comment on it with the other students and the teachers. |
Duration: 30 min |
Learning outcome: +Changing perspectives +Critical thinking +Open-mindedness |
Learning skills: Vocabulary Speaking Reading |
Which is your point of view about Covid-19 impact on people’s lives, in particular on women’s life? Read the following article that shows how women were affected by Covid-19: https://www.oxfam.org/en/5-ways-women-and-girls-have-been-hardest-hit-covid-19. Propose some possible solutions to reduce this negative impact (i.e. creating private-public hubs to provide social protection). |
Duration: 30 min |
Learning outcome: +Changing perspectives +Critical thinking +Open-mindedness |
Learning skills: Vocabulary Reading |
Do you know about “The Sexist Piggy Competition”? Read the following article:https://www.womenlobby.org/The-Sexist-Piggy-a-competition-for-the-most-sexist-ads-in-the-Czech-Republic?lang=en “The Sexist Piggy” competition expands the students’ knowledge about gender stereotyping in advertisements, showing some ads (advertising posts) examples.Make your own nomination for the Sexist Piggy competition. Choose an ad you consider sexist, and provide an explanation why you chose this particular one, what elements make it harmful, and why. Look and read some examples of sexist ads at: https://www.businessinsider.com/26-sexist-ads-of-the-mad-men-era-2014-5?r=US&IR=T |
