Course:EDCP333/2013Groups/gendersexualitythebody

Gender, Sexuality, and the Body

Group Members

• Jazz
• Andrea
• Reena
• Catherine
• Matthew

Gendered washrooms can be areas of contention

Introduction

This wiki was created to help educators tackle the themes of gender, sexuality, and the body, as they fit into the subject of Social Studies. In general, these themes are largely underrepresented in curriculums. This wiki provides a critique on literature on these subjects, sample lesson and unit plans, sample classroom activities and various other resources that can be adapted for use in the classroom. We hope you find this helpful, and happy teaching!

Incorporating Gender, Sexuality, and the Body into Your Classroom

Incorporating gender, sexuality, and the body into a classroom can be an excellent way to help students find a personal connection to Social Studies. All students experience this topic in their lives in one way or another, a fact that can be harnessed by teachers to show students the affect that history has had on their personal experiences.

While traditional textbooks leave much to be desired in their treatment of this topic, topics and issues of gender, sexuality, and the body can be incorporated into the Social Studies curriculum in many ways. Here are a number of topics that can include this theme:

• Gender Roles across time and Civilizations
• Fashion
• War
• Sports/Athletics
• Disease and Medicine
• The concept of the family
• Media
• Race

Scholarly Articles and Critiques

Gender and Social Education: What's the Problem? by M.S. Crocco

summary and critique by Catherine Hartwell

In her article “Gender and Social Education: What’s the Problem?” Margaret Smith Crocco argues that “the problem” is that gender issues are largely invisible in social education discourse. She argues that because women have made certain gains in education in the last few decades, including an increasing number of female educators at all levels of schooling, and the fact that girls largely outperform boys in reading and writing, and are only slightly behind in maths and sciences (171), gender has become overlooked as a topic of study. However, a quick look at our society’s prevailing patriarchal norms will prove that students continue to be inoculated with traditional gender roles and stereotypes. Moreover, when looked at through a global lens, women are even further behind in educational gains.

The gains made in gender equity have largely been superficial because traditional remedies have been based on the notion of redress (176), essentially, educating women now because they were not educated in the past. The problems with this is that is simply piggy-backs education on top of traditional female gender roles. Women are now expected to go to school, and then come home and do all of the housework they were originally expected to do.

This is why Crocco calls for gender to be put back into the discourses of social education, and looked at as a universal problem, rather than a female problem, so that we stop seeking to redress past problems, but to make a systemic change in how our culture sees women. At the same time, she also warns us to be culturally sensitive. She reminds us that feminists in other cultures do not look to our women as role models (180). Instead, she encourages us to “find the middle ground between ethnocentrism and cultural relativism,” and create classroom cultures where global issues can be brought up and looked at honestly, without making the assumptions that they are easy to solve (184).

Crocco’s analysis brings up some incredibly important points for educators to consider. Her call to make this a cross-gendered problem is perhaps the most realistic solution to gender equity because it does not reiterate the male-female binary. The problem with this analysis, however, is that is assumes that male and female are the only players involved. Gender is not a binary, but rather a spectrum including intersections between socially and biologically assigned and adopted traits. Until we can accept that, gender equality will never ben reached.

’Out’ in the classroom: Addressing lesbian, gay, bisexual and transgender (LGBT) issues in social studies curriculum. By K. Jennings

Students live in a world where issues of sexual orientation and gender identity are front page.

• job of social studies is to understand in which they live and how it came to be.
• Textbooks are completely devoid of all LGBT content
• In 2001 the national school climate survey , found that 80 percent of LGBT reported that there were no positive portrayals of LGBT people.
• For the few that did have inclusion 27% more likely to report that they belonged than those who did not
• LGBT effects non-LGBT students as well.
• 16% of high school students , report having a gay family member
• 30% have a close friend who is gay
• 48% have a gay classmate - Widmeyer 2004
• The real world has LGBT but the curriculum that is suppose to prepare them for it does not.
• Its no wonder that many non-LBGT are ignorant
• Lack proper education surrounding LGBT creates a hostile school environment , where the LBGT group is harassed , discriminated and targeted.
• Although some texts managed to discuss LBG themes there are often patterns of omission, accuracy and bias. For example , homosexuals are faceless , when referred to in texts ie *there are not given a name , not seen as protagonists.
• 2. Homosexuals as counter culture - where they are portrayed as being " contrary" to main stream values.
• 3.Gay- Sin, Sex and Sickness- although not labeled as " mentally ill" they are portrayed as as having sinful behavior , promiscuous and are lumped in with issues like causal sex, abortion, and birth control.
• Summary:
  • We need to broaden curriculum to incorporate more LGBT topics to be more honest and accurate of the past.
  • We need new and more innovative materials to engage students , when something grabs their attention its easier to teach them.
  • It is fundamental to teach our students that they deserve to learn more about themselves and their peers. this can only be done through a more inclusive curriculum.

summary and critique by Jazz

The Body and Sexuality In Curriculum By L. Loutzenheiser

Summary: Lisa W. Loutzenheiser's article,The Body and Sexuality in Curriculum, explores how society's binary concepts of gender and sexuality are perpetuated into our school systems and influence social norms surrounding sex, sexuality and body image which many youth struggle to meet. The article focuses specifically, on the discrimination LBGT youth experience in schools as a result of not being able to live up to soceity's gender norms. Loutzenhiser acknowledges that sex, sexuality and body size are prominent factors that determine whether students are accepted into peer groups in schools today. In addition to the many other pressures youths experience both inside and outside of school, LGBT youth experience additional pressure and exclusion from peers as a result of not meeting society's definitions of sex and gender. Acknowledging the importance that acceptance plays in academic success and on self-esteem, Loutzenheiser argues that more needs to be done in schools to educate youth on social acceptance to combat this discrimination. The discrimination and struggle for acceptance that many LBGT youth face in schools has devastating effects on their academic success and self-esteem.This correlation can be seen in a number of studies which show that LBGT youths are 30 times more likely to attempt suicide than their heterosexual peers and have higher drop out rates. She argues that the level of passivity and lack of action taken by teachers, parents and other adult figures when witnessing these instances of discrimination, has sent the message to youth that this type of discriminatory behaviour towards LGBT youth is acceptable. Consequently, she argues that there needs to be a bigger commitment to developing curricula, pedagogies and policies centring on making schools more welcoming to lesbian, gay, bisexual, transgender and queer students.

Summary and Critique by Andrea

Embattled pedagogies: Deconstructing terror from a transnational feminist disability studies perspective” By Erevelles

Summary: Erevelles writing covers the neglect (primarily by media) of certain issues that are so shocking that they immediately compel individuals to look away and bury the evidence. To elaborate on her statement she looks to incidents to prove the following actions have taken place. Her focus being Hurricane Katrina and the Wars in Iraq and Afghanistan. Erevelles explores why we are compelled to look at away after such disasters take place and then draws on a transnational feminist disability perspective. Erevelles uses post-Katrina media coverage as a prime example of how this turning a blind eye to tragedy takes place. She refers to victims of this common dismissal as the “other”. For example, she explains how CNN reporter Anderson Cooper described post-Katrina New Orleans as a “Third World” country. Erevelles quickly points out that Cooper for the first time was reporting on a news story where poor disabled people of colour with and without access to healthcare were facing neglect, the shock factor being it was in America. Erevelles then shifts to Feminist Politics with a focus on physical disability. She explains how often our own perceptions of disability are mirrored in the media. Furthermore, in the rare occasion that disability is celebrated, it is often linked with individuals who have overcome the stigma of disability and almost pass as “normal” citizens.Erevelles assertions go beyond just physical disability. She also explains how disability has been used as a method to shape how a woman is perceived. Often western women are viewed as educated, modern and have dominion over their own bodies. As opposed to the “Third World” woman who is portrayed as disabled: having no control over her body, sexuality, education etc. Erevelles also mentions how this superiority between west and “Third World” is exemplified in how military and soldiers are portrayed. In conclusion, Erevelles goal is explain how the transnational feminist perspective will allow us to see how “others” are neglected on a global scale and how this neglect is administered. Erevelles also provides solutions by stating that due to lack of research in this area it is our duty to seek social justice and ask the hard questions. We must seek answers and fight not only for ourselves but the “other”. This was my first introduction into the transnational feminist perspective. I found this reading very interesting. I think this is a great article to read for those who are seeking alternative ideas on how the body is portrayed. De Leon and Ross at the start of the text indicate that there is an ongoing debate around the purpose of social studies. However, the reality is that social studies curriculum has continuously used corporate resources and government syllabi to prevent students from thinking critically. De Leon and Ross explain how teachers have relied on textbooks as their only source of information, this dependency has created curriculum embedded with lies, nationalism and misinformation. What one can take from Erevelles’ chapter is the ability to look at hidden curriculum in social studies but also shed light on certain aspects of social studies curriculum which are often ignored. Particularly focusing on the body. I feel Erevelles has introduced me to a rare but very important perspective.

Summary and Critique by Reena

Family; Sex; Relationships; Gender; Disabilities; Our Physical Bodies sections of StaySolid! By Hern et al.

'Your Physical Body' ' Hern, M., & The Purple Thistle Centre. (2013). Stay solid! A radical handbook for youth. Oakland, CA: AK Press.

Summary: This chapter looks at different aspects of the human body. From body image in society and media, to personal health and making the right choices in grocery stores and fat people discrimination. Alternatively, it looks at body image and coming to accept ones own body when the image of Barbie was not attainable. In addition to failing to think about ones health early in life, and having to deal with the consequences later in life, largely from societies acces and bombardment from unhealthy practices. This chapter's theme illustrates from different perspectives that the physical body is very diverse, and how each individual accepts, or rejects theirs is unique. Each section focusses on the need for the individual to accept their body, with all the 'flaws' that might come with it. These flaws may not even be flaws, just differences and the sooner individuals came come to understand that, the happier they will be. All of the sections illustrate that the individual had come to accept themselves as they are, and are now happier than ever. For students, this is tough to do because the developmental stage of the body, as well as personality.

A critique of this chapter is that it could have had more direction. The sections were all over the place, and an introduction at the start would have provided some much needed direction for the reader to understand what the argument of the chapter was.

summary and critique by Matthew

Lesson Plans

Unit: Sexuality, Gender and Social Justice - Social Justice 12

Lesson Four: LGBTQ in History: Homosexual Experiences in the Military

By Jazz

Learning Objectives (PLO)

demonstrate attributes and behaviors that promote social justice, including recognizing injustice fair-mindedness embracing diversity empathy taking action (A7)

Rationale: To understand the negative and positive impacts that the military had on gay men and women during WWII. Although gay men and women hid their sexual identities in the army, they were able to find a community in the military. Prior to the war gay men and women thought they were alone. The military allowed them to find others like themselves. Many men and women settled in San Francisco and other ports in the United States after they returned home the war. They did not return to their small towns where they felt out of place.

Resources:

*PowerPoint 
*Video

5 minute Hook:
http://www.youtube.com/watch?v=MCCcuXU_ibI

Watch video and discuss the video in Think/Pair/Share Stereotypes, impressions etc of video

15 minute Introduction: Does it matter what your sexual orientation is in the army? Introduction of Don’t ask Don’t tell.

15 minutes Body of Lesson Present a PowerPoint presentation on Gays in the military during WWII. The struggles they endured and the sense of community they found. The arguments against allowing openly gay servicemen and women in the military abound. While most research data have all but debunked traditional arguments in favor of policies like Don’t Ask, Don’t Tell, homosexuality is still perceived by most countries to be incompatible with military service. A recurrent argument for a ban on homosexuals in the military rests on the assumption that, in the face of potentially homosexual members of their unit, prospective recruits would shy away from military service. In a line of work that regularly demands that personnel be in close living quarters, allowing openly homosexual servicemen is argued to flout a fundamental tenet of military service: ensuring that soldiers remain undistracted from their mission. If gay men are allowed to shower with their fellow male soldiers, so goes the argument, this would, in effect, violate the "unique conditions" of military life by putting sexually compatible partners in close proximity, with potentially adverse effects on retention and morale of troops. (http://en.wikipedia.org/wiki/Sexual_orientation_and_military_service) Until recently, many countries banned gays and lesbians from serving openly in the armed forces. The reasons to enforce this ban included the potential negative impact on unit cohesion and privacy concerns. However, many studies commissioned to examine the effects on the military found that little evidence existed to support the discriminatory policy. Moreover, when the bans were repealed in several countries including the UK, Canada, and Australia, no large scale issues arose as a result. In fact, several studies provide evidence that allowing gays and lesbians to openly serve in the armed forces can result in more positive work related outcomes. Firstly, discharging trained military personnel for their sexual orientation is costly and results in loss of talent. . (http://en.wikipedia.org/wiki/Sexual_orientation_and_military_service)

Have students listen and take notes while they listen.

30 minutes - Write a letter to your local newspaper about gay men and women serving in the military. Argue for or against and provide 2-3 well defined arguments supporting your case. 1-2 pages in length – double spaced

10 minute Conclusion Recap lesson. Ask students if they have any questions about the lesson

5 minute Extension: Exit Slip What stood out from today’s lesson? What did you learn today that you did not know before?

Assessment: Summative- Students meeting expectations: through writing to the newspaper

Formative- Students asking questions and/or teacher checking in with students to assess their understanding of material (thumbs up/down or finger of five)

Lesson Seven: LGBTQ Today: Sexuality and The Classroom

Advocating For Change: A Lesson on Anti Discrimination And Empathy for LBGT Youth In Our Schools - Social Justice 12

By Andrea

Objectives:

A4

• Analyze social justice perspectives issues from a ethical perspective

A7

• Demonstrate attributes and behaviours that promote social justice including: recognizing injustice, embracing diversity, empathy, and taking action.

B1

• Describe social injustice based on characteristics including: sexuality

Rationale:

• Discrimination based on one's sexuality violates so many social justice attributes and behaviours such as recognizing injustice, embracing diversity and showing empathy. This type of discrimination not only occurs in our society but also in our schools which has had devastating emotional effects on many LBGT youth who don't fit within society's binary definitions of gender and sex. As future citizens, it is important to educate students on the importance of advocating for social justice and fair treatment for all of Canada's citizens regardless of their sexuality. Thus, it is my hope that by highlighting the injustice and discrimination many youth face because of their sexuality, I can encourage students to be advocates for change.

Resources

• Powerpoint
• Computer
• "Bully" documentary

15 minutes Hook:Think-Pair-Share

• Brainstorm descriptions and meanings for the terms Sex and Gender.

Share: With a partner and then with the class and engage in a class discussion about the terms.

10 minutes Introduction"' How Can We Restructure Curriculum and Behaviour to Stop the Discrimination of LBGT Youth and Promote Social Justice In Our Classrooms?

• Show parts of "Bully" documentary as examples the many instances of discrimination against LBGT youth in schools today and of the emotional impact it has on them.
• Introduce topic.

15 minutes Body of Lesson

• Present a powerpoint presentation on Lisa W. Loutzenheiser's article. "The Body and Sexuality in Curriculum," gender stereotypes and discrimination LGBT face in the classrooms.
• Have students listen and take notes while they listen.
• Assign student to make a skit depicting an instance of classroom discrimination against LGBT students and develop a way of combating the instance of discrimination and advocating for change.

30 minutes Independent Practice Create a Skit Depicting Discrimination and Come Up With A Solution.

• Each student group will be responsible for developing a skit that portrays an instance of discrimination against a LGBT student in class and must depict a way of advocating for change.
• Each group will be responsible for presenting their skit to the class.

10 minutes Conclusion

• Recap the lesson, thank everyone for their cooperation and participation during the class and express the hope that they have a greater understanding about the importance for advocating fair and equal treatment for all youths in school no matter their sexual orientation.

Assessment

• Walking around during class discussion and activities and monitoring students' discussions, check for understanding and answer questions.
• listen and evaluate the quality of students' understanding during class discussion.
• Evaluate quality of skits

Moving Forward

• Examine male and female body image.

Unit: Gender and Body Image - Social Justice 12

Male Body Image

Critical Thinking and Media - Social Justice 12 - Male Body Image

By Matt

Objectives:

A2 demonstrate effective research

• skills, including
• accessing information
• assessing information
• collecting data
• evaluating data
• organizing and presenting
• information

A3 apply critical thinking skills to

• a range of social justice issues,
• situations, and topics

Rationale:

• I want to examine male body image because it is a topic that does not get a great deal of coverage. I want students to know that it is an issue for males just as it is for females. For this lesson, I want the students to apply critical thinking about this topic, as well as with media. I will present a few examples, and then allow them to conduct their own research to build their research skills.

Resources:

• http://en.wikipedia.org/wiki/Aziz_Shavershian
• http://www.youtube.com/watch?v=EIWRmubZVdA
• https://www.youtube.com/watch?v=Qamh60kmXUs

10 minutes Think-pair-share-square Think-pair share:

Q: What is body image, and what effects it? Who is effected?

Share: Pair with another group, and discuss, who is effected more, males or females? Hook: http://www.youtube.com/watch?v=EIWRmubZVdA

10 minutes Introduction: Body image. Show body image memes, and media influences for males.

• Various memes
• Man of Steel: Henry Cavill
• Thor: Chris Hemsworth
• Bane: Tom Hardy

10 minutes Body of Lesson: Modeling/Guided practice: Aziz Sergeyevich Shavershian Zyzz http://en.wikipedia.org/wiki/Aziz_Shavershian Clip: https://www.youtube.com/watch?v=Qamh60kmXUs Responsible for the:

• concept of ‘shredded’
• aesthetics
• ‘u mirin?’
• ‘u jelly?’

30 minutes Independent practice: Paired work – Bring in computers/ electronics for research.

• Come up with a person, a group, a sport, a magazine or something else from the media, and analyze how it effects males body image.
• Could be TV, books, movies, internet, music, sports, etc.
• Person one, describe what it is, where it is, who is the target, and what it is trying to convey.
• Person two, describe what tactics are used, is it healthy or unhealthy, is it wrong or right? Is it realistic? What, if anything should be done?
• Can be done on a poster, through pictures, diagrams, storyboards, lyrics analysis or other means of presentation.

10 minutes Summary/Conclusion: conclude and summarize what people chose to do their topics on. Ask for volunteers to describe them

• bring up the issues that I feel are more relevant for what the students chose.

Q: Questions the issues of male body image and the media.

Q: How does it effect males in school?

Q: Are these media portrayals realistic? Are they telling the whole story?

Q: How can this be changed? Should it be changed?

Extension:

• Have each group spend a minute and present if there is enough time, for oral visual, and auditory modalities to be covered more.

Assessment:

• Hand in entrance slip for Think-Pair-Share
• Assessment as learning, checking for understanding. Coming around and checking answers and helping the students with areas that they might find difficult.

Moving Forward:

• Examine female body image.

Media and the Female Body - Social Justice 12

Thinking Critically: A Lesson on how media is used as a tool to manipulate female body image on a global scale - Social Justice 12

By Reena

Objectives:

A3

• Applying critical thinking skills and applying connections on local and global issues

A5

• Assess how belief systems can affect perspectives and decisions in relation to social justice issues. Analyzing how these belief systems can influence ones development of identity

A6

• Conducting self-assessment of how personal experiences in connection with age, sex, sexual orientation, gender identity, ethnicity, family and socioeconomic status influence our identity and behaviours

Rationale:

• We are sometimes unaware how effective the media is at influencing our perceptions of oneself and enforcing a strong but concealed enforcement of cultural imperialism. In order to identify this objective created by media it is essential to dissect common advertisements directed primarily at women. By applying critical thinking skills students will be given to opportunity to examine both North American and international media and connect how it is used as a tool to distort women’s perception of ideal beauty.

Resources

• Computer
• YouTube Clips

10 minutes Hook

• Play following clips:
• Fair and Lovely (India) http://www.youtube.com/watch?v=fHhKqgOiAs0
• Mercedes 2012 Ad (America) http://www.youtube.com/watch?v=ElG8hmOZ1Gs
• Class Discussion:
• What are these advertisements saying about women?
• Are they reflective of what society values?
• As an outsider, what would the Fair and Lovely ad tell you about Indian society? Reversed, how would an Indian view North American society?

20 minutes Think, Pair & Share"'

• • Brainstorm how women are portrayed in the media. Focus on stereotypes towards women. Guiding questions(display on the board)
• • Funny Stereotypes(Motivating clip for activity): http://www.youtube.com/watch?v=QI7S7mKYHhY

• 1. Do you feel portrayals of women have changed in advertising and films?
• 2. Is it the media’s responsibility to create ethical advertisements?
• 3. How are stereotypes towards women increased through effective advertising?
• 4. What are some general stereotypes about men and women?
• 10 minutes discussion & debrief - as a class and discuss some of the answers that students came up with.

35 minute Project: What are some of the values the media creates for women? What are they telling women about beauty? How can these reflect cultural imperialism?

• Divide class into 6 groups. Provide each group with a decade- 50’s, 60’s, 70’s, 80’s, 90’s and 2000’s
• Ask students to find images or clips that are oppressive for women- can be an ad, commercial or movie clip. This ad should reflect how women are objectified in media. Encourage them to look for material that isn’t only American.
• Now have students recreate this this clip, ad or commercial in a way that is less exploitative of women. They can recreate it in any form- commercial or magazine advert.
• 1. Check for understanding
• 2. Debrief with groups to get a better understanding of what they will be doing
• 3. Circulate through class

10 minute Conclusion

• Recap the lesson, thank everyone for their cooperation and participation during the class. Allow time for questions. Presentations will be given next class.

Assessment

• Walking around during class discussion and activities and monitoring students' discussions, check for understanding and answer questions.

Unit: The Rights of the Body - Social Justice 12

Lesson Five: The Disability Rights Movement

Advocating For Change: A Lesson on Anti Discrimination And Empathy for People with Disabilities - Social Justice 12

By Catherine

Objectives:

A4:Analyze social justice perspectives issues from a ethical perspective

A7:Demonstrate attributes and behaviours that promote social justice including: recognizing injustice, embracing diversity, empathy, and taking action.

B1:Describe social injustice based on characteristics

Rationale: Advocacy for the rights and struggles of people with disabilities has largely been ignored in schools and in the media. This lesson is designed to encourage students to think critically about the reasons why that may be, and why other movements have been more visible. Students will also study the language surrounding disabilities, and how it has evolved over time, so that they will understand why certain words that were acceptable in the past are now considered offensive.

Resources:

http://www.pch.gc.ca/eng/1354827727788/1354829460923

http://www.ncld-youth.info/index.php?id=61

http://archive.adl.org/education/curriculum_connections/fall_2005/fall_2005_lesson5_history.html

Powerpoint

30 minute Hook: Barrier Scavenger Hunt - Students will work in groups to complete a scavenger hunt of the school building to find what barriers students with disabilities might face when at school.

20 minute Discussion

• What barriers did you find?

• How could those barriers be overcome?

• Discussion of building codes and what accessibility measures must legally be incorporated

20 minute Lesson Powerpoint based lesson on the timeline of the Disability Rights Movement, it's main goals and biggest obstacles

10 minute Conclusion Think-Pair-Share: How could you help to advocate for disability rights?

Assessment Formative based on observations in activities and discussions Homework - 5 paragraph question: What do you think is the biggest obstacle faced by the disability movement? Explain your answer.

B.C. Curriculum PLO's That Can Be Attached to Lessons on This Subject

Social Studies 8

- Identify and clarify a problem, an issue, or an inquiry

- Gather and organize a body of information from primary and secondary print and non-print sources, including electronic sources

- Interpret and evaluate a variety of primary and secondary sources

- Assess a variety of positions on controversial issues

- Plan, revise, and deliver written and oral presentations

- Co-operatively plan and implement a course of action that addresses the problem, issue, or inquiry initially identified

- Compare daily life, family structures, an gender roles in a variety of civilizations

- Describe how societies preserve identity, transmit culture, and adapt to change

- Demonstrate understanding of the tension between individual rights and the responsibilities of citizens in variety of civilizations

- Describe various ways individual and groups can influence legal systems and political structures

Social Studies 9

- Identify and clarify a problem, an issue, or an inquiry

- Select and summarize information from primary and secondary print and non-print sources, including electronic sources

- Assess the reliability, currency, and objectivity of different interpretations of primary and secondary sources

- Defend a position on a controversial issue after considering a variety of perspectives

- Plan, revise, and deliver formal oral and written presentations

- Co-operatively plan, implement, and assess a course of action that addresses the problem, issue, or inquiry initially identified

- Analyze the relationship between Aboriginal people and Europeans and explain the role of each in the development of Canada

- Describe daily life in Aboriginal communities, New France, and British North America

- Assess how identity is shaped by a variety of factors, including: family, gender, belief systems, ethnicity, nationality

- Describe how different forms of artistic expression reflect the society in which they are produced

- Analyze roots of present-day regional, cultural, and social issues within Canada

- Analyze factors that contribute to revolution and conflict

- Evaluate the changing nature of law and its relation to social conditions of the times

- Evaluate the effects of the Industrial Revolution on society and the changing nature of work

Social Studies 10

- A!: Apply critical thinking skills

- A2: Demonstrate effective research skills

- A3: Demonstrate effective written, oral, and graphic communication skills, individually and collaboratively

- B1: Analyze Canadian society from 1815-1914 in terms of gender roles ethnicity, daily life, and the arts

- B4: Describe the factors that contributed to a changing national identity from 1815-1914

Social Studies 11

- Apply critical thinking

- Demonstrate effective research skills

- Demonstrate effective written, oral, and graphic communication skills

- Demonstrate skills and attitudes of active citizenship, including ethical behaviour, open-mindedness, respect for diversity, and collborations

- Demonstrate how Canadians can effect change at the federal and provincial levels

- Describe the major provisions of the Canadian constitution, including the Canadian Charter of Rights and Freedoms and assess its impact on Candian society

- Assess Canada's role in World War I and the war's impact on Canada

- Assess Canada's role in World War II and the war's impact on Canada

- Assess Canada's participation in world affairs with reference to human rights, the United Nations, the Cold War and modern conflicts

- Compare Canada's standard of living with those of developing countries, with reference to poverty and key indicators of human development

- Assess the development and impact of Canadian social policies an programs related to immigration, the welfare state, and minority rights

- Explain economic cycles with reference to the Great Depression and the labour movement in Canada

- Describe the role of women in terms of social, political, and economic change in Canada

- Assess the impact of the conscription crises, Quebec nationalism, bilingualism, and regionalism in Canadian unity

- Demonstrate knowledge of the challenges faced by Aboriginal people in Canada during the 20th century and their responses, with reference to residential schools, reserves, self-government, and treaty negotiations

- Represent what it means to be Canadian with reference to distinctive Canadian programs and policies, and important Canadian cultural and scientific achievements

Civic Studies 11

- Demonstrate a knowledge of historical and contemporary factors that help define Canadian civic identity, including: roles of individuals in society, governance, rights and responsibilities, culture, language, heritage, and community, environment and geography, international relations

- Describe the legal rights and responsibilities of individuals, groups, and organizations in Canadian society

- Compare human rights provisions in Canada and internationally with respect to: Canadian Charter of Rights and Freedoms, BC Human Rights Code, UN Universal Declaration of Human Rights'

- Describe organizations that govern relations among nations, including those dealing with: peace and security, trade and economics, international justice, social and environmental issues

- Evaluate the relative abilities of individuals, governments, and non-governmental organizations to effect civic change in Canada and the world, with reference to considerations such as: power and influence, circumstances, methods of decision making and action, public opinion

- Assess the role of beliefs and values in civic decision making

- Analyze key provisions of the Canadian social safety net and their impact on Canadian society, including: employment insurance, health insurance, CPP/OAP, social assistance, family allowance/child tax benefit, workers’ compensation

- Analyze the domestic and international effects of Canada’s record with respect to issues and events in one or more of the following categories: environment, trade, foreign aid, peace and security, human rights

- Create a statement of what it means to be a “Canadian citizen”

- Evaluate the ethics of selected civic decisions

- Implement a plan for action on a selected local, provincial, national, or international civic issue

History 12

- Analyze primary and secondary sources (historical evidence) with reference to reliability, bias and points of view, and corroborating and conflicting evidence

- Assess significant historical events in relation to social, political, economic, technological, cultural, an geographic factors

- Demonstrate historical empathy

- Describe circumstances that led to the rise of the fascists in Italy, including social and economic turmoil, and Mussolini's actions and policies

- Explain the rise to power of Hitler and National Socialism in Germany, with reference to conditions that generated support for Nazism and Hitler's actions and policies

- Evaluate the ways in which Lenin and Stalin transformed the USSR, with reference to the Russian revolutions, the Russian Civil War, the New Economic Policy, and 'socialism in one country'

- Describe social, economic, and political developments in the United States in the 1920s, including prohibition, the changing role of women, urbanization, mass production and consumerism, and isolationism and laissez-faire policies

- Explain the significance of key developments in World War II including military battles and campaigns, total war, and technological advances

- Analyze the significance of the Holocaust

- Explain key developments in the struggle for human rights in South Africa and the United States

- Explain the significance of conflicts in Vietnam and the Middle East

- Analyze changes in Chinese communism, with reference to the Cultural Revolution, the changing relationship with the West, Deng Xiaoping's policies

Social Justice 12

- Demonstrate understanding of concepts and terminology of social justice

- Apply critical thinking skills to a range of social justice issues, situations, and topics

- Analyze selected social justice issues from an ethical perspective

- Assess how belief systems can affect perspectives and decisions in relation to social justice issues

- Conduct a self-assessment of their own attitudes and behaviours related to social justice

- Demonstrate attributes and behaviours that promote social justice

- Describe social injustice based on characteristics

- Analyze causes of social injustice

- Describe consequences of social injustice

- Analyze specific examples of injustice in Canada related to characteristics

- Analyze the roles played by legislation, the courts, public policy, and other forms of government actions in promoting or failing to promote social justice in Canada

- Analyze social justice issues related to globalism and globalization

- Assess the contributions of particular individuals with struggles for social justice

- Assess various methods and models of promoting social justice

- Apply systemic analysis to propose solutions to specific cases of social injustice

- Implement an appropriate plan for action on a selected local, provincial, national, or international social justice issue

- Assess lifelong opportunities related to social justice

Law 12

- Analyze the impact of the following on Canadian society: the Canadian Charter of Rights and Freedoms, and human rights legislation

- Analyze the nature, purpose, and effect of laws related to marriage, including: common-law and formal marriages, separation and dissolution of marriage, spousal maintenance and division of family assets

- Analyze the rights and responsibilities of parents/guardians and children, including: protection and safety, custody and support

- Analyze laws that protect the rights of children and families

- Analyze issues related to family law, including: cultural expectations, societal values, economic factors

Comparative Civilizations 12

- Analyze elements and characteristics that contribute to the identity of civilizations, including: structures of power and authority, belief systems incorporated into daily activities, systems of social organization, conflict, war, and conquest, influence of the natural environment, methods of cultural transmission over time

- Analyze how the arts express civilizations’ cultural elements, including: belief systems, social organization, language, power and authority, order and harmony, archetypes

- Evaluate the components of value systems within and among cultures, including, religion and mythology, morals and ethics, heroes and role models, philosophical viewpoints

- Analyze the diverse values and beliefs of civilizations

B.C. First Nations Studies 12

- Analyze the relationship of First Nations peoples with the natural world

- Explain the significance of traditional education with respect to land and relationships

- Analyze the exchanges of ideas, practices, and materials involving First Nations pre-contact and post-contact

- Demonstrate knowledge of the origins and history of the Métis people in western Canada

- Assess the economic, social, political, and cultural impacts of contact with Europeans on BC First Nations during the period of the maritime fur trade

- Assess the economic, social, political, and cultural impacts of contact with Europeans onBC First Nations during the period of the land-based fur trade up to Confederation

- Analyze post-Confederation government policies and jurisdictional arrangements that affected and continue to affect BC First Nations

- Demonstrate knowledge of the origins and history of the Métis people in western Canada

- Assess the economic, social, political, and cultural impacts of contact with Europeans on BC First Nations during the period of the maritime fur trade

- Assess the economic, social, political, and cultural impacts of contact with Europeans on BC First Nations during the period of the land-based fur trade up to Confederation

- Analyze post-Confederation government policies and jurisdictional arrangements that affected and continue to affect BC First Nations

- Describe challenges during the 20th century that led to the emergence of contemporary Aboriginal leadership, including reference to: Aboriginal veterans, Aboriginal women, Métis, Aboriginal leaders and organizations, the Indian Act (with successive amendments)

Resources

Articles

Akos, P., & Levitt, D. (2002). Promoting Healthy Body Image in Middle School. Professional School Counselling, 6(2), 138.

Vilhjalmsson, R., Kristjansdottir, G., & Ward, D. S. (2012). Bodily Deviations and Body Image in Adolescence. Youth & Society, 44(3), 366-384.

Websites

Safe at School is a program developed by the Ontario Teacher's Federation (OTF) and the Centre onterien de prevention des agressions to assist schools and educators create programs that foster safe and caring schools, including programs and resources for combatting homophobia and sexism

Film and Television

Straightlaced is a documentary that confronts the pressure American youth face to conform to traditional gender roles that includes a curriculum guide to aid classroom discussion and activities around the themes of gender roles and sexuality

Ronnie, the Bren Gun Girl is a CBC short about Veronica Foster, Canada's poster girl for women's entry in the workforce during the Second World War, that features commentary on the importance of remaining "feminine" while in the workforce.

Body Image

'Your Physical Body' Hern, M., & The Purple Thistle Centre. (2013). Stay solid! A radical handbook for youth. Oakland, CA: AK Press. This chapter looks at different aspects of the human body. From body image in society and media, to personal health and making the right choices in grocery stores and fat people discrimination. Alternatively, it looks at body image and coming to accept ones own body when the image of Barbie was not attainable. In addition to failing to think about ones health early in life, and having to deal with the consequences later in life, largely from societies acces and bombardment from unhealthy practices. This chapter's theme illustrates from different perspectives that the physical body is very diverse, and how each individual accepts, or rejects theirs is unique. Each section focusses on the need for the individual to accept their body, with all the 'flaws' that might come with it. These flaws may not even be flaws, just differences and the sooner individuals came come to understand that, the happier they will be. All of the sections illustrate that the individual had come to accept themselves as they are, and are now happier than ever. For students, this is tough to do because the developmental stage of the body, as well as personality.

A critique of this chapter is that it could have had more direction. The sections were all over the place, and an introduction at the start would have provided some much needed direction for the reader to understand what the argument of the chapter was.

Adolescent Physical body

In middle school adolescents are in a pivotal point in their development. Students are going through puberty in addition to finding their own identity at this time. During this time, many physical and contextual changes occur at the same time. This time is an adolescents life, the increased importance of peers opinion’s in the search of ones own identity in addition to the developmental changes body. Adolescent boys tend to benefit from puberty early, while girls who develop early or late have difficulties with the timing of physical changes and feeling good about ones self.

During this time, adolescents move away from adults and look to peers for influences in development. Physical appearance becomes a major factor in peer and opposite sex relations. During this time, there are both risks and protective factors. The risk factors are gender, low self-esteem, timing of maturation, disordered eating and protective factors of healthy self-esteem, positive feelings about physical changes in puberty, accurate information about puberty, healthy eating and exercise patterns; all which need to be considered when teaching and working with adolescents in middle school.

It is nearly impossible for girls to feel the pressure of society on girls to look and act a certain way. There is pressure to adhere to societal norms, and what is normally seem in the media, and increasingly so with the mass development of social media. Girl have typically been so to fight with body image, with “28% to 55% wanting thinner bodies compared to 17% to 30% of boys.” While boys grow bigger and stronger, girls struggle with normative weight gain of the cultural ideal. At 10 and 11 years old, 80% of girls are convinced they should be thinner. It is mostly girls that do not realize this fat gain is normal, and healthy.

These extra fat stores are what attract men, and give them curves. With that being said, there is an extreme to this as well. Fat is essential for body function, and without an adequate amount of fat on them, body functions will suffer. Hormone levels will be off, stress levels will increase, and general moodiness. I feel the biggest problem is these images of thin women are a womans’ ideal, not a mans. But girls feel that thin is best because that's what other woman say is ideal. I would argue that boys have come suffer from body image issues just as much as girls do. The ‘beach body’ and ‘fitness craze’ that is all over the internet has plagued the body image of boys just as much. New exercise programs like ‘P90X’, high protein diets, and ‘get 6 pack abs quick’ schemes leave boys thinking they should look the way the advertisements say. However, just the same as how girls are photo-shopped in pictures to look perfect, guys have the same done for them. Moreover, movie stars who get ‘ripped’ for that role, and get plastered all over media outlets, do not look like that year-round. They ‘peak’ for that role, maintain it for 2 weeks and go back to a more comfortable body weight and bodyfat %. Maintaining 6% bodyfat like those in the movies is no easy task, and it is very taxing on the body. It can only be maintained for a couple weeks realistically. In addition, boys do not realize that these actors are using ‘performance enhancing drugs’ which creates a completely unrealistic ideal for them to strive for.

Solutions

Adults should understand the issues that adolescents are going though, and schools should be creating an environment of acceptance, understanding, health and safety. With this incorporated into schools, a healthier body image should prevail. “School counselors must be creative and address perceptions, affect, wellness, and health behaviors to promote healthy body image. School counselors can conceptualize and create interventions for the promotion of healthy body image at both individual and systemic levels.” Councilors should focus on developmental changes and social experiences. Another approach is the interpersonal therapy approach, which focuses on eating disorders. More importantly, research has shown that self-esteem and personal competence are protective factors for these issues of unhappiness. Action oriented activities can be beneficial for allowing students to view themselves as strong and successful regardless of body shape.

Group counseling might be more effective than individual work for promoting healthy body image. This means, allowing adolescents the opportunity to engage in new activities and behaviors with students. Since peers can be a source of negative feelings that trigger the bad self image, these is getting to the root of the issue, and may turn into a positive influence on the youth. It allows students to view themselves and others differently, in addition to building new support systems and facilitate connections with one another. On this note, structure needs to be a part of the group counseling, and it is the job of the counselor for this. Rhyne-Winkler and Hubbard suggest that there could be one group for overweight, and one group for normal weight students. Now, I do not think this would help, because its not the overweight people who have an unhealthy body image when with their peers of the same body type, but with peers who have the normal body type. I think an understanding, but mixed group would be a lot more beneficial in these group counseling sessions. Once the group is formed, then games, role plays, examining of media and socio cultural avenues can be explored.

Summary: This chapter looks at different aspects of the human body. From body image in society and media, to personal health and making the right choices in grocery stores and fat people discrimination. Alternatively, it looks at body image and coming to accept ones own body when the image of Barbie was not attainable. In addition to failing to think about ones health early in life, and having to deal with the consequences later in life, largely from societies acces and bombardment from unhealthy practices.

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