Level: Grades 5 to 7
Overview
|
This lesson and all associated documents (handouts, overheads, backgrounders) is available in an easy-print, pdf kit version.
To open the lesson kit for printing, click here.
To print only this page, use the "printable version" link at the top of the page.
|
In this lesson, students become sensitized to the ways in which the use of language in the media can imply inequality between men and women. The class begins with the teacher presenting a mock news story in which students must identify the gender-specific language. Using the CBC's gender guidelines as a basis, students will discuss how gender-specific language can create negative gender stereotypes. As a homework assignment, students will complete a word search where they have to replace gender specific terms with gender neutral terms.
Outcomes
Students will:
- understand the way the media's use of language can marginalize women.
- reflect on their own use of gender-specific language.
- use gender neutral terms when writing and speaking.
Preparation and Materials
Photocopy
The Lesson
Discussion
Welcome your students to the Channel 8 Evening News and read the following:
Hi! I'm your anchorman, (your name).
In our top story tonight, Mr. John Smith and his wife Mary have an amazing escape.
It seems that John Smith's little lady was baking some cookies, when the stove exploded, trapping them both in a back room.
Luckily, a delivery boy saw the tray of cookies come flying out the window and called the firemen, who quickly extinguished the blaze and saved the Smiths.
Mrs. Smith, a plucky gal, says that next time, she won't use self-rising flour.
Ask your students:
What is wrong with this newscast? (The language used in this newscast is sexist and gender-specific.)
- Re-read the newscast to your students, line by line, and ask them to spot the gender-specific language.
(Explain to your students that sexist language is not always as obvious as 'plucky gal' and 'little lady;' gender-specific terms such as anchorman, fireman and delivery boy also contain a gender bias.)
- What words could they use to replace the gender-specific language?
- In the original newscast, what was the message that we were being given about Mary Smith? (That she is not her husband's equal and is treated like a possession: ' John Smith's little lady,' 'John Smith and his wife.' That she is not capable or mature: 'gal,' 'little.' That it is the men who are in control: the delivery boy gets help and the firemen come to the rescue. And it is the anchorman, who delivers the news to us... even if the anchorman is really an anchorwoman!)
- Some of you might say to yourselves, 'but these are only words.' What are some problems with our hearing these terms over and over again in the media? (Terms like these become acceptable; people unconsciously absorb the underlying message and begin to think that women aren't equal; young kids learn these attitudes from the hearing these words.)
The broadcasting industry takes this problem very seriously. In response to public concern and demand, the CBC (the Canadian Broadcasting Corporation) has created a list of Gender Guidelines for its on-air personnel to follow.
Activity
- Distribute Gender Guidelines and review these guidelines with students.
- Distribute Mind Your Language! to students.
Extensions
- Have students write their own news stories using gender-specific language, and then have them trade with classmates to see who can spot the errors.
- Have students go through newspapers and try to find examples of gender-specific language. (Smaller, local papers sometimes make better hunting grounds for this kind of exercise.)
Evaluation
- Mind Your Language!
- Student's News Stories
- Student's newspaper language searches
