Ron Burgundy is San Diego's top-rated newsman in the male-dominated broadcasting of the 1970s, but that's all about to change for Ron and his cronies when an ambitious woman is hired as a new anchor.
This 2004 by Dreamworks is directed by Adam McKay, written by Will Ferrell and Adam McKay. It stars Will Ferrell, Steve Carell, Christina Applegate.
Teaser Questions: Are there jobs that are specific to a person's gender?
Going Deeper: What sports are out there where men and women can compete equally against each other? Should all sports be that way.
"Not struggle can ever succeed without women participating side by side with men." - Muhammad Ali Jinnah
"A gender-equal society would be one where the word 'gender' does not exist: where everyone can be themselves." - Gloria Steinem
Theme: All Men are Created Equal Film:To Kill a Mockingbird (NR) 3:15 Lawyer Atticus Finch is defending a young black man in a court of law for kissing a white woman in public. The accusations against him are even stronger than that.
This 1962 movie produced by Universal Studios is written by Harper Lee and Horton Foote. It is directed by Robert Mulligan and stars Gregory Peck, John Megna, and Frank Overton.
Teaser Question: Where does the expression "All Men are Created Equal" come from? Going Deeper: Are all men treated equal today? Give an example of how or how not.
Theme: Equality is Mathematical Film: Lincoln (PG-13) 1:19
As the War continues to rage, America's president struggles with continuing carnage on the battlefield as he fights with many inside his own cabinet on the decision to emancipate the slaves.
This 2012 film by Dreamworks and Twentieth Century Fox is written by Tony Kushner. It is directed by Steven Speilberg and stars Daniel Day Lewis, Sally Field, and David Strathairn.
Teaser Question: Is equality as simple as a mathematical equation?
Going Deeper: Have you ever been in a situation w here you felt that you were being treated differently because of your race, gender, or other qualities?
“It is not our differences that divide us. It is our inability to recognize, accept, and celebrate those differences.” ― Audre Lorde
“Hating people because of their color is wrong. And it doesn't matter which color does the hating. It's just plain wrong.” ― Muhammad Ali
Theme: Equal Pay Film: The Butler (PG-13) 2:07
As Cecil Gaines serves eight presidents during his tenure as a butler at the White House, the civil rights movement, Vietnam, and other major events affect this man's life, family, and American society.
This 2013 film produced by Salamander Pictures is directed by Lee Daniels, written by Danny Strong, and Will Haygood. It stars Forest Whitaker, Oprah Winfrey, and John Cusack.
Teaser Question: Should everyone be paid the same for the same job?
Going Deeper: Think about your answer to the teaser question. Should it matter how long you've worked somewhere, or how much education or experience you have? Should age matter?
"We must ensure not only that everyone receives equal pay for equal work, but that they have equal opportunity to do equal work." - Satya Nadella
"A nation will not survive morally or economically when so few have so much, while so many have so little." - Bernie Sanders
Keeping a Journal: 1. Of all the clips watched this week, which was your favorite and why? 2. Do you think gender equality exists in our school? Why or why not? 3. What does it mean when a girl or boy decides to break the norm and does something that is only intended for the other gender? 4. Do you think racial equality exists in our school? Why or why not? 5. How do we get others to understand what it is like to be of a minority race in our building?
Activity 1: Band-Aid Activity
Materials: "Injury cards"- 1 per student made up ahead of time. Each card listing a different injury/sickness. I.E.- paper cut, skinned knee, chapped lips, broken finger, broken leg, concussion, strep throat, instead of making up 25-30 different injuries vary some of them, for instance say paper cut on thumb, and re-use it for paper cut on index finger. You can reuse a few of them this way.
Teacher Instructions: 1. Distribute “injury cards” to students (index cards with various injuries listed one per card, making sure injuries vary from very minor, to very significant).
2. Ask students, one at a time, to share their injury, giving each student a band-aid (regardless of the injury).
3. If anyone complains or questions the band-aid, simply say that it would not be fair if everyone did not get the same thing.
4. Questions for discussion: - Was it equal that everyone got a Band-Aid? -Was it fair that everyone got a Band-Aid? Why or why not? (Everyone getting the same thing wasn’t fair because it didn’t help most of the students. Sometimes students will do different things in class, but everyone is learning and getting what they need. It is important not to make anyone feel bad about doing something different.) -What other things in the classroom are our “injuries” like? -What else can the Band-Aids be compared to? (The Band-Aids are like getting the help you need in class. When a teacher is working with a small group or individual student, interrupting or distracting them is like taking away the student’s Band-Aid.) **Variation: Give all but the last student a Band-Aid. Add in a discussion of how it felt to be the only one without a Band-Aid.
Activity 2: Priviledge
Materials: -full size scratch pieces of paper -recycling bin
Teacher Instructions: 1. Start by giving each student a scrap piece of paper and ask them to crumple it up. 2. Move the recycling bin to the front of the room. 3. Read the following aloud "The game is simple — you all represent the country's population. And everyone in the country has a chance to become wealthy and move into the upper class.To move into the upper class, all you must do is throw your wadded-up paper into the bin while sitting in your seat." -The students in the back of the room will likely make a fuss about it being unfair. 4. Allow everyone to take their shots, — as expected — most of the students in the front make it (but not all) and only a few students in the back of the room will make it. 5. Say the following: "The closer you were to the recycling bin, the better your odds. This is what privilege looks like. Did you notice how the only ones who complained about fairness were in the back of the room? By contrast, people in the front of the room were less likely to be aware of the privilege they were born into. All they can see is 10 feet between them and their goal. Your job — as students who are receiving an education — is to be aware of your privilege. And use this particular privilege called "education" to do your best to achieve great things, all the while advocating for those in the rows behind you."
Activity 3: Prejudice Goal: To examine how people develop stereotypes and to consider how stereotypes can lead to prejudice.
Materials: - Paper -pencil -whiteboard & marker or chart paper
Teacher Instructions: 1. Tell students that you will be reading a series of words. Instruct students to write each word on a sheet of paper, followed by the first thought that comes to mind when they think of a person in that role. Encourage students not to censor their responses. 2. Read the following words aloud, one by one, allowing enough time after reading each word for students to write their first thoughts: cheerleader construction worker grandmother doctor teacher librarian gang member athlete honor roll student nurse dancer 3. After students have completed this lesson, have them turn the paper face down on their desks until it’s time to review the responses. 4. Have the class select two words from the original list, such as construction worker and cheerleader. 5. Divide students into small groups of three or four students per group. Assign half of the groups the first selected word and the other groups the second selected word. 6. Give groups four or five minutes to list as many characteristics as possible of their assigned word. When they have completed the task, generate a list of all responses on the chalkboard or chart paper. 7. Discuss the accuracy of the characteristics; have students consider whether all cheerleaders, for example, are blond or if all construction workers are men. Have students consider which of the characteristics listed under each name could be considered assumptions – ideas that we believe are true without verification. 8. Provide students with the following definition of stereotype: A stereotype is an oversimplified generalization about a person or group of people without regard for individual differences. Even seemingly positive stereotypes that link a person or group to a specific positive trait can have negative consequences. 9. Based on the definition of stereotype, have students consider whether the assumptions that they made about cheerleaders and construction workers can cause people to develop stereotypes about these two groups. Have them also consider how even the positive characteristics can have negative consequences (e.g., if people hold the stereotype that all cheerleaders are honor students, then someone who is an average student may not feel qualified to participate). 9. Instruct students to turn over the papers containing their initial impressions of the categories listed on the board. Have them review their lists and then consider the following questions: a. Based on the discussion about assumptions and stereotypes, are you reconsidering any of your responses? Do any of your responses appear to be a result of unconscious stereotypes that you have formed about particular groups? b. Do you think that if we tallied the responses to each of the items listed, the answers would be similar? Why or why not? c. How do people learn stereotypes? d. What were some examples of stereotypes that people responded to after the terrorist attacks on 9/11? e. What are some ways that people can verify whether or not an assumption that they have about a group of people is accurate? What would be the value of doing so? 10. Close this lesson by having students think about a stereotype that is held about a group to which they belong. Ask students to share their ideas on this topic in small group discussion.