Social and Community Studies SAS 2014

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Benjamin Garrett
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1 Sample unit of work Gender and identity The sample unit of work provides teaching strategies and learning experiences that facilitate students demonstration of the dimensions and objectives of Social and Community Studies SAS This sample demonstrates: organisation and development of a unit that could be used within a course of study aspects of the underpinning factors particular to this unit learning experiences that support the achievement of the objectives described in the dimensions of this syllabus alignment between core subject matter, learning experiences and assessment

2 Unit overview Title of unit: Gender and identity The unit description includes a title and a paragraph that outlines the intent of the unit. Unit description: The purpose of this unit is to give students an understanding of how gender and identity are constructed in our society. Roles, stereotypes and ethnicity are examined from personal, interpersonal, community and global perspectives. Time allocation: Semester 1, 2, 3 or 4; 55 hours A time requirement for the unit is indicated. Dimensions and objectives By the conclusion of the course of study, students should: recognise and describe concepts and ideas related to the development of personal, interpersonal and citizenship skills recognise and explain the ways life skills relate to social contexts explain issues and viewpoints related to social investigations. By the conclusion of the course of study, students should: organise information and material related to social contexts and issues analyse and compare viewpoints about social contexts and issues apply concepts and ideas to make decisions about social investigations use language conventions and features to communicate ideas and information, according to purpose. By the conclusion of the course of study, students should: plan and undertake social investigations communicate the outcomes of social investigations, to suit audiences appraise inquiry processes and the outcomes of social investigations. Page 2 of 7

3 Content to be taught Concepts and ideas Gender roles play a significant part in how we construct our identities. Our perceptions of gender can influence our relationships. There are many factors such as culture, ethnicity, religion and media that affect the construction of gender. Social justice involves the recognition and respect of the rights, needs and viewpoints of others. Knowledge, understanding and skills The knowledge, understanding and skills listed should be developed, showing integration of the core areas. Personal gender roles and characteristics gender and identity societal impacts on people s gender and identity challenging stereotypes body images Interpersonal representations of gender in popular culture historical development of gender roles happy and healthy relationships, e.g. power relations traditional and modern household and parenting roles separation between public/work and private life gender discrimination Citizenship gender construction by media, governments and religion community attitudes towards gender issues regarding gender and ethnicity gender and culture global gender issues, e.g. women in the Congo, sex change, contraception social justice organisations, e.g. Beyond Blue, Amnesty International Identified concepts and ideas, together with the relevant knowledge, understanding and skills, are from the syllabus. Page 3 of 7

4 Learning experiences recognising and describing concepts and ideas related to gender, stereotypes and equality through identifying statistics, characteristics and features of Syllabus dimensions and objectives are delivered through learning experiences throughout the unit of work. how gender is represented in fiction, film, television, advertisements and school/local community examining how gender impacts on personal identity by observing and identifying gender specific and non-specific responses to circumstances in different scenarios and situations recognising and explaining the ways life skills relate to gender, e.g. developing a profile of personal life skills through self-analysis, or illustrating how gender can impact on growth and development both as an individual and as a participant in community activities comparing and contrasting the needs and viewpoints of others regarding gender roles and stereotypes, using de Bono s Six Thinking Hats explaining issues and viewpoints related to popular culture, body image and the media s influence on and construction of gender using a SWOT (Strengths, Weaknesses, Opportunities, Threats) analysis exploring the way personal perceptions of gender can influence relationships, using Y charts (Looks like, Feels like, Sounds like) to identify personal perceptions of gender organising information and material related to individual rights and gender discrimination using the Think-Pair-Share strategy investigating government initiatives and policies relating to gender, e.g. paternity and maternity leave, same-sex marriage, using de Bono s Six Thinking Hats analysing primary and secondary sources to identify the historical development of gender, e.g. women s right to vote, who votes interpreting statistical information about men and women in the local community, e.g. information from the ABS, Run That Town app constructing a timeline of significant events (wars, inventions) and people from around the world (queens, prime ministers, social revolutionaries) that charts the changes in gender roles researching a global gender issue, e.g. contraception, treatment of women and men in other cultures, women s/men s rights, crisis management, to identify and compare viewpoints and perspectives and approaches to dealing with the issue analysing and comparing viewpoints about gender and ethnicity using brainstorming strategies such as mind mapping to identify global commonalities and points of difference from images, films, poems, news stories and literature applying concepts and ideas to make decisions about social investigations into gender roles, e.g. identifying whether or not there is an unbalanced representation of gender in the school community or local community, and making suggestions for change using language conventions and features to communicate knowledge and understanding of gender and identity issues role playing scenarios that depict gender stereotypes or specific gender roles to illustrate perceptions of gender issues reviewing and discussing a book, film or song that depicts how women and girls are represented and/or treated in different cultures, religions and/or social contexts, e.g. Does My Head Look Big In This, The Hunger Games, She s a Lady (Tom Jones) reviewing and discussing a book, film or song that depicts how men and boys are represented in different cultures, religions and/or social contexts, e.g. Bridge to Wiseman s Cove, Billy Elliot, Hot n Cold (Katie Perry) using APC (Alternatives, Possibilities, Choices) to change the beginnings and/or endings of these stories in terms of how women, men, girls and boys are represented investigating the changing role of men and boys in society, e.g. stay-at-home fathers creating a graphic organiser that compares and contrasts the treatment of women in Australia with women in less developed countries planning and undertaking social investigations into community and societal attitudes about gender in popular culture using survey skills researching local and global social justice organisations, e.g. Beyond Blue, Amnesty International conducting class seminars or Q & A sessions on issues related to gender and identity, or gender roles writing reports and articles related to impacts on gender roles/issues, e.g. influences of historical people or events, the impact of cultural and societal/community attitudes communicating the outcomes of inquiries related to the construction of gender and identity Page 4 of 7

5 appraising inquiry processes through reflection on investigations into gender roles, the representation and/or treatment of men or women, gender construction and cultural/societal influences on gender Learning experiences show coverage of the core and elective and support the assessment possibilities indicated. Assessment The following assessment tasks are suggestions only. Teachers may choose from techniques and the options that follow, or devise alternate instruments, to suit their students needs and school context. Assessment instrument 1: Project based on a gender issue and personal identity Project Written component: words words Spoken component: 1½ 3½ minutes 2½ 3½ minutes Multimodal component: 2 4 minutes 3 6 minutes Performance component: Schools provide students with some continuous class time to develop the performance components of the collection of work. The length of this component will depend upon the nature of the task. Product component: Schools provide students with some continuous class time to develop the product components of the collection of work. The length of this component will depend upon the nature of the task. Option 1 The different components within a project can be delivered at different times throughout a unit of Part A (written component) work. The components contribute to an overall Students produce a report that investigates and result for each dimension assessed in the project. analyses the impact of gender on personal identity. Part B (performance component) Students present a dramatic performance depicting a gender stereotype. Part C (spoken component) Students conduct a class Q & A session to reflect on the project process and outcome. Option 2 Part A (written component) Students research a global gender issue such as contraception, treatment of women in other cultures, women s/men s rights, or crisis management and write a feature article about the issue for the New International magazine. Part B (product component) Students examine the organisations that advocate for their chosen global issue and produce an interactive webpage that promotes the activities of these organisations. Option 3 Part A (written component) Students research and investigate how gender is constructed in popular culture. Part B (spoken component) Students select and analyse a book, film or song that clearly depicts a specific gender role. They produce an interview with the author, scriptwriter or songwriter that explores why the author/writer chose to construct gender in this way. Page 5 of 7

6 Assessment instrument 2: Investigation (choice of response mode) Investigation Written component: words words Spoken component: 2 4 minutes 3 4 minutes Multimodal component: 3 5 minutes 4 7 minutes Option 1 (choice of response mode) Students investigate the historical development of gender roles. They analyse and compare gender roles of the 1950s with today and respond to the question Is it better today? Option 2 (spoken/multimodal) Students investigate the construction of gender through popular music. Students deliver a presentation that analyses how gender roles are constructed and represented in the lyrics and, if applicable, music videos. Option 3 (choice of response mode) Students investigate parenting roles and the changing nature of family. They write a magazine article or essay comparing and contrasting traditional and modern parenting roles, and/or cross-cultural parenting roles. Assessment instrument 3: Extended response to stimulus Extended response to stimulus Written component: words words Spoken component: 2 4 minutes 3 4 minutes Multimodal component: 3 5 minutes 4 7 minutes Option 1 (written response) Stimulus materials: statistics, images and websites that reflect diverse contemporary attitudes to gender issues, e.g. working mothers, breast feeding in public. Students examine a variety of stimulus materials and write an article for a community newspaper or magazine that responds to the following statement: Community attitudes shape perceptions of gender. Within the article, students analyse community attitudes to the chosen gender issue and develop a personal position on the issue, justifying their viewpoint. Option 2 (spoken/multimodal response) Stimulus materials: stimulus sheet containing various examples relating to the historical development of gender, e.g. newspaper articles, cartoons, poetry, photographs. Students examine the stimulus materials and choose an historical person/s and/or event/s that has/have exerted influence on modern gender roles. They deliver a spoken or multimodal presentation on the topic Significant people and historical events have influenced gender roles in modern society. In the presentation, students analyse and justify the impact this person/s and/or event/s has had on constructing modern gender roles. Page 6 of 7

7 Assessment instrument 4: Short response test Examination Recommended duration: minutes minutes Short response test: words per item (diagrams and workings not included in word count) words per item (diagrams and workings not included in word count) The short response test consists of a number of items that could require students to: recognise, describe and explain concepts, ideas, issues and viewpoints about gender issues and identity analyse, interpret and apply ideas and information about local and global issues related to gender and ethnicity respond to stimulus materials concerning gender roles, stereotypes and community attitudes towards gender. Page 7 of 7

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