Keeping Gender In Mind

The Ontario Curriculum offers great scope for students in exploring the nature of gender and gives students opportunities for understanding the concept of equality regardless of gender. The key to unlocking gender within our existing curriculum is, in fact, as simple as keeping the concept of gender in mind.

(NOTE: Anything within this outline which is not in italic text, has been drawn directly from the Ontario Curriculum documents.)

Language
Consider the Language document. Opportunities for students to reflect, understand, communicate, discuss, and persuade are opportunities to explore the topic of gender in our society.

Writing
At each grade level, overall expectations for writing include possibilities for helping students explore gender. We can easily consider and expand upon some of the specific examples offered in this document and, with any luck, the classroom discussions will help students recognize and overcome their own gender barriers.

For example, the idea of a girl having a paper route or playing competitive hockey, or the role of the female police officer, doctor or mayor in our communities, or the educational issue of female-only classes in math and science -- all these examples are goldmines for gender aware instruction.

Keep gender in mind as you consider the following expectations from the Ontario Curriculum.

Overall Expectations

Grade One

• communicate ideas (thoughts, feelings, experiences) for specific purposes

Grade Two

• communicate ideas (thoughts, feelings, experiences) for specific purposes

Grade Three

• communicate ideas (thoughts, feelings, experiences) for specific purposes and to specific audiences
• write materials that show a growing ability to express their points of view and to reflect on their own experiences

Grade Four

• communicate ideas (thoughts, feelings, experiences) for specific purposes and to specific audiences
• begin to write for more complex purposes (e.g. present and discuss their opinions and viewpoints, to pose questions, to record information)

Grade Five

• communicate ideas and information for a variety of purposes (e.g. present and support a viewpoint) and to specific audiences (e.g., write a letter to a newspaper stating and justifying their position on an issue in the news)
• use writing for various purposes and in a range of contexts, including schoolwork (e.g., summarize information from materials they have read, to reflect on their thoughts, feelings, imaginings)

Grade Six

• communicate ideas and information for a variety of purposes (to inform, to persuade, to explain) and to specific audiences
• use writing for various purposes in a range of contexts, including schoolwork (e.g., to develop and clarify ideas, to express thoughts and opinions)

Grade Seven

• communicate ideas and information for a variety of purposes (to outline an argument, to report on observations) and to specific audiences, using forms appropriate for their purpose and topic
• use writing for various purposes in a range of contexts, including schoolwork (e.g., to make point form notes from a text, to jot down personal impressions)

Grade Eight

• communicate ideas and information for a variety of purposes (to evaluate information, to compare points of view) and to specific audiences, using forms appropriate for their purpose (e.g., a survey soliciting opinions on an environmental issue) and to specific audiences, using features appropriate to the form ( e.g., focused questions)
• use writing for various purposes in a range of contexts, including schoolwork (e.g., to write technical instructions, to clarify personal concerns, to explore social issues, to develop imaginative abilities.)

Reading
There are similar opportunities for gender sensitive instruction throughout the reading curriculum. For example, teachers and students can examine old readers or fairy tales for gender role stereotypes such as the wicked stepmother or Prince Charming. For younger students, Robert Munsch’s The Paper Bag Princess is a wonderful example of an alternative to traditional roles, feelings and behaviour.

Opportunities to talk about gender roles can be found through the use of the following expectations.

Grade One

Overall Expectations

• express clear responses to written materials; relating the ideas in them (thoughts, feelings, experiences) to their own knowledge and experience

Specific Expectations

Reasoning and Critical Thinking

• use their knowledge and experience to understand what they read
• express their thoughts and feelings about a story

Grade Two

Overall Expectation

• express clear responses to written materials; relating the ideas in them (thoughts, feelings, experiences) to their own knowledge and experience

Specific Expectations

Reasoning and Critical Thinking

• use their knowledge and experience to understand what they read
• express their thoughts and feelings about a story

Grade Three

Overall Expectation

• express clear responses to written materials; relating the ideas in them (thoughts, feelings, experiences) to their own knowledge and experience

Specific Expectations

Reasoning and Critical Thinking

• identify and describe some elements of stories (e.g., plot, central idea, characters, setting)
• begin to make inferences while reading
• begin to develop their own opinions by considering some ideas from various written materials

Grade Four

Overall Expectation

• state their own interpretation of a written work, using evidence from the work and from their own knowledge and experience

Specific Expectations

Reasoning and Critical Thinking

• identify and describe elements of stories (e.g., plot, central idea, characters, setting)
• make inferences while reading
• make judgements about what they read on the basis of evidence
• develop their opinions by reading a variety of materials

Grade Five

Overall Expectation

• explain their interpretation of written work, supporting it with evidence from the work and from their knowledge and experience

Specific Expectations

Reasoning and Critical Thinking

• make judgements and draw conclusions about the content in written materials, using evidence from the materials
• begin to identify a writer’s or character’s point of view

Grade Six

Overall Expectation

• explain their interpretation of a written work, supporting it with evidence from the work and from their own knowledge and experience

Specific Expectations

Reasoning and Critical Thinking

• identify the elements of a story and explain how they relate to each other (E.g., ways in which development of character and plot are interrelated)
• make judgements and draw conclusions about ideas in written materials on the basis of evidence
• identify a writer’s perspective or character’s motivation

Grade Seven

Overall Expectation

• explain their interpretation of a written work, supporting it with evidence from the work and from their own knowledge and experience

Specific Expectations

Reasoning and Critical Thinking

• make judgements and draw conclusions about ideas in written materials on the basis of evidence
• clarify and develop their own points of view by examining the ideas of others

Grade Eight

Overall Expectation

• explain their interpretation of a written work, supporting it with evidence from the work and from their own knowledge and experience

Specific Expectations

Reasoning and Critical Thinking

• make judgements and draw conclusions about ideas in written materials on the basis of evidence
• clarify and develop their own points of view by examining the ideas of others

ORAL AND VISUAL COMMUNICATION

The Oral and Visual Communication portion of the Language Document is another vehicle for discussing gender in society. Students can look at and listen to everything from books, pictures, radio shows and music to print advertising and television images. They can begin to identify and understand the pervasiveness of gender stereotypes, whether in dress, demeanour, expression, activity, roles, language or behaviour. All of this can lead to greater understanding about how stereotypes limit individual growth and prospects and the inevitable damage it does to an environment of equality and respect.

Grade One

Overall Expectation

• listen and react to stories and recount personal experiences

Grade Two

Overall Expectation

• retell stories and recount personal experiences, presenting events in a coherent sequence

Grade Three

Overall Expectation

• view, read and listen to media works that convey messages or information and talk about what they have learned

Grade Four

Overall Expectation

• express and respond to ideas and opinions concisely and clearly

Grade Five

Overall Expectation

• express and respond to ideas and opinions concisely and clearly

Specific Expectation - Group Skills

• contribute ideas to help solve problems and listen and respond constructively to the ideas of others when in a group

Grade Six

Overall Expectation

• express and respond to ideas and opinions concisely and clearly and appropriately

Specific Expectation - Group Skills

• follow up on other’s ideas and recognize the validity of different points of view in group discussions or problem solving activities

Grade Seven

Overall Expectation

• express and respond to ideas and opinions concisely and clearly and appropriately

Specific Expectation - Group Skills

• listen and respond constructively to alternative ideas or viewpoints
• express ideas and opinions confidently but without trying to dominate discussion

Grade Eight

Overall Expectation

• express and respond to ideas and opinions concisely and clearly and appropriately

Specific Expectation - Group Skills

• contribute collaboratively in group situations by asking questions and building on the ideas of others
• work with members of their group to establish clear purposes and procedures for solving problems and completing projects

SOCIAL STUDIES

The Social Studies program offers concrete examples and ideas for examination of gender stereotyping. Ideally, this kind of thorough analysis and discussion will help students become "enlightened learners", developing the "habits of mind" for responsible citizenship in a complex and changing society.

What do we mean by "habits of mind"? These include:

• positive attitudes about learning;
• respect, tolerance, and understanding with regard to individuals, groups, and cultures in the global community;
• respect and responsibility for the environment;
• an understanding and appreciation of the rights, privileges and responsibilities of citizenship.

As students develop these "habits of mind", they inevitably begin to look at themselves in relation to their family, community, society and world. In other words, the maturing student begins to identify with a broader community distanced both by geography and time.

Teachers who "keep gender in mind" should help their students develop an identity which is not restricted by outdated concepts of gender. Social Studies is the perfect curriculum opportunity to help children overcome those stereotypes and recognize the barriers they have created. Even the youngest children, for example, can learn that community helpers like police officers and fire fighters are occupations now open to women.

Similarly, when students are learning about different historical periods -- such as early civilizations, medieval times or the Renaissance -- teachers can encourage them to contrast traditional roles of men and women with roles more widely accepted today. And, perhaps even more importantly, help their students recognize the intolerable and unnecessary restrictions that gender roles place on women.

The following look at the curriculum highlights the many opportunities teachers have to raise and discuss issues around gender roles.

Heritage and Citizenship

Grade 1 - Relationships, Rules, and Responsibilities

Overall

• identify significant people, places and events in their lives, and some significant people in Canada in the past and present

Specific Expectations - Understanding Concepts

• demonstrate an understanding of the need for rules and responsibilities (e.g., need for protection and respect)
• identify and describe the rights and responsibilities of family members (e.g., decision making, chores)
• demonstrate an understanding of rights and responsibilities in a way that shows respect for the rights and property of other people (e.g., sharing, being courteous, cooperating not littering)

Grade 2 - Traditions and Celebrations

Overall Expectations

• describe contributions made by individuals and groups to the local community.

Specific Expectations Understanding Concepts

• identify the significant features of various family cultures (e.g., food, dress, celebrations);
• describe the contributions each family member makes to the community (e.g., voting, providing services through occupations)

Grade 3 - Pioneer Life

Overview
...They compare the live of the pioneers to their own lives . . ..

Overall Expectations

• describe changes that have occurred in their communities since the time of the early settlers

Specific Expectations - Understanding Concepts

• describe the lifestyles of male and female pioneers, and the various roles of individuals in a pioneer settlement

Developing Inquiry/Research

• ask questions to gain information and explore alternatives (e.g. concerning relationship between community and environment)

Applying Concepts

• compare and contrast the lives (e.g. daily routines) of pioneer and present day children of similar ages
• compare and contrast life in a pioneer settlement with that in their own community (e.g. with respect to services, jobs, schools, stores, use of natural resources)

Grade 4 - Medieval Times

Overview
...Examine influence of medieval society on the world ....

Overall Expectations

• describe the ways in which medieval society has influenced modern Western society

Specific Expectations- Understanding Concepts

• describe the various roles of people in medieval society (e.g. royalty, courtiers, clergy, and members of religious orders, peasants)

Developing Inquiry/Research and Communication Skills

• communicate information (e.g. about the roles of women and children in medieval society) using media works, oral presentations, written notes, and descriptions and drawings

Applying Concepts

• compare medieval community to their own community (e.g.+ with respect to housing, social structure, recreation, land use, geography, climate, food, dress, government).

Grade 5 - Early Civilizations

Overview
...They investigate and describe the influence of early civilization on modern society. ...

Overall Expectations

• identify physical and social needs of people in early civilizations and compare the ways in which these needs were met

Specific Expectations - Understanding Concepts

• demonstrate an understanding of some of the values and beliefs on which life in early civilizations was based
• demonstrate an understanding of how values and beliefs in early civilizations affected people’s lives (e.g. the right to vote)

Applying Concepts

• examine how environment, society, and technology were related in early civilizations
• examine the impact of early civilizations on modern civilizations

Grade 6 - Aboriginal Peoples and European Explorers

Overview
...Study the origins of concerns related to Aboriginal peoples and determine their present social, political, and economic conditions.

Overall Expectations

• demonstrate an understanding of the social, political, and economic issues facing Aboriginal peoples in Canada today
• describe how Algonquian and Iroquoian nations contributed to the development of Canada (e.g. with respect to food, transportation, exploration, the arts, technology, government).

Canada and World Connections

Grade 1 - The Local Community

Overview
. . . They describe workers and their jobs. . . .

Specific Expectations - Understanding Concepts

• identify the occupations of some people in the community (e.g. storekeeper, mail carrier, farmer, teacher, police officer, fire-fighter, doctor).

Grade 2 - Features of Communities

Overview
. . . Develop awareness of physical and human geography by comparing their lives in their communities to the lives of other families in other communities around the world.

Overall Expectations

• demonstrate an understanding that the world is made up of countries where people have both similar and different lifestyles.

Specific Expectations - Understanding Concepts

• demonstrate an understanding that there are similarities and differences in the ways communities around the world meet their needs.

Applying Concepts

• identify factors that influence choice of clothing.

Grade 3 - Urban and Rural Communities

Overview
. . They compare communities cultural backgrounds. . . .

Overall Expectations

• demonstrate awareness of the possible similarities and differences among people, places, and environment.

Specific Expectations - Understanding Concepts

• demonstrate an understanding of why people live where they do. (e.g. because of family ties, occupations, amenities, schools).

Grade 6 - Canada and Its Trading Partners

Applying Concepts and Skills in Various Contexts

• identify outstanding contributions of Canadians from various backgrounds to the global community through dance, sports, music, literature, art, science, and technology.

History - Grades Seven and Eight

Anyone who looks back at history tends to draw comparisons between what happened then and how life is today. Many people, from futurists to science fiction writers, go farther, making predictions about the future based upon our knowledge of the past and the present. This focus on the continuum (and pendulum) of history allows teachers to raise awareness around changes in political, economic, social, and family roles -- and how those changes affect all our lives at every level.

For example, students could be encouraged to identify women's contributions and the degree to which women's roles have changed and will continue to change in the future. They could also begin to talk about why women's roles have changed, how those changes have manifested themselves, where those changes have led, why they are often opposed, how political decisions, economic circumstances, religious expectations all affect women's roles. In short, the Grade Seven and Eight History curriculum offers boundless opportunities for discovering change in gender roles.

Grade Seven History Curriculum

New France
Overview
. . Students investigate the roots and culture of the French communities; examine the character of daily life in the colony; . . .

Overall Expectations

• demonstrate an understanding of how the early French Canadian communities adapted to the challenges of their new land.

Specific Expectations - Understanding Concepts

• demonstrate an understanding of why people came to live in New France (e.g. for land, for military purposes, for the fur trade).
• demonstrate an understanding of economic, political, and social life in New France.

British North America
Overview . . Students investigate the emergence and development of the United Empire Loyalist settlements in Canada. . . .

Overall Expectations

• demonstrate an understanding of the strategies used by early settlers to adapt to the challenges of their new land.

Specific Expectations Understanding Concepts

• demonstrate an understanding of life in English Canada (e.g. early pioneer experiences, family life, economic and social life, growth and development of early institutions, transportation and emergence of towns).

Applying Concepts and Skills in Various contexts

• trace the historical development of their own community (e.g. including an account of its origins, key personalities, and the contribution of various cultural groups.

Conflict and Change

Some of the expectations in this unit can be used to explore areas where there has traditionally been conflict between genders. Students could also look at the varying ways in which men and women handle conflict and change.

Overall Expectations

• demonstrate an understanding of the nature of change and conflict, methods of creating change, and methods of resolving conflicts.

Applying Concepts and Skills in Various Contexts

• examine and communicate methods of conflict resolution in everyday life: at home, at school, in the community.
• compare strategies of conflict resolution used at home and at school to strategies used historically.

Grade Eight

Confederation

Students can be asked to research the role of women during this era, to identify key female historical figures or to discuss why most of the key players seem to be men.

Overview
. . Consider some of the key individuals involved in the formation of the nation . . . .

The Development of Western Canada

As above, the educator could assign research topics that examine the role of women during the settlement of Western Canada.

Overall Expectations

• demonstrate an understanding of how diverse groups and individuals have contributed to the growth and development of the Canadian West.

Specific Expectations Understanding Concepts

• describe the everyday life of various groups (e.g. Aboriginal people, Europeans, Metis) in Western Canada at the time of settlement by Europeans.

Canada: A Changing Society

In this unit, the concept of gender and the role of women are clearly outlined within the Ontario Curriculum document.

Overview
. . Students focus on why and how changes occur in society . . .

Overall Expectations

• demonstrate an understanding of how diverse groups and individuals have contributed to the historical, cultural, and economic development of Canada.

Specific Expectations Understanding Concepts

• identify and describe the achievements of Canadians who have contributed significantly to the development of Canada and the world. (e.g. contributions of inventors, innovators, entrepreneurs).
• identify and demonstrate an understanding of major developments that affected the working conditions of Canadian workers.
• identify major developments (e.g. the suffrage movement) and personalities (e.g. Nellie McClung) in the women’s rights movement, and demonstrate an understanding of the changing role of women in Canadian society (e.g. with respect to composition of the labour force).
• demonstrate an understanding of Canada's participation in World War I (e.g. Roles of Canadian men and women).

Developing Inquiry/Research and Communication Skills

• locate relevant information (e.g. on the changing role of women in the labour force) using a variety of sources.
• analyze, synthesize, and evaluate historical information (e.g. compare and evaluate the role of women in the nineteenth and twentieth century).

HEALTH AND PHYSICAL EDUCATION

The introduction to this curriculum document recognizes the importance of gender in education.

The subtitle: Planning Student Programs outlines co-curricular planning and programs for the coeducational classroom. It is an excellent overview and it's fair to say that a similar section could have been usefully added to the introduction of each of the curriculum documents.

Coeducational and segregated classes

It's clear, at least in practice, that all these curriculum expectations can be achieved in either a coeducational or same-sex environment but clearly, some expectations are addressed more effectively in same-sex settings. For example, some students will feel embarrassed, shy, and awkward taking part in classroom discussions around sensitive topics (especially those in the Healthy Living strand). In a same-sex setting, students are likely to feel more comfortable expressing themselves and sharing their anxieties.

Similarly, same-sex classes and groupings might be a better way to involve students in physical activities where issues of strength, capability, dress, build, and a host of other factors lead young adults to opt out of meaningful participation whether at school, in interschool programs or in community activities. Teachers should decide on a coeducational or segregated settings based on the sensitivity of topics and students’ needs.

Planning for the coeducational classroom
Acknowledging and respecting individual differences will encourage students to participate with, collaborate with, and respect others. It will also enhance students’ competence, self-esteem, health, and well-being.

Strategies for encouraging this awareness and mutual respect among students include:

• providing opportunities for both male and female students to assume leadership roles;
• encouraging and respecting the interests and abilities of both genders;
• ensuring that responsibilities are shared equally by male and female students;
• expecting all students to be equally active participants; and
• creating a class atmosphere that helps students develop consideration for, understanding of, and respect for each other.

The HEALTHY LIVING portion of this document includes scope for enhancing gender awareness in the classroom.

Grade 1

Specific Expectations - Personal Safety and Injury Prevention

• describe exploitative behaviours (e.g. abusive behaviours, bullying, inappropriate touching) and the feelings associated with them.

Grade 2

Specific Expectations - Growth and Development

• distinguish the similarities and differences between themselves and others (e.g. in terms of body size and gender).

Grade 3

Overall Expectations

• outline characteristics in the development and growth of humans from birth to childhood.

Specific Expectations

• outline the basic human and animal reproductive processes (e.g. the union of egg and sperm).
• describe basic changes in growth and development form birth to childhood(e.g. changes to teeth, hair, feet, and height).

Grade 4

Overall Expectations

• identify the physical, interpersonal, and emotional aspects of healthy human beings.

Specific Expectations - Growth and Development

• identify the challenges (e.g. conflicting opinions) and responsibilities in their relationships with family and friends.

Grade 5

Overall Expectations

• describe physical, emotional, and interpersonal changes associated with puberty.

Specific Expectations
Healthy Eating

• describe the influence of the media on body image (e.g. shape and size).

Growth and Development

• identify strategies to deal positively with stress and pressures that result from relationships with family and friends.
• identify factors (e.g. trust, honesty, caring) that enhance healthy relationships with friends, family, and peers.

Grade 6

Overall Expectations

• explain how body image and self-esteem influence eating practices.
• identify the major parts of the reproductive system and their functions and relate them to puberty.

Specific Expectations
Healthy Eating

• determine the influence of various factors (e.g. the media, family, traditions, allergies) on personal food choices, body image, and self-esteem.

Growth and Development

• relate the changes at puberty to the reproductive organs and their functions.
• apply a problem-solving/decision-making process to address issues related to friends, peers, and family relationships.

Grade 7

Overall Expectations

• relate healthy eating practices and active living to body image and self-esteem.
• describe age-appropriate matters related to sexuality (e.g. the need to develop good interpersonal skills, such as the ability to communicate effectively with the opposite sex).
• explain how harassment relates to personal safety.

Specific Expectations
Healthy Living

• examine the effects of healthy eating and regular physical activity on body size and shape, and on self-esteem.
• describe how our body image influences our food choices.
• identify factors affecting healthy body weight (e.g. food intake, growth spurts, physical activity/inactivity).

Growth and Development

• explain the male and female reproductive systems as they relate to fertilization.
• distinguish between the facts and myths associated with menstruation, spermatogenesis, and fertilization.
• identify the methods of transmission and the symptoms of sexually transmitted diseases (STDs) and ways to prevent them.
• use effective communication skills (e.g. refusal skills, active listening) to deal with various relationships and situations.
• explain the term abstinence as it applies to healthy sexuality.
• identify sources of support with regard to issues related to healthy sexuality (e.g. parent/guardians, doctors).

Personal Safety and Injury Prevention

• describe harassment and identify ways of dealing with it (e.g. by communicating feelings and reporting incidents of harassment).
• identify people and resources that can support someone experiencing harassment.

Grade 8

Overall Expectations

• adopt personal goals that reflect healthy eating practices.
• identify the physical, emotional, interpersonal, and spiritual aspects of healthy sexuality (e.g. respect for life, ethical questions in relationships, contraception).
• identify local support groups and community organizations (e.g. public health offices) that provide information or services related to health and well-being.
• analyze situations that are potentially dangerous to personal safety (e.g. gang violence) and determine how to seek assistance.
• apply living skills (e.g. decision-making, problem solving, and refusal skills) to respond to matters related to sexuality, drug use, and healthy eating habits.

Specific Expectations
Healthy Eating

• analyze the effects of undereating (e.g. as a result of bulimia or sports dieting) and overeating (e.g. obesity) on health and well-being.

Growth and Development

• explain the importance of abstinence as a positive choice for adolescents.
• identify symptoms, methods of transmission, prevention, and high-risk behaviours related to common STDs, HIV, and AIDS.
• identify methods used to prevent pregnancy.
• apply living skills (e.g. decision-making, assertiveness, and refusal skills) in making informed decisions, and analyze the consequences of engaging in sexual activities and using drugs.
• identify sources of support (e.g. parents/guardians, doctors) related to healthy sexuality issues.

Personal Safety and Injury Prevention

• Analyze situation (e.g. hitchhiking, gang violence, violence in relationships)that is potentially dangerous to personal safety.
• Identify support services (e.g. the school guidance department, shelters, Kids* Help Phone) that assist victims of violence, and explain how to access them.

IN CONCLUSION

When gender awareness is central to education, then the Ontario Curriculum is a gold mine of opportunity for enhancing student awareness, understanding, and behaviour. It doesn't matter what the subject, or age level, or grade, it is possible to enrich classroom programs with gender analysis and break down the gender barriers that exist and are perpetuated consciously or not.

Women's equality is one of the great social movements of our time. And teachers are uniquely positioned to help raise a generation of young people for whom gender equality is a liberating experience rather than one that provokes resistance and confrontation.

Teachers must let gender awareness weave its way throughout the curriculum. This will inevitably lead to a movement towards gender equality in every other aspect of school life. And from that, only good can come.

Prepared by Barbara Burkett, ETFO Local Ontario North East.