Question

Plzz amswer it fast​

Answer 1

Answer:

Give one group the chart paper marked “Girl” and the other group the paper marked “Boy,” along with several markers. Challenge students to think of as many gender stereotypes as possible to write, or draw, inside each square. Some examples to get them started might be "love pink" for girls or "like race cars" for boys. Guide groups as they work to make sure the discussions stays on topic and address a variety of questions. Ask: “How are all girls/boys supposed to behave? What are they supposed to like or dislike? How are they supposed to look, think and feel? What are they supposed to be good at?” As the groups work, ask students to think about where these stereotypes come from. Explain that you will talk about this later in the lesson or series.

After the students have had sufficient time to work on filling the squares, explain that now they should write or draw some ideas outside of their square. Ask, “What might make a girl or boy outside of the box?” An example could be a boy who likes flowers, or a girl who likes motorcycles. (Note: Student’s examples may focus on dress or taste, which is important and valid. However, try to direct their thinking to issues of personality and behavior expectations as well.)

Point out that although some people seem to fit into gender norms or stereotypes more than others, almost everyone has times or parts of themselves that are outside the box. Ask student partners to share one time they felt like they were “inside the box” and one time they felt like they were “outside the box” for their gender. Ask for volunteers to share with the class.

Have students come together as a group to look at and share their responses, then discuss the different ideas they share. Explain that being inside or outside a box are gender stereotypes, or ways that other people think men or women should act. (This may be a good time to revisit the original student definitions of gender and stereotypes.) Help students begin considering where some of these stereotypes come from. Ask them what might be helpful and harmful about these stereotypes. Discuss a conversation about the ways these stereotypes might be unfair or limiting to children as they as they grow up and decide what they like to do, what careers they strive for, what sports they want to play, and so on. Discuss the importance of accepting others who may not fit stereotypes. Ask: “How might a boy feel if he wears pink clothing to school and people make fun of him? How might a girl feel if she wants to play basketball and boys tell her she can’t?”

Finally, ask students to form a circle. Let each student take a turn and share one character trait he or she has (or wishes to have) from the square of the other gender. (Students may “pass,” or repeat others’ comments, but emphasize that they should listen to others and respect one another's feelings.

Answer 2

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Give one group the chart paper marked “Girl” and the other group the paper marked “Boy,” along with several markers. Challenge students to think of as many gender stereotypes as possible to write, or draw, inside each square. Some examples to get them started might be "love pink" for girls or "like race cars" for boys. Guide groups as they work to make sure the discussions stays on topic and address a variety of questions. Ask: “How are all girls/boys supposed to behave? What are they supposed to like or dislike? How are they supposed to look, think and feel? What are they supposed to be good at?” As the groups work, ask students to think about where these stereotypes come from. Explain that you will talk about this later in the lesson or series.

After the students have had sufficient time to work on filling the squares, explain that now they should write or draw some ideas outside of their square. Ask, “What might make a girl or boy outside of the box?” An example could be a boy who likes flowers, or a girl who likes motorcycles. (Note: Student’s examples may focus on dress or taste, which is important and valid. However, try to direct their thinking to issues of personality and behavior expectations as well.)

Point out that although some people seem to fit into gender norms or stereotypes more than others, almost everyone has times or parts of themselves that are outside the box. Ask student partners to share one time they felt like they were “inside the box” and one time they felt like they were “outside the box” for their gender. Ask for volunteers to share with the class.

Have students come together as a group to look at and share their responses, then discuss the different ideas they share. Explain that being inside or outside a box are gender stereotypes, or ways that other people think men or women should act. (This may be a good time to revisit the original student definitions of gender and stereotypes.) Help students begin considering where some of these stereotypes come from. Ask them what might be helpful and harmful about these stereotypes. Discuss a conversation about the ways these stereotypes might be unfair or limiting to children as they as they grow up and decide what they like to do, what careers they strive for, what sports they want to play, and so on. Discuss the importance of accepting others who may not fit stereotypes. Ask: “How might a boy feel if he wears pink clothing to school and people make fun of him? How might a girl feel if she wants to play basketball and boys tell her she can’t?”

Finally, ask students to form a circle. Let each student take a turn and share one character trait he or she has (or wishes to have) from the square of the other gender. (Students may “pass,” or repeat others’ comments, but emphasize that they should listen to others and respect one another's feelings.