Unit 4: Gender
Unit 4: Gender
In the fourth unit of Intro to Critical Literacy: Constructing an Intersectional Worldview, scholars engage with rigorous readings to internalize a deep understanding of patriarchy and its cascading effects on all people.
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In the fourth unit of Intro to Critical Literacy: Constructing an Intersectional Worldview, scholars engage with rigorous readings to internalize a deep understanding of patriarchy and its cascading effects on all people. Scholars begin this unit by reading about biological differences and evolutionary pressures underlying sex differences to lay the foundation that while there are biological differences between sexes, differences within sexes are much larger, lines between sexes are not always clear, and patriarchy is not biological determinate. The unit then goes on to have seven close readings on different causes and effects of patriarchy including: misogyny, the gender pay gap, minimizing transgender people, toxic masculinity the objectification of women. Next scholars complete a project where they use their understanding of patriarchy and objectification to turn an advertisement that objectifies women into an advertisement that empowers women. The final close reading introduces scholars to bell hooks definition of feminism: as a movement to end sexism, sexist exploitation, and oppression. Through this final reading scholars are also introduced to the idea of intersectionality without using the term – in order to prepare them for the next unit (Unit 5) on intersectionality. Finally, scholars are given the opportunity to demonstrate deep understanding of patriarchy and how to deconstruct it on their final assessment and closing circle.
Overall, this unit consists of 15 lessons. The first lesson is an introductory teacher lead presentation, 11 lessons are close readings where scholars read to learn about the central topics with extension activities that can be either homework or in class activities, 1 lesson is a larger project, there is 1 final assessment and 1 closing circle. This unit is meant to give scholars the language to discuss patriarchy and numerous effects and systems that uphold patriarchy, This unit requires scholars to both read to learn and be critical of what they read. When scholars read to learn – they are learning both the systems of oppression at play in our world while also learning the language to name said systems – so they can be critical thinkers of our world. Scholars must demonstrate these critical reading skills in this unit in some readings where they are presented with a biased view, in which case they must use their understanding of oppressive patriarchal systems to find, name and describe how the reading might be biased. Extension activities and the final assessment also require scholars to apply content to their own lives – deepening their personal worldview. Note: for readings with higher college level rigor, there are more scaffolded text dependent questions to help scholars meet the bar independently.
Scholars will understand when they read, see or hear sexist rhetoric that supports patriarchy in order to name it and describe how to combat said rhetoric.
Scholars will understand that there are biological differences between sexes, though these differences are much larger within the sexes, there are not actually clear biological lines between sexes, and patriarchy is not biologically deterministic.
Scholars will understand systems that uphold patriarchy as well as the negative effects of patriarchy on all people including: pay gaps, toxic masculinity, minimizing women and transgender people, and objectifying/dehumanizing people.
Scholars will understand that Feminism represents the fight against all oppression.
Scholars will understand how to use their sharpened worldview to take actions to make their communities better
What’s in This Purchase?
A Detailed Unit Overview
The Re-Imagine Education Lesson Plan Template
PowerPoint Presentations for Presentation Lessons
15 Lesson Packets (both Student copies and Teacher Copies with Exemplar Answers) including: 1 Introduction packet, 12 Close Reading packets, 1 project packet, 1 final assessment packet, and 1 closing circle packet. Note: All Introductory and Close Reading lesson packets contain a Do First activity, a Close Reading or Presentation with Guided Notes and Questions, an Extension Activity and an Exit Ticket.
Unit Scope & Sequence:
Presentation Lesson: Introduction & Guided Notes
Close Reading Lesson: Gender-Related Behavior and Hormones
Close Reading Lesson: Parental Investment
Close Reading Lesson: Covert Competition
Close Reading Lesson: Patriarchy
Close Reading Lesson: Misogny
Close Reading Lesson: Gender Pay Gap
Close Reading Lesson: Minimizing Women's Pain
Close Reading Lesson: Marginalizing Transgender People
Close Reading Lesson: Toxic Masculinity
Close Reading Lesson: Objectification
Project: Objectification in Advertising
Close Reading Lesson: What is Feminism?
Assessment Lesson: Gender Unit Final Test
Discussion Lesson: Gender Unit Closing Circle Questions
Common Core Standard Alignment
CCSS.ELA-LITERACY.RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.RI.9-10.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
CCSS.ELA-LITERACY.RI.9-10.5: Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
CCSS.ELA-LITERACY.RI.9-10.6: Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
CCSS.ELA-LITERACY.RI.9-10.10: By the end of grade 9, read and comprehend literary nonfiction in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9-10 text complexity band independently and proficiently.
AP U.S. History Alignment
CUL-3.0: Explain how ideas about women’s rights and gender roles have affected society and politics.