Gender Equality Atelier and Resource Package
By: Stephanie Lajeunesse
Atelier Includes





Paleontology center
Includes rocks
Cloud dough (make with 1 cup of baby powder and 8 cups of flour AMAZING)
Atlas of where dinosaur bones are found (also has male and females represented)
Clipboard
Paleontology tools and dinosaur eggs
Novel study book “Dinosaurs before Dark”
Books that show people in various gender roles ie) male nurses, female fire fighters
A book about successful women in Canada
Activity sheets (see below)
Comic sheets with supplies
For those of you who are not familiar with an atelier is simple a center that you can set up in your
classroom for children to explore when they are done work, get to school early, or even have free class
time. You set up books, activities, sensory material, you name it. Just pick a theme and off you go. It is a
great resource and tons of fun. Hope you will find use for this in your own professional development. It
is really great for any age!
Gender Biases and a Crumpled Heart Activity
Author: Stephanie Lajeunesse
Theme: Gender diversity acceptance
Suggested Grade Level: Grade 2
Brief Summary:
We will read the book “Oliver Button is a Sissy” as a class. During the reading there will be a
worksheet they will have to fill out as well as an activity to do. Following the story there will be
a class discussion as well as a follow-up activity.
Critical Analysis (Messages):
The Purpose of this activity is to foster acceptance and tolerance for difference and diversity
within the classroom. As well as understand the effects teasing and bullying can have on those
people.
Curriculum Subject Area(s):
English Language Arts
Curriculum Outcome(s):
Outcome: CR2.1
Comprehend and respond to a variety of grade-level texts (including contemporary and
traditional visual, oral, written, and multimedia) that address: identity (e.g., Just Watch Me)
community (e.g., People and Places) social responsibility (e.g., Friendship) and make
connections to prior learning and experiences.
Curriculum Indicator(s):
a. View, listen to, read, and respond to a variety of texts including First Nations and Métis
resources that present different viewpoints and perspectives on issues and topics related to
identity, community, and social responsibility and relate to own experiences.
Lesson Plan/Learning Activity
Materials Needed & Preparation:



The book “Oliver Button is a Sissy” By Tomie dePaola
Cut out hearts
Paper and pencils
Process:
While I read this story about bullying I want you to write down any mean things that people in
the story say to Oliver.
Every time something mean is said I want you to crumple the paper heart you have.
After the story is finished the students will be asked to share some of the things people said to
Oliver. Do you think it is acceptable to be mean to Oliver because he likes to do those things?
After they have shared I will ask them to brainstorm with a partner some different things they
could have said to Oliver instead of what they did say in the book.
I will collect ideas from the groups and after we have a few ideas on the board I want them to
un-crumple their hearts the best they can with each nice thing said about Oliver.
Once that is done I will ask if anyone could completely un-crumple their heart. When people
say and do mean things it puts a crumple in our hearts and even though we might say sorry
afterwards the crumple gets smoothed, but it never fully leaves.
So you want to be careful what you say to people because when you do it adds a wrinkle to
someone's heart.
Closing Activity/Conversations:
Just because someone looks, dresses, and acts differently than you does it mean that it is
acceptable to tease and bully them? Is it alright to be different than other people? How can you
make sure and not wrinkle someone's heart?
heddyb65. (2007) http://www.proteacher.net/discussions/showthread.php?t=55756
Ideas for Teachers
When reading literature in English Language Arts it is important to choose books that have an equal
number of male and female characters and ensure that your books have both male and female main
characters. You should try to treat the genders equally in your class in all aspects, both for expectations
and assessment. Talking circles are an ideal way to present an opportunity for everyone to have an
equal chance to participate in the class. You also need to bring up gender biased materials, so the
children can distinguish between them. When bringing in guest speakers it would be beneficial for you
to bring in professionals that do not fill the traditional gender roles. Also when planning activities and
play stations use alternatives to the usual kitchen and block areas. Allow kids to experience different
roles, change it for a hospital or science area. Provide pictures of people in non-traditional gender roles
and challenge the use of gender stereotyping by showing men doing domestic duties and women in
leadership roles.
UNESCO has a document out outlining ways to create a gender equitable class, how to use more
effective materials, and language
Good books for teaching about gender
“And Tango Makes Three” by Justin Richardson and Peter Parnell- About two male penguins that take
care of a baby penguin. Good for incorporating same sex parents.
“My Princess Boy” by Cheryl Kilodavis- This is a book inspired by the authors’ son. He likes to wear
dresses some days and a tiara. It is a book about acceptance and tolerance for people that are different
from you.
“Something Else” by Kathryn Cave – This is a book about a little creature who always tries to fit in, but
has a hard time with it because he is different.
Resources
Aboriginal Languages Curriculum Guide from k-12. (1994).
https://www.edonline.sk.ca/bbcswebdav/library/curricula/English/More/Aboriginal_Languages_K12_1994.pdf
Brenner, L. J. The teaching of gender issues in elementary schools .
http://www.ehow.com/info_8412562_teaching-gender-issues-elementary-schools.html#ixzz2N4IAk3Mn
Clip art that I used for comics. They do have lots of pictures showing people doing non-typical gender
roles.
http://www.clipartof.com/gallery/clipart/coloring_pages_60.html
http://donnayoung.org/f12/art-f/comic/bgendg.pdf
Gender in History Worksheet
Throughout history there have been many cultures that had more than two gender
categories and did not practice gender roles. In Indonesia they believed there were five genders
that had to coexist for there to be harmony (Reflection Press, 2012). In North America the First
Nations People believed that there were alternative gender roles and those people were an
honored and respected part of that community, pre European contact. In most First Nations
groups they had up to six different categories, men, women, men who do womens work (notman), women who do mens work (not-women), and two- spirited males and females who
encompassed both identities. All of these people were greatly respected and played a big role
in supporting for the community. One was not called two-spirited because of their preference
in partners; some First Nations groups had a test for those suspected of being two-spirited. One
of the tests was called “the bow or basket” test. The child would be placed in a circle of grass
and it would be set on fire, whichever item they grabbed before they jumped out would define
what they were based on what gender the object was associated with. Being two-spirited was
seen as an asset and sign of uniqueness (Alaers, 2012). It is important to remember that gender
is not biological, but a social construction people practice. Before European contact many First
Nations societies were matriarchal, meaning that women were held highly within the
community. There were many female chiefs, women were the main decision makers within the
community, and were highly respected as the child bearers. When the European white settlers
came they brought their patriarchal beliefs and values with them and changed the beliefs of the
First Nations.
Are there only two genders that exist in the world, boys and girls?
How were people of alternative genders treated in history?
Who was it that brought patriarchal values and beliefs to Canada?
Should there only be two genders acceptable today, should society allow people to choose
what gender they want to be or should they be told what gender they should be?
Teaching Resource
Gender Now By Reflection Press
"The Gender Now Coloring Book has been an indispensable tool in our work to create more gender
inclusive and accepting schools. Its various themes, images and activities provide a wonderful foundation
for expanding the perspectives of students, teachers and parents about the amazing diversity of
gender.”(Reflective Press, 2012)
Gender Now Includes:

Adult support for parents, educators, and community in how to hold multiple gender
perspectives (original coloring book only - school edition offers link to teaching guide)

Information about open gender expression and
the concept of the Gender wheel to read with your child

Images of children of various genders (in their natural state in the original coloring book, clothed
in the school edition) and in imaginative or active settings

Playful activities for children (and adults) to explore your own gender expression

Information about transgender history and gender in nature

Images and stories of transgender ancestors and animals

Referrals and resources to support transgender awareness (original coloring book only - school
edition offers additional activities for children and link to teaching guide)
http://www.google.ca/imgres?imgurl=http://www.reflectionpress.com/images/school-edition-coversm.jpg&imgrefurl=http://www.reflectionpress.com/gendernow.html&usg=__vlZIkMDIwOxLo6fR5dy9fACxiO4=&h=212&w=150
&sz=26&hl=en&start=46&zoom=1&tbnid=VVnB6xi1KRCkFM:&tbnh=106&tbnw=75&ei=h_REUavOPJCLqQHu2IDACA&prev=/sea
rch%3Fq%3Dgender%2Bactivities%2Bfor%2Bchildren%26start%3D40%26um%3D1%26hl%3Den%26sa%3DN%26gbv%3D2%26rl
z%3D1R2ADFA_enCA474%26tbm%3Disch&um=1&itbs=1&sa=X&ved=0CDMQrQMwBTgo
Sneetches Activity
As a class, read the classic book “The Sneetches” by Dr. Seuss.
Split the class in half and give half of them a star to stick to their arm or belly. Allow the
students without a star to take part in and activity, like musical chairs or hot potato and have
the other children with a star to sit and watch the other kids. Get all of the kids to reflect on
how they liked the games. Then have the kids switch and let the kids that didn’t have stars have
stars and have to sit out while the other kids get to play. Have another discussion on how
everyone enjoyed the games.
Ask the kids if they liked the activities better when they had a star or when they didn’t have a
star. Did they feel left out when they weren’t allowed to play with the other kids because they
had a star. Was it unfair to not let people with stars play just because they had a star? Allow the
kids to have a discussion about their experience then move into the next portion of the
discussion.
Tell the children that during the Second World War people that were homosexual were
imprisoned by the Nazis that were in power. They were made to wear arm bands that identified
them as gay, which meant that they were inferior to everyone else around them. Just like the
sneethches were segregated and judged because of the stars on their bellies, so were people
back then, and they were forced to wear a star to identify them.
Today we don’t identify people with bands, but do you think they are treated fairly today? So if
you are making fun of someone because they are different than you are you like a sneetch with
no star on its belly? How did you feel when we were playing and you were left out because you
were different from those allowed to play? In the end of the story did it matter who had a star
and who didn’t? Should it matter now? Should you treat people, even people who are different
bad because of how they look, talk, dress, or act?
In your journal write your own sneetch story.
http://www.tolerance.org/lesson/anti-racism-activity-sneetches
Everyday Gender Bias Activity
Here are some words and job titles. Can you think of ways you would change these titles to
make them more gender fair or neutral?
foreman
repairman
fisherman
congressman
manpower
Word
housewife
weatherman
mailman
policeman
sportsmanship
New Word
Word
anchorman
man made
meter maid
cleaning lady
men working
New Word
Word
journeyman
freshman
manhole
landlord
tomboy
New Word
How did you change the word in the first box to make them more gender fair?
Did you realize these everyday words were gender biased?
______________________________________________________________________________
______________________________________________________________________________
Gender Equality Activities http://www.eed.state.ak.us/tls/cte/docs/NTO/Gender Equity.pdf
Suggested Novel Study Books for Grade Two
These are just some of the books I focused on. I was very impressed to find out that many of
the books on the list were either written my females, written by Canadians, were books that
had a good balance of boy and girl characters, and had many strong female characters
portrayed in them. Critically the novels suggested for grade two novel studies are very inclusive.
1.
2.
3.
4.
5.
Angela's Airplane – Robert Munch
The Paper Bag Princess – Robert Munch
Jillian Jiggs – Phoebe Gilman
An author study: Phoebe Gilman – Kathleen Rogers
Dinosaurs Before Dark – Mary Pope Osborne
“Angela’s Airplane” shows a little girl in a situation a girl is not typically shown in. And at the
end of the story she becomes a pilot instead of the usual female professions. “The Paper Bag
Princess” is a story about a smart princess that doesn’t wear beautiful dresses and that is not
the damsel in distress, but rather the heroine of the story. Robert Munch is a great children’s
author that portrays his female characters in very strong and unique ways that are very
equitable.
The author study on Phoebe Gilman would be a great way to get students, to not only
recognize an accomplished Canadian female author, but also to look at the books she has
written critically. They can read books like Jillian Jiggs that have a strong headed female
character and do activities surrounding Gilmans’ work.
For part of my Atelier I made a paleontologist station where both girls and boys can play in nontraditional roles. I provided a book on dinosaurs that shows not only where to find different
bones but show both male and female paleontologists. It is important to portray girls in fields of
science rather than the traditional female roles. This activity ties in well to the novel study
“Dinosaurs Before Dark”. This novel is written by a female author and has both male and female
main characters. Annie the girl in the story is a smart and adventurous girl that takes part in a
journey through the cretaceous period with her brother Jack.
Chinooks Edge School Division. (2013).
http://media2.chinooksedge.ab.ca/htbin/wwform/164?S=015016&nc=1&term=Grade%20two%20novel%20list
Curriculum Outcomes and Indicators
Science
Outcome: AN2.1
Analyze the growth and development of familiar animals, including birds, fish, insects, reptiles,
amphibians, and mammals, during their life cycles
Outcome: LS2.1
Investigate properties (e.g., colour, taste, smell, shape, and texture) of familiar liquids and solids. [SI]
Health
Outcome: USC2.1
Demonstrate a basic understanding of how thoughts, feelings, and actions influence health and wellbeing.
a. Develop a common understanding and use of respectful language to talk about thoughts, feelings, and
actions (e.g., emotions, ideas, behaviours, choices, reactions, control).
e. Provide examples of how one can help others to understand self by sharing thoughts and feelings.
f. Discuss the basic “cause-effect” relationship among thoughts, feelings, and actions (e.g., If I think I am
smart, I will feel “content/confident” and I will try to learn. If I think I am “dumb”, I will feel sad/frustrated
and I may not participate in class.).
Outcome: USC2.4
Examine social and personal meanings of “respect” and establish ways to show respect for self,
persons, living things, possessions, and the environment.
b. Realize a range of culturally sensitive ways to show respect (e.g., handshake, eye contact) and begin
to develop the abilities to act on this realization including:
o
o
recognize and avoid exclusionary behaviours
identify ways to show genuine kindness and gratitude.
j. Discuss and provide examples of treating others as one would like to be treated.
Outcome: USC2.6
Examine how communities benefit from the diversity of their individual community members.
a. Investigate what it means to be special and unique (e.g., families, interests, talents, culture, gifts,
faith, feelings, desires, learning styles, confidences, appearances).
c. Develop awareness of differences in routines, practices, and/or preferences among people.
d. Understand and respect (see USC2.4) individual preferences, including those related to traditions,
dress, and play.
e. Understand that different does not mean “better” or “worse”.
f. Explore personal understanding of “self” as an individual with particular physical and inherited
attributes (e.g., age, sex/gender, culture/ethnicity, abilities).
g. Discuss that people do not choose the attributes of identity but rather are born with them (e.g., skin
colour, sex), born into them (e.g., culture/ethnic group), or acquire them (e.g., learning of gender roles).
English Language Arts
Outcome: CR2.1
Comprehend and respond to a variety of grade-level texts (including contemporary and traditional
visual, oral, written, and multimedia) that address: identity (e.g., Just Watch Me) community (e.g.,
People and Places) social responsibility (e.g., Friendship) and make connections to prior learning and
experiences.
a. View, listen to, read, and respond to a variety of texts including First Nations and Métis resources that
present different viewpoints and perspectives on issues and topics related to identity, community, and
social responsibility and relate to own experiences.
d. Identify similarities and differences between what is known and what is presented in texts.
Outcome: CC2.1
Compose and create a range of visual, multimedia, oral, and written texts that explore: identity (e.g.,
My Family and Friends) community (e.g., Our Community) social responsibility (e.g., TV Ads for
Children) and make connections to own life.
a. Use words, symbols, and other forms, including appropriate technology, to express understanding of
topics, themes, and issues and make connections to own life.
e. Tell, draw, write, and dramatize stories about self, family, community, and family/community traditions
to express ideas and understanding.
Outcome: CC2.2
Use a variety of ways to represent understanding and to communicate ideas, procedures, stories, and
feelings in a clear manner with essential details.
f. Combine illustrations and written text (e.g., captions, labels) to express ideas, feelings, and
information.