Multicultural Lesson Plan

Description:
Take a familiar story (e.g. from a novel, film, television series or
folk tale) and retell it in whole or in part with the gender of the characters switched
(for this case, lets select Mulan). Ask students what was unusual about the story.
Define the nature of gender stereotypes and have students discuss the impact of
gender stereotypes in the media and how it may affect their personal lives. Assign
students to then take time to write a response to their thoughts on gender
stereotypes (1-2 pages), and provide another media-based example of gender
stereotypes to present/share with the class at the end of the week.

Subject:

Indiana Common Core Language Arts Standards (Grade 6):

CCSS.ELA-LITERACY.W.6.1.B
Support claim(s) with clear reasons and relevant evidence, using credible sources
and demonstrating an understanding of the topic or text.

CCSS.ELA-LITERACY.W.6.2
Write informative/explanatory texts to examine a topic and convey ideas, concepts,
and information through the selection, organization, and analysis of relevant
content.

Duration: Two full length class periods of 45 minutes, (one for presentation, one
for introduction/discussion).
Grade Level:

6th

Standards
Indiana Academic/Core Standards:

CCSS.ELA-LITERACY.W.6.1.B
Support claim(s) with clear reasons and relevant evidence, using credible sources
and demonstrating an understanding of the topic or text.

CCSS.ELA-LITERACY.W.6.2
Write informative/explanatory texts to examine a topic and convey ideas, concepts,
and information through the selection, organization, and analysis of relevant
content.

CCSS.ELA-LITERACY.SL.6.1.A
Come to discussions prepared, having read or studied required material; explicitly
draw on that preparation by referring to evidence on the topic, text, or issue to
probe and reflect on ideas under discussion.

CCSS.ELA-LITERACY.SL.6.1.C
Pose and respond to specific questions with elaboration and detail by making
comments that contribute to the topic, text, or issue under discussion.

InTASC Standard(s):

Standard #2: Learning Differences. The teacher uses understanding of

individual differences and diverse cultures and communities to ensure
inclusive learning environments that enable each learner to meet high
standards.

Standard #3: Learning Environments. The teacher works with others to

create environments that support individual and collaborative learning,

and that encourage positive social interaction, active engagement in

learning, and self-motivation.

Standard #5: Application of Content. The teacher understands how to

connect concepts and use differing perspectives to engage learners in
critical thinking, creativity, and collaborative problem solving related to
authentic local and global issues.

Details
Objectives:

As a result of this learning episode students will be able to think

critically about real-world matters at hand such as various
forms of stereotyping. Students will be able to analyze how
social concerns such as stereotyping affects not only the parties
involved in the bias, but also how it may affect them personally
in their beliefs/attitudes towards the matter. Students will
participate actively in an in-class Socratic Seminar to build
upon these critical thinking skills, and build upon the discussed
topic while writing a short reflection of the lesson.

Prior Knowledge: Students will be instructed on the nature of a Socratic

Seminar a week prior to the hand-out of this assignment
dealing with topics concerning ranging from racial bias to
modern day stereotyping to familiarize them with the nature of
social discrimination. In the practice seminars students will
not be scored excessively on participation/contribution, as it will
just be a time to get them comfortable with voicing their
opinions in class (really to just assure them that there are NO
right/wrong answers in an educated opinion).
This same
week, students will be introduced to the topic of cultural
gender roles/stereotypes through an in-class viewing of
the Disney film, Mulan.

Materials:

Whiteboard/chalk board to record student ideas, notebook

paper/pencil/pen for notes, computer/overhead projector to do
an in-class recap of clips from Mulan to fuel discussion.

Cultural Diversity:
This lesson seeks to challenge the boundaries of cultural
gender roles assigned by media within our own American
society as well as societies overseas. Students will learn to
reflect upon the potential hardships of assigned gender roles
and reflect upon how gender roles attempt to shape societys
everywhere (even America) through an analysis of our media.
By selecting the story of Mulan students will gain an insight into
the traditional gender roles of an ancient Chinese civilization,
and learn about how even today women in China still are being
discriminated against when placed against their male
counterparts in terms of social worth/individual professional
merit.

Procedure:
Opening Set/Anticipatory Set/Instructional Sequence

Reflect upon the prior viewing of the film, Mulan.

Challenge the students with the question of, How would Mulan have been different
if
she actually was a boy (if she actually was Ping?) Would the story still be regarded
as significant?
Lead the students into discussion of gender stereotypes presented in Mulan. How
were they combatted?
Can you think of any other examples in movies/books like Mulan where a girl did
something that a boy would usually do (and vice versa?) Why is it important to
address gender stereotyping? How do you feel about strong female characters like
Mulan (also how do you feel about nurturing male characters in media?)

From this facilitate classroom discussion. Allow students to generate examples,

questions, and opinions to share with classmates freely (or even comparatively.)

Independent Practice Instruct students to take what they have learned in-class
from the discussion of Mulan/gender roles in the media, and write a 1-2 page

response to the nature of gender roles in the media by selecting ANY piece of media
(film, book, short story, etc.) that distinctively assigns or denounces gender roles to
share with the class at the end of the week. (Did students collectively think of a
particular story/modern piece of media, if so ask them to think about what this
says about the current state of gender stereotyping (present/recessive) in our media
today?

Closure: Re-cap in the major points of discussion.

Are the gender roles (implicit/explicit) in Mulan present in aspects of our

culture?

How would Mulan have changed if she actually was male?

What makes the film significant?

How do we address the acceptance/denouncement of gender roles in our

society?

(Provide assurance that if students are unsure if their piece of media

selected for their short paper is relevant, it is more than okay for them to
meet with me privately for re-assurance or help selecting a better topic by
the end of the week.)

Adaptations:

Students unable to properly participate in classroom discussion

on the accounts of blindness, deafness, or ESL difficulties will

be referred to an in-class aide/resource competent in

addressing their area of needs while discussion is taking place
(if they feel uncomfortable). In the case of ESL students, they
will be provided with a personal copy of the DVD version of
Mulan to watch at home (if available) or to make them feel
more comfortable, (in the case of Spanish-speaking students)
the subtitles for Spanish will be left on at the bottom. In the
case of blind students, an audio-recording of the
lecture/discussion/instructions will be provided to them on the
class website to aide them in re-capping the information
discussed in class due to the inconveniency of paperinstructions.

Assessment of Students:
The in-class discussion portion will be assigned a margin of 10
points based upon participation alone in the Socratic Seminar.
For the paper portion, students will be graded on a scale of 20
points on the basis of grammar, sentence structure, provision of
specific examples, and how well their examples display
relevancy to the topic at hand.

Bibliography, References:
I loosely based this lesson plan upon a lesson that a
past teacher of mine taught while I was in high school.
For her lesson, instead of using Mulan we used Cinderella.
While studying this lesson, she had us participate in a
Socratic Seminar, but she did not have us create a written
response to share with the class based upon other mediapieces we collected that may have also suited the topic of
gender-stereotyping.