[Adult Roles and Responsibility]

Gender/Marital Roles
Overview: The students will learn how to problem solve in a
family situation by identifying gender and marital roles. As the students identify what these roles are they will turn inward and question what they expect in their present and future relationships.

[Grades 9-12 ] [90 minutes]

Teaching Materials
Motivator- 10 strips of paper for each group, masking tape, printed out prompt for the students to refer to Lesson Body- A Day in the Life, situation cards for role play, class name popsicle sticks, list of questions for journal write, journals

Standards and Objectives: (Cognitive, level 4, Analysis)

Standard 4: Students will identify the aspects and importance of marriage preparation and identify behaviors that strengthen marital and family relationships. Objective 3a: Identify gender bias in marital roles.

Resources/Technology
Overhead or smart board to project the information.

Objective 3b: define and discuss the benefits of traditional and egalitarian marriages.

Motivator (15 minutes):

Divide the students into groups and have them sit on the floor or stand around a table. Give each team their supplies and use the blindfolds to tie each students wrists together. Tie their wrists tight enough so they have to work together to use their hands. They need to work as a team to see which group can make the longest chain using the paper and masking tape. However, the boys are the only ones who can use the scissors, the girls are the only ones who can use the tape and they have to communicate who will hold the paper. Questions: 1. What problems did you encounter? 2. Did the activity get easier as you progressed? 3. Is it okay to get ideas from others when trying to solve a problem? 4. What procedures did you use to work together?

Transition (5 minutes):
How can you relate this activity to marriage? How does this relate to gender roles?

[Adult Roles and Responsibilities ST 4 ObJ 3a&3b]

[Adult Roles and Responsibilities ST 4 ObJ 3a&3b]

Lesson Body (60 minutes) Inquiry-Based Instruction

PHASE 1: Confrontation with the Problem (5 minutes): Read A Day in the Life scenario. As the teacher reads the scenario write down some problems and good things you see in the relationship. What are Toms expectations of Jean? What are Jeans expectations of Tom? PHASE 2: Data Gathering-Verification (20 minutes): Think, Pair, Share Activity. After the students have written down the good and bad things they observed from the relationship situation that was read they will have 2 minutes to look over the things they have written down and make sure they dont want to write anything else down. Next, they will turn to their neighbor and share the things they wrote down. Next the students will create a chart. On one side of the chart are the problems or the good things going on and on the other side the students write possible solutions or what made it right. The students will have time to synthesize their answers and analyze what is the root of each action or attitude. PHASE 3: Data Gathering-Experimentation (15 minutes): Role play: There are two different cards for Tom and two different cards for Jean. And the teacher will ask for the class to give two other scenarios for Tom and Jean. Each card has a scenario of what was leading up to the discussion the students are about to role play. (See below)The purpose of the role play is to show a situation where the couple will work out some hard feelings they are having. There will be two sections. The first section will be the wrong way to approach the situation. The second will be the right way to approach the situation. PHASE 4: Organizing, Formulating, & Explanation (10 minutes): Class Discussion teacher pulls popsicle sticks, with the students names on them, to decide who will share their opinion. What are some things that need to happen in order for this relationship to get better? What did they do right in this situation? What did they do wrong in this situation? What characteristics does each partner need to possess when participating in a discussion like this?

What are your expectations for gender/marital roles in your future marriage?
PHASE 5: Analysis of Inquiry Process (10minutes): The students will go back into the groups they started in and write a letter to Tom and Jean as their marriage therapist. They will respond to this prompt. You are a well-known marriage therapist. Tom and Jean came to see you yesterday and you ran out of time to give them the advice needed to make their marriage better. Please write a well- constructed letter to Tom and Jean explaining possible solutions to some of the problems they discussed with you. Explain what you know about gender roles to Tom and Jean. Then choose two of the problems discussed in class and two solutions you would offer them.

Transition (1 minute): If you have a red shirt on please raise your hand. If you have green on your shirt raise your hand. If you have brown hair please raise your hand. Summary/Closure (9 minutes): Please write in your journal 2 things you learned in class and how you can apply what you have learned in class to your life. Assessment/Evaluation: The students will be assessed by how they react in the role play, their participation in writing the letter to Tom and Jean, journal write, and class discussion.
[Adult Roles and Responsibilities ST 4 ObJ 3a&3b]

A Day in the Life Jean Meyers day starts at 6:30AM with husband Tom yelling to her, Cant you keep those kids quiet? He wants to sleep in the mornings and she wants not to be yelled at. Finally Tom, the husband, got up and dressed himself as Dora, the baby was playing in his used pipe cleaners near the ashtray. As the baby started to put them in her mouth Tom yelled to Jean in the other room. Jean, Doras putting something in her mouth. His ashes and pipe cleaners in his ashtray were her responsibility to clean up. Thats how he saw it, anyway. Finishing his coffee, Tom got up from the table and left for work, leaving his dishes at his place. As he left he tousled Kevins hair, the 5 year old, and playfully punched the boys shoulder. He patted Dora ever so softly on her hair and kissed Jean on the cheek trying hard to keep his body as far away as possible from the threat of stain or smell. Jean was left in her world of diapers and dishes, but when Tom was away she didnt feel nearly as angry and resentful as she did when he was home. Once Kevins bed was made, she moved along to Doras room. Im glad I had a girl, she thought looking at Dora. In a couple of years Ill have somebody to he lp me in the house. Kevin was a lost cause, you couldnt get that boy to put his clothes in the hamper , and making his bed, Ha! Shed tried that too. Why Kevin was just like his father. Men! When Jean heard Toms key in the lock, she quickly combed her hair. Tom was not really glad to be home, but he was relieved and glad not to be at the office any more. Tom was exhausted and needed some peace and quiet. Jean better keep the kids out of his hair and out of earshot. They were going out that night and Jean had an hour to bath Dora and finish Kevins evening routine and get herself ready. Jean always perspired before they went out for an evening. Tom hates to be late. If Im late hell be snapping at me all night.
FOR THE TEACHER POINTS TO MAKE SURE TO TALK ABOUT AFTER THE CLASS DISCUSSES. Separate worlds. He supplies the money. Jean supplies everything else. She serves Tom, and fears that he could throw her out at any time. Tom is not her friend or partner, he is her master. All family members are left wanting. Jean feels put upon that all the child-care and housework are hers alone. Tom feels lonely and pressured with the worrisome money responsibility. The children are subjected to a mother who is exhausted by repetitive burdens of house and childcare. They are robbed of a relationship with their father. He never physically cares for them and will never get to know them.

[Adult Roles and Responsibilities ST 4 ObJ 3a&3b]

Role Play Cards Tom Jean

You have had a really hard day at work. You were yelled at 3 different times by your boss. And you made mistake that made your coworker really mad at you. All you want to do is go home to some peace and quiet. When you get home. But then Jean comes and wants to talk to you about some concerns she has You had a great day at work. Everything went well but you forgot a lunch so you are really hungry and tired. When you walk in the door you remember how mad you were with Jean When she didnt get Tom to be quiet in the morning so you could get some sleep. Now she is coming to you and wants to talk about some concerns she has Class Choice

You are exhausted because you were up all night with Dora because she had an ear ache. Then Kevin woke up at 6:30 because he was feeling sick. You have been dealing with sick kids all day and then Tom comes home to a messy house and no dinner made. He yells at you and then goes and sits on the couch even though there are a lot of things you need help with. You go to talk to him You are happy to see Tom come home from work but as kevin ran to say hello to him at the door Tom pushed him away and told Kevin not to hang on him. This made you really mad. You decide that you are going to say something and make a change once and for all Class Choice

[Adult Roles and Responsibilities ST 4 ObJ 3a&3b]