Lesson 2- Traditional roles and media

influences
Key Idea: In the past the roles of males and females in society were more clearly
defined by gender stereotypes reinforced in the media.
Year level: Year 3 & 4

Achievement Objectives:

Health and Physical Education: Level 2 Social Sciences: Level 2

Personal Health & physical Development
Personal identity
Students will identify personal qualities that
contribute to a sense of self-worth.
Relationships with Other People
Identity, sensitivity, and respect
Students will describe how individuals and groups
share characteristics and are also unique.
Interpersonal skills
Students will express their ideas, needs, wants,
and feelings appropriately and listen sensitively to
other people and affirm them.
Healthy Communities and Environments
Societal attitudes and values
Students will explore how peoples attitudes,
values, and actions contribute to healthy physical
and social environments.
Students will gain knowledge, skills, and experiences
to:
Understand that people have social, cultural,
and economic roles, rights and
responsibilities.
Understand how people make choices to
meet their needs and wants.
Understand how cultural practices reflect and
express peoples customs, traditions, and
values.
Understand how time and change affect
peoples lives.

Bi-cultural aspect: Engaging with whanau.

Kupu: tnetanga, tne, tamiti tne, wahine, hine, hunga ppho, rorohiko, ipapa, video, mtaki

Thinking Using language, Managing self Relating to Participating and

symbols, and texts others contributing

Specific Learning Outcomes Assessment Ideas

Recognise traditional roles for males and Self-assessment against agreed success
females inside and outside the home criteria
Understand how the media have reinforced peer assessment
these roles display/share end product
teacher observation
 Lesson 2- Traditional roles and media
influences
Activity sequence
Activity 1: We want to find out how male and females roles have changed over time. We will ask our
grandparents about what it was like in their day. As a class brainstorm a list of questions to put to
grandparents.The purpose is to find out if they were influenced in their choices by the media.
Suggested questions;
What was your favourite toy and why did you like it?
Who was your favourite T.V character?
What did you want to be when you grew up?
What jobs did you have to do around the home?
What jobs did you mother do around the home?
What jobs did your father do around the home?
Decide as a group on a final list of questions. Then create a survey using Survey Nuts to send to your
grandparents.
(As an extension to this activity children could answer the questions themselves.)

Activity 2: Review the results of the survey you sent out to grandparents. Do you think their decisions could
have been influenced by advertising?

Watch a selection of 1970s Toy Commercials. While watching note what the toy is and who it is aimed at. Also
record how many female and how many male characters are in the ad.
Reflect on the results recorded then watch 10 best toy commercials from 2013. Complete the same activity
while watching. Discuss the differences and similarities. Are the ads still gender specific? Select on ad. In pairs
decide who this ad is targeted for and then discuss why you reached this conclusion.

Activity 3: Share the story Catching the Moon by Crystal Hubbard

Discuss: Think/peer/share
What were the jobs that Marcenias parents expected Marcenia to have in her future?
What were the reasons they thought these were the only options available to Marcenia?
What obstacles did Marcenia have to overcome to realise her dream?
What do you think the term Tom Boy means? Do you think the term is complimentary or derogatory?
Working in small groups google search Marcenia Lyle and see what information you can find about Marcenia.
Record the information using a brainstorming web or app e.g. kidspiration or Popplet.

Activity 4: Marcenia Lyle Biography

Share: Each group share the information they collected about Marcenia Lyle
Discuss: What a biography is? What information might go into a biography? Co-construct success criteria for
the biography.
Action: Students to work in groups of three and collaborate on the biography. Students assign roles within their
group. Each group will have a writer, a proof-reader and an editor.
Biographies to be published using book creator and shared on the class blog with the wider community.
Lesson 2- Traditional roles and media
influences