Canadian & World Studies · Grade 11 · Equity, Social Justice & Civic Action · Term 4

Gender and Identity: Social Construction

Examining the social construction of gender, gender roles, and the struggle for LGBTQ2S+ rights.

• Ontario Curriculum Expectations
• ON: Equity and Social Justice: From Theory to Practice - Grade 12
• ON: Power Relations - Grade 11

About This Topic

Gender and identity are complex, social constructions that have a profound impact on our lives. In the Ontario curriculum, students examine how gender roles have changed in Canada over the last 50 years and the ongoing struggle for LGBTQ2S+ rights. They investigate the concept of 'toxic masculinity' and the barriers to gender equity in the workplace and in politics.

Students also explore the concept of 'intersectionality', how gender interacts with race, class, and other identities to create unique experiences of discrimination. They analyze the impact of media and advertising on our understanding of 'normal' gender and identity. This topic is best explored through 'media-analysis' activities and collaborative investigations into the 'history of pride,' helping students develop a more inclusive and nuanced understanding of themselves and others.

Key Questions

1. Analyze how gender roles have changed in Canada over the last 50 years.
2. Explain the concept of intersectionality and its relevance to identity.
3. Evaluate the remaining barriers to gender equity in contemporary society.

Learning Objectives

• Analyze how societal norms have shaped gender roles in Canada over the past 50 years.
• Explain the concept of intersectionality and its application to understanding diverse identities.
• Evaluate the ongoing challenges and barriers to achieving gender equity in Canadian society.
• Critique media representations of gender and their influence on identity formation.

Before You Start

Introduction to Sociology: Socialization

Why: Students need to understand the basic processes of socialization to grasp how societal norms shape individual beliefs and behaviors related to gender.

Canadian History: Post-WWII Social Movements

Why: Familiarity with historical social movements provides context for understanding the evolution of rights and the ongoing struggle for gender equity and LGBTQ2S+ rights in Canada.

Key Vocabulary

Social Construction of Gender	The idea that gender roles, behaviors, and identities are not inherent or biological, but are created and reinforced by societal norms, expectations, and interactions.
Gender Roles	Societal expectations and norms associated with being male, female, or another gender identity, which can vary significantly across cultures and time periods.
Intersectionality	A framework for understanding how various social identities, such as race, gender, class, sexual orientation, and ability, overlap and interact to create unique experiences of discrimination or privilege.
Gender Equity	The state of fairness and justice in the distribution of rights, responsibilities, and opportunities between genders, ensuring that these are not dependent on gender.
LGBTQ2S+	An acronym representing Lesbian, Gay, Bisexual, Transgender, Queer or Questioning, Two-Spirit, and other sexual orientations and gender identities, signifying a diverse community.

Watch Out for These Misconceptions

Common Misconception

Gender and 'sex' are the same thing.

What to Teach Instead

Sex is biological (male/female), while gender is a 'social identity' (man/woman/non-binary). A 'Gender Bread Person' activity can help students understand the difference between identity, expression, and biological sex.

Common Misconception

Gender equity has already been 'achieved' because women can vote and work.

What to Teach Instead

Significant gaps remain in pay, leadership roles, and the 'unpaid labor' of housework and childcare. A 'Data Analysis' activity on the 'gender wage gap' can help students see the ongoing challenges.

Active Learning Ideas

Inquiry Circle: The Media Gender Audit

Groups analyze a set of advertisements, TV shows, or video games for 'gender stereotypes.' They must count the number of 'active' vs. 'passive' roles and present a 'report card' on how the media is shaping our understanding of gender.

50 min·Small Groups

Stations Rotation: The History of LGBTQ2S+ Rights

Stations feature key moments in Canadian history (e.g., the 1969 decriminalization of homosexuality, the 2005 Civil Marriage Act, the 2017 Bill C-16). Students must identify the 'change' and the 'social movement' that made it happen.

45 min·Small Groups

Think-Pair-Share: The Power of Pronouns

Pairs discuss why 'pronouns' have become such an important part of identity and respect. They brainstorm how using someone's correct pronouns is a 'simple' but 'powerful' act of social justice and share their 'best practices' for an inclusive classroom.

30 min·Pairs

Real-World Connections

• The Canadian Human Rights Commission addresses systemic discrimination based on gender and other identities, influencing policies in workplaces across the country, from tech startups in Toronto to resource extraction companies in Alberta.
• The annual Pride parades held in cities like Vancouver, Montreal, and Halifax serve as public demonstrations of LGBTQ2S+ rights advocacy and celebrations of identity, reflecting decades of social change and ongoing activism.
• Media analysis of advertising campaigns, such as those by clothing brands or car manufacturers, reveals how gender stereotypes are perpetuated or challenged, impacting consumer perceptions and societal expectations.

Assessment Ideas

Discussion Prompt

Facilitate a class discussion using the prompt: 'Consider two different media examples (e.g., a historical advertisement and a current movie trailer). How do these examples portray gender roles differently, and what might explain these changes?' Encourage students to cite specific details from the examples.

Exit Ticket

Provide students with a scenario describing an individual facing a challenge. Ask them to write two sentences explaining how intersectionality might influence their experience and one sentence suggesting a step towards gender equity in that situation.

Quick Check

Present students with a list of common gender roles. Ask them to identify which roles are primarily social constructs and provide one piece of evidence or reasoning for their classification. This can be done via a short written response or a quick poll.

Frequently Asked Questions

How do gender and identity fit into the Ontario Equity curriculum?

They are a key part of the 'Power Relations' strand. They teach students about the 'social construction' of identity and how to challenge stereotypes and create a more inclusive society.

How can active learning help students understand intersectionality?

By having students 'create' a character with multiple identities (e.g., a queer, Indigenous woman) and then 'navigating' a social scenario (like a job interview), they see how different forms of bias can 'stack' or 'overlap.' It makes the abstract concept of intersectionality a lived reality.

What does 'LGBTQ2S+' stand for?

It stands for Lesbian, Gay, Bisexual, Transgender, Queer, Two-Spirit, and the '+' represents other diverse sexual orientations and gender identities. It's an evolving term that aims to be as inclusive as possible.

What is 'Two-Spirit'?

It's a term used by some Indigenous people to describe a person who has both a masculine and a feminine spirit. It's a traditional and sacred identity that was often suppressed by colonial systems.