Feminist Grade Level Adaptations

 Here are some ways that you can adapt the feminism unit to fit different grade levels:

• Melissa Hafen

Grade: 2
Objective:  Help students understand how art can help us understand our community.  Students will understand how men and women can take on different and similar rolls.  Working together to create an art project, they will understand how a community needs help from both men and women to be successful.

National Standards
NA-VA.K-4.1
Understanding and Applying Media, Techniques and Processes

• Students use different media, techniques and processes to communicate ideas, experiences and stories
• 
  

NA-VA.K-4.2
Using knowledge of structures and functions

• Students describe how different expressive features and organizational principles cause different responses
• Students use visual structures and functions of art to communicate ideas

State Standards
Fine Arts – Visual Art

Standard 2
Students will develop a sense of self in relation to families and community

Objective 1
Describe behaviors that influence relationships with family and friends.

Social Studies

Standard 1
Students will recognize and describe how people within their community, state, and nation are both similar

Objective 1
Examine and identify cultural differences within the community
This will explain ways people respect and pass on their traditions and customs.  It will also explain various cultural heritages within communities.   

1)     Explain how men and women used to be treated very differently:

Game:  Start with a simple to game that will illustrate the point that men and women were once treated very differently.
Ex. Have the students vote on a class treat, but only let the boys vote.  Ask the girls if it was fair.

Tell stories about the same women, Millicent Fawcett and Emmeline Pankhurst.  In a simplified version, using illustrations, and explain how they worked to make things fair for women.

Millicent Fawcett

 

Emmeline Pankhurst

Student Involvement:  After telling about Millicent and Emmeline, ask them to draw a picture that would help tell the story using watercolors.

Teach them about watercolors and explain the process, but let them be the creators and explore with their imagination.

Tools needed:

• Paper
• Water Colors
• Cup of water
• Paper Towel

Analysis:  First, look to see if they are following instructions correctly.  Secondly, look to see if there are relevant elements in the painting that were introduced in the stories about Millicent and Emmeline.

2) In an organized manor, help the students see the change that has happened over time.  Integrate the art create by women to explain how their efforts helped make a change in our society.

Using the white board, make three columns.  Make a column for Men, Women and both Men/Women.  Allow the class the call out things men, women and men/women do.  In simple terms explains how our community wasn’t always this equal.
In statements, tell them when women once could not do.

Chart

POST CARDS – Illustrate the difference between men and women.

Incorporate phrases like:

At one time, women couldn’t…

Do you like…?  How would you feel if you couldn’t do…?

What if…was taken away?  How would you feel?

3) Introduce the Constitution.  Explain the significance of the document.  Divide the group into 2/3 to help them understand the percentage it required to pass the amendment.

1.    2/3 of both houses of Congress vote to propose and amendment
2.    2/3 of the state legislatures ask Congress to call a national convention

Explain why amending or changing the constitution helped to make things fair.
Why this is important to women?
How can we be a part of important changes?

19^th Amendment:

Explain that is was passed
Describe in years how long ago it was passed (in a way they would understand)

4. Help students understand how the past social norms have changed today. 
On a very simple level, explain the similarities between the post cards and past customs for women.  Also show pictures of today’s standards.

Horse Back Riding

 

Dresses

Student Interaction:
Allow the students to draw a picture that would help them illustrate a change they would like to make.
This time, let them create their art in pencil and paper.

Tools Needed:
Pencil
Paper
Erasers

5)  Help students connect the modern feminist art movements to the suffragette movement of the late 1800’s and early 1900’s by discussing similarities and differences.
On a very simple level, explain the similarities between the post cards, the modern art and explain the message they were trying to show.
Introduce the art project and discuss the importance of:

• Working as a team   
• Giving everyone a fair opportunity
• Acknowledging everyone gets a fair opportunity to contribute

We can contribute to changes and we can create new cultures that can be passed down in our families and communities.

Instead of having each student create their own art work, make it a team effort.  Follow the same instructs listed on the power point except to the following modifications:

Create the weave in groups of four:
1^st Person – Chose the color of clothing
2^nd Person – Cut the clothing
3^rd Person – Use their hand
4^th Person – Weave the fabric around 3^rd person’s hand

• Kaylee Jensen

Grade:1

Subject: Social Studies

Objective 1 
Recognize and describe examples of differences within school and neighborhood.

1. Recognize differences within their school and neighborhood. 
2. Share stories, folk tales, art, music, and dance inherent in neighborhood and community traditions. 
3. Recognize and demonstrate respect for the differences within one's community (e.g. play, associations, activities, friendships). 
4. Recognize and describe the importance of schools and neighborhoods. 

Objective 2 
Recognize and identify the people and their roles in the school and neighborhood. Explain how these roles change over time.

1. Identify the roles of people in the school (e.g., principal, teacher, librarian, secretary, custodian, bus driver, crossing guard, and cafeteria staff). 
2. Explain the roles of the people in the neighborhood (e.g., police officer, firefighter, mail carrier, grocer, mechanic, plumber, miner, farmer, doctor, and tribal leader). 
3. List and discuss how neighborhoods change over time (e.g., new businesses, new neighbors, technology, and rural one-room schools). 

Materials: 

-different colored paper

-scissors

-pencil

Lesson:

-Start off the lesson by discussing equality between everyone.  Ask students if it would be fair if to ask only the students in class with blue eyes what we should eat for snack that day. Discuss with the students why this wouldn't be fair.  Tell them about Women's suffrage and how women were not allowed to do a lot in society.  

-Share with students how women couldn't even become artists because it was thought to be a masculine field.  Show the previous artwork and discuss how it makes them feel.  

1. Remote Control I is a large, motorized crinoline that the viewer or the wearer can operate via a remote control device. Reflecting the artist’s interest in control and technology, the work renders the wearer helpless, suspending her several inches above the floor.

2. http://www.janasterbak.com/imagesofworks/remote-control-i/remote-co...

A Day with No Crayons Elizabeth Rusch Rising Moon, 2007

When Liza's mother takes away her beloved crayons, her world suddenly goes gray. How does the budding artist repond? She squirts her toothpaste angrily and stomps through mud puddles. Through these acts, Liza inadvertently creates art-and eventually discovers color in the world around her. Grades Pre-K – 2 Read A Day with No Crayons by Elizabeth Rusch. Discuss how this book makes them feel and what they can do if they are put in a similar situation. Introduce them to the art of weaving and how it is thought to be a feminine art production.  Share  with students how useful this act is and how it has helped numerous people throughout the years.

• Ally Adams

Grade: 3

Objective: Help students to understand the impact art can have on social movements and how social movements can lead to significant changes in the American Government.  Students will make connections between the women’s suffrage movement and the feminist arts movement of the 1970s culminating in an art project that deconstructs traditional notions of clothing and teaches a traditionally feminine skill in the context of art.
National Arts Standards:
Content Standard #1: Understanding and applying media, techniques, and processes
Content Standard #6: Making connections between visual arts and other disciplines

State Standards: Social Studies #3: Students will understand the principles of civic responsibility in classroom, community, and country. Objective 3c Apply principles of civic responsibility. Demonstrate respect for the opinions, backgrounds, and cultures of others.


Visual Arts Standard 3 (Expressing): The student will choose and evaluate artistic subject matter, themes, symbols, ideas, meanings, and purposes. Objective 1a
Explore possible content and purposes in significant works of art. Explain possible meanings or interpretations of some significant works of art.
1) Introduce the Women’s Suffrage movement, outlining the major events and motivations
2) Integrate art into the lesson plan by showing how these women used art to further their movement towards social change
-Introduce Jody Chicago and how she uses art to exam the role of women in their own culture and women throughout history. Discuss how these two pieces of art portray the role of the women and have the students connect to how the women in their life compare to the idea's portrayed through her art.


3) Discuss the process of Amending the Constitution so that students have an understanding of the governmental process behind the 19th Amendment.
4) Help students further their knowledge of social movements by connecting the suffrage movement with the feminist arts movement
5) Help students connect the modern feminist arts movement to the suffragette movement of the late 1800’s and early 1900’s by discussing similarities and differences.
6) Introduce the art project and discuss the importance of media and process in art in conjunction with the last question.
7) Assessment: Students create another artwork to reflect the struggles of another social movement on their own.
Assessment: Students will discuss in groups the affects the women's right movement had on women's civic responsibilities, and how important it is that we respect others opinions and ideas. 

• Rachel Saunders

Grade: 6

Objective: Help students to understand the impact art can have on social movements and how social movements can lead to significant changes in the American Government.  Students will make connections between the women’s suffrage movement and the feminist arts movement of the 1970s culminating in an art project that deconstructs traditional notions of clothing and teaches a traditionally feminine skill in the context of art.

National Arts Standards:

Content Standard #1: Understanding and applying media, techniques, and processes

Content Standard #6: Making connections between visual arts and other disciplines

State Standards:

6th grade

Standard 4: Students will understand current global issues and their rights and responsibilities in the interconnected world.

Objective 3: Determine human rights and responsibilities in the world.

Indicator A: Identify rights considered essential for all humans.