As a class, discuss and list different groups to which children belong, for example, families, friendship groups, class at school, basketball team, tennis club, life saving club, scouts, drama class, chess club.
Beside each group list ways of behaving, dressing, speaking and so on that can indicate membership of that group. Discuss the ways in which members of these groups know what the rules are so they can belong.
Are there groups we belong to or know about that have unwritten rules? Discuss as a class.
Beside each group list ways of behaving, dressing, speaking and so on that can indicate membership of that group. Discuss the ways in which members of these groups know what the rules are so they can belong.
Are there groups we belong to or know about that have unwritten rules? Discuss as a class.
Taylor is watching Brittany and her friends chatting and having fun as they put up a poster about a school disco. Taylor feels alienated from these girls and questions whether there is a secret girls club with rules that she doesn’t understand. She considers whether the way to wear your hair, your socks and other clothing are part of some secret codes that she doesn’t understand.
After watching this sequence, discuss as a class how Taylor feels about her ability to fit in and relate to other girls and how she recognises that she doesn’t really understand exactly what is required to belong to this group.
Hector’s response indicates that he thinks this is a ‘girl’ thing. Discuss this response with the class, is this true or not?
Discuss ways in which clothing and accessories can be used to exclude people from groups, in both overt and covert ways.
Taylor asks Hector what her clothes say about her. He tells her, ‘They say you go to school. They don’t say anything about you. You’re you and you‘re wearing a school uniform.’ As a class, discuss the message Hector is giving Taylor. Ask students to think about whether they agree or disagree with this message.
The poster advertising the school disco includes the line ‘dress to impress’. Ask students to suggest what this might mean.
Have students work in friendship groups to create a collage using magazine pictures that shows what they think the phrase ‘dress to impress’ might mean. Compare each group’s collage and discuss why there might be similarities and differences between the collages.
Ask students to imagine they are members of a secret club. Have each student write a set of rules for the club as an entry in their journal. Ask students to think about ways to ensure their rules do not discriminate against other people.
Have students share the rules they have written and discuss with them the difficulties of creating rules that are inclusive.
Encourage students to share feelings about times when they have felt left out or excluded. Develop a class code of behaviour that helps to eliminate such feelings amongst class members.
After watching this sequence, discuss as a class how Taylor feels about her ability to fit in and relate to other girls and how she recognises that she doesn’t really understand exactly what is required to belong to this group.
Hector’s response indicates that he thinks this is a ‘girl’ thing. Discuss this response with the class, is this true or not?
Discuss ways in which clothing and accessories can be used to exclude people from groups, in both overt and covert ways.
Taylor asks Hector what her clothes say about her. He tells her, ‘They say you go to school. They don’t say anything about you. You’re you and you‘re wearing a school uniform.’ As a class, discuss the message Hector is giving Taylor. Ask students to think about whether they agree or disagree with this message.
The poster advertising the school disco includes the line ‘dress to impress’. Ask students to suggest what this might mean.
Have students work in friendship groups to create a collage using magazine pictures that shows what they think the phrase ‘dress to impress’ might mean. Compare each group’s collage and discuss why there might be similarities and differences between the collages.
Ask students to imagine they are members of a secret club. Have each student write a set of rules for the club as an entry in their journal. Ask students to think about ways to ensure their rules do not discriminate against other people.
Have students share the rules they have written and discuss with them the difficulties of creating rules that are inclusive.
Encourage students to share feelings about times when they have felt left out or excluded. Develop a class code of behaviour that helps to eliminate such feelings amongst class members.
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