Teaching The Hard Stuff

Units are impactful for students when they are relatable, interactive, and are the complete opposite of the traditional lesson. These three components were kept in mind when designing my C3 Inquiry Unit. I wanted to make sure that my students are able to not only reach the end goal of the lesson, but I wanted the components of the unit to stick with them for as long as possible. I wanted my students to fully connect the lesson to their lives. To reach this personal goal, they were read a variety of pictures that were about other children breaking down stereotypes. The lesson was interactive by giving students the opportunity to discover the perspectives they have on their own. The formative performance task allowed them to realize that they have a voice in the world of social studies about the good and the bad of stereotypes, and how their current beliefs can impact another’s emotions.

The focal point of my lesson was stereotypes and prejudice. Teaching first graders about this topic may not be the easiest thing in the world. It is difficult to tell them about the real world and how it is not a place full of happiness and rainbows. However, that is the exact same reason why teaching about stereotypes and prejudice to first graders is so important. As teachers, we want to prepare our students for the real world; and for this lesson they learned how to identify a stereotype and how to respond to it when they hear someone expressing prejudice. The lesson was fully designed to connect it to their own lives. At this age, first graders are beginning to develop their personalities and who they are. Gender stereotypes in society can impact this development, and it was important to let them know that nothing is wrong with going outside of the norm.

I of course want my students to remember that they must be careful about what they say or do because it can truly hurt someone’s feelings. I would want them to understand that not everybody is the same based on our own unique experiences and cultures. However, in 10–20 years, I want my students to remember that nothing is wrong with being different. I want them to remember the story “Pink is for Boys” by Robb Pearlman and how a color does not label anyone as anything. A color does not decide who you are and what you must be like. I want them to remember how Nella the Princess Knight loved her tiara and gown, but was never afraid of being different, and fighting the bad guys and being the hero instead of the damsel in distress.

As a whole, this unit taught me that I should not be afraid to teach the “hard stuff.” I should not hide my children from common real world issues. As they grow older, I want them to reach middle school with an idea of how the real world actually is. I want them to enter their freshman year knowing about stereotypes and how to deal with them when prejudice is expressed towards themselves or another loved one. I want them to think back to their first grade class when they got introduced to it all. I want to be the teacher that teaches my students life lessons, even if they are at the most basic level for a first grader. I do not want to be the teacher that just reads from a textbook and calls it a day. I want my students to experience the content hands on! That is powerful socials studies teaching.

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