Age: 13 years and above
Download: Let’s Learn About Gender
Duration: 20 minutes
Information: https://www.bakteens.lk/english/lets-learn-about-gender/
What will we discuss in this lesson?
From an early age, we often hear statements such as “Boys don’t cry,” “Housework is for girls,” and “Boys are good at science.” These are not biological rules but gender-related ideas created and taught by society.
This lesson explores how we learn these ideas through our families, schools, religious institutions, the media, and social media. It also discusses how such ideas limit the emotions, freedom, education, career choices, and relationships of girls and boys.
Learning Objectives
By the end of this lesson, students will be able to:
- Understand the difference between sex characteristics and gender.
- Identify gender norms, stereotypes, and roles.
- Understand how gender-related ideas affect girls and boys.
- Learn to question unfair gender-related ideas and expectations at school and at home.
Let’s Prepare for the Lesson
- Read the Bakteens article and complete its quiz. Be prepared to explain the difference between gender and sex characteristics in simple terms.
- Do not present this as a lesson that concerns only girls. Explain that gender norms can restrict both girls and boys.
- Do not make assumptions about students’ sexual orientation or gender identity based on their clothing, hairstyle, voice, behaviour, hobbies, or friendships.
Materials needed: The Bakteens article displayed on a screen or printed copies, small cards or pieces of paper, a board, and pens.
Key terms: Sex characteristics, gender, gender norm, gender role, gender stereotype, equality, and patriarchy.
For Teachers
Gender roles are learned; we are not born with them. They change according to time, culture, and society.
A social system that gives men greater power, freedom, and decision-making opportunities while restricting women’s freedom and opportunities is known as patriarchy.
Adults may have different views and beliefs about gender and gender roles. For example, a teacher may also believe that cooking, cleaning, and caring for children at home are women’s responsibilities. From the day we are born, such ideas are communicated to us through our families, schools, religious teachings, culture, and the media.
As a teacher, you may have previously said things such as “Behave like a girl,” “That’s how boys are,” or “That’s girls’ work.” The purpose of this lesson is not to blame anyone for these statements. Instead, it is to identify the gender-related ideas we hold and examine whether they restrict children’s freedom, abilities, and opportunities.
Avoid introducing your personal, religious, or moral beliefs into this lesson. It is important to stop instructing students that “A girl should behave like this” or “Boys should not do things like that.” This is not a lesson about deciding what constitutes good or bad femininity or masculinity. It is a fact-based lesson that explores how gender-related ideas created by society operate in our lives.
As a teacher, your responsibility is to set aside your personal opinions and facilitate the lesson while respecting every child’s right to express their feelings, choose their preferred subjects and activities, and learn without unfair gender-based restrictions.
1. Let’s Start a Conversation – 2 Minutes
Write the following two statements on the board:
- “Boys don’t cry.”
- “Housework is for girls.”
Ask students:
- Have you heard these statements before?
- Are these biological rules?
- Or are they ideas that society teaches us?
Listen to two or three students’ responses. Then say:
“The ability to cry, cook, take on leadership roles, or participate in sports is not determined by whether someone is a girl or a boy. These are ideas that society has created and taught us over time.”
2. Who Can Do These Things? – 5 Minutes
Divide the board into three sections:
Girls → Boys → Everyone
Read out the following activities or roles one by one:
- Cooking
- Earning money to support the family
- Crying
- Playing cricket
- Dancing
- Caring for children
- Studying science and technology
- Taking on a leadership role in the classroom
- Cleaning the house
- Expressing that they feel afraid
Ask students which section each activity belongs in and write their responses on the board.
Then ask:
- Does being a girl or a boy prevent someone from doing these activities?
- Who tells us that these activities belong to only one gender?
- Who is restricted by such rules?
At the end, move all the activities into the “Everyone” section.
Explain:
“Hobbies, subjects, jobs, colours, and household tasks do not belong exclusively to one gender.”
3. True or a Misconception? – 4 Minutes
Read the following statements one by one. Ask students, “Is this true or a misconception? Why?”
Statement 1: “Boys do not feel sadness or fear.”
A misconception. Every person experiences emotions such as sadness, fear, anger, happiness, and love. Emotions do not belong to a particular gender.
Statement 2: “Girls can pursue fields such as technology and leadership.”
True. No subject, sport, or profession belongs exclusively to one gender.
Statement 3: “Restricting girls’ freedom is enough to ensure their safety.”
A misconception. Violence faced by girls is a real problem. However, the solution is not to make their world smaller. It is also necessary to make public spaces safer and hold those who commit violence accountable.
Statement 4: “A boy who enjoys dancing is less masculine.”
A misconception. A person’s hobbies, clothing, or behaviour do not determine their worth or gender identity.
At the end, explain:
“When we hear statements such as ‘Girls should do this’ or ‘Boys cannot do that,’ we should question whether they are biological facts or ideas created by society.”
4. Let’s Read the Bakteens Article – 3 Minutes
Display the following sections of the article:
- What is gender?
- How does gender become part of our lives?
- The relationship between gender and patriarchy
- Is this biological, or is it a rule created by society?
- You do not have to live inside a small box.
Read a section of the article and then ask:
“Can you identify an example in our school where girls and boys are treated differently?”
Provide examples to help students think:
- How leadership opportunities are assigned
- How sports and subjects are chosen
- How classroom cleaning duties are allocated
- How tasks are distributed during school events
- Rules about clothing, hairstyles, and behaviour
- How adults respond to the emotions of girls and boys
5. Now, Let’s Do the Quiz – 4 Minutes
Select questions relevant to this lesson from the quiz in the Bakteens article and complete them as a class.
After each answer, ask:
“Why did you choose that answer?”
Then ask two short oral questions:
Question 1: Do colours, toys, subjects, or professions belong only to girls or boys?
Answer: No. Anyone can choose them.
Question 2: Where do we learn ideas about gender?
Answers: From our families, schools, religious institutions, the media, social media, and the people around us.
6. Final Message – 2 Minutes
Ask students:
“What is one gender-related idea we discussed today that you would like to change?”
Listen to a few responses and conclude:
“Our emotions, abilities, subjects, careers, sports, and hobbies should not be restricted by gender. No one should receive greater power, freedom, or rights simply because they are a girl or a boy. Every child should have the freedom to choose what they like, express their feelings, and live with dignity and respect.”
A Quick Reminder for Teachers
Question → Group activity → Discussion about misconceptions → Article → Quiz
This is not a lesson about teaching morality or the teacher’s personal beliefs. Facilitate it as a health and rights education lesson that provides scientific and social information about gender.
Avoid generalisations such as “Girls are naturally like this” or “All boys behave that way.”
If a girl enjoys activities traditionally considered feminine, or a boy enjoys activities traditionally considered masculine, do not present this as something wrong. The problem arises when these choices are imposed on children or when they are punished for making different choices.
Suggested Follow-up Activities
After the lesson, you can organise one of the following activities for students:
- A poster campaign under the theme “Colours, Toys, and Professions Have No Gender.”
- A simple observation of how school duties and leadership opportunities are distributed among girls and boys.
- A short drama challenging gender stereotypes.
- A short presentation about a real person who challenged an unfair gender-related idea.
- A classroom pledge under the theme “Freedom to Choose for Everyone.”
Let’s Create a Safe Classroom
- Encourage all students, regardless of gender, to participate in the lesson together.
- Do not allow jokes or teasing about students’ clothing, hairstyles, voices, bodies, behaviour, or hobbies.
- Do not shame students because of the traditions or beliefs practised in their families. Discuss the idea separately from the individual.
- Do not question students in front of the class about their gender identity or sexual orientation.
- If a student expresses a different opinion, do not insult or humiliate them. Instead, ask questions such as: Who gains more power from this idea, and whose freedom is restricted?
- If a student reports being bullied or discriminated against because of gender, do not dismiss it as a “joke.” Provide support in accordance with the school’s child protection procedures.
This resource has been developed based on the Age-Appropriate Sexuality Education, Communication Guideline for Sri Lanka.
Key Concept 1: Relationships
Key Concept 3: Understanding Gender
Reference document: Age-Appropriate Sexuality Education, Communication Guideline for Sri Lanka – UNFPA
