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Global Humanities Institute

Learning Community Faculty Fellowship
Team-Teaching Lesson Plan

Title of Lesson:
Half of [Which] Sky?: A Critical Analysis of Gender (In)equality in Chinas Labor Force

Course:
SOCY 105: Social Problems & Issues
WMST 101: Introduction to Womens Studies

Student Learning Goal(s):

Disciplinary Grounding:
List the Student Learning Outcome(s) of your individual courses that the lesson supports:

SOCY 105 SLO(s) WMST 101 SLO(s)
Understand and apply sociological imagination in
order to analyze problems and issues beyond the
notion of self.
Gain exposure to the varied roles women play and
the contributions they make worldwide.
Acquire a general understanding of sociological
theory and study within the context of social
problems.
Understand womens experiences in different
cultures and countries.

Meaningful Integration:
List the Integrative Student Learning Outcome(s) that the lesson supports:

Integrative ISLOs
Give students interdisciplinary assignments to learn content and methods.
Learn effective ways to communicate by presenting information and knowledge.
To understand how the roles people play affect other things in our lives.
Accept and understand that diversity of experience, thoughts, beliefs, and
attitudes exists and should be welcomed and appreciated.

Global competencies:
List the global competency or competencies that you intend this lesson to build in your students:

Integrative ISLOs
Attitudinal: Awareness and self-awareness of ones
biases regarding labor-related gender inequality.
Attitudinal: Be accommodating to diverse thoughts
and perspectives in thought and action.
Knowledge-Based: Gain a familiarity with the
language and content of cultural references in
China relevant to gender and labor.
Skills: Develop critical and comparative thinking
(verbal and written) skills and being able to
integrate knowledge between China and U.S./other
familiar contexts.
Skills: Accurately understand and interpret
quantitative statistical data from charts and tables.
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Thinking Skills:
Identify the level(s) in which you expect to engage your students on Blooms Taxonomy:
Remembering, Understanding, Analyzing, Evaluating, and
Creating.

Students Prior Knowledge:
Briefly describe the concepts, facts, vocabulary of your courses and learning community that students need to
know in order to be successful in this lesson.

1. The contents of the New York Times op-ed Chinas Entrenched Gender Gap (Fincher,
2013);
2. Basic understanding of the reality and problems relevant to intersections of gender and
labor inequalities;
3. Basic critical thinking and analysis skills;
4. Sexism/gender discrimination: Acts of prejudice and/or discrimination based on ones
sex/gender identity; and
5. Sociological imagination: the vivid awareness of the relationship between experience
and the wider society . . . the capacity to shift from one perspective to anotherfrom
the political to the psychological; from examination of a single family to comparative
assessment of the national budgets of the world; from the theological school to the
military establishment (Mills, 1959).

Assessment:
Identify the type(s) of assessment that you will use to check for understanding. If possible, sketch out a rubric.

The following will be assessed via verbal and written assessments:
Students knowledge of gender inequality within the context of the local, global, and
Chinese labor force;
Students understanding and application of critical and comparative thinking and
analysis; and
Students ability to identify and pose creative solutions.

Procedures/Lesson Sequence
1
:
Provide a sequential overview of what your team and the students will be doing during the lesson, including a
hook that will open the lesson and the type of summary, reflection, or connection that will close the lesson. (See
model Co-Teaching Lesson Plan).

LESSON SEGMENT APPROACH TIME TEACHER 1 ACTIVITY
TEACHER 2
ACTIVITY
CONSIDERATIONS
Introduction to
the Lesson
One teach, one
support
__ Group work
X Team teaching
3 minutes
Introduces the
lesson & its
purpose.
Introduces the
lesson & its
purpose.
One or both
instructors will also
be distributing
handouts during
this time.
Students Write
Critical Question
One teach, one
support
3 minutes
Asks students to
write a critical
Asks students to
write their personal
Based on
observation of

1
The rows shaded in gray are to be covered during the 20-minute teaching lesson for the GHI Learning
Community group.
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__ Group work
X Team teaching
question about the
article on a strip of
paper.
biases (actual &
potential) on the
reverse of the strip
of paper; collects
strips of paper
after task is
completed.
students respective
pace, a range of 3-5
minutes may be
allotted for this
segment.
Analyze Peers
Critical
Questions
One teach, one
support
__ Group work
X Team teaching
7 minutes
Randomly
redistribute strips
of paper to
students and allow
them to share
questions and
reflections.
Randomly
redistribute strips
of paper to
students and allow
them to share
questions and
reflections.
Instructors will pose
questions
intermittently if
and when
necessary.
Understanding
the Content of
the Article
One teach, one
support
__ Group work
X Team teaching
7 minutes
Alternate posing
questions to the
group to assess
their
understanding of
the reading
content.
Alternate posing
questions to the
group to assess
their
understanding of
the reading
content.
Instructors may
need to remind the
group to apply
critical thinking
skills in their
responses and refer
back to article for
evidence/reference.
Brainstorm a
realistic solution
that may be
applied to that
problem.
__ One teach,
one support
__ Group work
_X_ Team
teaching
10 minutes
Both teachers
make themselves
available for
questions.
Both teachers
make themselves
available for
questions.

Discuss the
underlying
causes and
proposed
solutions with
the whole
group.

Evaluate: does
your solution
make sense?
__ One teach,
one support
__ Group work
_X_ Team
teaching
30 minutes
(assuming 5
minutes per
question
Both teachers
make themselves
available for
questions.
Both teachers
make themselves
available for
questions.

Wrap up the
exercise drawing
on other larger
issues related to
equality and
work
__ One teach,
one support
__ Group work
_X_ Team
teaching
10 minutes One of us wraps up One of us wraps up

Materials:
List the necessary materials that you need.
1. Printed copies of article distributed to class in advance (via email);
2. Printed copies of supplementary China Census data;
3. Blank strips of paper; and
4. Students own writing instrument.


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Technology:
What college/student technology will you integrate? How will the technology foster learning?
Visual graphs and tables from a few peer-reviewed journals and reports will be presented
online (via projector) to complement the content of the article.

Methodologies:
List interactive, student- and learning-centered methods that you will use in the lesson.

1) Students/learners write critical questions and biases.
2) Group discussion, using Socratic questioning.
3) Students/learners critical analyses of reading and peers questions.