Social Justice for Little Learners

Grade Level: Grade One

Topic: Gender Stereotypes/Expectations

Book Title: “Not All Princesses Dress In Pink”

Author: Jane Yolen and Heidi Elisabet Yolen Stemple

Link to Purchase: https://a.co/d/7hBAruE

Link for Online Read-Aloud : https://youtu.be/kCnIJHajmCI?si=O1RwUIzoEn42Nd-e

Discussion Prompts/Questions:

• Before Reading
  • “What do you think about when I say that we are going to read a book about princesses?”
  • “What are some things that you think that princesses like?”
  • “What are some activities that you think princesses would like to do?”
• During/After Reading
  • “Were there any things in this book that surprised you?”
  • “Did we think of any of these activities for princesses?”
  • “Sometimes people think that all girls love princesses and sparkles, and that those things are just for girls. Do you think it is right to say that? Why or why not?”

Follow-Up Activity:

• Make or find a “fancy person” crown (or, have students make crowns). Take pictures of students doing some of their favourite things (inside and outside) while wearing their fancy crowns. If possible, put the pictures together into a slideshow and share it with families!
• Alternately, or additionally, use either a picture of a princess or a toy princess and have students make photo slideshows or short videos of the princesses doing all sorts of things, especially things that don’t fit the “princess” stereotype.

BC Core Competency Connections:

Personal and Social

• Personal Awareness & Responsibility
  • I can show a sense of accomplishment and joy, and express some wants, needs, and preferences. I can sometimes recognize my emotions.
• Social Awareness and Responsibility
  • I can help and be kind.
  • I am aware that other people can be different from me.
  • In familiar settings, I can interact with others and my surroundings respectfully.

Thinking

• Creative Thinking
  • I get ideas when I play.
• Critical Thinking
  • I can explore with a purpose in mind and use what I learn.

Communication

• Communicating
  • I can understand and share basic information about topics that are important to me.
• Collaborating
  • In familiar situations, I cooperate with others for specific purposes.

BC Curricular Connections:

• Understand (Big Ideas):
  • Stories and other texts help us learn about ourselves and our families. (ELA 1)
  • Everyone has a unique story to share. (ELA 1)
  • Through listening and speaking, we connect with others and share our world. (ELA 1)
  • Healthy communities recognize and respect the diversity of individuals and care for the local environment. (SS 1)
  • Confidence develops through the process of self-discovery. (Career Education 1)
  • Learning about ourselves and others helps us develop a positive attitude and caring behaviours, which helps us build healthy relationships. (Physical and Health Education 1)
• Know (Content):
  • Diverse cultures, backgrounds, and perspectives within the local and other communities. (SS 1)
  • Cultural and social awareness, achieved by exploring self-identity, acknowledging cultural differences, honouring indigenous traditions. (Career Education 1)
  • Caring behaviours in groups and families. (Physical and Health Education 1)
• Do (Curricular Competency):
  • Comprehend and connect (reading, listening, viewing)
    • Engage actively as listeners, viewers, and readers, as appropriate, to develop understanding of self, identity, and community. (ELA 1)
    • Recognize the importance of story in personal, family, and community identity. (ELA 1)
  • Create and communicate (writing, speaking, representing)
    • Exchange ideas and perspectives to build shared understanding. (ELA 1)
  • Acknowledge different perspectives on people, places, issues, or events in their lives. (SS 1)
  • Identify fair and unfair aspects of events, decisions, or actions in their lives and consider appropriate courses of action. (SS 1)
  • Share ideas, information, personal feelings, and knowledge with others. (Career Education 1)
  • Develop and demonstrate respectful behaviour when participating in activities with others. (Physical and Health Education 1)

FPPL Link:

• Learning ultimately supports the well-being of the self, the family, the community, the land, the spirits, and the ancestors.
• Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal relationships, and a sense of place).
• Learning is embedded in memory, history, and story.
• Learning requires exploration of one’s identity.

BC ELF Link:

• Children are strong, capable in their uniqueness, and full of potential.
• Early years spaces are inclusive.
• Play is integral to well-being and learning.
• Relationships are the context for well-being and learning.
• Learning is holistic.

TFT Through-line Link:

• Justice Seeking
• Community Building