After lists are generated, instructor goes to the board and asks students to name important shop tools, writing all non-redundant examples. Instructor then asks for important shop techniques, also listing them on the board. Since each student had a lengthy list to begin with, the instructor should have quite a few terms to work with. If matching tools and tasks to gender hasn't already sparked debate, ask students to try to back up their claims with examples. As a group, further discuss this activity focusing on the elimination of gender stereotypes in shop.
Students write a position paper on gender roles in their shop.
Students may be assessed on participation, completion of written work, and knowledge of shop tools and techniques. Instructor might test students on information explained and discussed during this activity. A long-term activity that ties in well might be the creation of a Task and Tool portfolio. A portfolio of this type would be an ongoing project that could continue throughout the students' shop experience. Students research women's contributions to tools and technology.