The fabulous book What Makes a Baby by Cory Silverberg came out in 2012 to much acclaim and excitement from folks across the spectrum of diverse families, caregivers, teachers, and kids. It tells the story of how babies come into the world in an accurate way without ever implying the gender(s) of baby creators, parents, or the relationship between those people. [There’s also an awesome reading guide for caregivers and teachers who use it in their classroom – check it out!]
As I prepared to teach a unit on CRISPR with a specific emphasis on the story of He Jiankui’s claim to have genetically edited zygotes that were later born as babies, I wanted a way to talk about pregnancy and birth (especially IVF!) that didn’t involve a lot of inaccurate and dysphoria-ridden resources that link what gametes people make and their gender identity or relationship to future genetic descendants.
I was excited to use the book in my classes, but as an 8th grade teacher, it felt odd to simply read a book designed for small children and leave it at that. Moreover, some of the detail that I wanted to dive into wasn’t included in the book, making it an imperfect resource for my purposes. I developed a lesson that uses the book as a launching point for students to illustrate their *own* What Makes a Baby, involving student-led investigation and illustration with much delight and personal flair. 🙂
I started by writing an 8th grade level text that matches the flow of the original book. (Feel free to adapt and share widely – and provide feedback if I have any inaccuracies or things that you think could be more complete. I worked hard to fact-check, but unfortunately, nuanced information about sexual and reproductive health is often hard to find, especially for us trans people!)
You’ll note that in the text, I use the term “gene giver” to describe a person who contributes an egg or a sperm to create a new human. The fabulous Christine Zarker Primomo introduced me to the idea of inviting students to create their own language when the language we have is insufficient, especially in this specific case. Even using terms like “genetic parent” implies that the relationship between someone who provides the sperm or egg that becomes someone *is* their parent. We also create gender-neutral (and gamete-neutral!) language, since not everyone who makes eggs is a woman or a mother, and not everyone who makes sperm is a man or a father. Ideas students created included:
- Gene givers (or “GGs”)
- Biological Life Transmitters (“BLTs”)
- DNA Deliverers
- Trenaps (“parent” spelled backwards)
- Storks – This one was my favorite, since it is so playful, easy, and universally kid-appropriate.
After reading through the original book with students (in my experience, kids of ALL ages love to be read to, and it brings out a particular curiosity in them that can be fun to engage with), I split the class into small groups and assigned each of them one section of the “upgrade.” In their small groups, they had to read through the text, do some more background research, and illustrate 1-2 pages that would go with the text.
During the illustration phase, students encountered lots of things they were curious to learn more about, and I was able to answer those questions or direct them to strong resources that could provide the answers they wanted. We had fun talking about common misconceptions about ovulation and menstruation while also digging into harder questions about medical and legal rights for pregnant individuals, ethical questions about IVF, and the differences between preventing pregnancy and preventing STI transmission. Moreover, when we finished our book and read it out loud as a class, we had created a narrative that was cohesive, inclusive, and supported students’ sense making around how IVF functions in the larger picture of pregnancy and birth.
If I had more time, I would have loved to have students write the text as well as illustrate it, possibly as an end-of-unit assessment. Given the time constraints we were under, I thought students’ work was thoughtful, detailed, and clear. I hope that over time, more and more resources will become available for teaching students of all ages about reproductive science in an accurate and inclusive way – until then, I’ll be creating them alongside my students.