Module 2: GENDER EQUALITY (SDG5) DAMål
Med dette værktøj forventes eleverne at:
Materialer:
Whiteboard, projektor, bærbar pc, højttalere, slik/ klistermærker, Sandt/ Falsk udsagn på papir til uddeling, Kønsfordeling på skolen på pipit til uddeling, papir, Malala Yousafzai til uddeling, elpæreformet papir, ‘Hvem sagde dette?’ til uddeling, ‘Fra hvor jeg står’ undersøgelse til uddeling, ‘Fra hvor jeg står’ plakat
Varighed:
2x40 minutters lektioner
Gruppestørrelse:
10-15 elever (I alderen 12-15)
1. Giv eleverne slik / klistermærker (eller noget andet, du finder passende), men fordel dem ujævnt tilfældigt. Giv dig selv den største del og sige, at du fik mest, fordi du er den ældste. Spørg, om de synes, det er fair. Bed eleverne om at retfærdiggøre deres mening
2. Del eleverne op i to grupper (piger/drenge), og uddel slik igen, og giv pigegruppen mindre end drengegruppen. Spørg, om de mener, at dette er retfærdigt, og for at retfærdiggøre deres mening. Spørg, om de tror, det rent faktisk sker i verden.
3. Introducer ulighed / ligestilling mellem kønnene som emnet for lektionen.
Bemærk: Før lektionen starter, skal du indsamle alle de udfyldte undersøgelsesformularer, som eleverne har indført. Forklar, at du vil bruge dem i slutningen af timen.
Notes: students can either word by themselves, in pairs, or in groups.
Hand out a paper with statements spoken by real people (Annex) and ask students to decide whether they think each statement is most likely to have been spoken by a male or female person and where they think that person comes from (i.e. continent, country).
Give the right answers (Annex) and discuss.
Ask students how they felt when they were given the answers, what problems these people face, what are the causes of the problems, and what are the solutions.
1. Eleverne afleverede i begyndelsen af lektionen, give dem instruktioner (bilag) og vejlede dem til at beregne deres kønsfordeling og fuldføre plakaten (bilag) farve hver side af billedet, proportional med forholdet.
2. Vis og fortæl - få eleverne til at dele og sammenligne deres plakater. Som en klasse, kan de nå frem til en form for konklusion eller gennemsnit for deres resultater og hvad de fandt ud af?
3. Få eleverne til at diskutere, hvad resultatet betyder for deres samfund i sammenhæng med ligestilling mellem kønnene. Hvor langt væk er de fra målet om 50:50?
4. Diskuter resultatet af undersøgelsen. Afspejler deres resultater de historier, vi har set? Overraskede noget dem?
5. Bed eleverne om at tænke på eller skrive de tre øverste ting ned, som de personligt kan gøre for at sikre, at kønsfordelingen er tættere på en 50:50 forholdet mellem ledere, når de er ældre.
1) Sørg for, at dine elever er bekendt med FN's verdensmål for bæredygtig udvikling (og forklar, at ligestilling mellem kønnene er mål 5, der skal nås inden 2030). Du kan bruge denne video til at gøre dem fortrolige med emnet: https://vimeo.com/138852758
2) Vær opmærksom og forsigtig over forelever, der måske bliver udsat for diskrimination eller tilstande, der ligner dem, der diskuteres i lektionen.
3) Gør dit klasseværelse til et sikkert sted for alle dine elever ved at sikre, at alle elever kan sige deres mening eller forholde sig tavse, hvis de vil. De bør alle føle sig godt tilpas på alle tidspunkter.
True or False? statements – Students’ Copy
1.
Globally, women occupy less than a 25% of all seats in parliament.
2.
In the UK twice as many women as men rely on state benefits.
3.
In the UK two thirds of pensioners living in poverty are women.
4.
Educated girls in sub-Saharan Africa
will earn up to 25% more, start businesses, and reinvest 90% in their families.
5.
Uneducated girls in sub-Saharan Africa
are three times likely to become HIV positive than educated ones.
6.
Girls that get to go to school in sub-Saharan Africa have more, less healthy chil- dren, who are 40% less likely to live past the age of five.
7.
Educated girls tend to be less vulnerable to violence and exploitation.
8.
Become role models for the next generation
of children, driving change from the local to the global level.
9.
As many girls as boys finish secondary school.
10.
Girls who finish school are more likely to live a healthy life.
Teachers Edition
Rates of Gender enrolment at school
Definition of Gender Equality
Gender equality: Equality is when everybody is treated in the same way and has the same rights and opportunities, regardless of who they are, what they do, or where they are born and live. ‘Gender equality’ is when everyone has the same rights and opportunities regardless of their gender, and girls and boys are valued equally by everyone.
Murimirwa, A. (2016). “Everybody Wins When Girls Can Stay In School”.
Short call-to-action video from Emma Watson
“From Where I stand” survey form
A Powerful Story – Students’ copy
Once upon a time, there was a young girl who loved going to school. However, she lived in an area where some political leaders didn’t want her to go to school. They used to attack the schools and try to stop girls going to school.
So one day this young girl, who was only eleven years old at the time, started to make speeches and write blogs saying that girls should be allowed to go to school as well.
However, the people in power, who didn’t want girls to go to school, wanted to frighten her to stop her telling people these things. They knew lots of people around the world were listening to what she was saying, so they made it clear that they would harm her if she kept saying these things.
The young girl did not stop saying her opinions. So one day, when she was fourteen years old, a man came onto the bus when she was on her way back from school and shot her. The bullet hit her head. Luckily, this young girl did not die.
She was taken to another country and she survived. She went on to finish school and continues to tell the world that girls should be allowed to go to school.
A Powerful Story – Teacher’s copy
Once upon a time, there was a young girl who loved going to school. However, she lived in an area where some political leaders didn’t want her to go to school. They used to attack the schools and try to stop girls going to school.
Question: What would you do if the people with political power in your area attacked your school and said you (whether you are a boy or a girl) weren’t allowed to go anymore?
So one day this young girl, who was only eleven years old at the time, started to make speeches and write blogs saying that girls should be allowed to go to school as well.
Question: How do you think the people with political power, who were against girls in school, might have reacted when she started doing this?
However, the people in power, who didn’t want girls to go to school, wanted to frighten her to stop her telling people these things. They knew lots of people around the world were listening to what she was saying, so they made it clear that they would harm her if she kept saying these things.
Question: If someone threatened you for saying your opinion, would you stop or would you carry on anyway?
The young girl did not stop saying her opinions. So one day, when she was fourteen years old, a man came onto the bus when she was on her way back from school and shot her. The bullet hit her head. Luckily, this young girl did not die.
Question: If you had been harmed for saying your opinions and survived, would you stop after that?
She was taken to another country and she survived. She went on to finish school and continues to tell the world that girls should be allowed to go to school.
Question: What do you think of this girl? Do you think what she did made an impact? Why/ why not?
A Powerful Story – Follow-up questions
Is Malala Yousafzai is a role model for you? Why / why not?
Women can be as good at being leaders and role models as men.
Do you think we need more role models like Malala in the world and our local community?
Could you be someone like Malala, passionate about something you believe in, in your local community?
Who said this? – Students’ copy
Read the following statements. Decide whether you think each statement is most likely to have been spoken by a male or female person and where the person comes from.
Male/ Female/ Either? | Where from? | |
1. ‘Several times my older brother has beaten me up. He also tells me ’you go ahead and go to school and I’ll throw acid on you.’ | ||
2. ‘When I complained about not getting paid, he called the police to beat me up.’ | ||
3. ‘Once I arrived I was introduced to a lady. She took my travel documents and my mobile phone. She said she had bought me, she owned me and that I had to pay back the debt.’ | ||
4. ‘I wanted to get an education, but my parents were determined to marry me off.’ | ||
5. ‘When my mother died in childbirth I had to give up school to care for my brothers and sisters’ | ||
6. ‘When they gave me the job they said they weren’t sure that I’d ‘hack the pace’. So they said they’d pay me less until I’d proved myself.’ | ||
7. ‘In the morning, I fetch water, then I walk to school. One day I arrived late. As punishment my teacher asked me to crawl on my bare knees across the ground from the school gate to the classroom.’ |
Who said this? – Teacher’s copy
Instructions on completing “From Where I Stand” poster
1. Calculate your gender ratio:
Total the number of crosses in each column and put that number in the bottom row. Add the column totals together. For example if you have answered every question then the sum of all the columns will be 12.
You can find the table and the poster in this learning package:
Now express your ratio like this % females : % males e.g. 50 : 50 or 17 : 83 The sum of the two sides of your ratio should equal 100 and remember to put the female figure on the left, the male figure on the right.
2. Complete your poster:
3. Share your results:
Visit https://worldslargestlesson.globalgoals.org/FromWhereIStand and input your data onto the world map or take a photo of your poster and post it to us on Twitter, Facebook or Instagram.
Accurately copy and complete this post to make sure we can capture your information.
.@TheWorldsLesson #FromWhereIStand in #[insert your country] my gender ratio is x:y (insert your gender ratio women : men) #GlobalGoals
Get the table and the poster in this learning package:
 |
Chapter completed |  |
| Exercise | Result | Your answer | Correct answer |
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