- The first module starts with a warm-up phase in which the teacher/teacher asks the class some questions capable of arousing curiosity and reflection on the subject from everyone, male and female. Examples: Do you know what the expression 'gender equality' refers to? Is it true in your opinion that women's brains are different from men's? Are there activities that have to be done by men and other things that have to be done by women? Who established this and how?
Those who ask the questions will obviously be careful to express themselves in such a way as to contain as much as possible the physiological male-female division that certain topics can provoke and the inappropriate comments from students. This start-up phase will last about 10 minutes.
Once the students' questions and reactions are exhausted, the teacher/teacher will not provide answers but will declare the objective of the activity, which is to induce students to reflect on their own beliefs, which may be based on unfounded stereotypes and preconceptions.
At this point the class is divided into groups of 3/4 people. It is important to ensure that the composition of the groups is completely random, even with the (calculated) risk that they will be entirely male and/or female groups. To do this we can use e.g. a deck of cards managed by the teacher/teacher with the help of the first two students who volunteer. All figures and numbered cards that exceed the number of groups to be formed are removed from the deck. Example: if the class consists of 24 pupils, 6 groups of 4 pupils each will preferably be formed. The cards with king, queen and jack, and those whose value is higher than 6 will be removed from the deck. The remaining cards will then be shuffled and randomly distributed among the students, giving one each. Each group will be formed by the four students who have received the card of the same value (and of different suits): all 6, all 5, etc. It is possible that the number of students in the class will not allow to form groups with the same number: in this case it will not be a problem if one group will have one more or one less student than the others.
- The groups formed in this way come together, with pen and paper at their disposal, and start working with the aim of producing a list of 3/4 recurring situations in real life that from their point of view represent discrimination against the female universe. In this phase, the teacher/teacher does not intervene to let the reflection arise exclusively from the students' sensitivity. The time dedicated to this phase will be about 15 minutes, at the end of which the teacher/teacher will invite each group to identify a speaker who will briefly explain to the rest of the class which are the alleged gender discriminations he has identified as most important.
- At the end of the exposure by each group, the teacher/teacher will summarize on the blackboard (better LIM if available) the situations that have emerged, which could easily be the same by several groups. Using a criterion of recurrence and/or relevance, the teacher/teacher will identify as many cases of gender inequality as the number of groups in which the class was divided, and will assign the task for the next lesson: each group will have to prepare a 2-3 minute dramatization, in which they will stage the situation assigned to them, trying to bring out the negative aspects that need to be corrected in order to meet a principle of gender equality.
If possible, when assigning the themes, the teacher/teacher should try to make each group develop one of the situations that they had highlighted in their analysis work.