Bridges Story Guide Women Empowerment English

8/6/2019 Bridges Story Guide Women Empowerment English

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Digital Story Guide

© Bridges to Understanding 1 of 3

Digital Story: Women Empowerment (Single Mothers)

Bridges site: Hector Peterson Secondary School (Wallacedene in Kraaifontein), South AfricaProduced by: Ongezwa, Siphokazi, Lithiko, Athi, Daza,

OverviewStudents from Hector Peterson Secondary School share stories of the sacrifices their single mothershave made and how they have overcome adversity in their community.

PurposeTo show the perseverance and strength of the single mothers in this community, and provide hopeto those who face similar struggles with poverty.

Anticipation Activity1. Students in South African schools do not have to pay fees to go to school. True False

2. All students at Hector Peterson Secondary School live with both theirmother and father.

True False

3. Some students’ parents do not have enough money to feed them. True False

4. In this township some students have to arrive at work late in order to takecare of their siblings.

True False

5. Some students drop out of high school in order to find a job to provide fortheir family.

True False

Pre/Post Activity Research - (Internet or Library References)http://www.singlemom.com/ (resources for single moms)

http://www.topix.com/za/kraaifontein (local news for Kraaifontein)http://news.bbc.co.uk/2/hi/africa/7685253.stm South Africa Poverty-Emergencyhttp://ezinearticles.com/?Single-Parents-In-South-Africa---How-To-Manage-The-Hard-Life&id=1661129http://www.bread.org/learn/hunger-basics/hunger-facts-international.html



Digital Story Guide

© Bridges to UnderstandingDigital story guide format and content contributed by Sharon Greenberg, teacher and Bridges volunteer 2 of 3

(Kraaifontein), South Africa - Identify and/or Explain the followingExact location-Hemispheres-Continent-

Country-Mountain Range-

Comprehension Questions (after viewing the digital story)1. What does the student mean when he says, “Yes I know, and I understand the pain I feel when I

realize my father has departed for a better world?”2. Describe, from the pictures, the physical environment where these students live. How does this differ

from your physical environment?3. Select the responsibilities students in this township have that were mentioned in the story:

a. Sports teamsb. Helping take care of brothers/sistersc. Schoolwork d. Helping make money for food

4. Circle the issues that single mothers face which were mentioned in the story:a. Not enough $ for foodb. Not enough $ for gasc. Difficulty finding a job

5. True or false: Some students mentioned in this story come home from school with an emptystomach.

6. In addition to food, what school-related cost do single mothers have to worry about in this part of the world?

7. One student mentioned that his brother had to leave school. Why did he have to leave?8. How did the shop that a single mother was able to start help change the opportunities for her family?9. What did Siphokazi mean when she said, “Perseverance is the mother of success?”10. What did the other student mean when he said, “Always remember, in the middle of difficulty, lies

opportunity?” Do you agree?

11. One student said, “Behind every successful man, there is a woman, and the proof is ________.”Explain.

12. What did the students mean when they said, “You strike a woman, you strike a rock?”13. How do the issues that these students’ mothers face differ from those your mothers face?

General Questions

1. What is the message of this story?

2. How are their lives as children different from and similar to yours?3. What is the event/issue/problem expressed in the digital story?

4. How are these young people working to make positive changes in their community or in the world?

5. Is awareness one way to make change? Explain your answer.

Making a movie - explain your answers

1. This digital movie is used to share an experience. What other forms of expression could he have used?

2. How is one able to show emotions using digital photography?

3. Does the voice and/or music add to the tone and/or mood of the digital story? If so, how?

4. Was it important for the story to include photos of people? Why or why not?

5. Why might it be important to carry your camera with you at all times?

6. What is in the photo that helps you know about the culture?



Digital Story Guide

© Bridges to UnderstandingDigital story guide format and content contributed by Sharon Greenberg, teacher and Bridges volunteer 3 of 3

7. What is the photographer trying to communicate to us?

8. Do the pictures look posed? If so, to what purpose?

9. Do the pictures look spontaneous? If so, to what purpose?

Follow-Up Discussion• How does poverty differ in the community portrayed in this movie as compared to yours?• What can you do to help single mothers who may be struggling with this same issue?

Follow-Up Activities• Read the paper posted here http://family.jrank.org/pages/1620/South-Africa.html called “ South Africa:

Family life in Black Communities, family life in Asian Communities, and Family Life in ColoredCommunities.” How do racial issues in South Africa differ from those in the US?

• Read the Unicef website here: http://www.unicef.org/southafrica/children.html• Summarize the life cycle for children in South Africa and the major problems they face• What other ideas do you have for taking action in your community?

Standards*National Council of Teachers of English/International Reading AssociationStandards 1, 2, 3, 6National Council for Social StudiesStandards Theme I: Culture, Theme IV Individual Development and IdentityTheme IX: Global Connections

American Geographical Society, Association of American Geographers, National Geographic Society, National Council for Geographic EducationEssential Element II: Places and Regions Standards 4, 6Essential Element III: Physical Systems Standards 7, 8Essential Element IV: Human Systems Standards 9, 10,11,12,13Essential Element V: Environment and Society Standard 14*For more details see http://www.peacecorps.gov/wws/educators/framework/

Documents

Bridges Story Guide Women Empowerment English