Teachers Guide: Gender Justice for Global Development · Teacher’s Guide and Seven Engaging Units on Gender and Global Issues . for High School Social Studies Classrooms . A Global

Teachers Guide: Gender Justice for Global Development

Teacher’s Guide and Seven Engaging Units on Gender and Global Issues for High School Social Studies Classrooms

A Global Education Resource for a New Generation of Leaders

understand empathize act

Created by Oxfam Canada www.oxfam.caFunded by CIDA Global Classroom Initiative

Teachers Guide FINAL.indd 1 11/30/10 11:46:25 AM

Acknowledgements

Gender Justice for Global Development gratefully acknowledges the support and contributions of the following organizations:• CanadianInternationalDevelopmentAgency(CIDA)• OxfamCanada• NovaScotiaDepartmentofEducation• HalifaxRegionalSchoolBoard• SocialStudiesTeachersAssociationofNovaScotia• MountSaintVincentUniversity

Project coordination, research and writing: JanetRhymesandCorrieMelanson

Multi-mediaandWebAssistance: RogerMusselmanandAudraWilliams,OxfamCanada

Communications Consultant: Alexandra Lopoukhine, Oxfam Canada

GraphicDesign:DeborahMcGowan,FullWellProductions

Reviewers• VickyLaramée,AnnaBorgognoniandLouiseRahemtulla,CIDA• JenniferBurke,SocialStudiesConsultant,NovaScotia

DepartmentofEducation• SandraMartin,Teacher,SouthShoreDistrictSchoolBoard

andSocialStudiesTeachersAssociationofNovaScotia• CathyCarreau,Consultant,EnglishProgram,

HalifaxRegionalSchoolBoard• ValdaLeighteizer,FacultyofEducation,

MountSaintVincentUniversity

Assessment rubrics: The rubrics in this resource have been adapted from rubrics retrieved from the Alberta Assessment Consortium (AAC)website. As such, theymaydiffer in structure and contentfrom those found in the AAC collection. Please visit www.aac.ab.ca for information andmaterials to support quality classroomassessmentpractices.

The opinions expressed in this document are those of the authors and donotnecessarilyreflecttheviewsofCIDA,OxfamCanada,theNSDepartmentofEducation,theHalifaxRegionalSchoolBoard,MountSaintVincentUniversityor theSocialStudiesTeachersAssociationofNovaScotia.Contentsmaynotbe reproduced forcommercialpurposes; however, reproduction for educational purposes, with acknowledgementtoOxfamCanada,ispermitted.

Credit: Howard Davis/Oxfam

A workshop oraganised by Oxfam local partner AWF - Affected Women’s Forum -in Thampattai displaced peoples camp with both women and men to raise awareness of domestic violence in the camps and com-munities affected by the tsunami.

Woman instructor with greenish patterned dress (also seen pointing at training board ): Sathyavani Silva, Women’s Forum Coordi-nator (AWF):

‘Since the tsunami, we have held 10 camp workshops like this. Conditions in the camps produce many problems for women, because people are living so close together. After the tsunami, the government gave money to men - wives didn’t get it - some of the men used the money to buy alcohol, resulting in violence. Our organisation is ten years old and I have been with it since the beginning,. In the past, group discussions were more about economic problems - how women can cope and move up in life.

Credit: Ami Vitale/Oxfam

Manena Walet Issafeytane, the animatrice for the village of Intedeyni, stood by the blackboard in the classroom.

“My father was very forward-thinking. And when I was old enough to go to secondary school he took me to Menaka [the nearest small town], because the Headmaster of the school there was married to my father’s sister. I guess I was really lucky, I had relatives who understood the importance of education and I was able to stay with them so that I could carry on with my schooling.

“I am like a ‘mum’ to everyone, and I try to visit the families as often as possible to listen to any problems they may be having – especially if it affects their children’s schooling. I am constantly talking to parents about the advantages of sending their children to school, but I also talk to people about health matters. I even do sessions about HIV and AIDS and how to protect against catching and spreading these illnesses.

Credit: Shailan Parker/Oxfam

UMBVS: Bhojasar worksite, digging Bhura Naadi: women who are working on the pond, listening to the discussion with Kamla bai.

Credit: Toby Adamson/Oxfam

Kim Rowe, Oxfam story gatherer at Glastonbury 2005. The feeling at Glastonbury this year was that together, people really can not just make a difference, but can be that difference. Momentum for Make Poverty History had been building all day on Saturday as the Big Moment with Bob Geldoff and Michael Eavis drew closer. Oxfam staff had been feeling the enthusiasm of the hoards of people all putting their names forward to become part of Make Poverty History in this special year.

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DearEducator,

You hold in your hands an exciting and dynamic new addition to the curricula for Global History/AdvancedHistory 12, andGlobal Geography/AdvancedGlobal Geography 12.Usingthisnewresourceinconjunctionwiththeexistingcurriculaforthesecourses,youare enabled to offer your students opportunities for learning new content, in a classroom environmentthatfostersopen-mindednessandcriticalthinking.

Gender Justice for Global Development fills a missing space in our classrooms. TheTeacher’sGuideispackedwithactivitiesandassessmentstrategiesforclassroomuse.Theseven modules contained in this package, used singly or collectively, offer the opportunity to engage students in necessary conversations that affect their – and our – lives both locallyandglobally.Theirawarenessofissuespertainingtopeoplesaroundtheworldwillbeenhancedthroughinteractingwiththeselearningmodules.Issuesofpoverty,powerrelationships,humanitarianissues,HIVandAIDS,foodsecurity,water,andclimatechangearealldevelopedwithinthesemodules.Allimpactthelivesofwomenandmen,girlsandboys,inourhomecommunitiesandaroundtheworld.Byfocussingthesevenmodulesthrough the lens of women and gender justice, you will be able to develop a themed approach to understanding how these issues affect every person, whether they personally experiencetheseintheirlivesornot.

Any document, well written or poorly written, developed through a social justice perspective ornot,isonlyeveraseffectiveastheteacherwhousesit.MarshandWillis(2003)havenoted that there are three aspects of curriculum that always hold, regardless of the type of curriculuminquestion:theyaretheplanned,theenacted,andthereceivedcurriculum.Inthisdocument,much(thoughnotall)oftheplanninghasbeendonebytheauthors.Theenactedcurriculumiswhatweaseducatorsdoonadailybasis.Thisexcitingnewresourceoffersthepossibilityofenactingacurriculumwithyourstudentsthatisrichandneedful.

Our students, as socially and civically aware and involved adults, will be the next generation oflawmakers,whetherexplicitlyorthroughtheirparticipationingovernanceascitizens.It is our responsibility, then, to do what we can to ensure that they are aware, socially minded citizens, intent in bettering the world in which they live, for themselves and for all whoinhabitourever-shrinkingglobalcommunity.Theselearningmoduleswillhelpustobeevenmoreeffectiveinourtask.

ValdaK.Leighteizer,PhD ProgramHead,CurriculumStudies FacultyofEducation,MountSaintVincentUniversity Halifax,NovaScotia



Contents

AboutthisLearningResource.................................i

1. Introduction ............................................ 1

HowisEachModuleStructured?..........................2

WhyGenderJustice?.............................................3

Curriculum Outcomes..........................................4

2. Learning Activities .................................. 8

3. Film and Audio Clip Descriptions .......... 12

4. Fostering Active Global Citizenship in the Classroom ........................................ 19

5. Templates and Worksheets ................... 22

JigsawWorksheetforDiscussingand AnalyzingReadings.........................................23

GraphicOrganizer:Example1............................24



SampleAnticipationGuide.................................27

Challenge-Assets-SolutionsTable....................28

6. Taking Action Tools ............................... 29

Tool1:TakingActionCardGame........................29

Tool2:WhichActionShouldWeTake?...............30

Tool3:WhatistheImpactofPossibleActions?...31

Tool 4: Planning for Action.................................32

Tool5:WhatDifferenceDidThisMake?.............33

Credit: Ami Vitale/Oxfam

Susan Akinyi, 15, helping out in WEMA Centre’s classrooms: WEMA is a Centre and Trust which works on behalf of children, and particularly girls, who have been forced onto the streets of Mombasa to eke out a liv-ing. ‘Wema’ has the meaning ‘goodness’ in kiswahili.

Susan has lived at WEMA since 1994. She completed Year 8 at Bamburi primary school in 2001 and has taken up a place in second-ary school. In the KCPE exam of November 2001 she scored 347 out of 500, the highest score at her school. At the blackboard Susan already looks every inch a teacher.

Susan also has strong views about the need to tackle poverty. “The girls on the street need more support. If you are hungry, you will do anything for the next mouthful of food. You know a boy can just steal, and he can run very fast. But what about a girl’ They wonder where to go, they get fright-ened, they are shaking, shaking. There’s a big difference in girls’ lives on the streets. The boys are survivors, they can survive bet-ter than girls. The girls have to use the thing that men want from women. That is the only thing they have.

It is the government’s duty, their role and duty, to take care of street children. You can’t blame the girl. She has no choice. You can blame the government. ‘


7. Gender Justice: Foundations ................. 34

Introduction.......................................................34

A.Activitiesforunderstandingthedifference between sex and gender................................35

B.Activitiesforidentifyinggenderstereotypes....36

C.Activitiesforexploringtheoriginsand constraints of gender norms...........................38

D.ActivitiestoanalyzetheglobalImplications ofgenderinequality.......................................39

Worksheet:WhyWomenQuiz............................40

Answers..............................................................41

UsefulReferencesandWebsites...........................42

Glossary..............................................................44

Credit: Gerry Weetman/Oxfam

A Training session for Maya Chorti Farmers using pictures to teach. Training includes health, education and growing techniques for vegetables(CONIMCH - Partner Maya Chorti (indiginous population)


Gender Justice for Global Development

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iiGender Justice for Global Development

About this Learning Resource

Gender Justice for Global Development is a package of dynamiclearningmodulesandaccompanyingmulti-mediaandprintresourcesforsocialstudiesteachers.ItisbasedonlearningoutcomesforGlobalHistory(12)andGlobalGeography/AdvancedGlobalGeography(12)intheNovaScotiaschoolcurriculum.

Gender Justice for Global Development was developed from a successful Oxfam Canada application to the CanadianInternationalDevelopmentAgency(CIDA)GlobalClassroomInitiative.Educationpartnersinvitedto review the application, module overviews and final productincludedrepresentativesfromtheNovaScotiaDepartmentofEducation,theHalifaxRegionalSchoolBoardandtheSocialStudiesTeachersAssociationof NovaScotia.

Focusquestions,moduledesign,activities,resourcesand assessment options in this resource are designed to involve students intellectually, compassionately and actively.Images,stories,filmsandaudioclipsportraywomen and men as agents of change within their communitiesandorganizations.Usingtheselearningmodules will enhance student understanding of, and support for, gender justice, women’s rights, and global development.Inaddition,resourcesandsupportsareprovided to encourage students to take action as active citizensforglobalchange.

“At the end of the day the biggest contribution we can make as Canadians, to ending poverty and injustice in the south, is to change Canada.”

Robert Fox, Executive Director, Oxfam Canada

Credit: Annie Bungeroth/Oxfam

Shubha Pradhan - a change maker in Nepal. “I am a Change Maker because this is a campaign about bringing an end to the violence that has been going on against women. It aims at taking small steps, and bringing great results, which is some-thing that I believe in’ Changes have to happen at the grassroots and the national level. You need to change the perspective of everyone.”


Gender Justice for Global Development Gender Justice for Global Development

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1. Introduction

This package is made up of the following two components:

I. Gender Justice for Global Development: Teacher’s Guide

Curriculum outcomes for each module•

Suggestionsforparticipatory,co-operativelearningactivities•

A process and tools for • Students Take Action for Change

Samplegraphicorganizers•

Suggestionsforteachingdifficulttopics•

GenderJusticeFoundations:Readings,resourcesandactivitiestohelpstudentsunderstandthe•meaning of gender and gender justice from an individual and societal perspective

II. Gender Justice for Global Development: Modules

OneguideforsevenlearningmodulesbasedoncurriculumoutcomesforGlobalHistoryand/orGlobalGeography/AdvancedGlobalGeography.Topicareasinclude:

1.Gender,PowerandGlobalPoverty

2.Women’sRightsandGenderJustice

3.GenderandHumanitarianEmergencies

4.GenderandHIVandAIDS

5.GenderandGlobalFoodSecurity

6.GenderandWater

7.GenderandClimateChange

Eachguidecontainsaselectionofactivityoptionsandtopic-specificlearningtools:video•andaudioclips,PowerPoint,readings,casestudiesandfactsheets.Allfactsheetsareatanintroductoryreadinglevel.

AgraphicPowerPointforpresentationpurposesisincludedforeachmodulefactsheet.•

Suggestedstudentassessmentactivitiesandrubricsareincludedwitheachguide.•



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2Gender Justice for Global Development

How is Each Module Structured?Thefocusquestions,moduledesign,activities,resourcesandassessmentsforlearningaimtodevelopcriticalthinkingskills.Studentsareinvolvedonthreedifferentlevels:

intellectually(head) compassionately(heart) actively(hands)

Asaresult,eachmoduleisdividedintothreesections.

1.Head:Understanding

This section of each module presents perspectives from a variety of information sourcesaddressinggenderandsocialchange.Activitiesandresourcesenablestudents to understand and analyze the information and to practice critical thinkingskills.

2.Heart:Empathizing

This section of each module provides activities and resources that help students personalizetheissuestoencouragecompassionandempathy.Activitiesandresources will leave students with the desire to integrate and act upon the knowledgetheygain.

3.Hands:Taking Action

This section of each module provides students with examples of how women, menandcommunitiesarerespondingtoaffectchange.Inaddition,studentsareencouraged to identify potential actions in which they can engage for change asactiveglobalcitizens.Ratherthanleavingstudentswithasenseofdespairorhopelessness, this approach helps develop a sense of empowerment to actively makeadifferenceatschool,athomeandintheworld.

Teacher resources for Students Taking ActionareincludedinthisTeacher’sGuide.



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Why Gender Justice?Gender justice supports full equality and equity among women and girls, men and boys in all spheres of life. Gender justice means women and men jointly define and shape the policies, structures and decisions that affect their lives and society, based on their own interests and priorities.

Gender justice is both an outcome and a process. What does it look like?

Women and men sharing power and wealth equally•

Education, health and sustainable livelihoods for all•

Women making decisions jointly with men•

Women controlling their own bodies•

Women and men as active citizens and leaders•

Men and boys, women and girls, saying “No” to restrictive gender roles and gender- •based violence

Relationships based on respect and inclusion•

Women and girls, men and boys living free from violence•

A green world for the well-being of women and men, girls and boys•

The majority of the world’s poor are women: approximately 70 percent of the 1.3 billion people who live in extreme poverty, on less than one dollar a day, are women and girls. For Oxfam Canada, gender justice is thus the key to ending global poverty. As a result, it is essential for Canadian students to understand, analyze and act on gender inequality and work together for gender justice.

Women prisoners at Al-Mansaura Prison in Aden. There are around 1,000 women imprisoned in Yemen, most cases are because of adultery, the majority of these

women are between 14 and 20. There are 3 Oxfam lawyers who work in this prison. Oxfam pays for the lawyers salary, legal aid and education for the female prisoners. Credit:AbbieTrayler-Smith/Oxfam



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Curriculum Outcomes

The following chart summarizes the course, unit and curriculum outcomes for each learningmodule.

Module 1: Gender, Power and Global PovertyCourse:GlobalHistory12Units and Specific Curriculum OutcomesUnit One: The Global Historian1.2illustrateanunderstandingoftheconceptofinterdependence1.4examineallissuesfrommultipleperspectivesandwithregardtothe experiences of youthUnit Three: The Challenge of Economic Disparity3.3evaluatedifferentapproachestoaddressglobaleconomicdisparity3.4analyzethecorrelationbetweenwealthandpowerUnit Four: The Pursuit of Justice4.4describe/analyzeapproachesto,andbarriersto,achievinggreateruniversal justiceUnit Five: Societal Change5.5illustratetheinterdependenceofsocietalchange,justice,economicdisparity,andgeo-politicalpower

Module 2: Women’s Rights and Gender JusticeCourse:GlobalHistory12Unit One: The Global Historian1.2illustrateanunderstandingoftheconceptofinterdependence1.4examineallissuesfrommultipleperspectivesandwithregardtothe experiences of youthUnit Four: The Pursuit of Justice4.2investigateaglobaleventthathasraisedfundamentalquestions of justice4.4describe/analyze approaches to, and barriers to, achieving greater universal justiceUnit Five: Societal Change5.5illustratetheinterdependenceofsocietalchange,justice,economicdisparityandgeo-politicalpower

ModuleOne: Gender, Power and Global Poverty





ModuleTwo: Women’sRightsandGenderJustice







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Module 3: Gender and Humanitarian EmergenciesCourse:GlobalHistory12HistoryUnit One: The Global Historian1.2illustrateanunderstandingoftheconceptofinterdependence 1.4examineallissuesfrommultipleperspectivesandwithregardtothe experiences of youthUnit Four: The Pursuit of Justice4.2investigateaglobaleventthathasraisedfundamentalquestions of justice4.4describe/analyze approaches to, and barriers to, achieving greater universal justice

Module 4: Gender and HIV and AIDSCourse:GlobalGeography12andAdvancedGlobalGeography12Unit One: The Global Geographer1.4examineallissuesfrommultipleperspectivesandwithregardtotheexperiencesofyouth.1.6 research a global issue from the perspective of geography and at least two other disciplinesUnit Two: The Planet Health2.2evaluatetheplanetarystateofhealthUnit Three: Population3.4interpretaspectsofglobalpopulationusingvitalstatisticsastools

ModuleThree: GenderandHumanitarianEmergencies





ModuleFour: GenderandHIVandAIDS







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Module 5: Gender and Global Food SecurityCourse:GlobalGeography12andAdvancedGlobalGeography12Unit One: The Global Geographer1.4examineallissuesfrommultipleperspectivesandwithregardtotheexperiences of youthUnit Two: The Planet Health2.2evaluatetheplanetarystateofhealthUnit Four: Resources and Commodities4.1analyzefactorsthataffecttheglobaldistributionandconsumption of foodUnit Six: Culture and Politics6.2 investigate the extent to which the environment has been/is affected by cultural attitudes and practices

Module 6: Gender and WaterCourse:GlobalGeography12andAdvancedGlobalGeography12Unit One: The Global Geographer1.4examineallissuesfrommultipleperspectivesandwithregardtotheexperiences of youthUnit Two: The Planet Health2.2evaluatetheplanetarystateofhealth2.3 examine the global distribution of ecosystemsUnit Four: Resources and Commodities4.2analyzefactorsthataffecttheglobaldistributionandconsumption of water

ModuleFive: GenderandGlobalFoodSecurity





ModuleSix: GenderandWater







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Module 7: Gender and Climate ChangeCourse:GlobalGeography12andAdvancedGlobalGeography12Unit One: The Global Geographer1.4examineallissuesfrommultipleperspectivesandwithregardtothe experiences of youthUnit Two: The Planet Health2.1demonstrateanunderstandingoftheearthasauniqueplanetforhuman life2.3examinetheglobaldistributionofecosystemsUnit Four: Resources and Commodities4.1analyzefactorsthataffecttheglobalproductionanddistributionof food4.2analyzefactorsthataffecttheglobaldistributionandconsumption of waterUnit Six: Culture and Politics6.2 investigate the extent to which the environment has been/is affected by cultural attitudes and practices

ModuleSeven: Gender and Climate Change







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2. Learning ActivitiesEachlearningmoduleisdividedintosixsections:

GettingStarted:Settingupthefinalassessment1.

UnderstandingtheIssues2.

BuildingEmpathyforOthers3.

Taking Action for Change4.

WrappingItUp5.

Resources:websitesandreadingsandlearningtools6.

Options are provided so you can create personalized units that best meet the learning styles and needsofstudents.Feelfreetoshortenorlengthentheunitdependingonthenumberofclassesandstudents,learningstylesandtimeavailable.

1. Understanding the Issues: Activity Options

For understanding and critical thinking

Smallandlargegroupdiscussion•

Quizorgame•Ifquizquestionsarenotprovided,askstudentstocreateaquiz from the information presented. Studentscananswerquizquestionsindividually,inpairsorinteams.Giveteamstimetodiscussthequestionanddecideupontheiranswer.Askeachteamtosharetheiranswersbeforerevealingthecorrectanswer.

Jigsawreadinggroups/processforreviewingcasestudies•Step1:Formsmallgroupsandassigneachstudentinthegroupthesamereading.Askstudentstoread,summarizeanddiscussthecontentofthereading.

Step2:Redistributetheclassintonewgroups,eachgroupmemberwithadifferentreading.Providefocusquestionsfordiscussion.Sinceeachpersoninthegrouphasknowledgeofoneofthereadings,togethertheyshouldbeabletoanswerthequestions.

Step3:Providestudentswithasummarystatementfordiscussion,Studentscanagreeordisagreewiththestatement.Eitherway,theyneedtousewhattheyhavereadandlearnedtomakeacasefororagainstyourstatement.



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SeeJigsaw Worksheet for Discussing and Analyzing Readings,page23.

GraphicOrganizers:Useorganizersprovidedtohelpstudentscaptureandorganize•learningsfromreadings,casesandaudio/videooptions.

SeesampleGraphic Organizers,pages24-26.

Anticipation Guide: A form of organizer that helps students predict what they •mightlearn.

SeesampleAnticipation Guidepage27.

Newscast:Dividetheclassintosmallgroups.Askeachgrouptoreviewthereading/•multi-mediaclipandpreparea3to5minutenewscasttopresenttotheclass.Thenewscastshouldsummarizetheinformationfromthearticle.Thenewscastmightincludeinterviewclips,aneditorial,anewsflashandsoon.

Mockpaneldiscussion:Getthefactsandhavestudentsbecometheexperts,sharing•conceptsinpanel-format.

Podcast:Usenewtechnologyforacreativeaudiopodcastofhighlights.Formoreon•podcasts, see www.pcworld.com/article/134391/cast_your_pod_with_audacity.html

PowerPoint:UsewhathasbeenlearnedtocreateaninformativegraphicPower•Pointtoshare.

Comicstrip:Usewhathasbeenlearnedtocreateacomicstrip.Formoreoncomic•strips, see http://plasq.com/comiclife-win

Researchproject:Havestudentsusethewebresourcesprovidedasaresearch•projectstartingpoint.

Brochure:Createa3-panelbrochureofinformationabouttheissue,includinga•checklistofbrochurecontents.

Letter to the editor•

Awareness presentation or display•

ThinkingForward:aformoffuturevisioning.Havestudentsidentifythecurrent•state.Thenengageinforwardthinkingtoidentifyapreferredfuturestate.Considerhaving students write, draw or share a comparison—if things don’t change, what willbethefuturestate?Ifthingschange,whatwillbethepreferredfuturestate?Whathastohappen?




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2. Building Empathy for Others: Activity Options

For developing compassion

Quotes:Postquotesaroundtheroomorhandthemout.Encouragejournalwriting•forquoteresponse.

Valuescontinuum:Havestudentspositionthemselvesalongacontinuuminwhich•one end of the classroom represents a value, feeling or belief and the other end oftheclassrepresentstheoppositevalue,feelingorbelief.Themiddlerepresentsaneutralspace.Asktheparticipantstosharetheirresponsewitheachother.Randomlychooseafewparticipantsalongthecontinuumfortheircomments.

Debate:Twoteamsoftwotofourmembers,debatetwosidesofatopic.Provide•asetamountoftimeforonesidetopresent,thentheother.Followupwithasetamountoftimeforquestioningthenallowfinalcomments.Assignatime-keeper.Deciderulesforscoringinadvance.Havetheremainingstudentsactasjudgestoscorethedebate.

Media:Gatherandpostmediaonthetopicfromvarioussources.•

CreativeReflection:journal,poem,drawingorcollage,blog,comicstrip,podcast,•spokenword.

RolePlay:Usecasestudiesortestimoniestoroleplaydifferentscenarios.•

Movingcircle:Havestudentsformtwoconcentriccircles,theinnercirclefacing•outandtheoutercirclefacingin.Studentssharetheirresponsetoaquestionorcompleteastatementwiththepersonoppositethem.Aftertwominutesonecirclemoves three or four people to the left and the sharing is repeated with different questions/statements.

FishBowl:Askasmallgroupofvolunteerstobeinthefishbowl.Thefishbowl•studentssitinacircleinthemiddleoftheroom.Theotherstudents(observers)sitinalargercirclearoundthebowl.Duringthecourseoftheexercise,observersarenotallowedtospeak.Theirjobistolistenandlearnfromthefishbowlstudents.Mentionthattheobserverswillhaveanopportunitytodiscussanyissuesthatemergeingroupdiscussion. Ifpossible,assignoneofthefishbowlstudentstheroleoffacilitator.Itwillbeherorhisresponsibilitytoaskquestions,facilitatethediscussionandmakesureeveryonehasanopportunitytotalk.Ifnecessary,youcanplaytheroleoffacilitator.Chooseatopicrelevanttoyourlearningmodule.Forthemostpart,participantsshouldhaveanopportunitytotaketheconversationwheretheywant—orneed—ittogo.



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3. Taking Action for Change: Activity Options

a) People Taking Action

Ineverymodule,thissectionincludesreadings,casestudiesandaudio/videoclipsofinspiringwomen,menandorganizationstakingactionforgenderjusticeandchange.The following are sample activities to engage in critical thinking and analysis of these action-basedexamples.

Smallandlargegroupdiscussion•Jigsawreading/caseprocess(asprevious)•GraphicOrganizer(asprevious)•Newscast•Challenge - Assets - Solutions Table: • Encouragesunderstandingofhowtheactionwasdesignedtobuildonassetsandovercomechallenges.SeesampleChallenge - Assets - Solutions Table,page28.

b) Students Taking Action

Encouragestudentstocarryoutlocalactionsforglobalchangeandgenderjustice.Thisempoweringapproachbuildsactive,engagedglobalcitizens.

Studentshaveaction-optionsforthemselves,intheirhouseholdsandcommunitiesandattheprovincialornationallevel.Possibleactionsinclude:

Identifying a policy or change and writing letters to advocate for it•Researchinglike-mindedorganizationsandjoiningoneoftheircampaigns•Preparing and implementing a public awareness campaign in the school •or communityPlanningandimplementingafundraisingprojectanddonatingthemoneytoalike-•minded organizationLearning more by inviting a guest speaker•Identifying different life choices for action—changing what one eats, wears or how •one spends moneySpreadingthewordaboutthesubjectthroughaudio,video,postersorphotographs•

The following activity worksheets are provided to guide students to:

brainstorm potential actions: • Tool 1: Taking Action Card Game, page29determine the feasibility of potential actions: • Tool 2: Which Action Should We Take? page30identify the impact of potential actions: • Tool 3: What is the Impact of Possible Actions?,page31create an action plan: • Tool 4: Planning for Action,page32reflect on any actions taken: • Tool 5: What Difference Did This Make?,page33



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3. Film and Audio Clip Descriptions

The film and audio clips included in each module are described below.

Module 1: Gender, Power and Global Poverty

Film: Women’s Empowerment through Livelihood and Income Generating Activities, Oxfam Canada(5:26mins.)Available at: www.youtube.com/user/OxfamCanada#p/u/28/7YFya8YlNDcThisfilmdocumentstheimpactofOxfamCanada’sWomen’sEmpowermentSelfHelpGroupsinterventionamongthepeopleofAmpara,SriLanka.InthewakeoftheTsunamiofDecember2004,OxfamCanadainterventionsspanning32villagesandaround3,000peopleacrossAmparaDistrictaimedtocreatenewlivelihoodopportunitiesforwomenandmenandprovidethemwithsustainablesourcesofwater.

Film: Giving Women Credit,Economica(4:52mins.)Available at: www.youtube.com/watch?v=ZT85y1Um5XgIn Latin America, the popular practice of microfinance is giving some women a betterfuture.Oneorganization,ProMujer,ispioneeringanintegratedapproachthatcombineslendingwithhealthcare,educationandotherservices.Thisvideoslideshow was produced as part of Economica: Women and the Global Economy, an online exhibitionoftheInternationalMuseumofWomen(www.imow.org).

Module 2: Women’s Rights and Gender JusticeFilm: The Story of Human Rights,UnitedforHumanRights(9:49mins.)Available at: www.humanrights.com/#/what-are-human-rightsAnoverviewofthehistoryoftheUniversalDeclarationofHumanRights(UDHR),andtherealityofhumanrightsviolationsaroundtheglobe.

Film: Universal Declaration of Human Rights,WillLevitt(4:31mins.)Available at: www.humanrightsactioncenter.org/dyrAshortfilmshowingthearticlesoftheUDHRinwordsandgraphics.

Film: This is What Women’s Rights Look Like,OxfamCanada(2:00mins.)Available at: www.youtube.com/watch?v=T81CVlYJzuMThrough empowering images, this short film shows what women’s rights are all about andhowindividualsandcommunitiesareworkingtosupportthem.



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Film: A Lesson in Empowerment: Ngara Girls High School Students Say NO to Violence against Women, UNIFEM(3:12mins.)Available at: www.youtube.com/watch?v=Vzh-faI1QrMInthisshortfeature,teenagersatNairobi’sNgaraGirlsHighSchoollearntosaynotosexualandgender-basedviolence.

Film: Let’s End Violence Against Women,UNIFEM(1:02mins.)Available at: www.youtube.com/watch?v=dp1-ncU2ilYThisshortvideoisapowerfulcalltoactiontoendviolenceagainstwomen.Audio Clip: Wonder Women, RadioNewInternationalist(9:20mins.)Available at: http://feedproxy.google.com/~r/radio-new-internationalist/~3/SkN5f6jeKDQ/wonder-women ThisaudioclipfeaturesaninterviewwithJenniWilliams,theDirectorofWomenofZimbabweArise(WOZA),aZimbabweanorganizationfightingforwomen’srightsusingnon-violentactions.

Film: Everywoman: Jenni Williams of Women of Zimbabwe Arise,AlJazeeraEnglish(3:50mins.)Available at: www.youtube.com/watch?v=5ECkANF3pccZaibaMalikmeetsJenniWilliams,founderoftheorganizationWomenofZimbabweArise(WOZA),aZimbabweanorganizationfightingforwomen’srightsusingnon-violentactions.

Audio Clip: Schoolgirls Overcome Harassment (Uganda),PanosLondon(6:26mins.)Available at:www.panos.org.uk/?lid=19827InUganda,anumberoforganizationsaretryingtotackletheproblemofsexualharassmentofgirlsinschool—aproblemthatoftenhaltstheireducation.ReporterChristineOtienowenttomeettwogroupsthathavebeenworkingcloselywithgirlsinruralUgandatoencouragecommunitiestotakegirls’educationseriouslyandtoviewsexualharassmentasacrime.

Audio Clip: Wives are property (Kenya),PanosLondon(5:36mins.)Available at: www.panos.org.uk/?lid=19923WomeninKenyacannotinheritancestralland—passeddownthroughfamiliesorallocatedbytraditionalchiefs.Forsomethiscanmeandestitution—especiallyiftheyareseparatedfromtheirhusbandsthroughdeathorestrangement.Theanswer,accordingtowomen’shumanrightsgroups,liesingreaterlegalprotectionandbetterpropertyrightsforwomen.



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Audio Clip: Women of the House (Rwanda),PanosLondon(4:30mins.)Available at: www.panos.org.uk/?lid=19906 AftertheRwandangenocidethegovernmentgavewomenmoredecision-makingpowers.NowRwandahasthehighestproportionofwomenMembersofParliament(MPs)intheworld.SomeofthoseMPswereelectedfromthegrassroots,mostwereappointedunderaquotasystemtogetmorewomenintogovernment.

Module 3: Gender and Humanitarian EmergenciesFilm: Pushing Practice,OxfamCanada(6:35mins.)Available at: www.youtube.com/user/OxfamCanada#p/a/u/0/rSi5v1-5b1gA short film featuring OxfamCanada’sworkwithwomenduringtimesofhumanitariancrises.

Film: Weaving a Web of Protection for Women and Girls in Darfur, Sudan, UnitarianUniversalistServiceCommittee(UUSC),(7:06mins.)Available at: www.youtube.com/watch?v=FF8cOpDTPbU.InDarfur,UUSCisworkingtoweaveawebofprotectionforwomenandgirlsinrefugeeandInternallyDisplacedPeoplecamps.Practical,straightforwardmeasurescanmakearealdifferencetotheirsecurity.

Film: On our Watch; Genocide in Darfur,RefugeesInternational(10:52mins.)Available at: www.youtube.com/watch?v=MdR9SB4yPOoThis documentary tells the story of people who have lost their loved ones to this war, those whoarefightingtosurviveandthosewhoareworkingtobringpeacetotheregion.

Film: The Week in Haiti,CBSNews(10:48mins.)Available at: www.youtube.com/watch?v=c_dMzgy3Pp4Thisfilmchroniclesatimelineoftheeventsimmediatelyafterthedevastatingearthquakestruck.

Film: Women Hold the Solutions: Collective Action for Women in Haiti,GlobalFundforWomen (5:08mins.)Available at: www.youtube.com/watch?v=maTd1j-FRv8This film demonstrates how the global women’s movement is working together to support HaitianwomenfollowingthemassiveearthquakeinJanuary.

Film: Drumbeat for Sudan,Citizenshift(2:47mins.)Available at: http://citizenshift.org/node/28230&term_tid=54OnJanuary9,2010theworldwasjoiningtogetherinadrumbeatforpeaceinSudan.



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Module 4: Gender and HIV and AIDSFilm: HIV AIDS Has a Women’s Face in Southern Africa,SAfAIDsandOxfamCanada, (10mins.)Available at: www.youtube.com/user/OxfamCanada#p/u/13/Rt0TcXU2p74ApresentationonwomenandHIVtoaCanadianaudiencebyLoisChingandu,ExecutiveDirectorofSAfAIDS,anHIVandAIDSinformationandpreventionserviceservingseveralcountriesintheSouthernAfricaregion.

Film: The Big Picture: Macroeconomics, Women and HIV/AIDS,UNDP/UNIFEM(15.54mins.)Available at: www.unifem.org/materials/audiovideo/detail.php?VideoID=10This documentary argues that economic policy plays an integral role in responding to the needsofwomeninfectedwithandaffectedbytheHIVandAIDSpandemic.Itexplorestheway in which an enabling environment could be fostered with policy instruments that respond tochallengesfacedbywomen,especiallythoselivinginpoverty.Itparticularlyfocusesonwomen and girls who lack education, have limited or no access to healthcare, or live in conflict zones, but also looks at some of actions already taking place at the grassroots and government levels.

Film:ExcerptfromCourage & Hope: African Teachers Living Positively with HIV, Partnership for Child Development (6:12mins.)Available at: www.avert.org/videos/page-1/courage-and-hope-2AvideoshowingthepersonalstoryofJemimahNindo,ateacherlivingwithHIVinKenya.JemimahsharesherexperienceoflosingherhusbandtoAIDSandthenlosingherhome,andspeaksabouthowsheovercamethesechallenges.

Film: My Story, UNDP (3:47mins.)Available at: www.avert.org/videos/page-2/living-with-hiv-eastern-europe-part-2AvideoaboutMarina,awomanlivingwithHIVinEasternEurope.

Film: Our Reality: Women and HIV, RHRealityCheck (4:23mins.)Available at: www.avert.org/videos/page-5/our-reality-women-and-hivGinaandChelseaareAmericanwomenlivingwithHIV.BothGinaandChelseaacknowledgethatalackofsexeducationcontributedtotheircontractingHIV.Theyarebothlivinghealthy,productive lives and tell their stories openly to others in an effort to prevent the spread of thedisease.

Film: Grandmothers: The Unsung Heroes of Africa,StephenLewisFoundation(30mins.)Available directly from the Foundation at www.stephenlewisfundation.orgHighlightsthegrandmothers’roleincaringfororphans,andholdingtheirfamiliesandcommunitiestogether,astoldthroughthestoriesoffourAfricangrandmothers.



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Film: Women: The Face of AIDS, Stephen Lewis Foundation(30mins.)Available directly from the Foundation at www.stephenlewisfundation.orgDocumentsthestoriesoffiveHIV+women,andtheorganizationsthatsupportthem.

Film: Mother to Child Transmission,UNICEF(3:21mins.)Available at: www.avert.org/videos/page-1/hiv-epidemic-lesothoTellsthestoryofMalPitsuandtheMothers-to-Mothersprogram,workingtoreducemother-to-childtransmissionoftheHIVvirusinLesotho.

Film: MODEMU, Women and Sex Workers in the Dominican Republic, Pulitzer Center (8:05mins.)Availableat: www.avert.org/videos/hiv-prevention/page-1/sex-workers-hiv-dominican-republicAvideodocumentaryaboutsexworkersandanHIVpreventionprojectintheDominicanRepublic.

Film: Annabella’s Story: A Survivor’s Guide,ElizabethGlaserPediatricAIDSFoundation(5:38mins.)Availableat: www.avert.org/videos/living-with-hiv-aids/page-1/a-survivors-guide-annabellas-storyThisvideoshowsthestoryofAnnabella,ayounggirllivingwithHIVinUganda,EastAfrica.Thefilmshowsthedramaticbenefitsofanti-AIDStreatment,whichhaskeptAnnabellaaliveandhealthy.ItalsohighlightshowinterventionscanpreventthetransmissionofHIVfrommotherstotheirchildren.

Film: Fire and Hope: Youth Activists and HIV in South Africa,ShannonWalsh,Citizenshift(16:52mins.)Available at: http://citizenshift.org/node/328&term_tid=2FireandHopeisaninspiringdocumentarythatlooksintothelivesofyoungactivistsinSouthAfricawhoarefightingHIV/AIDSintheircommunities.

Film: HIV and AIDS 101,CitizenshiftandAVERT(4:00mins.)Available at: http://citizenshift.org/hiv-and-aids-10114,000peopleareinfectedwithHIVeveryday;onepersoneverytimeyoubreathe.YoumayfeelyouknoweverythingthereistoknowaboutHIV/AIDSbutchancesareyouwilllearnsomethingmoreinthiswonderfullyclearvideo.

Module 5: Gender and Global Food SecurityFilm: Women Farmers Critical Role,UNFoodandAgricultureOrganization(3:40mins.)Available at: http://www.youtube.com/watch?v=FeQzLdDvtTk

Film: Why Women Matter,WorldBank,(3:22mins.)Available at: www.youtube.com/watch?v=1S0eHdHDo6UThisshortfilmanswersthesequestions.Isthefoodcrisismadeworsebecauseofgenderinequalitiesinagriculture?Isthemarketfailingoristheglobalcommunity



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failingwomenfarmers?Giventheuncertaineconomicoutlook,whyshouldtheglobalcommunityinvestinwomeninagriculture?

Film: Dig In! Raj Patel On Food Sovereignty and Women Rights,DigInCanada,(2:13mins.)Availableat:www.youtube.com/watch?v=cI_F9n_c4yYThisshortfilmfeaturesRajPatel,theauthorofStuffed and Starved and The Value of Nothingonfoodsovereigntyandwomen’srights.

Film: Martina’s Story,OxfamGreatBritain,(8:19mins.)Availableat: http://oxfam.qc.ca/en/campaigns/make-your-mark/sisters-on-the-planet/martinaForMartinaLongominNortheasternUganda,thedisappearanceoftheelelebirdisyetanothersignthatstrangethingsarehappeningtotheweather.

Film: Landless Women,PanosLondon(5:30mins.)Available at: www.panos.org.uk/?lid=19823LandreforminZimbabwehittheheadlines,aswhitefarmerswereforcedtohandtheirlandovertothegovernmenttoredistribute.Ontopofthepoliticalturmoil,afoodcrisisinthewholeregionwasmadeworsebythecollapseoffooddistributionsystems.Yetmany women say that land reform not only needs to address race and economic issues, itmustalsofirsttacklethebasicinequalitybetweenmenandwomen.

Module 6: Gender and WaterFilm:AlJazeeraEnglish,Women and the Politics of Water(12:15mins.and11:38mins.)Availableat:Part1:www.youtube.com/watch?v=TcXJnZBnBRUPart2:www.youtube.com/watch?v=AswrCgyRq4g&feature=channelThistwo-partseriescontainsaninterviewwithMaudeBarlow,CouncilofCanadiansandwaterwarrior.Thesecondpartoftheseriesshowsexamplesofwomenfightingforcontrolofwaterresources.

Film: Women and Water,WaterforPeople(3:09mins.)Available at: www.youtube.com/watch?v=lcmibwP-G_Y&feature=PlayList&p=A679B969731ED930&playnext=1&playnext_from=PL&index=58Ashortdocumentaryonhowwomenmustfindwaterinthirdworldcountries.

Film: Women and Water in Northern Ghana,CreateChange(3:18mins.)Available at: www.youtube.com/watch?v=EdAoJryKxqUThisclipexplainstherelationshipbetweenwomenandwaterinNorthernGhana.

Film:WaterUsebyWomeninNorthernGhana,CreateChange(4:08mins.)Available at: www.youtube.com/watch?v=XjTJgjw0QBk&feature=relatedListentowomensharehowfartheytraveltocollectwaterinNorthernGhana.Film: Beyond Scarcity: Power, Poverty and the Global Water Crisis,UNDP(5.21mins.)



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Available at: www.youtube.com/watch?v=3jYr8MFTXrM&feature=PlayList&p=2A403E632EAAF9CC&playnext=1&playnext_from=PL&index=3AshortdocumentarybasedonaUNDPreportonfundamentalwaterandsanitationneeds,includingwomen’sroleinwatermanagement.FeaturesconditionsinKibera,Kenyaandidentifiesstrategiesforchange.

Film: Martina’s Story,OxfamGreatBritain(8:19mins.)Available at: www.youtube.com/watch?v=iSMB8m4_4BMLearnhowaprolongedperiodofdroughtinNorthernUgandaisaffectingthelifeofMartinaLongomandherfamily,andhowhersearchforwateriscriticalforsurvival.

Film: The Water Front, (19:15mins.)Available at: www.waterfrontmovie.com/media

Module 7: Gender and Climate ChangeFilm: Sahena’s Story, Bangladesh,PartofSistersofthePlanetFilmSeries,OxfamGreatBritain, (7:00mins.)Available at: www.oxfam.org.uk/get_involved/campaign/climate_change/sisters/OR www.youtube.com/watch?v=WqYgDGy8Z4MThisfilmfeaturesSahenaBegumasshespearheadshercommunity’seffortstoadapttochangingweatherandclimateconditionsinGaibandha,NorthwestBangladesh.Asit’susuallythe responsibility of women to collect water and fuel, grow and prepare food and care for their families,andit’swomenwhoaremostaffectedwhenclimatedisastersstrike.

Film: Wangari Matthai, The Tree Lady,WillLevitt,(10:00mins.)Available at: www.youtube.com/watch?v=QjnWy6uOP3QThisfilmhighlightsthelifeandworkofWangariMatthaiincreatingtheGreenbeltMovement inKenya.

Film: What’s Oxfam Doing to Tackle Climate Change?(2:36mins.)Available at: www.youtube.com/watch?v=nFAawpQjqR0&feature=relatedAnoverviewofOxfamInternational’sworktomitigatetheeffectsofclimatechange.



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4. Fostering Active Global Citizenship in the ClassroomWhat is active global citizenship and why is it important?

Active global citizenship is the belief that each citizen has a right and an obligation to be engagedincreatingtheircommunity,countryand/orglobalworld.Thisincludesbeinginvolvedinthepolitical,socialandeconomicaspectsofsociety.

Active global citizenship is about:

being aware of local and global issues and events;•

working with others for a common good;•

exercising our rights and responsibilities;•

supporting direct and peaceful action for change;•

making sure everyone is heard and included;•

overcoming social, political and economic exclusion;•

redistributing power and resources; and,•

recognizingandtakingactiontorealizeourrightsascitizensoftheworld.•

Active global citizenship is also an integral and holistic approach to local and global development.Oxfam’svisionfordevelopmentisof

“…womenandmenincommunitieseverywherewhoareequippedwitheducation,enjoygoodhealth,haverights,dignity,andvoice—andareinchargeoftheirowndestinies.Whatisrequiredtoachievethatisnothinglessthanaglobalnewdeal—aredistributionofpower,opportunities,andassets.

Oxfam’sexperienceinmorethan100countriesaroundtheworldshowsthatthenecessaryredistribution can best be accomplished through a combination of active

citizensandeffectivenationstates.Whyactivecitizenship?Becauseifpeoplearetolivewith dignity, and if states, firms, and others are to be held to account for their actions, it is critical that people are able to determine the course of their own lives, fighting for rights andjusticeintheirownsocieties.Activecitizensareanessentialingredientinmakingtoday’sstatesworkeffectivelytoendpovertyandinequality,inwaysthataresustainable.”

DuncanGreen,HeadofResearch,OxfamGreatBritain From Poverty to Power: Summary(2008),OxfamInternational,p.1.



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Opportunities for active global citizenship in the classroomToday’s young people are citizens of a global world, with all the complexity, controversy andinspirationthatentails.Teachershaveakeyroletoplayindevelopingtheskills,knowledgeandattitudesforstudentstoengageasactivecitizensinaglobalworld.

Gender Justice for Global Development provide an opportunity for students to develop critical thinking skills, identify their own values, express their opinions, develop empathy forothersandtakeactionforglobalchange.

Activities and resources in Gender Justice for Global Development:Providestudentswithknowledgebasedonreal-worldsituations.Thisbetter•prepares them for the complexities of their own lives and engagement with the world.Enableopportunitiesforstudentstoexploretheirfeelingsandclarifytheirvalues•inresponsetocompellingreal-worldstoriesandexamples.Thisalsohelpsdevelopempathyandconcernforothers.Engagestudentsinactivitieswheretheyclarifyandexpresstheiropinionsthrough•debates,discussionsandwritingactivities,buildingself-esteemandconfidence.These will help students build negotiation and conflict resolution skills and acknowledgeotherpointsofview.Activitiesthatfostercollaborationandco-operationarealsoincluded.Develop reasoning skills by encouraging students to students to justify opinions and •actions,todrawinferencesanduseevidencetobackuptheirdecisions.Fosterinquiryskillsbysupportingstudentstoaskrelevantquestions,totest•conclusions, and to refine their ideas and opinions through the use of case studies, andmappinganddataanalysisactivities.Enablecreativethinkingbyenablingstudentstousetheirimaginationandlookfor•alternativeoutcomestoreal-worlddevelopmentproblems.

Handling sensitive issuesFocusingonreal-worldexamplesandcriticalthoughtrequiresstrongfacilitationskillstoprevent confusion; enable student voices in a safe setting; and to prevent stereotyping, sexism,racismandotherformsofdiscrimination.

Active,globalcitizenshipisdrivenbystudentempowerment.Sometimesthatempowermentcanonlyhappenbyexposingstudentstoinjustice.Therearesensitivetopicsinthisseriesofmodules.Forexample,WomenandHumanitarianEmergenciessharesexamplesofviolenceagainstwomen.Thevideo,On Our Watch is a documentary aboutgenocideinDarfur.

Weencourageyoutoscreenarticlesandvideosincludedwiththesemodulesforpotentiallysensitivetopics.Useyourjudgementbasedonthematurityofyourstudents.Provideadvancedwarningswhenrequired.



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Depending on the sensitivity of the issue, you might find it appropriate to split the class into smallergroups.Thiswillensurethatgreaterconfidentialityexistsandenableslessconfidentpupilstoexpresstheiropinionsinalesspressuredenvironment.

Itisimportanttoestablishandhaveasystemformonitoringgroundrules.Thesearedesignedtoprovideasafeenvironmentforstudentstoexpresstheiropinions.Groundrulescan include:

Onlyonepersontalksatatime—nointerrupting.•

Showrespectfortheviewsofothers.•

Challengetheideas,respectfully,butnotthepeople.•

Useappropriatelanguage—noracistorsexistcomments.•

Makespaceforeveryonetobeheard.Holdbackifyouhearyourownvoicetoooften,•andothersnotenough.

Shareyourideasrespectfully.Giveareasonwhyyouholdaparticularview.•

A note of caution: The views shared by certain individuals can be explicitly dangerous or harmfultoothersinasmallgroupsetting.Smallgroupworkmeanstheteachercannotmonitoralldiscussionssimultaneously.SupportinggroupdiscussiondoesNOTmeaneverythingisacceptable.Considerestablishingandpracticingprocessesgroupscanusetoidentifyanddeterinappropriatecommentsorharmfulcomments.Doyourbesttomonitorsmallgroupdiscussions.Also,lookforotherwaysforstudentstoexpresstheiropinionssafety,suchasthroughjournals,letter-writingandotherformsofstructuredself-reflection.

!



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5. Templates & Worksheets


Credit: Gilvan Barreto/Oxfam

Lourdes Dominguez, 10, learning to read and write at COMUCAP’s field school in Marcala, La Paz, Honduras. January, 2007.



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Jigsaw Worksheet for Discussing and Analyzing Readings

Step 1

Readthearticle.Thendiscussitwiththerestofyourgroup.Youhaveallreadthesamething.

Usethreesentencestosummarizethemainideaofwhatyouread.

Step 2

Joinanewgroup.Youarenowtheexpertonyourreading.Membersofyournewgrouphaveallreaddifferentarticles.Inturn,sharethesummaryofyourreadingwithgroupmembers.Then,together,discussandanswerthefocusquestionsusingcompletesentences.

Step 3

Respondtoastatementprovidedbyyourteacher.Drawoninformationyoulearnedinyourdiscussiontodayandoverthepastfewclasses.Supportyourargumentbynotingatleastthreepointsbelow.



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Graphic Organizer: Example 1

Main Idea



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What?

Where?

When?

Why?

How?

Who?



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Topic

Your thoughts?

Who? What? Where? When? Why? How?



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Sample Anticipation GuideReadeachstatementbelowandmarkyourresponse.Thennotethespecificreasonsforyourpointofview.Bepreparedtoshareyourpointofviewwithaclassmate.

Statement Agree Disagree Reasons

Children and household responsibilities are not a valid reasonforwomen’spoverty.

Womenmayfacechallengestoeconomicequalityinothercountries,butnotinCanada.

It isn’t important that women arenotwell-representedin government and other decision-makingbodies.People in these positions make decisions based on the best interests of all citizens whether theyaremenorwomen.

Womenandmenshouldearnequalpayforworkofequalvalue.

In most countries, women have the same access to resources such as land ownership and money as domen.

Access to education is a privilege granted to some, not arightgrantedtoall.

How?



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Challenge – Assets – Solutions Table

Challenges Assets Solutions



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Tool 1: Taking Action Card Game

The best action is to put ourargumentsto(lobby)someone in a powerful position,e.g.writealetteror an email, send a petition or an opinion survey, visit them.

It could be your principal, MP,MLA,etc.

The best action is to invite a guest speaker into school to talk about the issue or to bepartofadebate.

The best action is to make a video, audio or photograph presentation to provide discussion about the issue and get people to debateit.

The best action is to …

The best action is to find out which organizations can help us, and join their local, national or global campaigns.

The best action is to make a leaflet, poster or collage on the issue and display it to people in school and in thelocalcommunity.

The best action is to raise money and donate it to a charity working on the issue.


The best action is to perform a play on how the issue affects people,

e.g.inanassembly,atelementaryschools.

The best action is to make different choices about your life based on what you have learned

e.g.changewhatyoueat,wearandspendmoneyon.

The best action is to work withthemedia,e.g.talkon local radio, invite newspaperstoanevent.




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Tool 2: Which Action Should We Take?

Action How long will it take to plan?

How easy is it for us to do?

How much impact will it have, locally and globally?

Who can help us?

Who might make it difficult for us?

Your question…



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Tool 2: Which Action Should We Take?

Action How long will it take to plan?

How easy is it for us to do?

How much impact will it have, locally and globally?

Who can help us?

Who might make it difficult for us?

Your question…

Tool 3: What is the Impact of Possible Actions?

High Impact Medium Impact Low Impact

Easy to do

Moderate to medium difficulty

Hard to do



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Tool 4: Planning for Action

GOALWhatdowewanttohappen?

ISSUEWhatisthesituation?

EVIDENCEHowwillwerecordourwork?

ACTIONWhatarewegoingtodo?

INDICATORSWhatwillhappenifwearesuccessful?

RESULTWhathappened?



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Tool 5: What Difference Did This Make?

Local/global

Haveyouthoughtaboutissueslocallyandglobally?

Doyouthinkofyourselfasanactiveglobalcitizen?

Why?

Changing me

Whatdidyouenjoymost?

Whatskillsdidyoulearn?

Hasthischangedthewayyouwillthinkandactinthefuture?

Making a difference

Havewemadeadifference?

Howdoweknow?

Whatwerethegreatestsuccesses?

Working together

Howdidweworktogether?

Didthegroupreallyreachadecisioneverybodycouldagreewith?

Next time

Whatwillyoudodifferentlynexttime?

Whatwerethegreatestchallenges?

Didanythingunexpectedhappen?



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7. Gender Justice: Foundations

Introduction

Ofthe1.3billionpeoplewholiveinextremepovertyworldwide,70percentarewomenandgirls.Systematicgenderdiscrimination—thedenialofwomen’sbasichumanrights—isamajorcauseofglobalpoverty.

Gender has been defined as the socially constructed identities, norms, values and roles that define the roles and responsibilities of men and women, girls and boys at a given societyataparticularpointintime.

Powerrelationshipsinmostcommunitiesandcountries(notleastinCanada)arefarfromequal:womenarenotonlypoorerthanmen,butfacesocial,economic,politicalandculturaldiscriminationbecauseoftheirgender.

Gender discrimination affects every aspect of women’s lives, including the way their needsandrightsareaddressedinthedevelopmentprocess.Toooften,women’sspecific priorities are either overlooked in development projects, or ‘tacked on’ as an afterthought.Muchdevelopmentworkisdonewithouttakinggenderinequalityintoaccount,sothatwomenandchildrenoftenloseout.

Genderjusticesupportsfullequalityandequityamongwomenandgirls,menandboysinallspheresoflife.Genderjusticeprovidesavisionwherewomenandmenjointlydefine and shape the policies, structures and decisions that affect their lives and society, basedontheirowninterestsandpriorities.

Genderjusticeisbothanoutcomeandaprocess.

Whatdoesgenderjusticelooklike?•Womenandmensharingpowerandwealthequally•Education,healthandsustainablelivelihoodsforall•Womenmakingdecisionsjointlywithmen•Womencontrollingtheirownbodies•Womenandmenasactivecitizensandleaders•Menandboys,andwomenandgirls,saying“No”torestrictivegenderrolesand•gender-basedviolenceRelationshipsbasedonrespectandinclusion•Womenandgirlslivingfreefromviolence•Agreenworldforthewell-beingofwomenandmen,girlsandboys•

ForOxfamCanada,genderjusticeisthusthekeytoendingglobalpoverty.Asaresult,itisessentialforCanadianstudentstounderstand,analyzeandactongenderinequalityandworktogetherforgenderjustice.



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This learning unit provides teachers with activity options that help students explore the foundational concept of gender—what it is, where it comes from and the implications ofgenderinequalities.Inaddition,itprofilespositiveexamplesofwomen,menandtheorganizationstowhichtheybelong,workingforgenderjustice.

Thefollowingareparticipatoryactivitiesforexploringgender.Allactivitiesshouldbeusedwithinalearningcyclewherestudentsgettoreflectonandapplytheirlearning.

Learning objectives

Statethedifferencesbetweensex,genderandgenderidentity•

Recognizegenderasasocialconstructthatresultsinindividualandsystemicpower•and privilege for some and not for others

Shareexamplesofwomen,menandorganizationsworkingforgenderjustice•

Suggested teaching time

Varies:Chooseactivitiesbasedonthetimeyouhaveand/orthefollowuplessonsyouhopetoteach.

A. Activities for understanding the difference between sex and gender

1. Sex and Gender Call Out Activitya)Postthedefinitionsofsex,genderandgenderidentitytotheboardoronflipchartpaperandreview.

Sex:thebiologicalcharacteristicswhichdefinehumansasmaleorfemaleorboth.Usingmaleorfemalelabelsalonedoesnotincludepeoplewhoaretransgender,transsexual,intersexandothers.

Gender: The socially constructed identities, norms, values and roles that define the roles and responsibilities of men and women, girls and boys in a given society at a particularpointintime.

Forsomeindividuals,biologicalsexdoesnotfitwithwhotheyfeeltheyare.Gender identityisaperson’sself-imageaboutbeingfemaleormale.



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b)Sharestatementssuchasthosebelowwithstudents,eitherorallyoronpaper.Havestudentsidentifywhichonesrelatetosexandwhichrelatetogender.

Samplestatements:

Boysaregoodatmath,girlsatcreativewriting•Womengivebirthtobabies•Boysdon’tcry:girlsareemotional•Boysvoiceschangeatpuberty,girlsdon’t•Inmanycountries,womenearn70percentofwhatmenearn•Womenarebestatcaringoccupations,menaregoodattrades•

2. Video

Sex and Gender (1min.)Ashortfilmshowingthedifferencebetweensexandgender.Available at: www.genderandhealth.ca/difference.jsp Source:GenderandHealthCollaborativeCurriculumProject(2006)

B. Activities for identifying gender stereotypes

1. Videosa)Gender roles: Interviews with Kids(2.36mins.)Available at: www.youtube.com/watch?v=pWc1e3Nbc2g

b)Gender Stereotypes in Media(9:11mins.)A compilation of clips from film and television demonstrating the prominence of gender rolestereotypesinmedia.Available at: www.youtube.com/watch?v=0nIXUjzyMe0

2. Reflection activity: Ask students to make journal notes on how they have or have notbeeninfluencedbygenderroles.

3. The Name Gamea) Ask students in small or large groups to share a word that starts with the same letter astheirnameandthatisassociatedwiththeirgender.Thesecanbebothnegativeandpositive.Examples:motherlyMaureen,assertiveAlan,manlyMohammedetc.

b) Reflectionquestions:What stands out for you about these terms? •Identify gender stereotypes from the terms used•Can men be caring? Can women be strong? •

c) Writingactivity:Whataretheimplicationsofgenderstereotypingonindividuals?Forsociety?



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4. What Defines Us As Men and Women?a)Groupbrainstorm:Encouragestudentstorespondquicklyandwithoutcommentingonthecontributionsfromothers.

Write“men”ononesideoftheboardand“women”ontheother.Ask,“Whatarethecharacteristicsofwomenandmen?”andrecordresponses.

Revieweachitemonthelist.Askstudentstoidentifywhichcharacteristicscanbeexpressedbybothmenandwomen.NotethisbesideeachwithaYES.Notethosethatcannot(suchasgettingpregnant)withaNO.

b)Largeorsmallgroupdiscussion:Ask,What female and male characteristics cannot be changed? Which •characteristics can both males and females have?Are women always patient, sensitive etc.? Do men always talk loudly, are •strong etc.? Why or why not?How would you react if a woman talks loudly and is stronger than a •man? How would you react if a man does not talk loudly and is not very strong, but is patient and sensitive?Are these characteristics of women and men biological?•Where do we learn these? •

c) Share information:Gender is:Relational: It refers to relationships between men and women that are socially constructed.Hierarchical:Thesedifferencesarenotneutral.Generally,greaterimportanceandvalueisgiventomasculinecharacteristics.Thisproducesunequalpowerrelationshipsinhouseholds,communitiesandcountries.Dynamic:Therolesandrelationsbetweenwomenandmenchangeovertime.Thusthereisthepotentialtoimprovegenderequality.Context-specific:Genderrolesandrelationsdependoncontext.Theycanvaryinthehomeversusatwork.Theyvarydependingonthecultureorsocio-economicstatusofindividuals.Institutional:Genderismorethanindividualrelationships.Itisasocialsystemsupportedbyrules,values,legislation,religionandsoon.



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C. Activities for exploring the origins and constraints of gender norms

1. Gender Walkabouta)Pairedconversations:Encouragestudentstomovearoundtheclassroom.Whenyousay,“Stop”havestudentsfindapartnerandreflectonthefirstquestionbelow.Continuethisactivityuntilallquestionshavebeendiscussed.

Something typical of my gender that I like doing•Something typical of my gender that I don’t like doing•Something NOT typical of my gender that I like doing•Something NOT typical of my gender that I would like to be able to do •without judgment

b)Largegroupdiscussion:Askstudentstoshareaselectnumberoftheresponsesastheyfeelcomfortable.

c)Reflectivewriting:Listthreepositiveandthreeconstrainingaspectsassociatedwithgendernorms.

2. Propped and Dissed ActivityThroughthisactivity,peopleseehowthey’vebeenvaluedandpraised(“propped”)ordiscouragedandconstrained(“dissed”)accordingtotheirgender.Theycanthendistinguishbetweenpersonalandsocietalinequalities.

a)Individualreflection: Ask students to reflect on how, as a woman or a man, they have beenpraisedandvalued(“propped”)anddiscouragedorconstrained(“dissed”)onthebasis of gender:

in the family •in school•in society•

b)Pairs:Sharethesereflectionsinpairs c)Smallgroupdiscussion:

What are the implications of this for you as an individual—now and in •the future?

d)Largegroupdiscussion:What are the implications of gender inequalities at a societal level? •

Extensionactivity:Askstudentstobringinmagazineadvertisements.Sharetheads,askingstudentstoidentifywhichonesaretargetedtomenandwhichtowomen.Discusswhy.



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D. Activities to analyze the global Implications of gender inequality

Gender Inequality Quiz

a)Smallgroups:Givethequiztoeachgroup.UsethePowerPointprovidedtocompareanddiscussanswers.

Showquizquestionsoneatatime.Studentteamsgetoneminutetodiscussthenanswerthequestion.

b)Largegroupdiscussion:

What can we conclude about the need for considering gender equality? •

2. Video: Men working for gender justicea) Show the following short video:Sonke Gender Justice Network(2:55mins.)ThamiNcosi,theOneManCampaignProgramCoordinatorfortheSonkeGenderJusticeNetwork,givesusaglimpseattheworktheorganizationdoesinsouthernAfrica.Available at: www.youtube.com/watch?v=N87UtncwKNY&feature=PlayList&p=B39CC736FAA80A6B&playnext=1&playnext_from=PL&index=1

3. Millennium Development Goalsa)Individual:ProvideasummarycopyoftheMillenniumDevelopmentGoals(MDG)toeachstudent.Havestudentsreadandreview.b)Pairs:HavestudentsidentifyhoweachMDGrelatestogenderequality.c)ViewoneoftheseshortvideosAchieving the Millennium Development Goals(7:0mins.)AvideooutliningtheUnitedNations’MillenniumDevelopmentGoal(MDG)campaignandstepsthatanyonecantaketoachievetheseimportantgoals.Available at: www.youtube.com/watch?v=ReRx12QUv54

Invest in Women: Do You See the Opportunity?NetherlandsMinistryofForeignAffairs(2.02mins.)A short video that shows the potential for individual and global development by investinginopportunitiesforwomenandgirls.Available at: www.youtube.com/watch?v=1hBd1HN7WJM.



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Worksheet: Why Women Quiz

1. Povertyhasawoman’sface.Of1.3billionpeoplelivinginpoverty,whatpercentage arewomen?

2. Inonehour,howmanywomendiearoundtheworldfrompregnancy-relatedcauses?

3. AccordingtotheWorldHealthOrganization,howmanypeopleworldwidelackaccesstoabasicwatersupply?

4. Acrosseveryoccupationalgroup,womenearnlessthanmen.Howmuchdowomenearnasapercentageofwhatmenearn(globally)?

5. Womenareresponsiblefor60to80percentoffoodproductionindevelopingcountries.Whatpercentageoflandandpropertydowomenown?

6. Whatpercentageofmembersofnationalparliamentsworldwidearewomen?

7. Onein___womenworldwidewillsuffersomeformofviolenceinherlifetime.

8. Aroundtheworld,howmanychildrenhavenoaccesstoschool?

9. Whatpercentageofthe872millionilliteratepeopleindevelopingcountries arewomen?

10.Womenmakeupapproximatelywhatpercentageof15to24yearolds livingwithHIV?



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Why Women Quiz Answer Sheet

1. Povertyhasawoman’sface.Of1.3billionpeoplelivinginabsolutepoverty,70percent are women

2. Ninety-ninepercentofmaternaldeathsarepreventableyeteveryminuteawomandiesfrompregnancy-relatedcauses.

3. 1.1billionpeoplelackbasicassesstowater.Womenbeartheheaviestimpactfromwaterscarcitybecausetheytendtobetheonestooftenusewater(cooking,cleaning,wateringcrops)andalsobeartheburdenoffetchingwaterforuse.Manygirlsareforcedtoleaveschoolearlysimplytofetchandcarrywater.

4. Acrosseveryoccupationalgroup,womenearnlessthanmen.Globally,womenearnfrom50to85percentofwhatmenearn

5. Womendo66percentoftheworld’sworkyetearnonlyfivepercentoftheworld’sincomeandownlessthanonepercentoftheworld’srealproperty.

6. Lessthan14percentofmembersofnationalparliamentsworldwidearewomen

7. Oneinthreewomenworldwidewillsuffersomeformofviolenceinherlifetime.

8. Aroundtheworld,approximately80millionchildrenhavenoaccesstoschool. Mostofthemaregirls.

9. Approximately67percentofthe872millionilliteratepeopleindevelopingcountriesarewomen.

10.Womenmakeupapproximatelymorethan60percentof15to24yearoldslivingwithHIV.



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Useful References and Websites

I. BooksBhasin,K.(2003).Understanding Gender.PaulsPress,NewDelhi.

Seager,J.(2008).Penguin Atlas of Women in the World.Visualoverviewofwomen’srightsandgenderequalitysocialandeconomicstatsaroundtheglobe.

Terry,G.(2007).Oxfam Small Guides to Big Issues: Women’s Rights.OxfamInternational/PlutoPress.

vanderGaag,N.(2008).The No-Nonsense Guide to Women’s Rights. NewInternationalist.

Williams,S.,Seed,J.andMwau,A.(1994).The Oxfam Gender Training Manual. OxfamPublishing.

II. Sample Canadian WebsitesUN Platform for Action Committee (Manitoba) (UNPAC):Verypracticalandeasy-to-understandresourcesforwomenonBeijingmandates,womenandtheeconomyandgenderbudgeting.Seewww.unpac.ca

Canadian Feminist Alliance for International Action (FAFIA): Coalition of Canadianwomen’sequality-seekingorganizationstofurtherwomen’sequalityinCanadathroughdomesticimplementationofinternationalhumanrightscommitments.Good information here about Canadian policy action, gender budgeting and Canada’s lackofcommitmenttorights-basedagreements.Seewww.fafia-afai.org

Canadian Research Institute on the Advancement of Women (CRIAW): Provides tools to facilitate organizations taking action to advance social justice and equalityforallwomen.GoodsummaryfactsheetsonavarietyofrelevantissuesforCanadianwomen—health,poverty,peace,immigrantwomen,racism,etc. Seewww.criaw-icref.ca/indexFrame_e.htm

Status of Women Canada (SWC): Federal government organization that promotes thefullparticipationofwomenintheeconomic,socialanddemocraticlifeofCanada.Resources:Gender-basedAnalysishassomeusefulinfo. Seewww.swc-cfc.gc.ca/index_e.html



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The Ad Hoc Coalition for Women’s Equality and Human Rights: organized in 2007tofighttheactionsagainstwomen’srightstakenbytheGovernmentofCanada.Focusisoncancellationofthechildcareagreements;Federalpayequitylegislation;cancellationoftheCourtChallengesProgramandchangestothemandateofSWC(eliminatingreferencestowomen’sequality,budgetcutbacksandclosureofoffices,reductioninservicesandadvocacychanges).Seewww.womensequality.ca

III. Sample Global Websites

Association for Women’s Rights in Development (AWID): International membership organization connecting, informing and mobilizing people and organizationscommittedtoachievinggenderequality,sustainabledevelopmentandwomen’shumanrights.Goodresourcesonglobalization,mainstreamingandwomen’srights.Seewww.awid.org

Eldis:Resourcesondevelopmentpolicy,practiceandresearch—goodresourcesunderGender.Seewww.eldis.org/go/topics/resource-guides/gender

Siyanda: Online database of gender and development materials from around the world.Itisalsoaninteractivespacewheregenderpractitionerscanshareideas,experiencesandresources.Seewww.siyanda.org

Bridge:Supportsgenderadvocacyandmainstreamingeffortsbybridgingthegapsbetween theory, policy and practice with accessible and diverse gender information in printandonline.SistersiteofSiyanda.Seewww.bridge.ids.ac.uk/bridge/index.html

International Labour Organization (ILO):BureauforGenderEquality.See www.ilo.org/public/english/gender.htm

United Nations Development Fund for Women (UNIFEM):UNwomen’sfundproviding financial and technical assistance for women’s empowerment and gender equality.Seewww.unifem.org

Nobel Women’s Initiative:Here,sixoftheonly12womenwhohaveeverwontheNobelPeacePrizeusetheirvisibilitytoamplifytheworkofwomen’srightsactivists,researchers,andorganizationsaddressingtherootcausesofviolence.See www.nobelwomensinitiative.org

World Bank Gender Statistics:Seegenderstats.worldbank.org/home.asp



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Glossary Oxfam Canada

Gender The socially and culturally constructed identities, norms, values, roles and relationships that define what it means to be a man or a woman in agivensocietyatagivenpointintime.As a concept, it emerged to identify that women’s subordination is socially constructed and therefore changeable as opposed to being biologicallydetermined.

Gender Equality

The situation where women and men enjoy the same status and have equalconditions,responsibilitiesandopportunitiesforrealizingtheirfullhumanrightsandpotentialandbenefitequallyfromtheresults—regardlessofbeingbornmaleorfemale.Itreferstoequalityinsocialrelationsandequalaccessto,andcontrolover,resourcesbybothwomenandmen.

Gender Equity Consideredpartofachievinggenderequality.Itreferstofairnessoftreatmentforwomenandmenaccordingtotheirrespectiveneeds.Thismayincludeequaltreatment(ortreatmentthatisdifferentbutconsideredequivalent)intermsofrights,benefits,obligationsandopportunities.

Women’s Rights

Referstoprotectingandrealizingwomen’shumanrightsascentraltoachievingmorejustandequitablesocieties.Fromawomen’srightsperspective, women are more likely to be disadvantaged relative to men and therefore special attention and measures must be put in place toensuretheirrightsareprotectedandrealized.

Gender Justice Anoverarchingframeworkthatcombinesgenderequalityandequityand women’s rights and explicitly speaks to transformation of power imbalances.Itisthegoaloffullequalityandequitybetweenwomenand men in all spheres of life; resulting in women jointly and on an equalbasiswithmendefiningandshapingthepolicies,structuresanddecisions that affect their lives and society as a whole, based on their owninterestsandpriorities.

Women’s Empowerment

Women’sempowermentisaprocesswherebywomen,individuallyand collectively, become aware of how power structures, processes andrelationshipsoperateandgaintheself-confidenceandstrengthtochallengetheresultinggenderinequalities.

Gender and Diversity

Looksathowgenderinequalitiesinterplaywithotherformsofdiscriminationsuchasrace,class,socio-economicstatus,andcolonialismtocreateinequalitiesanddifferencesbetweenandamongwomenandmen.

Gender Mainstreaming

A strategy for making women’s as well as men’s concerns and experiences an integral dimension of the design, implementation, monitoring and evaluation of policies and programs in all political, economicandsocietalspheressothatwomenandmenbenefitequallyandinequalityisnotperpetuated.Theultimategoalistoachievegenderequality.



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Gender-based Violence

All forms of violence against women and girls, men and boys, which isbasedongenderrolesandidentities.Whiletheterms‘gender-basedviolence’and‘violenceagainstwomen’(VAW)areoftenusedinterchangeably, reflecting women’s disproportionate experiences of and vulnerability to violence, Oxfam Canada differentiates between the two.

Violence Against Women

Onacontinuumrangingfromstructuralformsbasedoncross-cuttinginequalitiessuchaslowsocio-economicstatus,genderandracetoindividualactsofgender-basedviolencethatresultsin,orislikelytoresult in, physical, sexual or psychological harm or suffering to women, including threats of such acts, coercion or arbitrary deprivations of liberty,whetheroccurringinpublicorprivatelife.

Gender Analysis

The systematic gathering and examination of information on gender differences and social relations to identity understand and redress inequitiesbasedongender.

Active Citizenship

Referstowomenandmenclaimingandexercisingtheirfullcitizenship as opposed to narrow definitions of citizenship as the social entitlementsofpassivesubjects.

Feminism Bothapoliticaltheoryandsocialmovementtoendgenderinequalitiesanddiscriminationagainstwomen.



ModuleTwo: Women’sRightsandGenderJustice





ModuleThree: GenderandHumanitarianEmergencies





ModuleFour: GenderandHIVandAIDS





ModuleOne: Gender, Power and Global Poverty





ModuleFive: GenderandGlobalFoodSecurity





ModuleSix: GenderandWater





ModuleSeven: Gender and Climate Change




