Gender Equality

Introduction

My focus is on gender equality. On this topic, I am talking about protecting women's rights and teaching them about them. Women play a significant role in the issues of sustainable development and economic wellbeing. Gender equality is one of the fundamental human rights, reflected in SDGs. UNFPA promotes equality of rights and opportunities for men and women, and calls for implementing necessary legal and political reforms in this area. In addition, we support collecting gender-disaggregated data and implement initiatives aimed at empowering women and combating gender-based violence.

Task

This video is a short clip about equal rights of women and men to children. it is shown that they want both sexes and that they cannot achieve their desires because of this sex. https://youtu.be/hklSpQl8hZo  After my students have formed an understanding by watching the video, a discussion or poll will be held based on their understanding.

I asked my students questions.

Name of the activity: It’s a girl thing or a boy thing?

Warm up activity to raise awareness of gender stereotyping in our thinking.

Spend some time unpacking whether we “fit totally” into gender stereotypes and discuss the diversity and uniqueness of each person. It could be helpful to do some positive affirmations to support pupil resilience and confidence to resist stereotypes, for example “it’s great that girls are part of the science club

Process

They are involved in various household chores, i.e., who does what work. For example, looking after a child, cooking, changing a light bulb, fixing a door, or washing a car. When I ask them a question, they write "woman" or "man" in front of the question. In the end, we will calculate whether women or men scored more points. 

 Burping and Farting

 Rescuing

 Dancing

 Teacher

 Cooking

 Pink

 Doctor

 Nurse

 Cars

 A six pack

 Diet drinks

 Scientist

 Blue

 Cleaning

 Lawyer

 Engineer

 Set of spanners

 Computer programmer

 Red

 Glitter

 Mathematician

After questioner I ask another general some questions.

 Why do you think there was so much agreement?

 Where do these ideas come from?

 Is it true that these are just girls or boys’ things?

 Where are these answers coming from?

From an early age we have a clear idea of gender roles which include what things we like, behaviors and choices that are associated with being male or female. We then conform to those roles and identify with them. These ideas come from all sorts of sources - our families, the media, what we see in our world. Studies have even shown that parents speak differently to baby boys and girls and our cultural beliefs re-enforce what is seen to be acceptable behavior of males or females. This includes what we do, what we like and how we behave.

 

Evaluation

To evaluate student understanding, the following methods can be employed:

 

  1. I look at students' quizzes to determine if they understand the topic. I see the test results and confirm the results.
  2. Next is my interview with them. I will also get their thoughts by talking to them about this topic. 
  3. Class Discussion: Observe students' contributions to the discussion on the importance of gender equality and their ability to articulate their thoughts and reflections.

 

Conclusion

A brief discussion regarding how much this WebQuest affected each student's feelings will take place at the conclusion. What did they discover? After this lesson, did they want to make any concrete changes in their lives to promote gender equality?

 

Credits
Teacher Page

Gender equality in education benefits every child. It creates a safe environment for children of all genders to have access to quality education. Schools that challenge gender stereotypes and promote gender equality help build respectful relationships between students. They also prevent gender-based violence.

  1. Empowered Learner. Students leverage technology to take an active role in choosing, achieving, and demonstrating competency in their learning goals, informed by the learning sciences.
  2.  Digital Citizen. Students recognize the rights, responsibilities and opportunities of living, learning and working in an interconnected digital world, and they act and model in ways that are safe, legal and ethical.
  3. Knowledge Constructor. Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.
  4. Computational Thinker. Students develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions.