際際滷

際際滷Share a Scribd company logo

Gender equality activity_sheet_final

Paula Ortega
Paula Ortega

The document discusses the concepts of gender and gender equality. It explains that while sex refers to biological differences, gender is determined by social and cultural norms that assign roles and expectations to women and men. These gender roles and inequalities are not natural or inevitable, but are shaped by social systems. Despite laws guaranteeing equal rights, women in many places still lack equal access to resources like land, finances, employment, and education. Improving women's lives directly benefits children through better access to healthcare, education, and nutrition.

1 of 2
Downloaded 45 times
What does gender equality really mean? While a persons sex refers to the bio- logical differences between a male and a female, gender distinguishes the roles a persons community considers appropriate for women and men. Therefore, gender roles, inequities, and power imbalances are not a natural result of biological differences, but are determined by the systems and cultures in which we live. In spite of the fact that there are interna- tional laws guaranteeing women equal rights with men, women in many places around the world are denied their rights to land and property, financial resources, employment, and education.1 List at least three benefits of how improving the lives of women in the world directly benefit their children. 1)______________________________________________________________________________ 2)______________________________________________________________________________ 3)__________________________________________________________________ gender eQuality Looking at Trends in One Part of the World did you know? .It is estimated that women perform two-thirds of the worlds work, yet they only earn one-tenth of the income, and own less than one percent of the worlds property.2 .More than 110 million of the worlds children, two-thirds of them girls, are not in school.2 .Only 17% of the worlds elected government leaders are women.2 .More than 80% of the worlds 35 million refugees and displaced people are women and children.2 2001 Year No.ofStudents 45 50 55 60 65 70 2002 2003 2004 2005 2006 2007 2008 Year Boys Girls 2001 49 55 2002 58 54 2003 60 56 2004 60 57 2005 63 59 2006 64 60 2007 64 61 2008 69 66 Use the data below to draw a line graph in the chart provided. Make sure to use different color pencils for the line representing girls and the line representing boys. 1. _ Is there an overall positive or negative trend in percentage of boys and girls attending primary school in sub-Saharan Africa during the eight year period? ________________________________________________ 2. _ On average, what is the percentage gap between boys and girls? __________________________________ 3. _ Discuss with your class what kinds of concrete things must happen to close the gender gap between boys and girls in sub-Saharan Africa. __________________________________________________________ _ (For answers, see reverse side.) Percentage of Primary School Attendance in Sub-Saharan Africa 20012008
In Afghanistan, nine-year-old Nafissa (not her real name) loves going to school, and though her father is illiterate, he fully supports her studies. He is maghroor [proud] because I can read! declared an excited Nafissa. In spite of continuing violent attacks by extremists, a shortage of teachers and adequate facilities, and numerous cultural obstacles, girls in Afghanistan are attending school in record numbers with help from UNICEF education programs. Sulekha Bekum definitely does not want to follow in her mothers footsteps and her mother is just fine with that. Since the time Sulekhas mother, Janaswari, was 16 years old, she has spent long, difficult days toiling on a tea plantation in India. Despite laws in the country against child labor, its not unusual for girls to drop out of school and start picking tea while still in their teens. UNICEF has helped create Adoles- cent Girls Clubs on the plantations to empower girls, giving them the confidence and support they need to continue their education.3 Two Countries, Two Stories 1. www.unicef.org/gender/index_bigpicture.html 2. www.unicef.org/gender/index_factsandfigures.html 3. Adapted from U.S. Fund for UNICEF, Every Child No. 2, 2009, UNICEF in the Field, Feeding Girls Hunger to Learn in Afghanistan and Every Child No. 1, 2010, UNICEF in the Field, Girl Power on the Tea Plantations of India Answers Sources What advantages do you think education will bring to both girls that their mothers probably do not have? _________________________________________________________________________________________ What are the common challenges both girls face in achieving their educational goals? Are there any differences in the challenges each girl faces? _________________________________________________________________________________________ If Nafissa and Sulekha decide to have children, how do you think their childrens lives will be affected because of their mothers education? __________________ Think Ab ut It! gender eQuality Conduct your own research on gender equality issues in your area, i.e. elections, wages, etc. Use the information gathered in this Activity Sheet and other resources and consider writing a letter to the editor of your school or local newspaper to inform them of the gender disparities which exist. You may want to use the following process to build your editorial argument: Introduction A General Statement or Thesis Make a Concession May begin with phrases like Admittedly, or It is true. Counter the Concession In spite of, or However, Support your argument with facts and figures from this worksheet or from www.unicef.org Thesis Restatement about gender equality and other global issues at www.teachunicef.org. learn more take action! 1.Positive.2.34percent.3.Constructionofmoreschools,providingmoreteachers,familiesgivenmoreeconomicopportunitiesand incentivessothatgirlsdonotneedtoworkasmuch,breakdownofculturalbarriers,strengthengovernmenteducationprograms/funding.

More Related Content

Gender equality activity_sheet_final

  • 1. What does gender equality really mean? While a persons sex refers to the bio- logical differences between a male and a female, gender distinguishes the roles a persons community considers appropriate for women and men. Therefore, gender roles, inequities, and power imbalances are not a natural result of biological differences, but are determined by the systems and cultures in which we live. In spite of the fact that there are interna- tional laws guaranteeing women equal rights with men, women in many places around the world are denied their rights to land and property, financial resources, employment, and education.1 List at least three benefits of how improving the lives of women in the world directly benefit their children. 1)______________________________________________________________________________ 2)______________________________________________________________________________ 3)__________________________________________________________________ gender eQuality Looking at Trends in One Part of the World did you know? .It is estimated that women perform two-thirds of the worlds work, yet they only earn one-tenth of the income, and own less than one percent of the worlds property.2 .More than 110 million of the worlds children, two-thirds of them girls, are not in school.2 .Only 17% of the worlds elected government leaders are women.2 .More than 80% of the worlds 35 million refugees and displaced people are women and children.2 2001 Year No.ofStudents 45 50 55 60 65 70 2002 2003 2004 2005 2006 2007 2008 Year Boys Girls 2001 49 55 2002 58 54 2003 60 56 2004 60 57 2005 63 59 2006 64 60 2007 64 61 2008 69 66 Use the data below to draw a line graph in the chart provided. Make sure to use different color pencils for the line representing girls and the line representing boys. 1. _ Is there an overall positive or negative trend in percentage of boys and girls attending primary school in sub-Saharan Africa during the eight year period? ________________________________________________ 2. _ On average, what is the percentage gap between boys and girls? __________________________________ 3. _ Discuss with your class what kinds of concrete things must happen to close the gender gap between boys and girls in sub-Saharan Africa. __________________________________________________________ _ (For answers, see reverse side.) Percentage of Primary School Attendance in Sub-Saharan Africa 20012008
  • 2. In Afghanistan, nine-year-old Nafissa (not her real name) loves going to school, and though her father is illiterate, he fully supports her studies. He is maghroor [proud] because I can read! declared an excited Nafissa. In spite of continuing violent attacks by extremists, a shortage of teachers and adequate facilities, and numerous cultural obstacles, girls in Afghanistan are attending school in record numbers with help from UNICEF education programs. Sulekha Bekum definitely does not want to follow in her mothers footsteps and her mother is just fine with that. Since the time Sulekhas mother, Janaswari, was 16 years old, she has spent long, difficult days toiling on a tea plantation in India. Despite laws in the country against child labor, its not unusual for girls to drop out of school and start picking tea while still in their teens. UNICEF has helped create Adoles- cent Girls Clubs on the plantations to empower girls, giving them the confidence and support they need to continue their education.3 Two Countries, Two Stories 1. www.unicef.org/gender/index_bigpicture.html 2. www.unicef.org/gender/index_factsandfigures.html 3. Adapted from U.S. Fund for UNICEF, Every Child No. 2, 2009, UNICEF in the Field, Feeding Girls Hunger to Learn in Afghanistan and Every Child No. 1, 2010, UNICEF in the Field, Girl Power on the Tea Plantations of India Answers Sources What advantages do you think education will bring to both girls that their mothers probably do not have? _________________________________________________________________________________________ What are the common challenges both girls face in achieving their educational goals? Are there any differences in the challenges each girl faces? _________________________________________________________________________________________ If Nafissa and Sulekha decide to have children, how do you think their childrens lives will be affected because of their mothers education? __________________ Think Ab ut It! gender eQuality Conduct your own research on gender equality issues in your area, i.e. elections, wages, etc. Use the information gathered in this Activity Sheet and other resources and consider writing a letter to the editor of your school or local newspaper to inform them of the gender disparities which exist. You may want to use the following process to build your editorial argument: Introduction A General Statement or Thesis Make a Concession May begin with phrases like Admittedly, or It is true. Counter the Concession In spite of, or However, Support your argument with facts and figures from this worksheet or from www.unicef.org Thesis Restatement about gender equality and other global issues at www.teachunicef.org. learn more take action! 1.Positive.2.34percent.3.Constructionofmoreschools,providingmoreteachers,familiesgivenmoreeconomicopportunitiesand incentivessothatgirlsdonotneedtoworkasmuch,breakdownofculturalbarriers,strengthengovernmenteducationprograms/funding.