Grade Level: 10 / Date:
Topic: Global feminism / Time: 75 minutes
1. Expectations
The Grade 10 learners will:
a) Expectations:
IC4.01 Grade 10 SQC2005 Civics Informed Citizenship Citizenship Within the Global Context
– analyse contemporary crises or issues of international significance (e.g., health and welfare, disasters, human rights, economic development, environmental quality, terrorism);
Students will gain an understanding of global issues through a feminist perspective related to education & schooling, poverty and violence
2. Preassessment
a) Learners:
Students should be aware of:
- The geographic locations listed in the article (Saudi Arabia, the United States, Asia, India)
- Cultural diversity – students should be sensitive to the differences between various cultures that are mentioned in the article
- Respecting the opinions of others
b) Learning Environment:
- At the beginning of class (during the brainstorming period and throughout the reading of the article) the students will be sitting at their own desks
- Students will then be divided into 5 groups according to the sub-topics of the article they are responsible for reading
- Depending on the capacity of the classroom, most students will be working inside the classroom but one group may need to work outside in the hallway of the school
c) Resources:
- Class set of article Feminism by Marc and Craig Kielburger.
- For each of the 5 sub-topics there will be 2 questions that the groups need to answer and discuss. These questions will be placed on worksheets therefore there must be enough copies for each group member.
- Dictionaries
- Chalk
3. Content
Students will be examining an article about global feminism. Some of the issues addressed within the article are:
- Violence against women
- Western feminism
- International politics
- Gender discrimination
4. Strategies
a) Introducing the Activity
Brainstorm ideas about feminism (before reading the article).
1. On the blackboard, the teacher will write the word feminism.
2. The teacher will ask the students what they think of when they hear the word feminism.
3. Create a mind web on the board to document the student’s ideas.
4. Teacher and students will then determine the definition of feminism.
5. Teacher will write ideas on the board and the class will come to a consensus about the definition.
b) Routines
Article – Feminism by Marc and Craig Kielburger
1. (10 min) Brainstorm/discussion on feminism.
2. (5 min) Teacher will hand out the article to the students. Teacher will read the first page of the article and will then have students read the remainder of the article. Teacher will divide students into 5 groups.
3. Each group will be assigned a sub-topic within the article and will be responsible for answering and discussing a number of questions relating to that topic.
The sub-topics are as follows:
1. Girls’ school in Jeddah, Saudi Arabia.
2. Feminism in Canada
3. Violence against Women
4. Poverty and Women
5. Women and Education
4. (20 min) Students will work in their groups.
5. 25 (open discussion about questions).
6. (15 min) Write brief reflection.
c) Teacher's Role
i) Procedures
1. The teacher will brainstorm with the students first. The teacher must be aware of cultural differences among the students (also within the article) and must place emphasis on student’s respecting each other’s opinions.
2. Teacher will then divide the students into groups.
3. The teacher can inform the students that they should feel comfortable asking the teacher any question about the issues that are discussed within the article. Place emphasis on the power of inquiry.
4. During the group work, the teacher will circulate the room to ensure that students are keeping on task.
5. After the students have been given 20 minutes to work on their group discussion questions, the class will come together and will have an open discussion about the topics found in the article.
6. Students will use remaining time to write their reflections.
ii) Consolidation of Learning
1. The students will submit a half to one page reflection regarding their reaction to the article. The following questions can be used to start their thinking process about the reflection: did you know what feminism was prior to reading this article? How did you feel when you read the article? Were you upset, surprised, fearful or were you already aware of some of the problems facing women in different countries? What do you think the author was feeling when she was writing the article?
5. Assessment
Students will be assessed based on:
1. Group work: How well they interact with each other (do they respect the opinions of others, can they stay on task during the lesson?)
2. Reflection: How well they understood the concepts in the article (such as feminism and how it relates to other countries and cultures. Emphasis will also be placed on how successful they are in backing up their ideas with information from the article and the group and class discussions.
Rubric for reflections
Level 4
Reflection shows thorough thoughtfulness.
Reflection has supporting details and examples.
All parts of the reflection are complete and well done.
Level 3
Reflection shows some thoughtfulness.
Reflection has some supporting details and examples.
All parts of the reflection are complete.
Level 2
Reflection shows little thoughtfulness.
Reflection has few details or examples.
Most parts of the reflection are complete.
Level 1
Reflection shows no thoughtfulness.
Reflection has no details.
Reflection is incomplete.
Global Feminism in the 21st Century: Group 1
Class definition of feminism:
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Group 1: Girls’ school in Jeddah, Saudi Arabia
Read the article by Marc and Craig Kielburger
As a group, respond to the following questions based on ideas from the article and your own experiences.
1. Why do you think women in Saudi Arabia require an escort? Do you think this is necessary or fair? Knowing this, why do you think that these students jeopardized their lives by meeting with Craig and Marc without wearing their headscarves?
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2. What does the headmistress mean by the comment “We need to empower women?”
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Global Feminism in the 21st Century: Group 2
Class definition of feminism:
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Group 2: Feminism in Canada
Read the article by Marc and Craig Kielburger
As a group, respond to the following questions based on ideas from the article and your own experiences.
1. Why do you think no one raised their hands when asked if they were strong feminists in a political science class at the University of Toronto?
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2. How do you think the Valiant Five react to this political science class? “Is the battle over?”
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Global Feminism in the 21st Century: Group 3
Class definition of feminism:
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Group 3: Violence Against Women
Read the article by Marc and Craig Kielburger
As a group, respond to the following questions based on ideas from the article and your own experiences.
1. How is violence against women a global problem?
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2. What role does or should Canada play in protecting the rights of women in and around the world?
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Global Feminism in the 21st Century: Group 4
Class definition of feminism:
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Group 4: Poverty and Women
Read the article by Marc and Craig Kielburger
As a group, respond to the following questions based on ideas from the article and your own experiences.
1. Why is it that women make up the majority of those who live in poverty?
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2. “At the very least Canada’s young people need to understand the link between gender inequality, illiteracy and global poverty.” Discuss.
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Global Feminism in the 21st Century: Group 5
Class definition of feminism:
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Group 5: Women and Education
Read the article by Marc and Craig Kielburger
As a group, respond to the following questions based on ideas from the article and your own experiences.
1. “A basic education of only three years makes a significant difference in women's health, family planning and income.” Why is the statement so important and what would the impact be if all women were provided with a basic education?
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2. In your opinion, do women in Canada have access to the same education and educational opportunities? Explain your answer.
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Global Feminism in the 21st Century: All Groups
Reflect on the in-class discussion and the article, and respond to the following question:
What is feminism to me?
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Nipissing University – (Put your name here by double clicking in footer) Single Activity Lesson Plan
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