In this LS, students will explore the various terms used to describe Feminism, the women’s movement which has been leading them towards Gender Equality, which is none other than a basic Human Right.
The LS raises awareness on how disparity in the treatment of women affects society through hands-on activities such as:
- a biased voting event with relevant discussion, and wordcloud of students’ reactions
- watching a video supporting the influence on outcome of elections of a biased voting system and how universal suffrage is an essential right for society.
- a research into work-related roles throughout history on the Historiana platform, and how these have changed in time and with respect to the country involved.
For that which regards the English language aspect, students are expected to:
- thoroughly comprehend the terms feminism, social justice, gender equality, women’s rights and human rights through brainstorming,
- infer interconnections among these terms by producing a mind-map, followed by an explanation in groups
- discover what the term “Feminist” means with respect to men, by watching a video with a relevant discussion
Subsequently, students will learn how inspiring European women have contributed through their actions towards acquiring rights formally denied to women, though a biographical research on the Europeana platform.
Students will also assume the role of the inspiring woman by playing her (or him-if this man helped the cause) in a “human” timeline of women’s rights gained in Europe. They are encouraged to understand the motivations behind the actions of the feminist.
The LS was inspired and will be used in the Italian mobility of the ERASMUS+ project “Right(s) for Women” as soon as the restrictions due to the current COVID-19 pandemic are lifted, and so allow the meeting to proceed. An alternative to the face-to-face presentation of the woman could be a FlipGrid video for each student which then could be organized into a timeline.
This LS can also be currently integrated into the Italian curriculum of Civic Education for that which regards SDGs, particularly SDG number 5 which is Gender Equality. More teachers from the teaching team involved in that class could be encouraged to participate in choosing activities related to their teaching competencies.
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