Implementation of ‘The Powerful Women in Europe’ (SOI-TR-86)

This learning scenario has helped my students to identify the impact and power of the women who pioneered Europe. They acted in the role of their character.

The Gist

The author of this scenario is Javier Ramos Sancha. I have chosen it because it raises awareness of discrimination and inequality of women. As for the curriculum, my students needed to develop their skills in speaking, reading and writing in past forms. So, this scenario provided a great experience in enhancing these skills.

Thanks to this learning scenario, my students realized the importance of the woman along with the history of Europe and her struggle in the male-dominated world.

Apart from the importance of their contributions to society, there was a  real impact on girl students. They were concrete models for the female students, thus these pioneer women might lead them especially in the STEM areas. My students enjoyed the learning scenario more than expected as they role-played the outstanding women.

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Teams role-playing powerful women

Activities

  • I introduced the project to my students. They were informed about the activities and the timetable. I discussed the assessment criteria with the students and they agreed on them. They formed teams of 4-5. They shared their initial roles.
  • The teams searched the Europeana resources looking for information concerning the women they wanted to focus on. Soon they decided on the women to explore their biographies.
    The Europeana resource used: People and Women Pioneers.
  • The team members read the biographies of the women they had selected and found the turning points of their lives. I encouraged the students to be creative and build an understanding of their characters.  As the student teams discussed the important events of the women’s lives, I asked them open-ended questions to support them and give feedback. So the team members generated questions to be used by the interviewer. Later, the scriptwriter wrote the script and used the generated questions. They agreed on the roles, such as the interviewer and the powerful woman. One of the students, acting as a costume designer, decided on the costumes and got help from the other team members. The director of the team observed the effectiveness of the role players’ behaviour and designed the set. I monitored all of the processes and gave feedback on grammar and language.
  • The students studied their scripts and started acting. They had their first rehearsal. The women to be played dressed up in the way suitable for their times.
  • The teams gave feedback to each other to correct the mistakes during the rehearsals.
  • Finally, the players acted out their roles in front of the class and the teams evaluated the plays using the rubrics.

Conclusion

My students participated in all of the activities willingly. In sum, the learning scenario created an interaction between the students who won’t forget the women leading Europe. It was an amazing activity for them to experience the powerful women’s lives.

Additionally, the students tried to find, evaluate and compose information on the resources of Europeana. This allowed them to gain skills in digital literacy. They recorded the scenes of the play and posted them to their social media channels and reflected on them.

Did you like this story of implementation? Why don’t you read about the related learning scenario?

The Powerful Women in Europe created by Javier Ramos Sancha

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The featured image used to illustrate this article has been found on Europeana and belongs to the public domain.

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