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Mission: Gender Equality

Middle, Secondary

Description

Mission: Gender Equality is part of the World's Largest Lesson which brings the Global Goals to children all over the world and unites them in taking action. In this 60 minute lesson, students will:

  • have a discussion on how it feels to feel excluded and the meaning of the word discrimination
  • learn about gender equality
  • learn the difference between sex and gender in an activity where each group will draw either a boy or a girl and then lists their characteristics, they will then discuss the differences in their drawings and characteristics
  • watch a video from Plan International “Because I am a Girl: I’ll take it from here" and have a discussion concerning the discrimination the girl faced and how boys also face discrimination
  • discuss how if our ideas about gender can change and how they can be part of that change
At the end of this lesson, students will know the definition of gender equality, have explored some of the causes and consequences of gender equality and will understand how to promote gender equality.
This resource is available in English and French. 

 

General Assessment

Strengths

  • This resource has a detailed lesson plan for teachers with clear goals
  • All materials needed by the students are available and ready to print in the appendix
  • This resource is available in both official languages
  • Alternatives and differentiation ideas are provided for all activities based on students level
  • An additional activity, which can be done in class or at home, is provided in this resource

Weaknesses

  • Evaluation tools are not provided in this resource
  • This resource does not provide students a chance to place into action their ideas of sustainability

Recommendation of how and where to use it

This is an excellent resource to have students become aware of the issue of gender inequality present in our society. Since it is only 60 minutes, it would be a great addition to a lesson on discrimination, inequality or gender issues. 

Relevant Curriculum Units

The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.

Themes Addressed

  • Human Rights (1)

    • Gender Equality

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Very Good

Throughout this lesson, students get to form their own opinions and take informed positions based on the information they will be provided. 

Consideration of Alternative Perspectives:
  • Satisfactory: absence of bias towards any one point of view
  • Good: students consider different points of view regarding issues, problems discussed
  • Very good: based on the consideration of different views, students form opinions and  take an informed position
Multiple Dimensions of Problems & Solutions Good

Through discussions, students will certainly explore how these three dimensions are part of this issue.  

Multiple Dimensions of Problems & Solutions:

Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.

  • Satisfactory: resource supports the examination of  these dimensions
  • Good:  resource explicitly examines the interplay of these dimensions
  • Very Good:  a systems-thinking approach is encouraged to examine these three dimensions
Respects Complexity Very Good
Respects Complexity:

The complexity of the problems/issues being discussed is respected.

Acting on Learning Satisfactory

In this resource, students discuss how they could bring change to this issue, but they don't put their ideas in place. However, this would be an easy extension for the teacher to put in place. 

Acting on Learning:

Learning moves from understanding  issues  to working towards positive change — in personal lifestyle, in school, in the community,  or for the planet

  • Satisfactory: action opportunities are included as extensions 
  • Good: action opportunities are core components of the resource
  • Very Good: action opportunities for students are well supported and intended to result in observable, positive change
Values Education Very Good

Students opinions are at the base of this resource. Students are asked to share their opinions in discussion throughout this lesson. 

Values Education:

Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.

Empathy & Respect for Humans Very Good

The goals of this resource are that students will explore some of the causes and consequences of gender inequality and understand how to promote gender equality. Therefore, they will certainly develop empathy and respect for diverse groups of humans. 

Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.).
Personal Affinity with Earth Poor/Not considered

This is not a focus of this resource

Personal Affinity with Earth:

Encourages a personal affinity with -the natural world.  

  • Satisfactory: connection is made to the natural world
  • Good: fosters appreciation/concern for the natural world
  • Very Good: fosters stewardship though practical and respectful experiences out-of-doors 
Locally-Focused Learning Satisfactory
Locally-Focused Learning:

Includes learning experiences that take advantage of issues/elements within the local community. 

  • Satisfactory: learning is made relevant to the lives of the learners
  • Good: learning is made relevant and has a local focus
  • Very Good: learning is made relevant, local and takes place ‘outside’ , in the community 
Past, Present & Future Good

During this lesson, students will discuss how gender inequality came to be, discuss how both boys and girls face inequalities and discuss how they could bring change to this issue, therefore looking at the past, present, and future of this issue. 

Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.

Pedagogical Approaches

Principle Rating Explanation
Open-Ended Instruction Very Good

With the high number of discussions embedded in this lesson, students are not steered toward one right answer.

Open-Ended Instruction :

Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.

Integrated Learning Satisfactory

This resource has clear objectives from Social Studies as well as Health. 

Integrated Learning:

Learning brings together content and skills  from more than one  subject area

  • Satisfactory: content from a number of different  subject areas is readily identifiable
  • Good:  resource is appropriate for use in more than one subject area
  • Very Good:  the lines between subjects are blurred 
Inquiry Learning Satisfactory
Inquiry Learning:

Learning is directed by questions, problems, or challenges that students work to address.   

  • Satisfactory: Students are provided with questions/problems to solve and some direction on how to arrive at solutions.
  • Good: students, assisted by the teacher clarify the question(s) to ask and the process to follow to arrive at solutions.  Sometimes referred to as Guided Inquiry
  • Very Good:  students generate the questions and assume much of the responsibility for how to solve them.  . Sometimes referred to as self-directed learning.

 

Differentiated Instruction Very Good

Ideas for differentiation and alternative activities are provided for each learning activity. 

Differentiated Instruction:

Activities address a range of student learning styles, abilities and readiness.

  • Satisfactory:  includes a variety of instructional approaches
  • Good: addresses  the needs of visual, auditory &  kinesthetic learners
  • Very Good: also includes strategies for learners with difficulties
Experiential Learning Satisfactory

Students get to take part in a simulation to discover the difference between gender and sex through a poster activity. 

Experiential Learning:

Authentic learning experiences are provided

  • Satisfactory: learning takes place through ‘hands-on’ experience or simulation
  • Good: learning involves direct experience in a ‘real world context’
  • Very good: learning involves ‘real world experiences’ taking place’ beyond the school walls.
Cooperative Learning Satisfactory

Students will need to work in groups.

Cooperative Learning:

Group and cooperative learning strategies are a priority.

  • Satisfactory:  students work in groups
  • Good: cooperative learning skills are explicitly taught and practiced
  • Very Good: cooperative learning skills are explicitly taught, practiced and assessed
Assessment & Evaluation Poor/Not considered

No assessment tools are provided in this resource.

Assessment & Evaluation: Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc.
Peer Teaching Poor/Not considered
Peer Teaching:

Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.

  • Satisfactory: incidental teaching that arises from cooperative learning, presentations, etc.
  • Good or Very Good: an opportunity is intentionally created to empower students to teach other students/community members. The audience is somehow reliant on the students' teaching (students are not simply ‘presenting')
Case Studies Very Good

Students will get to watch a video by Plan International where they will get to see some real-life examples of gender inequalities in the world. 

Case Studies:

Relevant case studies are included.  Case studies are thorough descriptions of real events from real situations that students use to explore  concepts in an authentic context.

Locus of Control Satisfactory

This lesson is quite prescribed by the lesson plan. However extensions could be added by the teacher where students would have more choice. 

Locus of Control: Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue.