LESSON PLANS - ITVS

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0112HALF THE SKYWomen’s Economic EmpowermentAssignmentsSelect one or more of the following assignments to completethe lesson:1. Women’s economic empowerment in our community.Ask students to work alone or in groups to research services andorganizations that provide support to women and girls in theircommunities and consider the impact that gender and factors suchas race, religion, and class play in the economic security of anindividual and of a family.• Students should use their strategies from the postscreening activityas a guide and incorporate resources and organizations in the areathat provide support and services.• They can also contact organizations in their communities thatprovide entrepreneurship support for low-income women who wantto start their own businesses.• If possible, they should interview one of an organization’s clientsto discuss the benefits and challenges of entrepreneurship anddevelop a profile of their subject or the organization.• Students can present their completed projects to their schoolcommunity and can also reach out to their local city council todiscuss their project and their findings. The following websitecan help you contact your local elected officials: www.usa.gov/Contact/Elected.shtml.• Multimedia presentation resources:--Zentation, where you can combine videos, slides, and audio intopresentations: Zentation.com--VoiceThread, a video, audio, and slide editing program:Voicethread.com--VCASMO, an easy-to-use multimedia presentation tool:Vcasmo.com--“Writing Copy for Voiceovers”:peterdrewvo.com/html/tips_for_writing_for_voiceover.html2. Journaling Exercise: How would you live on less than$2 a day?As we have seen, extreme poverty is not something that only exists indeveloping countries; nearly 1.5 million Americans are living on lessthan two dollars per day. Ask students to imagine that they are one ofthese 1.5 million Americans and have them do a series of short diaryentries using a social media site such as Tumblr describing a weekin their life. Have them consider what life would be like if they had tosurvive with extremely limited resources and then write their journalentries using the following questions as a guide:• What would your biggest challenges be each day?• What would you have to sacrifice?• What would you spend your money on or save up for?• Would you continue to come to school? If so, how would yourlimited resources shape your experience? If not, what would youuse your time for instead?• What impact would living on two dollars a day have on yourexpectations for your future?
0113HALF THE SKYWomen’s Economic EmpowermentExtensions1. This Land is My Land (Too)Studies show when women have secure rights to their land, theirfamily nutrition and health improve, they may be less likely to bevictims of domestic violence, and their children are more likely toreceive an education and stay in school longer. Despite this, womenaround the world are struggling to gain the right to own their ownland. Have students research the importance of land rights inensuring women’s economic empowerment.• Instruct students to work in groups to research the status of landrights around the world, and identify countries where womenare struggling to own their own land. Have them also identifycountries that have improved women’s access to land rights in thepast 20 years.• Have each group select one country that lacks adequate landrights and one country where women’s rights recently improvedand compare the status of women and their quality of life ineach country.• What impact has owning/not owning land had on women’s livesand the lives of their families?• How have women’s lives changed since they began owning theirown land?• Has the introduction of land rights for women had an impact at thecommunity or national level?• Students can use the following websites for research andinformation and should complete their projects by creatingmultimedia presentations of their research using Prezi (prezi.com).Landesa:www.landesa.orgInternational Land Coalition:www.landcoalition.orgThe “Women’s Land & Property Rights” section of theUN Women website:www.unifem.org/gender_issues/women_poverty_economics/land_property_rights.php2. Small Loans, Big DebatesMicrofinance was once believed to be a key strategy in povertyalleviation, but in recent years, questions about its broadeffectiveness beyond individual success stories, along with aseries of scandals — including reported suicides among indebtedborrowers in Andhra Pradesh, India — have overshadowed storiesof small loans helping pull women out of poverty. The debate hasbeen characterized by extreme claims on both sides, but what is thebottom line on microfinance?• Screen the complete segment from the film on Women’s EconomicEmpowerment and have students consider why microfinance hasbeen moderately effective in some countries but not at all in others.• Ask students to share their feedback and what they think about thedebate about microfinance.• Have students work individually or in groups and research the issue.What are the main points of those who support microfinance?What are the main points of those who are against it?• Assign each student/group one side of the debate to research indetail. Following their research, have students engage in a formaldebate about the issue. Education World offers a selection ofdebate resources that provide guidelines and rules for classroomdebates: www.educationworld.com/a_lesson/lesson/lesson304b.shtml• Resources on this topic can be found at the following websites:Women’s World Banking:www.swwb.orgGrameen Bank:www.grameen-info.orgMicrofinance Open Book Blog by David Roodman of theWashington-based Center for Global Development:blogs.cgdev.org/open_book/2009/02/summary-and-outline.php
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Table of ContentsWelcome Letter 01H
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02How to Use This GuideThis Educato
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05About the DocumentaryIn 2006, Pul
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07About the DocumentaryIntergenerat
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09Film Module SummariesMaternal Mor
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011HALF THE SKYMaternal Mortality a
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HALF THE SKYMaternal Mortality and
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Student Handout A:Why Does Maternal
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HALF THE SKY: MATERNAL MORTALITYStu
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Student Handout B v2:The Health Div
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041HALF THE SKYEducation for AllLES
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HALF THE SKYEducation for All048Ext
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HALF THE SKYEducation for All050Add
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HALF THE SKY: EDUCATION FOR ALLStud
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HALF THE SKYGender-Based Violence:
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060HALF THE SKYGender-Based Violenc
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Page 76 and 77: HALF THE SKY: GENDER-BASED VIOLENCE
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Page 82 and 83: 080HALF THE SKYSex Trafficking and
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Page 96 and 97: HALF THE SKY: SEX TRAFFICKING AND I
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LESSON PLANS - ITVS

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