Hi!
This is the website for my final project for T560: Universal Design for Learning. At this site you will find a prototype lesson plan and justifications for the design of the lesson plan based on UDL principles.
Click on the links on the left to view the pages!
Thursday, May 15, 2008
Justification: Description of Prototype Lesson
Description of Prototype Lesson
The prototype lesson is a social studies lesson on gender roles in society based on a New York Times article written by Marc Lacey about an unusual tribe of Kenyan women. There are clear learning goals for the students stated at the beginning of the lesson plan and the assessments would be formulated based on the learning goals. This lesson plan is developed for a classroom with diverse learning profiles anticipating learners who may be English Language Learners, hearing/visually impaired as well as demonstrate other learning problems such as attention deficit disorder. As such, the methods employed are designed to have multiple entry points for students with different learning strategies. Students are allowed to share their own background knowledge. Discussion and cooperative learning is employed to allow sharing of background knowledge and experiences related to the subject being studies. The materials used also cater for both the hearing and visually impaired by containing multiple media formats and both online and paper options for students who may be comfortable with different media. The following section would elaborate on the main principles from Universal Design for Learning (UDL) that informed the design of the prototype lesson plan.
The prototype lesson is a social studies lesson on gender roles in society based on a New York Times article written by Marc Lacey about an unusual tribe of Kenyan women. There are clear learning goals for the students stated at the beginning of the lesson plan and the assessments would be formulated based on the learning goals. This lesson plan is developed for a classroom with diverse learning profiles anticipating learners who may be English Language Learners, hearing/visually impaired as well as demonstrate other learning problems such as attention deficit disorder. As such, the methods employed are designed to have multiple entry points for students with different learning strategies. Students are allowed to share their own background knowledge. Discussion and cooperative learning is employed to allow sharing of background knowledge and experiences related to the subject being studies. The materials used also cater for both the hearing and visually impaired by containing multiple media formats and both online and paper options for students who may be comfortable with different media. The following section would elaborate on the main principles from Universal Design for Learning (UDL) that informed the design of the prototype lesson plan.
Justification: Principles of UDL
Principles of UDL
The lesson plan was prepared using the principles of Universal Design for Learning (UDL) based on the understanding that by accommodating the learning difficulties by some, the learning process would be more effective for every student. (Rose & Meyer, 2002) The process of learning involves multiple networks in the brain including the recognition, affective and strategic networks. These networks work in different ways to allow a student to gather perceptual information, form strategic goals and meta-cognitive reflection as well as react emotionally to a piece of information. (Rose & Meyer, 2002, chapter 1) A good lesson plan engages the three learning networks for effective learning by incorporating multiple means of representation, multiple means of expression as well as multiple means of engagement. Inherent within the multiple means of representation, expression and engagement is the idea that within each learning goal, there are construct irrelevant and construct relevant factors. (Meyer & Rose, 2006) If a factor which is irrelevant to the learning goal becomes a barrier for learning, then allowing multiple options of access and engagement would remove those barriers which are not essential to the learning process. The following section discusses how the various aspects of the lesson plan address the UDL principles.
The lesson plan was prepared using the principles of Universal Design for Learning (UDL) based on the understanding that by accommodating the learning difficulties by some, the learning process would be more effective for every student. (Rose & Meyer, 2002) The process of learning involves multiple networks in the brain including the recognition, affective and strategic networks. These networks work in different ways to allow a student to gather perceptual information, form strategic goals and meta-cognitive reflection as well as react emotionally to a piece of information. (Rose & Meyer, 2002, chapter 1) A good lesson plan engages the three learning networks for effective learning by incorporating multiple means of representation, multiple means of expression as well as multiple means of engagement. Inherent within the multiple means of representation, expression and engagement is the idea that within each learning goal, there are construct irrelevant and construct relevant factors. (Meyer & Rose, 2006) If a factor which is irrelevant to the learning goal becomes a barrier for learning, then allowing multiple options of access and engagement would remove those barriers which are not essential to the learning process. The following section discusses how the various aspects of the lesson plan address the UDL principles.
Justification: UDL Principles in Lesson Plan
UDL Principles in Prototype Lesson Plan
Given the diversity of learners in a classroom, an effective lesson plan would have to address the variety of needs that learners have. By adapting the goals, materials and media, teaching and techniques as well as means of assessment for different learners, students with different learning profiles should be able to benefit more from the lesson.
Goals
The goals of the unit are clearings stated in terms of knowing and understanding goals. Some of the constructs relevant to the learning goals are the common stereotypes of gender and profession, the role of women in the Umoja tribe in Kenya as well as how gender roles are performed and can change over time in society. What are construct irrelevant are auditory and visual perception as well as other academic skills which are important but not relevant in the context of this lesson unit. Having identified these goals, barriers to learning which are not relevant to the learning goals will be removed by providing multiple options in terms of media and material. Both the ongoing assessments and final assessment will also be reflective of the learning goals and are accessible in multiple media formats. The goals will be clearly explained to the students at the beginning of the topic in order to involve the students in the strategic process of goal-setting and monitoring their own learning.
Materials & Media
In order to effectively engage the recognition, affective and strategic networks of the students multiple options are provided for representation, expression and engagement.
At the beginning of the module, students are engaged by allowing them to take part in an activity that requires physical action and reflection on stereotypes of gender which is one of the learning goals. The presentation format of the activity involves both auditory and visual components such that students who have difficulty in either of the perceptual modality are still able to complete the exercise. A computer option is also available for response for students who may require special assistive technology due to motor difficulties or a printed option of responding is also possibly for students who prefer paper and pencil.
The main article guiding the unit is also provided in both online as well as printed format. In addition, for students who require extra-scaffolding, a Bookbuilder version of the article is also provided with extra sounds (as well as read aloud versions for the visually impaired) and images to further engage the students. In additional, resources related to gender issues in multiple formats such as video clips, music, artwork and articles will be provided for the students in order to further engage them while catering to students who may have difficulties in one format or more of the formats.
Finally, multiple means of expression are also provided by allowing students to present in the traditional poster boards format, as well as allowing them to access and use presentation and movie-making software in present their research findings in a different format that may have a stronger affective component in terms of visuals and sounds. In addition, students can carry on discussion both in class as well as online on forums and discussion boards allowing students who may feel threatened in the classroom to have a means of expression.
The language barrier is also overcome for English Language Learners by providing translators and dictionaries (both online and print) for challenging vocabulary items. For students who may understand concepts better non-linguistically, graphic organizers are provided to overcome the linearity of the textual format.
Overall, the basic principles guiding the use of media and materials are that different students have different needs and different media are able to address these needs differently. Also media that incorporates sound may be too impermanent if the students need to refer to the information more than once; they are useful for the visually impaired and are more useful in engaging the student’s affective network. As a summary, graphic organizers allow students to move beyond the linearity of text and see relationships and the big picture more clearly.
Teaching & Techniques
The teaching techniques employed in the lesson plan include teacher-led activity, cooperative learning as well as independent learning and online learning. The use of varied teaching methods allows students to be involved in the learning process through various means. Teacher-led activity allows students a scaffold and guide to the rest of the lesson while cooperative learning allows students to interact and share their knowledge and experiences as well as cooperate in the effort of research. However, there is a component of individual learning as well which allows student to develop their strategic skills.
Means of Assessments
One important distinction to be made in the means of assessment is that there’s both a self-assessment component as well as a final assessment. The self-assessment allows students to check on their learning progress and allows them to involve their strategic network in developing goal-setting and metacognitive skills.
The final assessment allows a variety of format for expression hence allowing students to choose the means most suitable for them without construct irrelevant barriers. Furthermore, the final assessment is marked on a student-developed rubric which would involve the strategic networks of the students as well as involve them affectively by motivating them.
Given the diversity of learners in a classroom, an effective lesson plan would have to address the variety of needs that learners have. By adapting the goals, materials and media, teaching and techniques as well as means of assessment for different learners, students with different learning profiles should be able to benefit more from the lesson.
Goals
The goals of the unit are clearings stated in terms of knowing and understanding goals. Some of the constructs relevant to the learning goals are the common stereotypes of gender and profession, the role of women in the Umoja tribe in Kenya as well as how gender roles are performed and can change over time in society. What are construct irrelevant are auditory and visual perception as well as other academic skills which are important but not relevant in the context of this lesson unit. Having identified these goals, barriers to learning which are not relevant to the learning goals will be removed by providing multiple options in terms of media and material. Both the ongoing assessments and final assessment will also be reflective of the learning goals and are accessible in multiple media formats. The goals will be clearly explained to the students at the beginning of the topic in order to involve the students in the strategic process of goal-setting and monitoring their own learning.
Materials & Media
In order to effectively engage the recognition, affective and strategic networks of the students multiple options are provided for representation, expression and engagement.
At the beginning of the module, students are engaged by allowing them to take part in an activity that requires physical action and reflection on stereotypes of gender which is one of the learning goals. The presentation format of the activity involves both auditory and visual components such that students who have difficulty in either of the perceptual modality are still able to complete the exercise. A computer option is also available for response for students who may require special assistive technology due to motor difficulties or a printed option of responding is also possibly for students who prefer paper and pencil.
The main article guiding the unit is also provided in both online as well as printed format. In addition, for students who require extra-scaffolding, a Bookbuilder version of the article is also provided with extra sounds (as well as read aloud versions for the visually impaired) and images to further engage the students. In additional, resources related to gender issues in multiple formats such as video clips, music, artwork and articles will be provided for the students in order to further engage them while catering to students who may have difficulties in one format or more of the formats.
Finally, multiple means of expression are also provided by allowing students to present in the traditional poster boards format, as well as allowing them to access and use presentation and movie-making software in present their research findings in a different format that may have a stronger affective component in terms of visuals and sounds. In addition, students can carry on discussion both in class as well as online on forums and discussion boards allowing students who may feel threatened in the classroom to have a means of expression.
The language barrier is also overcome for English Language Learners by providing translators and dictionaries (both online and print) for challenging vocabulary items. For students who may understand concepts better non-linguistically, graphic organizers are provided to overcome the linearity of the textual format.
Overall, the basic principles guiding the use of media and materials are that different students have different needs and different media are able to address these needs differently. Also media that incorporates sound may be too impermanent if the students need to refer to the information more than once; they are useful for the visually impaired and are more useful in engaging the student’s affective network. As a summary, graphic organizers allow students to move beyond the linearity of text and see relationships and the big picture more clearly.
Teaching & Techniques
The teaching techniques employed in the lesson plan include teacher-led activity, cooperative learning as well as independent learning and online learning. The use of varied teaching methods allows students to be involved in the learning process through various means. Teacher-led activity allows students a scaffold and guide to the rest of the lesson while cooperative learning allows students to interact and share their knowledge and experiences as well as cooperate in the effort of research. However, there is a component of individual learning as well which allows student to develop their strategic skills.
Means of Assessments
One important distinction to be made in the means of assessment is that there’s both a self-assessment component as well as a final assessment. The self-assessment allows students to check on their learning progress and allows them to involve their strategic network in developing goal-setting and metacognitive skills.
The final assessment allows a variety of format for expression hence allowing students to choose the means most suitable for them without construct irrelevant barriers. Furthermore, the final assessment is marked on a student-developed rubric which would involve the strategic networks of the students as well as involve them affectively by motivating them.
Justification: References
References:
1. Meyer, A. & Rose, D. (2006). The Future is in the Margins: The Role of Technology and Disability in Educational Reform. In Rose, D., Meyer, A. & Hitchcock, C. (2006). The Universally Designed Classroom: Accessible Curriculum and Digital Technologies. Massachusetts: Harvard Education Press.
2. Rose, D. & Meyer, A. (2002). Teaching Every Student in the Digital Age: Universal Design for Learning. USA: Association for Supervision and Curriculum Development.
3. Lancey, M. (2004, Dec 8). From Broken Lives, Kenyan Women Build Place of Unity. New York Times, http://www.nytimes.com/learning/teachers/featured_articles/20041208wednesday.html. Accessed: May 2008.
Lesson Plan: Introduction & Objectives
It Takes a Village
(from: http://www.nytimes.com/learning/teachers/lessons/20041208wednesday.html)Examining a Matriarchal Village in Kenya to Analyze the Roles of Women around the World
Author(s)Priscilla Chan, The New York Times Learning NetworkJavaid Khan, The Bank Street College of Education in New York City
Adapted by:
Yanxiang Lin
Grades: 9-12
Subjects: Geography, Global History, Language Arts, Social StudiesOverview of Lesson Plan: In this lesson, students discuss traditional gender roles using word association and the concept of stereotypes and then learn about a village in Kenya run by women. They then research and hold a forum about women's traditional and changing roles in various areas of the world.
Suggested Time Allowance: One week
Objectives:
Students will:
1. Know what the common associations between gender and professions are
2. Know how Kenyan women from the Umoja tribe are challenging gender roles
3. Understand how gender roles are constructed in terms of civics, education, household, workplace, society and religion in different countries around the world.
4. Understand the forces driving the changing roles of women over time.
5. Understand strategies that can be used to strengthen or change the role of women in a particular society and/or the world at large.
(from: http://www.nytimes.com/learning/teachers/lessons/20041208wednesday.html)Examining a Matriarchal Village in Kenya to Analyze the Roles of Women around the World
Author(s)Priscilla Chan, The New York Times Learning NetworkJavaid Khan, The Bank Street College of Education in New York City
Adapted by:
Yanxiang Lin
Grades: 9-12
Subjects: Geography, Global History, Language Arts, Social StudiesOverview of Lesson Plan: In this lesson, students discuss traditional gender roles using word association and the concept of stereotypes and then learn about a village in Kenya run by women. They then research and hold a forum about women's traditional and changing roles in various areas of the world.
Suggested Time Allowance: One week
Objectives:
Students will:
1. Know what the common associations between gender and professions are
2. Know how Kenyan women from the Umoja tribe are challenging gender roles
3. Understand how gender roles are constructed in terms of civics, education, household, workplace, society and religion in different countries around the world.
4. Understand the forces driving the changing roles of women over time.
5. Understand strategies that can be used to strengthen or change the role of women in a particular society and/or the world at large.
Lesson Plan: Media & Materials
Resources / Materials:
-Student journals (Paper or Blogs)-Writing Tools/Tape-recorder/Computers
-Classroom Blackboard, Overhead Projecters,
-Copies of the article "From Broken Lives, Kenyan Women Build Place of Unity," available either online at http://www.nytimes.com/learning/teachers/featured_articles/20041208wednesday.html and in printed copies or in BookBuilder format. (Accessible at http://bookbuilder.cast.org/view.php?op=view&book=6807&page=1 or by clicking on the link)
- Copies of self-assessment checklists (either printed or online) based on the New York Times article as well as the forum activity on the second day.
- Copies of profession activity/ links to online multimedia resources/research activity etc (Also post these on a website with links to online dictionaries and the multimedia resources)
-Poster board/Presentation softwares/Movie-maker software-Resources about women in society (computers with Internet access for every student, almanacs, library resources, encyclopedias, videos, images, audios such as songs etc. )
- Copies of graphic organizers such as timelines/flowcharts etc (both in paper and software such as Inspiration)
- Links to videos:
http://youtube.com/watch?v=n5B5youKqYk
http://youtube.com/watch?v=BItHwtyymro
http://youtube.com/watch?v=YIwWS2atEmc )
- Links to articles:
http://womensrights.suite101.com/articles.cfm
- Links to images:
http://www.sweden.se/upload/Sweden_se/english/factsheets/SI/SI_FS82q_Gender_equality_in_Sweden/Gender_equality_in_Sweden_F_1.jpg
http://ocw.mit.edu/NR/rdonlyres/Brain-and-Cognitive-Sciences/9-75JPsychology-of-GenderSpring2003/60E63BCA-3991-464D-8A36-6758DB7BFCD5/0/chp_75_pysch_of_gender2.jpg
http://www.killerbanshee.com/evolutionofgender/images/WebResolutionImages/JennyMichals/EvoGenderJM_safe.jpg
- Others: Print and Online dictionary (http://thefreedictionary.com)
Note: All materials should contain options for the motor, visual or hearing impaired.
-Student journals (Paper or Blogs)-Writing Tools/Tape-recorder/Computers
-Classroom Blackboard, Overhead Projecters,
-Copies of the article "From Broken Lives, Kenyan Women Build Place of Unity," available either online at http://www.nytimes.com/learning/teachers/featured_articles/20041208wednesday.html and in printed copies or in BookBuilder format. (Accessible at http://bookbuilder.cast.org/view.php?op=view&book=6807&page=1 or by clicking on the link)
- Copies of self-assessment checklists (either printed or online) based on the New York Times article as well as the forum activity on the second day.
- Copies of profession activity/ links to online multimedia resources/research activity etc (Also post these on a website with links to online dictionaries and the multimedia resources)
-Poster board/Presentation softwares/Movie-maker software-Resources about women in society (computers with Internet access for every student, almanacs, library resources, encyclopedias, videos, images, audios such as songs etc. )
- Copies of graphic organizers such as timelines/flowcharts etc (both in paper and software such as Inspiration)
- Links to videos:
http://youtube.com/watch?v=n5B5youKqYk
http://youtube.com/watch?v=BItHwtyymro
http://youtube.com/watch?v=YIwWS2atEmc )
- Links to articles:
http://womensrights.suite101.com/articles.cfm
- Links to images:
http://www.sweden.se/upload/Sweden_se/english/factsheets/SI/SI_FS82q_Gender_equality_in_Sweden/Gender_equality_in_Sweden_F_1.jpg
http://ocw.mit.edu/NR/rdonlyres/Brain-and-Cognitive-Sciences/9-75JPsychology-of-GenderSpring2003/60E63BCA-3991-464D-8A36-6758DB7BFCD5/0/chp_75_pysch_of_gender2.jpg
http://www.killerbanshee.com/evolutionofgender/images/WebResolutionImages/JennyMichals/EvoGenderJM_safe.jpg
- Others: Print and Online dictionary (http://thefreedictionary.com)
Note: All materials should contain options for the motor, visual or hearing impaired.
Lesson Plan: Day 1
DAY ONE
1. WARM-UP/DO NOW: Upon entering class, students respond to the following prompt in their journals (written on the board prior to class): "Make a chart in your paper or online journal with two columns, labeled 'Female' and 'Male.' You will hear different professions being read aloud and flashed on the screen. As soon as you hear or see each profession, put the word in the column under the gender with which you immediately associate that word." Go over an example first with the students by using the word "teacher." Then slowly read a list of at least ten professions, allowing students to record their answers into the appropriate column in their chart. The list may include such professions as doctor, nurse, secretary, business executive, physicist, mail carrier, artist, police officer, fire fighter, security guard, flight attendant, lawyer, dancer, musician, soldier, writer, chef, etc. For ESL students, allow them extra time to use a previously prepared list of professions linked to an online dictionary.
Then after a few minutes, allow students to share their responses. As a class, discuss the topics raised by this activity. Do the answers that students gave correspond to what they see in society (i.e. if students associated doctors with males, how many students in the class actually have male doctors)? What are stereotypes? What is meant by a "traditional" role for a male or a female? Where do these stereotypes and ideas about tradition come from? Encourage students to share their own encounters with tradition and stereotype. Also allow students to spend 5 minutes looking through a list of online resources linked to songs, short video clips, images etc.
Then, present the learning purposes to this unit to the students and develop a rubric for assessment with them. E.g. how do they think they can demonstrate their learning? What makes a good essay/presentation etc about the topic?
2. As a class, read and discuss the article "From Broken Lives, Kenyan Women Build Place of Unity" (http://www.nytimes.com/learning/teachers/featured_articles/20041208wednesday.html), using the following questions for self-assesment:
a. What makes the village of Umoja different from other villages in northern Kenya?
b. Who "runs the show" in Umoja, and why is this "odd"?
c. What does "umoja" mean?
d. Who is Rebecca Lolosoli, and how does she view men, according to the article?
e. How many residents live in Umoja?
f. What are the reasons why its inhabitants have taken up residence in Umoja?
g. What legal actions are in place regarding the accusations against British soldiers for rape?
h. Why are some of the women who are making these accusations considered to be "opportunistic"?
i. How did Joseph Kukulet respond to the news that his wife had been sexually assaulted by a soldier?
j. Why was Mr. Kukulet angry at his wife?
k. How do the women in Umoja sustain themselves financially? Who buys the necklaces that the women make?
l. What do the women do with their earnings, and how is this different from the decisions of their husbands?
m. How do some of the local men respond to Umoja?
n. Is divorce possible in Samburu culture? How do the men react sometimes when their wives flee to Umoja?
o. How do the women of Umoja respond when asked about the men in their village?
p. Are there any men in Umoja? What are their roles?
At the end of this activity, students will be provided with a self-assessment checklist for them to reflect on whether they have fully understood the article they just read. Information from the article will also be put into a graphic format to better illustrate the article.
3. Divide the class into groups of six. Explain that each group will research information about of women in a particular country, using available resources. The purpose of their research will be to prepare for participation in a class "Women in the World Forum." The purpose of the forum is to allow participants representing various regions around the world to describe conditions for women faced in their home countries/areas. The whole group will then discuss why this information sharing is helpful and important.
Assign each group one of the following regions/countries: China, Kenya (including Umoja), India, Iraq, Afghanistan, Japan, and the United States. If students suggest a country on their own accord, allow them to use the country of their choice. Each group member will be responsible for answering a focused question about the group of women in the country she or he has been assigned. Assign to each group member one of the six areas of inquiry below. (If groups must contain more than sixmembers, pair some members to work together on an area of inquiry.) Once each group member has researched and answered his or her question, the entire group should come together and put their findings on either a poster board, a powerpoint presentation or video, which should include both textual and visual information about their group of women.
List the following areas and guiding questions on the board as well as post them online for easier student access:
Group Member #1: CIVICS-What is the role, if any, of women from this country in politics? -Are women allowed to hold elected, appointed or hereditary offices? -What official laws apply specifically to women in this country/region?
Group Member(s) #2: EDUCATION-Does public education exist in this country? -What rights, if any, do women from this country have to be educated? -What is generally the highest level of education that women achieve? -What obstacles or limitations, if any, do women face with regard to education?
Group Member(s) #3: HOUSEHOLD-What is the traditional role of women from this country in the household?-What expectations is she held to as a wife, mother and/or daughter?
Group Member(s) #4: WORKPLACE-What jobs in society, if any, can women from this country hold? -Are there "typical" jobs for women? -Are there jobs that are traditionally held only or primarily by men? Why or why not? -What differences in status or salary, if any, are evident between men and women in this country?
Group Member(s) #5: SOCIETY-Do women from a particular social class in this country have a different role than women of a lower or higher class? Why or why not? -Are women considered to be of a lower class than men? If yes, in what ways?
Group Member(s) #6: RELIGION-What religions are practiced in this country? -What are the primary ways in which women participate in these religions?-Are there religious honors, titles or ceremonies that are off limits to women? If so, which ones? Why?
Group Member(s) #7: TIMELINE -How have the roles of women in this country changed over time? -What events or policies helped to bring around these changes?
4. WRAP-UP/HOMEWORK: Each group should complete their research and create their posterboards/presentation or video. Students will also be provided with links with movie clips, songs and artwork to do with gender issue to further enrich their research as well as engage them.
1. WARM-UP/DO NOW: Upon entering class, students respond to the following prompt in their journals (written on the board prior to class): "Make a chart in your paper or online journal with two columns, labeled 'Female' and 'Male.' You will hear different professions being read aloud and flashed on the screen. As soon as you hear or see each profession, put the word in the column under the gender with which you immediately associate that word." Go over an example first with the students by using the word "teacher." Then slowly read a list of at least ten professions, allowing students to record their answers into the appropriate column in their chart. The list may include such professions as doctor, nurse, secretary, business executive, physicist, mail carrier, artist, police officer, fire fighter, security guard, flight attendant, lawyer, dancer, musician, soldier, writer, chef, etc. For ESL students, allow them extra time to use a previously prepared list of professions linked to an online dictionary.
Then after a few minutes, allow students to share their responses. As a class, discuss the topics raised by this activity. Do the answers that students gave correspond to what they see in society (i.e. if students associated doctors with males, how many students in the class actually have male doctors)? What are stereotypes? What is meant by a "traditional" role for a male or a female? Where do these stereotypes and ideas about tradition come from? Encourage students to share their own encounters with tradition and stereotype. Also allow students to spend 5 minutes looking through a list of online resources linked to songs, short video clips, images etc.
Then, present the learning purposes to this unit to the students and develop a rubric for assessment with them. E.g. how do they think they can demonstrate their learning? What makes a good essay/presentation etc about the topic?
2. As a class, read and discuss the article "From Broken Lives, Kenyan Women Build Place of Unity" (http://www.nytimes.com/learning/teachers/featured_articles/20041208wednesday.html), using the following questions for self-assesment:
a. What makes the village of Umoja different from other villages in northern Kenya?
b. Who "runs the show" in Umoja, and why is this "odd"?
c. What does "umoja" mean?
d. Who is Rebecca Lolosoli, and how does she view men, according to the article?
e. How many residents live in Umoja?
f. What are the reasons why its inhabitants have taken up residence in Umoja?
g. What legal actions are in place regarding the accusations against British soldiers for rape?
h. Why are some of the women who are making these accusations considered to be "opportunistic"?
i. How did Joseph Kukulet respond to the news that his wife had been sexually assaulted by a soldier?
j. Why was Mr. Kukulet angry at his wife?
k. How do the women in Umoja sustain themselves financially? Who buys the necklaces that the women make?
l. What do the women do with their earnings, and how is this different from the decisions of their husbands?
m. How do some of the local men respond to Umoja?
n. Is divorce possible in Samburu culture? How do the men react sometimes when their wives flee to Umoja?
o. How do the women of Umoja respond when asked about the men in their village?
p. Are there any men in Umoja? What are their roles?
At the end of this activity, students will be provided with a self-assessment checklist for them to reflect on whether they have fully understood the article they just read. Information from the article will also be put into a graphic format to better illustrate the article.
3. Divide the class into groups of six. Explain that each group will research information about of women in a particular country, using available resources. The purpose of their research will be to prepare for participation in a class "Women in the World Forum." The purpose of the forum is to allow participants representing various regions around the world to describe conditions for women faced in their home countries/areas. The whole group will then discuss why this information sharing is helpful and important.
Assign each group one of the following regions/countries: China, Kenya (including Umoja), India, Iraq, Afghanistan, Japan, and the United States. If students suggest a country on their own accord, allow them to use the country of their choice. Each group member will be responsible for answering a focused question about the group of women in the country she or he has been assigned. Assign to each group member one of the six areas of inquiry below. (If groups must contain more than sixmembers, pair some members to work together on an area of inquiry.) Once each group member has researched and answered his or her question, the entire group should come together and put their findings on either a poster board, a powerpoint presentation or video, which should include both textual and visual information about their group of women.
List the following areas and guiding questions on the board as well as post them online for easier student access:
Group Member #1: CIVICS-What is the role, if any, of women from this country in politics? -Are women allowed to hold elected, appointed or hereditary offices? -What official laws apply specifically to women in this country/region?
Group Member(s) #2: EDUCATION-Does public education exist in this country? -What rights, if any, do women from this country have to be educated? -What is generally the highest level of education that women achieve? -What obstacles or limitations, if any, do women face with regard to education?
Group Member(s) #3: HOUSEHOLD-What is the traditional role of women from this country in the household?-What expectations is she held to as a wife, mother and/or daughter?
Group Member(s) #4: WORKPLACE-What jobs in society, if any, can women from this country hold? -Are there "typical" jobs for women? -Are there jobs that are traditionally held only or primarily by men? Why or why not? -What differences in status or salary, if any, are evident between men and women in this country?
Group Member(s) #5: SOCIETY-Do women from a particular social class in this country have a different role than women of a lower or higher class? Why or why not? -Are women considered to be of a lower class than men? If yes, in what ways?
Group Member(s) #6: RELIGION-What religions are practiced in this country? -What are the primary ways in which women participate in these religions?-Are there religious honors, titles or ceremonies that are off limits to women? If so, which ones? Why?
Group Member(s) #7: TIMELINE -How have the roles of women in this country changed over time? -What events or policies helped to bring around these changes?
4. WRAP-UP/HOMEWORK: Each group should complete their research and create their posterboards/presentation or video. Students will also be provided with links with movie clips, songs and artwork to do with gender issue to further enrich their research as well as engage them.
Lesson Plan: Day 2
DAY TWO
1. WARM-UP/DO-NOW: Upon entering class, ask students to write two questions in their journals that they hope will be answered after they "attend" the "Women in the World Forum." Ask several students to share these questions and write them on the board. Examples of such questions include: Are there laws against divorce in China? Which regions/countries allow their girls to attend school with boys?
2. Each group should present to their peers in the "forum" and discuss their findings. What was surprising? Did they learn what they hoped to learn? What questions remain? Each student should take notes on the other groups' presentations, noting areas of commonality and difference between their own researched group of women and the others. Students will need their notes in order to complete the homework assignment. At the end of the forum, students should be provided with a checklist (either printed or on Bookbuilder) for them to check their progress on accomplishing the learning goals of the activity.
3. WRAP-UP/HOMEWORK: Students individually respond to the following prompt (written on the board for students to copy before leaving class): "Based on what you have learned at the Women in the World Forum, write a reflective piece that looks towards the future. How can women strengthen or change their roles in their countries and in the world?" Allow students to respond to this either in an essay format, or using more creative methods such as videos, poetry etc.
1. WARM-UP/DO-NOW: Upon entering class, ask students to write two questions in their journals that they hope will be answered after they "attend" the "Women in the World Forum." Ask several students to share these questions and write them on the board. Examples of such questions include: Are there laws against divorce in China? Which regions/countries allow their girls to attend school with boys?
2. Each group should present to their peers in the "forum" and discuss their findings. What was surprising? Did they learn what they hoped to learn? What questions remain? Each student should take notes on the other groups' presentations, noting areas of commonality and difference between their own researched group of women and the others. Students will need their notes in order to complete the homework assignment. At the end of the forum, students should be provided with a checklist (either printed or on Bookbuilder) for them to check their progress on accomplishing the learning goals of the activity.
3. WRAP-UP/HOMEWORK: Students individually respond to the following prompt (written on the board for students to copy before leaving class): "Based on what you have learned at the Women in the World Forum, write a reflective piece that looks towards the future. How can women strengthen or change their roles in their countries and in the world?" Allow students to respond to this either in an essay format, or using more creative methods such as videos, poetry etc.
Lesson Plan: Other sessions
REST OF THE DAYS
Online forums and discussion boards to be set up for students to have other options for discussion of the subject matter.
Online forums and discussion boards to be set up for students to have other options for discussion of the subject matter.
Lesson Plan: Evaluation & Assessment
Evaluation / Assessment:
Students will be allowed to self-reflect from on responses from the teacher based on initial journal responses, thoughtful participation in class discussions, cooperation in small groups, accuracy of research about women in particular regions/countries in the ongoing assessment phase. However, the ongoing assessment will be scored holistically understanding that different students may choose to participate differently.
The final evaluation will be based on their reflective assignment and marked according to the rubric developed at the beginning of the first class.
Students will be allowed to self-reflect from on responses from the teacher based on initial journal responses, thoughtful participation in class discussions, cooperation in small groups, accuracy of research about women in particular regions/countries in the ongoing assessment phase. However, the ongoing assessment will be scored holistically understanding that different students may choose to participate differently.
The final evaluation will be based on their reflective assignment and marked according to the rubric developed at the beginning of the first class.
Lesson Plan: Vocabulary
Vocabulary: remote, nondescript, dung, plaster, patriarchal, mistreated, solidarity, woes, rape, accusations, opportunistic, payoff, liaisons, violated, fetching, pounced, sobbing, revenge, restrain, instigated, elaborate, trademark, reserve, livestock, transformation, ire, erupted, fury, abusive, virtually, isolate, tend
The above vocabulary items were identified as possibly challenging to some students and students will be provided with both a printed list with the meaning of the words as well as an online list where vocabulary items are linked to online translators/dictionaries as well as images (when applicable)
The above vocabulary items were identified as possibly challenging to some students and students will be provided with both a printed list with the meaning of the words as well as an online list where vocabulary items are linked to online translators/dictionaries as well as images (when applicable)
Lesson Plan: Other Resources and Activities
Extension Activities
1. Research and create a timeline that illustrates the history of the British in Africa. What brought the British to the continent? What roles have they played in the development of the region? What areas are and were controlled by the British, and for what purposes?
2. The article described an episode when an outraged husband threatened to kill his wife because she had been sexually assaulted. Do you think that such a reaction is justified? Why or why not? Write a journal entry from the point of the view of either the husband or the wife, and then write a one-page reflection.
3. Write a poem - humorous or serious -- that includes as many stereotypes as possible, including a moral at the end of the poem that might suggest rethinking or challenging the act of generalizing about a group of people.
American History - Create an illustrated timeline charting the evolution of women's rights in the United States, highlighting milestones in the women's movement over the past century.
Civics - The article mentioned the lawsuit on behalf of many of the women who have claimed to be rape victims of British soldiers. How do group lawsuits or "class actions" work? What are the considerations for such suits? What are the benefits and disadvantages of such suits? What are the potential compensations for victims in rape cases? Research the guidelines that govern the terms of class action suits in Kenya, the United Kingdom or the United States.
Fine Arts - Create a fashion show detailing the different cultural attire in regions of Africa. For each fashion entry, write a description for the "script" that explains the particular event or ceremony and/or the particular season or time of year that such a fashion would be worn.
Science - What is the Samburu National Reserve? What animals are protected within the reserve? Describe the idea behind, successes of, and challenges faced by animal reserves in the wild.
Teaching with The Times
Clip articles from the newspaper that focus on a population that is challenging traditional roles or stereotypes. Write a summation of the activities and goals of these groups. Then write an analytical essay about the challenges faced when confronting these traditional roles.
Other Information on the Web
The Human Rights Watch Web site offers detailed information about women's rights in different regions of the world (http://www.hrw.org/women/).
About.com summarizes traditional gender stereotypes and suggests strategies to avoid them (http://womensissues.about.com/cs/genderstereotypes/a/aagenderstereo.htm).
Lesson Plan: Standards
Grades 9-12
Behavioral Studies Standard 1-
1.Understands that group and cultural influences contribute to human development, identity, and behavior.
2.Benchmarks: Understands that cultural beliefs strongly influence the values and behavior of the people who grow up in the culture often without their being fully aware of it, and that people have different responses to these influences;
3.Understands that punishment for "unacceptable" social behavior depends partly on beliefs about the purposes of punishment and about its effectiveness;
4.Understands that social distinctions are a part of every culture, but they take many different forms;
5.Understands that people often take differences to be signs of social class; Understands that the difficulty of moving from one social class to another varies greatly with time, place, and economic circumstances;
6.Understands that heredity, culture, and personal experience interact in shaping human behavior, and that the relative importance of these influences is not clear in most circumstances;
7.Understands that family, gender, ethnicity, nationality, institutional affiliations, socioeconomic status, and other group and cultural influences contribute to the shaping of a person's identity.
Behavioral Studies Standard 2-
8.Understands various meanings of social group, general implications of group membership, and different ways that groups function.
9.Benchmarks: Understands how the diverse elements that contribute to the development and transmission of culture;
10.Understands that social groups may have patterns of behavior, values, beliefs, and attitudes that can help or hinder cross-cultural understanding
Behavioral Studies Standard 1-
1.Understands that group and cultural influences contribute to human development, identity, and behavior.
2.Benchmarks: Understands that cultural beliefs strongly influence the values and behavior of the people who grow up in the culture often without their being fully aware of it, and that people have different responses to these influences;
3.Understands that punishment for "unacceptable" social behavior depends partly on beliefs about the purposes of punishment and about its effectiveness;
4.Understands that social distinctions are a part of every culture, but they take many different forms;
5.Understands that people often take differences to be signs of social class; Understands that the difficulty of moving from one social class to another varies greatly with time, place, and economic circumstances;
6.Understands that heredity, culture, and personal experience interact in shaping human behavior, and that the relative importance of these influences is not clear in most circumstances;
7.Understands that family, gender, ethnicity, nationality, institutional affiliations, socioeconomic status, and other group and cultural influences contribute to the shaping of a person's identity.
Behavioral Studies Standard 2-
8.Understands various meanings of social group, general implications of group membership, and different ways that groups function.
9.Benchmarks: Understands how the diverse elements that contribute to the development and transmission of culture;
10.Understands that social groups may have patterns of behavior, values, beliefs, and attitudes that can help or hinder cross-cultural understanding
Subscribe to:
Posts (Atom)