Lesson 5: Boys & Girls, Men & Women
- Pupils recognize the role of gender in their lives.
- Pupils are aware of the vulnerable position of girls and women.
- Pupils are aware of the unequal position between men and women.
- Explain the terms ‘gender’ and ‘gender roles’, their relation with rights and how they impact on themselves and on their social environment
- Explain that males and females have equal rights but that women in Ethiopia are in a more vulnerable position than men and give some examples related to work, education and family planning issues.
- clarifies that inequality between males and females is one of the underlying causes of SRH problems, including violence (for example that young girls can get pregnant without wanting it, more women live with HIV, many women and girls experience SGBV in Ethiopia)
- List two stereotypical ideas about boys and two about girls and describe three situations in their own lives in which gender plays a role
- Explain that sexual expectations in boys and girls can be different
- Explain that they are entitled to their own opinions about gender roles.
- Express they are aware of their own values and standards in relation to gender issues and describe differences with others
- Argue the right to an equal relationship between boys and girls and men and women and the advantages of sharing responsibilities
- Reject inequality between boys and girls and men and women, and force and violence in particular
- Argue that girls and women should have equal opportunities in education and leadership
- Argue that responsible sex means that both partners must be ready for it and that it should be voluntary and safe
- Show awareness of how peers, friends, the community and the media perceive gender roles.
- Demonstrate how they can help to change social standards related to gender issues in their environment
- Demonstrate how to discuss sexuality and gender issues with others.
This lesson is about gender and the role it plays in life. In this lesson, pupils work in groups. Each – mixed-sex, if possible – group is made up of four students. Each group views the interactive presentation together, answering questions as a group. Having discussed some of the issues in the presentation, each group then makes its own text-based presentation about gender issues or compares statements about boys and girls. This is how you can introduce this lesson to the pupils:
Gender is not just a physical thing. The roles females and males play in society can be very different. We are not always aware of this difference. We do not question the fact that men have important positions in government and management. You may have noticed that, these days, more women hold high office positions. More people ask themselves why men in general are more powerful than women. Have you ever wondered why the roles of women and men are different? Have you ever thought about the effect this may have on your future marriage or sexual relationship? To get us started, we will present some information about the issue of gender, followed by an exercise that allows you to examine your ideas about these issues. Finally, you will be creative in a small group, express your opinions and think of an action plan. The world wants to hear from you!’
In this lesson teachers and learners can use different teaching methodologies like
Delivery of this lesson will be done with minimum requirement that discussed in the following steps.Delivery Methods
1. Reflect (some minutes)
- Ask a few pupils to tell something about their reflection activities from the previous lesson.
Do the Walk (5 mins) Aim Pupils get started on the theme of gender in a fun way.
Call out different ways the pupils should try to walk, such as : Walk like… you normally walk you just heard the greatest news you are a macho boy you are giggling girl you are an old woman carrying a heavy load you are an old man with a stick you are pregnant Eat like a girl Eat like a boy Laugh like a girl Laugh like a boy Stand like a girl Stand like a boy. Do: Discuss the above demonstrations with the pupils’,
Game – Who’s responsible in the family? (15 mins)
- Pupils explore some of their ideas on the theme of gender and gender roles.
- In this game, pupils have to decide for each task whether this should be the man’s responsibility, the woman’s responsibility, or both.
Step 1: Write down on 3 papers: MEN WOMEN THE COUPLE
Step 2: Hang each paper on a separate or different wall
Step 3: Read out loud one of the tasks written below:
Responsibility of either the Men, Women or The couple.
Step 4: Discuss with the pupils why they have chosen their position.
- Spending family money
- Planning the future
- Digging the land
- Looking after the children
- Taking care of sick relatives
- Earning the money
- Domestic work
- Deciding how many children
- Deciding what crops to grow
Presentation: Gender: the issues and a discussion (35 mins)
- Students are introduced to the term ‘gender’, its meaning and some of the main issues associated with gender. Pupils discuss in small groups and form their own opinions.
Introduction to the presentation
Ask the pupils to give some examples of differences between girls and boys in the table below on a paper: Discuss with the children which characteristics or differences are biological i.e. girls can get pregnant and boys cannot. (This is a biological difference between boys and girls) and, which ones are social/ emotional/ cultural i.e. girls can better cook than boys. The biological differences/ characteristics cannot be changed and this is the case all over the world. Biological characteristics do not mean they are better or worse. Social/ emotional/ cultural differences are set. Characteristics in the list show gender inequality? Gender differences set by culture can be changed. Which ones would you like to change? What ideas about you as a girl/boy would you like to change? And what can you do to change them?
|Girls||Boys||Is the difference social, emotional or biological|
Ask pupils to read the presentation. It includes some discussion points; which pupils should address together before continuing with the next slides. The presentation covers the following topics:
- A definition of gender;
- Gender roles;
- The position of women;
- A Gender Equality Quiz on topics such as wife beating and virginity.
Pupils work in small groups for the entire lesson. Pupils do not need paper to write their conclusions down. The goal is to discuss the issues. When pupils get to the Gender Equality Quiz, the aim of the quiz is to discuss the different points of view as a group before continuing to the next point; each person should choose a viewpoint they agree with. This can help pupils to understand their peers’ attitudes towards gender issues.
Group Work I – Gender issues can be done on paper (35 mins)
- Pupils make their own presentation using paper.
- Pupils clarify their ideas and opinions on gender.
- Make different mixed groups of not more than 6 pupils each
- Each group chooses a name for their group
- Assign each group with one of the following subjects:
1. Gender lifelines
2. Role models/famous people
3. SRH issues linked to gender
4. What can you do?
Step 1: Pupils start writing in the content of their presentation. They choose a name for their group and write this name at the top of their group work. .
Step 2: This presentation can be done using paper and pen/markers Each group works on the subject assigned to the group:
1. Gender lifelines
2. Role models/famous people
3. Issues linked to gender inequality
4. What can you do as a person?
1. Gender lifelines. Each pupil in the group presents one example of the first time in their lives when they were aware they were a boy or a girl. If they feel comfortable talking about this, they can tell how this made them feel.
2. Role models Pupils think of two categories of people in their society who are important in the area of gender. Together, they decide who they choose to include in their presentation: two role models for men and two role models for women; these role models can be people of the family or community or they can be famous people. In their presentation they can explain why these people are role models to them
3. Issues linked to gender inequality Pupils make a list of social issues, related to gender inequality which they feel are causing problems either for women and men or girls and boys. For example, normally a pregnant girl is expelled from school and cannot continue with education while the boy can.
4. What can you as a person do? Pupils come up with solutions to gender-related issues within their close environments The groups present their ideas.
Group Work II – Boys and Girls are… (35 mins)
- Pupils learn to question stereotypical ideas about boys and girls. Girls and boys learn that both sexes are given certain roles to play. Not all boys and girls may be comfortable with these roles. Some roles may not suit them.
- Students realize that both boys and girls may feel uncertain when other people expect certain opinions or behaviors from them because they are a boy or a girl.
Divide the pupils into small groups. Give each group the list of statements about boys and girls: Statements about boys and girls:
- Boys don’t cry,
- Boys only want sex,
- Boys already know everything about sex,
- Boys are strong Boys don’t need help,
- Boys who don’t drink alcohol are no real boys,
- Boys are taller than girls.
- Girls shouldn’t know everything about sex,
- Girls are quiet Girls should be passive, Girls should be ladylike,
- Girls shouldn’t ask a boy for a date, Girls are cleaner than boys.
- Pupils go through the list of statements, asking themselves the following questions: Do you think it is true? Do you know an example showing that this is not always true? Each group selects one group member to present the outcomes of the group exercise.
Conclusion and homework (5 mins)
Round off the session and ask some pupils to summarize the highlights of today’s lesson. The most important conclusion of this lesson is that some of the gender differences are biological and cannot be changed but are therefore not necessarily unequal. We should appreciate these differences and divide the burden. Other gender differences are cultural and differ from culture to culture. Some of these differences are unequal especially for girls and women. These differences can be changed.
Homework: Pupils write down in their books one event in their lives in which gender played a positive role and one event in which gender played a negative role.