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Curriculum Guide He Named Me Malala Curriculum Guide Journeys in Film www.journeysinfilm.org Journeys in Film: He Named Me Malala Educating for Global Understanding www.journeysinfilm.org Journeys in Film Staff National Advisory Board Joanne Strahl Ashe, Founding Executive Director Liam Neeson, National Spokesperson Eileen Mattingly, Director of Education/Curriculum Content Specialist Brooke Adams Amy Shea, Director of Research Alexi Ashe Meyers Roger B. Hirschland, Executive Editor Sharon Bialy Ethan Silverman, Film Literacy Consultant Mary Carson Ted Danson Journeys in Film Board of Directors Professor Alan Dershowitz Joanne Strahl Ashe, Founder and Chairman Sara Jo Fischer Erica Spellman Silverman Gary Foster Diana Barrett Scott Frank Julie Lee Professor Henry Louis Gates, Jr. Michael H. Levine Jill Iscol, Ed.D. Professor Rosabeth Moss Kanter Authors of this curriculum guide Bruce R. Katz Jack Burton William Nix Ryan Cunningham Harold Ramis (In Memoriam) Marybeth Duckett Ireland Professor Richard A. Schweder Anne Engles Tony Shalhoub Kathryn Fitzgerald Mary Steenburgen Mary Anne Kovacs Walter Teller Marty Kushner Loung Ung Eileen Mattingly Sonia Weitz (In Memoriam) Matt McCormick Elizabeth Clark Zoia With thanks to Dr. Abdulaziz Sanchedina for his review of the lessons Copyright © 2015 Participant Media, LLC. All Rights Reserved. Journeys in Film Participant Media 50 Sandia Lane 331 Foothill Rd., 3rd Floor Placitas, NM 87043 Beverly Hills, CA 90210 505.867.4666 310.550.5100 www.journeysinfilm.org www.participantmedia.com Journeys in Film: He Named Me Malala Table of Contents Introduction About Journeys in Film 6 A letter From Malala and Ziauddin Yousafzai 8 Introducing He Named Me Malala 9 Notes to the Teacher 11 Lessons Lesson 1: Introducing Pakistan 14 (Social Studies, Geography, World History) Lesson 2: The Story of Malala: Growing Up 31 (English Language Arts, Social Studies) Lesson 3: The Story of Malala: The Attack by the Taliban 37 (English Language Arts, Social Studies) Lesson 4: The Story of Malala: A New Life of Global Advocacy 54 (English Language Arts, Social Studies) Lesson 5: Working for Change 63 (Social Studies/Community Service) Lesson 6: Global Violence Against Women and Girls 71 (Social Studies/Sociology) Lesson 7: ‘Let this end with us’: Malala’s Nobel Peace Prize Address 81 (English Language Arts, Social Studies, Speech/Communication) Lesson 8: The United Nations and the Rights of Women and Children 92 (Social Studies) Lesson 9: Women’s Education, Health, and 103 Economic Development (Social Studies/Health/Economics) Lesson 10: Telling a Story Through Film 108 (Film Literacy) Journeys in Film: He Named Me Malala About Journeys in Film Founded in 2003, Journeys in Film operates on the belief Why use this program? that teaching with film has the power to prepare students To be prepared to participate in tomorrow’s global arena, to live and work more successfully in the 21st century as students need to gain an understanding of the world beyond informed and globally competent citizens. Its core mission their own borders. Journeys in Film offers innovative and is to advance global understanding among youth through engaging tools to explore other cultures and social issues, the combination of age-appropriate films from around the beyond the often negative images seen in print, television, world, interdisciplinary classroom materials, and teachers’ and film media. professional-development offerings. This comprehensive curriculum model promotes widespread use of film as a For today’s media-centric youth, film is an appropriate window to the world to help students to mitigate existing and effective teaching tool. Journeys in Film has carefully attitudes of cultural bias, cultivate empathy, develop a richer selected quality films that tell the stories of young people understanding of global issues, and prepare for effective living in locations that may otherwise never be experienced participation in an increasingly interdependent world. Our by your students. Students travel through these characters standards-based lesson plans support various learning styles, and their stories: They drink tea with an Iranian family in promote literacy, transport students across the globe, and Children of Heaven, play soccer in a Tibetan monastery in foster learning that meets core academic objectives. The Cup, find themselves in the conflict between urban grandson and rural grandmother in South Korea in The Selected films act as springboards for lesson plans in Way Home, and watch the ways modernity challenges Maori subjects ranging from math, science, language arts, and traditions in New Zealand in Whale Rider. social studies to other topics that have become critical for students, including environmental sustainability, poverty and hunger, global health, diversity, and immigration. Prominent educators on our team consult with filmmakers and cultural specialists in the development of curriculum guides, each one dedicated to an in-depth exploration of the culture and issues depicted in a specific film. The guides merge effectively into teachers’ existing lesson plans and mandated curricular requirements, providing teachers with an innovative way to fulfill their school districts’ stan- dards-based goals. 6 Journeys in Film: He Named Me Malala In addition to our ongoing development of teaching guides for culturally sensitive foreign films, Journeys in Film brings outstanding documentary films to the classroom. Working in partnership with the Rossier School of Education at the University of Southern California, Journeys in Film has identified exceptional narrative and documentary films that teach about a broad range of social issues in real-life settings such as famine-stricken and war-torn Somalia, a maxi- mum-security prison in Alabama, and a World War II con- centration camp near Prague. Journeys in Film curriculum guides help teachers integrate these films into their class- rooms, examining complex issues, encouraging students to be active rather than passive viewers, and maximizing the power of film to enhance critical thinking skills and to meet the Common Core standards. Journeys in Film is a 501(c)(3) nonprofit organization and is working in partnership with the University of Southern California’s Rossier School of Education. Together, they will reach thousands more teachers and millions more students in the United States and internationally. They are working toward establishing an institute for film and global education. Rossier School of Education’s mission is to improve learning in urban education locally, nationally, and globally. USC Rossier leads the way in innovative, collaborative solutions to improve education outcomes. USC Rossier prides itself on innovation in all its programs, preparing teachers, administrators, and educational leaders who are change agents. Journeys in Film: He Named Me Malala 7 A Letter From Malala and Ziauddin Yousafzai We hope you enjoy watching You may wonder why we focus on girls’ secondary educa- He Named Me Malala. tion, and it is this: Adolescent girls are the most likely to drop out of school or miss out on school altogether. They We are so happy to be able to are often under great pressure to leave school to marry or share our story with you, and take care of others. Many societies simply do not value girls’ hope it will spark many con- education, so they do not invest in girls’ schools, and girls versations around the themes are not encouraged to continue their studies. Girls are par- presented in the film through this ticularly vulnerable in situations of conflict, which is why curriculum. we work closely to support refugee girls and girls threatened Many people tell us that our story by violence. is unique, but we do not see it We believe that access to twelve years of free, safe, quality that way. This is not the story of education for every girl benefits all society, not only girls. one girl but of more than 60 mil- When girls are educated, they transform their own lives, lion girls around the world who and those of their families. Basic education enables them to do not go to school, prevented by survive but quality secondary education provides girls the poverty, violence, or social norms wings to fly. that do not value girls’ education. We hope that watching He Named Me Malala and using this While the film tells the story of our family and the difficult curriculum will encourage you to raise your voice for girls’ journey we have made from our home in Pakistan to our education. We all have a role to play — whether we are par- current home in the UK — we hope it sparks a much wider ents, teachers, or students. discussion and action to ensure every girl gets a quality sec- ondary education. Please stand #withMalala and show your support for the right to education. Every voice counts. On pp. 12–13 we will show how you can get more involved, and suggest ways to encourage others to do so as well. You will also find more information on the Malala Fund website: www.malala.org. With love and gratitude, Malala & Ziauddin 8 Journeys in Film: He Named Me Malala Introducing He Named Me Malala When 11-year-old blogger Malala Yousafzai began detailing The film He Named Me Malala both celebrates her dedi- her experiences in the Swat Valley of Pakistan for the BBC, cation to this cause and gives the viewer insight into her she had no idea what momentous changes were coming in motivation. It begins with an animated portrayal of the her life. Her father, Ziauddin, a school founder and dedi- teenage folk hero for whom Malala was named, Malalai of cated teacher, was outspoken in his belief that girls, includ- Maiwand, whose fearlessness and love of country turned ing his beloved daughter, had a right to an education. As the tide of battle for Afghan fighters. From those opening they continued to speak out against restrictions imposed scenes, live action and animation tell the story of Malala’s by extremists, Ziauddin received constant death threats, so life before and after the attack.
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