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Economic Empowerment Education

Half the Sky: Turning Oppression into Opportunity for Women Worldwide: Complete Educator Guide

Pbs.org/independentlens/half-the-sky Table of Contents

Welcome Letter 01

How to Use This Guide 02

About the Filmmakers 03

About the Curriculum Writer 04

About the Documentary 05

Lesson Plan Summaries 08

Film Module Summaries 09

LESSON PLANS: Maternal Mortality and The Global Health Divide 10

Education For All 40

Gender-Based Violence: Challenging Impunity 58

Breaking the Chains of Modern Slavery: Sex Trafficking and Intergenerational Prostitution 79

Women’s Economic Empowerment 105

Purchasing the Full-Length Film 124

Purchasing the Book 124

Credits 125

Independent Television Service (ITVS) Community Classroom 651 Brannan Street, Ste. 410 San Francisco, CA 94107 [email protected] P: 415.356.8383 | F: 415.356.8391 itvs.org/Educators 01

Welcome to Community Classroom! The Half the Sky: Turning Oppression into Opportunity for Women Worldwide resource you have before you combines short film modules from the PBS documentary series with standards-aligned lesson plans. It will give you everything you need to help older teens and young adults better understand why we believe the oppression of women and girls worldwide is the greatest moral challenge of our time. Through the stories of women acting as agents of change — from Vietnam to Somalia, India to Kenya — students will discover the work being done (and still left to be done) to reduce maternal mortality, gender-based violence, and sex trafficking. They will learn how economic empowerment and education can break the cycle of poverty. These lesson plans also encourage young men to see how helping women and girls helps an entire community, and to take on an active role in making this happen. We hope you will join the thousands of teachers who have already tapped the growing Women and Girls Lead resource collection offered by ITVS’s Community Classroom program. We hope this will help male and female students alike develop into engaged citizens, and we look forward to hearing stories of successes in your classrooms. Best of luck and thank you. Sincerely yours,

Nicholas Kristof Sheryl WuDunn 02

How to Use This Guide

This Educator Guide may be used to support viewing of the documentary film series Half the Sky: Turning Oppression into Opportunity for Women Worldwide. The five lesson plans contained in this guide are paired with specially edited ten-minute educational film modules adapted from the broadcast version of the film. The discussion questions and activities are designed to engage mature students in discussions about social change and social justice, gender equity, civic engagement, organizing strategies, and the contributions of men and women to all of these issues. The activities can encourage students to learn and understand international struggles and take an active role in addressing local concerns. Grade Levels: 9-12, College Subject Areas: Social Studies, Women’s Studies, Global Studies, Civics, Media Studies, English Language Arts, Education Studies, Economics, Government, Political Science, Peace Studies, Sociology, World History, Human Geography, Primary Resources See individual lesson plans for additional subject areas. Lesson Plans: The activities target students at the upper high school level, but can be scaffolded to accommodate the college classroom, as well as informal classrooms: after-school programs, clubs and youth training programs. All content aligns with national standards. Each of the activities is designed to last one traditional class period (50-60 minutes total, plus assignments), but include a variety of extensions that can deepen the learning as time permits. All activities aim to incorporate educational content and themes that can be integrated into your existing curriculum. Film Modules: With this Educator Guide, you can build a unit around the entire documentary and/or one or more of the Community Classroom film modules. The module lengths are noted, aver- aging ten minutes each. Stream the Film Modules Online: Community Classroom film modules are available in streaming video format at itvs.org/educators. Get the Film Modules on DVD: Educators may order free DVDs of Community Classroom film modules and activities at itvs.org/educators. DVD quantities are limited. COMMUNITY CLASSROOM strongly encourages educators to use this resource as a complement to watching the full-length version of Half the Sky Turning Oppression into Opportunity for Women Worldwide. Purchase information is included towards the end of this guide (see Table of Contents). 03

About the Filmmakers

Maro Chermayeff Executive Producer and Director Maro Chermayeff is an award-winning filmmaker, producer, director, author and former television executive at A&E/AETN. She is Founder and Chair of the MFA program in Social Documentary at the School of Visual Arts in New York City and partner in the production company Show of Force. Some of her extensive credits include: 6x series Circus (PBS, 2010), Marina Abramovic: The Artist is Present (HBO, 2012), Mann v. Ford (HBO, 2011), Parasomnia (France 2, 2010), the Emmy Award-winning 10x series Carrier (PBS/Nat Geo International, 2008), the 6x series Frontier House (PBS, 2002), American Masters: Julliard (PBS, 2003), The Kindness of Strangers (HBO, 1999), Role Reversal (A&E 2002), Trauma, Life in the ER (TLC, 2001), and over 15 specials for Charlie Rose. Represented by CAA, Chermayeff is a principal of Show of Force, the production entity for the Half the Sky Movement. She is an Executive Producer of Half the Sky Movement’s Facebook Game and 3x Mobile Games with Games for Change. Mikaela Beardsley Executive Producer and NGO Videos Director Working in close collaboration with the authors, Mikaela Beardsley originated the Half the Sky: Turning Oppression into Opportunity for Women Worldwide project after producing the Emmy-nominated Reporter, a film with Nicholas D. Kristof. She has worked in film and television production since 1993, and has made films with Alex Gibney, Martin Scorsese and Wim Wenders. Beardsley began her television career at WGBH in Boston, and holds a B.A. in comparative literature from Princeton University. Jamie Gordon Executive Producer Jamie Gordon co-founded Fugitive Films in 2005. Her company produced Coach starring Hugh Dancy and the comedy Wedding Daze starring Jason Biggs. Among other projects, she is developing Grlzradio, a TV project about girls’ empowerment. Previously, Gordon was the Head of Development for GreeneStreet Films, working on In the Bedroom, and worked as a story editor for producer Wendy Finerman where she worked on Forrest Gump. Gordon has produced independent features including swimfan, Pinero, Chicago Cab and Certain Guys. She graduated with a B.A. in history from Princeton University. Jeff Dupre Executive Producer Jeff Dupre has been producing and directing documentary films for over 15 years. Together with Show of Force partner Maro Chermayeff, Dupre is director, creator and executive producer of Circus, a six-part documentary series that premiered on PBS. He conceived and is producer and co-director of Marina Abramovi: The Artist is Present. He is a producer of Carrier and Michael Kantor’s Broadway: The American Musical. Dupre’s directo- rial debut, Out of the Past, won the Audience Award for Best Documentary at the 1998 Sundance Film Festival, among other awards. 04

About the Curriculum Writer

Allison Milewski Allison Milewski is an educator and curriculum designer with over ten years’ experience in arts and media education. She has developed art integration programs, professional development workshops, and arts and media curricula for organizations such as ITVS, Tribeca Film Institute, the Brooklyn Historical Society, and Urban Arts Partnership and managed arts-based enrichment programs for over 20 New York City public schools. Allison’s professional experience also includes over 15 years of program management and administration with domestic and international NGOs such as PCI-Media Impact, the Center for Reproductive Rights, Goods for Good, and the Union Square Awards for Grassroots Activism. Allison is the Founder of PhotoForward, which she launched in 2004 to empower young artists to tell their own stories through photography, visual arts, and creative writing and engage with their communities as citizen artists. 05

About the Documentary In 2006, Pulitzer Prize winning-journalists Nicholas Kristof and Sheryl WuDunn published a ground-breaking book about the oppression of women and girls worldwide.

That book was Half the Sky: Turning Oppression into Opportunity for Women Worldwide — an instant bestseller that immediately catalyzed an already burgeoning movement to eradicate gender inequality. The landmark PBS documentary series aims to amplify the central message of the book — that women are not the problem, but the solution — and to bolster the broad and growing movement for change. With the story of the book and its impact as a launch pad, the film zeroes in on the lives of women and girls in some of the countries around the world where gender inequality is at its most extreme, and explores the very real ways in which their oppression can be turned to opportunity. Featuring six celebrated American actresses and the commentary of the world’s leading advocates for gender equality, Half the Sky: Turning Oppression into Opportunity for Women Worldwide is a passionate call-to-arms — urging us to not only bear witness to the plight of the world’s women, but to help to decisively transform their oppression into opportunity. Episode One In Episode One we follow Nicholas Kristof and three American actresses to developing countries where gender-discrimination is at it’s most extreme. We explore the shocking extent of gender-based violence in Sierra Leone with Eva Mendes, the global crisis of sex trafficking as experienced by women and girls in Cambodia with Meg Ryan, and the need for and power of educating girls in Vietnam with Gabrielle Union, where she visits an innovative education program that is transforming, not only the lives of the country’s poorest and most vulnerable girls, but also the futures of their families and their communities. Featuring commentary from Sheryl WuDunn and interviews with some of the world’s leading advocates for gender equality — including Hillary Clinton, Michelle Bachelet, and Gloria Steinem — Half the Sky: Turning Oppression into Opportunity for Women Worldwide: Episode One offers a nuanced and moving account of this century’s most pressing problems, and an uplifting, actionable blueprint for change Gender-Based Violence Our first stop is Sierra Leone, a country recovering from years of colonial oppression and a terrible civil war and which is still suffering from rampant gender-based violence. Guided by Amie Kandeh, the passionate and dedicated coordinator of the International Rescue Committee’s Women’s Protection and Empowerment Program, Nicholas Kristof and actress Eva Mendes come face-to-face with the enormous challenges women and girls face in a country where rape is practically the norm — challenges embodied by Fulamatu, a buoyant 14-year-old who hopes one day to become a bank manager. When we meet Fulumatu she was raped repeatedly by a family friend and local church pastor who is close enough to be officially considered her uncle. She had risked the shame of telling her parents and the ridicule of her community to break her silence and press charges against the perpetrator. The outcome is a sobering object lesson in the insidious effects of gender-based violence, and the urgent need to end impunity for the violators. 06

About the Documentary

Sex Trafficking Episode Two As interviews with Sheryl WuDunn and some of the world’s lead- Episode Two continues our journey to the hot-spots of gender ing advocates for gender equality explain, in many parts of the oppression around the world, and highlights the courageous work world cultural attitudes and traditions are used to justify the low of some of the extraordinary women and men who are taking a status of girls, rendering them vulnerable to all manner of exploita- stand in the face of incredible odds. This episode focuses out tion and abuse. This is nowhere more evident than in Cambodia, attention on the role of women in their families and their communi- where the pernicious global problem of sex trafficking is perhaps ties — examining the fundamental obstacles that hinder their poten- at its worst. Actress Meg Ryan joins Nicholas in Phnom Penh tial, and charting the ripple effect that results when that potential as he catches up with Somaly Mam, one of the women profiled is harnessed in the book Half the Sky — a woman who was herself a child sex Veteran journalist and Half the Sky co-author Nicholas Kristof slave and who now has dedicated her life to rescuing and rehabil- is once again accompanied by a three celebrated of American itating others. As Somaly’s story merges and mingles with those actresses who offer fresh and personal perspective on the issues of the girls in her charge, the horrors of sex trafficking are writ in each country. Kristof travels to Somaliland with Diana Lane to large — so too is the awesome resilience of the human spirit and examine maternal mortality and female genital mutilation; to India the vast, untapped potential that resides in each and every one of with America Ferrera to explore intergenerational prostitution; and, the young women and children that Somaly’s programs support. with Olivia Wilde, to Kenya, where the transformative power of Girl’s Education women’s economic empowerment is changing women’s lives and That potential, WuDunn and our luminary advocates tell us, is laying the groundwork for the next generation. In the process, is the key to bettering our world: tap into those girls and they the program considers the central role of women in the health will change the future. The clarity of that equation, the elegant and stability of their families and communities, and establishes cause-and-effect of it, animates Episode One’s final sequence, their critical role in the global efforts to eradicate poverty and in Vietnam, where former Microsoft executive John Wood’s orga- achieve peace. Featuring on-camera commentary from Sheryl nization Room to Read is transforming the lives of the country’s WuDunn and some of the world’s most respected and outspoken poorest and most vulnerable girls. Hosted by Bich Thi Vu, Director advocates for gender equality — including Melanne Verveer, Zainab of Room to Read’s Girl’s Education Program, Nicholas and Salbi, and Desmond Tutu — Half the Sky: Turning Oppression actress Gabrielle Union get to know a few of the program’s stars into Opportunity for Women Worldwide: Episode Two underscores and encounter firsthand the incredible obstacles which stand the fundamental obstacles to women’s progress and prosperity, and between them and their bright futures. Still, these girls are almost celebrates their boundless capacity to better our world. miraculously undaunted — and fiercely determined to change both Maternal Mortality their circumstances and those of their families. The ripple effect The episode begins in Somaliland — an unrecognized country, pop- of their education even now is making itself felt — and there is no ulated mainly by nomads, where the average woman today has doubt that with a little bit of help, a little encouragement and sup- a one-in-twelve chance of dying in childbirth. Joined by actress port, these girls and the tens of millions of others like them in the Diane Lane, Nicholas reconnects with Edna Adan, founder of the developing world will be a powerful army for change. Edna Adan Maternity Hospital in Hargeisa. A spry 70-something Combining vivid, visceral on-the-ground stories with the com- woman often and rightly described as a “force of nature,” Edna is mentary of a vast and impressive roster of experts, advocates, almost single-handedly revolutionizing the experience of childbirth and agents of change, Half the Sky: Turning Oppression into in her country — providing medical care to women who would oth- Opportunity for Women Worldwide: Episode One takes us deep erwise have none, training midwives, and fighting tirelessly against into the lives of girls in the developing world and makes us wit- female genital mutilation — a traditional practice, still common in ness to their seemingly impossible struggles — at once challenging much of Africa (and elsewhere), which severely compromises a and inspiring us to be a part of the vital, urgent project to empow- woman’s ability to deliver a child. In Somaliland, the challenges er them once and for all. women face in the developing world are starkly apparent: poverty and tradition conspire to undermine a woman’s health, directly threatening her life, and having a lasting impact on her children’s survival and ability to thrive. 07

About the Documentary

Intergenerational Prostitution Economic Empowerment As Sheryl WuDunn and our cast of gender equality advocates When women have equal control over their finances and the argues, tradition is, in many ways, the greater evil. In too many financial decision-making on the personal, community, and places in the world, tradition still is used to marginalize women, national level, everyone benefits. Sheryl WuDunn and the many to keep them down and in their place. This vicious cycle repeats contributors who lent their voices and considerable expertise to itself generation after generation, damaging and ending lives and Half the Sky: Turning Oppression into Opportunity for Women undermining the ability of thousands of women improve their Worldwide all stress that putting money in the hands of a poor quality of life and live their full potential. The key — as Nicholas woman changes everything. On their visit to Kenya, Nicholas and and actress America Ferrera discover in India — is intervention by actress Olivia Wilde witness the impact of the economic empow- someone from the inside, someone in fact, very like Urmi Basu. erment of women first-hand. In this episode’s final segment, they A social worker and an educated, middle-class Bengali, Urmi explore the impact and challenges of microfinance and the ways has dedicated her life to stopping the cycle of intergenerational ii iis transforming the lives of women and those around them. We prostitution in India, where 90 percent of girls born to sex workers begin with Jane Ngoiri, a former sex worker-turned-dressmaker follow in their mother’s footsteps. What she is up against is neatly who is now able to send her four children to school, where they illustrated by one of the young girls in her care, Monisha, who is are each at the top of their class, and end with Rebecca Lollosoli, on the brink of being wrenched out of school and likely sold to a a Samburu woman who built a safe haven for women on the slen- brothel by her own family — a family that belongs to a sub-caste of der thread of a jewelry-making business. Nicholas and Olivia see sex workers. What keeps Urmi going is girls like Sushmita — and for themselves the dramatic and tangible transformation that can more to the point, women like Sushmita’s mother, Shoma, who be set in motion by a woman with a little bit of money of her own has lived the utter brutality and desolation of prostitution every and a system of support to help her make the best use of her day of her life and desperately wants a different fate for her financial and personal resources. Replicate the experiment several daughter. Shoma’s hope for her child is the seed of real and last- million times, and the world will be an entirely different place. ing change. The episode — and the series — ends with an urgent call to action, an invitation to the viewer to take up the central moral challenge of our time, and to join a movement that will tap the immense potential represented by women to create a more peaceful and more prosperous world for us all. 08

Lesson Plan Summaries

Maternal Mortality and The Global Health Divide Maternal mortality has been identified as a global crisis and the Students will meet Nhi and Phung, two students in the Room to greatest health inequity of the Twenty-first century. Ninety-nine Read program in Vietnam, and learn about their struggles and percent of deaths occur in developing countries with more than successes as they doggedly pursue their education against all half in sub-Saharan Africa and almost one-third in South Asia, but the odds. The activities in the lesson will also engage students in even within industrialized countries there is a disparity between a conversation about the value and meaning of education in their maternal mortality rates for women in different communities. A own lives and the impact of the gender imbalance in education on high maternal death rate indicates not only that a country’s health- the lives of individual girls around the world and our communities care system is inadequate, but also that the fundamental rights to at home. life and health for women are being violated. Breaking The Chains Of Modern Slavery: Through the lens of the maternal mortality crisis in Somaliland, Sex Trafficking and Intergenerational Prostitution students will examine the social, economic, and cultural factors Modern-day slavery is relatively unknown, in part, because it that contribute to the differences in healthcare — both between does not fit our historic image of slavery, but trafficking of human and within countries, including the United States — and the impor- beings is tied with arms dealing as the second largest criminal tance of maternal health in their own communities. industry in the world. Contemporary human slavery can take many forms, including forced labor, debt bondage, child marriage, and Gender-Based Violence: Challenging Impunity commercial sexual slavery, and women and children constitute Violence against women and girls is a global crisis that impacts the vast majority of the estimated two million people sold into sex most communities regardless of race, class, country, religion, or slavery around the world every year. economic status, but it often goes unreported and perpetrators are rarely brought to justice. Factors such as fear of retribution, This lesson will examine the global trafficking crisis through the shame, stigma, lack of economic resources, inadequate social lens of sexual slavery in Cambodia and intergenerational prostitu- services, and ineffective legal systems impede women and girls’ tion in India. Through this lesson students will learn that there are ability to access the legal and social supports they need. As a more people living in slavery today then at any time in history and result, survivors of violence are left vulnerable to further abuse consider the causes and consequences for women and children from the systems and institutions that are meant to protect them, who are disproportionately victimized by the global commercial and the perpetrators are often left unpunished and free to con- sex trade. tinue perpetrating violence. Women’s Economic Empowerment Students will follow the journey of Fulamatu, a fourteen-year old Women and girls play a vital role in the economic prosperity of rape survivor in Sierra Leone, as she bravely takes a stand and their families, communities, and countries, yet in every part of the attempts to bring her perpetrator to justice. Through her story, world, women often work longer hours than men, are paid less students will examine the culture of impunity that enables gender- for their work, are at a higher risk of unemployment, and are far based violence to flourish, and the impact this issue has on our more likely to live in poverty. A growing body of research shows own communities. Students will also be challenged to consider that enhancing women’s and girl’s economic opportunities plays the factors that contribute to violence against women and girls, a critical role in poverty reduction and helps to reduce gender- and how they can contribute to local and international efforts to based discrimination and violence while improving women and eradicate it. girls’ access to education and civic participation and raising the quality of life for future generations. Education For All Access to education is recognized as a basic human right and a This lesson will demonstrate how the economic empowerment of significant factor in breaking the cycle of poverty and improving women in Kenya and Liberia has improved the lives of the individual quality of life for children, communities, and countries. Despite this, women and their families and communities for generations to come. millions of girls and women around the world are disproportionately Through the activities, students will explore what life is like for denied the opportunity to attend school and pursue education and millions of people around the world and in the United States who training outside the home. are struggling to live on two dollars a day, and what choices and sacrifices they would have to make in the same situation. They will also consider how and why women and girls around the world are disproportionately affected by extreme poverty and will examine the ripple effects of women’s economic empowerment on individuals, families, communities, and societies. 09

Film Module Summaries

Maternal Mortality in Somaliland (9:45) Intergenerational Prostitution in India (10:44) The module begins in Somaliland — an unrecognized country, This module takes place in the slums of Kolkata, India, where populated mainly by nomads, where the average woman today Nicholas Kristoff travels with actress America Ferrera to meet has a one-in-twelve chance of dying in childbirth. Joined by Urmi Basu and to witness the work of her organization, New actress Diane Lane, Nicholas reconnects with Edna Adan, Light Foundation. A social worker and an educated, middle-class founder of the Edna Adan Maternity Hospital in Hargeisa. Edna Bengali, Urmi has dedicated her life to stopping the cycle of inter- is almost single-handedly revolutionizing the experience of generational prostitution in India, where 90 percent of girls born childbirth in her country — providing medical care to women who to sex workers follow in their mother’s footsteps. What keeps would otherwise have none, and training a new generation of Urmi going is girls like Sushmita — and more to the point, women midwives. In Somaliland, the challenges women face in the like Sushmita’s mother, Shoma, who has lived the utter brutality developing world are starkly apparent: poverty and tradition and desolation of prostitution every day of her life and desperately conspire to undermine a woman’s health, directly threatening her wants a different fate for her daughter. Shoma’s hope for her child life, and having a lasting impact on her children’s survival and is the seed of real and lasting change. ability to thrive. Sex Trafficking in Cambodia (10:11) Gender-Based Violence in Sierra Leone (9:45) This module takes place in Cambodia, where the pernicious The module takes students to Sierra Leone, a country recover- global problem of sex trafficking is perhaps at its worst. Actress ing from years of colonial oppression and a terrible civil war Meg Ryan joins Nicholas Kristof in Phnom Penh as he catches up and which is still suffering from rampant gender-based violence. with Somaly Mam — a woman who was herself a child sex slave Guided by Amie Kandeh, the passionate and dedicated coordina- and who now has dedicated her life to rescuing and rehabilitating tor of the International Rescue Committee’s Women’s Protection others. As Somaly’s story merges and mingles with those of the and Empowerment Program, Nicholas Kristof and actress Eva girls in her charge, the horrors of sex trafficking are writ large — so Mendes come face-to-face with the enormous challenges too is the awesome resilience of the human spirit and the vast, women and girls face in a country where rape is practically the untapped potential that resides in each and every one of the norm — challenges embodied by Fulamatu, a buoyant 14-year-old. young women and children that Somaly’s programs support. When we meet Fulumatu she was raped repeatedly by a family Women’s Economic Empowerment in Kenya (10:41) friend and local church pastor who is close enough to be officially This module takes students along for a visit to Kenya, Nicholas considered her uncle. She had risked the shame of telling her Kristof and actress Olivia Wilde witness the impact of the economic parents and the ridicule of her community to break her silence empowerment of women first-hand. They explore the impact and and press charges against the perpetrator. The outcome is a challenges of microfinance and the ways it is transforming the lives sobering object lesson in the insidious effects of gender-based of women and those around them. We meet Jane Ngoiri, a former violence, and the urgent need to end impunity for the violators. sex worker-turned-dressmaker who is now able to send her four Education in Vietnam (10:38) children to school. Nicholas and Olivia see for themselves the This module takes place in Vietnam, where former Microsoft dramatic and tangible transformation that can be set in motion executive John Wood’s organization Room to Read is trans- by a woman with a little bit of money of her own and a system forming the lives of the country’s poorest and most vulnerable of support to help her make the best use of her financial and girls. Hosted by Bich Thi Vu, Director of Room to Read’s Girl’s personal resources. Education Program, Nicholas and actress Gabrielle Union get to know two of the program’s stars and encounter firsthand the incredible obstacles which stand between them and their bright futures. Still, these girls are almost miraculously undaunted — and fiercely determined to change both their circumstances and those of their families. The ripple effect of their education even now is making itself felt — and there is no doubt that with a little bit of help, a little encouragement and support, these girls and the tens of millions of others like them in the developing world will be a powerful army for change. 010 HALF THE SKY Maternal Mortality and The Global Health Divide

OVERVIEW “The reason for the gap is not Audience: Purpose of the Lesson that we don’t know how to High School (11–12 grades), Community College, Youth Development Organizations save lives of women in poor Maternal mortality has been identified as a countries. It’s simply that poor, Time: global crisis and the greatest health inequity uneducated women in Africa One 90-minute period or two 50-minute of the 21st century. Ninety-nine percent of periods plus assignments deaths occur in developing countries, with and Asia have never been more than half in sub-Saharan Africa and Subject Areas: a priority either in their own almost one-third in South Asia. Underlying Women’s Studies, Social Studies, Global the medical causes of maternal death is countries or to donor nations.” Studies, Media Studies, Health, English a complex web of social, political, and Language Arts Nicholas Kristof economic forces that undermines women’s Half The Sky: Turning Oppression Into access to essential maternal healthcare Opportunity For Women Worldwide and reproductive health information. A high maternal death rate indicates not only a country’s inadequate healthcare system, but also a violation of women’s fundamental rights to life and health. Even within industrialized countries a disparity exists between maternal mortality rates for women in different communities. The health divide is especially apparent in the United States, where African-American women are almost four times more likely to die during or soon after childbirth than Caucasian women. As a result, the United States’ average maternal mortality rate is relatively high at 1 in 4,100, making it more dangerous to give birth in the U.S. than in 40 other countries. 011 HALF THE SKY Maternal Mortality and The Global Health Divide

OVERVIEW Objectives: Resources:

Note for Teachers about the Maternal Students Will • Film module: Maternal Mortality in Mortality Lesson and Contents: • Think about how maternal health affects Somaliland (9:45) This lesson and the accompanying film their lives and learn why maternal health is • Half the Sky:Turning Oppression into module from Half The Sky: Turning a universal issue. Opportunity Worldwide: Film Series trailer Oppression Into Opportunity For Women • Examine the global maternal health divide (5:48) itvs.org/films/half-the-sky Worldwide directly and honestly address and understand the social, economic, and • LCD projector or DVD player the challenging issue of maternal mortality, cultural factors that contribute to the • Maternal Mortality Teacher Handouts: but the discussions and topics might be differences in healthcare both between and unsuitable for some audiences. Teachers within countries, including the United States. --Maternal Mortality Discussion Guide should prepare for the lesson by thoroughly (Download discussion guide PDFs from • Consider maternal health’s impact on men reading all the materials and watching the the ITVS Women and Girls Lead website: as well as women and the ripple effects of complete film module to determine if the itvs.org/films/half-the-sky) maternal health on families and communities. topic and lesson are appropriate for their • Maternal Mortality Student Handouts: class. Teachers should also brief students • Consider how gender-based discrimination --Maternal Health Glossary in advance on the content and identify undermines maternal health and contributes students who might be personally or to maternal mortality. --Student Handout A: Why Does Maternal adversely affected by it. Prior to launching • Identify Somaliland on a map and understand Health Matter to Me? the lesson, these students should receive the nation’s social and political context. --Student Handout B: The Health Divide appropriate support or the option of • Examine the maternal mortality crisis Q&A Cards and Worksheet declining to participate. To prepare students through the lens of three case studies and --Student Handout C: Somaliland and their families for this lesson, instruct work as a team to develop an action plan in Context students to complete HTS Student Handout that could help women in similar situations --Student Handout D: Film Module A: Why Does Maternal Health Matter to by addressing the primary barriers to care. Screening Guide Me? with their parents and/or guardians. • Demonstrate their understanding of the --Student Handout E: Maternal Mortality For additional information about the issue by working in groups to research Fact Sheet documentary Half The Sky: Turning the status of maternal healthcare in their --Student Handout F: Maternal Mortality Oppression Into Opportunity For community and develop an outreach and/ Case Study Women Worldwide and the global crisis or education campaign to raise awareness of maternal health, please download the and advance the cause of maternal health. --Student Handout G: Case Study Action Plan free Maternal Mortality Discussion Guide on the ITVS Women and Girls Lead website • Wall map of the world with country (www.womenandgirlslead.org), visit the names: www.amaps.com/mapstoprint/ official transmedia project website WORLDDOWNLOAD.htm (www.halftheskymovement.org), and • Small green, yellow, and red Post-It Notes read Half The Sky: Turning Oppression • Whiteboard/blackboard and dry-erase Into Opportunity For Women Worldwide markers/chalk by Nicholas Kristof and Sheryl WuDunn. • Pens and writing paper • Computers with Internet access 012 HALF THE SKY Maternal Mortality and The Global Health Divide

LESSON PLAN PROCEDURES Prescreening Activity 1

Class Time: 10–15 minutes (if time permits, we recommend that you also watch the 5:48 minute film series trailer available here: itvs.org/films/half-the-sky) You will need: Student Handout A: Why Does Maternal Health Matter to Me?, pens, whiteboard/blackboard, dry-erase markers/chalk

NOTE TO TEACHERS: Goal: In preparation for the Maternal Mortality Lesson students will consider how the issue Some students’ birth stories may involve of maternal health has affected their own lives and discuss how this topic impacts everyone. trauma or may be unknown and/or Distribute one copy of the Student Handout A: Why Does Maternal Health Matter to Me? inaccessible. Be sure to take this into and instruct students to complete the worksheet as a take-home assignment. consideration throughout this activity and have them focus their responses When students have completed Student Handout A, ask them to discuss their responses on Question #1 from the worksheet, with a partner or as a small group using the following prompts as a guide. if needed. They may also use this --What are the similarities and differences in your stories? opportunity to journal or write privately --Which of the following supports and resources did the moms in each story have available about their birth story or how their to help them? Doctor, midwife or birth attendant, local hospital, medicine, transportation, experience of that story has shaped their health Insurance, family and friends? understanding of maternity. --How might the mother’s birth experience have been different if these supports and resources were unavailable to them? • Have each group share the results of their discussion with the class and record the responses. • Variation: If time is limited, teachers can introduce the issue of maternal health by using the questions on the handout as a guide for a brief class discussion, then move directly to Prescreening Activity 2. 013 HALF THE SKY Maternal Mortality and The Global Health Divide

LESSON PLAN PROCEDURES Prescreening Activity 2: The Health Divide

Class Time: 25–30 minutes You will need: Student Handout B: The Health Divide Q&A Cards or Worksheet), Student Handout C: Somaliland in Context, whiteboard/blackboard, dry-erase markers/ chalk, small Post-It Notes in red, yellow, and green, and a wall map of the world with country names (free printable maps are available here: www.amaps.com/mapstoprint/ WORLDDOWNLOAD.htm) Goal: The greatest health divide in the world today is the global disparity in maternal healthcare, which has resulted in the extremely high maternal mortality rates in developing countries — especially in sub-Saharan Africa and South Asia. In preparation for viewing the Maternal Mortality in Somaliland film module, students will examine the maternal health divide and discuss the possible social, cultural, and economic causes, and consequences of this crisis. PART 1: • Cut out and randomly distribute Teacher Handout B v1: The Health Divide Q&A Cards to each student in the class. Half the cards contain questions, and the other half contain answers to those questions. • Give students three to five minutes to circulate and identify the person who had the question or answer that relates to their fact. • Variation: If time is limited, the Health Divide Q&A also exists as a worksheet so that students may work with a partner or group to match the answers with each question. Distribute Teacher Handout B v2: The Health Divide Q&A Worksheet and keep a printout of Teacher Handout A: The Health Divide Q&A Cards to reference the correct answers. • Each pair should verify that the country and fact match and then share their information, followed by a class discussion using the prompts below. Once they have shared their fact, have them find their country on the map and place a small Post-It Note square to indicate the quality of maternal health (green=very good, yellow=needs improvement, red=maternal health crisis). --What expectations did you have about the countries or facts you were given? --Did you have any assumptions about the maternal health status in different parts of the world? Were your assumptions correct? --What patterns, if any, do you notice emerging from these facts? (Example: similarities or differences in regions, the relationship between health benefits and maternal mortality rates, indicators of maternal health challenges, etc.) --What surprised you most? 014 HALF THE SKY Maternal Mortality and The Global Health Divide

LESSON PLAN PROCEDURES Prescreening Activity 2: The Health Divide (cont.)

PART 2: Share the following information with your class: Maternal mortality is a global crisis. At least one woman dies from complications related to pregnancy or childbirth every minute, and 99 percent of these deaths occur in developing countries, with more than half in sub-Saharan Africa and almost one-third in South Asia. For a woman in a developing country, giving birth can be one of the biggest threats to her life. In poor countries, pregnancy and childbirth are among the leading causes of death while in industrialized countries, maternal deaths are far less common. In Nigeria 1-in-18 women die from pregnancy-related causes and in Somaliland the situation is even more dangerous, with 1 woman in 12 dying during or soon after childbirth. In comparison, the mortality rate in Japan is 1 in 16,666, and in Italy, a remarkably low 1 in 20,000. Even within industrialized countries disparity exists between maternal mortality rates for women in different communities. The health divide is especially apparent in the United States, where African-American women are almost four times more likely to die during or soon after childbirth than Caucasian women. As a result, The United States’ average maternal mortality rate is relatively high at 1 in 4,100, making it more dangerous to give birth in the U.S. than in over 40 other countries. • Follow with a discussion using the questions below as a guide and record the results. This can be a class discussion or students can break into pairs or small groups. (This is a diagnostic discussion and brainstorming session, and the students’ feedback will be revisited after the screening.) --What factors do you think contribute to the disparity in women’s health care in different areas of the world and within different communities? (Discuss possible social, cultural, political, and economic factors) --What impact do you think the lack of access to care has on individual women, their families, and their communities? --Have you seen any news coverage on this issue? If so, what was it? If not, why do you think the maternal mortality crisis has not been a media priority? --Is access to healthcare a right or a privilege? What does the maternal mortality crisis tell us about the status of women in the world? --Finally, share the following quote with your students and have them discuss what they think Mahmoud Fathalla meant by his statement: “Women are not dying because of diseases we cannot treat. ...They are dying because societies have yet to make the decision that their lives are worth saving.” – Mahmoud Fathalla, former President of the International Federation of Gynecology and Obstetrics PART 3 • In preparation for viewing the film module, ask students to locate Somaliland on a wall map. • Provide the class with Student Handout C: Somaliland in Context. Have them read the fact sheet, and discuss briefly with a partner, or have a volunteer(s) read the fact sheet aloud and discuss as a class. 015 HALF THE SKY Maternal Mortality and The Global Health Divide

LESSON PLAN PROCEDURES Viewing the Module

Class Time: 10–15 minutes You will need: pens and writing paper, LCD projector or DVD player, Maternal Mortality in Somaliland film module (9:45), Student Handout D: Film Module Screening Guide, Maternal Mortality Glossary • Distribute Student Handout D: Film Module Screening Guide and instruct students to take notes during the screening using the worksheet as a guide. Students may also need a copy of the Maternal Mortality Glossary for reference while viewing the video. • Variation: To save paper, project or write questions from Student Handout D: Film Module Screening Guide on the board and review briefly before viewing the film module. 016 HALF THE SKY Maternal Mortality and The Global Health Divide

LESSON PLAN PROCEDURES Post-Screening Activity: Maternal Mortality Case Studies

Class Time: 45–50 minutes You will need: Student Handout E: Maternal Mortality Fact Sheet, Student Handout F: Maternal Mortality Case Study, Student Handout G: Case Study Action Plan, pens/pencils, whiteboard/blackboard, dry-erase markers/chalk Goal: Students will discuss the film module and consider how their understanding of maternal mortality has evolved over the course of the lesson. They will then work in groups to examine the maternal mortality crisis through the lens of three case studies and develop an action plan to improve maternal health for women in that community. Finally, they will demonstrate their understanding of the issue by working in groups to research the status of maternal healthcare in their community and develop an outreach and/or education campaign to raise awareness and advance the cause of maternal health. Part 1: Discussion Questions (5–10 minutes): Begin by discussing Maternal Mortality in Somaliland film module and ask volunteers to share their notes and quotes from the screening guide. Use some or all the following questions to guide the class discussion: --Maternal health and maternal mortality are global issues. Why did the filmmakers choose to focus on the situation in Somaliland? --What are the dangers that pregnant women face in Somaliland? --What did Edna Adan and Nicholas Kristof describe as the barriers to care? --Edna said the pregnant woman died of a treatable condition. Why did she die? What was the name of the condition? What other factors contributed to her death? --Edna said she is waging a war. What does she mean by this? With whom or what do you think she is at war? --What strategies is Edna’s hospital using to address the problem? What have been some of the outcomes? --Why do you think Edna has focused her attention on training 1,000 midwives rather than trying to establish more hospitals around the country? What do you think the benefits and challenges of each approach would be? --Edna is from Somaliland. How important is that fact to the success of her project? In what ways (if any) would the impact of the hospital in the community have been different if an international organization or a foreign individual established it? --When reporting on the maternal mortality crisis, Nicholas Kristof has said: “The reason for the gap [in maternal healthcare] is not that we don’t know how to save lives of women in poor countries. It’s simply that poor, uneducated women in Africa and Asia have never been a priority either in their own countries or to donor nations.” What do you think he means by this? Do you agree with this statement? Based on what you saw in the film, why do you think poverty and lack of education make women more vulnerable to illness or death during pregnancy and labor? 017 HALF THE SKY Maternal Mortality and The Global Health Divide

LESSON PLAN PROCEDURES Post-Screening Activity: Maternal Mortality Case Studies (cont.)

--When discussing the maternal mortality crisis, the former UN Deputy General Asha-Rose Migiro asked the question: “Would the world stand by if it were men who were dying just for completing their reproductive functions?” What are your thoughts? What role do you think gender-based discrimination plays in the global maternal health crisis? --The United States spends more on healthcare than any other country, but as mentioned earlier, its record on maternal health and mortality pales compared to many other nations. Why do you think that is? Do you think there are any parallels between the challenges women face in Somaliland and the United States? Why or why not? --When Edna talked about the history of the hospital, she said, “the world built this hospital.” What did she mean by this? Do wealthy countries have a responsibility to help poorer countries improve their maternal health care? Why or why not? What more could or should the United States do to improve maternal health worldwide? --Do you think quality maternal healthcare is a right or a privilege? Explain. Do you think it is a human right?

Part 2: Fact Sheet and Review (10 minutes): • Distribute the Student Handout E: Maternal Mortality Fact Sheet • Ask students to work in pairs to review the fact sheet and consider how its information and the film compare to the results of the prescreening brainstorming activity. The class will discuss briefly and record observations, questions, and notes on the board.

Part 3: Maternal Health Case Studies (30 minutes): • Explain to students that they will examine the maternal mortality crisis through the lens of one of three case studies. They will work with their group to identify the primary barriers to care for each case and to develop an action plan that could help women in a similar situation. • Divide the class into groups of three to five students and give each group one of the three case study handouts to review from Student Handout F: Maternal Mortality Case Study. • Have each student group review its case study and complete the Student Handout G: Case Study Action Plan worksheet by identifying the challenges that each woman and her family faced, discussing the barriers to care and developing an action plan that could help women in a similar situation. • When the handouts are completed, each group will present their action plan to the class and receive feedback. • Variation: Each group receives the same case study, and after preparing their plans of action, the groups will share and compare their results. • The activity should conclude with a discussion of what they have discovered through the lesson and the film module viewing. Have students to revisit the question: “Why does maternal mortality matter to me?” and discuss if and how the film and activities have affected their attitudes and perceptions. 018 HALF THE SKY Maternal Mortality and The Global Health Divide

Assignments

1. Journal Entry or Essay: 2. Community Action: Have your students respond to the following questions as a journal Have students work in groups to research the quality and availability entry or essay: of healthcare for women in their community and the impact such access (or lack of access) has on families and the broader If the women in your community faced the same healthcare population. Students should then select an area of care in need of challenges as described in the film module and case studies, what improvement and develop an outreach and/or education campaign impact do you think it would have on the community as a whole? to raise awareness and contribute to advancing the cause of • How would you improve the situation in your community? maternal health. • Who would you work with? • Groups should identify each of the following for their issue: • What role would women and girls play in bringing about change? --What is the challenge? • What role should men and boys in the community play? --What are the barriers to care? • What outcomes would you hope to achieve? --What social, political, economic, and cultural factors are contributing to the issue? --What strategies have been tried and what has been most successful? --How would you improve the situation? • When developing their campaigns, groups should identify their target audiences. For example, how would you frame your outreach campaign to boys and men in the community? • Students should connect directly with existing community organizations and maternal health advocates, and identify where improvements, resources, outreach, and volunteers are needed. • Groups can also reach out to local elected officials to better understand if and how maternal health is being addressed. The following website can help students identify and contact their local officials: www.usa.gov/Contact/Elected.shtml • If time and resources are available, the groups can work together to organize a community event such as a walk, a block party, or a school assembly to help raise awareness of the needs of women in their area, attract volunteers, and connect underserved women with services and organizations that can offer support. • Each group should document the process of researching and developing their Community Action Campaign using photography, digital video, audio recording, and through project journals. • Upon completion of their assignment, each group should present a Multi-Media Project Report. Students can explore the following free online tools to create dynamic and interactive multi-media presentations: Prezi.com Ahead.com Helloslide.com Zentation.com 019 HALF THE SKY Maternal Mortality and The Global Health Divide

Extensions

1. Global Village: Maternal Health PSA 2. Cultural Practices and Women’s Health: Have students work in groups to further examine the global Female Genital Mutilation maternal health divide and develop a Public Service Announcement Note to teachers: Half The Sky: Turning Oppression Into (PSA) to raise awareness about the issue. Using the techniques Opportunity For Women Worldwide: Maternal Mortality takes and style of Half The Sky: Turning Oppression Into Opportunity a candid look at the practice of female genital mutilation and its For Women Worldwide as a guide, each group should illustrate impact on the individual women and girls affected. This topic may the global issue through the lens of one community or country’s be unsuitable for some audiences, and students and their parents/ struggle with maternal health and mortality. guardians (where appropriate) should receive advance notice and preparation regarding lessons and materials. Please view and read all • When researching their topic, groups should identify the challenges, resources before sharing with your students. barriers to care, contributing factors, and strategies that have had a positive impact. Female genital mutilation (also known as female circumcision or • Students can use the following websites for instruction and for genital cutting) directly affects women and girls’ reproductive samples of Public Service Announcements (PSAs): and maternal health, and can have grave consequences during childbirth. Female genital mutilation (FMG) involves the removal of The Ad Council: part or all of the external genitalia, and in its most severe form, the www.adcouncil.org/Our-Work/Current-Work procedure entails removal of all genitalia and stitches to leave a MediaSmarts: small opening for urination, intercourse, and menstruation. www.mediasmarts.ca It is primarily practiced in African countries on the pretext of cultural Using Public Service Announcements in the Classroom: and religious tradition or hygiene, and an estimated 135 million girls www.kathyschrock.net/psa and women living today have undergone FGM with consequences • The PSAs can be developed by sourcing fair-use video and ranging from infection (including HIV), to sterility. Others have photographs from the Internet along with interviews and research- died. Another two million girls are at risk each year. In the United based voiceovers. Free online digital video and audio production States, where the practice is illegal, thousands of women and girls resources can be found at these sites: survive FGM each year. FGM practitioners, often referred to as Zentation.com “cutters,” are predominantly women. As Edna describes in the film, Combine videos, slides, and audio into presentations it is often the adult women in the family and community (mothers, Voicethread.com grandmothers, community matriarchs) who instigate and facilitate Video, audio, and slide editing program the cutting of girls. Vcasmo.com • Screen the complete Maternal Mortality segment from the Easy to use multimedia presentation tool documentary Half The Sky: Turning Oppression Into Opportunity peterdrewvo.com/html/tips_for_writing_for_voiceover.html For Women Worldwide and have students research the issue of Voiceover Script writing FGM and its relationship to social, cultural, religious, and traditional attitudes towards women and their perceived status in the home and community. • Because FGM is a highly controversial topic, bound up in tradition, religious beliefs, and cultural identity, there has been a weak response from the international community. In the film, Sheryl WuDunn says: “When there is a practice that is so offensive, it is OK to say ‘this is wrong’.” Have students discuss Sheryl’s comment and whether or not they agree. If they do agree, what responsibility or role do we have to address this issue? 020 HALF THE SKY Maternal Mortality and The Global Health Divide

Extensions

• Although performing FGM is illegal in the United States, it affects 3. Family Planning, Maternal Health, and the thousands of American girls each year. Ask students if they Birth Control Debate think parents have the right to raise their children in their cultural Family planning has been internationally recognized as a key traditions even when they conflict with the law. Have students factor in reducing maternal mortality, improving mother and child read the 2010 New York Times article Group Backs Ritual ‘Nick’ health and helping to break the cycle of poverty. Research shows as Female Circumcision Option by Pam Belluck (www.nytimes. that if women have only the number of pregnancies they want, at com/2010/05/07/health/policy/07cuts.html) What impact the intervals they want, maternal mortality would drop by about do they think the ceremonial “nick” suggested by the American one-third. Yet a national and international debates continue to Academy of Pediatrics would have on the curtailing or increasing rage about which forms of family planning are acceptable, to the practice of FGM? Is this an acceptable alternative? Why or what degree women’s reproductive options should be supported why not? by government programs and employer-based insurance, and if • Have students consider the role women play in imposing the contraception itself is ethical. practice on the next generation, using the film and particularly • Ask students if they are familiar with the current national debate Edna’s story of her own circumcision as foundations for discussion. regarding birth control. What do they know about the debate? What factors motivate women to participate in perpetuating FGM? What are the main points of those who oppose healthcare coverage What are the barriers to eliminating the practice entirely? How can for birth control? What are the main points of those supporting it? programs like the midwife training at Edna’s hospital contribute to • Use the following lesson plan developed by the New York Times’ curtailing the practice? The Learning Network to guide students through researching and • Using their research and discussions as support, have students examining the debate: learning.blogs.nytimes.com/2012/03/07/ create a series of dialogues between the women and men whose about-birth-control-clearing-up-misconceptions-about- lives are bound up with the practice of FGM. Each character contraception should lay out the basis of their argument, and examples could • Following their research, have students engage in a formal debate include: a mother and daughter debating whether the daughter about the issue. Education World offers a selection of debate should get cut; a midwife from Edna’s hospital trying to persuade resources that provide guidelines and rules for classroom debates: a cutter to discontinue her practice; a mother who does not want www.educationworld.com/a_lesson/lesson/lesson304b.shtml to cut her daughter making her argument to her husband or her own mother, etc. • Students can develop their dialogues in groups or individually, and the dialogues could be performed for the class and/or recorded and edited into a video or audio presentation. • The following websites provide additional information and resources on FGM: World Health Organization: www.who.int/mediacentre/factsheets/fs241/en Womenshealth.gov: www.womenshealth.gov/publications/our-publications/ fact-sheet/female-genital-cutting.cfm Advocates for Youth: www.advocatesforyouth.org/publications/521?task=view Guttmacher Institute: www.guttmacher.org/pubs/journals/2313097.html WHO Student Mid-Wife Manual on Female Genital Mutilation: www.who.int/gender/other_health/Studentsmanual.pdf

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Extensions

4. Too Young to Wed: The Secret World of Child Brides • Divide the class into eight groups, assign each an MDG, and Child marriage contributes greatly to adolescent maternal mortality instruct the groups develop a “We Are the Goal” presentation, rates. Throughout the world, more than 51 million girls below the which should include the following: age of 18 are currently married, and over the next decade, an --A summary of the MDG and the campaign’s strategies for estimated 100 million more girls will become child brides despite improving social and economic conditions for women laws and international agreements that forbid the practice. Studies --Information on the public perception and understanding of the show that adolescents ages 15 through 19 are twice as likely to MDGs. (Students can investigate the public’s knowledge and die during pregnancy or childbirth as those over age 20, and girls understanding of the MDG campaign by recording “person-on- under age 15 are five times more likely to die. Child brides also the-street” interviews and include the footage in the presentation.) face higher risk for sexually transmitted diseases such as HIV/AIDS. In Pakistan, child marriage is the major cause of the high maternal --Examples of specific programs that have been implemented and mortality ratio of 1 death in 362. their impact to date --How the campaign relates to issues in the students’ own Over an eight-year period, journalist Stephanie Sinclair investigated communities the issue of child marriage in India, Yemen, Afghanistan, Nepal, and Ethiopia. Have students view her multimedia presentation featured --An action plan for the group and their school community to in the Pulitzer Center, Too Young to Wed, produced in association contribute to the MDG campaign with National Geographic, that synthesizes her body of work into • The presentations should be multi-media, and can include photo a call to action. Have them examine the roots of and contributing essays, video footage, audio clips, animations, and infographics factors that lead to child marriage and the consequences that using the following websites as resources: young girls face who are married too soon, including physical and Animoto: emotional health, education, ability to care and provide for her animoto.com children, and the connection of this practice to the cycle of poverty. Capzles: Too Young To Wed - Project Overview: www.capzles.com pulitzercenter.org/projects/child-brides-child-marriage-too- Prezi: young-to-wed prezi.com Too Young to Wed - Multimedia: Infographic tools: pulitzercenter.org/articles/child-marriage-brides-too-young-to- www.educatorstechnology.com/2012/05/eight-free-tools-for- wed-afghanistan-ethiopia-india-yemen teachers-to-make.html Child Brides, Pulitzer Center Reports: • Information and resources for research on the MDGs can be found at: pulitzercenter.org/node/9674/all United Nations Millennium Development Goals: 5. Millennium Development Goals: Empowering Women www.un.org/millenniumgoals Empowers the World End Poverty 2015: In September 2000, the United Nations signed the Millennium www.endpoverty2015.org Development Goals (MDGs) with the aim of halving the number MDG Get Involved: of people living in poverty, reducing maternal and child mortality, www.un.org/en/mdg/summit2010/getinvolved.shtml fighting disease, and improving social and economic conditions UN Women: in the world's poorest countries by 2015. Have your class screen www.unifem.org/gender_issues/millennium_development_ the complete series of Half The Sky: Turning Oppression Into goals/ Opportunity For Women Worldwide and examine the connection between the issues addressed in the documentary and the MDG MDG Monitor: campaign’s focus on women. Have them consider how and why www.mdgmonitor.org improving rights and resources for women and girls is considered key to eradicating global poverty. 022 HALF THE SKY Maternal Mortality and The Global Health Divide

Additional Resources

BOOKS WEBSITES N. Kristof, S. WuDunn, Half the Sky: The official website for the Half The Sky: The Centre for Development and Turning Oppression into Opportunity for Turning Oppression Into Opportunity Population Activities (CEDPA): An Women Worldwide, New York : Alfred A. for Women Worldwide film, book and organization that works through local Knopf, 2009 movement. partnerships to give women tools www.halftheskymovement.org to improve their lives, families, and FILMS communities. CEDPA’s programs increase Edna Adan University Hospital: Located educational opportunities for girls, ensure Half The Sky: Turning Oppression Into in Somaliland, the Edna Adan Hospital access to lifesaving reproductive health Opportunity For Women Worldwide: provides maternity and general medical and HIV/AIDS information and services, Filmed in 10 countries, the documentary services and works to train fully qualified and strengthen good governance and follows Nicholas Kristof, Sheryl WuDunn, healthcare professionals and midwives to women’s leadership in their nations. and celebrity activists America Ferrera, work throughout the country. www.cedpa.org Diane Lane, Eva Mendes, Meg Ryan, www.ednahospital.org Gabrielle Union, and Olivia Wilde on a Partnership for Maternal, Newborn Child Every Mother Counts: an advocacy journey to tell the stories of inspiring, Health: A partnership to support the global and mobilization campaign to increase courageous individuals. Across the globe, health community to work successfully education and support for maternal oppression is being confronted, and real towards achieving Millennium Development mortality reduction globally. meaningful solutions are being fashioned Goals 4 and 5. www.everymothercounts.org through health care, education, and www.who.int/pmnch/en/ economic empowerment for women and CARE International: An organization Save the Children: An organization that girls. The linked problems of sex trafficking fighting poverty and injustice in more than works to save and improve children’s lives and forced prostitution, gender-based 70 countries around the world and helping in more than 50 countries worldwide. violence, and maternal mortality — which 65 million people each year to find routes www.savethechildren.org needlessly claims one woman every 90 out of poverty. seconds — present to us the single most www.careinternational.org vital opportunity of our time: the opportunity White Ribbon Alliance: An international to make a change. All over the world, coalition to ensure that pregnancy and women are seizing this opportunity. Visit the childbirth are safe for all women and website at: www.halftheskymovement.org newborns in every country around the world. ITVS Women and Girls Lead Film www.whiteribbonalliance.org Collection: Women and Girls Lead offers a collection of films by prominent independent filmmakers. These films focus on women who are working to transform their lives, their communities, and the world. Visit the website to learn more about the films and explore our diverse catalogue of educator resources, lesson plans, and film modules. See www.womenandgirlslead.org for more details. 023 HALF THE SKY Maternal Mortality and The Global Health Divide

Standards

Common Core State Standards 5. (9–10, 11–12) Make strategic use 4. INDIVIDUAL DEVELOPMENT for English Language Arts of digital media (e.g., textual, graphical, AND IDENTITY & Literacy in History/Social audio, visual, and interactive elements) in Personal identity is shaped by family, presentations to enhance understanding of peers, culture, and institutional influences. Studies, Science, and Technical findings, reasoning, and evidence and to Through this theme, students examine Subjects add interest. the factors that influence an individual’s personal identity, development, and actions. Writing Standards for Literacy in History/ Writing Standards 6–12 5. INDIVIDUALS, GROUPS, AND Social Studies, Science, and Technical INSITITUTIONS 3. (9–10, 11–12) Write narratives to Subjects 6–12 Institutions such as families and civic, develop real or imagined experiences or 1. (9–10, 11–12) Write arguments focused educational, governmental, and religious events using effective technique, well- on discipline-specific content. organizations exert a major influence on chosen details, and well-structured event people’s lives. This theme allows students sequences. 4. (9–10, 11–12) Produce clear and to understand how institutions are formed, coherent writing in which the development, 4. (9–10, 11–12) Produce clear and maintained, and changed, and to examine organization, and style are appropriate to coherent writing in which the development, their influence. task, purpose, and audience. organization, and style are appropriate 10. CIVIC IDEALS AND PRACTICES to task, purpose, and audience. (Grade- 7. (9–10, 11–12) Conduct short as well An understanding of civic ideals and specific expectations for writing types are as more sustained research projects practices is critical to full participation defined in standards 1–3 above.) to answer a question (including a self- in society and an essential component generated question) or solve a problem; 6. (9–10, 11–12) Use technology, of education for citizenship. This theme narrow or broaden the inquiry when including the Internet, to produce, publish, enables students to learn about the appropriate; synthesize multiple sources on and update individual or shared writing rights and responsibilities of citizens the subject, demonstrating understanding products, taking advantage of technology’s of a democracy, and to appreciate the of the subject under investigation. capacity to link to other information and to importance of active citizenship. display information flexibly and dynamically. 9. (9–10, 11–12) Draw evidence from informational texts to support analysis, National Standards for Arts Speaking and Listening Standards reflection, and research. Education Grades 9–12 1. (9–10, 11–12) Initiate and participate National Curriculum Standards effectively in a range of collaborative VA1: Understanding and applying media, discussions (one-on-one, in groups, and for Social Studies techniques, and processes teacher-led) with diverse partners on [grade VA5: Reflecting upon and assessing the 1. CULTURE 9-12] topics, text, and issues, building on characteristics and merits of their work and Through the study of culture and cultural others’ ideas and expressing their own the work of others clearly and persuasively. diversity, learners understand how human beings create, learn, share, and adapt to VA6: Making connections between visual 4. (11–12) Present information, findings, culture, and appreciate the role of culture in arts and other disciplines and supporting evidence, conveying a clear shaping their lives and society, as well the and distinct perspective, such that listeners lives and societies of others. can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. HALF THE SKY: MATERNAL MORTALITY

Glossary Maternal Health

Fertility rate Obstructed labor The number of children that the average woman will have in her An important cause of maternal death in women, predominantly in lifetime. This can differ significantly between continents and countries. the developing world. Due to poor nutrition women’s bodies have not developed properly and they have small pelvises, which makes Fistula giving birth difficult. Obstructed labor also causes significant life A hole between an internal organ and the outside of the body threatening complications in the short-term (notably infection) and that should not exist. Obstetric fistula develops when the blood long-term (notably obstetric fistulas). supply to the reproductive organs is cut off during prolonged and obstructed labor. It is estimated that there are up to 100,000 new Pre-eclampsia and Eclampsia fistula cases each year and over two million women living with A dangerous combination of high blood pressure, fluid retention, obstetric fistula. and high levels of protein in the urine of women after their 20th week of pregnancy. If not treated, pre-eclampsia can worsen into Female Genital Mutilation eclampsia, a potentially fatal condition that results in seizures and Female genital mutilation (also known as female circumcision or coma. Pre-eclampsia puts unborn children and their mothers at genital cutting) is the removal of part or all of the external female great risk. genitalia, and in its most severe form, a woman or girl has all of her genitalia removed and then stitched together, leaving a small Prenatal and Postnatal opening for urination, intercourse, and menstruation. This practice Prenatal is the period of pregnancy after conception and before the has a direct effect on women and girls’ reproductive and maternal baby is born. Postnatal (also known as postpartum) is the period of health and can have grave consequences during childbirth. about six weeks following the birth of a baby. Maternal death/mortality Reproductive health The death of a woman during or shortly after a pregnancy, or within The health and well being associated with sex, conception, 42 days of the termination of a pregnancy. Death could be from any pregnancy, and childbirth for both men and women at all fertile cause related to the pregnancy but not from accidental or incidental stages of life. Sepsis (septicemia): A condition in which the body is causes. The major direct causes of maternal illness and death include fighting a severe infection that has spread via the bloodstream. If a hemorrhage, infection, high blood pressure, and obstructed labor. person becomes “septic,” they will likely be in a state of low blood pressure or “shock.” This condition can develop either as a result of Maternal health the body’s own defense system, or from toxic substances made by The health of women during pregnancy, childbirth and immediately the infecting agent (such as a bacteria, virus, or fungus). after the birth of a baby (also known as the postpartum period). Sepsis (septicemia) Maternal mortality rate A condition in which the body is fighting a severe infection that has The number of maternal deaths due to childbearing per 100,000 spread via the bloodstream. If a person becomes "septic," they will live births. likely be in a state of low blood pressure or "shock." This condition Modern contraception can develop either as a result of the body's own defense system, or from toxic substances made by the infecting agent (such as a A variety of products and procedures that are used to bacteria, virus, or fungus). prevent pregnancy.

Adapted from Marie Stopes International (MSI) Make Women Matter campaign HALF THE SKY: MATERNAL MORTALITY

Student Handout A: Why Does Maternal Health Matter to Me? (page 1)

Name: Date:

Class:

In preparation for viewing the film module Half the Sky: Maternal Mortality, please complete the following handout:

1. Do you know anyone in your own life who has had a baby?

If so, who was it and what is her relationship to you?

What was that experience like for you?

Based on your experience, how did the pregnancy and birth affect the woman and her family?

What was the experience like for the men in her life? (The baby’s father, brothers, uncles, grandfathers, etc.) Was the experience for the men in her life different than for the women in her life?

HALF THE SKY: MATERNAL MORTALITY

Student Handout A: Why Does Maternal Health Matter to Me? (page 2)

2. What is the story of your birth? Briefly describe below: (If possible, ask family and friends who were part of your birth story to share their experience of your birth with you.)

3. Share your answers with a partner or your group and discuss the following:

A. What are the similarities and differences in your stories?

B. Which of the following supports and resources did the moms in each story have available to help them? • Doctor • Midwife or birth attendant • Local hospital • Medicine • Transportation • Health Insurance • Family and friends

C. How might the mother’s birth experience have been different if these supports and resources weren’t available to them? HALF THE SKY: MATERNAL MORTALITY

Student Handout B v1: The Health Divide Question & Answer Cards (page 1)

Teacher Instructions: Make two copies of question and answer card document. Cut out and distribute the “Country” and “Fact” cards from one copy and use the second copy as reference.

Has the second highest maternal death rate in the world. Less than 15 percent of deliv- AFGHANISTAN eries are attended by trained health workers, and many women bleed to death before they can receive permission from their husband or mother-in-law to get medical help.

Deaths from pregnancy and childbirth have doubled in the past 20 years despite the UNITED STATES fact that this superpower spends the most money on healthcare. Approximately 1 woman in every 4,100 dies in childbirth.

Women have a 1 in 18 chance of dying in childbirth. Maternal health continues to decline NIGERIA while the rest of the world improves, despite being one of Africa’s biggest oil exporters.

Maternal mortality rates have declined from approximately 1 maternal death per 200 live CANADA births in the early 1920s to less than 1 per 12,820 in 2010. Among the lowest maternal mortality rates in the world and three times lower than its neighbor the U.S.

Women have a 1 in 16,667 chance of dying in childbirth. Mothers enjoy a range of FRANCE maternity benefits, ranging from generous paid time off to extended time in the hospital.

In 1980, 1 woman would die for approximately every 580 women who gave birth, but by CHINA 2008, that rate had dropped to 1 in approximately every 2,170. This improvement has not kept pace with the rapid economic expansion in this large Asian country.

This is the world’s largest democracy, but in this highly populated country, women have a INDIA 1 in 185 chance of dying in childbirth — one of the worst rates in the world.

In 2010, the country was rated the safest place to have a baby, with just five maternal deaths per 100,000 births (1 in 20,000). Maternal healthcare is free and families do not ITALY have to pay for prenatal visits for the hospital birth. Moms also benefit from 22 weeks of paid leave from work.

DEMOCRATIC REPUBLIC Every hour, four women die of complications due to pregnancy and labor, and for every woman who dies, 20 to 30 have serious complications in this conflict-ridden African OF CONGO country. The maternal mortality rate is 1 in 90. HALF THE SKY: MATERNAL MORTALITY

Student Handout B v1 (page 1): The Health Divide Question & Answer Cards (page 2)

Teacher Instructions: Make two copies of question and answer card document. Cut out and distribute the “Country” and “Fact” cards from one copy and use the second copy as reference.

1 woman dies for every 384 who give birth. Malnutrition affects 34 percent of pregnant women and 45 percent of women suffer from iron deficiencies that result in stillbirths, PAKISTAN birth defects, and infant deaths. Ongoing wars in the region and strict religious cultural traditions also impact women’s maternal health.

1 in 1,176 women dies in childbirth, a ratio that is almost five times higher than its super-power neighbor. Women in poorer states of the country face even greater risks MEXICO in pregnancy — the maternal mortality ratio in the least developed region of the country almost double the national average.

Women can choose their hospital, two prenatal checkups are provided free of charge, JAPAN and there are free childbirth classes available to all. The maternal mortality rate is a low 1 in 16,666.

Pregnant mothers are not expected to work during the last six weeks of their pregnancy. GERMANY Moms benefit from four months maternity leave, and employers are required to provide for at least three months of pay. The maternal mortality rate is 1 in 11,100.

The average infant mortality rates have reduced substantially, decreasing by 5.5 percent a year in the 1980s and 1990s, and by 4.4 percent a year since 2000. But the rate is BRAZIL still high at 1 in 1,724 due to the unequal distribution of wealth in this booming South American country.

One of the highest maternal mortality rates in the world at 1 death in every 438 births. INDONESIA Eighty percent of maternal mortality cases happen in primary services units, indicating that the challenge for this island nation is the quality of care rather than accessibility.

Couples in this country enjoy 13 months paid leave, and most of that time is available to SWEDEN be split between the two parents, so families can decide which parent would be better at home. The maternal mortality rate in here is 1 in 20,000.

For most women, maternity care through Medicare is nearly free, with some only responsible for small co-pay amounts for doctor visits and no charge at all for hospital care. AUSTRALIA 100 percent of moms have at least one pre-natal visit, and 100 percent have a skilled attendant at birth. The maternal mortality rate is 1 in 12,500. HALF THE SKY: MATERNAL MORTALITY

Student Handout B v2: The Health Divide Question & Answer Worksheet (page 1)

Name: Date:

Class:

Instructions: Review the following country names and facts and identify which fact is connected to which country. Write the correct fact number in front of each country name. A B For most women, maternity care through Medicare is nearly free, with some 1. responsible only for small co-pay amounts for doctor visits and no charge at all for ____ AFGHANISTAN hospital care. All moms have at least one prenatal visit, and 100 percent have a skilled attendant at birth. The maternal mortality rate is 1 in 12,500.

One of the highest maternal mortality rates in the world at 1 death in every 438 ____ UNITED STATES 2. births. Eighty percent of maternal mortality cases happen in primary services units, indicating that the challenge for this is the quality of care rather than accessibility.

Couples in this country enjoy 13 months’ paid leave, and most of that time is ____ NIGERIA 3. available to be split between the two parents, so families can decide which parent would be better at home. The maternal mortality rate here is 1 in 20,000.

In 1980, one woman would die for approximately every 580 women who gave 4. birth, but by 2008, that rate had dropped to 1 in approximately every 2,170. This ____ CANADA improvement has not kept pace with the rapid economic expansion in this large Asian country.

Women have a 1 in 16,667 chance of dying in childbirth. Mothers enjoy a range ____ FRANCE 5. of maternity benefits, ranging from generous paid time off to extended time in the hospital.

Maternal mortality rates have declined from approximately 1 maternal death per 200 ____ CHINA 6. live births in the early 1920s to less than 1 per 12,820 in 2010. Among the lowest maternal mortality rates in the world and three times lower than its neighbor the U.S.

Has the second highest maternal death rate in the world. Less than 15 percent of ____ INDIA 7. deliveries are attended by trained health workers, and many women bleed to death before they can receive permission from their husband or mother-in-law to get medical help.

Deaths from pregnancy and childbirth have doubled in the past 20 years ____ ITALY 8. despite the fact that this super-power spends the most money on healthcare. Approximately 1 woman in every 4,100 dies in childbirth. HALF THE SKY: MATERNAL MORTALITY

Student Handout B v2: The Health Divide Question & Answer Worksheet (page 2)

A B

Women have a 1 in 18 chance of dying in childbirth. Maternal health continues to ____ DEMOCRATIC 9. decline while the rest of the world improves, despite being one of Africa’s biggest REPUBLIC OF CONGO oil exporters

Women can choose their hospital, two prenatal checkups are provided free ____ PAKISTAN 10. of charge, and there are free childbirth classes available to all. The maternal mortality rate is a low 1 in 16,666.

Pregnant mothers are not expected to work during the last six weeks of their pregnancy. Moms benefit from four months maternity leave, and ____ MEXICO 11. employers are required to provide for at least three months of pay. The maternal mortality rate is 1 in 11,100.

The average infant mortality rates have reduced substantially, decreasing by 12. 5.5 percent a year in the 1980s and 1990s, and by 4.4 percent a year since ____ JAPAN 2000. But the rate is still high at 1 in 1,724 due to the unequal distribution of wealth in this booming South American country.

This is the world’s largest democracy, but women have a 1 in 185 chance of ____ GERMANY 13. dying in childbirth in this highly populated country — one of the worst rates in the world.

In 2010, the country was rated the safest place to have a baby, with just five 14. maternal deaths per 100,000 births (1 in 20,000). Maternal health care is free, ____ BRAZIL and families do not have to pay for prenatal visits for the hospital birth. Moms also benefit from 22 weeks of paid leave from work.

Every hour four women die of complications due to pregnancy and labor, ____ INDONESIA 15. and for every woman who dies, 20 to 30 have serious complications in this conflict-ridden African country. The maternal mortality rate is 1 in 90.

One woman dies for every 384 who give birth. Malnutrition affects 34 percent 16. of pregnant women, and 45 percent of women suffer from iron deficiencies ____ SWEDEN that result in stillbirths, birth defects, and infant deaths. Ongoing wars in the region and strict religious cultural traditions also impact women’s maternal health.

One in 1,176 women dies in childbirth, a ratio that is almost five times higher 17. than its super-power neighbor. Women in poorer states of the country face ____ AUSTRALIA even greater risks in pregnancy — the maternal mortality ratio in the least developed region of the country almost double the national average. HALF THE SKY: MATERNAL MORTALITY

Student Handout C: Somaliland in Context

It is dangerous to be a pregnant woman in Somaliland.

Somaliland is a semi-desert territory in East Africa on the coast of the Gulf of Aden. It declared independence from Somalia after the overthrow of Somali military dictator, Siad Barre, in 1991. Since then, the territory has lobbied hard to win support for its claim to be a sovereign state, but had still not received official international recognition. Despite this, Somaliland has a working political system, government institutions, a police force, and its own currency, but it suffers from widespread poverty and unemployment. The health of the people of Somaliland is among the worst in Africa, with one of the highest maternal and infant mortality rates in the world. Childbirth brings with it serious risks, including lack of access to trained health professionals and high rates of malnutrition, all of which increase the chances of complications before and during labor. Because it is not an officially recognized independent state, international aid donors have found it difficult to provide much-needed support and resources, such as maternal health services and funds for training and supplies. While rates of maternal mortality are among the highest in the world, they have begun to decline. In 1997, 16 women would die for every 1,000 live births, but by 2006 that rate had gone down to approximately 10 per 1,000 births. This improvement is due in part to the work of Edna Adan Ismail, Somaliland’s first certified nurse-midwife, and the training hospital she founded in the country’s capital, Hargeisa. HALF THE SKY: MATERNAL MORTALITY

Student Handout D: Film Module Screening Guide

Name: Date:

Class:

Take notes while watching the film module Half the Sky: Maternal Mortality using the following list of questions as a guide:

• What challenges are pregnant women in Somaliland facing?

• What are some of the causes of death for pregnant women?

• What services does the Edna Adan Hospital provide?

• Write down two or three quotes from the film that stand out most for you and/or illustrate why maternal health is an important issue for everyone.

• Write down two or three quotes from the film that stand out most for you. HALF THE SKY: MATERNAL MORTALITY

Student Handout E: Maternal Mortality Fact Sheet (page 1)

What are the causes of maternal death? Women die as a result of medical complications that happen during and following pregnancy, often because the medical care and resources needed are too far away, unavailable, inadequate, or unaffordable. Below is a list of the major complications that account for 80 percent of all maternal deaths all of which are treatable if resources and skilled healthcare workers are available:

• Hemorrhaging: Severe bleeding, mostly occurring after childbirth • Poverty: Being poor limits a woman’s access to information and • Infection: Most commonly occurring after and as a result of childbirth healthcare. Factors such as malnutrition, disease, lack of clean water, and inadequate medical care make pregnancy and childbirth • Pre-eclampsia and Eclampsia: A set of symptoms including high a dangerous experience for women living in extreme poverty. blood pressure that occurs during pregnancy and can lead to seizures and coma during labor. • Gender-Based Discrimination: Maternal mortality rates are also an effective measure of women’s place in society. In countries where • Obstructed labor: Difficult labor, which may be caused by an women are devalued they lack access to education, economic obstruction or constriction of the birth passage opportunities, social supports, and leadership and decision-making • Indirect causes: Approximately 20 percent of maternal deaths opportunities that contribute to higher maternal mortality rates. result from diseases or physical traumas unrelated to pregnancy • Limited Access to Affordable, Quality Healthcare: Many women that are aggravated by pregnancy, such as anemia, malaria, cannot use health services during pregnancy and childbirth hepatitis, diabetes, HIV/AIDS, and physical and sexual abuse. because their families simply cannot afford the costs. And if they live in a poor community, the available healthcare may be poor as well. Key factors that continue to contribute to the large number of women dying include: too few or untrained health workers, a lack of equipment and supplies, unavailable transportation, insufficient funds, and a lack extended services including family planning and postnatal care. • Limited Access to Family Planning: Having large numbers of children with short recovery periods between pregnancies is detrimental to women’s health. If women had only the number of pregnancies they wanted, at the intervals they wanted, maternal mortality would drop by about one-third. • Limited Access to Education: When women are better educated they have a better chance of surviving childbirth. Educated women Why do women die? are also more likely to have wage-earning jobs that give them greater decision-making roles in a family’s finances and enable Understanding the medical causes of maternal mortality only gives them to save money and afford health-care when it is most needed. us part of the story. Maternal death is the result of a complex web According to the World Bank, for every 1,000 girls who get an of social, political, and economic forces that undermines women’s additional year of education, two fewer women will die in childbirth. access to essential maternal healthcare. A high maternal death rate • Cultural Practices: In some cultures, seeking medical help is indicates that the fundamental rights to life and health for women are seen as a sign of weakness and pregnant women in the poorest being violated. Contributing factors to maternal mortality include: countries are often tended to by family or traditional birthing assistants who may have little or no medical training and who may • Poverty use traditional practices that could complicate pregnancies and • Gender-based discrimination worsen a mother’s condition. • Limited access to affordable, quality healthcare • Adolescent Maternity: Child marriage contributes greatly to • Limited access to family planning adolescent maternal mortality rates. Currently, an estimated 51 • Limited access to education million girls under the age of 18 are married, and over the next decade, it is estimated that another 100 million girls will become • Cultural practices child brides. Studies show that adolescents age 15 through 19 are • Adolescent Maternity twice as likely to die during pregnancy or childbirth as those over age 20, and girls under age 15 are five times more likely to die. HALF THE SKY: MATERNAL MORTALITY

Student Handout E: Maternal Mortality Fact Sheet (page 2)

Too Far to Walk: What’s Needed to Improve The Delay Model Maternal Health?

When a life-threatening pregnancy-related emergency occurs, Improving maternal health for women around the world requires getting help fast is incredibly important. The following model coordinated efforts by international and local institutions to raise outlines the three primary delays women face when trying to access public awareness, address gender-based discrimination, increase emergency care: political will, and commit resources to prevent and respond to the causes of maternal mortality. Here are some strategies that have • Delay One: Recognizing Danger Signs and Deciding to Seek been most effective: Care: Poor families in communities with limited information and resources tend to delay decision-making or make inappropriate • Improving the availability of quality medical services: choices when complications arise. • Better-trained health care providers (doctors and nurses) • Delay Two: Reaching Appropriate Care: This delay is worse for who understand and are sympathetic to the challenges their poor rural women and their families who tend to face higher and patients face less predictable costs of emergency transportation because of long • Training for traditional healthcare providers and midwives so distances and limited public transit and services. they can provide support and care before and after the birth and • Delay Three: Receiving Care at Health Facilities: The final delay are better able to address emergencies when they arise is influenced by economic status, discrimination based on gender • Mobile clinics that can reach remote areas and provide or ethnic prejudice, and availability of providers. Poor families often ongoing access to services have to borrow money to pay up front when complications arise. • Emergency transportation services or a community-based Frequently, households do not have ready access to sufficient emergency transportation network to get women to the nearest cash in time, and often, credit is withheld for needed supplies, facility as quickly as possible in the event of complications medications, and services. • Improved communication systems so families in remote areas can contact providers in an emergency • Improving maternal nutrition during and after pregnancy: This improves maternal health and improves the health of new-born babies • Providing secondary education for girls: This has been shown to significantly increase the likelihood that mothers will have healthier pregnancies, and improves the survival rate of newly born babies. • Education and Outreach Programs: Providing training, education, and outreach to the entire community empowers women, girls, men, and boys with the tools they need to make informed decisions about their health and the health of their family members. HALF THE SKY: MATERNAL MORTALITY

Student Handout F: Case Study #1, Prudence, Cameroon

Prudence had been living with her family in a village 75 miles away from the hospital in Yokadouma, Cameroon, and she had received no prenatal care. She went into labor at full term, assisted by a traditional birth attendant who had no training. But Prudence had obstructed labor, and the baby couldn’t come out. After three days, the birth attendant sat on Prudence’s stomach and jumped up and down. That ruptured Prudence’s uterus. The family paid a man with a motorcycle to take Prudence to the hospital. The hospital’s doctor, Pascal Pipi, realized that she needed an emergency cesarean. But he wanted $100 for the surgery, and Prudence’s husband and parents said they could raise only $20. Dr. Pipi was sure that the family was lying and could pay more. Perhaps he was right because one of Prudence’s cousins had a cell phone. If she had been a man, the family probably would have sold enough possessions to raise $100.

Journalist Nicholas Kristof had come upon the clinic by accident The nurses said that everything was ready for Prudence’s surgery, and dropped in to inquire about maternal health in the area. When but the hours dragged and nothing happened. At 10 p.m., Kristof he stumbled upon Prudence in the hospital bed, she had been lying and the family found out that the doctor had left and would be back there untreated for about three days, according to her family. The in the morning. They were shocked and furious and considered fetus died shortly after she arrived at the hospital, and now it was going to find him but the Cameroonian interpreter that was traveling decaying and slowly poisoning Prudence. with Kristof tugged the group aside. “Look, I’m sure we can find out where Dr. Pipi lives if we ask around,” he said. “But if we go to “If they had intervened right away, my baby would still be alive,” Alain his house and try to drag him back here to do the surgery he’ll be Awona, Prudence’s 28-year-old husband said angrily as he hovered incredibly angry. Maybe he’ll do the surgery, but you don’t know beside his wife. A teacher at a public school, he was educated what he’ll do with the scalpel. It wouldn’t be good for Prudence. enough to be indignant and assertive at the mistreatment of his wife. The only hope is to wait for morning, and see if she is still alive.” “Save my wife!” he pleaded. “My baby is dead. Save my wife!” The next morning, Dr. Pipi finally operated, but by then at least Dr. Pipi and his staff were furious at Alain’s protests and embarrassed three days had elapsed since Prudence had arrived at the hospital at having a woman die in front of visitors. He told the Kristof that and her abdomen was severely infected. He had to remove 20 without intervention, Prudence had only hours to live, and that he centimeters of her small intestines, and he had none of the powerful could operate on her if he had the remaining $80. So Kristof and his antibiotics that were necessary to fight the infection. traveling companions gave the doctor the remaining money. The hours passed. Prudence remained unconscious, and gradually Prudence didn’t seem fully aware of what was going on, but her everybody realized that it wasn’t just the anesthesia; she was in mother had tears of joy streaming down her cheeks. The family had a coma. She began fighting for breath, in huge terrifying rattles. been sure that Prudence was going to die, and now it suddenly Finally, the family members decided that they would take her home seemed that her life could be saved. Alain insisted that we stick to the village to die. They hired a car to take them back to the around to see the surgery through. “If you go,” he warned bluntly, village, and they drove back, somber and bitter. Three days after the “Prudence will die.” surgery, Prudence died

This story was excerpted and adapted from Half the Sky: Turning Oppression into Opportunity for Women Worldwide by Nicholas Kristof and Sheryl WuDunn, Knopf 2009. www.halftheskymovement.org HALF THE SKY: MATERNAL MORTALITY

Student Handout F: Case Study #2, Antonia, Peru

Antonia had just turned 40. She was the anchor of her family. She’d farmed a small parcel of land and tended livestock with her husband Lorenzo since they were married as teenagers. She gave birth to seven children, ranging in age from two to 18. During her eighth pregnancy when Antonia went into labor three weeks early, Lorenzo wanted to go to the hospital to get a doctor. Antonia knew it would take him at least two hours to reach the hospital and return with help and was afraid of being alone during the delivery. So, Lorenzo remained at home and waited.

Antonia gave birth to a baby boy, Adolfo, around 6 p.m., but the joy By the time Lorenzo and the doctor finally arrived on foot just after was soon replaced by anguish. Lorenzo, who had assisted Antonia 10 p.m., it was too late. About an hour before, in her mother’s arms in all her previous births, realized that something had gone wrong. and surrounded by her children (including the baby boy she had Antonia was bleeding heavily. Lorenzo knew she needed help right just given birth to), Antonia died. away. After glancing one last time around his one room adobe The doctor said Antonia died because the placenta, which helps home, taking in his wife and his other children shuffling near their nourish the baby in the womb, had blocked her cervix. She mother’s bed, silent and scared, he left to get help. hemorrhaged, which led to cardiac arrest. Antonia’s condition was There are no phones or two-way radios in their tiny village high in considered serious, but treatable. the mountains of Peru’s remote Puno region. The nearest health In discussions with Lorenzo in the months following Antonia’s post was a couple miles away traveling on very bad roads. Lorenzo death, he recounted his schedule: He got up by 4 in the morning to knew from making prenatal visits with his wife there that the one make breakfast. By 8 a.m. the children left for school and he tended health worker wasn’t equipped or trained to handle this type of to the livestock. At around 4 p.m. he came back from dealing with emergency. Also, it was Good Friday and he knew that the health the livestock to cook dinner. Then he bathed the children and put post was likely closed since it was a holiday. them to bed, and he went to sleep about 9 p.m. He was extremely Lorenzo borrowed an old motorcycle and puttered slowly down the tired, but recognized that this is the schedule Antonia had kept steep, muddied road to the hospital almost an hour away in normal every day when she was alive. conditions. The drenching rains made the roads nearly impassible The children suffered without their mother. They only went to school and his transportation broke down half way there. After an hour of sporadically and the younger girls, ages 5 and 9, stopped eating pleading with people in a nearby village for help, Lorenzo managed and were depressed. The oldest son, who had planned to go to the to borrow a bicycle on which he made the rest of the journey to the city for school, dropped out to work in the hazardous gold mines hospital. When he reached the hospital, the doctor on call was not in order to send money back to his family. The second oldest son there and the ambulance was in disrepair. After another 30-minute was also forced to drop out of school to help his father around delay, Lorenzo found the doctor and hired a pick-up truck, and they the house and take care of his siblings. Lorenzo had to sell all the were on their way. Unfortunately, the truck got stuck in the mud as it livestock and possessions to pay for baby formula. Having spent all approached the house and Lorenzo and the doctor had to walk the his money on the baby, Lorenzo’s other children clearly had become remaining distance. malnourished and they had no money for school supplies.

This case study was excerpted and adapted from the Care report “The Impact of Maternal Health in Peru” www.care.org/campaigns/mothersmatter/downloads/Peru-Case-Study.pdf HALF THE SKY: MATERNAL MORTALITY

Student Handout F: Case Study #3, Mastbegeen, Afghanistan

Sangima watched helplessly as her sister-in-law, Mastbegeen, died trying to give birth to her seventh child. She tells Mastbegeen’s story to and interviewer from Integrated Regional Information Networks, (IRIN) part of the United Nations Office for the Coordination of Humanitarian Affairs (OCHA):

Sangima: As you see, we live in this very remote mountain village At midnight, she stopped crying. I bent over her face and shouted in Wakhan District [Badakhshan Province], which is very far from Mastbegeen! Mastbegeen! But she didn’t reply. I saw her chest all facilities, including a clinic. Mastbegeen [her sister-in-law] was was moving so I knew she was alive. I left the room to call my eight months pregnant when she started feeling pain. I told my brother, who was helping the old woman to wash the newborn brother [Mastbegeen’s husband] to find a birth attendant. He took baby girl. We went back in and found she was dying. We shook the donkey and left the house. After an hour he came back with the her and kept calling out to her, but she didn’t reply and we saw old woman. her passing away. It was a very sad scene; I hope no one else on earth has to witness such a calamity in their family. We didn’t know Interviewer: Was the woman a professional health worker? what happened to the baby, but she also died just an hour after Sangima: She was not from the clinic, but yes she was professional her mother. as she has been working as a midwife for years. She has a lot of Now Mastbegeen’s six children are in a very bad state. Sometimes I experience, she is an old woman. There’s no clinic near us and these come to cook for them or wash them, but still they are not as clean old women are the only people who help pregnant women. as other children. My brother cooks, but he can’t cook as well as a Interviewer: What I mean is, did she have any formal woman. He is also poor and can’t provide them with good clothing midwifery training? and food. This is the reality not only in our village, but also in many remote villages in the Wakhan corridor in Badakhshan, where we Sangima: I don’t think so, because she is very old and illiterate have little or no access to health care as well. She helped Mastbegeen give birth to the child. After the birth, Mastbegeen started bleeding. I asked the old woman what was happening and she said: “Don’t worry, most women bleed for some time after giving birth.” Somehow I trusted the old woman, but then I thought to myself, when I gave birth to my own child I was not bleeding like Mastbegeen. I mentioned this to my brother and we thought we should take her to a clinic. But it was 11pm and the nearest clinic in Khandod [district capital] was six hours’ walk away. We didn’t have any choice but to wait.

This case study was excerpted and adapted from VEIL OF TEARS: Afghans’ Stories of Loss in Childbirth Integrated Regional Information Networks, (IRIN) 2009 as part of the United Nations Office for the Coordination of Humanitarian Affairs (OCHA) www.irinnews.org/pdf/veil_of_tears.pdf HALF THE SKY: MATERNAL MORTALITY

Student Handout G: Case Study Worksheet (page 1)

Case Study: Date:

List of the names of all the students in the group:

Why did she die? Understanding the Causes of Maternal Mortality

1. What was the name of the woman in your case study and what was her cause of death?

2. Was the condition she suffered from treatable?

3. If so, what were the factors that contributed to her death? Briefly describe what role if any each of the following played: • Poverty

• Gender-based discrimination

• Limited access to quality healthcare

• Limited access to family planning

• Limited access to education

• Cultural practices

4. Using the Delay Model as a reference, describe the delays that the mother and her family faced when attempting to access care: HALF THE SKY: MATERNAL MORTALITY

Student Handout G: Case Study Worksheet (page 2)

Action Plan: How Can Women’s Lives Be Saved? Edna Adan came back to Somaliland to apply her skills, resources, and training to improving the lives of women in her country. Imagine that your group came from the same community as the woman in your case study and you have the opportunity to return to help improve the maternal health of the women who live there. What would your plan of action be? Using the Maternal Health Fact Sheet as a resource, work with your group to develop a comprehensive strategy that includes the following: 1. What outreach and resource strategies would you put into place for each of the following? • Improving the availability of quality medical services:

• Improving maternal nutrition during and after pregnancy:

• Providing education opportunities for girls:

• Providing Outreach Programs:

2. How would you include the community in your plan of action? What role will boys and men play in improving maternal health?

3. What challenges do you expect to face?

4. What outcome do you hope to achieve? 040 HALF THE SKY Education for All

OVERVIEW Audience Purpose of the Lesson Resources: High School (9-12 grade), Community College, Youth Development Organizations Access to education is recognized as a • Film Module: Education in Vietnam (10:38) Time basic human right as well as significant • Half the Sky: Turning Oppression into 90 minutes or two 50 minutes class factor in breaking the cycle of poverty Opportunity for Women Worldwide Film periods + Assignments and improving quality of life for children, Series Trailer (5:48): itvs.org/films/half- communities, and countries. Despite this, Subject Areas the-sky millions of girls and women around the Women’s Studies, Social Studies, Global • LCD projector or DVD player world are disproportionately denied the Studies, Media Studies, English Language opportunity to attend school and pursue • Teacher Handouts Arts , Education Studies education and training outside the home. --Educating Girls and Women Discussion “When you educate a girl, there Guide (Download Half the Sky: Turning Oppression into Opportunity for Women is a ripple effect that goes Objectives: Worldwide discussion guide PDFs from beyond what you would get the ITVS Women and Girls Lead website: from a normal investment… Through this lesson students will: www.womenandgirlslead.org) When you educate a girl, you • Explore the value of education in their • Student Handouts own lives educate a village.” --Student Handout A: Life Map • Consider the ripple effect for families, --Student Handout B: The Education communities, and nations where girls are Sheryl WuDunn Ripple Effect disproportionately denied the right to go Half the Sky to school --Student Handout C: Vietnam In Context • Identify the location of Vietnam on a map --Student Handout D: Film Module and understand the social and political Screening Guide context that has shaped the education --Student Handout E: Education for All opportunities for Vietnamese girls. --Student Handout F: Notes from the Field • Understand the Millennium Development • Whiteboard/blackboard and markers/chalk Goals’ strategy to cut poverty in half by • Pens and writing paper 2015 and examine the progress and the status of Goal 2 Universal Primary • Computers with Internet access Education in relationship to the global • Kraft Paper gender disparity. • Washable Markers • Create an Education Genealogy that • Wall map of the world with country names: explores the impact of education in their www.amaps.com/mapstoprint/ own families and communities and traces WORLDDOWNLOAD.htm the path and influence of education through the generations. 041 HALF THE SKY Education for All

LESSON PLAN PROCEDURES Prescreening Activity

Time: 30 minutes You will need: Student Handout A: Life Map, Student Handout B: Ripple Effect, Student Handout C: Vietnam In Context, white board/black board, dry-erase markers/chalk, kraft paper, washable markers, and a wall map of the world with country names (free printable maps are available here: www.amaps.com/mapstoprint/WORLDDOWNLOAD.htm) Goal: Students will begin to explore the value of education by considering how their lives and their futures would be different if they were denied the opportunity to attend school. They will then examine the global gender divide in education and the possible ripple effect for families, communities, and nations where girls are disproportionately denied the right to go to school. PART 1 • Begin the lesson with a class discussion using the following questions for prompts. Students can be divided into pairs (Think-Pair-Share) and each group can discuss their responses to the scenarios among themselves before sharing with the rest of the class. Students can also work individually and do a “quick writing” response before sharing with the class. --A. Ask the class the following question: Imagine you went home tonight and your family told you that no one expects you to go to school anymore (Or you don’t have to go to school anymore). How would that make you feel? Would you choose to continue to come to school? Encourage students to respond honestly. Discuss student reactions and ask them to go into more depth about the reasons why their responses were either positive or negative. --B. Now, imagine you are a 14-year-old student in a country where everyone has to pay to go to school. If you were that student, how would you feel if you went home tonight and your family told you that you couldn’t go to school anymore because it is too expensive? What would you do? Would you be willing to go to work to help pay for school? Discuss student reactions and compare them to their reactions from the first question. --C. Imagine you are still that 14-year-old student and you went home tonight and your family told you that your sibling(s) would continue to go to school, but you couldn’t go to school anymore. They tell you that it’s too expensive to send all of their children, and they think it’s more important for your other sibling(s) to be educated. Besides, they need your help doing chores and taking care of the other children in the house. How would you respond to that? What would you do? • Based on the discussion, have the class work in pairs and consider what impact scenario C would have on the life of their hypothetical 14 year-old student. Using Student Handout A: Life Map briefly brainstorm some possible consequences that a student might face as a result of being denied access to an education. • Ask groups to discuss their responses with their partner(s) then share their results with the class. 042 HALF THE SKY Education for All

LESSON PLAN PROCEDURES Prescreening Activity

PART 2 • Introduce the following information: Access to education is recognized as a basic human right as well as significant factor in breaking the cycle of poverty and improving quality of life for children, communities, and countries. Despite this, millions of girls and women around the world are denied the opportunity to attend school and pursue education and training outside the home. Of the approximately 75 million children who are currently not in school, the majority are girls. Worldwide, for every 100 boys out of school, there are approximately 122 girls who are unable to attend school. In developing countries and countries with strict cultural and religious codes regarding gender roles, this gap is much wider: for every 100 boys out of school in Yemen, there are 270 girls who are not in school, in Iraq it is 316 girls, and in India it is 426 girls to every 100 boys. • Distribute Student Handout B: The Education Ripple Effect and ask students to return to their groups. Using the handout as a guide, ask each group to share their responses to the statement above and discuss the possible ripple effects that result from the disparity in education opportunities for girls. • Have each group share their results and discuss as a class. • Give each group a large piece of Kraft paper to post on the wall and ask them to record the ripple effects from their discussion. • Have the students walk around the room and read eachother’s responses and leave feedback or comments using Post-It Notes. (Be sure to establish guidelines on how to give constructive and appropriate feedback.) • Complete the activity by brainstorming some possible strategies that might help to eliminate the barriers to education that their 14-year-old student faces. Record the results on the board to revisit later. • Ask the students to keep this activity in mind as they watch the film and tell them that they will return to their responses throughout the lesson. PART 3 • In preparation for viewing the film module, ask a volunteer to locate Vietnam on a wall map. • Provide students with the one-page fact sheet, Student Handout C: Vietnam In Context. Have them read the fact sheet and discuss briefly with a partner. • Variation: This handout can be provided in advance of the lesson for students to review as homework. 043 HALF THE SKY Education for All

LESSON PLAN PROCEDURES Viewing the Module

Class time: 10-15 minutes Note: We recommend that if time permits you begin this section by watching the film series trailer (5:48): itvs.org/films/half-the-sky You will need: pens and writing paper, LCD projector or DVD player, HTS: Education in Vietnam film module (10:38), Student Handout D: Film Module Screening Guide, pens/ pencils • Distribute Student Handout D: Film Module Screening Guide and instruct students to take notes during the screening using the worksheet as a guide. • Variation: The questions from Student Handout D can be projected or written on the board and reviewed briefly before viewing the film module to save paper. 044 HALF THE SKY Education for All

LESSON PLAN PROCEDURES Post-Screening Activity

Time: 25 minutes You will need: Student Handout E: Education for All, Student Handout F: Notes from the Field, white board/black board, dry-erase markers/chalk, pens/pencils, writing paper. Goal: Students will be introduced to the Millennium Development Goals strategy to cut poverty in half by 2015 and examine the progress of Goal #2: Equal Access to Education. Working in groups, they will imagine that they are student ambassadors for the Millennium Development committee who are collaborating with the Nhi and Phung from the film to identify strategies to improve education in their communities in Vietnam as well as the student’s communities in the United States. Part 1: Discussion Questions (5-10 minutes): • What did you think of the film? Was there anything that surprised you? • How do you feel about each student’s story? • What are some of the similarities between the stories that you saw? What are some of the differences? • What role does gender play in their access to education? In what way? • Bich Vu Thi — Room to Read Girls Education Program Officer — talks about her own struggles achieving access to education in a poor family where girls were not valued. She says, “One boy is one child, but 10 girls are not equivalent to one child.” What do you think she meant by that? How do you think this attitude influences girls’ opportunities? • What are some things that are being done to support girls in going to school? • John Wood, the Founder of Room to Read, has stated that “it is a moral failure” that millions of girls woke up this morning and didn’t go to school? Do you agree? Why or why not? • How does his statement connect with Phung’s father’s belief that by sacrificing a small amount today, he is giving his children a path out of poverty? • Do you think we are facing similar challenges in our own country? Could you provide some examples? • Are there groups of young people in this country who are forced to make similar choices between supporting their families or focusing on their own education and future? • Nicholas Kristof says in the film, “We often have the idea that providing education is about building a school, providing teachers, school books, and it’s so much more complicated then that in an environment of poverty.” What challenges and complications is he referring to? How do the parents in the film address these barriers and how do their actions shape their daughter’s futures? • What does it take to construct a system that supports the education of girls? Are there models in other countries? 045 HALF THE SKY Education for All

LESSON PLAN PROCEDURES Post-Screening Activity:

Part 2: Millennium Development Goals and Education for All • Briefly introduce the Millennium Development Goals and Goal 2: Universal Primary Education (MGD2) using the summary paragraph: In 2000, the United Nations brought together the Heads of State from 189 countries to discuss how to cut global poverty in half by 2015 and ensure fundamental human rights for all. The strategy they developed consists of eight goals, and includes a commitment to achieving primary education for all children. Millennium Development Goal 2: Universal Primary Education (MGD2) seeks to ensure that children everywhere — boys and girls alike — will be able to complete a full course of primary schooling by 2015 and that girls would have the same opportunities and access to education as boys by 2005. This target was set because countries around the world recognize that providing education is the key to reducing poverty and improving the health and wellbeing of families and communities. Unfortunately the goal for equal access to education by 2005 was not reached, but progress is being made. • Divide the class into groups of 3–4 students and provide each with Student Handout E: Education for All and Student Handout F: Notes from the Field. • Explain that each group will review the fact sheet and imagine they are student ambassadors working with the Millennium Development Committee. Their assignment is to work in collaboration with a student from the film to identify ways that they can improve education for girls in Vietnam. In return, they will imagine what insights their Vietnamese partners can provide regarding the importance of education in their lives and how we can improve the quality and commitment to education in our communities in the USA. Students should refer to their notes from the film and the class discussion as well as Student Handout E: Education for All for guidance. • Students can present their completed work to the class as notes from the field or they can develop a script and perform the interviews and dialogue. 046 HALF THE SKY Education for All

Assignments

Select one or more of the following assignments to complete 2) Education Genealogy. Have students explore the impact the lesson: that education has had in their own families and communities by creating an Education Genealogy that traces the path and influence 1) Why does education matter? How would you advertise of education through the generations. (Variation: If time is limited, Education for All? Students will develop a public service or ask students to select one subject to focus their research on.) advertising campaign to promote the idea of universal education. Students should incorporate the resources from the lesson • Have students interview members of their family (or community, including facts, case studies, and strategies in their campaign if family members are not accessible) from several generations materials. When researching their topic, students think about their using the prompts below as well as their own questions. They audience and how they can galvanize collective support from can take notes or record the interviews on video or audio a broad-range of people (male, female, adults, youth, different equipment if available. economic and cultural backgrounds, etc.) Students can work --What role did education play in your life? individually or in a group and their projects should consist of a --What challenges if any did you face? Were there any barriers to presentation and informational material. going to school? • Students’ PSA or advertisement can be created as a video using the --How did your parents/guardians view your education? Was it a resources below. If video resources are unavailable, the PSA can be priority? presented live during class or an assembly or community event. --Was the education experience different for boys and girls when The Ad Council: you were in school? www.adcouncil.org/Our-Work/Current-Work --What strategies did your parents/guardians employ to help open MediaSmarts: doors and break barriers to success? www.mediasmarts.ca --What is your best and worst memory related to your education? Using Public Service Announcements in the Classroom: --How was your experience with education different from the www.kathyschrock.net/psa generation before you? • Social media is a powerful force for change and should be --What does education mean in your life now? incorporated into their campaign. An example of a successful --How do you see education for the next generation? social media campaign can be found here: jflopsu.tumblr.com/ • Students should combine interviews and oral history with research post/10561740209/abolishcancer-twitterview on the development of the education system throughout their family • Students can develop brochures with infographics to highlight their (or community’s) history and consider how their ancestors’ access message and research using the following examples and tools: or lack of access to education has shaped their own opportunities. UNESCO: Education Counts Brochure: unesdoc.unesco.org/images/0019/001902/190214e.pdf Krum’s 10 Tips for Designing Infographics: digitalnewsgathering.wordpress.com/2010/04/24/10-tips-for- designing-infographics Teaching with Infographics: learning.blogs.nytimes.com/2010/08/23/teaching-with- infographics-places-to-start 047 HALF THE SKY Education for All

Assignments (cont.)

• Free online oral history tool-kits and digital video and audio 3) Journaling about Education: Have students develop a short production resources can be found at these sites: narrative or fictional story using the experience of the hypothetical Guide to Oral History: student from the Pre-Screening Activity as a jumping-off point. dohistory.org/on_your_own/toolkit/oralHistory.html Complete the narrative by having them imagine what their life would be like 10 years from now using two scenarios: if they were unable Story Corps for Educators: to overcome the obstacles to their education and if they were able storycorps.org/education to successfully access an education. www.Zentation.com --If, like our 14-year old student, you were denied access to Combine videos, slides, and audio into presentations education at the age of 14, what would you have done? --What do you think your life would be like now? www.Voicethread.com Video, audio, and slide editing program --What goals do you have for your future and how would they be affected if you could not pursue your education? www.Vcasmo.com Easy to use multimedia presentation tool. Voiceover Script writing: www.peterdrewvo.com/html/tips_for_writing_for_voiceover.html 048 HALF THE SKY Education for All

Extensions

1) FUTURESTATES. What would you sacrifice for a good 3) The Girl Effect. Have youth mobilize their community and education? The film Crossover, by Tina Mabry, imagines a future harness the power of The Girl Effect. The Girl Effect is a collective where schools are segregated by economic status and a struggling movement created by the Nike Foundation, the NoVo Foundation, mother must decide whether to sell her own organs to give her the United Nations Foundation, and the Coalition for Adolescent children a better education. Screen the film for students and Girls that is driven by thousands of grassroots and community- consider current obstacles to education in the US and around based campaigns around the world aimed at empowering girls the world. What message was the filmmaker sending about the and improving life for their families and communities. The Girl education in the United States and the need for education reform? Effect Toolkit has a range of resources, tips, multi-media tools, and Should education continue to be compulsory and free? Have step-by-step guides for creating your own campaign, organizing students research the current debate and speculate about the community events, and starting local clubs to galvanize support for future of education in America. girls education and empowerment. Crossover: The Girl Effect: futurestates.tv/episodes/crossover www.girleffect.org FUTURESTATES Website: The Girl Effect Tool Kit: futurestates.tv www.girleffect.org/uploads/documents/5/Girl_Effect_Tool_Kit.pdf Educator Resources: 4) Are Schools Killing Creativity? Have students view Ken futurestates.tv/about/for_educators Robinson’s TED Talk entitled, “Are Schools Killing Creativity” and the RSA Animation “New Paradigms in Education” and discuss 2) Legislating Equal Access. Title IX, Education Amendments what education — specifically school-based education — means in this of 1972, (also called Title IX) was enacted in 1972 and has rapidly changing world. Have students research the development been credited with raising the opportunity of girls and women in of education in the United States from the industrial model through educational environments. While it is best known for paving the way No Child Left Behind and consider how schools have changed for female student athletes, Title IX also ensures an equal education (or failed to change) to address each generations needs. Have for pregnant and parenting students and for those seeking STEM students consider: What will the world look like when today’s (science, technology, engineering, and math) careers. Through kinder-gardeners graduate from high school? How can schools this lesson plan from TeachingTolerance.org, students will become prepare students for a future that we have trouble imagining? familiar with the principles of Title IX and evaluate its impact on their own learning environment: become familiar with the principles of Have students work in groups to design a model of education for Title IX and evaluate its impact on their own learning environment: the 21st century that combines the traditional “3 Rs” of education www.tolerance.org/activity/legislating-equal-access (reading, writing, and arithmetic) with the new “4 Cs”: communication, collaboration, critical thinking, and creativity. Resources: TED: www.youtube.com/watch?v=iG9CE55wbtY RSA: www.youtube.com/watch?v=zDZFcDGpL4U Partnership for 21st Century Skills: www.p21.org 049 HALF THE SKY Education for All

Extensions (cont.)

5) Millennium Development Goals: Empowering Women • The presentations should be multi-media and can include photo Empowers the World essays, video footage, audio clips, animations, and infographics In September 2000, the United Nations signed the Millennium using the following websites as resources: Development Goals (MDGs) with the aim of halving the number Animoto: of people living in poverty, reducing maternal and child mortality, animoto.com fighting disease, and improving social and economic conditions in the world's poorest countries by 2015. Have your class screen Capzles: the complete series of Half the Sky: Turning Oppression into www.capzles.com Opportunity for Women Worldwide and examine the connection Prezi: between the issues addressed in the documentary the MDG prezi.com campaign’s focus on women. Have them consider how and why improving rights and resources for women and girls is considered Infographic tools: key to eradicating global poverty. www.educatorstechnology.com/2012/05/eight-free-tools-for- teachers-to-make.html • Divide the class into eight groups, assign each an MDG, and instruct the groups develop a “We Are the Goal” presentation, • Information and resources for research on the MDGs can be found at: which should include the following: United Nations Millennium Development Goals: --A summary of the MDG and the campaign’s strategies for www.un.org/millenniumgoals improving social and economic conditions for women End Poverty 2015: --Information on the public perception and understanding of the www.endpoverty2015.org MDGs. (Students can investigate the public’s knowledge and MDG Get Involved: understanding of the MDG campaign by recording “person-on- www.un.org/en/mdg/summit2010/getinvolved.shtml the-street” interviews and include the footage in the presentation.) --Examples of specific programs that have been implemented and UN Women: their impact to date www.unifem.org/gender_issues/millennium_development_ goals --How the campaign relates to issues in the students’ own communities MDG Monitor: --A plan of action for the group and their school community to www.mdgmonitor.org contribute to the MDG campaign 050 HALF THE SKY Education for All

Additional Resources

BOOKS WEBSITES N. Kristof, S. WuDunn, Half the Sky: This is the official website for the Half The Campaign for Female Education Turning Oppression into Opportunity for the Sky: Turning Oppression into (Camfed) – fights poverty and HIV/AIDS in Women Worldwide, New York : Alfred A. Opportunity for Women Worldwide film, Africa by educating girls and empowering Knopf, 2009 book, and movement. women to become leaders of change. www.halftheskymovement.org us.camfed.org FILMS Room to Read – founded by John Wood, Girls, Inc. – inspires all girls to be strong, Half The Sky: Turning Oppression Into this organization partners with communities smart, and bold through life-changing Opportunity For Women Worldwide: across Asia and Africa to improve programs and experiences that help Filmed in 10 countries, the documentary educational opportunities for children by girls navigate gender, economic, and follows Nicholas Kristof, Sheryl WuDunn, focusing on the two areas where programs social barriers. and celebrity activists America Ferrera, can have the most impact: literacy and www.girlsinc.org Diane Lane, Eva Mendes, Meg Ryan, gender equality in education. The Girl Effect – A collective movement Gabrielle Union, and Olivia Wilde on a www.roomtoread.org to lift 50 million women and girls out of journey to tell the stories of inspiring, CARE International – fighting poverty and poverty by 2030 through the education and courageous individuals. Across the globe, injustice in more than 70 countries around empowerment of girls. oppression is being confronted, and real the world and helping 65 million people www.girleffect.org meaningful solutions are being fashioned each year to find routes out of poverty. through health care, education, and National Coalition on Women and www.careinternational.org economic empowerment for women and Girls Education (NCWGE) – A nonprofit girls. The linked problems of sex trafficking The Centre for Development and organization of more than 50 groups and forced prostitution, gender-based Population Activities (CEDPA) – works dedicated to improving educational violence, and maternal mortality — which through local partnerships to give women opportunities and advocate for the needlessly claims one woman every 90 tools to improve their lives, families, and development of national education policies seconds — present to us the single most communities. CEDPA’s programs increase that benefit all women and girls. vital opportunity of our time: the opportunity educational opportunities for girls, ensure www.ncwge.org to make a change. All over the world, access to lifesaving reproductive health women are seizing this opportunity. Visit the and HIV/AIDS information and services, website at: www.halftheskymovement.org and strengthen good governance and women’s leadership in their nations. ITVS Women and Girls Lead Film www.cedpa.org Collection: Women and Girls Lead offers a collection of films by prominent Girl Scouts of America – Girl Scouts of independent filmmakers. These films focus the USA has a membership of over 3.2 on women who are working to transform their million girls and adults and empowers lives, their communities, and the world. Visit girls by tackling important societal issues, the website to learn more about the films embracing diversity and reaching out to and explore our diverse catalogue of educator every girl, everywhere. resources, lesson plans, and film modules. www.girlscouts.org See www.womenandgirlslead.org for more details. 051 HALF THE SKY Education for All

Standards

Common Core State Standards 4. (11–12) Present information, findings, National Curriculum Standards for English Language Arts and supporting evidence, conveying a clear for Social Studies & Literacy in History/Social and distinct perspective, such that listeners can follow the line of reasoning, alternative Studies, Science, and Technical 1. CULTURE or opposing perspectives are addressed, Through the study of culture and cultural Subjects and the organization, development, diversity, learners understand how human substance, and style are appropriate to beings create, learn, share, and adapt to purpose, audience, and a range of formal Writing Standards 6–12 culture, and appreciate the role of culture in and informal tasks. shaping their lives and society, as well the 3. (9–10, 11–12) Write narratives to 5. (9–10, 11–12) Make strategic use lives and societies of others. develop real or imagined experiences or of digital media (e.g., textual, graphical, events using effective technique, well- 4. INDIVIDUAL DEVELOPMENT audio, visual, and interactive elements) in chosen details, and well-structured event AND IDENTITY presentations to enhance understanding of sequences. Personal identity is shaped by family, findings, reasoning, and evidence and to peers, culture, and institutional influences. 4. (9–10, 11–12) Produce clear and add interest. Through this theme, students examine coherent writing in which the development, the factors that influence an individual’s organization, and style are appropriate Writing Standards for Literacy in History/ personal identity, development, and actions. to task, purpose, and audience. (Grade- Social Studies, Science, and Technical specific expectations for writing types are Subjects 6–12 5. INDIVIDUALS, GROUPS, AND defined in standards 1–3 above.) INSITITUTIONS 1. (9–10, 11–12) Write arguments focused Institutions such as families and civic, 6. (9–10, 11–12) Use technology, on discipline-specific content. educational, governmental, and religious including the Internet, to produce, publish, 4. (9–10, 11–12) Produce clear and organizations exert a major influence on and update individual or shared writing coherent writing in which the development, people’s lives. This theme allows students products, taking advantage of technology’s organization, and style are appropriate to to understand how institutions are formed, capacity to link to other information and to task, purpose, and audience. maintained, and changed, and to examine display information flexibly and dynamically. their influence. 7. (9–10, 11–12) Conduct short as well Speaking and Listening Standards as more sustained research projects 10. CIVIC IDEALS AND PRACTICES to answer a question (including a self- An understanding of civic ideals and 1. (9–10, 11–12) Initiate and participate generated question) or solve a problem; practices is critical to full participation effectively in a range of collaborative narrow or broaden the inquiry when in society and an essential component discussions (one-on-one, in groups, and appropriate; synthesize multiple sources on of education for citizenship. This theme teacher-led) with diverse partners on [grade the subject, demonstrating understanding enables students to learn about the 9–12] topics, text, and issues, building of the subject under investigation. rights and responsibilities of citizens on others’ ideas and expressing their own of a democracy, and to appreciate the clearly and persuasively. 9. (9–10, 11–12) Draw evidence from importance of active citizenship. informational texts to support analysis, 4. (9–10) Present information, findings, reflection, and research. and supporting evidence clearly, concisely, National Standards for Arts and logically, such that listeners can follow Education Grades 9–12 the line of reasoning and the organization, development, substance, and style are VA1: Understanding and applying media, appropriate to purpose, audience, and task. techniques, and processes VA5: Reflecting upon and assessing the characteristics and merits of their work and the work of others HALF THE SKY: EDUCATION FOR ALL

Student Handout A: Life Map

Name: Date:

Class:

Work with your partners to brainstorm some possible consequences that the student in this scenario might face as a result of being denied access to an education.

You are a 14-year-old student and your family told you that your sibling(s) would continue to got to school, but you couldn’t go to school anymore because it’s too expensive to send all of their children, and they think it’s more important for your other sibling(s) to be educated. Besides, they need your help doing chores and taking care of the other children in the house.

PO S S CE S I B E N LE S EQU HORT-TE R M CON S

P OS E S S I B NC LE QU E LONG-TE R M CON S E HALF THE SKY: EDUCATION FOR ALL

Student Handout B: The Education Ripple Effect

Group Names:

Class:

Read and discuss the following statement and work as a group to answer the discussion questions:

Access to education is recognized as a basic human right as well as a significant factor in breaking the cycle of poverty and improving quality of life for children, communities, and countries. Despite this, millions of girls and women around the world are denied the opportunity to attend school and pursue education and training outside the home.

Of the approximately 75 million children who are currently not in school, the majority are girls. Worldwide, for every 100 boys out of school, there are approximately 122 girls who are unable to attend school. In developing countries and countries with strict cultural and religious codes regarding gender roles, this gap is much wider: for every 100 boys out of school in Yemen, there are 270 girls who are not in school, in Iraq it is 316 girls, and in India it is 426 girls out of school for every 100 boys out of school.

Discussion Questions:

• How do you feel about this information? Did it surprise you? If so, what surprised you most? • Why do you think girls are less likely than boys to have access to education? What factors might influence girls’ access to education? • In some communities the majority of girls in a village or town may be uneducated. What impact do you think this might have on the community? • In nations where girls are four times less likely to get an education, how do you think the country might be affected? HALF THE SKY: EDUCATION FOR ALL

Student Handout C: Vietnam in Context

Vietnam: Country History

Ancient Vietnam was home to some of the world’s earliest civilizations, with a cultural history of over twenty thousand years – putting its citizens among the first humans to practice farming and agriculture. Vietnam has spent much of its history repelling or being ruled by invaders. For over a thousand years Vietnam was governed by powers foreign to its region. In the late 19th century, the country was colonized by France, which ruled Vietnam until 1954, when France was defeated by communist forces. The population of Vietnam was politically divided following the overthrow of French rule and an agreement was made to divide the country into North Vietnam (which was predominantly Communist) and South Vietnam (which opposed Communist rule), with the plan of reunifying the country through democratic, countrywide elections. This division eventually led to the Vietnam War. After millions of Vietnamese deaths and the American withdrawal from Vietnam in 1973, the war ended with the fall of Saigon to the Northern armies in 1975. For almost 20 years, a reunified Vietnam suffered regional conflict and reconstruction and experienced international isolation and limited economic growth.

Girls’ Education in Vietnam

The Doi Moi (The Renovation) In the 1980s, Vietnam’s government introduced a series of reforms aimed at improving the country’s living standards and economy. Since then, the Doi Moi (the renovation), as it’s called, has made great advances — especially in the areas of private business, foreign investment, and transforming the country into an industrialized nation. But efforts to improve education have been met with many challenges, especially in rural areas. Although Vietnam has made significant progress in achieving universal primary education and improving girls’ access to schooling, the overall quality of education is poor by international standards and teachers are in short supply. Children in rural areas are forced to travel miles alone to reach the nearest school, and family responsibilities often outweigh students’ hopes for education, with girls in particular dropping out so they can contribute to the household income. Flying Ducks In Vietnam, girls are referred to as “flying ducks,” a saying that has its roots in Chinese tradition and refers to the belief that a girl’s value is lost to the family after her marriage. For parents who have limited resources, choosing to invest in their sons’ education over their daughters’ seems like a better bet, since tradition dictates that boys are responsible for taking care of parents in their old age, while a girl’s skills and talents will benefit her husband’s family. Son preference is deeply rooted in many Asian countries, and daughters may be seen as a liability, especially where dowries must be paid. In Half the Sky: Turning Oppression into Opportunity for Women Worldwide, Bich Vu Thi, a program officer for Room to Read’s Girls’ Education program, talks about her own struggles achieving access to education in a poor family where girls were not valued. She says, “One boy is one child, but 10 girls are not equivalent to one child.” In a country like Vietnam, where the average person earns just one dollar a day, the preference for boys, coupled with other factors — such as the need for daughters to help at home, the cost of schooling, and the long distances students often have to travel to attend school — puts education out of reach for thousands of girls whose families are living on the economic margins. HALF THE SKY: EDUCATION FOR ALL

Student Handout D: Film Module Screening Guide

Name: Date:

Class:

Take notes while watching the Education in Vietnam film module, using the following list of questions as a guide:

• Why is education important to each of the students in the film? What are their goals?

• What challenges do they face?

• What are their families’ attitudes toward education?

• What are they each doing to overcome the barriers?

• Write down two or three quotes from the film that stand out most for you and illustrate the value and role of education in the lives of the students featured in the film. HALF THE SKY: EDUCATION FOR ALL

Student Handout E: Education for All Fact Sheet

Fast Facts about Girls’ Education Strategies for Success

• Of the 781 million illiterate adults in the developing world, two- Below is a list of some of the most successful thirds are women. strategies that countries and communities are • U.S. women comprise 48 percent of the U.S. workforce but just 24 using to achieve Millennium Development Goal 2: percent of science, technology, engineering, and math workers. • An extra year of primary school boosts girls’ eventual wages by • Reduce or eliminate school fees: Unlike the United States, many 10 to 20 percent and an extra year of secondary school increases countries do not provide free education. For children in these earnings by 15 to 25 percent. countries, school fees are a major barrier to education, especially • Educated women have greater control over their financial for girls. When countries such as Ethiopia, Ghana, Kenya, Malawi, resources and are more likely to invest in their family’s health, Tanzania, and Uganda eliminated their school fees, student education, and nutrition. enrollment skyrocketed. • A child born to a woman who can read is 50 percent more likely to • Provide merit-based scholarships: Providing scholarships based survive past age five. Women with formal education are much more on student performance is an effective way of raising test scores likely to delay marriage and have fewer and healthier babies. and academic performance. • Education fosters democracy and women’s political participation. • Offer financial incentives to families: One of the most successful A study in Bangladesh found that educated women are three times antipoverty initiatives in the world is Oportunidades in Mexico, more likely to take part in political meetings. which pays parents a monthly stipend if their children attend school • Girls’ education ranks among the most powerful tools for reducing regularly. Oportunidades has raised high school enrollment in some vulnerability to HIV/AIDS. rural areas by 85 percent and has been especially beneficial for girls. • Address health concerns that impact attendance: Giving girls access to private bathroom facilities has been an effective strategy to increase attendance at high schools. • Improve quality and relevance of curricula: Students need to have access to information and skills that are not taught at home, such as computer literacy and financial skills. Parents who have limited funds are more willing to invest in their daughters’ education if it will help them succeed in our rapidly changing world. • Provide mentors and role model programs: Girls benefit from mentorship that provides them with support and information that they may not get from their parents or teachers. When girls receive information that will help them make good decisions about all aspects of their lives, they are more likely to stay in school and be successful in future activities, whether that is raising a family, being a community leader, or having a job. HALF THE SKY: EDUCATION FOR ALL

Student Handout F: Notes from the Field

Name: Date:

Class: Interview Subject:

Imagine you are part of a group of student ambassadors from the Millennium Development Committee. You have been given the assignment to collaborate with one of the students from the film, with the goal of improving education in both your communities. Use the steps below to complete your assignment:

Step 1: Your team will “interview” your subject about the challenges • Strategy 1: and barriers to education for girls in her community and record her responses. Imagine what responses your subject would provide to the following questions, and think of three additional questions that • Strategy 2: you would like to ask her: • What are the three biggest challenges or barriers you have faced in your ongoing effort to pursue an education? Step 3: Now it’s your subject’s turn to interview you about • If you could snap your fingers and eliminate one barrier or education in the United States and in your community in particular. challenge, what would it be and why? Imagine what responses your team would provide to the following questions, and think of three additional questions that your subject • Have you faced special challenges because you are a girl? If so, would ask you: What are the three biggest challenges or barriers what have they been? you have faced in your ongoing effort to pursue an education? • What strategies have you used to overcome these challenges? Have they worked? • What does education mean in your family or in your community? If so, how? If not, why not? Why is education important to you? • How has your family responded to your efforts to achieve an • What are the three biggest challenges or barriers to education that education? How does their response make you feel? students in your community face? • You (and your family) continue to make difficult sacrifices to make • If you could snap your fingers and eliminate one barrier or challenge it possible for you to go to school. Why is education so important what would it be and why? to you? • Do girls and boys face different educational challenges? What • What advice would you give to other girls and boys around impact, if any, does gender have on education in the United States? the world who area trying to achieve an education in difficult • Subject Question 1: circumstances? • Team Question 1: • Subject Question 2:

• Team Question 2: • Subject Question 3:

• Team Question 3: Step 4: Based on her own experience, what advice do you think your subject could share with you about improving education in Step 2: Use Student Handout E: Education for All Fact Sheet as your community? a guide to identify two strategies for improving access to education that would be most effective for your subject and her community. List the strategies below. Using a separate sheet of paper, briefly describe how you would collaborate with your subject and her community to implement each strategy. What outcome do you hope each will achieve? 058 HALF THE SKY Gender-Based Violence: Challenging Impunity

OVERVIEW “It is really hard to find legal Audience Purpose of the Lesson remedies to rape when you High School (grades 11-12), Community College, Youth Development Organizations have cultural attitudes like this Although it is widespread, violence against where rape is unfortunate but Time women and girls goes widely unreported forgivable but being raped is 90 minutes or two 50-minute class periods due to factors such as fear of retribution, + assignments shame, stigma, lack of economic resources, just an unpardonable sin.” inadequate social services, ineffective Subject Areas legal systems, and concern for children Women’s Studies, Social Studies, Civics, Nicholas Kristof, Half the Sky: Turning (including fear for their children's safety Global Studies, Media Studies, Health, Oppression into Opportunity for Women and losing custody and access if they English Language Arts Worldwide choose to leave). Few countries provide appropriate training for the police and judicial and medical staff who are the first responders for women and girls during and after violent events. As a result, victims of violence are left vulnerable to further abuse from the systems and institutions that are meant to protect them, and the perpetrators are often left unpunished and free to continue perpetrating violence. This lesson will examine the global crisis of gender-based violence, the culture of impunity that surrounds it, and the impact it has on our own communities. Through the activities, students will be challenged to consider the factors that contribute to violence against women and girls and how they can contribute to local and international efforts to eradicate it. 059 HALF THE SKY Gender-Based Violence: Challenging Impunity

OVERVIEW Objectives: Resources:

Note for Teachers about the Lesson Plan Students will: • Film module: Gender-Based Violence in Gender-Based Violence: Challenging • consider the benefits and consequences of Sierra Leone (10:44) Impunity and Its Contents: taking a stand against an injustice; • Half the Sky: Turning Oppression into This lesson and the accompanying film • learn the definition of the word impunity Opportunity for Women Worldwide Film module from Half the Sky: Turning and the meaning of the phrase a culture Series Trailer (5:48): itvs.org/films/half- Oppression into Opportunity for Women of impunity, and discuss the contributing the-sky Worldwide address the challenging issue of factors that allow a culture of impunity to • LCD projector or DVD player gender-based violence directly and honestly, develop; but the discussions and topics might not • Teacher handouts: • identify the location of Sierra Leone on a be suitable for all audiences. Teachers --Gender-Based Violence Discussion map and understand the social and political should prepare for the lesson by reading all Guide (Download Half the Sky: Turning context that has shaped the culture of the materials thoroughly and watching the Oppression into Opportunity for Women impunity and violence in that country; complete film module to determine if this Worldwide discussion guide PDFs from topic and lesson are appropriate for their • develop a working definition for the term the Independent Television Service [ITVS] class. Teachers should also brief students gender-based violence and consider the Women and Girls Lead website: on what they will be viewing in advance and global culture of impunity in relation to www.womenandgirlslead.org.) violence against women; identify students who might be personally • Student handouts: or adversely affected by this material. Prior • work in groups to analyze a scenario that --Gender-Based Violence Glossary to launching the lesson, please contact your illustrates an example of gender-based school counselor or social worker to discuss violence and imagine how their subject’s --Student Handout A: Sierra Leone in policies and procedures for addressing story would play out in two different Context a disclosure of violence or abuse and be environments; --Student Handout B: Film Module prepared to provide students with support or • examine the root causes and impact of Screening Guide the option of not participating in the lesson gender-based violence in their community --Student Handout C: Gwen’s Story where appropriate. and develop a strategy to address it; and --Student Handout D: Representative For additional information about the • understand the roles that men and boys Gwen Moore and the Violence Against documentary Half the Sky: Turning can play in eradicating gender-based Women ACT (VAWA) Oppression into Opportunity for Women violence in their families and communities. • Pens/pencils and writing paper Worldwide, please download the free • Whiteboard/blackboard and markers/chalk Gender-Based Violence Discussion Guide from the ITVS Women and Girls • Computers with internet access Lead website (womenandgirlslead. • Post-it notes org), visit the project’s official website • Kraft paper (halftheskymovement.org), and read • Washable markers Half the Sky: Turning Oppression into Opportunity for Women Worldwide by • Wall map of the world with country names: Nicholas Kristof and Sheryl WuDunn. www.amaps.com/mapstoprint/ WORLDDOWNLOAD.htm 060 HALF THE SKY Gender-Based Violence: Challenging Impunity

LESSON PLAN PROCEDURES Prescreening Activity

Time: 30 minutes You will need: Student Handout A: Sierra Leone in Context, whiteboard/blackboard, dry- erase markers/chalk, kraft paper, washable markers, medium-sized Post-it notes, a wall map of the world with country names (free printable maps are available here: www.amaps.com/ mapstoprint/WORLDDOWNLOAD.htm) Goal: Students will consider the benefits and consequences of taking a stand against an injustice, and how these factors might affect their own choices. They will learn the definition of the word impunity and the meaning of the phrase a culture of impunity and discuss the contributing factors that allow a culture of impunity to develop. In preparation for viewing the Gender-Based Violence in Sierra Leone film module, students will identify the location of Sierra Leone on a map and understand the social and political context for the events depicted in the film. Part 1: To Speak Out or not to Speak Out • Divide the class into groups of three to five students and provide each group with a large sheet of kraft paper, markers, and Post-it notes. • Give the students the following instructions: -- Think of a time when you (or someone you know) successfully spoke out in order to right a wrong or to protect yourself or someone else. -- Select a Post-it note (one for each student in the group) and write down all of the words you can think of to describe how you felt about yourself or the other person who took a stand. -- Discuss your responses as a group, then share your words with the class. • Have each group hang their kraft paper on the wall and draw a horizontal line across the middle and mark points along the line numbered one to five as follows:

| | | | | 1 2 3 4 5 • Tell the students that this graph represents the likelihood that a person would speak out in a given situation (1=least likely; 5=most likely). In this first scenario, they — or the person they knew — spoke out, so have the students place all of their Post-its on number five. • Following the pattern of the first question, ask students in each group to write the letter corresponding to each of the following scenarios and their responses on a Post-it note and place the completed Post-it on the area of the graph that indicates how likely they would be to speak out. -- Imagine that you spoke out about an injustice but nothing was done and the injustice was not corrected. Write on your Post-it note all of the words that you can think of to describe how you might feel. Place your Post-it on the graph in the area that indicates how likely you would be to speak out again. -- 061 HALF THE SKY Gender-Based Violence: Challenging Impunity

LESSON PLAN PROCEDURES Prescreening Activity (cont.)

-- Imagine that you knew before speaking out that your actions would probably not be successful or that no one would support you. How would you feel about taking action? Write on your Post-it note all of the words that you can think of to describe how you might feel. Place your Post-it note on the graph in the area that indicates how likely you would be to speak out. -- Imagine that you knew that you would be blamed, bullied, or shunned if you came forward. -- Imagine that you found out that your family would suffer. -- Imagine that you knew it was likely that you or the person you were helping would be in more danger as a result. • After completing the activity, discuss the results as a class, including the placement of the Post-its for each question and what can be inferred from the results. • Record the student feedback for reference later in the lesson. Part 2: Culture of Impunity • Introduce the word impunity to the class. Have a student volunteer look up definitions in two or more sources and share their findings with the class. (Example: When people are able to commit crimes and/or violate the human rights of others without facing consequences.) • Based on these definitions, ask students what is meant by the phrase a culture of impunity. (Example: The term culture of impunity refers to a situation in which people in a society have come to believe that they can do whatever they want without having to face any penalties or punishments and victims of those actions are denied basic rights and/or protections.) • Variation: Students can use a word map to process their responses: www.readwritethink.org/files/resources/lesson_images/lesson307/wordmap.pdf. • Ask the students to identify which, if any, of the examples from the previous activity they think are indicative of a culture of impunity and why. • Ask students to share possible examples of impunity that they may have seen in the news, learned about in class, or experienced in their own lives. Examples could include the following: -- Prior to the abolition of slavery, many states allowed slaveowners to treat enslaved people in any way they saw fit. No matter how horrendously owners treated, tortured, or killed slaves, the law would ignore the actions of the perpetrators and the victims had no legal rights or protections. -- Since the digital revolution, there has been a major shift in the way that music is acquired. As of 2009, only 37 percent of music acquired in the United States was paid for. From 2004 through 2009 alone, approximately 30 billion songs were illegally downloaded. • Using the students’ examples as a guide, have the class work in pairs (Think-Pair-Share) and brainstorm a list of factors that might contribute to the creation of a culture of impunity. • Complete the discussion with the following questions: -- What impact would a culture like this have on an individual’s ability to feel empowered to speak out? -- What role do you think race, poverty, and gender might play in an individual’s ability to achieve justice? 062 HALF THE SKY Gender-Based Violence: Challenging Impunity

LESSON PLAN PROCEDURES Prescreening Activity (cont.)

• Ask the students to keep this activity in mind as they watch the film and tell them that they will revisit their work later in the lesson. Part 3: Sierra Leone in Context • In preparation for viewing the film module, ask a volunteer to locate Sierra Leone on a wall map. • Provide students with the one-page fact sheet Student Handout A: Sierra Leone in Context. Have them read the fact sheet and discuss briefly with a partner. • Variation: This handout can be provided in advance of the lesson for students to review as homework. 063 HALF THE SKY Gender-Based Violence: Challenging Impunity

LESSON PLAN PROCEDURES Viewing the Module

Class time: 10-15 minutes Note: We recommend that if time permits you begin this section by watching the film series trailer (5:48): itvs.org/films/half-the-sky You will need: Pens/pencils and writing paper, LCD projector or DVD player, the Gender- Based Violence in Sierra Leone film module, Student Handout B: Film Module Screening Guide, Gender-Based Violence Glossary • Distribute Student Handout B: Film Module Screening Guide and instruct students to take notes during the screening, using the worksheet as a guide. Students may also need a copy of the Gender-Based Violence Glossary for reference while viewing the film. • Variation: The questions from Student Handout B can be projected or written on the board and reviewed briefly before viewing the film module to save paper. Time: 45-50 minutes 064 HALF THE SKY Gender-Based Violence: Challenging Impunity

LESSON PLAN PROCEDURES Post-Screening Activity

You will need: Student Handout C: Part 1: Discussion Questions Gwen’s Story, Student Handout D: • Begin by discussing the Gender-Based Violence in Sierra Leone film module and ask for Representative Gwen Moore and the volunteers to share their notes and quotes from the screening guide. Use the following Violence Against Women Act (VAWA), questions to guide the class discussion: whiteboard/blackboard, dry-erase markers/ -- What did you think of the film? Was there anything that surprised you? chalk, pens/pencils, writing paper -- How do you feel about Fulamatu’s story? Goal: Students will discuss the film module -- In addition to the physical violence Fulamatu experienced, what other forms of violence and create a working definition of gender- was she exposed to? based violence. They will work in groups -- What role does Fulamatu’s gender play in her story? Based on what you saw in the film, to analyze a scenario that illustrates an do girls and women have equal status with boys and men in Fulamatu’s community? example of gender-based violence and imagine how their subject’s story would -- In the film, Amie Kandeh says, “When you look at the root cause of violence against play out in two different environments. women, it is about power and control.” What does this statement mean to you? Do you Finally, they will consider the status of agree with her? gender-based violence in the United States, -- Why did Kandeh work with the International Rescue Committee to establish the Rainbo how it impacts their own community, and Centers? How does her personal experience inform her work? Why do you think she is their role and responsibility in addressing able to stand up against an issue that few speak about openly in her community? this issue. • Why do you think Kandeh refers to her clients at the Rainbo Center as “survivors” instead of “victims”? • Kandeh says that “the IRC (International Rescue Committee) has responded to about ten thousand sexual assault survivors” since the program began in Sierra Leone and “there’s not even one percent of those cases that have been convicted.” What are some of the barriers that get in the way of bringing perpetrators to justice? -- What did the police do to investigate Fulamatu’s allegations? If you were the police, how would you have handled the investigation? -- In what ways does our definition of impunity connect with Fulamatu’s story? How did the responses of her family, the police, and the community contribute to the culture of impunity? -- What impact did the culture of impunity in Freetown have on Fulamatu’s choices and opportunities? -- How might the outcome of Fulamatu’s story have been different if there was a woman on the staff of the Family Support Unit? Would that have had an impact? -- What role should the government play in protecting women against violence? What roles should the police and justice system play? -- What parallels, if any, do you see in the treatment of women and girls in Sierra Leone and the treatment of women and girls in the United States? -- What impact, if any, do you think factors such as race and economic status have on violence against women and girls in the United States? 065 HALF THE SKY Gender-Based Violence: Challenging Impunity

Post-Screening Activity:

Part 2: Gender-Based Violence • This lesson plan is titled “Gender-Based Violence: Challenging Impunity.” Ask the students what they think this term means based on what they saw in the film, and brainstorm a definition as a class. Have a volunteer look up additional formal definitions for the term and ask students to further refine the definition as needed. • Introduce the following information: -- World-wide, gender-based violence kills and disables as many women between the ages of 15 and 44 as cancer, traffic accidents, malaria, and war combined. -- UN Women: Say NO — UNiTE to End Violence against Women • Ask students: What does this statement mean to you? Have them summarize this information in their own words and share with a partner. (Variation: Print out multiple copies of the quote and have students read it quietly, write their responses, then pass it on to another student. Repeat this process two or three times before discussing their responses as a class.) • Share the Gender-Based Violence Glossary with the students and use the following prompts to guide a discussion or have students make a brief journal entry based on one or more of the questions: -- What do you think about this information? -- How does this information connect with our definition of gender-based violence? -- How was this information reflected in the film? -- In what way, if any, do you think violence against men is included in gender-based violence? Why or why not? (Explain that, although it is far less frequent than violence against women, gender-based violence has its roots in power and control, and many men and boys have been the victims of gender-based violence perpetrated by women or a male partner.) -- In what ways, if any, does this information connect to our discussion of a culture of impunity? 066 HALF THE SKY Gender-Based Violence: Challenging Impunity

Post-Screening Activity:

Part 3: Gwen’s Story • Divide the class into groups of three to four students and provide The Violence Against Women Act (VAWA) was the first major each group with Student Handout C: Gwen’s Story. U.S. law to help government agencies and victim advocates work • Have the groups review Gwen’s story and consider how it would together to fight domestic violence, sexual assault, and other play out in two different environments: 1) Fulamatu’s community in types of violence. It created new punishments for certain crimes Freetown; 2) A community in the United States. and started programs to prevent violence and help victims. Since the law was passed, there has been a 51 percent increase in • Using the prompts in Student Handout C: Gwen’s Story as a guide, reporting of domestic violence by women and a 37 percent each group will write two endings for their subject’s story, one for increase in reporting by men. The number of individuals killed by each scenario. When complete, the groups will share their stories an intimate partner has decreased by 34 percent for women and with the class, followed by a class discussion. 57 percent for men. • Reveal and discuss the origin of Gwen’s story by either using Student Handout D: Representative Gwen Moore and the Violence Despite this progress there is still work to do. In the United Against Women Act (VAWA) or reading the description below: States today, a woman is abused — usually by her husband or partner — every 15 seconds, and is raped every 90 seconds and “Gwen’s Story” is based on the experience of Congresswoman only about 3 percent of rapists ever serve a day in jail. Gwen Moore, representative for Wisconsin's Fourth Congressional District. She is the first African American and second woman • Complete the lesson with a discussion, using the prompts below to be elected to Congress from the state of Wisconsin and has as a guide. (Students can also respond to one or more of these served since 2005. questions in their class journal.) In the mid-1970s, Rep. Moore was attacked and raped by her -- Were you surprised by this information? In what way? friend in his car. She said that he later challenged her story in -- What does this suggest about the status of women in the court on the grounds that she was dressed provocatively and had United States? a child out of wedlock. She remembers, “I was literally on trial that -- What role do power and control play in gender-based violence? day.” Rep. Moore said that her rapist was found not guilty and she -- How does this information connect with what we have learned was fired from her job as a file clerk for not calling in to work the about gender-based violence worldwide? day after the attack. -- In what ways, if any, does this information connect to our Rep. Moore shared her story on the floor of the House of discussion of a culture of impunity? Representatives in March 2012 in support of renewal of the -- What responsibility do we as individuals have to address gender- Violence Against Women Act. She stressed that the attack based violence in our communities? happened almost 20 years before the Violence Against Women Act had been passed into law in September 1994 and that the -- What role do you think men can play in eradicating violence outcome of her story might have been different if current laws against women and girls? What role can women play? How can providing stronger protection and support for victims of gender- we work together to address this issue? based violence had been in place. 067 HALF THE SKY Gender-Based Violence: Challenging Impunity

Assignments

Select one or more of the following assignments to complete 3. Say No to Violence! the lesson: Have students research the impact of gender-based violence in their community and the services and supports that are available 1. What would our Rainbo look like? to survivors. Working in groups, students should develop a plan Share the following information with the class: Gender-based of action to mobilize their community and become part of the violence is a global problem and even our country struggles with campaign to eradicate violence against women. a culture of impunity. In the United States, only about 3 percent of rapists ever serve a day in jail. • Instruct students to work in groups to create their own multimedia “Say No to Violence” toolkits, including a Google Map detailing local -- Imagine that Amie Kandeh asked you to open a Rainbo Center programs and organizations in their community and the services in your community to address gender-based violence in the they offer. United States. • When developing their campaigns, students should consider -- Who would you work with? how they can galvanize support from a broad range of audiences. -- What services would you provide? How will they reach out to students, adults, women and girls, -- How would you reach out to families, men, youth, and men and boys, etc.? Recommend that students visit the White community leaders? Ribbon Campaign and Man Up Campaign for information and -- How would you involve law enforcement? resources on how men and women can work together to end gender-based violence: -- What legal support would you provide for the survivors? Man Up Campaign: -- What challenges would you expect to face? www.manupcampaign.org -- What outcome would you hope to achieve? White Ribbon Campaign: 2. A Letter of Solidarity www.whiteribbon.ca Instruct students to write a letter of solidarity to Fulamatu describing the effect that her story and her choice to speak out has had on • For more ideas, groups can research and connect with the UNiTE them. What impact has her action had on breaking the silence and to End Violence against Women campaign, which was launched in the global culture of impunity surrounding gender-based violence? 2009 by UN Women to engage people from all walks of life, online, (For example, even though her perpetrator was set free, her story and on the ground to end gender-based violence in all its forms. has reached young men and women around the world.) Next, have -- UNiTE to End Violence against Women, Say No Campaign: students research current events and news stories related to this www.saynotoviolence.org issue and identify an individual or community that has experienced -- Say NO — UNiTE to End Violence against Women’s gender-based violence. Have students write a second letter of “Organizer’s toolkit”: solidarity to them, sharing what they have learned about the saynotoviolence.org/about-say-no/organizers-toolkit importance of breaking the silence through Fulamatu’s story. 068 HALF THE SKY Gender-Based Violence: Challenging Impunity

Extensions

1. Is all violence created equal? The Violence Against Women Act White Ribbon Campaign: (VAWA) was enacted in 1994 to recognize the pervasive nature of www.whiteribbon.ca domestic violence, dating violence, sexual assault, and stalking and “Guide to Engaging Men and Boys in Preventing Violence Against to provide comprehensive, effective, and cost-saving responses Women & Girls” by the Men’s Nonviolence Project, a project of to these crimes. VAWA programs were created to give law the Texas Council on Family Violence: enforcement, prosecutors, and judges the tools they need to hold www.tcfv.org/pdf/mensguide/EngagingMenandBoys.pdf offenders accountable and keep communities safe while supporting victims. But if violence, assault, and stalking are already crimes, is 3. Journalism vs. Activism: Nicholas Kristof actively participates it necessary to have a specific law that targets violence against in Fulamatu’s story, even helping the authorities track down the women? Why or why not? accused child-rapist. He considers the journalistic ethics of his involvement and concludes that he is comfortable with his decision. -- Instruct students to research the history and content of the Violence Against Women Act and how its provisions relate to • Have students view the entire Gender-Based Violence segment existing criminal laws. from Half the Sky: Turning Oppression into Opportunity for -- Ask students to compile data on the impact of the VAWA since it Women Worldwide was enacted. • Ask students to consider the following questions: What do you -- Explain that there is an ongoing debate about how and if the think about Nicholas Kristof’s decision? Is there a distance that VAWA should continue to be funded, and if it should be expanded journalists should maintain in order to remain objective? Is it more to include groups such as undocumented immigrants and ethical to simply observe and report or to actively participate? members of the LGBT community. • Share The Guardian article and photo essay, The Bystanders with -- Following their research, have students engage in a formal your students and discuss what a journalist’s responsibility is when debate about the issue. Education World offers a selection of reporting a story. debate resources that provide guidelines and rules for classroom • The Bystanders Article: debates: www.educationworld.com/a_lesson/lesson/ www.guardian.co.uk/media/2012/jul/28/gutted- lesson304b.shtml. photographers-who-didnt-help 2. Why should boys and men care about ending gender- • The Bystanders Photo-Essay: based violence? Violence prevention requires a change in the www.guardian.co.uk/media/interactive/2012/jul/28/ social conditions that make violence normal and acceptable. bystanders-photographers-who-didnt-help Men and boys receive messages about relationships, violence, • Have students select a photojournalist featured in the story and and power every day, and they also experience different forms consider if they agree or disagree with the journalist’s decision. of oppression: racism, classism, ableism, homophobia, etc. Men • Ask them to draft a letter from perspective of the journalist to one also enjoy certain privileges in institutions established by sexism. of their photograph’s subjects explaining their decision: why they Generally speaking, men have greater access to resources feel that it was the correct choice or what they wish they had done and opportunities and are in a position to influence large social differently. The completed letters can be presented as a monologue. structures and institutions. As a result, they can play an important role in preventing violence against women. 4. The silent war against women and girls. Violence against women and girls was a hallmark of the brutal civil war in Sierra -- Instruct students to research the root causes of violence against Leone but these atrocities are not unique to this conflict. Rape women and girls and examine the unequal power relations has long been used as a weapon of war, and violence against between men and women that lead to gender-based violence. women during or after armed conflicts has been reported in every -- Have them identify negative consequences of violence against war-zone. Between 250,000 and 500,000 women were raped women in the lives of boys and men. during the 1994 genocide in Rwanda and between 20,000 and -- For additional resources and lesson plans on this topic, refer to 50,000 women were raped during the conflict in Bosnia in the early the following websites: 1990s. In 2009, the United Nations Security Council adopted a resolution classifying rape as a war tactic and posing grave threat Man Up Campaign: www.manupcampaign.org 069 HALF THE SKY Gender-Based Violence: Challenging Impunity

Extensions

to international security. The resolution describes sexual violence Students Rebuild has joined the One Million Bones project in a as a deliberate weapon that humiliates, dominates, instills fear and global effort to cover the National Mall in Washington D.C. in 2013 worsens conflict situations by forcibly dispersing or relocating with 1,000,000 handmade bones as a visible petition against communities. humanitarian crises. Students Rebuild is challenging students worldwide to make bones, as a symbol of solidarity with victims • Ask students to consider why violence against women and girls is and survivors of ongoing conflict. Each bone made generates $1 especially prevalent in war zones. from the Bezos Family Foundation for CARE's work in conflict- • Divide the class into groups of 3-5 students and instruct each affected regions, up to $500,000! CARE is a leading humanitarian member of the group research a different contemporary conflict organization fighting global poverty. and the role that gender-based violence plays in it. Each student should identify root causes of the violence, how violence against Students can speak out against the violence in Sierra Leone, women was used as a tool of war, and what the long-term impact Burma, Syria or other struggling regions by joining Students was/is for the communities that were affected. Rebuild and bringing the One Million Bones project to their community. Students can learn more about CARE’s work in the • Once each member of the group has completed their individual DRC here: www.studentsrebuild.org/congo and in Somalia research, have them compare their results with their partners and www.studentsrebuild.org/somalia. identify areas of commonality. • Groups can present their collective findings as a multimedia Students can connect directly with fellow students across the presentation including their research, photo-essays, video world to learn more about the causes and of the ongoing conflict footage, audio clips, and infographics using the following and the challenges youth are currently experiencing by joining websites as resources: Interactive Videoconferences where they will see and speak to the students of ETN, a CARE supported vocational school in eastern Animoto: DRC. Or they can participate in webcasts to connect directly with animoto.com students and aid workers in the DRC. Learn more and sign up for Capzles: IVCs and webcasts here: studentsrebuild.org/connect-field www.capzles.com 6. Further Discussion: Hillary Clinton draws a parallel between the Prezi: attitudes toward and treatment of women around the world today prezi.com and the experience of African American slaves during the height of the slave trade explaining that both communities were not seen Infographic tools from the Educational Technology and Mobile as “fully human” they were both “some other kind of being.” Have Learning website: students view the entire Gender-Based Violence segment from www.educatorstechnology.com/2012/05/eight-free-tools-for- Half the Sky: Turning Oppression into Opportunity for Women teachers-to-make.html Worldwide and discuss the following: 5. Students Rebuild! Have your students participate in the -- What do you think she means by this statement? global campaign to improve the health, opportunities, and safety for youth around the world. Students Rebuild is an initiative -- Do you agree? Why or why not? of the Bezos Family Foundation that mobilizes young people -- What similarities do you think she sees in both communities’ worldwide to “connect, learn and take action on critical global experiences? issues.” The program’s goal is “to activate our greatest creative -- Is this an accurate parallel to draw? Why or why not? resource—students—to catalyze powerful change. Working together, we identify the need, create the challenge, and forge strong partnerships. Then, we provide the tools and support to ensure our collective efforts are sustainable—now and into the future.” 070 HALF THE SKY Gender-Based Violence: Challenging Impunity

Additional Resources

BOOKS WEBSITES N. Kristof, S. WuDunn, Half the Sky: This is the official website for the Half Girls Educational and Mentoring Services Turning Oppression into Opportunity for the Sky: Turning Oppression into (GEMS) is the only organization in New York Women Worldwide, New York : Alfred A. Opportunity for Women Worldwide film, State specifically designed to serve girls Knopf, 2009 book, and movement. and young women who have experienced www.halftheskymovement.org commercial sexual exploitation and domestic FILMS trafficking and their work has put them on ITVS’s Women and Girls Lead is an the forefront of the national movement to Half The Sky: Turning Oppression Into innovative public media campaign end the sexual slavery of women. Opportunity For Women Worldwide: designed to celebrate, educate, and www.gems-girls.org Filmed in 10 countries, the documentary activate women, girls, and their allies follows Nicholas Kristof, Sheryl WuDunn, across the globe to address the challenges Futures Without Violence works to and celebrity activists America Ferrera, of the 21st century. prevent and end violence against women Diane Lane, Eva Mendes, Meg Ryan, womenandgirlslead.org and children around the world. Gabrielle Union, and Olivia Wilde on a www.futureswithoutviolence.org The International Rescue Committee journey to tell the stories of inspiring, (IRC) responds to the world’s worst The Rape, Abuse & Incest National courageous individuals. Across the globe, humanitarian crises and helps people to Network (RAINN) is the nation's largest oppression is being confronted, and real survive and rebuild their lives. anti-sexual violence organization and meaningful solutions are being fashioned www.rescue.org created and operates the National Sexual through health care, education, and Assault Hotline (800.656.HOPE). economic empowerment for women and CARE International is an organization www.rainn.org girls. The linked problems of sex trafficking fighting poverty and injustice in more than and forced prostitution, gender-based 70 countries around the world and helping Man Up Campaign is a global campaign violence, and maternal mortality — which 65 million people each year to find routes to activate young women and men to stop needlessly claims one woman every 90 out of poverty. violence against women and girls. seconds — present to us the single most www.careinternational.org www.manupcampaign.org vital opportunity of our time: the opportunity The Centre for Development and Striving To Reduce Youth Violence to make a change. All over the world, Population Activities (CEDPA) works Everywhere (STRYVE) is “a national women are seizing this opportunity. Visit the through local partnerships to give women initiative, led by the Centers for Disease website at: www.halftheskymovement.org tools to improve their lives, families, and Control and Prevention (CDC), which takes ITVS Women and Girls Lead Film communities. CEDPA’s programs increase a public health approach to preventing Collection: Women and Girls Lead offers educational opportunities for girls, ensure youth violence before it starts.” a collection of films by prominent access to lifesaving reproductive health www.safeyouth.gov independent filmmakers. These films focus and HIV/AIDS information and services, The National Network to End Domestic on women who are working to transform their and strengthen good governance and Violence (NNEDV), a social change lives, their communities, and the world. Visit women’s leadership in their nations. organization, is dedicated to creating the website to learn more about the films www.cedpa.org a social, political, and economic and explore our diverse catalogue of educator UNiTE to End Violence against Women environment in which violence against resources, lesson plans, and film modules. was launched in 2009 by UN Women to women no longer exists. See www.womenandgirlslead.org for engage people from all walks of life to end www.nnedv.org more details. gender-based violence in all its forms. endviolence.un.org 071 HALF THE SKY Gender-Based Violence: Challenging Impunity

Additional Resources

WEBSITES The National Organization for Women Save the Children is an organization that (NOW) is the largest organization of works to save and improve children’s lives feminist activists in the United States and in more than 50 countries worldwide. works to bring about equality for all women. www.savethechildren.org www.now.org The United Nations Population Fund Amnesty International is a worldwide (UNFPA) is an international development movement of people who campaign agency that promotes the right of every for internationally recognized human woman, man, and child to enjoy a life of rights for all. health and equal opportunity. www.amnesty.org www.unfpa.org/public Médecins Sans Frontières is “an international, independent, medical humanitarian organisation that delivers emergency aid to people affected by armed conflict, epidemics, healthcare exclusion and natural or man-made disasters.” www.msf.org 072 HALF THE SKY Gender-Based Violence: Challenging Impunity

Standards

Common Core State Standards 4. (11-12) Present information, findings, National Curriculum Standards for English Language Arts and supporting evidence, conveying a clear for Social Studies & Literacy in History/Social and distinct perspective, such that listeners can follow the line of reasoning, alternative Studies, Science, and Technical 1. CULTURE or opposing perspectives are addressed, Through the study of culture and cultural Subjects and the organization, development, diversity, learners understand how human substance, and style are appropriate to beings create, learn, share, and adapt to purpose, audience, and a range of formal Writing Standards 6–12 culture, and appreciate the role of culture and informal tasks. in shaping their lives and society, as well 3. (9-10, 11-12) Write narratives to 5. (9-10, 11-12) Make strategic use the lives and societies of others. develop real or imagined experiences or of digital media (e.g., textual, graphical, events using effective technique, well- 4. INDIVIDUAL DEVELOPMENT audio, visual, and interactive elements) in chosen details, and well-structured event AND IDENTITY presentations to enhance understanding of sequences. Personal identity is shaped by family, findings, reasoning, and evidence and to peers, culture, and institutional influences. 4. (9-10, 11-12) Produce clear and add interest. Through this theme, students examine coherent writing in which the development, the factors that influence an individual’s organization, and style are appropriate Writing Standards for Literacy in History/ personal identity, development, and actions. to task, purpose, and audience. (Grade- Social Studies, Science, and Technical specific expectations for writing types are Subjects 6–12 5. INDIVIDUALS, GROUPS, AND defined in standards 1–3 above.) INSITITUTIONS 1. (9-10, 11-12) Write arguments focused Institutions such as families and civic, 6. (9-10, 11-12) Use technology, including on discipline-specific content. educational, governmental, and religious the Internet, to produce, publish, and 4. (9-10, 11-12) Produce clear and organizations exert a major influence on update individual or shared writing coherent writing in which the development, people’s lives. This theme allows students products, taking advantage of technology’s organization, and style are appropriate to to understand how institutions are formed, capacity to link to other information and to task, purpose, and audience. maintained, and changed, and to examine display information flexibly and dynamically. their influence. 7. (9-10, 11-12) Conduct short as well Speaking and Listening Standards as more sustained research projects 10. CIVIC IDEALS AND PRACTICES to answer a question (including a self- An understanding of civic ideals and 1. (9-10, 11-12) Initiate and participate generated question) or solve a problem; practices is critical to full participation effectively in a range of collaborative narrow or broaden the inquiry when in society and an essential component discussions (one-on-one, in groups, and appropriate; synthesize multiple sources on of education for citizenship. This theme teacher-led) with diverse partners on the subject, demonstrating understanding enables students to learn about the [grade 9-12] topics, text, and issues, of the subject under investigation. rights and responsibilities of citizens building on others’ ideas and expressing of a democracy, and to appreciate the their own clearly and persuasively. 9. (9-10, 11-12) Draw evidence from importance of active citizenship. informational texts to support analysis, 4. (9-10) Present information, findings, and reflection, and research. supporting evidence clearly, concisely, and National Standards for Arts logically, such that listeners can follow Education Grades 9-12 the line of reasoning and the organization, development, substance, and style are VA1: Understanding and applying media, appropriate to purpose, audience, and task. techniques, and processes VA5: Reflecting upon and assessing the characteristics and merits of their work and the work of others HALF THE SKY: GENDER-BASED VIOLENCE: CHALLENGING IMPUNITY

Gender-Based Violence Glossary Defining Violence Against Women and Girls

The Declaration of the Elimination of Violence Against Women, adopted by the United Nations General Assembly in 1993, defines violence against women as “any act of gender-based violence that results in, or is likely to result in, physical, sexual, or psychological harm or suffering to women, including threats of such acts, coercion, or arbitrary deprivation of liberty, whether occurring in public or private life.” This includes:

Domestic violence Honor killing A pattern of abusive behavior in any relationship that is used by Acts of vengeance, usually death, committed against female one partner to gain or maintain power and control over another family members who are believed to have brought dishonor on the intimate partner. This can be physical, sexual, emotional, economic, or family. A woman can be targeted for a variety of reasons, including psychological actions or threats. It also includes any behaviors that refusing to enter into an arranged marriage, being the victim of a intimidate, isolate, frighten, threaten, blame, hurt, or wound. sexual assault, seeking a divorce (even from an abusive husband), or allegedly committing adultery. Economic violence Making or attempting to make an individual financially dependent Human trafficking by maintaining total control over financial resources, withholding A crime against humanity that involves an act of recruiting, an individual’s access to money, or forbidding an individual’s transporting, transferring, harboring, or receiving a person through attendance at school or employment. the use of force, coercion, or other means, for the purpose of exploiting them. Emotional abuse and psychological abuse Undermining an individual’s sense of self-worth or self-esteem Physical abuse is abusive. This may include constant criticism, name-calling, Hitting, slapping, shoving, grabbing, pinching, biting, hair pulling, etc. damaging a woman’s relationship with her children, causing fear by are types of physical abuse. This type of abuse also includes denying intimidation, and threatening physical harm. medical care or forcing alcohol and/or drug use on the victim. Female genital mutilation/cutting Sexual abuse and rape Female genital mutilation (also known as female circumcision or Coercing or attempting to coerce any sexual contact or behavior genital cutting) is the removal of part or all of the external female without consent. Sexual abuse includes attacks on sexual parts genitalia, and in its most severe form, a woman or girl has all of her of the body, marital rape, forcing sex after physical violence has genitalia removed and then the wound is stitched together, leaving occurred, or treating another person in a sexually demeaning manner. a small opening for urination, intercourse, and menstruation. This practice has a direct effect on women and girls’ reproductive and Sexual harassment and intimidation maternal health and can have grave consequences during childbirth. Unwelcome sexual advances, requests for sexual favors, and other Female genital mutilation is mostly carried out on young girls verbal or physical conduct of a sexual nature. between infancy and age 15 and is motivated by a mix of cultural, religious, and social factors within families and communities. HALF THE SKY: GENDER-BASED VIOLENCE: CHALLENGING IMPUNITY

Gender-Based Violence Glossary Power and Control

This chart uses a wheel to show the relationship of physical abuse to other forms of abuse. Each part shows a way to control or gain power.

O L E N V I C E l a se ic COERCION AND INTIMIDATION: x s THREATS: Making her afraid by u y a h Making and/or carrying using looks, actions, and l p out threats to do gestures. Smashing something to hurt her. things. Destroying her Threatening to leave her, property. Abusing pets. commit suicide, or report Displaying weapons. her to welfare. Making her drop charges. Making her do illegal things.

MALE PRIVILEGE: EMOTIONAL ABUSE: Treating her like a Putting her down. Making servant: making all the her feel bad about big decisions, acting like herself. Calling her the “master of the castle,” names. Making her think being the one who she’s crazy. Playing mind decides men’s and games. Humiliating her. women’s roles. POWER Making her feel guilty. & ECONOMIC ABUSE: ISOLATION: Preventing her from C ONTROL Controlling what she getting or keeping a job. does, who she sees and Making her ask for talks to, what she reads, money. Giving her an and where she goes. allowance. Taking her Limiting her outside money. Not letting her involvement. Using know about or have jealousy to justify actions. access to family income.

USING CHILDREN: MINIMIZING, DENY- Making her feel guilty ING, AND BLAMING: about children. Using Making light of the abuse children to relay and not taking her messages. Using concerns about it visitation to harass her. seriously. Saying the Threatening to take the abuse didn’t happen. p children away. Shifting responsibility for l h abusive behavior. Saying a ys she caused it. u ic ex al s

V I O L E N C E HALF THE SKY: GENDER-BASED VIOLENCE: CHALLENGING IMPUNITY

Student Handout A: Sierra Leone in Context

The Republic of Sierra Leone is located on the Atlantic coast of West Africa and is a country rich with natural resources, including gold, titanium, and diamonds. Despite its natural wealth, approximately 70 percent of Sierra Leone’s population lives in poverty and the country is struggling to recover from a recent, brutal civil war that cost tens of thousands of lives and has left a legacy of violence against women and girls. From Colonization to the Founding of Freetown From 1495 until the middle of the 20th century, Sierra Leone endured over 450 years of colonization and oppression, primarily under British rule, and became a major departure point for thousands of West Africans who were enslaved during the height of the transatlantic slave trade.

As the slave trade continued to grow in the Americas, the abolition directed specifically against women. During the conflict, violence movement in Great Britain was also growing. By the time of the against women was routinely used as a tool of war and women American Revolution, slavery had been outlawed in Great Britain but and girls were sexually and physically abused in extraordinarily was still practiced in many of its colonial outposts. In 1791, Thomas brutal ways, including rape, torture, amputation, forced pregnancy, Peters, who had served in the Black Pioneers (the African American trafficking, mutilation, and slavery. Although the war has long since regiment of the British Army), collaborated with British abolitionists ended, the mistreatment of women continues. to establish a free settlement in Sierra Leone for over eleven hundred Sierra Leone emerged from this war in 2002 with the help of a former African American slaves. These settlers had escaped from large United Nations peacekeeping mission. More than seventeen the American colonies during the Revolutionary War and sought thousand foreign troops disarmed tens of thousands of rebels sanctuary with the British Army. They established the settlement of and militia fighters, but several years on, the country still faces the Freetown in Sierra Leone, which is now the country’s capital. challenge of reconstruction. Rape, abduction, and sexual slavery Independence and Internal Conflict are part of the brutal legacy of the civil war, which left over half During Sierra Leone’s long colonial history, its people mounted the country’s population displaced and destitute. Over a decade several unsuccessful revolts against British rule. In 1951, the Sierra since conflict ended, many fear that rape is more of a problem in Leone People’s Party oversaw the drafting of a new constitution postconflict Sierra Leone than it was during the war. for an independent Sierra Leone, which began the process of Truth and Reconciliation: Breaking the Silence decolonization. Almost a decade later, constitutional conferences Following the end of the civil war, a Truth and Reconciliation were held in London to bring an end to British rule, and in 1961, Commission (TRC) was established in Sierra Leone to create an the country gained independence from the United Kingdom, with impartial record of the abuses that occurred during the conflict. The the respected politician and medical doctor Sir Milton Margai as its commission’s investigators soon found that gathering information, first prime minister. specifically about sexual violence, was not easy. In Sierra Leone, Sierra Leone enjoyed several years of relative stability and progress as in many other countries, women and girls are afraid to speak following independence, but after the death of Sir Milton Margai, publicly about rape and other sexual violence. They are shunned political rivalries and power struggles began to fracture the newly in their own communities when they admit they have been sexually established government. Over the next three decades these clashes abused. To help break through such barriers, the UN Development continued and resulted in several coups, the rise of an authoritarian Fund for Women (now UN Women) intervened with advice, training, system of one-party rule, and widespread corruption. and other support. Based on their findings, the commission urged reforms in Sierra Leone’s legal, judicial, and police systems to make Civil War and a Legacy of Violence against Women it easier for women to report cases of sexual and domestic violence. Sierra Leone’s brutal civil war stretched from 1991 to 2002 and was driven by a complex web of forces, including the legacy of Sources: exploitation by colonial forces, rivalries between ethnic groups, www.unfpa.org/women/docs/gbv_sierraleone.pdf and pressure and influence from other countries who had www.bbc.co.uk/news/world-africa-14094194 political, military, and economic interests in Sierra Leone and its www.rescue.org/video/stop-violence-against-women-irc-sierra-leone resources — especially its diamonds. www.un.org/en/africarenewal/vol18no4/184sierraleone.htm www.unhchr.ch/Huridocda/Huridoca.nsf/TestFrame/b8dedfadc369a158c1256b8100 The Sierra Leone Civil War was known internationally for its horrific 5a84f9?Opendocument atrocities, but until recently, little attention was devoted to abuses www.irinnews.org/Report/78853/SIERRA-LEONE-Sex-crimes-continue-in-peacetime www.halftheskymovement.org/pages/amie-kandeh HALF THE SKY: GENDER-BASED VIOLENCE: CHALLENGING IMPUNITY

Student Handout B: Film Module Screening Guide

Name: Date:

Class:

Take notes while watching the Gender-Based Violence in Sierra Leone film module, using the following list of questions as a guide:

• What happened to Fulamatu?

• What actions did she take?

• What consequences did Fulamatu face for speaking out?

• What consequences did the perpetrator face?

• Write down two or three quotes from the film that stand out most for you and/or illustrate the culture of impunity that Fulamatu is facing. HALF THE SKY: GENDER-BASED VIOLENCE: CHALLENGING IMPUNITY

Student Handout C: Gwen’s Story

Read Gwen’s story and work with your group to complete the activity below:

Gwen was a single mother who had been struggling financially and personally. She had her first child at a young age but was determined to stay in school and get her education, so she worked part-time and relied on government support to help with her tuition and child care. One day she was riding in a car with a male friend, on the way to pick up some food. Without warning, her friend turned off the road, parked behind some buildings, and attacked her. He choked her almost to death and raped her. He later claimed that she deserved it because of what she was wearing that day and because she had already had a child but was not married. How do you think Gwen’s story turns out? Work as a group to create two endings for Gwen’s story based on the following scenarios:

1) Imagine that Gwen lives in Fulamatu’s community in Freetown, Liberia: • What steps will Gwen take?

• Who will she turn to for support?

• What reactions will she get from her friends, family, and community?

• Will she reach out to her local law enforcement? How do you think they will respond?

• What do you think will happen to the perpetrator?

• What impact do you think this event will have on Gwen and her family?

2) Imagine that Gwen lives in a community in the United States: • What steps will Gwen take?

• Who will she turn to for support?

• What reactions will she get from her friends, family, and community?

• Will she reach out to her local law enforcement? How do you think they will respond?

• Will she have access to family support programs or community programs? What kinds of services will they provide? What do you think will happen to the perpetrator?

• What impact do you think this event will have on Gwen and her family? HALF THE SKY: GENDER-BASED VIOLENCE: CHALLENGING IMPUNITY

Student Handout D: Representative Gwen Moore and the Violence Against Women Act

“Gwen’s Story” is based on the experience of Congresswoman Gwen Moore, representative for Wisconsin’s Fourth Congressional District. She is the first African American and second woman to be elected to Congress from the state of Wisconsin and has served since 2005.

In the mid-1970s, Rep. Moore was attacked and raped by her friend in his car. She said that her attacker later challenged her story in court on the grounds that she was dressed provocatively and had a child out of wedlock. She remembers, “I was literally on trial that day.” Rep. Moore said her rapist was found not guilty and she was fired from her job as a file clerk for not calling in to work the day after the attack. Rep. Moore shared her story on the floor of the House of Representatives in March 2012 in support of renewal of the Violence Against Women Act that was first passed into law in September 1994. She stressed that the attack happened before the Violence Against Women Act had been passed, and if current laws providing stronger protection and support for victims of gender-based violence had been in place, the outcome for her might have been different. The Violence Against Women Act (VAWA) was the first major law to help government agencies and victim advocates work together to fight domestic violence, sexual assault, and other types of violence. It created new punishments for certain crimes and started programs to prevent violence and help victims. Since the law was passed, there has been a 51 percent increase in reporting of domestic violence by women and a 37 percent increase in reporting by men. The number of individuals killed by an intimate partner has decreased by 34 percent for women and 57 percent for men. Despite this progress, there is still work to do. In the United States today, a woman is abused — usually by her husband or partner — every 15 seconds, and is raped every 90 seconds. 079 HALF THE SKY Sex Trafficking and Intergenerational Prostitution

OVERVIEW “No child, no woman, no human Audience Purpose of the Lesson being should be selling their High School (grades 11–12), Community College, Youth Development Organizations bodies for survival.” Modern-day slavery is relatively unknown, Time in part because it does not fit our historic Urmi Basu Two to three 50-minute class periods + image of slavery. Contemporary human Founder of New Light assignments slavery can take many forms, including forced labor, child marriage, debt bondage, Subject Areas “I want to empower the and commercial sexual slavery. Modern Women’s Studies, Social Studies, slaves can be garment workers, domestic survivors to stand up and say Global Studies, Media Studies, English help, agricultural workers, and prostitutes. no if they want to say no.” Language Arts They might work in factories, build roads, or harvest crops. Somaly Mam Founder of AFESIP Cambodia Although slavery was officially abolished worldwide at the 1926 Slavery Convention, it continues to thrive thanks to the complicity of some governments and the ignorance of much of the world. Sexual exploitation is the most widespread form of human trafficking, making up 79 percent of all recorded human trafficking cases. One in five victims of human trafficking are children and two-thirds of victims are women. Gender-based discrimination and the devaluing of women and girls are at the root of this exploitation, which is compounded by religious and cultural traditions and other social and economic inequalities. Sexual exploitation and trafficking exist because it is acceptable for those in the society with more power — often adult men — to purchase and use those with less power: women and children, and among them especially, ethnic minorities, the poor, and the disabled. Through this lesson students will learn that there are more people living in slavery today than at any time in history and consider the causes and consequences for women and children, who are disproportionately victimized by the commercial sex trade and who constitute the vast majority of the estimated two million people sold into sex slavery around the world every year. 080 HALF THE SKY Sex Trafficking and Intergenerational Prostitution

OVERVIEW Objectives: Resources:

Note for Teachers about the Lesson Plan Students will: • Film modules: Breaking the Chains of Modern Slavery: • understand the status and context of Intergenerational Prostitution in India Sex Trafficking and Intergenerational modern slavery; (10:44) Prostitution and Its Contents: • develop a working definition for human Sex Trafficking in Cambodia (10:11) This lesson and the accompanying film trafficking; • Half the Sky: Turning Oppression into module from Half the Sky: Turning • consider the global impact of the modern Opportunity for Women Worldwide Film Oppression into Opportunity for Women slave trade and the role that gender plays Series Trailer (5:48): itvs.org/films/ Worldwide address the challenging issues in human trafficking; half-the-sky of sex trafficking and prostitution directly • LCD projector or DVD player and honestly, but the discussions and topics • understand what it means to be an might not be suitable for all audiences. Upstander, Bystander, Perpetrator, and • Teacher handouts: Teachers should prepare for the lesson Survivor; and --Teacher Handout A: Mapping Modern by reading all the materials thoroughly • examine the complex relationships of Slavery and watching the complete film module individuals who are affected by the sexual --Sex Trafficking and Intergenerational to determine if this topic and lesson are trafficking of women and girls and how Prostitution Discussion Guide (Download appropriate for their class. Teachers should their interactions with that issue and with Half the Sky: Turning Oppression into also brief students on what they will be each other overlap using the lenses of Opportunity for Women Worldwide viewing in advance and identify students Upstanders, Bystanders, Perpetrators, discussion guide PDFs from the who might be personally or adversely and Survivors. Independent Television Service [ITVS] affected by this material. Prior to launching Women and Girls Lead website: the lesson, please contact your school www.womenandgirlslead.org.) counselor or social worker to discuss • Student handouts: policies and procedures for addressing a disclosure of violence or abuse and be --Student Handout A: What Is Modern prepared to provide students with support or Slavery? the option of not participating in the lesson --Student Handout B: Cambodia and India where appropriate. in Context For additional information about the --Student Handout C: Film Module documentary Half the Sky: Turning Screening Guides Oppression into Opportunity for Women --Student Handout D: Upstander, Worldwide and the global crisis of human Bystander, Perpetrator, Survivor trafficking and violence against women --Student Handout E: Responsibility, and girls, please download the free Culpability, and Understanding Sex Trafficking and Intergenerational • Whiteboard/blackboard and markers/chalk Prostitution Discussion Guide from the Women and Girls Lead website • Pens/pencils and writing paper (www.womenandgirlslead.org), visit • Computers with internet access the project’s official website (www. • Wall map of the world with country names: halftheskymovement.org), and read www.amaps.com/mapstoprint/ Half the Sky: Turning Oppression into WORLDDOWNLOAD.htm Opportunity for Women Worldwide by Nicholas Kristof and Sheryl WuDunn. 081 HALF THE SKY Sex Trafficking and Intergenerational Prostitution

LESSON PLAN PROCEDURES Prescreening Activity

Time: 40 minutes You will need: Student Handout A: What Is Modern Slavery?; Student Handout B: Cambodia and India in Context; Teacher Handout A: Mapping Modern Slavery; a wall map of the world with country names; pens/pencils; writing paper; and map pins, stickers, or small Post-its Goal: Students will challenge their preconceptions about slavery and discuss the status and nature of slavery in the 21st century. Students will develop working definitions for modern slavery and human trafficking and an understanding of the different forms that trafficking takes. Students will brainstorm contributing factors and complete the activity by considering the role that gender plays in human trafficking. Part 1: What Does Slavery Mean to You? • Ask the class to consider the following question and give students one minute to quickly write their responses: What does the term slavery mean to you? • Ask for volunteers to share and discuss their answers, and use the prompts below to further explore their responses: --Do you think slavery still exists? Why or why not? --What do you imagine modern slavery looks like? • Record the responses on the board to refer to them later in the activity. Divide the class into small groups of two to three and distribute Student Handout A: What Is Modern Slavery? Give the groups seven to ten minutes to read and discuss the summary of modern slavery using the questions in the handout. • Ask the pairs to share the results of their discussions with the class and track the groups’ speculations about question #4 (Where in the world do you think modern slavery exists today?) on a wall map with pins, stickers, or small Post-its. Distribute two Fast Facts from Teacher Handout A: Mapping Modern Slavery to each group. Each Fast Fact will contain a brief summary about slavery in a different country of the world. The groups will discuss their facts and try to identify which country they think each fact applies to. • Each group will share their fact and the countries they believe they represent. Once the correct countries for each fact have been identified, groups will mark their countries on the map. • The class will review the map and compare their speculations with the reality of the modern slave trade suggested by their country facts. • Complete the activity by sharing the following information: Trafficking affects all regions and the majority of countries in the world. Both men and women may be victims of trafficking, but the primary victims worldwide are women and girls, the majority of whom are trafficked for the purpose of sexual exploitation. Traffickers primarily target women and girls because they are disproportionately affected by poverty and discrimination, factors that impede their access to employment, educational opportunities, and other resources. (www.stopvaw.org) 082 HALF THE SKY Sex Trafficking and Intergenerational Prostitution

LESSON PLAN PROCEDURES Prescreening Activity

Part 2: Cambodia and India in Context • In preparation for viewing the film modules, ask a volunteer to locate Cambodia and India on the wall map. • Provide students with the fact sheet Student Handout B: Cambodia and India in Context. Have them read the fact sheet and discuss briefly with a partner. • Variation: This handout can be provided in advance of the lesson for students to review as homework. Part 3: Kenya in Context • In preparation for viewing the film module, ask a volunteer to locate Kenya on the wall map. • Provide students with the fact sheet Student Handout C: Kenya in Context. Have them read the fact sheet and discuss briefly with a partner. • Variation: This handout can be provided in advance of the lesson for students to review as homework. 083 HALF THE SKY Sex Trafficking and Intergenerational Prostitution

LESSON PLAN PROCEDURES Viewing the Module

Class time: 35 minutes Part 1: Intergenerational Prostitution in India • Screen the Intergenerational Prostitution in India film module, then review the students’ Note: If time permits, we recommend that notes and follow with the discussion questions below: you begin this section by watching the Half the Sky: Turning Oppression into --Based on the stories in the film, what are some factors that contribute to women in the Opportunity for Women Worldwide Film Kalighat district of Kolkata becoming prostitutes? Series Trailer (5:48): itvs.org/films/half- --What strategies did the brothel owners use to keep them obedient? the-sky --Why do they remain prostitutes? You will need: Pens/pencils, writing paper, --What impact have their experiences had on their expectations for their daughters? LCD projector or DVD player, Student --In the film module, Basu relates a common parental fear: “Maybe someday when my Handout C: Film Module Screening child is empowered and educated and moves away, he or she is going to abandon me.” Guides, the Breaking the Chains of Modern What other factors contribute to the parents’ or community’s reluctance to see the next Slavery: Cambodia — Sex Trafficking and generation change their fate? How would you react if someone more privileged than you Breaking the Chains of Modern Slavery: were to offer to take your children away to a better life? India — Intergenerational Prostitution film --Can you give examples of quotes from the film that stood out the most for you? modules Part 2: Sex Trafficking in Cambodia • Distribute Student Handout C: Film Module • Screen the Sex Trafficking in Cambodia film module, then review the students’ notes and Screening Guides and instruct students to discuss briefly: take notes during the screening using the --How did Somaly Mam and Somana become prostitutes? worksheet as a guide. and reviewed briefly before viewing the film module to save paper. --What strategies did the brothel owners use to keep them obedient? --How are they using their experiences to help others? --Why do you think Mam refers to the young women and children in the AFESIP program as survivors rather than victims? --Somana chose her name because it means “forgiveness.” She tells the story of returning from the brothel and says, “The moment I became a victim, no one would forgive me. They would say I am a bad girl. If that mentality continues, I couldn’t live with myself. But I am not angry, I’ll stand taller to help other girls.” What did you think of Somana’s story? What role do you think forgiveness can play in reintegrating survivors into their communities? Would you have taken the same path if you were in Somana’s shoes? If you were a survivor, what name do you think you would choose? --Mam has said that “the girls and me are the same because we have the same life. I am them. They are me.” Is it important that Mam is both a Cambodian and a survivor of sex slavery? Why or why not? How do you think her experience informs her work? --Can you give examples of quotes from the film that stood out the most for you? 084 HALF THE SKY Sex Trafficking and Intergenerational Prostitution

LESSON PLAN PROCEDURES Post-Screening Activity

Time: 50–65 minutes You will need: Student Handout D: Upstander, Bystander, Perpetrator, Survivor; Student Handout E: Responsibility, Culpability, and Understanding; pens/pencils; whiteboard/ blackboard; dry-erase markers/chalk Goal: Students will discuss the film modules and share their notes. They will then consider what it means to be an Upstander, Bystander, Perpetrator, or Survivor and examine the roles that subjects from the film play in relationship to each other and to the broader global crisis of sex trafficking. Part 1: Postscreening Discussion Questions • Begin by comparing and discussing the Sex Trafficking in Cambodia and the Intergenerational Prostitution in India film modules, using the following questions to guide the class discussion: --What did you think of the film? Was there anything that surprised you? --How does each film represent modern slavery? --What are the similarities and differences between the circumstances for women and girls in Cambodia and India? --Do any of the women’s families play a role in their trafficking? Can you give some examples from the films? --Based on what we saw in the films and our earlier discussion, why do you think the families (and the girls themselves) may see prostitution as an option? --In the film, America Ferrera says, “It’s not just saving them from prostitution, it is saving them from a world where these women themselves have never been taught to value their own lives.” What do you think she means by this? Do you agree with this statement? --How is sexual exploitation connected to the cycle of poverty? --What role, if any, could access to education and economic empowerment play in combating this form of gender-based violence? --Nicholas Kristof says that one of the “global paradoxes is that countries with the most conservative sexual traditions tend to have the most prostitution.” Why do you think that is? What value do women have in these societies? --Somaly Mam talks about the global crisis of sex trafficking and sexual slavery and says, “Sometimes people want to do too much and they do nothing. Sometimes they feel like, ‘I can’t help you, I cannot.’” But she then goes on to say, “Everyone can help. Everyone can do one thing.” Do you agree with this statement? Do you think this issue is connected to your life in any way? If so, how, and if not, why not? What responsibility, if any, do each of us have to take action on the issues of sex trafficking and the sexual slavery of women and girls? 085 HALF THE SKY Sex Trafficking and Intergenerational Prostitution

Post-Screening Activity

Part 2: Upstander, Bystander, Perpetrator, Survivor • Review the results of the activity and discuss as a class using the • In this activity, students will consider what it means to be an following prompts: Upstander, Bystander, Perpetrator, or Survivor and examine the --What surprised you most about this activity? roles that each of the subjects from the film plays in relationship to --Did any of your subjects play more than one role? the broader crisis of sex trafficking. --What role do factors such as gender, age, and economic status play • Divide the class into small groups of three students and distribute in the options each subject had and the choices available to them? Student Handout D: Upstander, Bystander, Perpetrator, Survivor. --In what ways does understanding the subjects’ relationships to • Ask the groups to review the definitions for each term and rewrite each other help you better understand the circumstances that led each in their own words using the handout as a guide. Have each to the violation of these women’s rights? group share its results with another group and refine its own definitions and understanding of the terms based on the discussion. --How has your understanding of slavery changed since the beginning of this lesson? • Distribute Student Handout E: Responsibility, Culpability, and Understanding and have each group identify a collection of three --There is a culture of silence surrounding sex trafficking and subjects from one of the films to focus on for the activity. sexual exploitation of women and children. Survivors often experience social stigma, fear of retribution, and emotional • Ask each member of the group to select one individual from their trauma and are reluctant to share their stories. What are some collection of subjects and have each student complete a copy of of the ways that Somaly Mam’s programs in Cambodia and Student Handout E with their character in mind. While completing New Light in India are breaking those taboos and helping their handouts, the students should consider the complex relationship Survivors become Upstanders and challenging Bystanders and that each subject has to sexual exploitation of women, using the Perpetrators to reconsider their choices? lenses of Upstander, Bystander, Perpetrator, and Survivor, and how their interactions with that issue and with each other overlap. --What are the consequences of being an Upstander? What are some of the consequences for survivors who come forward to • When the students have completed the handout, have each take speak on their own behalf? turns sharing their subject’s profile with the other members of their group. Ask the members of the group to imagine and share --Now that we know about this issue, what responsibility do we how their own subjects might respond to the others’ responses have? How can we be Upstanders for the Survivors of sexual and statements. trafficking? • Complete the process by instructing each group to discuss how the subjects who were Bystanders or Perpetrators could make different choices in order to be Upstanders. Have students share what they think the benefits and consequences of different choices might be for him or her and for the other subjects involved. Students can draw on their own experiences and share the tools they might use to be an Upstander in this situation. • If time and resources allow, provide a large sheet of kraft paper to each group and have them create and illustrate speech bubbles for their responses to the discussion. Give the class five minutes to walk around the room and review each group’s work. 086 HALF THE SKY Sex Trafficking and Intergenerational Prostitution

Assignments

Select one or more of the following assignments to complete • Groups should supplement their research for each country by the lesson: examining their countries’ economies, education systems, social services, and status of women. 1. The Institution of Sexual Slavery One of the primary reasons that sex trafficking and sexual slavery • Ask students to consider how trafficking flourishes in some regions continue to flourish is that there are too few penalties for traffickers, and not in others. brothel owners, and the patrons that keep this economy running. --What role do equal opportunities for women, a strong civil society, In what ways do governments and social institutions participate a robust economy, access to education, lower rates of government in these issues? How might their collective actions make them and private sector corruption, the rule of law, and educational Upstanders, Bystanders, Perpetrators, and/or Victims of the opportunities play in the rate of trafficking? trafficking industry? --Why are some countries the suppliers of trafficking victims while • Instruct students to work in groups and research and review others are the destinations? domestic and international policies and agreements aimed at --What are the economic forces that are driving the trafficking preventing and eradicating trafficking, including the United States’ industry and how might these forces impact countries’ responses Trafficking Victims Protection Act of 2000, The UN General to the crisis? Assembly’s Protocol to Prevent, Suppress and Punish Trafficking in --What role do social and religious restrictions on women’s status Persons, Especially Women and Children, Supplementing the United play in their vulnerability to trafficking? Nations Convention against Transnational Organized Crime and the • Ask students to consider how governments and social institutions United Nations’ (UN) Universal Declaration of Human Rights. can function as Upstanders, Bystanders, Perpetrators, and/or Trafficking Victims Protection Act of 2000: Victims of the trafficking industry. What role can individual citizens www.state.gov/j/tip/laws/61124.htm play to eradicate an institutional culture that allows trafficking to Protocol to Prevent, Suppress and Punish Trafficking in Persons, flourish in their own country and in other parts of the world? Especially Women and Children, Supplementing the United Nations • Students should report their findings by creating a profile for each Convention against Transnational Organized Crime: country and developing an infographic that illustrates the factors www.unhcr.org/refworld/docid/4720706c0.html that contribute to the country’s success against or struggle with trafficking. They should also identify at least three actions that The Universal Declaration of Human Rights: students in their community can take against human trafficking and www.un.org/en/documents/udhr/index.shtml sexual slavery and develop fliers, brochures, and a social media site • Using the U.S. Department of State’s “Trafficking in Persons Report to spread the word about their campaign. 2012” as a resource (www.state.gov/j/tip/rls/tiprpt/2012/index. • Students can use the following websites for additional research, htm) have each group identify a country from each of the three tiers resources, and information: described below and read the country summary. Polaris Project: www.polarisproject.org --Tier 1: Countries whose governments fully comply with the Trafficking Victims Protection Act’s (TVPA) minimum standards. United Nations Office on Drugs and Crime: www.unodc.org/ unodc/en/human-trafficking/what-is-human-trafficking.html --Tier 2/ Tier 2 Watch List: Countries whose governments do not fully comply with the TVPA’s minimum standards, but are making HumanTrafficking.org: www.humantrafficking.org significant efforts to bring themselves into compliance with those Tumblr: www.tumblr.com standards. --Tier 3: Countries whose governments do not fully comply with the Animoto: animoto.com minimum standards and are not making significant efforts to do so. Capzles: www.capzles.com • Instruct each group to compare and contrast the Protection, Prezi: prezi.com Prosecution, and Prevention policies described in each country’s summary and find areas of overlap and difference. Infographic tools from the Educational Technology and Mobile ● Learning website: www.educatorstechnology.com/2012/05/ eight-free-tools-for-teachers-to-make.html 087 HALF THE SKY Sex Trafficking and Intergenerational Prostitution

Assignments (cont.)

2. Epistolary Poems: An Open Letter To… 3. Human Trafficking at Home Building on the postscreening activity, students will write two Sex trafficking is not just a problem in the developing world. epistolary poems (poems in the form of letters) in the voices of two Approximately 14,500 to 17,500 people are trafficked into the characters from the films. United States each year. What impact, if any, do you think sex trafficking and sexual exploitation are having in your community? • Ask each student to select an Upstander or Survivor from one What more could or should the United States do to combat sexual of the films and write an epistolary poem to one of the story’s exploitation on the national and international levels? Bystanders or Perpetrators. In the poems, have the subjects explain the impact that the Bystander or Perpetrator had on their lives, why • Divide the class into groups and instruct each group to research they made the choices they made, what they hoped to achieve, and and examine the impact of human trafficking in their community. how they feel about their choices. • Have them identify and connect with local and national groups • Ask students to watch the module again and write down words, that are working to help survivors and eradicate trafficking and find quotes, and actions that speak to the themes of their poems. out how they and their peers can contribute to and participate in Let them know that they can speculate when needed but should those campaigns. Students should examine what impact, if any, draw from the actual words and actions of the characters as that trafficking is having in their region, what forms trafficking takes much as possible. in the United States, which communities are most affected, and • Next, have the students write a response epistolary poem from the the effect of the growing sex-tourism industry among Americans Bystander or Perpetrator. In the poems, have the subjects explain traveling to places like Thailand, Cambodia, and the Dominican why they made the choices they made, what their motives were, Republic. and how they feel about their choices. • Instruct each group to develop an action plan to address the • The following websites provide detailed information about and problem in their community or region. resources for developing epistolary poems: • Groups should complete their projects by designing websites Poets.org: and creating social media campaigns that will provide fact sheets, www.poets.org/viewmedia.php/prmMID/22718 resources, and information about the issue and how survivors and volunteers can connect with service providers. The following Epistolary Poetry FAQ: websites can be used as resources: www.tabayag.com/epistolary-poetry/epistolary-poetry-faq Polaris Project: PBS NewsHour Extra: Poetry www.polarisproject.org www.pbs.org/newshour/extra/poetry CARE’s “Human Trafficking” section: www.care.org.uk/advocacy/human-trafficking UN Global Initiative to Fight Human Trafficking: www.ungift.org Weebly for Education: education.weebly.com TodaysMeet — Microblogging for the Classroom: www.todaysmeet.com 088 HALF THE SKY Sex Trafficking and Intergenerational Prostitution

Extensions

1. Buying in to Slavery 2. Caste, Class, and Women’s Rights When we think of modern slavery, we often imagine that it is Urmi Basu describes the cycle of intergenerational prostitution something very separate from our own lives being perpetrated by thus: “Women who are in prostitution have very little ability to make criminals and thugs operating in a world very different from ours. In their daughters aspire to do something different. It’s not that trans- reality, we encounter the products of slavery every day in our grocery generational prostitution happens because they want to make it stores, shopping malls, restaurants, and the buildings we live and happen. It’s because they have no option, they have no escape.” work in. How do our daily choices contribute to modern slavery? • Have students research the caste system in India and how it • Display a range of items (a pair of sneakers, a cotton shirt, a intersects with intergenerational prostitution. chocolate bar, a cup of coffee, a photo of a car, a silk scarf, a bowl • Ask them to examine that system in relationship to the United of rice, etc.) and ask students what they think the items have in States, which is among the least socially mobile of the common. Explain that each of these items is directly or indirectly the industrialized countries. product of modern slavery. Once the students have completed their research, have the class • Ask students to select one item and research its production and discuss and debate the following questions using the “fishbowl” distribution from its source to the stores where we buy it. teaching strategy, which helps students practice being contributors • Where possible, students should contact the companies and and listeners in a discussion: (www.facing.org/resources/ individuals involved with the production and conduct interviews strategies/fishbowl) about their relationship to the product. --Is there a caste system in the United States? • Have students document the product’s journey and their research --What impact, if any, does our lack of social mobility have on process with video, photos, interviews, journal writing, and social women’s rights? media sites such as Pinterest and Tumblr. Their process documents 3. Legalize It and research can be compiled into a multimedia presentation. Should prostitution be legalized? There is an international debate • Students can also create an interactive map of the story of the raging around the subject of prostitution and whether women will product’s journey and the ripple effect of its production using be better protected — and more empowered — if it is made legal and Google Maps. regulated by national and international laws and policies. Some • The following websites can provide resources and information for believe that legalizing prostitution legitimizes the commercialization the projects: of women’s bodies and increases practices such as trafficking, slavery, and child rape. This interactive website can calculate your individual “slavery footprint”: slaveryfootprint.org --Screen the complete films for both Cambodia: Sex Trafficking and India: Intergenerational Prostitution and have students consider Stories of modern survivors of slavery: what they think the impact that legalizing prostitution would have. www.freetheslaves.net/SSLPage.aspx?pid=386 --Ask students to share their feedback and what they know about Prezi: www.prezi.com the debate. What are the main points of those who oppose legalized prostitution? What are the main points of those Weebly for Education: education.weebly.com supporting it? TodaysMeet — Microblogging for the Classroom: --Have students work individually or in groups and assign each www.todaysmeet.com student/group one side of the debate to research. --Following their research, have students engage in a formal debate about the issue. Education World offers a selection of debate resources that provide guidelines and rules for classroom debates: www.educationworld.com/a_lesson/lesson/lesson304b.shtml 089 HALF THE SKY Sex Trafficking and Intergenerational Prostitution

Extensions (cont.)

4. The Modern Triangular Trade 5. Hey Man, Keep it Real and Be Cool Hillary Clinton states in Half the Sky: Turning Oppression into What role do men and boys have in eradicating the sexual Opportunity for Women Worldwide that “A lot of the brutality slavery of women and children? How can they collaborate in the against girls and women is rooted in deep cultural stereotypes international campaign? Antitrafficking efforts frequently address about the worth of women. And it's not that different from the way only the victims of sex trafficking, ignoring the force that fuels African American slaves were viewed in 18th- or 19th-century the trade — male demand for purchased sex. Without demand for America or Europe. These [people] were not fully human, these purchased sex, traffickers, pimps, and brothel owners will be driven were some other kind of being that under the Bible or under a out of business. Have students check out the Demi and Ashton convenient social rationale were put on Earth to serve somebody Foundation’s “Real Men Don’t Buy Girls” Campaign and Apne else.” From the late 16th to early 19th centuries, the transatlantic Aap’s “Cool Men Don’t Buy Sex Campaign” and develop their own slave trade carried slaves, cash crops, and manufactured goods social media campaign using viral video, photography, and social between West Africa, North America, and the European colonial media to help end sex slavery and the sexual exploitation of women powers. The use of African slaves was fundamental to growing and girls in their own communities. colonial cash crops, which were exported to Europe. European • The Demi and Ashton Foundation’s “Real Men Gallery”: goods, in turn, were used to purchase African slaves, who were demiandashton.org/realmen then brought by sea from Africa to the Americas, a treacherous journey known as the Middle Passage. Today, women and girls • Apne Aap’s “Cool Men Don’t Buy Sex Campaign”: are trafficked around the world in exchange for money, goods, apneaap.org/cmdbs/cool-men-dont-buy-sex-campaign weapons, etc. and they are kept in slavery to provide sex and cheap 6. Journalism vs. Activism: labor. But today’s trade routes are often more complex and more In the full length segment on Cambodia in the film Half the Sky: difficult to track. Turning Oppression Into Opportunity for Women Worldwide, • Have students research the history of the Transatlantic Triangle Nicholas Kristof actively participates in Somaly Mam’s brothel raid Trade in relation to the contemporary slave trade. story. He considers the journalistic ethics of his involvement and concludes that he is comfortable with his decision. • Building on the earlier activity, have students create an interactive Google Map that tracks both the transatlantic slave trade and the • Have students view the entire Sex Trafficking in Cambodia modern movement of people, goods, and money. segment from Half the Sky: Turning Oppression into Opportunity • Have them consider the similarities and differences between our for Women Worldwide historical understanding of slavery and its modern manifestation. • Ask students to consider the following questions: What do you --What challenges did abolitionists face during the transatlantic think about Nicholas Kristof’s decision? Is there a distance that slave trade and what strategies did they employ? journalists should maintain in order to remain objective? Is it more ethical to simply observe and report or to actively participate --How do those challenges compare to the ones faced by the modern abolition movement? • Share The Guardian article and photo essay, The Bystanders with your students and discuss what a journalist’s responsibility --Are there strategies from the past that would be effective today? is when reporting a story. The Bystanders Article: www.guardian. --In Mississippi in 1850 an agricultural slave cost the equivalent co.uk/media/2012/jul/28/gutted-photographers-who-didnt- of fifty thousand to a hundred thousand dollars at today’s prices. help, The Bystanders Photo-Essay: www.guardian.co.uk/media/ An equivalent slave in India today costs just ninety dollars. If the interactive/2012/jul/28/bystanders-photographers-who- average price of a trafficked human is at a historic low, how does didnt-help that impact the way that slaveowners treat the people they are • Have students select a photojournalist featured in the story and enslaving? For example, what is the incentive for traffickers to consider if they agree or disagree with the journalist’s decision. provide adequate conditions and health care when it might be more “cost effective” to allow their victims to die? • Ask them to draft a letter from perspective of one of the journalists from the story to one of their photograph’s subjects explaining their decision: why they feel that it was the correct choice or what they wish they had done differently. • The completed letters can be presented as a monologue. 090 HALF THE SKY Sex Trafficking and Intergenerational Prostitution

Additional Resources

BOOKS WEBSITES N. Kristof, S. WuDunn, Half the Sky: This is the official website for the Half Apne Aap organizes “groups of women Turning Oppression into Opportunity for the Sky: Turning Oppression into and girls who are at the risk of or Women Worldwide, New York : Alfred A. Opportunity for Women Worldwide film, are affected by trafficking” into self- Knopf, 2009 book, and movement. empowerment groups and ensures www.halftheskymovement.org their access to “three fundamental FILMS rights — education, sustainable & dignified ITVS’s Women and Girls Lead is an livelihood, and legal empowerment” as Half The Sky: Turning Oppression Into innovative public media campaign designed per their 3L model. They also develop and Opportunity For Women Worldwide: to celebrate, educate, and activate women, participate in nationwide education and Filmed in 10 countries, the documentary girls, and their allies across the globe to outreach programs to support victims of follows Nicholas Kristof, Sheryl WuDunn, address the challenges of the 21st century. sexual exploitation and end trafficking. and celebrity activists America Ferrera, womenandgirlslead.org www.apneaap.org Diane Lane, Eva Mendes, Meg Ryan, AFESIP Cambodia was founded by Gabrielle Union, and Olivia Wilde on a New Light provides shelter, educational Somaly Mam to care for those victimized journey to tell the stories of inspiring, opportunities, recreational facilities, health by trafficking and sex slavery. The primary courageous individuals. Across the globe, care, and legal aid for the children, girls, objective of AFESIP's work is to secure oppression is being confronted, and real and women in Kalighat, one of the oldest victims' rights by providing holistic care meaningful solutions are being fashioned red-light districts in the city of Kolkata. through a victim-centered approach, with through health care, education, and www.newlightindia.org the long-term goals of successful and economic empowerment for women and permanent rehabilitation and reintegration. The International Rescue Committee girls. The linked problems of sex trafficking www.afesip.org (IRC) responds to the world’s worst and forced prostitution, gender-based humanitarian crises and helps people to violence, and maternal mortality — which Voices for Change is a project of the survive and rebuild their lives. needlessly claims one woman every 90 Somaly Mam Foundation “designed to www.rescue.org seconds — present to us the single most give survivors an opportunity to help vital opportunity of our time: the opportunity themselves by helping others, to have CARE International is an organization to make a change. All over the world, their voices heard in the courts of law and fighting poverty and injustice in more than women are seizing this opportunity. Visit the public perception, and to have influence 70 countries around the world and helping website at: www.halftheskymovement.org and impact on effectuating change. It is our 65 million people each year to find routes vision that from those who have struggled out of poverty. ITVS Women and Girls Lead Film through the pain of slavery will arise a new www.careinternational.org Collection: Women and Girls Lead offers generation of leaders who stand for justice a collection of films by prominent The Centre for Development and and free will.” independent filmmakers. These films focus Population Activities (CEDPA) works www.somaly.org/survivor-empowerment on women who are working to transform their through local partnerships to give women lives, their communities, and the world. Visit tools to improve their lives, families, and the website to learn more about the films communities. CEDPA’s programs increase and explore our diverse catalogue of educator educational opportunities for girls, ensure resources, lesson plans, and film modules. access to lifesaving reproductive health See www.womenandgirlslead.org for and HIV/AIDS information and services, more details. and strengthen good governance and women’s leadership in their nations. www.cedpa.org 091 HALF THE SKY Sex Trafficking and Intergenerational Prostitution

Additional Resources (cont.)

WEBSITES Girls Educational and Mentoring Services ECPAT International is a global network UNiTE to End Violence against Women (GEMS) is the only organization in New York of organizations and individuals working was launched in 2009 by UN Women to State specifically designed to serve girls together for the elimination of child engage people from all walks of life to end and young women who have experienced prostitution, child pornography, and the gender-based violence in all its forms. commercial sexual exploitation and domestic trafficking of children for sexual purposes. endviolence.un.org trafficking and their work has put them on www.ecpat.net the forefront of the national movement to end the sexual slavery of women. www.gems-girls.org 092 HALF THE SKY Sex Trafficking and Intergenerational Prostitution

Standards

Common Core State Standards 4. (11–12) Present information, findings, National Curriculum Standards for English Language Arts and supporting evidence, conveying a clear for Social Studies & Literacy in History/Social and distinct perspective, such that listeners can follow the line of reasoning, alternative Studies, Science, and Technical 1. CULTURE or opposing perspectives are addressed, Through the study of culture and cultural Subjects and the organization, development, diversity, learners understand how human substance, and style are appropriate to beings create, learn, share, and adapt to purpose, audience, and a range of formal Writing Standards 6–12 culture, and appreciate the role of culture in and informal tasks. shaping their lives and society, as well the 3. (9–10, 11–12) Write narratives to 5. (9–10, 11–12) Make strategic use lives and societies of others. develop real or imagined experiences or of digital media (e.g., textual, graphical, events using effective technique, well- 4. INDIVIDUAL DEVELOPMENT audio, visual, and interactive elements) in chosen details, and well-structured event AND IDENTITY presentations to enhance understanding of sequences. Personal identity is shaped by family, findings, reasoning, and evidence and to peers, culture, and institutional influences. 4. (9–10, 11–12) Produce clear and add interest. Through this theme, students examine coherent writing in which the development, the factors that influence an individual’s organization, and style are appropriate Writing Standards for Literacy in History/ personal identity, development, and actions. to task, purpose, and audience. (Grade- Social Studies, Science, and Technical specific expectations for writing types are Subjects 6–12 5. INDIVIDUALS, GROUPS, AND defined in standards 1–3 above.) INSITITUTIONS 1. (9–10, 11–12) Write arguments focused Institutions such as families and civic, 6. (9–10, 11–12) Use technology, on discipline-specific content. educational, governmental, and religious including the Internet, to produce, publish, 4. (9–10, 11–12) Produce clear and organizations exert a major influence on and update individual or shared writing coherent writing in which the development, people’s lives. This theme allows students products, taking advantage of technology’s organization, and style are appropriate to to understand how institutions are formed, capacity to link to other information and to task, purpose, and audience. maintained, and changed, and to examine display information flexibly and dynamically. their influence. 7. (9–10, 11–12) Conduct short as well Speaking and Listening Standards as more sustained research projects 10. CIVIC IDEALS AND PRACTICES to answer a question (including a self- An understanding of civic ideals and 1. (9–10, 11–12) Initiate and participate generated question) or solve a problem; practices is critical to full participation effectively in a range of collaborative narrow or broaden the inquiry when in society and an essential component discussions (one-on-one, in groups, and appropriate; synthesize multiple sources on of education for citizenship. This theme teacher-led) with diverse partners on [grade the subject, demonstrating understanding enables students to learn about the 9-12] topics, text, and issues, building on of the subject under investigation. rights and responsibilities of citizens others’ ideas and expressing their own of a democracy, and to appreciate the clearly and persuasively. 9. (9-10, 11-12) Draw evidence from importance of active citizenship. informational texts to support analysis, 4. (9–10) Present information, findings, reflection, and research. and supporting evidence clearly, concisely, National Standards for Arts and logically, such that listeners can follow Education Grades 9–12 the line of reasoning, and the organization, development, substance, and style are VA1: Understanding and applying media, appropriate to purpose, audience, and task. techniques, and processes VA5: Reflecting upon and assessing the characteristics and merits of their work and the work of others HALF THE SKY: SEX TRAFFICKING AND INTERGENERATIONAL PROSTITUTION

Student Handout A: What Is Modern Slavery?

Group Names:

Class:

Read the following summary of modern slavery and discuss your reactions with your group by answering the questions below:

Modern-day slavery is relatively unknown, in part because it does not fit our historic image of slavery. Contemporary human slavery can take many forms, including forced labor, child marriage, debt bondage, and commercial sexual slavery. Modern slaves can be garment workers, domestic help, agricultural workers, and prostitutes. They might work in factories, build roads, or harvest crops. There are more people living in slavery today than at any other time in history. According to Anti-Slavery International (ASI), the world’s oldest human-rights organization, there are at least 27 million adults and children, in countries all over the world, who are being forced to live and work as slaves or in slave-like conditions; the majority of these are women and girls. The act of forcing an adult or child into slavery for financial or personal profit is known as human trafficking. Human trafficking is a crime against humanity which involves recruiting, transporting, transferring, harboring, or receiving a person through the use of force, intimidation, trickery, or other means, for the purpose of exploiting them. Every country has passed laws against slavery, and by doing so they have promised to end it within their borders. Many countries, however, fail to enforce antislavery laws. In the United States only a tiny fraction of law enforcement resources are directed at slavery and trafficking, in spite of the fact that as many people are newly enslaved each year in the United States, according to U.S. government estimates, as are murdered. 1. How do you feel about this information? Did it surprise you? If so, what surprised you most?

2. How often do you see stories about modern slavery in the news or depicted in the media? Why do you think that is?

3. Why do you think the majority of modern slaves are women and girls?

4. Where in the world do you think modern slavery exists today? HALF THE SKY: SEX TRAFFICKING AND INTERGENERATIONAL PROSTITUTION

Student Handout B: Cambodia in Context

Cambodia continues to be burdened by its long history of violence, and women and children often pay the highest price. It is one of the poorest countries in the world and relies heavily on foreign aid. Millions of unexploded land mines and bombs from decades of war continue to kill and maim civilians, despite an ongoing demining drive. Thousands are infected with HIV/AIDS and the numbers increase every year, making it among the worst-affected countries in Asia. International organizations, foreign donors, and foreign governments have urged the Cambodian government, led by Prime Minister Hun Sen, to clamp down on Cambodia’s pervasive corruption and address the ever-growing sex- trafficking crisis. Most Cambodians consider themselves to be Khmer descendants of the Angkor Empire. The Khmer people have lived in the Indochina area in Southeast Asia for at least two thousand years and the Khmer Kingdom was the most powerful mainland Southeast Asian state for most of the period from 802 to 1432. At its height, the capital at Angkor was one of the largest cities in the world. France colonized Cambodia in the 19th century and ruled the country until Cambodian forces, led by King Norodom Sihanouk, achieved full independence in 1953. Sihanouk led Cambodia until 1970, when Marshal Lon Nol forced him out in a coup d’état. Spurred on by the secret bombing campaign in Cambodia carried out by United States forces during the Vietnam War, the militant left-wing group the Khmer Rouge, led by Pol Pot, defeated Lon Nol and ruled Cambodia from 1975 to 1979. As the new ruler of Cambodia, Pol Pot set about transforming the country into his vision of an agrarian utopia. The cities were evacuated, factories and schools were closed, and currency and private property were abolished. Anyone believed to be an intellectual, such as someone who spoke a foreign language, was immediately killed. Skilled workers were also killed, in addition to anyone caught in possession of eyeglasses, a wristwatch, or any other modern technology. Prostitution was completely banned and punishable by death, resulting in its virtual elimination in the highly authoritarian social system. During this period, an estimated 2 million Cambodians were killed, approximately 25 percent of the country’s population. The Vietnamese army overthrew the Khmer Rouge in 1979, but civil conflict continued in Cambodia for the next two decades. After the dismantlement of the State of Cambodia in 1992, about twenty thousand male troops and civilian personnel from the United Nations Transitional Authority in Cambodia (UNTAC) arrived together with many nongovernmental organizations (NGOs) and business interests from abroad. Ironically, the increase of foreign humanitarian workers in the country created a larger market for sexual services in this very poor country and drove the increase in sex trafficking and the exploitation of women and children, which continues to grow today. Cambodia Sources: www.ecpatcambodia.org/index.php?menuid=2&submenuid=17&menuname=ECP AT%20Cambodia www.uri.edu/artsci/wms/hughes/cambodia.htm www.cambodia.org/khmer_rouge www.bbc.co.uk/news/world-asia-pacific-13006539 www.hrw.org/news/2011/06/24/cambodia-khmer-rouge-trial-justice-delayed HALF THE SKY: SEX TRAFFICKING AND INTERGENERATIONAL PROSTITUTION

Student Handout B: India in Context

In Kolkata, India (formerly Calcutta), there are over ten thousand women and girls who live and work as prostitutes. Many were trafficked into the country from Nepal and Bangladesh, while others were born into the commercial sex trade, having been the children of generations of prostitutes. While not all of these women are forced into sex work, the reality is that few other options are available. Around India, there are castes that traditionally engage in familial, intergenerational prostitution. A caste system is a type of social structure that divides people on the basis of inherited social status. Within a caste system, people are rigidly expected to marry and interact with people of the same social class and are relegated to specific types of occupations and labor. For impoverished girls born into lower-caste families where prostitution has been practiced for generations, becoming a sex worker is not only seen as a means of survival but also a family duty. Starting from around age 13, girls are sold by their parents or family or are married off and subsequently prostituted by their husbands. Earnings are higher for younger girls so there is an urgency to marry or sell them before their value diminishes. For many rural, uneducated parents, it is difficult to imagine how a female child could bring any value to the family beyond prostitution. And for the girl who has been denied education and training, it is equally difficult to imagine a brighter future. In this context, the caste system and cultural traditions provide easy justification for a practice driven by poverty, economics, and gender-based discrimination. The heartbreaking reality of India’s intergenerational prostitution is especially apparent in Kalighat, one of the oldest red-light districts in Kolkata. Here, narrow alleys lined with small “apartments” form a confusing maze and the buildings lean into the street across crowded roads. Life is a constant struggle in this society where sex workers are regarded as nonhumans, and opportunities for these women are limited after working in the business. India Sources: site.ruchiragupta.com www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=6&ved=0CF0QFjAF &url=http%3A%2F%2Fwww.un.org%2Fga%2Fpresident%2F62%2FThematicDebates %2Fhumantrafficking%2Fgupta.pdf&ei=B4XrT7X0BKOT0QHenInKBQ&usg=AFQjCNE bly1TJFCBOwJxKxHpmi4tO8dvNQ HALF THE SKY: SEX TRAFFICKING AND INTERGENERATIONAL PROSTITUTION

Student Handout C: Film Module Screening Guide: Intergenerational Prostitution in India

Name: Date:

Class:

Take notes while watching the film module, using the following questions as a guide:

• How did Sushmita’s mother Shoma become a prostitute?

• What are some other factors that cause women to become prostitutes?

• What strategies did the brothel owners use to keep Shoma obedient?

• Why does she remain a prostitute?

• Write down two or three quotes from the film that stand out most for you. HALF THE SKY: SEX TRAFFICKING AND INTERGENERATIONAL PROSTITUTION

Student Handout C: Film Module Screening Guide: Sex Trafficking in Cambodia

Name: Date:

Class:

Take notes while watching the film module, using the following questions as a guide:

• How did Somaly Mam and Somana become prostitutes?

• What strategies did the brothel owners use to keep them obedient?

• How did they escape?

• How are they using their experiences to help others?

• Write down two or three quotes from the film that stand out the most for you. HALF THE SKY: SEX TRAFFICKING AND INTERGENERATIONAL PROSTITUTION

Student Handout D: Upstander, Bystander, Perpetrator, Survivor

Name: Date:

Class:

Read each of the following definitions and rewrite the definitions in your own words. Provide an example from history, fiction, or your own life that illustrates each of these roles:

Upstander: An individual who sees an injustice taking place or someone being wronged and takes action. They might intervene directly and tell the Perpetrator(s) to stop, but Upstanders do not need to put themselves at risk in order to be helpful; they might also respond in other ways, such as seeking help from authorities, supporting the survivor, working to improve an unjust social system, and lending their time and voice to campaigns and initiatives that are working to bring about positive change. In your own words:

Example of an Upstander:

Bystander: An individual who sees an injustice occur but attempts to remain uninvolved in the situation, often by looking on silently or finding an excuse to walk away. Individuals who witness — but are not directly affected by — the actions of Perpetrators help shape society by their reactions. Not taking action in the face of an injustice is a choice that can influence the outcome of an event and the culture of a community. In your own words:

Example of a Bystander:

Perpetrator: Someone who commits crimes, violates the fundamental human rights of an individual or group, or actively participates in supporting systems or individuals who engage in unjust behavior. In your own words:

Example of a Perpetrator:

Survivor: An individual who has been subject to an act of wrongdoing, including intimidation, theft, violence, sexual aggression, or any violation of their fundamental human rights. In your own words:

Example of a Survivor:

HALF THE SKY: SEX TRAFFICKING AND INTERGENERATIONAL PROSTITUTION

Student Handout E: Responsibility, Culpability, and Understanding (page 1)

Name: Date:

Class:

Select a collection of three subjects from the films and consider the role each one plays in the sexual exploitation of women and girls, using the roles of Upstander, Bystander, Perpetrator, and Survivor as a guide. Each member of your group should select one subject and complete the handout using your understanding of the subject from the film and the class discussions.

Collection 1 Subject A: Somana Subject B: Her family Subject C: Somaly Mam

Collection 2 Subject A: Shoma Subject B: Her husband Subject C: Sushmita

COLLECTION #: ______SUBJECT: ______1. Which of the following applies to your subject?

UPSTANDER: ___YES or ___NO Why or why not? Give an example from the film that supports your response:

BYSTANDER: ___YES or ___NO Why or why not? Give an example from the film that supports your response:

PERPETRATOR: ___YES or ___NO Why or why not? Give an example from the film that supports your response:

SURVIVOR: ___YES or ___NO Why or why not? Give an example from the film that supports your response: HALF THE SKY: SEX TRAFFICKING AND INTERGENERATIONAL PROSTITUTION

Student Handout E: Responsibility, Culpability, and Understanding (page 2)

Name: Date:

Class:

To Be an Upstander or to not Be an Upstander:

1. Fill in the bubble below with the thought you imagine went 4. Why do you think she/he chose the path she/he is on? through your subject’s mind when she/he was faced with Based on what we learned from the film and what we know the option to be an Upstander. from our activities and handouts, what factors influenced her/his choice?

5. Imagine you are your subject and you have the chance to explain your choice to each of the other individuals in your group’s collection. What do you think you would say? Subject: ______What would you say?

2. What options did your subject have in this situation (list at least three examples)?

Subject: ______

3. What role do factors such as gender, age, and economic What would you say? status play in the options your subject had and the choices available to them? HALF THE SKY: SEX TRAFFICKING AND INTERGENERATIONAL PROSTITUTION

Teacher Handout A: Mapping Modern Slavery (page 1)

Cut out each of the facts below and distribute to the student groups.

A. Forced labor occurs in at least 90 cities across this country and at any given time, ten thousand or more people are forced to toil in sweatshops, to clean homes, to labor on farms, or to work as sex workers. Trafficking occurs for commercial sexual exploitation in street prostitution, massage parlors, and brothels, E. About three hundred thousand of the children of this and for labor in domestic service, agriculture, manufacturing, Caribbean country are restaveks — children working as domestic janitorial services, hotel services, hospitality industries, con- slaves. Thirty percent receive only one meal per day. struction, health and elder care, and strip club dancing. The top countries of origin for foreign victims in 2010 were Thailand, India, Mexico, the Philippines, Haiti, Honduras, El Salvador, and the Dominican Republic.

F. Between 1988 and 1998 there were over one hundred thousand slaves working in the fields, harvesting crops, and B. In this African country, the Lord’s Resistance Army (LRA) doing domestic labor on 226 agricultural estates in this large has kidnapped twenty thousand children over the past 20 years South American country. Sex trafficking of women and girls and forced them into service as soldiers or sexual slaves for occurs in all 26 states and an estimated two hundred and the army. Children are also exploited in forced labor within fifty thousand children have been involved in prostitution. A the country in fishing, agriculture, mining, stone quarrying, large number of women and children are found in sex traffick- brickmaking, road construction, car washing, scrap collection, ing abroad, often in European countries, including Spain, Italy, bars and restaurants, and the domestic service sector, and are Portugal, the United Kingdom, the Netherlands, Switzerland, exploited in prostitution. France, Germany, Norway, and Luxembourg, as well as in the United States, and as far away as Japan.

C. In Asia, this is the major destination country for trafficked G. An estimated four thousand trafficking victims are in this women, especially women coming from the Philippines and European island country at any given time for the purposes Thailand. Organized-crime syndicates (the Yakuza) are believed of commercial sexual exploitation and forced labor, including to play a significant role in trafficking, both directly and indirectly. construction, food processing, domestic servitude, and food Traffickers strictly control the movements of victims, using debt service. They come from a broad range of countries, including bondage, threats of violence or deportation, blackmail, and Lithuania, Russia, Albania, Ukraine, Malaysia, Thailand, China, other coercive psychological methods. Nigeria, and Ghana.

D. In this African country, women and girls — particularly those H. This Scandinavian country is a destination for women and girls from rural areas or who are internally displaced — are vulnerable subjected to sex trafficking, and for men and women subjected to to forced labor as domestic workers in homes throughout the conditions of forced labor. Female sex trafficking victims originate country; most are believed to be working without contracts or in Russia, the Baltic countries, the Caucasus, Asia, Africa, central government-enforced labor protections. Some of these women eastern Europe, and the Caribbean; forced labor victims come and girls are subsequently sexually abused by male occupants primarily from India, China, Thailand, Pakistan, and Bangladesh. of the household or forced to engage in commercial sex acts. Forced labor victims are exploited in the construction industry, In 1998 alone, three thousand children from a Christian popu- restaurants, agriculture, berry-picking fields, and as cleaners and lation of one hundred and fifty thousand were abducted to domestic servants. work as laborers.

Adapted from the U.S. Department of State’s “Trafficking in Persons Report 2011” www.state.gov/j/tip/rls/tiprpt/2011/index.htm HALF THE SKY: SEX TRAFFICKING AND INTERGENERATIONAL PROSTITUTION

Teacher Handout A: Mapping Modern Slavery (page 2)

Cut out each of the facts below and distribute to the student groups.

I. Approximately 85 percent of identified victims of sex traffick- M. Low-skilled workers from Thailand, China, Nepal, the ing in this major European nation originate in Europe, including Philippines, India, Sri Lanka and, to a lesser extent, Romania, 25 percent from within the country. Non-European victims migrate voluntarily and legally to this eastern Mediterranean originate in Nigeria and other parts of Africa, as well as in Asia country for temporary contract labor in construction, agriculture, and the Western Hemisphere. The majority of identified sex- and home health care provision. Some, however, subsequently trafficking victims have been exploited in bars, brothels, and face conditions of forced labor through such practices as the apartments. Victims of forced labor have been identified in unlawful withholding of passports, restrictions on movement, hotels, domestic service, construction sites, meat-processing inability to change or otherwise choose one’s employer, nonpay- plants, and restaurants. ment of wages, threats, sexual assault, and physical intimidation.

N. NGOs report that the most common form of trafficking in J. Women and children are found in forced and child prostitution this Caribbean country is sex trafficking, which allegedly occurs within this Central American country, as well as in Mexico and in nightclubs, bars, and private homes. The populations most the United States. Men, women, and children are subjected to vulnerable to trafficking include women and children from poor forced labor within the country, often in agriculture or domestic and single-parent backgrounds. People living in the country’s service, and particularly near the Mexican border and in the poverty-stricken garrison communities, territories ruled by criminal highland region. Indigenous people are particularly vulnerable to “dons” that are effectively outside of the government’s control, labor exploitation. are especially at risk.

K. The forced labor of millions of its citizens constitutes the largest trafficking problem in this highly populated southern Asian country. Men, women, and children are forced to work in places such as brick kilns, rice mills, agricultural worksites, O. Traffickers, who gain poor families’ trust through familial, and embroidery factories. A common characteristic of bonded tribal, or religious ties in this large African country, fraudulently labor is the use of physical and, in many instances, sexual recruit children through offers to raise and educate them and violence — including rape — as coercive tools, in addition to women through offers to place them in lucrative employment. debt, to maintain these victims’ labor. Ninety percent of traf- Men, women, and children voluntarily migrate to other eastern ficking in this country is internal, and those from the most African nations, Europe, and the Middle East — particularly Saudi disadvantaged communities, including the lowest castes, Arabia — in search of employment, where they are trafficked into are particularly vulnerable to forced or bonded labor and domestic servitude, massage parlors and brothels, and forced sex trafficking. Children are also subjected to forced labor manual labor, including in the construction industry. as factory workers, domestic servants, beggars, agricultural workers, and, to a lesser extent — in some areas of rural Uttar Pradesh — as carpet weavers.

L. Children are trafficked within this country for commercial sex- P. Men, women, and children from this landlocked Southeast ual exploitation – sometimes through forced marriages, in which Asian country are found in conditions of forced labor in their new “husbands” force them into prostitution and involuntary Thailand, Malaysia, and China. Many migrants, particularly servitude as beggars or laborers to pay debts, provide income, women, pay broker fees to obtain jobs in Thailand — normally or support drug addiction in their families. There are reports of ranging from $70 to $200 — but are subjected to conditions of women and girls being sold for marriage to men in neighboring sexual servitude and forced labor in Thailand’s commercial sex Pakistan for the purpose of sexual servitude. Some NGOs report trade or in domestic service, garment factories, or agricultural that religious leaders and immigration officials are involved in the industries upon their arrival. Ethnic minority populations are par- sale of young girls and boys between 9 and 14 years old to men ticularly vulnerable to trafficking in Thailand, due to their lack of in the Gulf states for commercial sexual exploitation. According Thai language skills and unfamiliarity with Thai society. to these sources, a young girl or boy could be sold for as little as five dollars. HALF THE SKY: SEX TRAFFICKING AND INTERGENERATIONAL PROSTITUTION

Teacher Handout A: Mapping Modern Slavery (page 3)

Cut out each of the facts below and distribute to the student groups.

Q. This West African country is a source and destination country for young women and children subjected to forced labor T. Many sex-trafficking victims from rural areas of this South and sex trafficking. Most trafficking victims originate from within American country are forced into prostitution in urban centers the country’s borders and are subjected to domestic servitude; or wealthy provinces. The border area with Paraguay and forced begging to support religious instructors; sex trafficking; Brazil is a significant area for sex- and labor-trafficking victims. or forced labor in street vending, on rubber plantations, and A significant number of foreign women and children, primarily in diamond mines. Traffickers operate independently and are from Paraguay, Bolivia, and Peru, are subjected to sex traffick- commonly family members who may promise poorer relatives a ing. Bolivians, Paraguayans, and Peruvians, as well as citizens better life for their children. Children sent to work as domestic from poorer northern provinces of the country, are subjected to servants for wealthier relatives are vulnerable to forced labor forced labor in sweatshops and on farms. or – to a lesser extent — commercial sexual exploitation.

U. Men and women from several Pacific Islands, India, China, R. Most trafficking victims in this African country are exploited South Korea, and the Philippines are recruited to work tem- within the country, though victims of sex and labor trafficking porarily on this island continent. After their arrival, some are have also been identified in South Africa, Zambia, Mozambique, subjected by unscrupulous employers and labor agencies to Tanzania, and parts of Europe. Within the country, children are forced labor in sectors such as agriculture, horticulture, con- subjected to domestic servitude and other forms of forced struction, cleaning, hospitality, manufacturing, and domestic labor, including in cattle herding, agricultural labor, and menial service. They face confiscation of their travel documents, work in small businesses. At local bars and rest houses, own- confinement on the employment site, threats of physical harm, ers coerce girls and women, who work at the establishments, and debt bondage. Some traffickers attempt to hide their foreign to have sex with customers in exchange for room and board. victims from official notice or prevent victims from receiving Forced labor is often found on tobacco plantations. assistance by abusing the legal system in order to create difficul- ties for victims who contact authorities for help.

S. This North American country is a large source, transit, and V. In this southern African country, Thai women are subjected destination country for men, women, and children subjected to to prostitution in illegal brothels, while eastern European sex trafficking and forced labor. Groups considered most vulner- organized-crime units force some women from Russia, Ukraine, able to human trafficking include women, children, indigenous and Bulgaria into debt-bonded prostitution in exclusive private persons, and undocumented migrants. Women, girls, and boys men’s clubs. Chinese traffickers bring victims from Lesotho, from poor rural areas are subjected to sexual servitude within Mozambique, and Swaziland to Johannesburg or other cities for the United States, lured by fraudulent employment opportunities prostitution. Migrant men from China and Taiwan are forced to or deceptive offers of romantic relationships, including marriage. work in mobile sweatshop factories. Taxi drivers and criminals at Trafficking victims are also subjected to conditions of forced the border transport Zimbabwean migrants, including children, labor in agriculture, domestic service, construction, and street into the country and may subject them to sex or labor trafficking begging, in both the United States and their home country. upon arrival.

Adapted from the U.S. Department of State’s “Trafficking in Persons Report 2011” www.state.gov/j/tip/rls/tiprpt/2011/index.htm HALF THE SKY: SEX TRAFFICKING AND INTERGENERATIONAL PROSTITUTION

Teacher Handout A: Mapping Modern Slavery (page 4)

Cut out each of the facts below and distribute to the student groups.

Y. The Migration Research Center estimates that one million W. Media reports indicate that there are between two hundred people in this large northern Asian country are exposed to thousand and four hundred thousand women engaged in “exploitative” labor conditions that are characteristic of traffick- prostitution in this western European country, with over three ing cases, such as withholding of documents, nonpayment for thousand entertainment establishments dedicated to prostitution. services, physical abuse, or extremely poor living conditions. According to media reports and government officials, approxi- Instances of labor trafficking were reported in the construction, mately 90 percent of those engaged in prostitution are victims manufacturing, agriculture, and domestic services industries. of forced prostitution, controlled by organized networks operating There are also reports of exploitation of children, including child throughout the country. prostitution in large cities and forced begging.

Z. Men, women, and children from this Southeast Asian country X. In this North American nation, women and girls, particularly migrate to Thailand, Malaysia, and other countries for work, and from aboriginal communities, are found in conditions of com- many are subjected to sex trafficking or forced to labor in the Thai mercial sexual exploitation across the country. Foreign women fishing and seafood processing industry, on agricultural planta- and children, primarily from Asia and eastern Europe, are sub- tions, in factories, in domestic work, or in begging and street jected to sex trafficking; sex-trafficking victims have come from selling. Within the country, women and children are trafficked China, Hong Kong, Fiji, Taiwan, South Korea, the Philippines, from rural areas to major cities and tourist centers for commercial Romania, Ukraine, and Moldova, in addition to other countries sexual exploitation. Children are also subjected to forced labor, and territories. Law enforcement officials report the involvement including being forced to beg; scavenge refuse; and work in quar- of organized crime in sex trafficking. Most suspected labor- ries, as domestic servants, or in the production and processing trafficking victims are foreign workers who enter the country of bricks, rubber, salt, and shrimp. According to the International legally, but then are subjected to forced labor in agriculture, Labor Organization, there are an estimated twenty-eight thousand sweatshops, and processing plants, or as domestic servants. child domestic workers in Phnom Penh alone.

KEY A. UNITED STATES OF AMERICA N. JAMAICA B. UGANDA O. KENYA C. JAPAN P. LAOS D. SUDAN Q. LIBERIA E. HAITI R. MALAWI F. BRAZIL S. MEXICO G. GREAT BRITAIN T. ARGENTINA H. FINLAND U. AUSTRALIA I. GERMANY V. SOUTH AFRICA J. GUATEMALA W. SPAIN K. INDIA X. CANADA L. IRAN Y. RUSSIA M. ISRAEL Z. CAMBODIA

Adapted from the U.S. Department of State’s “Trafficking in Persons Report 2011” www.state.gov/j/tip/rls/tiprpt/2011/index.htm 0105 HALF THE SKY Women’s Economic Empowerment

OVERVIEW “If we empower women we Audience Purpose of the Lesson empower society. There is a High School (grades 11–12), Community College, Youth Development Organizations direct correlation. We are not Women and girls play a vital role in the just changing a life, we are Time economic prosperity of their families, changing a community.” 90 minutes or two 50-minute class periods communities, and countries, yet in every + assignments part of the world, women often work longer hours than men, are paid less for their Roshaneh Zafar Subject Areas work, are at a higher risk of unemployment, Founder and managing director of the Women’s Studies, Social Studies, Global and are far more likely to live in poverty. Kashf Foundation Studies, Economics, Media Studies, Financial Literacy, English Language Arts A growing body of research shows that enhancing women and girls’ economic opportunities plays a critical role in reducing poverty as well as gender-based discrimination and violence, improving women and girls’ access to education and civic participation, and raising the quality of life for future generations. When women are in charge of their financial destinies, income, and capital — such as land and livestock — they gain more control over their own lives and personal security and as a result have greater access to decision- making and leadership roles in their homes and communities. Women are also consistently more likely to reinvest profits back into their families, which — in addition to improving their own children’s nutrition, health, and education — contributes to the economic growth and security of their communities and countries. This lesson will consider how and why women and girls are disproportionately affected by extreme poverty and will examine the ripple effects of women’s economic empowerment on individuals, families, communities, and societies. 0106 HALF THE SKY Women’s Economic Empowerment

OVERVIEW Objectives: Resources:

Note for Teachers about the Lesson Plan Students will: • Film module: Women’s Economic Women’s Economic Empowerment and • consider the challenges associated with Empowerment in Kenya (10:41) Its Contents: living in extreme poverty and develop a • Half the Sky: Turning Oppression into This lesson and the accompanying film one-week budget for a family of three living Opportunity for Women Worldwide Film module from Half the Sky: Turning on two dollars a day; Series Trailer (5:48): itvs.org/films/ Oppression into Opportunity for Women • examine the relationship between gender half-the-sky Worldwide illustrate a range of challenges and poverty and discuss the possible • LCD projector or DVD player facing women in a frank and honest manner, factors for and consequences of the • Teacher handouts: but the discussions and topics might not substantial economic disparity between be suitable for all audiences. Teachers women and men; --Women’s Economic Empowerment should prepare for the lesson by reading all Discussion Guide (Download Half the • identify the location of Kenya on a map and the materials thoroughly and watching the Sky: Turning Oppression into Opportunity understand the social and political context complete film module to determine if this for Women Worldwide discussion guide of the economic challenges faced by the topic and lesson are appropriate for their PDFs from the Independent Television women in the film module; class. Teachers should also brief students Service [ITVS] Women and Girls Lead on what they will be viewing in advance and • consider the role that men and boys can website: www.womenandgirlslead.org.) play to improve economic independence identify students who might be personally • Student handouts: or adversely affected by this material. Prior for women and girls and how empowering --Student Handout A: Living on $2 a Day to launching the lesson, please contact your women empowers men; and school counselor or social worker to discuss • understand the beneficial ripple effect --Student Handout B: Poverty and Gender policies and procedures for addressing of women’s economic empowerment --Student Handout C: Kenya in Context a disclosure of violence or abuse and be on individual women, their families, their --Student Handout D: Film Module prepared to provide students with support or communities, and their countries. Screening Guide the option of not participating in the lesson --Student Handout E: Expert Fact Sheets where appropriate. --Student Handout F: The Ripple Effect For additional information about the Worksheet documentary Half the Sky: Turning • Pens/pencils and writing paper Oppression into Opportunity for Women Worldwide, please download • Whiteboard/blackboard and markers/chalk the free Women’s Economic • Calculators (if available) Empowerment Discussion Guide from • Computers with internet access the ITVS Women and Girls Lead website • Wall map of the world with country names: (womenandgirlslead.org), visit the project’s www.amaps.com/mapstoprint/ official website (halftheskymovement.org), WORLDDOWNLOAD.htm and read Half the Sky: Turning Oppression into Opportunity for Women Worldwide by Nicholas Kristof and Sheryl WuDunn. 0107 HALF THE SKY Women’s Economic Empowerment

LESSON PLAN PROCEDURES Prescreening Activity

Time: 30 minutes You will need: Student Handout A: Living on $2 a Day, Student Handout B: Poverty and Gender, Student Handout C: Kenya in Context, pens/pencils and writing paper, and calculators, if available Goal: Students will consider the challenges associated with living in extreme poverty and develop a one-week budget for a family of three living on two dollars a day. Part 1: Living on $2 a Day • Hold up two dollars and ask students the following questions: --If I told you that you had to feed yourself for a whole day using just two dollars, what would you spend it on? Discuss as a class and record feedback. --If I told you that you had to feed your whole family for a day with just two dollars, how would you spend the money? Discuss as a class and record feedback. • Share the following information with the class: More than one-half of the world's people live below the internationally defined poverty line of less than U.S. $2 a day — including 97 percent of the population in Uganda, 80 percent in Nicaragua, 66 percent in Pakistan, and 47 percent in China. • Divide the class into groups of two to three students and distribute Student Handout A: Living on $2 a Day. Ask them to use the information in the handout to develop a one-week budget for a family of three living on only two dollars per day. (Note: The costs included in the worksheet are adapted from Student Voices against Poverty: The Millennium Campaign Curriculum Project: www.un.org/works/Lesson_Plans/MDGs/MDG_Curriculum_ US.pdf). Have them collaborate with their group to decide which items and expenses they should spend money on and which they would not be able to afford. (For example: Would they choose school fees over paying the electric bill? Would they put any money in their savings account?) • When they complete their budgets, have them illustrate their results using a pie chart. They can create the charts using either their worksheets, large sheets of kraft paper and markers, or an interactive online tool such as the National Center for Education Statistics (NCES) Kids’ Zone “Create a Graph” tool: nces.ed.gov/nceskids/createagraph/default.aspx?ID =3037a0d01a0d43a99e136a4ce8a03347. 0108 HALF THE SKY Women’s Economic Empowerment

LESSON PLAN PROCEDURES Prescreening Activity

• Discuss the groups’ results as a class, using the following discussion prompts: --What surprised you most while completing this activity? --What was the biggest challenge your team faced when making the budget? --What was your biggest expense? --Were there any “essentials” that you could not afford? What were they? What did you have to sacrifice? --Were you able to put any money in your savings account? --Were you able to pay for your children’s school fees? --Would you be willing to ask your child to work instead of going to school to help support the family? How young is too young for a child to go to work if a family is trying to survive on two dollars per day? --What do you think would happen if you or someone in your family got sick? What expenses would you cut to pay for their medical bills? --How did it make you feel, knowing that you could not provide all of the needed resources for your family? Part 2: Global Poverty and Gender • Introduce the following information: Seventy percent of the world’s poor are women and girls. Although women play a vital role in the economic prosperity of their families, communities, and countries, in every part of the world, women work longer hours than men, are paid less for their work, are at a higher risk of unemployment, and are far more likely to live in poverty. • Divide the class into groups of four students and assign each student in each group a number from one to four (this is commonly known as the “numbered heads together” activity). • Distribute Student Handout B: Poverty and Gender to each group and have them review the fact sheet and respond to what they have read by discussing the questions that are provided. • When the discussion is complete, call out a number from one to four and have the student from each team who was assigned that number present their group’s results to the class. (This will help ensure that all of the students are actively involved in the activity.) Part 3: Kenya in Context • In preparation for viewing the film module, ask a volunteer to locate Kenya on the wall map. • Provide students with the fact sheet Student Handout C: Kenya in Context. Have them read the fact sheet and discuss briefly with a partner. • Variation: This handout can be provided in advance of the lesson for students to review as homework. 0109 HALF THE SKY Women’s Economic Empowerment

LESSON PLAN PROCEDURES Viewing the Module

Class time: 10–15 minutes Note: We recommend that if time permits you begin this section by watching the film series trailer (5:48): itvs.org/films/half-the-sky You will need: Pens/pencils and writing paper, LCD projector or DVD player, the Women’s Economic Empowerment in Kenya film module (10:41), and Student Handout D: Film Module Screening Guide • Distribute Student Handout D: Film Module Screening Guide and instruct students to take notes during the screening using the worksheet as a guide. • Variation: The questions from Student Handout D can be projected or written on the board and reviewed briefly before viewing the film module to save paper. 0110 HALF THE SKY Women’s Economic Empowerment

LESSON PLAN PROCEDURES Post-Screening Activity

Time: 50 minutes You will need: Student Handout E: Expert Fact Sheets, Student Handout F: The Ripple Effect Worksheet, pens/pencils and writing paper, and computers with internet access, if available Goal: Students will discuss the film modules and share their notes. Students will work in groups to research and understand effects of economic empowerment of women on the individual level, the family level, the community level, and the national level. They will use their collective research to create a written and/or visual narrative illustrating the ripple effect of empowering a single woman. Part 1: Postscreening Discussion Questions • What did you think of the film? Was there anything that surprised you? • What were some of the economic challenges that the women faced? • What were some of the unsuccessful and successful strategies for women’s economic empowerment that the film highlighted? • Ingrid Munro says that in order to “get people out of poverty you need to deal with every aspect of their life.” What does she mean by this? Do you agree with this statement? Why or why not? • While walking through the market, the women from Jamii Bora tell Nicholas Kristof and Olivia Wilde that “the men buy the sodas, the women buy the milk.” Why is this exchange so significant? What does it reveal about the financial dynamics of Kenyan families? • What role do men have to play in women’s economic empowerment? How does empowering women improve quality of life for men? • When we read about problems in communities, our minds tend to go immediately to aid programs and aid organizations, but what about business as a solution? What are the benefits and pitfalls of social entrepreneurship in comparison to traditional aid? • Many economists and development experts believe that the social-entrepreneurship model highlighted in the film ignores the bigger social and institutional issues such as discrimination, corruption, and corporate greed that are the actual roots of extreme poverty and places too large a burden on the individual. Do you think the entrepreneur approach is unfair to individual women by making them responsible for overcoming the failings of their society? What are some other strategies shown in the film that help to improve the economic security of women and their families? • All of the strategies that were highlighted in the film show women working with others to overcome the economic challenges and barriers that they face. What benefit is there in facing individual economic challenges in collaboration with one’s peers and community? Is this an approach that could be used in our communities? • How did the lives of the women change when they became financially independent? • How can women’s economic independence break the cycle of poverty? • What role has the issue of women’s economic empowerment played in your life? Were there different economic expectations for girls and boys in your community or family? Were you expected to be financially independent when you grew up? How did your experience compare to that of the women in the film? 0111 HALF THE SKY Women’s Economic Empowerment

LESSON PLAN PROCEDURES Post-Screening Activity:

Part 2: Women’s Economic Empowerment Jigsaw • Divide the class into groups of four students each and explain that they will work in groups to research and understand effects of economic empowerment of women on the individual level, the family level, the community level, and the national level. They will use their collective research to create a written and/or visual narrative illustrating the ripple effect of empowering a single woman. • Jigsaw Activity: From the following list, assign each student in the group an “Area of Expertise” about the impact of women’s economic empowerment on various entities: --An individual woman --Her family --Her community --Her society • Ask the “experts” from each group to work together to research their topic. Distribute Student Handout E: Expert Fact Sheet to each group and ask students to supplement their research with online sources. The following websites can be used as resources: --The United Nations Population Fund’s (UNFPA) report on women’s economic empowerment: www.unfpa.org/public/global/pid/382 --The “Women, Poverty & Economics” section of the UN Women website: www.unifem.org/gender_issues/women_poverty_economics --The “Gender Equality and Women’s Empowerment” section of the USAID website: www.usaid.gov/what-we-do/gender-equality-and-womens-empowerment • When the research is complete ask the “experts” to return to their original groups and share their findings. • Distribute Student Handout F: The Ripple Effect Worksheet to each group and ask them to read the brief paragraph describing extreme poverty in the United States. • Instruct them to imagine that they are working with Jamii Bora and have been assigned to help improve economic empowerment for women in their local community. Have the groups complete the worksheet using their research and expertise. • Finally, have students use what they have learned to develop a brief written and/or visual narrative illustrating the ripple effect of providing economic empowerment to women in their community. The following websites provide resources that can be used to create infographics and visual representations of their research: --Infographics in Education: infographicsineducation.wikispaces.com --“Teaching with Infographics: Places to Start”: learning.blogs.nytimes.com/2010/08/23/teaching-with-infographics-places-to-start • The groups should display their results and discuss with the class: --Why is women’s economic empowerment an important issue? --How does women’s economic empowerment empower men and boys as well? What role can men play in improving the economic independence of women? --How can women’s economic independence help break the cycle of poverty? 0112 HALF THE SKY Women’s Economic Empowerment

Assignments

Select one or more of the following assignments to complete 2. Journaling Exercise: How would you live on less than the lesson: $2 a day? As we have seen, extreme poverty is not something that only exists in 1. Women’s economic empowerment in our community. developing countries; nearly 1.5 million Americans are living on less Ask students to work alone or in groups to research services and than two dollars per day. Ask students to imagine that they are one of organizations that provide support to women and girls in their these 1.5 million Americans and have them do a series of short diary communities and consider the impact that gender and factors such entries using a social media site such as Tumblr describing a week as race, religion, and class play in the economic security of an in their life. Have them consider what life would be like if they had to individual and of a family. survive with extremely limited resources and then write their journal • Students should use their strategies from the postscreening activity entries using the following questions as a guide: as a guide and incorporate resources and organizations in the area • What would your biggest challenges be each day? that provide support and services. • What would you have to sacrifice? • They can also contact organizations in their communities that provide entrepreneurship support for low-income women who want • What would you spend your money on or save up for? to start their own businesses. • Would you continue to come to school? If so, how would your • If possible, they should interview one of an organization’s clients limited resources shape your experience? If not, what would you to discuss the benefits and challenges of entrepreneurship and use your time for instead? develop a profile of their subject or the organization. • What impact would living on two dollars a day have on your • Students can present their completed projects to their school expectations for your future? community and can also reach out to their local city council to discuss their project and their findings. The following website can 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 into presentations: 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.html 0113 HALF THE SKY Women’s Economic Empowerment

Extensions

1. This Land is My Land (Too) 2. Small Loans, Big Debates Studies show when women have secure rights to their land, their Microfinance was once believed to be a key strategy in poverty family nutrition and health improve, they may be less likely to be alleviation, but in recent years, questions about its broad victims of domestic violence, and their children are more likely to effectiveness beyond individual success stories, along with a receive an education and stay in school longer. Despite this, women series of scandals — including reported suicides among indebted around the world are struggling to gain the right to own their own borrowers in Andhra Pradesh, India — have overshadowed stories land. Have students research the importance of land rights in of small loans helping pull women out of poverty. The debate has ensuring women’s economic empowerment. been characterized by extreme claims on both sides, but what is the bottom line on microfinance? • Instruct students to work in groups to research the status of land rights around the world, and identify countries where women • Screen the complete segment from the film on Women’s Economic are struggling to own their own land. Have them also identify Empowerment and have students consider why microfinance has countries that have improved women’s access to land rights in the been moderately effective in some countries but not at all in others. past 20 years. • Ask students to share their feedback and what they think about the • Have each group select one country that lacks adequate land debate about microfinance. rights and one country where women’s rights recently improved • Have students work individually or in groups and research the issue. and compare the status of women and their quality of life in What are the main points of those who support microfinance? each country. What are the main points of those who are against it? • What impact has owning/not owning land had on women’s lives • Assign each student/group one side of the debate to research in and the lives of their families? detail. Following their research, have students engage in a formal • How have women’s lives changed since they began owning their debate about the issue. Education World offers a selection of own land? debate resources that provide guidelines and rules for classroom • Has the introduction of land rights for women had an impact at the debates: www.educationworld.com/a_lesson/lesson/ community or national level? lesson304b.shtml • Students can use the following websites for research and • Resources on this topic can be found at the following websites: information and should complete their projects by creating Women’s World Banking: multimedia presentations of their research using Prezi (prezi.com). www.swwb.org Landesa: Grameen Bank: www.landesa.org www.grameen-info.org International Land Coalition: Microfinance Open Book Blog by David Roodman of the www.landcoalition.org Washington-based Center for Global Development: blogs.cgdev.org/open_book/2009/02/summary-and-outline.php The “Women’s Land & Property Rights” section of the UN Women website: www.unifem.org/gender_issues/women_poverty_economics/ land_property_rights.php 0114 HALF THE SKY Women’s Economic Empowerment

Extensions

3. Millennium Development Goals: • Information and resources for research on the MDGs can be found at: Empowering Women Empowers the World United Nations Millennium Development Goals: In September 2000, the United Nations signed the Millennium www.un.org/millenniumgoals Development Goals (MDGs), with the aim of halving the number End Poverty 2015: of people living in poverty, reducing maternal and child mortality, www.endpoverty2015.org fighting disease, and improving social and economic conditions in the world's poorest countries by 2015. Have your class screen The “Get Involved” section of the UN MDGs website: the complete series of Half the Sky: Turning Oppression into www.un.org/millenniumgoals/getinvolved.shtml Opportunity for Women Worldwide and examine the connection The “Millennium Development Goals” section of the between the issues addressed in the documentary and the UN Women website: Millennium Campaign’s focus on women. Have them consider how www.unifem.org/gender_issues/millennium_development_ and why improving rights and resources for women and girls is goals considered key to eradicating global poverty. MDG Monitor: • Divide the class into eight groups, assign each an MDG, and www.mdgmonitor.org instruct the groups to develop a “We Are the Goal” presentation, 4. Kick-Start a Conversation which should include the following: Women’s World Banking (WWB) is a global network of 39 financial --A summary of the MDG and the campaign’s strategies for organizations from 27 countries and the only microfinance network improving social and economic conditions for women with an explicit focus on women. Have your students visit the --Information on the public perception and understanding of WWB website to learn how they can host an event at their school the MDGs; students can investigate the public’s knowledge or in their community to kick-start the conversation about women’s and understanding of the Millennium Campaign by recording economic empowerment and find out how they can work with “person-on-the-street” interviews and including the footage in WWB to make a difference. The website provides complete details the presentation for planning events and a multimedia tool kit to help bring the issue to life for your community. --Examples of specific programs that have been implemented and their impact to date Women’s World Banking: --How the campaign relates to issues in the students’ own www.swwb.org communities The “Host Your Own WWB Event” section of the WWB website: --A plan of action for the group and the school community to www.swwb.org/content/host-your-own-wwb-event contribute to the Millennium Campaign 5. Connect with Communities • The presentations should be multimedia and can include photo- Kiva is a grassroots nonprofit organization with a mission to essays, video footage, audio clips, animations, and infographics, connect people through lending to alleviate poverty. Kiva relies using the following websites as resources: heavily on its team of committed volunteers and offers a range of Animoto: opportunities to get involved, including the Kiva Translation Program animoto.com and the Kiva Fellows Program, which has offered over four hundred Capzles: individuals an opportunity to put their skills to work in support of www.capzles.com global microfinance. Visit Kiva’s website for more information: www.kiva.org. Prezi: prezi.com Infographic tools from the Educational Technology and Mobile Learning website: www.educatorstechnology.com/2012/05/eight-free-tools-for- teachers-to-make.html 0115 HALF THE SKY Women’s Economic Empowerment

Additional Resources

BOOKS WEBSITES N. Kristof, S. WuDunn, Half the Sky: This is the official website for the Half navigate gender, economic, and Turning Oppression into Opportunity for the Sky: Turning Oppression into social barriers. Women Worldwide, New York : Alfred A. Opportunity for Women Worldwide film, www.girlsinc.org Knopf, 2009 book, and movement. The Landesa Center for Women’s Land www.halftheskymovement.org Rights recognizes that the lack of secure FILMS ITVS’s Women and Girls Lead is an land rights is a root cause of global poverty. Half The Sky: Turning Oppression Into innovative public media campaign designed Their land law and policy experts help poor Opportunity For Women Worldwide: to celebrate, educate, and activate women, countries develop and implement land laws, Filmed in 10 countries, the documentary girls, and their allies across the globe to policies, and programs that provide ladders follows Nicholas Kristof, Sheryl WuDunn, address the challenges of the 21st century. out of poverty for their citizens and promote and celebrity activists America Ferrera, womenandgirlslead.org long-term economic growth. Diane Lane, Eva Mendes, Meg Ryan, www.landesa.org Jamii Bora works to strengthen and utilize Gabrielle Union, and Olivia Wilde on a all the skills, determination, and hard work Kiva is a grassroots nonprofit organization journey to tell the stories of inspiring, of the people of Kenya to build a better with a mission to connect people through courageous individuals. Across the globe, nation through better families. lending to alleviate poverty. oppression is being confronted, and real www.jamiibora.org www.kiva.org meaningful solutions are being fashioned through health care, education, and The Umoja Uaso Women’s Group in The Campaign for Female Education economic empowerment for women and Kenya is a refuge for victims of domestic (Camfed USA) fights poverty and HIV/ girls. The linked problems of sex trafficking abuse where women support themselves AIDS in Africa by educating girls and and forced prostitution, gender-based and their families through the sale of empowering women to become leaders violence, and maternal mortality — which traditional crafts and promote human of change. needlessly claims one woman every 90 rights, economic empowerment, and the us.camfed.org/site/ seconds — present to us the single most preservation of indigenous art. PageServer?pagename=home_index vital opportunity of our time: the opportunity www.umojawomen.org The Girl Effect is a collective movement to make a change. All over the world, Women’s World Banking (WWB) is a to lift 50 million women and girls out of women are seizing this opportunity. Visit the global network of 39 financial organizations poverty by 2030 through the education and website at: www.halftheskymovement.org from 27 countries and the only microfinance empowerment of girls. ITVS Women and Girls Lead Film network with an explicit focus on women. www.girleffect.org Collection: Women and Girls Lead offers www.swwb.org The United Nations Children’s Fund a collection of films by prominent The Centre for Development and (UNICEF) is mandated by the United independent filmmakers. These films focus Population Activities (CEDPA) works Nations General Assembly to advocate for on women who are working to transform their through local partnerships to give women the protection of children’s rights, to help lives, their communities, and the world. Visit tools to improve their lives, families, and meet children’s basic needs, and to expand the website to learn more about the films communities. CEDPA’s programs increase their opportunities to reach their full potential. and explore our diverse catalogue of educator educational opportunities for girls, ensure www.unicef.org resources, lesson plans, and film modules. access to lifesaving reproductive health See www.womenandgirlslead.org for Women for Women International and HIV/AIDS information and services, more details. “provides women survivors of war, civil and strengthen good governance and strife and other conflicts with the tools and women’s leadership in their nations. resources to move from crisis and poverty www.cedpa.org to stability and self-sufficiency, thereby Girls Inc. inspires all girls to be strong, promoting viable civil societies. We’re smart, and bold through life-changing changing the world one woman at a time.” programs and experiences that help girls www.womenforwomen.org 0116 HALF THE SKY Women’s Economic Empowerment

Standards

Common Core State Standards 5. (9–10, 11–12) Make strategic use 4. INDIVIDUAL DEVELOPMENT for English Language Arts of digital media (e.g., textual, graphical, AND IDENTITY & Literacy in History/Social audio, visual, and interactive elements) in Personal identity is shaped by family, presentations to enhance understanding of peers, culture, and institutional influences. Studies, Science, and Technical findings, reasoning, and evidence and to Through this theme, students examine Subjects add interest. the factors that influence an individual’s personal identity, development, and actions. Writing Standards for Literacy in History/ Writing Standards 6–12 5. INDIVIDUALS, GROUPS, AND Social Studies, Science, and Technical INSITITUTIONS 3. (9–10, 11–12) Write narratives to Subjects 6–12 Institutions such as families and civic, develop real or imagined experiences or 1. (9–10, 11–12) Write arguments focused educational, governmental, and religious events using effective technique, well- on discipline-specific content. organizations exert a major influence on chosen details, and well-structured event people’s lives. This theme allows students sequences. 4. (9–10, 11–12) Produce clear and to understand how institutions are formed, coherent writing in which the development, 4. (9–10, 11–12) Produce clear and maintained, and changed, and to examine organization, and style are appropriate to coherent writing in which the development, their influence. task, purpose, and audience. organization, and style are appropriate 10. CIVIC IDEALS AND PRACTICES to task, purpose, and audience. (Grade- 7. (9–10, 11–12) Conduct short as well An understanding of civic ideals and specific expectations for writing types are as more sustained research projects practices is critical to full participation defined in standards 1–3 above.) to answer a question (including a self- in society and an essential component generated question) or solve a problem; 6. (9–10, 11–12) Use technology, of education for citizenship. This theme narrow or broaden the inquiry when including the Internet, to produce, publish, enables students to learn about the appropriate; synthesize multiple sources on and update individual or shared writing rights and responsibilities of citizens the subject, demonstrating understanding products, taking advantage of technology’s of a democracy, and to appreciate the of the subject under investigation. capacity to link to other information and to importance of active citizenship. display information flexibly and dynamically. 9. (9–10, 11–12) Draw evidence from informational texts to support analysis, National Standards for Arts Speaking and Listening Standards reflection, and research. Education Grades 9–12 1. (9–10, 11–12) Initiate and participate National Curriculum Standards effectively in a range of collaborative VA1: Understanding and applying media, discussions (one-on-one, in groups, and for Social Studies techniques, and processes teacher-led) with diverse partners on [grade VA5: Reflecting upon and assessing the 1. CULTURE 9–12] topics, text, and issues, building characteristics and merits of their work and Through the study of culture and cultural on others’ ideas and expressing their own the work of others clearly and persuasively. diversity, learners understand how human beings create, learn, share, and adapt to 4. (11–12) Present information, findings, culture, and appreciate the role of culture in and supporting evidence, conveying a clear shaping their lives and society, as well the and distinct perspective, such that listeners lives and societies of others. can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. HALF THE SKY: WOMEN’S ECONOMIC EMPOWERMENT

Student Handout A: Living On $2 A Day

The Cost of Living in Budget Worksheet Liberia on $2 per Day Imagine that you are part of a family (you, your spouse, and one child) living on $2 per day in Liberia. Using the Cost of Living Worksheet Exchange Rate: US $1 = 50 Liberian dollars (LRD) for reference, work with your team to fill out the budget chart below.

Living on $2 per day = Living on 3,000 Step 1: In the Need column, list the costs in Liberian dollars for each of the items that a Liberian dollars per month family of three would need during one month. Add up the total costs and compare that total with your monthly income of $3,000 LRD. Are your total expenses more or less than *all values listed in LRD your income? 1. Housing Monthly rent $12,250 Step 2: Revisit your need list and eliminate or add items and expenses to keep your monthly Cooking gas/ $300/month budget at or below your income. List the amounts for all of the items and expenses that Kerosene/Coal remain in the Can Afford column. Electricity $14,700/month Step 3: List the cost of all of the items that you need but cannot afford in the Can’t Water $7,350/month Have column. 2. Transportation One-way bus ticket to work $25

3. Meal Planning BASICS NEED CAN AFFORD CAN’T HAVE Pound of rice $245 Pound of sugar $73.50 Rent Ten tea bags $98 Water Pound of grain $65 Pound of tomatoes $98 Electricity Pound of zucchini $49 Pound of onions $49 Cooking fuel Bottle of Coca-Cola $85 School fees Small goat $500 Small chicken $250 7 lbs. rice

4. Education Fees 4 lbs. tomatoes School fees $900/month/child and materials 5 lbs. zucchini 5. Clothing 20 bottles Coca-Cola Work shirt $245 Work trousers $245 1 lb. sugar Shoes $98 7 lbs. onions 6. Cost of Personal Items 2 small chickens Soap $1.50 for pack of six bars Shampoo $1.50 Soap (1 bar) Toothpaste $147 Toothbrush $49 Toothpaste (1/2 tube) Toilet paper $250 for six rolls Antimalaria drugs 7. Medicine Antimalaria drugs $343 TOTAL 8. Other Assorted Items TV $14,700

Adapted from the UN Millennium Campaign’s Student Voices against Poverty: The Millennium Campaign Curriculum Project www.un.org/works/Lesson_Plans/MDGs/MDG_Curriculum_US.pdf HALF THE SKY: WOMEN’S ECONOMIC EMPOWERMENT

Student Handout B: Poverty and Gender

Women play a vital role in the economic prosperity of their families, communities, and countries, yet in every part of the world, women work longer hours than men, are paid less for their work, are at a higher risk of unemployment, and are far more likely to live in poverty. Fast Facts

• Approximately 70 percent of the world’s • Women reinvest 90 percent of their income • In developing countries, women and girls poor are women and girls. into their families while men invest only are most often responsible for household • Women earn less than 10 percent of the 30 to 40 percent. In Brazil, when income is and community water management and world’s wages, but do more than two-thirds in the hands of the mother, the survival travel great distances in search of water, of the world’s work. of a child increases by about 20 percent. which limits their time for other activities, including doing income-generating work. • In the United States, a woman earns • Women in sub-Saharan Africa own less approximately $0.76 for every $1.00 that a than 2 percent of the land, but produce • South African women collectively walk man earns in a similar job. more than 90 percent of the food. the equivalent of a trip to the moon (384,400 kilometers or 238,855 miles) • In one out of three households around the • Studies show that when women have and back 16 times a day to supply their world, women are the sole breadwinners. secure rights to their land, their family’s nutrition and health improve, they are less households with water. • Economically empowered women tend to likely to be victims of domestic violence, have fewer children. and their children are more likely to receive • Each additional year in school raises a an education and stay in school longer. woman’s earnings by about 15 percent.

Barriers to Women’s Economic Security Discussion Questions

Financial dependence: Women who are denied the opportunity to earn and • How do you feel about this information? control their own income and participate in important decisions regarding their Did it surprise you? If so, what surprised $ personal finances and the economic security of their families are at greater risk you most? of poverty and domestic violence and are more vulnerable to reproductive and • What impact, if any, has economic equality maternal health challenges. had on your life, your family, or your Limited participation in the workforce: Worldwide, women are more likely community? to work in the informal sector (in jobs such as domestic services and child • How often do you see stories about care), where wages are unregulated and workers lack basic rights and job women’s economic empowerment in the security. Women who work in the formal sector are more likely to experience news or depicted in the media? Why do discrimination and occupy fewer leadership positions than their male you think that is? co-workers. • What traditional expectations or Unequal pay: Despite doing the majority of the world’s work, women earn stereotypes about women might help on average between 10 and 30 percent less than men. According to a 2009 to reinforce economic inequality? = report by the U.S. Census Bureau, women who work full-time, year-round earn How often do we see these stereotypes on average 23 percent less than men who work the same job. represented in our media? Why do you think that is? Child care: Traditional gender roles limit women’s ability to participate equally with men at work and also limit men’s responsibility for child care and unpaid work duties. Access to land: Women’s ability to own and inherit land is limited or denied in many countries as a result of social and cultural traditions, legal restrictions, and the lack of information and education available to women. HALF THE SKY: WOMEN’S ECONOMIC EMPOWERMENT

Student Handout C: Kenya Past and Present

Kenya is a relatively stable African country with a truly multicultural population, whose ethnic diversity has produced a vibrant culture. It is also a country that spent 80 years fighting for freedom from colonial rule only to face four decades of political corruption that has undermined its economic and civic development and contributed to the disempowerment of millions of women.

The colonial period in Kenya was a time of vicious political and cultural oppression and economic exploitation for the indigenous communities who had lived in that region for centuries. In 1894, Britain declared protectorate over Kenya, and the new state’s boundaries were drawn without the consultation of Kenya’s people. This act arbitrarily brought together over 40 previously independent communities into one territorial entity. The ongoing civil unrest that Kenya faces finds its roots in the painful legacy of violence and ethnic tension from the country’s colonial era. After achieving independence from Britain in 1963, Kenya’s leader, Jomo Kenyatta, consolidated the political parties under the Kenya African National Union (KANU) party, and by 1969, banned all other political parties. He was succeeded in 1978 by Daniel arap Moi, who maintained one-party rule under KANU and remained in power for 24 years. In the early 1990s, violent unrest and international pressure led to the restoration of multiparty politics, but it took another decade before opposition candidate Mwai Kibaki ended nearly 40 years of KANU-party rule with his landslide victory in 2002’s general election. Despite President Kibaki’s pledge to tackle corruption, mismanagement of international aid has been a continuing issue, with some donors estimating that up to $1 billion was lost between 2002 and 2005 alone. In addition to high-level corruption and graft, Kenyans also face crippling daily challenges including high unemployment, widespread crime, reoccurring droughts, and extreme poverty, with most Kenyans living on less than one dollar a day. For Kenyan women, poverty and pervasive traditionalism are the two major obstacles to obtaining equal rights. Although government policy, legislation, and the media favor women’s rights, the traditional view of women’s low status has proven difficult to overcome. Violence against women is a serious problem, with many traditional cultures permitting and even encouraging men to physically discipline their wives. The practice of female genital mutilation (FGM) is prevalent, with about 50 percent of Kenyan women having suffered FGM. Rape is also widespread despite legal prohibitions, and there is substantial evidence that incidences of child rape are growing. Underlying all of these violations of women’s rights is a deeply entrenched economic discrimination linked to cultural traditions and customary laws that deny women the right to make decisions about their own resources or to inherit and own land. Recent political improvements — including the new constitution adopted in 2010 that delegates more power to local governments and gives Kenyans a bill of rights — have inspired cautious optimism for many Kenyans. These changes are especially important for women, who hope to benefit from policies that seek to end gender discrimination and support women’s leadership and participation, such as a quota guaranteeing a minimum of 47 women members of Parliament in the National Assembly.

*For more information on Kenya, visit the ITVS website and view the educational materials for Taking Root, a documentary film that tells the story of Kenya’s Green Belt Movement and follows Wangari Maathai, the movement’s founder and the first environmentalist and African woman to win the Nobel Prize: www.itvs.org/educators/collections/womens-empowerment/lesson-plans/from-roots-to-branches. HALF THE SKY: WOMEN’S ECONOMIC EMPOWERMENT

Student Handout D: Film Module Screening Guide

Name: Date:

Class:

Take notes while watching the Women’s Economic Empowerment in Kenya film module, using the following list of questions as a guide:

• ●What are some of the economic challenges that the women in the film face?

• ●What strategies do the women use to become financially independent?

• What impact does the women’s economic security have on their lives, the lives of their families, and their communities?

• Write down two or three quotes from the film that stand out most for you and illustrate the value and role of economic empowerment in the lives of the women featured in the film. HALF THE SKY: WOMEN’S ECONOMIC EMPOWERMENT

Student Handout E: Expert Fact Sheet (Page 1)

Benefits of Women’s Expand Your Economic Empowerment Research

A growing body of research shows that enhancing women and Work with your expert group and investigate the impact of women’s girls’ economic opportunities plays a critical role in reducing poverty economic empowerment using the following websites as resources: as well as gender-based discrimination and violence, improving • The United Nations Population Fund’s (UNFPA) report on women’s women and girls’ access to education and civic participation, economic empowerment: www.unfpa.org/public/global/pid/382 and raising the quality of life for future generations. When women and girls are in charge of their financial destinies, income, and • The “Women, Poverty & Economics” section of the capital — such as land and livestock — they gain more control over UN Women website: their own lives and personal security and as a result have greater www.unifem.org/gender_issues/women_poverty_economics access to decision-making and leadership roles in their homes and • The “Gender Equality and Women’s Empowerment” section of the communities. Women are also consistently more likely to reinvest USAID website: www.usaid.gov/what-we-do/gender-equality- profits back into their families, which — in addition to improving their and-womens-empowerment own children’s nutrition, health, and education — contributes to the economic growth and security of their communities and countries.

What Is Needed?

Women and girls have an essential role to play in the global campaign to eradicate poverty, but progress on women’s economic empowerment continues to be slow and uneven. Limited access to land and property, housing, credit, technology, and markets has undermined women’s livelihoods and restricted their ability to benefit from the economic growth they help to generate. The following strategies have been identified as critical to ensuring women’s economic empowerment: • Promote equal opportunities for women in employment and tackle gender-based discrimination in all areas of the public sphere. • Support professional-development programs that target women and girls and provide leadership training and mentorship. • Provide resources and enact policies that support women who are juggling paid work and family responsibilities, and provide support for men, such as paternity leave, so they can take a greater role in child care and domestic tasks. • Increase the number of female entrepreneurs and the size of their businesses by giving them greater access to financial services such as microfinancing, training, technical assistance, and networking to share best practices. • Improve women’s access to a range of financial services, including savings, credit, and insurance, as well as to the right to own and inherit land. • Increase women’s leadership and participation in economic decision-making bodies at every level. HALF THE SKY: WOMEN’S ECONOMIC EMPOWERMENT

Student Handout E: Expert Fact Sheet (Page 2)

Name: Date:

Class:

Economic Expert Worksheet

Topic of expertise (check one below):

The impact of women’s economic empowerment on:

___ An individual woman ___ Her family ___ Her community ___ Her society

1. Research your topic and list at least five benefits of women’s economic empowerment in your area of expertise.

2. Identify at least three strategies for women’s economic empowerment that have made improvements in your area of expertise.

+ HALF THE SKY: WOMEN’S ECONOMIC EMPOWERMENT

Student Handout F: The Ripple Effect Worksheet

Name: Date:

Class:

When we think of extreme poverty we often think of communities in developing countries, but more and more women and their families in the United States are facing financial crisis. According to a 2012 study by the National Poverty Center, the number of U.S. households living on less than two dollars per person per day more than doubled between 1996 and 2011, from six hundred and thirty-six thousand to 1.46 million. The number of children in extremely poor households also doubled, from 1.4 million to 2.8 million

Imagine your team is working with Jamii Bora and you have been assigned to help improve economic empowerment for women in your community. Based on your research, respond to the following questions:

• What strategies would you use?

• What outcomes would you hope to achieve?

• How would empowering women benefit the individual women, their families, their communities, and their society?

• How would men and boys benefit from women’s economic empowerment? 0124

Purchasing the Full-length Film New Video, a Cinedigm company, is a leading entertainment distributor and the largest aggregator of independent digital content worldwide. New Video’s Docurama Films is proud to offer Half the Sky: Turning Oppression into Opportunity for Women Worldwide as part of its roster of acclaimed, award-winning documentaries. Educators may purchase the full-length film through their website: www.newvideo.com/institutional. Purchasing the Book From two of our most fiercely moral voices, a passionate call to arms against our era’s most pervasive human rights violation: the oppression of women and girls in the developing world. With Pulitzer Prize-winners Nicholas D. Kristof and Sheryl WuDunn as our guides, we undertake an odyssey through Africa and Asia to meet the extraordinary women struggling there, among them a Cambodian teenager sold into sex slavery and an Ethiopian woman who suffered devastating injuries in childbirth. Drawing on the breadth of their combined reporting experience, Kristof and WuDunn depict our world with anger, sadness, clarity, and, ultimately, hope. Through these stories, Kristof and WuDunn help us see that the key to economic progress lies in unleashing women’s potential. They make clear how so many people have helped to do just that, and how we can each do our part. Throughout much of the world, the greatest unexploited economic resource is the female half of the population. Countries such as China have prospered precisely because they emancipated women and brought them into the formal economy. Unleashing that process globally is not only the right thing to do; it’s also the best strategy for fighting poverty. Deeply felt, pragmatic, and inspirational, Half the Sky is essential reading for every global citizen. The book may be purchased through amazon.com. Credits WRITER International Rescue Committee (IRC) Allison Milewski (Gender-Based Violence) Heidi Chase ITVS STAFF Director of Engagement & Education Kiva (Economic Empowerment) Duong-Chi Do Chelsa Bocci Erin Viray Education Manager Annelise Wunderlich Polaris Project (Sexual Slavery) Audrey Roofeh Engagement & Education Coordinator Renee Gasch Room to Read (Education) Sonia Torres Women and Girls Lead Campaign Manager Locsi Ferra Women’s World Banking (Economic Empowerment) Mary Ellen Iskenderian National Community Engagement Manager Phoebe Rock Sara Brissenden-Smith Julie Slama Engagement & Education Assistant Nallaly Jimenez COMMUNITY CLASSROOM Community Classroom is an innovative and free resource for educators, offering Media Services Manager short-form film modules adapted from ITVS’s award-winning documentaries and Benita Stills standards-based lesson plans for high school and community colleges, NGOS, and youth organizations. To learn more, visit itvs.org/educators Designers Michael Silva ITVS Independent Television Service (ITVS) funds, presents, and promotes award-win- Brittany Truex ning independently produced documentaries and dramas on public television and cable, innovative new media projects on the Web, and the Emmy® Award-winning Copyeditor series Independent Lens on PBS. ITVS receives core funding from the Corporation Jocelyn Truitt for Public Broadcasting, a private corporation funded by the American people.

SHOW OF FORCE STAFF ITVS’s Women and Girls Lead campaign is a strategic public media initiative to support and sustain a growing international movement to empower women Maro Chermayeff, Executive Producer and Director and girls, their communities, and future generations. To learn more, visit Rachel Koteen, Co-Producer womenandgirlslead.org Joshua Bennet, Producer SHOW OF FORCE Dedicated to creating feature documentaries and television series events of the TEACHER ADVISORS highest caliber, Show of Force is known for dynamic, character-driven storytell- David Maduli ing that consistently engages, entertains, and inspires. Show of Force is a media Crystal Fresco Gifford production company represented by CAA (Creative Artists Agency), with 20 years of combined experience and excellence between partners Maro Chermayeff and Jeff Dupre. They have produced over 20 hours of television and media content per NGO ADVISORS year with a staff of excellent young producers and are the recipients of numerous The Centre for Population and Development and Population awards and accolades for their work on both U.S. and international media broad- casts. Show of Force is the production company overseeing the multiple platforms Activities (CEDPA) (Maternal Mortality) of the Half the Sky: Turning Oppression into Opportunity for Women Worldwide Laurette Cucuzza movement. To learn more, visit showofforce.com Eva Cantrell Rose Amolo

Wyncote Foundation

Independent Television Service (ITVS) email: [email protected] web: itvs.org/educators/collections