From the Director of WAITING FOR SUPERMAN and Academy Award© Winner AN INCONVENIENT TRUTH © ATOM 2015 A STUDY GUIDE BY KATY MARRINER http://www.metromagazine.com.au ISBN: 978-1-74295-617-6 http://www.theeducationshop.com.au Running time: 87 mins CONTENTS: • 3 CURRICULUM LINKS • 4 MALALA YOUSAFZAI • 5 USING HE NAMED ME MALALA IN THE CLASSROOM • 7 1. MALALA YOUSAFZAI • 8 2. MALALAI • 9 3. CONFLICT • 10 4. EDUCATION • 11 5. PEACE • 14 6. ANALYSING A DOCUMENTARY • 14 HE NAMED ME MALALA ONLINE 15 BOOKING HE NAMED ME MALALA AT YOUR CINEMA • 16 IMAGE NATION ABU DHABI • 16 PARKES/MACDONALD PRODUCTIONS He Named Me Malala ‘There is a moment when you have to choose whether to be silent or to stand up.’ – Malala Yousafzai He Named Me Malala is a feature documentary directed by David Guggenheim. The documentary is a portrait of Malala Yousafzai, who was wounded when a Taliban gunman boarded her school bus in Pakistan’s Swat Valley on October 9, 2012 and opened fire. The then fifteen-year-old teenager who had been targeted for speaking out on behalf of girls’ education was shot in the face. No one expected her to survive. The documentary follows the story of her recovery. Now living with her family in Birmingham, England, Malala has emerged as a leading campaigner for the rights of children worldwide and in December 2014 became the youngest-ever Nobel Peace Prize Laureate. Teachers can access the He Named Me Malala trailer at: https://www.youtube.com/watch?v=jtROMdwltJE. THE DOCUMENTARY EXPANDS AND ENRICHES STUDENTS’ UNDERSTANDING OF HUMAN EXPERIENCES AND HIGHLIGHTS HOW INDIVIDUAL ACTIVISM CAN MAKE A DIFFERENCE. Curriculum links He Named Me Malala is a story of a remarkable young Key knowledge woman. The documentary provides an inspirational ac- count of Malala Yousafzai and her commitment to her This knowledge includes an understanding of: goals, no matter what the obstacles. As a curriculum re- source, the documentary expands and enriches students’ • the text including events, characters, settings, ideas, understanding of human experiences and highlights how issues and themes; individual activism can make a difference. • the ways filmmakers create meaning and build the world of the text; The documentary is also an exploration of human rights • the political, social and cultural forces that shape our issues common to our global humanity. Malala’s story of- world; fers students the opportunity to develop a knowledge and • contemporary global issues and how people can par- understanding of conflict in Pakistan and to consider the ticipate as active and informed global citizens; particular situation of girls and women subject to Taliban • the notion of a common humanity, in which there are rule. He Named Me Malala endorses gender equality and shared responsibilities and rights that transcend na- encourages conversations about girls’ education. In addi- tional boundaries. tion, He Named Me Malala can be used to discuss the use of the documentary format. Key skills This study guide to accompany He Named Me Malala has These skills include the ability to: been written for secondary students in Years 7 – 12. It pro- vides information and suggestions for learning activities in • identify, explain and analyse events, characters, set- Civics and Citizenship, English, Geography, Global Politics, tings, ideas, issues and themes presented in texts; History and Media. Teachers are advised to consult the • identify, explain and analyse how texts are created in Australian Curriculum online at http://www.australiancur- and for different contexts, audiences and purposes, riculum.edu.au/ and curriculum outlines relevant to their and the choices made by filmmakers to meet these; state or territory. • research, organise and analyse information and evidence to identify key points, points of view, percep- The study guide is structured as a series of discussions tions and interpretations; about Malala and the issues raised by her life story. Teachers • present findings in appropriate forms for different audi- may select from the information and activities to support ences and purposes. students’ viewing and close analysis of the documentary. Malala Yousafzai Malala Yousafza was born July 12, 1997 in Mingora, right to education. She is the youngest person ever to be Pakistan. She was ten years old when the Taliban took given the honour. control of the Swat Valley. A foundation called the Malala Fund has been established As a child growing up in Mingora, Malala attended a to help empower girls in four specific countries – Pakistan, school that her father, Ziauddin Yousafzai, had founded. Nigeria, Jordan and Kenya. In September 2008, after the Taliban began attacking girls’ schools in the Swat Valley, Malala gave a speech in Malala now lives in Birmingham, England. She has just Peshawar, Pakistan, titled ‘How dare the Taliban take away completed her secondary education at Edgbaston High my basic right to education?’ In 2009, she began writing a School, receiving 6A*s and 4As in her GCSEs. blog for the BBC using the pseudonym Gul Makai, explain- ing what life was like under Taliban control. http://www.malala.org/malalas-story/ In 2011, Malala was awarded Pakistan’s National Youth Peace Prize for her services towards promoting girls’ edu- cation in her hometown. The prize was subsequently re- Malala Fund in girls’ education and named the National Malala Peace Prize in Malala’s honour. calling on leaders to The Malala Fund is a do more. In addition, nonprofit organisation When Malala was fourteen, the Taliban issued a death it invests in local and working to empower threat against her. Although she and her family feared for national nonprofit adolescent girls globally her safety, they also believed that the Taliban would not organisations delivering through a quality harm a child. On October 9, 2012, on her way home from quality secondary secondary education. school, a man boarded the bus Malala was riding in and education for girls in It advocates at the fired at her, hitting Malala in the face. Two other girls were the most vulnerable international, national also injured in the attack. communities. and local level for policy and system changes that http://www.malala.org/ Since the attack on her life, Malala has emerged as a lead- give girls access to a malala-fund/ ing campaigner for the rights of children worldwide. She high quality education https://www.facebook. has published a book about her life – I Am Malala: The Girl at a community level. com/MalalaFund Who Stood Up for Education and Was Shot by the Taliban. The organisation https://instagram.com/ Time magazine featured Malala as one of the 100 Most amplifies Malala’s work malalafund/ Influential People in the World in 2013. In the same year, by championing the https://twitter.com/ on her sixteenth birthday, she gave a speech at the United voices of other girls, malalafund Nations. In 2014, Malala was awarded the Nobel Peace highlighting what works Prize for braveness in fighting for children and women’s #BooksNotBullets 20,000 people posted about #BooksNotBullets The #BooksNotBullets and proved to world campaign was launched leaders that the time to on Malala Day 2015. prioritise education is Malala Day occurs every now. year on July 12, Malala’s birthday. The campaign http://www.malala.org/ appealed to individuals booksnotbullets/ to tell world leaders that http://community. they need to choose malala.org/8-days- #BooksNotBullets. In of-booksnotbullets- just eight days, over r-1251427035.html Using He Named Me Malala in the classroom Teachers may choose to begin an analysis of He Named • What do you admire about Malala? Me Malala by discussing students’ enjoyment of the film. • Ask students to construct a KWL chart about Malala Yousafzai. Prior to viewing He Named Me Malala ask • Did you enjoy He Named Me Malala? Share your students to use the ‘K’ column of the chart to record thoughts about the film with others in the class. what they know about Malala Yousafzai and to use the • What moments of He Named Me Malala did you find ‘W’ column of the chart to record what they would like to inspiring? know about Malala Yousafzai. After viewing He Named • Why is it important to tell the stories of people like Me Malala ask students to use the ‘L’ column of the chart Malala Yousafzai? to record what they have learned about Malala Yousafzai. • Use Think, Pair, Share to establish the central concerns • All a-twitter. Tweet a 140 character film review of He of He Named Me Malala. Named Me Malala. • Why is He Named Me Malala an important film? The approved hashtags for He Named Me Malala are: #henamedmemalala Other engagement tasks include: #malalafilm MALALA OBSTACLES ACTIVISM ACHIEVEMENTS In this column record In this column record information In this column record information In this column record information information about Malala’s about the obstacles and setbacks about Malala the activist. about Malala’s achievements. characteristics and personal life. that Malala has experienced. ‘I’M STILL AN ORDINARY GIRL. BUT IF I HAD AN ORDINARY FATHER AND AN ORDINARY MOTHER, THEN I WOULD HAVE TWO CHILDREN NOW.’ MALALA YOUSAFZAI 1. Malala Yousafzai Interviewer: Who would you have been if you were just an similar to and different from her relationship with her ordinary girl from the Swat Valley? mother Tor Pekai? How have they shaped their daugh- ter to be the young woman that she is today? Malala: I’m still an ordinary girl. But if I had an ordinary father and an ordinary mother, then I would have two While Malala thinks of herself as first of all Swati, children now. then Pashtun, and then Pakistani, she now resides in Birmingham, England. Of her former home she says, ‘I Malala Yousafzai spent her childhood in Mingora in the dream one day I will go back.’ Swat Valley in Pakistan.