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Lesson #4: I Am More Than You See!

Adapted from www.ricw.state.ri.us/lessons.

 

I. Objective: Students will create an image of themselves that is not solely focused on gender; they will discuss the similarities linking both boys and girls, and will seethat we are more than “just boys” or “just girls.”

II. Materials:

1. Blank sheets of paper

2. Pens & pencils

3. Flipchart of the “I AM” poem (poem follows lesson plan)

4. Blank flipchart

III. Procedure:

1. Warm up: Brainstorming

· Show students a piece of blank paper and ask them what it is. Then, ask students to work in pairs to make a list of what it could be; in other words, all the ways you could use a piece of paper, or all the things you could do with it. Ask students to share their ideas and write them down on a flipchart.

· Explain the purpose of the brainstorming activity: to encourage students to see things other than the obvious; to encourage them to see an object in a different way. Today’s lesson is about the same thing: seeing each other as more than just the obvious (i.e., more than just boys or girls), and using our imagination to make a list of all the things we are.

 

2. Introduction/discussion:

· During the previous lessons at camp, we have learned how gender stereotypes are limiting and even harmful to our health. Today’s lesson focuses on replacing gender stereotypes in our own lives with a healthier self image. In other words, we have learned what we are NOT, and today we will discover what we ARE.

 

3. Silhouettes:

· Give each pupil one piece of plain, white paper. Divide the paper in half. On one half, instruct them to draw an outline of themselves, like a silhouette.

· Discuss how the silhouettes are blank, much of what makes us unique cannot be seen; it is more than just being a “boy” or a “girl.”

 

4. “I AM” poem:

· Put up the flipchart “I AM” poster and give students time to copy it onto the other half of their paper, beside their silhouette.

· Give them time to complete each line of the “I AM” poem by themselves. It might help to have your own completed version to give them an example and idea, but explain that this is a very individual and personal poem.

· Have pupils draw at least one picture on or around their silhouette that reflects them, or represents something they like or believe, a picture that represents something about them.

 

5. Discussion:

· Ask for volunteers to share their poems and pictures and explain them.

· Discuss the uniqueness of the silhouettes, and identify similarities and differences based on gender.

· For a more advanced group, you can discuss: How do gender biases affect the things we like and don’t like? What factors outside of ourselves (social factors) influence these likes and dislikes? What factors influence gender discrimination?


I AM WORKSHEET

Author unknown

 

Directions: Use the format below to write a poem about yourself Just start each fine with the two words provided and fill in the rest so that the words reflect you.

 

 

I AM

 

I am

I wonder

I hear

I see

I want

I am (repeat the first line)

I pretend

I feel

I touch

I worry

I cry

I am (repeat the first line)

I understand

I say

I dream

I try

I hope

I am (repeat the first line)


Lesson #5: Self-Esteem and Body Image

 

I. Objective: Students will have a basic understanding of the concept of self-esteem and the factors that affect it, primarily body image. They will focus on creating a healthy image of self, and will identify ways to maintain healthy self-esteem.

II. Materials:

  1. One sheet of A4 paper for each student, labeled with students’ names
  2. “What is self-esteem?” flipchart
  3. Copies of self esteem quiz (quiz follows lesson plan)
  4. Magazine pictures of models
  5. “Maintaining self-esteem” flipchart

 

III. Procedure:

  1. Warm-up:
  • Ask each student to compliment the student next to her.

 

  1. Introduction:
  • Introduce new vocabulary: self-esteem, body image
  • Show “What is self-esteem?” flipchart. Read as a group and check for comprehension.

 

What is self esteem? (from http://www.leadersdirect.com)

­ Self esteem does not mean seeing yourself as the greatest person in the world—it’s not the same as being conceited.

­ Healthy self esteem means liking yourself, for the most part, as you are.

­ Everyone feels sad about themselves sometimes. You can have OK self esteem and still be unsure of yourself sometimes.

­ How you feel about yourself depends on who you compare yourself with.

­ Healthy self esteem means thinking you are as great as your friends are.

­ You can have good self-esteem and still be humble.

 

  1. Quiz:
  • Hand out self-esteem quiz, read together (if necessary), and give students time to complete it. Discuss questions.

 

  1. Body image:
  • Brainstorm factors on a flip chart that can affect self-esteem and discuss. Leave time to focus on body image.
  • Briefly show pictures of models and ask the students how that makes them feel. Why do they feel that way? Does it affect their self esteem?

 

  1. Improving body image:
  • In groups, give students 10 minutes to think of five ways that they can improve their self esteem and body image. Then have each group share their ideas and discuss.
  • Show “Maintaining Self-Esteem” flipchart. Check for comprehension and discuss. (For younger groups or groups with less advanced English, you may skip the brainstorming activity and instead, ask students to come up with an example for each of the following points on the flipchart)

 

To maintain healthy self esteem: (from http://www.leadersdirect.com)

­ Forgive yourself for your mistakes.

­ Celebrate your strengths and achievements.

­ Set achievable targets and get regular feedback.

­ Change the way you talk to yourself - stop putting yourself down.

­ Be sure that you are not judging yourself against unreasonable standards.

 

  1. Wrap-up:

One more compliment...this time, pass around sheets of paper with each student’s name on it. Each student writes one compliment on the paper so that each student has a ‘compliment sheet’ to take home.

 

SELF-ESTEEM QUIZ

This quiz points out some of the ways self-esteem can affect you. There are no right or wrong answers. Keep in mind that it's natural for self-esteem to bounce around depending on the challenges you're facing at the time, and how you're taking care of yourself. If you're feeling down more often than up, there are solutions. And it’s okay to ask for help.

 

How do you feel you about yourself? Rarely Sometimes Often
1. Do you skip new things such as a team sport or class trip even when they sound cool?      
2. Do you think that everything you do has to be perfect or it's not good enough?      
3. Do you call yourself mean names like “stupid” when you make a mistake?      
4. Do you worry about being talked about or left out?      
5. Do you find it hard to believe it when someone compliment you?      
6.Do you get yourself into risky situations because it's hard to disagree with your friends?      
7. Do you worry a lot about how you look?      

 

If you answered rarely to most of these questions, great! You already believe in yourself from the inside out. You know how to be real without trying to be perfect. You know how to make decisions and stick up for yourself.

 

If you answered sometimes or often to most of these questions, it's okay. You may be in a low place right now, but there are solutions - you can learn about self- esteem and creative new ways to feel confident and be healthy. Everyone, including you, has unique interests and talents to develop. Your ideas and opinions count. And it's okay to ask for help.


Gender Equality Glossary

 

English Ukrainian Russian
body image і=мідж ті=ла, уя=ва про своє= ті=ло и=мидж те=ла, представле=ние о свое=м те=ле
choice ви=бір вы=бор
date rape зґвалтува=ння під час поба=чення изнаси=лование во вре=мя свида=ния
decision рі=шення реше=ние
difference різни=ця разли=чие
domestic violence дома=шнє наси=льство дома=шнеe наси=лие
exploit (v) експлуатував=ти эксплуати=ровать
feminine жіно=чий же=нский
gender ге=ндер, стать ге=ндер, пол
gender equality стате=ва рі=вність ра=венство по=лов
gender issues ге=ндерне пита=ння, пита=ння статті= ге=ндерный вопро=с
harass переслі=дувати, цькува=ти пресле=довать, изводи=ть
human rights права= люди=ни, лю=дські права= права= челове=ка, челове=ческие права=
human trafficking торгі=вля людьми= торго=вля людьми=
humble скро=мний скро=мный
humility скро=мність скро=мность
influence вплива=ти (v), вплив (n) влияя=ть (v), влия=ние (n)
judge су=джувати осужда=ть
masculine чолові=чий мужской
pressure ти=снути (v), тиск (n) дави=ть (v), давле=ние (n)
prostitution проститу=ція проститу=ция
rape гвалтува=ти наси=ловать
risk ризикува=ти (v), ризик (n) рискова=ть (v), риск (n)
role model при=клад, зразо=к поведі=нки приме=р, образе=ц поведе=ния
self-esteem самопова=га самоуважа=ние
self-image вла=сна уя=ва про се=бе, уя=влення про се=бе со=бственное представле=ние о себе=
sex slaves раби= се=ксу, сексуа=льні раби= рабы= се=ксу, сексуа=льные рабы==
similarity поді=бність, схо=жість схо=дство
stereotype стереоти=п стереоти=п
threaten погро=жувати угрожа=ть
violence наси=льство наси=лие

 


 

Healthy Lifestyles

Most of the time, we take our bodies for granted: we go about our day and never think about all the work our bodies have to do. But while we are eating and drinking, doing our jobs or going to school, walking around and climbing stairs, our bodies have to keep us free from disease and illness and supply us with energy.

 

There are all kinds of health fads or crazes advertised today, and it seems everyone has a different opinion about what is good for your body and what’s not. Living a healthy lifestyle isn’t about following fad diets or running 30 km a day; it’s about knowing what feels right for your own body and listening to what it tells you. This includes paying attention not only to your physical health, but also to your mental and emotional health, as well—stress and depression can be just as dangerous (especially to teenagers) as heart disease or alcohol abuse.

 

This section begins by establishing a group definition of “being healthy”(Lesson #1: Health and Wellness), and asks students to examine their own health with regard to a number of different factors. Then, each of those factors is examined in more details during the subsequent lessons (Lesson #2: Nutrition, Lesson #3: Smoking, and Lesson #4: No Call for Alcohol). Once an atmosphere of trust has been established among campers, the group can tackle the more sensitive lessons in this unit: Lesson #5: Sexual Health (and the optional Lesson #6: HIV/AIDS).








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