This report details the causes and effects of gender inequality and how these inequalities impact women, climate resilience, and development in several places around the world.
Students will learn about case studies in Peru, Kenya, and India that detail how acknowledging gender differences and including more women in decisions about climate compatible development leads to better outcomes.
This resource is well-researched and incredibly informative.
There are several ways to extend and differentiate this resource while using it for instruction.
Students should have general background knowledge about gender inequality and the lack of equal rights and equal opportunities for women and girls to participate in society today.
This resource would work equally well in English classes working on reading scientific research papers or in social studies classes discussing inequalities and cultural differences.
Students can work in groups to learn about one of the ten main points in the paper and present their findings to the class in a jigsaw activity.
As an extension, have students answer the research questions on page five of the resource.
To increase empathy, have students go through an activity where they write down what they would like to do with bonus time in the classroom, but then only consider the suggestions from students with birthdays in the 3rd quarter of the year, from female students, or choose another way to segregate the suggestions. Have students think about how that makes them feel and have them discuss or write a reflection paragraph about how that negatively affects the group.
To see how important women are to fighting climate change, consider using this table of solutions, this video about it, or this lesson to connect to the topic.
Women are all-too-often left out of the conversation when it comes to the climate crisis and its impacts. Because of this, their needs are overlooked. This resource examines case studies that incorporated gender equity and how successful their programs were. This resource is recommended for teaching.
College, Career, and Civic Life (C3) Standards
Dimension 2: Civics
D2.Civ.13.9-12 Evaluate public policies in terms of intended and unintended outcomes, and related consequences.
D2.Civ.5.9-12 Evaluate citizens' and institutions' effectiveness in addressing social and political problems at the local, state, tribal, national, and/or international level.
Dimension 4: Communicating and Critiquing Conclusions
D4.5.9-12 Critique the use of the reasoning, sequencing, and supporting details of explanations.
Common Core English Language Arts Standards (CCSS.ELA)
Reading: Science & Technical Subjects (6-12)
CCSS.ELA-LITERACY.RST.9-10.2 Determine the central ideas or conclusions of a text; trace the text's explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.
CCSS.ELA-LITERACY.RST.11-12.1 Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.
CCSS.ELA-LITERACY.RST.11-12.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11-12 texts and topics.
CCSS.ELA-LITERACY.RST.11-12.10 By the end of grade 12, read and comprehend science/technical texts in the grades 11-CCR text complexity band independently and proficiently.