Whose Responsibility Is It?
  1. Strand PHIL.I Definitions of Philanthropy
    1. Standard DP 02. Roles of Government, Business, and Philanthropy
      1. Benchmark HS.1 Explain why needs are met in different ways by government, business, civil society and family.
  2. Strand PHIL.II Philanthropy and Civil Society
    1. Standard PCS 01. Self, citizenship, and society
      1. Benchmark HS.3 Give examples of human interdependence and explain why group formation is one strategy for survival.

Students demonstrate through a game that we are all connected and that others are affected by things that we believe only affect us. They read and review statistics that highlight the lower number of girls than boys who attend schools around the world. They identify the reasons for gender inequality in schools and explore what policies and measures are in place for achieving universal primary education for kids all over the world.

PrintOne 45-Minute Session

The learner will:

  • work as a team cooperatively.
  • identify ways that people are interconnected.
  • analyze facts about gender disparity in education.
  • Internet access for video and online article/statistics (if possible)
  • Chart paper for group notes

The Girl Effect: www.girleffect.org

  1. Anticipatory Set:

    Play a game that involves staying connected while untying a human knot. For this activity, putstudents into groups of about eight to ten. The participants stand in a circle shoulder to shoulder. Tell them to all put one hand in the center and each clasp the hand of someone else across the circle. Then they put their other hand in the center and clasp someone else’s hand. Tell them that they have to untangle the group until they are standing in a circle (sometimes it unknots into two interconnected circles). They may not let go, but they may change their grip for comfort. This activity may take about ten minutes. If they are not making progress after ten minutes, allow them to unclasp and reclasp one set of hands. If they solve it quickly, have them do it a second time.

  2. Ask the groups what made the activity work smoothly and what made it more difficult. Ask how they communicated with the people they were connected to?

  3. After the groups have untangled, say, “We are all connected with everyone else in the world. Our actions affect the lives of others in the world. What are things we can do to act as if we are connected? What are some ways people may act that show they think we are not connected?

  4. Show the following brief video presentation called The Girl Effect: www.girleffect.org.Askstudents to suggest reasons why developing countries might not have universal primary education, particularly not for girls. Write their suggestions on chart paper.

  5. After the video, have students discuss the idea that educating girls in developing countries can change the world. Ask what people across the world can do to promote education for all children. Encourage them to think about how the world is interconnected.

  6. Give small groups a copy of the information sheet “Education Facts across the Globe.” Tell the groups to take notes and to prepare to report to the whole class on the following questions:

    • What is gender disparity in education?
    • What keeps children out of school in some areas?
    • How are education and jobs related?
    • What are the positive effects of mandatory primary education? Are there negative effects?
  7. After 15 to 20 minutes of research/discussion in small groups, meet up as a whole group and discuss the findings of each group. Write some of their main points on the chart paper. When all groups have reported, discuss the possible effects of educating all children.

  8. As an exit ticket, ask students to write an answer to the following question: Why do you think our class should take action to help girls across the globe stay in school?