Urmila, 22
in partnership with Youth United for Global Action and Awareness
Because I am a Girl Youth Campaign Update All across the country, people like you are taking action with the Because I am a Girl campaign. Together, we are raising awareness about gender equality, girls’ rights, and education for all—and we are making a difference. This year, we are focused on the issue of child trafficking. We are learning about the system of slavery in Nepal called kamalari, and how it exploits girls. Because our campaign is about changing communities here in the United States and in the developing countries where Plan works, our campaign has three steps:
1
Start the Conversation. Use the all-new activities in this toolkit to engage others in thinking about gender in daily life—and how we can work together for justice and equality.
2
Show and Tell. Request a copy of the DVD “Suma’s Story,” a chapter of the powerful new movie Girl Rising (see page 6 for details). Host a screening in your school or community center.
3
Take Action. Make this toolkit a springboard for your activism. Advocate for gender equality policies in your school or community; fundraise to help kamalari girls in Plan’s programs; or raise awareness about the importance of girls’ education through art and music. Don’t forget: a portion of all the proceeds raised from Girl Rising go to Because I am a Girl projects!
Youth Spotlight! Urmila (above) was sold as a kamalari (a child servant) when she was six years old. She was trapped for years, working without pay and unable to attend school. Urmila escaped when she was 17, after learning the kamalari system was illegal in Nepal. Since then, Urmila has been fighting for the girls still suffering in this practice. Urmila is a key part of Plan’s Kamalari Abolition Project. Launched in 2005, the project has freed hundreds of girls and helped them to return home. It has also enabled their parents earn a livelihood, so they aren’t forced to sell their daughters or send them to work. The project provides rescued girls with education and job skills training. Learn more about Urmila at www.planusa.org/urmila.
Youth Engagement & Action Team at Plan International USA • planusa.org/youth Because I am a Girl at Plan International USA • becauseiamagirl.us
Activity 1 Whose Work? Take a look at the different jobs for men and women. How do they relate to the way you think about gender? Think hard about work-related stereotypes and what kind of career you want. Time:
30 minutes
Ages:
10 and up
Participants:
At least 5, as many as 25
Materials:
Pens and pencils, copies of “Gendered Jobs Checklist”
Preparation:
Print copies of “Gendered Jobs Checklist” (one for every 3 - 5 participants)
Learning Steps
Follow-Up Activities
1. If you’re a big group, separate into smaller groups of no more than six people. 2. Each group gets a copy of the Gendered Jobs Checklist (on the opposite page). 3. Read through the jobs on the checklist. Feel free to ask questions about occupations you may not be familiar with, and be prepared to answer questions for others. 4. In your group, decide whether each job is considered to be for men or for women, or for both. Place a check in the corresponding column. Be prepared to debate! 5. Come together as a big group to discuss what your separate, smaller groups found. • Which jobs were considered to be for men? Which jobs were considered to be for women? • Have the gender expectations of these jobs changed in the past 50 years? • Are some jobs better suited for different genders? Why or why not? • Which group (male, female or both) had the largest number of checks? • Why is a particular occupation a woman’s job? What would hold a man back from having that role? Do you think that men and women are treated equally in opportunities for careers? • Do you think these gender expectations are fair? Should they remain the same? • Why is this important or not important? • Would you consider taking a job that is typically done by the opposite sex? How would you be perceived in your community?
1. Interview a person in your community who has a non-traditional job or role. Write a summary of your interview and publish it in a local paper. 2. Research a “gender pioneer”: a person who was first to break through a gender barrier in a career field. This person may be a member of your community or a hero you admire. Make a poster and put it up in public—or send it to us at yuga@planusa.org and we’ll put in on our blog for our entire youth network to see!
2 | Youth Toolkit Update
Vocabulary • Stereotype. A widely-held assumption about a person or thing. For example: “women are natural caregivers.” • Gender norms. What our culture or society considers appropriate for either a man or woman. • Homemaker. Someone who stays home and maintains the operations of a house, such as cooking, cleaning, and caring for children. • Pioneer. A leader or the first person to accomplish something. A gender pioneer is a person who was the first to break a gender barrier.
A girl collecting water in Nepal. Household chores are usually done by girls, not boys.
planusa.org/youth
Gendered Jobs Checklist Use this checklist to consider whether each job is traditionally considered to be for men or for women. Discuss with your friends and fellow participants. What do they think? Do you agree? When you reach an agreement, place a check mark in the column. Remember to be respectful of different opinions as you discuss these jobs and careers. TOTALS Men/Male:
✓
Job
Men/Male
Women/Female
Both
Doctor Scientist Restaurant owner Musician Firefighter Engineer Farmer Lawyer Nurse Homemaker Pilot Housekeeper Dressmaker
Women/Female:
Teacher
Both:
Police officer Hair stylist
Gendered Jobs Checklist Use this checklist to consider whether each job is traditionally considered to be for men or for women. Discuss with your friends and fellow participants. What do they think? Do you agree? When you reach an agreement, place a check mark in the column. Remember to be respectful of different opinions as you discuss these jobs and careers. TOTALS Men/Male: Women/Female: Both:
✓
Job Doctor Scientist Restaurant owner Musician Firefighter Engineer Farmer Lawyer Nurse Homemaker Pilot Housekeeper Dressmaker Teacher Police officer Hair stylist
Men/Male
Women/Female
Both
Activity 2 Real Life Reflection Reflect on how your gender affects your everyday life. Do stereotypes and social norms change the choices that you make? Discuss—and be empowered to make your own positive decisions. Time:
30 minutes
Ages:
10 and up
Participants:
At least 5, as many as 25
Materials:
Pens and pencils, copies of “Real Life Reflection Worksheet”
Preparation:
Print copies of “Real Life Reflection Worksheet” (one for every participant)
Learning Steps 1. Everyone gets a copy of the Reflection Worksheet. No one will read your reflection unless you decide to share it. 2. Give everyone about 10-15 minutes to complete the worksheet. 3. After completing the worksheet, come together for a big group discussion. • Were any of the statements on the worksheet hard for you to answer? Why or why not? • Are there any statements that you believe to be true, but you want to be false? • What about statements that you believe are false, but want them to be true? Why or why not? • What statements are in-between for you? Why?
Real Life Reflection Worksheet Reflect on how your gender affects your everyday life. Do stereotypes and social norms change the choices you make? Read the following statements carefully and fill in “true,” “false,” or “in-between.” Statement 1. Men and women should be paid equal wages if doing the same work.
True, False, or In-Between?
2. It is possible for women to have a career and a family. 3. A man can cry and still be considered strong and masculine. 4. A woman will never be President of the United States. 5. A man can’t stay home and take care of his children. 6. Men and women should be treated as equals in a relationship. 7. Women can’t have male friends. 8. If I hear a friend making a sexist joke, I will challenge their thinking. 9. If someone is being left out, I will include them. 10. I will question gender stereotypes when I see them. What are some ways that you can challenge gender stereotypes?
4 | Youth Toolkit Update
planusa.org/youth
Activity 3 Hidden Messages Look at the advertisements around you—on the TV you watch, in the magazines you read, and on the websites you visit. What do they show? How do they make you feel? Time:
60 minutes
Ages:
12 and up
Participants:
At least 5, as many as 25
Materials:
Magazines and newspapers (at least 15), pens and pencils
Preparation:
Collect magazines and newspapers that can be cut up and recycled
Learning Steps
Follow-Up Activities
1. If you’re a big group, separate into smaller groups of no more than six people. Each group gets a few magazines and newspapers. 2. Read through the magazines and newspapers for their advertisements. Write down your reactions to the ads you see. Some questions to consider as you read: • How many advertisements did you see? • How many ads were designed to target women? How many target men? Both? • Do the men appear happy? Do the women? • How did you know that an advertisement was created for a female or male audience? • Did you encounter any stereotypes or stereotypical language in the advertisements? 3. Come back together for a group discussion. After sharing your reactions, asking the following questions: • How does advertising affect the way we see ourselves? What about the opposite sex? • Are advertisements supposed to make us feel good about ourselves or not? • Do you think ads are the same around the world?
• Cut out ads and talk about whether or not you find them to be stereotypical. Create a poster with your ads and your comments. Present it to the rest of the group or display in a public place for others to see. • Together, make one big collage of the ads you cut out and collected to display with a message about stereotypes in advertising. Use this to present to others or to post in a public place—or send it to us at yuga@planusa.org and we’ll put in on our blog! • Count the number of ads you see in a day. Where are these ads featured? Were they positive or negative? Did they have gender stereotypes? Write about one ad you felt strongly about—and again, we’ll be happy to share your reflection on our blog.
becauseiamagirl.us
Once you get talking about gender equality at home, connect it to the obstacles to girls’ rights and education around the world. Get ready to take action with your movie screening!
Earth by Johan H. W. Basberg, from The Noun Project
Youth activists in Nepal. They produce their own radio show and magazine to advocate for human rights.
Make the international connection!
Youth Toolkit Update | 5
Movie Screening Suma’s Story As part of Plan’s Because I am a Girl initiative, we partnered with film production company 10x10 on their film, Girl Rising. We contributed to this groundbreaking documentary in order to show the world that educating and empowering girls can break the cycle of poverty in just one generation. Now it’s your turn to spread the word! Request your own DVD copy of “Suma’s Story,” a chapter of Girl Rising, on 10x10’s website: girlrising. pearsonfoundation.org. Next, you can: 1. Learn more about Nepal and the kamalari system and teach others about the challenges facing girls like Suma. Download the curriculum available on 10x10’s website: girlrising.pearsonfoundation.org 2. Host a screening of “Suma’s Story,” or the entire film of Girl Rising. You can add a “talk back” session for the audience or a panel of local experts to discuss the film. You can even include food, more movies, and musical performances to make it a big event. 3. Take action together. Make an impact locally by advocating for gender equality around you—and make an impact globally by fundraising to help kamalari girls in Plan’s programs. Don’t forget: a portion of the funds from Girl Rising go to Because I am a Girl projects! 6 | Youth Toolkit Update
“Suma’s Story” spotlights Suma, a young woman in Nepal who was sold as a kamalari (a child servant) when she was just six years old. Trapped in this system of slavery, she had no schooling, only never-ending chores. Suma was abused. She created songs to help her deal with her trauma, and when she was given the opportunity to get an education, she found strength in her voice. She was freed through the efforts of a local social worker and now works to help young kamalari girls like her. Use the Discussion Questions to talk about Suma’s story. Consider the potential personal experiences of others when you engage in this discussion. Topics like child trafficking and gender inequality can trigger strong reactions.
Q: Why are girls trafficked? A: Sometimes they are lured under false of-
fers of arranged marriage. Sometimes families willingly sell them. However, many times, parents simply do not know that they are giving their daughters lives in slavery. planusa.org/youth
Movie Screening Discussion Questions Background Information
Questions
Girl Rising is a groundbreaking film that tells the stories of 9 extraordinary girls from 9 countries, written by 9 celebrated writers and narrated by 9 renowned actresses. “Suma’s Story” is one chapter of Girl Rising, featuring a young woman in Nepal.
1. What factors in Suma’s life, or life in Nepal, could have led to her becoming a slave? 2. Why do you think Suma’s parents chose to educate her brother? Why are boys treated differently in developing countries like Nepal? 3. How did creating songs help Suma with her trauma? Why is music a source of strength? 4. Why do you think kamalari still exists if the Nepalese government banned it in 2000? 5. Do you think human trafficking exists in the United States? Why or why not? 6. What opportunities do young girls have in the United States that might not be available in a developing country like Nepal? 7. What did the social worker do to change the mind of Suma’s master? Why do you think it worked? 8. What might be different about Suma’s story if she lived in the United States? 9. How did Suma’s story make you feel? 10. How can we work as a community to help prevent violence against girls?
In Nepal, many girls born into poverty become victims of human trafficking and a system of slavery called kamalari. Why? Because going to school in Nepal means paying tuition, and poor families will often choose to educate sons instead of daughters. These familes are sometimes forced to sell their daughters to wealthier families, who make the girls work as domestic servants, called kamalari. When a girl becomes kamalari, her food, shelter and clothing, no matter how meager, are factored as debts that she has to repay through work. She spends five to eight years in each master’s home, and during that time, she is rarely given the opportunity to be educated.
Q: Where is Nepal? state A: Nepal is a labondrdloerckedbetween located on the in South Asia. India and China
Q: What can I do?
A: As part of our Because I am a
Girl initiative, Plan is working with 10x10, the creators of Girl Rising, to show the world that educating and girls can break the cycle of poverty. You can do the same! Plan has a Because I am a Girl project in Nepal: “Girls Fighting Trafficking.” Thanks to people like you, this project has created 139 community centers for 3,479 vulnerable girls and boys, and trained 531 parents and community members on gender violence and trafficking—and that’s just the beginning. To keep up the good work, we need your help! Visit becauseiamagirl.us to join the campaign and start raising awareness about trafficked children.
becauseiamagirl.us
Youth Toolkit Update | 7
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