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UNIDAD DIDÁCTICA: “Human Rights_Women around the world”
La unidad didáctica expuesta a continuación: se ajusta formalmente a lo que establece la normativa vigente en materia de educación
• El Marco Común Europeo de Referencia para las Lenguas (MCERL)
• El REAL DECRETO 1629/2006, por el que se fijan los aspectos básicos del currículo de las enseñanzas de idiomas.
• La LEY ORGÁNICA 8/2013, de 9 de diciembre, para la mejora de la calidad educativa.
• El REAL DECRETO 1105/2014 , de 26 de diciembre, por el que se establece el currículo básico de la Educación Secundaria Obligatoria y del Bachillerato.
• ORDEN ECD/65/2015, de 21 de enero, por la que se describen las relaciones entre las competencias, los contenidos y los criterios de evaluación de la educación primaria, la educación secundaria obligatoria y el bachillerato.
• el DECRETO 87/2015, de 5 de junio, del Consell, por el que establece el currículo y despliega la ordenación general de la Educación Secundaria Obligatoria y del Bachillerato en la Comunitat Valenciana.
La unidad “Human Rights_Women around the world” se impartirá en el 2º trimestre en seis sesiones de 55 minutos y corresponde al nivel B.2 de lengua inglesa, de acuerdo con el MCERL. Este nivel supone:
• El alumno es capaz de entender las ideas principales de textos complejos que traten de temas tanto concretos como abstractos, incluso si son de carácter técnico, siempre que estén dentro de su campo de especialización.
• Puede relacionarse con hablantes nativos con un grado suficiente de fluidez y naturalidad, de modo que la comunicación se realice sin esfuerzo por parte de los interlocutores.
• Puede producir textos claros y detallados sobre temas diversos, así como defender un punto de vista sobre temas generales, indicando los pros y los contras de las distintas opciones.
El tema elegido es el de los Derechos Humanos y en concreto la defensa de los derechos de la mujer en el mundo,pues se trata de acercar a los alumnos a las instituciones y personas que a lo largo de la historia han contribuido tanto a la implantación como a la difusión y consolidación de dichos derechos. Incide, por lo tanto en la educación en valores tales como la convivencia y la igualdad, añadiendo de este modo una dimensión más profunda al aprendizaje de la lengua extranjera.
1.Comprender información global y específica de textos orales y escritos sobre Derechos Humanos .
2. Anticipar e inferir información del contexto (discriminación sexista, homofobia,derechos civiles en países
en guerra,destrucción del medio ambiente…).
3. Producir textos sencillos y cohesionados con su opinión sobre el tema de la discriminación a diferentes
4. Participar en conversaciones sobre el tema de la unidad con corrección, fluidez y espontaneidad.
5. Practicar la correcta pronunciación de las agrupaciones vocálicas en inglés.
6. Desarrollar la competencia digital mediante la realización de una Web Task, la plataforma Edmodo y la
utilización de aplicaciones para hacer presentaciones.
3. METODOLOGÍA. (EXPLICACIÓN DEL ENFOQUE METODOLÓGICO DE LA UNIDAD).
Por lo que respecta a la metodología general y en base al ANEXO II de la Orden ECD/65/2015, el cual parte de la perspectiva del docente como orientador, promotor y facilitador del desarrollo competencial, el alumnado debe resolver tareas haciendo un uso adecuado de los distintos tipos de conocimientos, destrezas, actitudes y valores; y siempre teniendo en cuenta los siguientes aspectos:
Atendemos a la diversidad y los distintos ritmos, competencias y estilos de aprendizaje mediante las prácticas de trabajo individual y cooperativo.
2. Partimos de aprendizajes más simples para avanzar gradualmente hacia otros más complejos.
3. Adjudicamos al alumno un papel activo y autónomo que le haga tomar conciencia de su responsabilidad en el aprendizaje, al objeto de despertar y mantener su curiosidad y motivación.
4. Ponemos a disposición de los alumnos todo tipo de ayudas para que comprendan lo que aprenden, sepan para qué lo aprenden y sean capaces de usar lo aprendido en distintos contextos dentro y fuera del aula.
Un ejemplo de este enfoque metodológico es la Web Task sobre figuras relevantes del mundo que han contribuido a la defensa y promoción de los derechos Humanos. Esta tarea se puede incluir en el Portfolio Europeo de las Lenguas, documento que se desprende del MCERL, en el que el alumno deja constancia de su progreso dentro del aprendizaje de la lengua extranjera (Martín y Varela, 2010).
En cuanto a la metodología específica para la enseñanza del inglés tratamos de combinar la instrucción tradicional /presencial con los beneficios que proporciona el uso de la plataforma Edmodo tanto en el aula como desde sus casas y/o el Blog www.algarabia.com. En ellos, se incluyen ejercicios de gramática y vocabulario tanto de ampliación como refuerzo y se les ofrece la posibilidad de realizar ejercicios interactivos auto-corregibles que les permiten aprender de sus errores en un contexto de tiempo y espacio que ellos mismos regulan. Así mismo, el profesor asigna tareas con una fecha de entrega límite y/o formula cuestionarios de conocimientos previos que le ofrecen la posibilidad de descubrir los errores más comunes de los estudiantes de la clase con antelación a la explicación o con el fin de detectar el avance durante la realización de los ejercicios.
Para una adquisición eficaz de las competencias y su integración efectiva en el currículo, se han diseñado actividades de aprendizaje integradas con carácter interdisciplinar y transversal, que permiten al alumnado avanzar hacia los resultados de aprendizaje de más de una competencia al mismo tiempo, con especial atención al desarrollo de las competencias Comunicación lingüística y competencias digitales, de acuerdo al REAL DECRETO 1105/2014.
En esta unidad, el alumno utiliza las tecnologías de la información y la comunicación como elemento esencial para informarse, aprender y comunicarse. Se facilita a los alumnos a través del Blog y/o la plataforma Edmodo, archivos con contenidos de gramática y vocabulario y enlaces a páginas web con ejercicios interactivos auto-corregibles, videos, audios, presentaciones de power point etc….
Así mismo, se pide a los alumnos que almacenen en sus carpetas de alumnos del DRIVE todos los documentos que el profesor les pide y que presenten sus redacciones en formato digital y se les pide que hagan presentaciones sobre un tema mediante PPTs , Prezis, Powtoons…
Con todo lo anteriormente citado, se consigue que el alumno muestre su autonomía, eficacia, responsabilidad
y reflexión al seleccionar y hacer uso de la información y sus fuentes.
Finalmente, indicamos a continuación los recursos didácticos y organizativos con que contamos:
Contamos con las PDI para corregir los ejercicios o repasar contenidos y proyectores, ordenadores o tabletas
a disposición del alumnado mediante lso cuales poder acceder a los materiales de cada unidad alojados en el Blog y/o plataforma educativa Edmodo con archivos y enlaces a los textos , audios y películas.
La unidad didáctica se compone de seis sesiones de 55 minutos. Se desarrollará a principios del mes de marzo, para poder impartirla como preparación con la celebración del Día Internacional de la Mujer, el 8 de marzo.
SESIÓN 1- (55 min.)
1.a. “Warm-up” (15 min.): (grupo clase).
Discusión y puesta en común. sobre el título de la unidad “Human Rights_Women around the world” y lluvia de ideas relativa a los conocimientos de los alumnos tanto sobre la situaciones relacionadas con las desigualdades de género como las acciones encaminadas a conseguir la igualdad de derechos de las mujeres en el mundo y en su propio país a lo largo de la historia del último siglo. Los alumnos usarán imagenes tomadas de internet. Anexo 1. Se apuntan en la pizarra las palabras de vocabulario que describen las imágenes.Entre llas pueden estar las siguientes:
IMPORTANT VOCABULARY TO BE TAUGHT WHILE COMMENTING THE PICTURES
- gender wage gap
- girls´marriage
- mansplanining
- unpaid jobs
- gender violence ( rape, illtreatment…)
1.b. “Listening comprehension” (15 min.) ( Individual)
Escuchar en en siguiente enlace el discurso sobre igualdad de género de Emma Watson como embjadora de las mujeres de las Naciones Unidas en 2014.
https://youtu.be/xottL3JnaQw
1.c- Complete the gaps in the speech transcript.( 15 minutes) ( Individual) Anexo 2.
Los alumnos completan individualmente los huecos en la transcripción del discurso utilizando los verbos entre paréntesis en pasado simple o presente perfecto y se corrige en el grupo clase.
1.d. “Key vocabulary” (10 min.) (Individual) Anexo 3.
Los alumnos completan el ejercicio con el vocabulario que se ha ido aprendiendo a lo largo de los ejercicios realizados en esta primera sesión.
SESIÓN 2 -“Web Task” ( 55 min.)
2.a- Explicación de la actividad (5 min.) Esta sesión tendrá lugar en el aula de informática y lo ideal es que los alumnos trabajen en grupos de 2 ó 3 como máximo. Se trata de una tarea de búsqueda de información en Internet, o “WebTask” en una de las siguientes páginas web:
1- Nobelprize.org https://www.nobelprize.org/nobel_prizes/lists/women.html?images=yes
2- unwomen.org http://www.un.org/womenwatch/daw/daw/
2.b- Tiempo de trabajo por parejas o grupos de tres. (50 min.)
La finalidad es que los alumnos investiguen sobre las mujeres que han recibido algún premio Nobel o trabajan por la igualdad desde las Naciones Unidas.Para cada personaje hay una serie de preguntas que deben responder. Se pretende que esas preguntas sirvan de guía para la redacción de una breve exposición oral de 3-4 minutos sobre una de las mujeres sobre las cuales se han informado.La exposición tendrá lugar en la Sesión 3 de la unidad didáctica.
a) Where are they from and how old are they?
b) What made this woman win the Nobel Prize or be a UN member ?
c) When did she win the Prize or join the UN?
d) What is the most outstanding event in her career ?
e) Which has been her contribution to society ?
f) Which personal feature would you say is the most remarkable ?
Para preparar dicha exposición oral podrán utilizar un programa de presentaciones tipo PowerPoint, con unas cuantas diapositivas con texto e imágenes. Los alumnos deben trabajar la escritura colaborativa.
SESIÓN 3- “Oral presentation of the Web Task” ( 55 min.)
Los alumnos realizarán sus presentaciones orales sobre la Web Task que realizaron en la sesión anterior. El resto de los alumnos y el profesor realizarán preguntas y proporcionarán sus propias observaciones (retroalimentación) utilizando una rúbrica diseñada a tal efecto.
SESIÓN 4- ( 55 min )
4.a- “Warm-up” (15 min.): (Parejas).
Repaso de vocabulario clave estudiado en las sesiones anteriores: sopa de letras, con posterior definición de los términos encontrados .El siguiente enlace produce todo tipo de juegos de vocabulario:
http://www.discoveryeducation.com/free-puzzlemaker/?CFID=12026222&CFTOKEN=64500504
4.b-. “Práctica de fonética” (15 min.) (Individual):
Listen to the song "I Will Survive" by Gloria Gaynor and fill out the missing group of vowels .Anexo 5
4-c-Reading comprehension and verbal tenses review. ( 25 min)
Los alumnos leen un texto sobre el derecho de voto de las mujeres y lo completan utilizando las partículas “yet”, “since”, “for”, already” “still”.Anexo 6.
SESIÓN 5: ( 55 min)
5.a-. “Speaking task” (45 min en total para toda la clase.)(Individual):
Esta actividad se realizará en el aula de informática, con el programa gratuito Audacity, y los alumnos enviarán su grabación en formato .mp3 al profesor.
Compare and contrast the following 2 pictures. Aim to talk for 1 minute. Look at these pictures that show the situation of women in our country 70 years ago and nowadays explaining which things have changed for women in the last 100 years and which things haven´t. Describe both pictures and compare them. You may refer to all that has happened since the 1900s until the present day, and use the knowledge that you have gained in this unit to describe this historical process.
Enlace a las dos fotos:
Foto 1: https://www.flickr.com/photos/galeriapuebla/3900076676/in/photolist-dGVND4-dGVNVp-aizHbu-
5B32TW-6WCUVj-nwvHpK
Foto 2: https://www.flickr.com/photos/rocio_jimenez/6106168572/in/photolist-dGVND4-dGVNVp-aizHbu-
Try to use 20 minutes to prepare your speech, 15 minutes to rehearse and to solve technical problems and 10 minutes to record yourselves and send the recording to the teacher.
SESIÓN 6-( 55 min)
6.a. “Written production” (55 min.)(Individual):
Write a brief narrative text about how women´s rights have evolved or which measures would we need to take to improve women´s conditions. Do you think people are more conscious now than100 years ago ? Justify your answer and try to show all what you have learnt in this unit. Write between 80 and 100 words.
Además de las actividades programadas, se preparan otras que servirán como refuerzo para ayudar a los estudiantes con problemas y ampliación para aquellos que superen los objetivos previstos y que serán empleadas en función de los resultados obtenidos.
- REFUERZO ( Ver anexos de refuerzo )
2. Aprendizaje guiado en actividades (“scaffolding”).
3. Uso de transcripciones en actividades de comprensión oral.
4. Hojas de trabajo con diferentes niveles de dificultad.
- AMPLIACIÓN ( Ver anexos de ampliación )
1. Proyección de la película “Green fried tomatoes” con actividades preparadas para su realización antes, durante y después del visionado.
2. - Páginas web y podcasts relacionados con las acciones impulsadas por parte de la ONU en pro de la igualdad de las mujeres.
3. -Otros discursos y entrevistas con Emma Watson.
4. Escucha de otras canciones relacionadas con el tema:
6.1. Evaluación del aprendizaje:
Se tendrán en cuenta los distintos tipos de evaluación, inicial, formativa y sumativa, de modo que las actividades de la unidad didáctica partan de los conocimientos previos del alumno sobre el tema tratado, faciliten el repaso de contenidos trabajados anteriormente y vayan facilitando progresivamente la construcción de conocimiento nuevo.
Teniendo en cuenta que la evaluación ha de ser formativa,el profesor observa y monitoriza dicho proceso modoficando las actividades en función de las necesidades de los alumnos y fomenta tanto la auto- evaluación, el desarrollo personal, trabajo con los compañeros de clase o en casa.
Para asegurarnos de que se lleva a cabo la evaluación sumativa registraremos en qué medida los alumnos han adquirido los objetivos propuestos preparando actividades que resuman los aspectos fundamentales de la unidad.
6.2. Técnicas e instrumentos de evaluación:
Los alumnos trabajan la COMPETENCIA de COMUNICACIÓN LINGÜÍSTICA ( CCL ) mediante:
1-Los ejercicios de comprensión y expresión escritos mejoran el conocimiento sobre vocabulario y gramática y por lo tanto aumentan y perfeccionan la lectura comprensiva y expresión escrita. 2-Los ejercicios de comprensión y expresión oral miden la adquisición y mejora de destrezas orales. EL RESTO DE COMPETENCIAS BÁSICAS( digital, aprender a prender, social y cívica, sentido de iniciativa y espíritu emprendedor, conciencia y expresiones culturales) se miden mediante rúbricas que se han desglosado en los siguientes indicadores sencillos en el cuaderno del profesor, lo que permitirá una evaluación más eficaz de las mismas:
•CD (Competencia digital ) el alumno ha demostrado que hace uso de las tecnologías de la información mediante el uso de aplicaciones como keynote, prezi,powtoon, ,buscando información en internet y realizando web quest … •CAA (aprender a aprender): realiza autoevaluaciones, analizando errores y valorando su progreso mediante los portfolios. Evaluan las exposiciones de los compañeros utilizando rúbricas de valoración •CSC (social y cívica): queda reflejado en “group work” si el alumno demuestra respeto en el trabajo de grupo realizando su tarea, redacciones, conversaciones y exposiciones en grupo. •SIEE (sentido de iniciativa y espíritu emprendedor): demostrada en el trabajo diario o ”daily work” , “enterpreneur spirit & personal inniciative” y cuando el alumno participa activamente en las clases y entrega las actividades en el tiempo requerido. •CEC (conciencia y expresiones culturales), si el alumno muestra interés por aprender y valorar los aspectos culturales diferenciadores y aporta a los compañeros que muestran posibles carencias.
6.3. Criterios y procedimientos de evaluación. Siguiendo la normativa, en esta unidad tendremos en cuenta los siguientes criterios:
- Comprender las ideas principales de una conversación o discusión informal, en conferencias y presentaciones, de un debate largo y de material grabado sencillo que trate temas cotidianos articulados con relativa lentitud y claridad.
- Iniciar, mantener y terminar conversaciones sencillas ofreciendo o buscando puntos de vista personales, hacer una presentación breve y preparada, con claridad y cuyas ideas principales estén explicadas con una razonable precisión, así como responder a preguntas complementarias de la audiencia.
- Encontrar y comprender información relevante en material escrito de uso cotidiano.
- Escribir informes muy breves en formato convencional con información sobre hechos comunes y los motivos de ciertas acciones, tomar notas durante una conferencia sencilla sobre temas conocidos y resumir y parafrasear breves fragmentos de información de diversas fuentes.
7. BIBIOGRAFÍA:
DECRETO 87/2015, de 5 de junio, del Consell, por el que establece el currículo y despliega la ordenación general de la Educación Secundaria Obligatoria y del Bachillerato en la Comunitat Valenciana. LEY ORGÁNICA 8/2013, de 9 de diciembre, para la mejora de la calidad educativa. ORDEN ECD/65/2015, de 21 de enero, por la que se describen las relaciones entre las competencias, los contenidos y los criterios de evaluación de la educación primaria, la educación secundaria obligatoria y el bachillerato. Martín Monje, E. y Varela, R. (2010). “The European Language Portfolio and its Implementation in Secondary Education”. En Rodríguez, B. y Varela, R. Language, Literature and Culture in English Studies. Madrid, Alianza Editorial. Págs. 93-105. Pérez, I. (2007). Webquests y Webtasks en el aprendizaje de una segunda lengua. Cuadernos de Pedagogía, 401, 57-59. REAL DECRETO 1629/2006, por el que se fijan los aspectos básicos del currículo de las enseñanzas de idiomas. REAL DECRETO 1105/2014 , de 26 de diciembre, por el que se establece el currículo básico de la Educación Secundaria Obligatoria y del Bachillerato. Rodríguez López, B. y Valencia González, M. L. (2003). “Assessment and Evaluation in Foreign Language Teaching”, en Varela, R. All about Teaching English: A Coursebook for Teachers of English (Pre- school through Secondary). Madrid, Centro de Estudios Ramón Areces, 195-211.
ANEXO 2: (13 minutes speech)
EMMA WATSON'S SPEECH AT THE U.N. 2014
British actress and Goodwill Ambassador for UN Women, Emma Watson, gave a smart, important, and moving speech about gender inequality and how to fight it. In doing so, she launched the HeForShe initiative, which aims to get men and boys to pledge to join the feminist fight for gender equality. In the speech Ms. Watson makes the very important point that in order for gender equality to be achieved, harmful and destructive stereotypes of and expectations for masculinity have got to change. Below is the full transcript of her thirteen-minute speech.Complete the gaps using past simple or present perfect.
I ……………………
that fighting for women’s
rights ……………………………….……(too often become) synonymous with man-hating. If there is one thing I know for certain, it is that this has to stop.
as Goodwill Ambassador for UN Women six months ago. And, the more I
………………(speak) about feminism, the more I……………………
I ……………….(start) questioning gender-based assumptions a long time ago. When I ……………… (be)
8, I………………(be) confused for being called bossy because I ………………….(want) to direct the plays that we would put on for our parents, but the boys ……………………( not be). When at 14, I……………. (start) to be sexualized by certain elements of the media. When at 15, my girlfriends ………………….(start) dropping out of sports teams because they …………………….( not want ) to appear muscly. When at 18, my male friends ……………….(be ) unable to express their feelings.
I …………………….(decide) that I was a feminist, and this …………………
But my recent research ……………………
unpopular word. Women are choosing not to identify as feminists. Apparently, I’m among the ranks of women whose expressions are seen as too strong, too aggressive, isolating, and anti-men. Unattractive, even.
uncomplicated to me.
me that feminism …………………
Why has the word become such an uncomfortable one? I am from Britain, and I think it is right I am paid the same as my male counterparts. I think it is right that I should be able to make decisions about my own body.
not love ) me less because I
……………….( be born) a daughter. My school ………………………….(not limit) me because I
asume ) that I would go less far because I
might give birth to a child one day. These influences ……………( be) the gender equality ambassadors
My life is a sheer privilege because my parents ………………
……………(be) a girl. My mentors ……………………
that…………………… make ) me who I am today. They may not know it, but they are the inadvertent feminists that are changing the world today. We need more of those.
And if you still hate the word, it is not the word that is important. It’s the idea and the ambition behind it,
because not all women ………………………… statistically, very few have.
have received) the same rights I have. In fact,
In 1997, Hillary Clinton …………………
make) a famous speech in Beijing about women’s rights. Sadly,
many of the things that she …………………( want) to change are still true today. But what
……………………( stand out ) for me the most was that less than thirty percent of the audience were male. How can we effect change in the world when only half of it is invited or feel welcome to participate in the
Men, I would like to take this opportunity to extend your formal invitation. Gender equality is your issue,
too. Because to date, I………………………
despite my need of his presence as a child, as much as my mother’s. I’ve seen young men suffering from mental illness, unable to ask for help for fear it would make them less of a man. In fact, in the UK, suicide is the biggest killer of men between 20 to 49, eclipsing road accidents, cancer and coronary heart disease. I’ve seen men made fragile and insecure by a distorted sense of what constitutes male success. Men don’t have the benefits of equality, either.
my father’s role as a parent being valued less by society,
You might be thinking, “Who is this Harry Potter girl, and what is she doing speaking at the UN?” And, it’s
a really good question. I’ve been asking myself the same thing.
tell) myself firmly, “If
not me, who? If not now, when?” If you have similar doubts when opportunities are presented to you, I hope those words will be helpful. Because the reality is that if we do nothing, it will take seventy-five years, or for me to be nearly 100, before women can expect to be paid the same as men for the same work. Fifteen and a half million girls will be married in the next 16 years as children. And at current rates, it won't be until 2086 before all rural African girls can have a secondary education.
In my nervousness for this speech and in my moments of doubt, I …………………
If you believe in equality, you might be one of those inadvertent feminists that I spoke of earlier, and for this,
I applaud you. We are struggling for a uniting word, but the good news is, we have a uniting movement. It is
called HeForShe. I invite you to step forward, to be seen and to ask yourself, “If not me, who? If not now,
British actress and Goodwill Ambassador for UN Women, Emma Watson, gave a smart, important, and moving speech about gender inequality and how to fight it. In doing so, she launched the HeForShe initiative, which aims to get men and boys to pledge to join the feminist fight for gender equality. In the speech Ms. Watson makes the very important point that in order for gender equality to be achieved, harmful and destructive stereotypes of and expectations for masculinity have got to change. Below is the full transcript of her thirteen-minute speech.
I was appointed as Goodwill Ambassador for UN Women six months ago. And, the more I spoke about
feminism, the more I realized that fighting for women’s rights has too often become synonymous with man- hating. If there is one thing I know for certain, it is that this has to stop.
I started questioning gender-based assumptions a long time ago. When I was 8, I was confused for being
called bossy because I wanted to direct the plays that we would put on for our parents, but the boys were not.
When at 14, I started to be sexualized by certain elements of the media. When at 15, my girlfriends started dropping out of sports teams because they didn’t want to appear muscly. When at 18, my male friends were unable to express their feelings.
I decided that I was a feminist, and this seemed uncomplicated to me. But my recent research has shown me
that feminism has become an unpopular word. Women are choosing not to identify as feminists. Apparently, I’m among the ranks of women whose expressions are seen as too strong, too aggressive, isolating, and anti- men. Unattractive, even.
In my nervousness for this speech and in my moments of doubt, I told myself firmly, “If not me, who? If not now, when?” If you have similar doubts when opportunities are presented to you, I hope those words will be helpful. Because the reality is that if we do nothing, it will take seventy-five years, or for me to be nearly 100, before women can expect to be paid the same as men for the same work. Fifteen and a half million girls will be married in the next 16 years as children. And at current rates, it won't be until 2086 before all rural African girls can have a secondary education.
Match the following words or expressions to their definition :
A man interrupting a woman to explain to her something that she actually knows more about than he does.
To force or drive (someone) to do something.
The unlawful act of forcing (someone) to have sexual relations.
To treat badly , abuse.
To promote the growth or development of someone or something.To bring up; rear
An unacknowledged barrier to advancing to the highest positions in a profession, esp. as imposed upon women.
Unintentional,accidental, unplanned.
The responsibility or duties of a certain position.
A person who speaks or writes in support of a cause, person.
j) Bullying or coercion of a sexual nature and the unwelcome or inappropriate promise of rewards in exchange for sexual favors ……………………………………………………………………………………………………………
ANEXO 3 (ANSWER KEY) :
MANSPLAINING :A man interrupting a woman to explain to her something that she actually knows more about than he does.
COMPEL: To force or drive (someone) to do something.
RAPE: The unlawful act of forcing (someone) to have sexual relations.
ILLTREATMENT To treat badly , abuse.
FOSTER: To promote the growth or development of someone or something.To bring up; rear
GLASS CEILING :An unacknowledged barrier to advancing to the highest positions in a profession, esp. as imposed upon women.
MANTLE:The responsibility or duties of a certain position.
ADVOCATE: A person who speaks or writes in support of a cause, person.
SEXUAL HARASSMENT : Bullying or coercion of a sexual nature and the unwelcome or inappropriate promise of rewards in exchange for sexual favors
https://youtu.be/Tth-8wA3PdY
At first I was afr……d, I was petrif….d
Kept thinking I could never live with…….t you by my side But then I spent so many nights thinking how you did me wrong And I grew strong
And I l…
And so you're back From ……ter space
I just walked in to find you here with that sad l……k upon your face
I should have changed that stupid lock, I should have made you l……ve your key If I'd known for just one second you'd be back to bother me
Go on now, go, walk out the d……r
Just turn ar…
'Cause you're not welcome anymore Weren't you the one who tried to hurt / push me with goodbye Do you think I'd crumble
Did you think I'd lay down and d… Oh no, not I, I will survive Oh, as long as I know how to love, I know I'll stay alive I've got all my life to love And I've got all my love to give and I'll survive I will survive
It took all the strength I had not to fall apart Kept trying hard to mend the p….ces of my broken h……rt
and you see me Somebody new I'm not that ch…….ned-up little person still in love with you And so you felt like dropping in and just expect me to be fr……. Well, now I'm saving all my lovin' for someone who's loving me
CHORUS ( twice)
Autores de la canción: Dino Fekaris / Frederick J. Perren
ANSWER KEY ( SONG)
At first I was afraid, I was petrified Kept thinking I could never live without you by my side But then I spent so many nights thinking how you did me wrong And I grew strong And I learned how to get along
I should have changed that stupid lock, I should have made you leave your key If I'd known for just one second you'd be back to bother me
Go on now, go, walk out the door Just turn around now 'Cause you're not welcome anymore Weren't you the one who tried to hurt / push me with goodbye Do you think I'd crumble Did you think I'd lay down and die? Oh no, not I, I will survive Oh, as long as I know how to love, I know I'll stay alive I've got all my life to live And I've got all my love to give and I'll survive I will survive
It took all the strength I had not to fall apart Kept trying hard to mend the pieces of my broken heart And I spent oh-so many nights just feeling sorry for myself
and you see me Somebody new I'm not that chained-up little person still in love with you And so you felt like dropping in and just expect me to be free Well, now I'm saving all my lovin' for someone who's loving me
WOMEN EQUALITY- THE RIGHT TO VOTE
Complete the text using “ for , since , yet , already , still “
Independence : “ All men are created equal
interpreted this phrase to include women .However any women in the United States know better. Some of
acquired political or economic equality with them ( of course if
you asked a man , some might complain that women have
them argue that they have not
1776 , Americans have quoted a famous statement from their declaration of
more than 200 years most Americans have
been given too much power. )
at least 134 years , ever
the year 1848 , when a few women held a Women ´s Rights Convention in Seneca Falls , New
York. However not very much was accomplished there , American women had to wait
before they were granted the right to vote , and many women feel that full equality has not been attained
Equal rights for men has been a live issue in American politics
People in the USA consider themselves modern or progressive but their country was many years behind
some other countries in granting women the right to vote in national elections. For example , women in New
Zealand had the same right in 1920.
seven years when American women were finally granted
been voting
Ever since 1972 , Americans have been very conscious of women´s determination to acquire equality with men . It was in that year that Congress postponed the Equal Rights Amedment.
five years each of the States debated the issue and by 1977 , thirty-five States had passed the Amedment .Then the drive for passage slowed down .
Times had graduately changed
States had passed the ERA ( Equal Rights Amedment )
States that had already approved the Amedment , later voted to change their vote .
1972 and by the constitutional deadline of March 1972 no other
the term of President Ford . In fact , four
Although the time for passage was extended three years , the ERA proposal was
the neccesary thirty-eight of the fifty States by the 1982 deadline ; consequently , the amedment failed to become part of the Constitution .
three votes short of
the Defeat , many women have become discouraged . However , other women have worked so many years for women´s rights that they cannot give up so easily .They have said that they will reintroduce the ERA proposal at the next session of Congress . The Congress has not seen the end of the battle
ANEXOS DE AMPLIACIÓN:
ANEXO 1 ( AMPLIACIÓN ) : UN Women:
If you are interested in discovering when and how the United Nations created UN Women, have a look at the official web by clicking on the fisrt link below. You will find very useful information about what they do, where they are, how they work,news and events and the information they keep in their digital library.
Historical perspective http://www.unwomen.org/en
For many years, the United Nations faced serious challenges in its efforts to promote gender equality globally, including inadequate funding and no single recognized driver to direct UN activities on gender equality issues. In July 2010, the United Nations General Assembly created UN Women, the United Nations Entity for Gender Equality and the Empowerment of Women, to address such challenges. In doing so, UN Member States took an historic step in accelerating the Organization’s goals on gender equality and
the empowerment of women. The creation of UN Women came about as part of the UN reform agenda, bringing together resources and mandates for greater impact. It merges and builds on the important work of four previously distinct parts of the UN system, which focused exclusively on gender equality and women’s empowerment:
Division for the Advancement of Women (DAW) International Research and Training Institute for the Advancement of Women (INSTRAW) Office of the Special Adviser on Gender Issues and Advancement of Women (OSAGI) United Nations Development Fund for Women (UNIFEM)
ANEXO DE AMPLIACIÓN 2:
In this second link you can have the a synthesis of the Secretary-General's report (E/CN.6/2015/3) on the 20- year review and appraisal of the implementation of the Beijing Declaration and Platform for Action and the outcomes of the twenty-third special session of the General Assembly. The report provides a review of national-level implementation of the Beijing Declaration and Platform for Action and the outcome of the twenty-third special session of the General Assembly, including current challenges that affect the implementation of the Platform for Action and the achievement of gender equality and the empowerment of women, as well as opportunities for strengthening gender equality and the empowerment of women in the post-2015 development agenda through the integration of a gender perspective, as mandated in the Economic and Social Council resolution 2013/18.
http://www.unwomen.org/en/digital-library/publications/2015/02/beijing-synthesis-report
Twenty years have now passed since the Fourth World Conference on Women set out an expansive vision and landmark set of commitments for achieving gender equality in the Beijing Declaration and Platform for Action. In 1995, gender equality advocates brought to the fore the lack of empowerment and the multitude of human rights violations experienced by women and girls and the need for comprehensive laws and policies as well as the transformation of institutions, both formal (e.g. states, markets, national and global governance structures) and informal (e.g. family, community), to achieve gender equality and the full realization of the human rights of women and girls.
PRIORITIES ACCELERATING IMPLEMENTATION IN THE POST-2015 CONTEXT
The world of today is very far from the vision set in the Beijing Declaration and Platform for Action. The global review of national implementation of the 12 critical areas of concern shows unacceptably slow and uneven progress. The increasing recognition of gender equality as a global priority by a broad range of actors has not translated into real change in the lives of women and girls. The sweeping changes of the last 20 years in the social, economic, political, environmental and technological landscape have given rise to new challenges for achieving gender equality. Grave violations of women’s and girls’ human rights remain widespread. Women and girls who speak out and challenge such violations risk being subjected to routine violence, harassment and intimidation.
A.Women and poverty
• There is evidence that women are more likely than men to live in poverty. Women are less likely than men to have access to decent work, assets and formal credit.
• Tackling the root causes of women’s poverty requires removing gender inequalities in paid and unpaid
work; ensuring social protection across the lifecycle and equal access to assets and increasing investments in infrastructure and basic social services.
• The lack of data on women’s poverty continues to be a major challenge. More and better data is needed to facilitate multidimensional and gender responsive assessments of poverty.
B.Education and training of women
• There has been signficant progress towards closing the gender gaps in primary enrolment; however there is great variation in progress in achieving gender parity in secondary education across regions.
• Improving the quality of education and fostering a gender-responsive learning environment is vital for
enabling women and girls to equally enjoy their right to education.
• It is also essential to address the barriers to girls’ education; ensuring high quality and gender-responsive
education and a safe school environment for girls and providing support to young women in their transition from school to work.
C.Women and health
• Women’s life expectancy has increased globally over the last 20 years from 67 to 73 years between 1990
• Signficant challenges remain with unacceptably high levels of maternal mortality in some regions, lack of
access to sexual and reproductive health services and the increasing rates of non-communicable diseases. The number of women living with HIV has been increasing globally since 2001.
• Continued efforts to enhance the availability, accessibility and affordability of quality services, including sexual and reproductive health and rights, for women and girls are central to achieving progress.
D.Violence against women
• A major obstacle for ending violence against women is the persistence of discriminatory attitudes and social norms that normalize and permit violence.
• Ensuring the implementation of strong and comprehensive legal and policy frameworks which address all
forms of violence against women in all countries remains an urgent priority, along with adequate resourcing for implementation, long term strategies to prevent violence against women and ensuring accessibly and high quality services for survivors.
E.Women and armed coflict
Laws, policies and programmes to address violence against women should specfically address the factors that place marginalized women and girls at particular risk of violence and create an enabling environment for these groups of women to find support in addressing violence. In addition, comprehensive strategies are needed to combat the multiple and newly emerging forms of violence against women and the various contexts in which violence occurs. There is also a need for much greater attention to the accessibility of, the quality of services, including through training of providers and better integration and coordination. Finally, States should increase their efforts to collect and report data in accordance with the nine violence against women indicators endorsed by the United Nations Statistical Commission.
• Despite advances in implementing the global women, peace and security agenda, the broader context of insecurity, protracted crises, poverty and growing inequalities, as well as emerging threats such as the rise of violent extremism, has served to limit and even derail progress.
• Women’s full and equal participation in all matters related to peace and security is vital to achieving and sustaining peace, however women remain under-represented in the structures of the security sector, particularly in decision-making and leadership positions.
• Accelerating progress requires ensuring the accelerated implementation of the global women, peace and
security agenda through gender-responsive policies, ensuring women’s equal participation and representation in peace processes, and improving the collection and use of sex-disaggregated data for gender analysis and policy making in coflict-affected areas.
F.Women and the economy
• In the last 20 years the gender gap in labour market participation has narrowed marginally, from 28 to 26 percentage points. There remains signficant regional variation in women’s labour force participation.
• Due to pervasive occupational segregation, women are overrepresented in low paid jobs, have less access to social protection, and are paid on average less than men for work of equal value. Women’s employment outcomes are further limited by the disproportionate share of unpaid care work that they perform.
• Accelerating progress will require addressing the low quality of work available to women by strengthen-
ing measures to guarantee women’s rights at work; shifting macroeconomic policies to enable the creation of decent work and redistributing and reducing women’s unpaid care work through social protection measures, accessible and quality care services and improved infrastructure.
G.Women in power and decision making
• Despite the steady increase in women’s political representation and participation in parliaments, women
remain signficantly under-represented at the highest levels of political participation as well as across the public and private sectors.
• The persistence of discrimination, gender bias, and the threat of violence, harassment and intimidation in political institutions contribute to the low levels of women’s political participation.
• Accelerating women’s participation in decision-making requires a comprehensive approach; the
implementation of temporary special measures to achieve a gender balance in decision-making bodies and capacity building and training initiatives to support women’s political participation at the local and national levels.
H.Institutional mechanisms for the advancement of women.
• Despite the wide spread existence of institutional mechanisms to advance gender equality, the lack of
adequate financial resources, low levels of technical capacity and lack of political will to prioritize gender
mainstreaming in all government policies, are key challenges experienced across all regions.
• While the production of gender statistics has increased in recent years, the focus is predominantly on areas such as mortality, education and labour force participation and less on areas such as violence against women and girls or the measurement of unpaid care work through time use surveys.
• In order to strengthen institutional mechanisms to advance gender equality, continuous capacity
strengthening and technical support; allocating sufficient human and nancial resources; ensuring national women’s ministries or other mechanisms are located at the highest possible level of government and improving the collection, analysis and dissemination of sex-disaggregated statistics should be prioritized.
I.Human rights of women
• Despite progress in reforming laws, discrimination against women in the law remains pervasive in several areas, particularly in the area of family law.
• Even when laws guaranteeing equality and non-discrimination are in place, there remain signficant
obstacles for women to enjoy their human rights in practice.
• Accelerating progress will require the universal ratfication and full implementation of the Convention on the Elimination of All Forms of Discrimination against Women; removal of remaining discrimination in the law and strengthened efforts to ensure that women enjoy their rights in practice, including by ensuring women are empowered to claim their rights.
J.Women and the media the need to address multiple or intersecting forms of discrimination needs to be more effectively addressed through examining the differential impact of discrimination on different groups of women and girls across all policy areas, and the application of appropriate responses in laws and policies. Among other measures, such as strengthening legal protection and improving the responsiveness of public services and data must also be disaggregated by all relevant factors to enable effective monitoring of progress. • Women’s participation, access and representation in media and ICTs has improved, however data for monitoring global and regional trends in gender dimensions of media remains limited.
• The existing gaps in policies and regulations that govern media and ICTs as well as the persistence of
negative and stereotypical portrayals of women and girls in the media, continues to pose a signficant risk for women and girls to new and emerging forms of online threats and abuse.
• Advancing gender equality and women’s empowerment through media and ICT’s requires the formulation
of gender-responsive ICT and media strategies and related policies which seek to improve the relevance or
representativeness of content and services; increased investments and nancial incentives from government for investment in gender equality measures in media and ICT sectors and the establishment of monitoring mechanisms that integrate gender perspectives for increased accountability around implementation of commitments.
K.Women and the environment
• Women’s dependence on and unequal access to land, water and other resources and productive assets,
compounded by limited mobility and decision-making power in many contexts, also mean that they are
disproportionately affected by climate change. Natural disasters, including those related to climate change, have greater impacts on poor women.
• Gender inequalities are worsened by the lack of universal access to improved water sources and modern
energy services in terms of the time and labour burden of unpaid work.
• Accelerating progress will require greater efforts to mitigate the impact of climate change, natural disasters, ecosystem degradation and biodiversity loss on women and their families; ensuring women’s access and control over land and productive resources and their voice and agency in environmental and sustainable development decision-making and action at all levels.
L.The girl child
• Despite significant progress, girls around the world continue to experience multiple forms of discrimina- tion, disadvantage and violence across all critical areas of concern in the Platform of Action.
• While there has been progress to realize girls’ rights, efforts are often fragmented and inconsistent and fail to recognize girl’s specific experiences across policy areas.
• Improving girls’ wellbeing requires a comprehensive approach, including gender-responsive legislation and
policies in all areas such as health, including sexual and reproductive health, nutrition, educational and economic outcomes across different stages through early childhood, adolescence and young adulthood, and by addressing issues of fundamental safety and integrity of person, including prevention and protection from violence, harmful practices and discrimination.
ANEXO DE AMPLIACIÓN 3 :
https://www.refinery29.com/feminist-songs-about-women-empowerment-playlist
https://youtu.be/fMCxc4GTvNw
Explain it to me Explain it to me Explain it to me again
Though I know all about The words you're spitting out The floor is yours without a doubt
I already know How this is gonna go How this is gonna go
Tell me to calm down Tell me to calm down Tell me to calm down again
Don't tell me what to do My feelings won't subdue
You're a cliché Useless in every way You're a cliché
Take up the whole sidewalk Take up the whole sidewalk Take up the whole sidewalk again
This land is your land In the palm of your hand I'll walk around so you can stand
You're in my way Everyday You're in my way
We get it dude We've already heard enough from you The turning point is overdue
ANEXO DE AMPLIACIÓN 4:
-Otros discursos y entrevistas con Emma Watson.
• British actress Emma Watson addressed the "Together for the 2030 Agenda: Partnering for Women, Children and Adolescents, to Thrive and Transform the World” event at UN headquarters in New York. https://youtu.be/2C4c7VR8X7I?t=2 ( 3 minutes:35 )
• HeForShe Conversation with Emma Watson on International Women's Day 2015 [Full Q&A] – Official
https://youtu.be/LNi9Ypc0cg8
• Emma Watson speaking at One Young World on September 29, in Ottawa, Canada:
EMMA WATSON ON GENDER EQUALITY AND THE STRUGGLES OF ACTIVISM
- Podcasts relacionados con las acciones impulsadas por parte de la ONU en pro de la igualdad de las mujeres. Listen to different UN podcasts:
-British actor Sir Laurence Olivier reading the Preamble to the Charter of the United Nations. The Charter was signed at the San Francisco Conference on 26 June 1945. Music by American composer Aaron Copland. -Global development goals https://soundcloud.com/globaldevelopment/making-the-global-goals-famous https://soundcloud.com/globaldevelopment
ANEXO DE AMPLIACIÓN 5:
DO YOU AGREE WITH THESE STATEMENTS? WHY ? WHY NOT?
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