Let Girls Learn: Girl Child Project

This lesson engages learners to explore the lives of girls living in Georgia, Guyana and Uganda. This includes activities of daily life, identifying visible and invisible features of culture, how interaction with the environment and others shapes one's culture, and the uniqueness and similarities that can be found within different cultures in the world.

Objectives

Students will:

  • Identify and describe activities of daily living for a girl living in Georgia, Uganda, and Guyana. Compare and contrast one's own culture with those of other children around the world.
  • Locate the country of Georgia, Uganda and Guyana on a map.

 Vocabulary

Behaviors: observable actions

Beliefs: ideas and viewpoints one perceives to be true

Community: a group of people who share common interests, beliefs, and/or cultural background

Culture: a system of beliefs, values, and assumptions about life that guide behavior and are shared by a group of people. It includes customs, language, and material artifacts. These are transmitted from generation to generation, rarely with explicit instructions.

Traditions: beliefs or customs shared among generations.

Procedures

  1. Divide students into 3 small groups. Assign one country to each group (maximum 10 students per group).
  2. Provide each student with a printout of The Girl Child Project (for their respective country).
  3. Each group will have an adult group leader to help facilitate this activity.
  4. Each group leader will help the participants in each group read the story they have been given. We recommend having the students read the story aloud as a group.
  5. After the story has been read, each group leader will ask the students to review the list of questions provided and to select 2-3 for discussion.
  6. The group leader will help facilitate the group discussion with the questions selected.
  7. Students can then can write their own stories on the handout provided (optional).
  8. The Teacher/Facilitator will lead a brief recap/discussion of these stories, asking the following questions:
  • What did you think of the story you read? What was unique? What was surprising to you?
  • What was your favorite part of the story?
  • When you read your story, where there any parts of the story that are similar to your life here in the US?

 ENDURING UNDERSTANDINGS

Everyone has a culture. It shapes how we see the world, ourselves, and others.

The lives of girls and boys are unique around the world. While there are differences in the way people live around the world, there are many similarities that people share.

Standards

National Association for the Education of Young Children

2.B.05 Areas of Development: Social-Emotional Development- pro-social behavior

2.L.03 Cognitive Development: Social Studies- understanding of diversity

2.L.05 Cognitive Development: Social Studies- community

2.L.09 Cognitive Development: Social Studies- contribute to classroom and community

National Social Studies Standards

Thematic Strand I: Culture

Thematic Strand IV: Individual Development & Identity

National Geography Standards

Essential Element 1: The World in Spatial Terms

Common Core State Standards for English Language Arts & Literacy

Reading: Informational Text

  • Key Ideas and Details: describe connections; group reading

Writing

  • Research to Build and Present Knowledge: recall information from experiences

Speaking and Listening

  • Comprehension and Collaboration: explain ideas and understanding; respond to specific questions
  • Presentation of Knowledge and Ideas: describe familiar people places things and events

Language

  • Knowledge of Language: choose words and phrases for effect
  • Vocabulary Acquisition and Use: use words and phrases acquired through reading and being read to 

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