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1. Read the book review. (The book is available on site as a class set.)  

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1. Read the book review. (The book is available on site as a class set.)  

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Malala Yousafzai, the Pakistani teen shot for her activism for girls’ education, tells her story for a middle-grade audience.

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2. Gender Equality and Empower Women (2000-2015) 

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2. Gender Equality and Empower Women (2000-2015) 

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In 2000, the United Nations addressed global poverty and agreed to 8 goals, and a time frame from 2000 to 2015 to reach these goals. One of the goals is "promote gender equality and empower women." Look at achievement of the goal.

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GOAL 3:
PROMOTE GENDER EQUALITY AND EMPOWER WOMEN

Target 3.A:
Eliminate gender disparity in primary and secondary education, preferably by 2005, and in all levels of education no later than 2015

The developing countries as a whole have achieved the target to eliminate gender disparity in primary, secondary and tertiary education.

Globally, about three quarters of working-age men participate in the labour force, compared to half of working-age women.

Women make up 41 per cent of paid workers outside of agriculture, an increase from 35 per cent in 1990.

The average proportion of women in parliament has nearly doubled over the past 20 years.

Women continue to experience significant gaps in terms of poverty, labour market and wages, as well as participation in private and public decision-making.

Featured story

MDG 3 Infographic

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Women's Empowerment/ Nepal: Women Weavers Launch Businesses

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united nations millennium development goals

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United Nations Millennium Development Goals

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The developing countries as a whole have achieved the target to eliminate gender disparity in primary, secondary and tertiary education. Globally, about three quarters of working-age men participate in the labour force, compared to half of working-age women. Women make up 41 per cent of paid workers outside of agriculture, an increase from 35 per cent in 1990.

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https://youtu.be/Sj3M5dynD9c

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1. Read two Christopher Columbus stories. 

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1. Read two Christopher Columbus stories. 

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A Picture of Book of Christopher Columbus by David A. Adler in HD

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Young Christopher Columbus by Eric Carpenter Read-Aloud

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2. Tabulate whose views are represented. 

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2. Tabulate whose views are represented. 

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How many times do Columbus and his men present their perspective? How many times do the Indians present theirs? Using fractions and percentages, demonstrate your findings and draw potential conclusions.

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https://youtu.be/FtYjUv2x65g

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If the World Were a Village of 100 People: A Story About the World's People - Trailer

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If we look at the world population as a village of 100 people, today:

50 would be female
50 would be male

26 would be children
There would be 74 adults,
8 of whom would be 65 and older

There would be:
60 Asians
15 Africans
14 people from the Americas
11 Europeans

33 Christians
22 Muslims
14 Hindus
7 Buddhists
12 people who practice other religions
12 people who would not be aligned with a religion

7 would have a college degree
22 would own or share a computer

12 would speak Chinese
5 would speak Spanish
5 would speak English
3 would speak Arabic
3 would speak Hindi
3 would speak Bengali
3 would speak Portuguese
2 would speak Russian
2 would speak Japanese
62 would speak other languages

77 people would have a place to shelter them from the wind and the rain, but 23 would not

87 would have access to safe drinking water 13 people would have no clean, safe water to drink

1 would be dying of starvation
15 would be undernourished
21 would be overweight

83 would be able to read and write; 17 would not

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3. Answer to the questions. Add your responses in the comment box. 

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3. Answer to the questions. Add your responses in the comment box. 

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1. What does this data tell us? What do you think about that?

2. How would you encourage your students represent this data?

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4. Add your ideas on possible extension. 

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4. Add your ideas on possible extension. 

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Students can collate information from their class, school, community, or any other places. For example, information about:

their favorite social media.

languages spoken at school.

What other information can be collated with your class?

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2. Read "A Long Walk to Water" book review. (The book is available on site as a class set.)  

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2. Read "A Long Walk to Water" book review. (The book is available on site as a class set.)  

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WOW Review: Volume IV, Issue 2 * Page 13 of 13 * Worlds of Words

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A Long Walk to Water Written by Linda S. Park Clarion, 2010, 128 pp. ISBN: 978-0547251271 I overcame all the difficult situations of my past because of hope and perseverance that I had. I would not have made it without these two things. (p.

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3. Read "The Hidden Grain in Meat" by Stephanie Kempf.  

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3. Read "The Hidden Grain in Meat" by Stephanie Kempf.  

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One billion of the world's people do not get enough to eat, yet half the grain grown in the world is fed to livestock. Why? To fatten the cattle up for sale to people who can afford to buy meat. Chronically hungry people rarely have the money to buy meat.

Most cattle today do not graze on pasture grasses - if they did, their mean would be leaner and healthier. Instead, they are penned up in crowded "feedlots" and give large quantities of grain. The meat from grain-fed cattle is higher in fat.

For every 16 pounds of grain fed to a cow, we get only one pound back in meat on our plates. Producing that pound of meat requires 2,500 gallons of water. In many areas of the world, people, like Nya and her family, do not have access to even a small amount of clean drinking water and must walk miles a day to get it.

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If your entire class went to McDonald's and each student ate one Quarter-Pounder, how much grain was used to produce the class's lunch? How much water was used? Explain why do you think is or is not a problem? If it is a problem, what are possible solutions?

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1. Select one engagement.

2. Read short articles, respond to the questions, and add your thoughts, ideas, and questions in the comment box.

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3. Gender Equality and Empower Women (2015-2030) 

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3. Gender Equality and Empower Women (2015-2030) 

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In September 2015, the General Assembly adopted the 2030 Agenda for Sustainable Development that includes 17 Sustainable Development Goals. Read one of the goals: "Achieve gender equality and empower all women and girls."

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What are some effects of COVID-19 on gender equality and women’s rights?

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5. Add your responses in the comment box.  

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5. Add your responses in the comment box.  

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1. What are key gender issues that might affect the ability of a project to achieve its goals or prevent women and men from benefiting equally?

2. What types of data should be collected to track the gender-related project impacts?

3. What might be some potential unintended consequences?

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1. Read the poem written by a working-class Chilean woman in 1973.

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1. Read the poem written by a working-class Chilean woman in 1973.

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How does race, class, and gender impact two women's lives?

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3. Add your ideas on possible extension. 

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3. Add your ideas on possible extension. 

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What other poems or stories that can encourage students to discuss how race, class, and gender differences impact people's lives as well as the lives of characters? For example, Esperanza Rising, students can identify the inequality between the field workers and the owners/bosses.

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March Madness *Audiobook Edition*: Silent Days, Silent Dreams

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Look closely at his arts. How do you think they were made? What do you notice? How does it make you feel?

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3. Add your responses in the comment box. 

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3. Add your responses in the comment box. 

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1. What do you think Castle is feeling at various points? How do you feel reading the story about his life experience? How might you feel in those situations? Have you ever been in a situation where you felt something similar to Castle?

2. Castle could not speak, write or do sign language. So there is nothing in his own words about what he thought or felt. We usually think of language when we think of communication. But can the arts also communicate? Fine art? Music? Dance? What might Castle's art be telling us about what he thought or felt?