CC- WISE – Content and Structure of a Unit

Gender Issues in the Street Names

Gender Issues in the Street Names

• Motivation of the suggested Unit’s content and structure – WHY?

- to create cohesion in the book- to invest the intercultural element

in the very process of writing- “Our reality” in a more concrete

way- To suggest certain methodological

solutions – the social constructivism

Gender Issues in the Street Names

The “lesson” – general content

- 3-5 pages- The act of naming - The “policy” of

representation in everyday life

- Gender and power - Gender and economics

The “lesson” – general content

- Gender in the exchange of “symbolic capital”

- Stability and change - Gender equality/tolerance to the

differentWHY?The names of the streets >>concepts,

ideas >> values, life pictureHow?- How abstract?- How concrete?- Examples ?

The rubrics – titles provisional

- Points of view- Facts sheet- Streets as inspiration- Activities- Dictionary

Content of the rubrics

• Points of view…- Interesting and relevant to the

topic findings- The findings and experience of

the school projects invested- Not necessary from all project

countries in each unit vs. certain balance within the whole book – TR, SP for example

- 5-10 sentences each

Fact Sheets

- focus: both on the streets and the topic in question

- Not necessary restricted to the partner’s countries

- Like: - The struggle for women’s right

to vote- “The Women’s market” in Sofia

and the like- Data for the average salary - 5-10 sentences each

The streets as inspiration

- A favorite but very difficult rubric

- Quotations like: -Say, “To the one passing by” –

Baudelaire - etc. etc.- Or philosophers, or proverbs- Translations?????- Pictures/reproduction or the

story of a famous picture

degas.repasseuses.jpg

pissarro_blvd.gif

Activities

-10-15 itemsTypes:- Opened questions- Essay assignments- Projects – group and individual work- Journalist investigation/photo reportage

Assignments and exercises

Examples:1. Ask your pupils to interpret the under

representation of the women in the names of the streets?

2. Which streets in the city/village/district your pupils live bear the names of a woman? Let them investigate in the biographies of these women and present them to the class.

3. Assign to students to make a map of their city/village. Trace the presence of women in it (group project).

4. Let them make a photo reportage for the presence of the women on the streets (individual or group assignment)

etc.

Dictionary

- Gender – a socio cultural concept

- Gender equality- Feminization- Feminism- The Other- “Symbolic capital” ???

Evaluation

• As discussed and decided in Sopot

What do we need?

• Resources on the site• Clear idea who is writing• Good timing• An editor