“One child, one teacher, one book, and one pen, can change the world” - Malala Yousafzai
Guided/Essential Questions:
- How do you define someone as being ‘great’?
- How would Malala define greatness?
Vocab to know and define:
- Taliban
- Pakistan
- Activism
- United Nations
Early Beginnings in Education & Activism
From a young age, Malala Yousafzai learned that the key to freedom, equality, and dreams of becoming a doctor was education. Living in Swat, Pakistan, Malala attended a private school that her father oversaw. The region was known for having hundreds of schools and education was paramount although very few girls could attend. However, tensions between the country and the terrorist organization of the Taliban would forever change Malala’s destiny.
The oppression of the Taliban was the strict form of Sharia Law that was horrifying. As the Taliban's presence grew and intensified in Pakistan. The Taliban would take control of the city, forcing an oppressive rule of the city with public killings, kidnappings, and the forced closure of schools, forcing Malala and the civilians to flee for their lives. Life as they knew and her dreams of getting an education were fading away. Like her father, young Malala wasn't keen on staying silent.
As the Pakistani forces clashed with the Taliban, both Malala and her father were outspoken in activism for freeing Pakistan from the Taliban and restoring education to the children. Her cries for help wouldn’t go unseen as the Pakistani media put her front and center. From speeches, television interviews, blogging online, even meeting with advisors from America, Malala was consistently pushing for protection and education. Malala thus was as much on the front lines as the soldiers were, fighting against the Taliban.
From Refugee to Nobel Peace Prize
As her popularity grew in and out of Pakistan, the Taliban began to see a growing threat to their ideals and their hatred of the west. In late 2012, the orders were sent to kill the young Malala. As she was on a school bus on her way to school, she was shot in the head and faced life-threatening injuries. As doctors fought to save her life amidst the complex nature of the unfolding events, she was sent to the United Kingdom.
Surviving the attempted assassination, seemingly almost overnight Malala became a worldwide figure for something bigger. As she recovered from her injuries, her mission and dreams of encouraging girls to receive an education never faded and grew to an international audience. As she pressed on, she began championing her quest on a global scale. Speaking around the world to audiences, global leaders, and the United Nations, with the message of unequivocal and equal education for everyone using nonviolence as her tactics. Even with the Taliban still claiming her as a threat, Malala would become the youngest person to win the Nobel Peace Prize.
Further lesson activities: Using resources to gain a deeper insight and broader perspective
- Read, analyze, and discuss several chapters from Malala’s memoir; I Am Malala: The Girl Who Stood up for Education and Shot by the Taliban
Research Project Handout
Name:
Period:
Date:
CRAIGs and Gender Equality: Using and Creating Biographies to Showcase the Commitments of the CRAIGs and to Highlight to Conflicts for Equality
Your Task
After reading, reviewing, and discussing our reflections on the case studies and the CRAIGs, it is important now that you transfer those skills and understandings into your own case study. Below you will find a list of individuals who have fought for the social justice causes of gender inequalities.
- The What: Your project must address the following questions:
- How do people overcome adversity?
- Why is it important to have a strong moral character?
- How do people resolve conflict with themselves or with issues in society?
- How can you relate to these stories of adversity?
- The How: You may create this narrative by following:
- Written: 2-page paper with a bibliography
- Visual: a 10-minute presentation through a documentary or Google Slide with bibliography
- Spatial: You can make a short presentation or play with bibliography
- The When & Where:
- You will have 5 class periods to complete the project and will present it to the class in a book club styled format with questions and reflection afterward.
The List
You may use any of the following historical figures to research. If you have another suggestion, please let me know!
- Sojourner Truth
- Ida B. Wells
- Frida Kahlo
- Simone de Beauvoir
- Yuri Kochiyama
- Ruth Bader Ginsberg
- Audre Lorde
- Marsha P. Johnson
- Sylvia Rivera
- Sally Ride
- Mary Mcleod Bethune
- Rose Schneiderman
- Frederick Douglass
- Bayard Rustin
- Harvey Milk
- James Baldwin
- Martin Luther King Jr.
- Ta-Nehisi Coates
- Nelson Mandela
- Ai Weiwei
- Pauli Murray
- John Robert Lewis
Appendix on Implementing District Standards
Students will be assessed on two standards throughout the project. One is specifically for their ability to use evidence and the other is geared towards their ability to demonstrate awareness of themselves and others.
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Indicator
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Exemplary
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Competent
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Emerging
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Novice
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Demonstrate awareness and consideration for self, others, and the larger community.
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I can
● recognize and address the patterns and conflicts among perspectives, positions, and values of myself, others, and the larger community.
● anticipate how my words and actions may be interpreted by or impact others purposefully select words, actions, mindsets, and behaviors to meet the needs of others and myself.
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I can
● identify perspectives, positions, and values of myself, others, and the larger community.
● make choices with my words, actions, mindsets, and behaviors that strive to address the needs of myself, others, and the community.
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I can
· identify my own perspectives, positions, and values and broadly identify perspectives, positions, and values of others.
· recognize and reflect on how my words, actions, attitudes, and behaviors impact others and the community.
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I can
● identify my own perspectives, positions, and values.
● recognize that my words, actions, attitudes, and behaviors impact others
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Use evidence and sound reasoning to communicate and support an idea
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I can...
● integrate relevant evidence effectively to support my idea;
● use sound reasoning to present ideas and address opposing positions to achieve my purpose.
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I can...
● incorporate evidence that supports clear communication of my idea;
● use sound reasoning to present ideas aligned with my purpose.
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I can...
● select evidence that connects to my goal;
● organize and present ideas based on my purpose.
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I can...
● identify evidence that could relate to my topic;
● share ideas related to my topic.
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