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Reflection questions & activities for 'Helping girls build a more inclusive future'

Clare Deignan  |  15 June 2017

Read the article ‘Helping girls build a more inclusive future’ and answer the following questions. Then share your answers in pairs, small groups or in a classroom discussion.

1. What does inclusive mean? Give an example of inclusivity in your school or community.

2. Why do you think Principal Nicole Christensen thinks that educating girls is an important way to make a difference in society? 

3. Why is it necessary for both girls and boys to be given the same opportunities?

4. Principal Christensen says the best time to be a woman is now. What do you think she means by that? Do you agree with her? Why or why not? 

5. ‘If we can create this opportunity for female leaders it will strengthen our society and create a more just world for all’, argues Principal Christensen. Why do you think female leaders strengthen and make for a more just society?

6. Principal Christensen says ‘the Church’ to her is made up of the congregations. For example, she points to the Sisters of Mercy who for generations have been working for justice. Principal Christensen uses two different meaning for ‘the Church’. Can you explain the difference between ’the church’ and ‘the Church’?

7. Do you think in the future there will be more inclusivity? Why or why not?

Activities

1. Interview a teacher, your parish priest or your principal about their vocation and what made them answer the call to serve their community.

You can create a multi-media report on your interviewee using video, audio, photos, written word or an online presentation.

When you’re finished, share your work with your class.

2. Research a female leader, either from contemporary times or from history. Where did they come from? How were they educated, or trained for their role? What obstacles did they have to overcome as a woman to take on their current role? Did their life have a positive impact on other women? Why/why not? Write a script for a short film in which the female leader is interviewed by a woman from the next generation, and asked to share the wisdom they have learned.

3.What do you want to do when you head out into the real world? What difference do you want to make? Imagine it’s 20 years from now. What are you doing and how are you impacting the community around you?

Write a short story about what your life will be like in 20 years and how you will be making an impact in your community.

For younger students

Teachers can read or summarise the article ‘Helping girls build a more inclusive future’ to their class, and discuss what it means to make a difference in your community. Teachers can lead a classroom discussion on people in the community who make a difference. Then teachers ask students how they hope to serve their community when they grow up.

Students can draw themselves when they grow up on a piece of paper using crayons, markers or paints. The picture should answer the following questions about the student's future life: Where do you live? What do you do for work? What do you do for fun? Do you have a family? How do you help in your community? What impact do you hope to be making in your community?

When students are finished, teachers can allow time for students to present their pictures to the class.

 

 

Topic tags: heroesandrolemodels, vocationsandlifechoices, people’sstoriesoffaith

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