environmental modular - copy

7/31/2019 Environmental Modular - Copy

1/6

day OBJECTIVES

CONTENTS

ORTOPICS

MODEOF

DELIVERY

INSTRUCTORS

ROLES AND

ACTIVITIES

STUDENTS

ROLES AND

ACTIVITIES

INSTRUCTORS

HELP

FEEDBACK

MODE OF

ASSESMENT

REFLICTION

REFERANCE

MATERILASStudents will

be able to

day1

Define theconcept of

gender,

race, class

and

ethnicity

-explore the

difference

and

relatedness

of the terms

1.1Gender

1.2.Race /ethnicity1.3.Class

-

brainstorming,ga

p lecture

and

group

discussio

n

-Introducing the

objective of thelesson

-Asking

brainstorming

question

-Allow students

to reflect on

brainstorm

questions

-Give lecture

-Order students

to discuss in pair

and then small

group, large

group and finally

-Follow up

students activity

and time

-Give concluding

remarks

-Give library and

home works

Able to grasp

lessonobjectives

-participating

actively

during

discussions

and

questions

Outside the

class room:

read books

and come

with clear

information

about the

concept of

race, gender

and ethnicity

Make objective

and instructionsclear

-Give clear

examples

-Give feed back

-Give advice

In

structorscomment.

-p

eercommentsofstudents

Quiz 5%) on

the two dayslesson and

oral

presentation

Oral

comments of

student

s on the

progres

s of the

lesson

Guido Bolaf,

Peter Brahamand Sandro

Gindro,

(2003).

Dictionary of

Race,

Ethnicity and

Culture

-Patricia HillCollins,

"Toward a

New Vision:

Race, Class &

Gender as

Categories of

Analysis and

Connection."

Race. Gender

& Class, Vol.

1, No. 1

(1993): 25-45.


2/6

Describe

early

movement

of anti

sementism(j

ewish)

explore the

ways in

which social

and cultural

meanings of

gender,

class, and

racialized

difference

have been

incorporated

into, shaped,

and shapedby

colonialism,

. Race and social theory

2.1 Racism and anti-

Semitism

2.2 gender, class race and

colonialism r

-

brainsto

rming,ga

p lecture

and

group

discussion

-Introducing the

objective of the

lesson

-Asking

brainstorming

question

-Allow studentsto reflect on

brainstorm

questions

-Give lecture

-Order students

to discuss in pair

and then small

group, large

group and finally

-Follow up

students activity

and time

-Give concludingremarks

-Give library and

home works

Able to grasp

lesson

objectives

-participating

actively

during

discussionsand

questions

Outside the

class room:

read books

and come

with clear

information

about the

concept of

race, gender

and ethnicity

Make objective

and instructions

clear

-Give clear

examples

-Give feed back

-Give advice

Instructorscomment.

-peercomments

ofstudents

Quiz 5%) on

the two days

lesson and

oral

presentation

Oral

comme

nts of

student

s on the

progres

s of thelesson


3/6

day2

and3

Discuss how

poverity is

linked to

females

status

- Assurewhether

feminization

of poverty is

reality or

something

socially

constructed

Historical Sociology of

Gender

3.1. The Feminization of

Poverty, Comparable

Worth and Feminist

Political discourse

3.2 .The Feminization of

Poverty: Myth or Reality

Gap

lecturing

and

debating

Introducing the

objective of the

lesson

-Asking

brainstorming

question


brainstorm

questions

-Give lecture

-Order students

to discuss in pair

and then small

group, large

group and finally

divide the whole

class in to two

based on their

interest to makea debate on the

issue raised by

each school of

thought .

-Follow up

students activity

and time

-Give concluding

remarks

-Give library and

home works

Able to grasp

lesson

objectives

-participating

actively

during

discussionsand

questions

Outside the

class room:

read books

and come

with clear

information

about the

difference

between

each school

of thoughts

Make objective

and instructions

clear

-Give clear

examples

-Give feed back

-Give advice

Instruct

ors

comme

nt.

-peer

comme

nts ofstudent

s

Quiz 5%) on

the two days

lesson and

oral

presentation

Oral

comme

nts of

student

s on the

progres

s of thelesson

Martha E.

Gimenez,

"The

Feminization

of Poverty:

Myth or

Reality"?Social

Justice,Vol.

17, No. 3 (Fall

1990): 43-69.

Gregg Barak

And JeanneFlavin

(2001).Class, Race,

Gender,and

Crime.Social

Realities of

JusticeinAmerica

-BONNIE

THORNTON

DILL and

RUTH ENID

ZAMBRANA

(2009)

Emerging

Intersections

Race, Class,

and Gender

in Theory,

Policy, and

Practice


4/6

Day4

-see paid

work in the

labor market

across

gender and

class

-describe

how things

becoming

gendered

Class, Gender and the

Labor Market

4.1 Paid and Unpaid Work

4.2 Becoming Gendered

Gap

lecturing

,

discussio

n and

presenta

tion

Introducing the

objective of the

lesson

-Asking

brainstorming

question


brainstorm

questions

-Give lecture

-Order students

to discuss in pair

and then small

group, large

group and finally

allow group

representatives

to present

discussion points-Follow up

students activity

-Give concluding

remarks

-Give library and

home works

Able to grasp

lesson

objectives

-participating

actively

during

discussionsand

presentation

Outside the

class room:

read books

and come

with clear

information

about the

principles of

natural

selection and

how it worksin the

different

forms of life

by providing

their own

Example

Make objective

and instructions

clear

-Give clear

examples

-visual aids

throughprojectors

-Give feed back

-Give advice

Instruct

ors

comme

nt.

-peer

comme

nts ofstudent

s

Assignments

on the basic

premises and

conclusion of

natural

selection by

giving theirown

example(5%)

Written

comme

nts of

student

s

through

piece ofpaper

on the

progres

s of the

lesson

Gregg Barak

And JeanneFlavin

(2001).Class, Race,

Gender,and

Crime.

Social

Realities of

JusticeinAmerica

--BONNIE

THORNTON

DILL and

RUTH ENID

ZAMBRANA

(2009)

Emerging

IntersectionsRace, Class,

and Gender

in Theory,

Policy, and

Practice


5/6

Disclose

knowledge

difference

across

gender

Graspdifferent

strategies

employed by

womens in

the political

arena

-

Explore

feminist

movement

and

thoughts

Feminism, Difference and

Identity

5.1 New Politics of the

Family

5.2 Gender and

Knowledge

Class Politics andFeminist Strategies

Gap

lecturing

,

discussio

n and

presenta

tion

Introducing the

objective of the

lesson

-Asking

brainstorming

question


brainstorm

questions

-Give lecture

-Order students

to discuss in pair

and then small

group, large

group and finally

allow group

representatives

to present

discussion points-Follow up

students activity

-Give concluding

remarks

-Give library and

home works

Able to grasp

lesson

objectives

-participating

actively

during

discussionsand

presentation

Outside the

class room:

read books

and come

with clear

information

about the

principles of

natural

selection and

how it worksin the

different

forms of life

by providing

their own

Example

Make objective

and instructions

clear

-Give clear

examples

-visual aids

throughprojectors

-Give feed back

-Give advice

Instruct

ors

comme

nt.

-peer

comme

nts ofstudent

s

Assignments

on the basic

premises and

conclusion of

natural

selection by

giving theirown

example(5%)

Written

comme

nts of

student

s

through

piece ofpaper

on the

progres

s of the

lesson

Gregg Barak

And JeanneFlavin

(2001).Class, Race,

Gender,and

Crime.

Social

Realities of

JusticeinAmerica

--BONNIE

THORNTON

DILL and

RUTH ENID

ZAMBRANA

(2009)

Emerging

IntersectionsRace, Class,

and Gender

in Theory,

Policy, and

Practice

Patricia Hill Collins, "Toward a New Vision: Race, Class & Gender as Categories of Analysis and Connection." Race. Gender

& Class, Vol. 1, No. 1 (1993): 25-45.

Berch Berberoglu, "Class, Race & Gender: The Triangle of Oppression." Race, Class & Gender. Vol. 2, No. 1 (1994): 69-78.Rose M. Brewer, "Theorizing Race, Class and Gender: The New Scholarship of Black Feminist Intellectuals and Black Women's

Labor." Race, Gender & Class, Vol. 6, No. 2 (1999): 29-47.

Martha E. Gimenez, "Marxism, and Class, Gender and Race: Rethinking the Trilogy." Race, Gender & Class Vol. 8, No. 2 (2001): 23-

33.

Martha E. Gimenez, "The Feminization of Poverty: Myth or Reality"? Social Justice,Vol. 17, No. 3 (Fall 1990): 43-69.

Terry R. Kandal, "Gender, Race & Ethnicity: Let's Not Forget Class." Race, Class & Gender. Vol 2, No.2 (1995): 139-162.

K. Marx and F. Engels, Manifesto of the Communist Party: Section on Bourgeois and Proletarians

Max Weber, Class, Status, Party


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