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REFLICTION

CONTENTS OR TOPICS

day

OBJECTIVES Students will be able to Define the concept of gender, race, class and ethnicity -explore the difference and relatedness of the terms

FEEDBACK

1.1 Gender 1.2 .Race /ethnicity 1.3 .Class

brainsto rming,ga p lecture and group discussio n

MODE OF DELIVERY

INSTRUCTORS ROLES AND ACTIVITIES

STUDENTS ROLES AND ACTIVITIES

INSTRUCTORS HELP

MODE OF ASSESMENT

REFERANCE MATERILAS

Week 1

-Introducing the objective of the lesson -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 lesson objectives -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 instructions clear -Give clear examples -Give feed back -Give advice

Quiz 5%) on the two days lesson and oral presentation

Oral comme nts of student s on the progres s of the lesson

Guido Bolaf, Peter Braham and Sandro Gindro, (2003). Dictionary of Race, Ethnicity and Culture - 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.

Instructors comment. -peer comments of students

day 1

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 shaped by colonialism,

. Race and social theory 2.1 Racism and antiSemitism 2.2 gender, class race and colonialism r

brainsto rming,ga p lecture and group discussio n

-Introducing the objective of the lesson -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 lesson objectives -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 instructions clear -Give clear examples -Give feed back -Give advice

Quiz 5%) on the two days lesson and oral presentation

Oral comme nts of student s on the progres s of the lesson

Instructors comment. -peer comments of students

Discuss how poverity is linked to females status - Assure whether 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 -Allow students to reflect on 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 make a debate on the issue raised by each school of thought . -Follow up students activity and time -Give concluding remarks -Give library and home works

day 2 and 3

Able to grasp lesson objectives -participating actively during discussions and 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 of student s

Quiz 5%) on the two days lesson and oral presentation

Oral comme nts of student s on the progres s of the lesson

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

(2001). Class, Race, Gender, and Crime. Social Realities of Justice in America -BONNIE THORNTON DILL and RUTH ENID ZAMBRANA (2009) Emerging Intersections Race, Class, and Gender in Theory, Policy, and Practice

-see paid work in the labor market across gender and class -describe how things becoming gendered Day 4

Class, Gender and the Labor Market

Gap lecturing , discussio n and presenta tion

4.1 Paid and Unpaid Work 4.2 Becoming Gendered

Introducing the objective of the lesson -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 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 discussions and presentation Outside the class room: read books and come with clear information about the principles of natural selection and how it works in the different forms of life by providing their own Example

Make objective and instructions clear -Give clear examples -visual aids through projectors -Give feed back -Give advice

Instruct ors comme nt. -peer comme nts of student s

Assignments on the basic premises and conclusion of natural selection by giving their own example(5%)

Written comme nts of student s through piece of paper on the progres s of the lesson

Gregg Barak And Jeanne


Flavin

(2001). Class, Race, Gender, and Crime. Social Realities of Justice in America --BONNIE THORNTON DILL and RUTH ENID ZAMBRANA (2009) Emerging Intersections Race, Class, and Gender in Theory, Policy, and Practice

Disclose knowledge difference across gender Grasp different 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 and Feminist Strategies

Gap lecturing , discussio n and presenta tion

Introducing the objective of the lesson -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 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 discussions and presentation Outside the class room: read books and come with clear information about the principles of natural selection and how it works in the different forms of life by providing their own Example

Make objective and instructions clear -Give clear examples -visual aids through projectors -Give feed back -Give advice

Instruct ors comme nt. -peer comme nts of student s

Assignments on the basic premises and conclusion of natural selection by giving their own example(5%)

Written comme nts of student s through piece of paper on the progres s of the lesson

Gregg Barak And Jeanne


Flavin

(2001). Class, Race, Gender, and Crime. Social Realities of Justice in America --BONNIE THORNTON DILL and RUTH ENID ZAMBRANA (2009) Emerging Intersections Race, 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): 2333. 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

Kingsley Davis and W. Moore, Some Principles of Stratification Melvin Tumin, Some Principles of Stratification: A Critical Analysis