GAD Coursepack 2024-2025 - Lesson 1, 2, 3, and 4 PDF

LESSON 1 SEX, GENDER, AND SEXUALITY  ***TRY THIS!*** 1. **Outline the similarities and differences in your answers.** 2. **What should girls or boys be or do?** 3. **Discuss what roles society thinks boys and girls should play?** **SEX** +------------------------------...

LESSON 1 SEX, GENDER, AND SEXUALITY  ***TRY THIS!*** 1. **Outline the similarities and differences in your answers.** 2. **What should girls or boys be or do?** 3. **Discuss what roles society thinks boys and girls should play?** **SEX** +-----------------------------------+-----------------------------------+ | SEX | GENDER | +===================================+===================================+ | Physiological | Social | | | | | Related to Reproduction | Cultural | | | | | Congenital | Learned behavior | | | | | Unchanging | Changes overtime | +-----------------------------------+-----------------------------------+ - Sex-the biological aspects of sex; maleness or femaleness - Gender- the social interpretation of sex; masculinity, femininity, etc. - Sexuality- the totality of our own experience of our sex and gender - Sex chromosomes-chromosomal markers that distinguish Female (XX) from male (XY) species - Intersex- individual's composite genitals (possessing some characteristics of both male and female Genital)  1. *Distinguish sex, gender, and sexuality and provide at least 3 examples each on how each is manisfested in real life situation.* 2. *What are the different expectations for girls, boys, and LGBT according to your families and school?*  **Closure** LESSON 2 GENDER AND SEXUALITY ACROSS TIME  ***Gender Socialization!*** **PATRIARCHY** - Patriarchy- social system where men primarily holds power in the political and private spheres - Feminism- continuing series of social movements that aim to challenge the patriarchal society that creates oppressive political structures, beliefs, and practices against women.  1. *In your group, interview pwoplw from different age groups:* a. *Adolescent (18-20 years old)* b. *Early adult (21-40 years old)* c. *Elderly (50 years old and above)* 2. *Ask them what they can think of when they hear the words "gender" and sexuality"* 3. *Create your report in a short bond paper. Present your output in class.*  **Closure** LESSON 3 GENDER AND SEXUALITY AS A PSYCHOSOCIAL ISSUE  ***Try This!*** 1. What are your family's expectations of you as male/female member of the family? How do you feel about these expectations? \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ 2. What are your peer's expectations of you as male/female? How do you feel about these expectations? \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ **What Does Psychosocial Mean?**  - Psychosocial - a term pertaining to psychological and social factors and the interaction of these factors. - Psychosocial issues - needs and concerns relating to one or all of the psychosocial dimensions. - Reproductive role - the social script ascribed to individuals pertaining to their role in child-bearing or child-rearing and related tasks such as maintaining the household. - Productive role - the social script ascribed to individuals pertaining to their role in economic production and related tasks such as engaging in public affairs and living in the world of work.   **Closure** LESSON 4 RISKY BEHAVIORS OF ADOLESCENTS  ***Try This!*** 1. What do you think is the problem of today's generation? Support your claims. \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_. 2. What solutions can you offer to address the said problems? \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_.  **Adapted from DOH Adolescent Job Aid Manual 2009** **Harmful practices** - You do not need to take drugs to be liked by other people. - You do not need to take drugs to feel brave or courageous. - You do not need drugs to cope with sorrow or disappointments. You have, inside you, the strength and inner resources to deal with any situation and any problem. - Risk - the probability that a hazard in the environment can actually negatively affect the individual. - Risk-taking - a behavior of doing something regardless of potential loss. - *In your group, create a poster to raise awareness about the dangers of illegal drug use and promote a drug-free lifestyle.* - *Digital posters are also accepted.* - *Do this in a short bond paper and present your poster in class.* ***Evaluation Criteria:*** - ***Creativity:** Originality and artistic quality of the poster. -- 5 pts.* - ***Clarity of Message:** How effectively the poster communicates the anti-drug message. -- 5 pts.* - ***Originality:** Uniqueness of design and how well it grabs attention. -- 5 pts.* - ***Presentation:** Ability to clearly explain the poster\'s message and the reasoning behind it.*  **Closure** LESSON 5 STEREOTYPE, PREJUDICE, AND DISCRIMINATION  ***Try This!*** 1. In your group, each member shall be given a chance to share a personal story about a time they experienced or witnessed prejudice or discrimination. 2. After all members has shared their story, choose at least 2 scenarios from the group sharing and write about it in a 1 whole sheet of paper with the guide questions below: a. What happened during the incident? How did the storyteller feel at the time? b. What can we do to prevent such incidents of prejudice and discrimination in our community? How can we raise awareness and educate others about the impact of prejudice and discrimination?  **STEREOTYPE** **PREJUDICE** **DISCRIMINATION** **FREEDOM AND EQUALITY** 1. *Differentiate stereotypes, prejudice, and discrimination. Provide five examples of each.* **Closure** LESSON 6 GENDER-BASED VIOLENCE  ***Try This!*** 1. In your group, watch the assigned YouTube videos below: - Group 1 \-- **Totoong Magulang \| Ipaglaban Mo Recap** () - Group 2 \-- **Ungol \| Ipaglaban Mo Recap** () - Group 3 \-- **Ipaglaban Mo Recap: Bayad** () - Group 4 \-- **Ipaglaban Mo Recap: Saklolo** () - Group 5 **\-- Paasa \| Ipaglaban Mo Recap** () - Group 6 **\-- Taiwan \| Ipaglaban Mo Recap** () - Group 7 **- Gayuma \| Ipaglaban Mo Recap** - Group 8 **- Sabik \| Ipaglaban Mo Recap** () - Group 9 - **Cyber Bugaw \| Ipaglaban Mo Recap** () - Group 10 - **\'Dangal \' Episode \| Ipaglaban Mo Trending Scenes** () - Group 11 **- Ipaglaban Mo Recap: Sakal** () 2. In a 1 whole sheet of paper, answer the following questions based on what you have watched: a. What transpired on the video? What challenges related to gender-based violence were highlighted in the video? b. What were the solutions or actions suggested on the video? Do you think these solutions are feasible? c. How did the video make you feel? What specific moments or stories evoked the strongest emotional reaction from you? d. As students, how can you help stop gender-based violence?  **GENDER-BASED VIOLENCE** **SURVIVOR, VICTIM, AND PERPETRATOR** a. persons with real or perceived power; b. persons in decision-making positions; and c. persons in authority. - the right to life, liberty, and property of persons; - the right to the highest attainable standard of physical and mental health; - the right to freedom from torture or cruel, inhuman, or degrading treatment or punishment; - the right to freedom of opinion and expression and to education (UNFPA 2014). Definition of Term: - Gender-based violence - any harmful act that is perpetrated against a persons will and that is based on socially-ascribed (gender) differences between males and females (Inter-agency Standing Committee Guidelines for Integrating Gender-based Violence in Interventions in Humanitarian Action 2015). - *Preoare for a short quiz.* **Closure** LESSON 7 WOMEN AND THE LAW  ***Try This!*** 1. Search in the internet what Article of 1987 Philippines Constitution that state the rights and recognizes the role of the women and its provision. 2. Search on the Internet what are the trainings programs (at least 3) that is being implemented in the Philippines (anywhere) on RA 9262. 1. **four kinds of violence against women and children are defined**-the law defined four kinds of violence-physical, psychological, sexual, and economic-in its effort to encompass all types of abuses inflicted to women and their children; 2. **VAWC is a public crime**-the crime is perpetrated not only against a single individual, but against the entire society, thus, anyone who has personal knowledge of the abuse, violence, or discrimination can file a complaint; - **The 1987 Constitution** - the fundamental law of the country upon which all the laws are anchored or based on; - **Magna Carta of Women** - the main law enshrining all the rights of women and their roles in building the nation; and - **Nation Building** - collaborative efforts and means to establish and develop the country. - **Protection Orders** - orders issued by the Barangay or the Courts distancing the perpetrator from the victim and vice versa for reasons provided for by the law. - **Public Crime** - nature of a crime wherein it is considered to be an affront to the society, allowing anyone who has personal knowledge to file a case for VAWC.   **Closure** LESSON 8 LAWS AND POLICIES ON VIOLENCE AND DISCRIMINATION OF THE MEMBERS OF THE LGBTQ+  ***Try This!*** - **Do you agree or disagree to the decision of the court? Provide your reason why.** A. **The Labor Code of the Philippines (PD 442).** The Labor Code is the national law covering employment for the private sector in the Philippines. With the exception of prohibitions against discrimination of women, it does not contain any provision that prohibits discrimination on the basis of gender identity, particularly on the members of the LGBTQ+. B. **CSC No. 01-0940-the Civil Service Commission\'s Policy on Anti-Sexual Harassment.** The Civil Service Commission Administrative Disciplinary Rules on Sexual Harassment Cases includes other less grave, punishable offences. These include prohibiting \"derogatory and degrading remarks or innuendoes directed toward the members of one\'s sex, or one\'s sexual orientation or used to describe a person\". This Rule applies to all government entities that fall under the Civil Service jurisdiction.   **Closure** LESSON 9 UNDERSTANDING SEXUAL HARASSMENT  3. **Socio-cultural Theory** 4. - **Sexual Harassment** - it is an act or a series of acts involving any unwelcome sexual advance, request, or demand for a sexual favor, or other verbal or physical behavior of a sexual nature, committed by a government employee or official in a work-related, training-, or education-related environment. - *Search the Internet and read the case of Navara vs. Sanchez (GR No. 169449, March 26,2010) and Digitel vs Soriano (GR No. 166039, June, 2006).* - *Compare the rulings of the SC on the two case*  **Closure** LESSON 10 GENDER IN LABOR, EDUCATION AND HEALTH  ***TRY THIS!*** *Instructions:* As a group, perform the following: 1. Fill in the information in the table below: **Work/Job** **Man (Does this at Home)** **Woman (Does this at Home)** **Man (Does this Outside)** **Woman (Does this Outside)** ----------------------- ----------------------------- ------------------------------- ----------------------------- ------------------------------- Tailor/Sew Clothes Cook Wash clothes Wash plates Teacher Househelp (maid/yaya) Driver 2. Answer the following questions below: a. Does being born boy or girl decide the type of work an individual does when she/he grows up? Why? b. Can girls/women take up work that is normally considered done by boys/men? Why do you think so? Give some examples. c. Can boys/men take up work that is normally considered done by girls/women? Why do you think so? Give some examples. 3. Present your output in class.  - **Labor** - activities pertaining to developing goods and delivering services for economic reasons. - **Workforce** - a sector in the population engaged in economic and productive activities. - **Social services** - services that are necessary for individuals and families to maintain social functioning and achieve their utmost potentials. - **Education** - process of teaching and learning, and related activities geared towards making this process organized, effective, and respond to people\'s needs. - **Health** - sense of well-being; absence of diseases - **Mental Health** - sense of mental well-being which allows achievement of human potentials through positive coping. - *Conduct an interview among your family and friends about what they think are the contributions of women, LGBTQ+, and men in the world of work.* - *Write down a brief report of their responses.*  **Closure** LESSON 11 GENDER AND ACTIVISM  ***TRY THIS!*** 1. 2.  - **Activism** - collective efforts to shape and transform political, sociocultural, and other environmental status quo. - **Participation** - contributing in transforming social realities by engaging and taking part in various aspects of an initiative or reform. - **Collaboration** - working together towards a goal.  **Closure**