International Women's Day is a global day celebrating the social, economic, cultural and political achievements of women.
The day also marks a call to action for accelerating gender parity. Significant activity is witnessed worldwide as groups come together to celebrate women’s achievements or rally for women’s equality.
1.6 According to Clara Zetkin, the first step for women to improve their conditions would be to work, because…
1.7 Why did ‘International Woman’s Day’ fell out of favour in the West (in the 1930s)?
1.8 When was ‘International Woman’s Day’ (woman = singular) coined to ‘International Women’s Day’ (women = plural)?
1.9 In what year did the UN (United Nations) start to yearly celebrate ‘International Women’s Day’?
Between counties worldwide, opinionsBeing able to know whether something is fact or opinion, is very important when reading news or watching an advert for example. • A fact is something that can be proved to be correct. • A… Read more about Women’s Day vary a lot.
2.1 First, read the statement below. Explain the meaning of the statement and explain why this is both a strength and a weakness.
“No one government, NGO, charity, corporation, academic institution, women’s network, or media hub is solely responsible for International Women’s Day”.
2.2.1 Write down three countries of which you think that International Women’s Day is a national holiday for everyone. Motivate your answer using arguments or factsBeing able to know whether something is fact or opinion, is very important when reading news or watching an advert for example. • A fact is something that can be proved to be correct. • A… Read more.
2.2.2 Write down three countries of which you think that International Women’s Day is a national holiday for women only. Motivate your answer using arguments or factsBeing able to know whether something is fact or opinion, is very important when reading news or watching an advert for example. • A fact is something that can be proved to be correct. • A… Read more.
2.2.3 Last, write down three countries of which you think that International Women’s Day is NOT a national holiday. Motivate your answer using arguments or facts.
2.3 Are you surprised with the countries that marked / not marked International Women’s Day as a national holiday?
2.4 Pick a country from the map that…
2.4.1 …marks International Women’s Day as a national holiday, a country that marks it as a national holiday for women and a country that doesn’t mark it as a national holiday.
2.4.2 …marks International Women’s Day as a national holiday for everyone. Explain why you think that this country did so.
2.4.3 …marks International Women’s Day as a national holiday for women only. Explain why you think that this country did so.
2.4.4 …does NOT mark International Women’s Day as a national holiday. Explain why you think that this country did not do so.
Statement 1: “International Women’s Day should not be celebrated in The Netherlands anymore because men and women here are treated equal.”
3.1 Give three arguments against the statement above.
3.2 Give three arguments that support the statement above.
3.3 Do you agree with statement 1? Explain why. You may use the arguments that you mentioned earlier.
Statement 2: “By not marking International Women’s Day as a national holiday for women, The Netherlands shows that gender equality is not its priority.”
3.4 Give two arguments against the statement above.
3.5 Give two arguments supporting the statement above.
3.6 Do you agree with statement 2? Explain why. You may use the arguments that you mentioned earlier.
Statement 3: “If there is an International Women’s Day, there should also be an International Men’s Day.”
3.7 Give two arguments against the statement above.
3.8 Give two arguments supporting the statement above.
3.9 Do you agree with statement 3? Explain why. You may use the arguments that you mentioned earlier.
3.10 Team up with at least one other classmate. Compare your answers and discuss them. What is your group conclusion?
Core assignments for students
Discover whether you master the essence of this case by completing the corresponding core assignments. If necessary, you can share your answers with your teacher or supervisor.
Recommended by teachers
Corner debate | Group activity
For making a choice or deciding on a point of view
The students are given a question/assignment/proposition with a list of choices. Each of these choices is assigned a particular location in the classroom, for example, a corner. Individual students choose one of these corners. (The choices are quickly written down on paper, so that you can’t see what your friends have written).
Students go to their ‘chosen’ corner. They talk in pairs about their choice and look into the arguments. This can lead to a class discussion. If necessary, students join another group. Which group is able to attract the most ‘defectors’?
Students return to their places and write down the most important arguments for each of the choices.
Group discussion (or problem-solving discussion) | Dialogue
Reflective discussion as part of a group, pooling knowledge/ideas/opinions with the aim of learning from this. A stimulus to creative, problem-solving and evaluative thinking.
Someone (teacher or student in a smaller group) is appointed as moderator. Without impinging on the subject matter, this person guides the discussion through the different phases (defining the problem, defining the scope of the subject, dissecting the problem, seeking solutions, discussing propositions, formulating the conclusion).
Pitfall: students must have sufficient background knowledge.
Variants: one empty chair, carousel discussion, triangular discussion, forum discussion/panel, debate, with or without a role.
Learning discussion (or evaluation or discussion method) | Dialogue
Students learn how to find solutions for themselves (via diagrams, plans, outlines, etc.)
Discussion (individual or as part of a group) about the learning experiences of the student; the teacher acts as moderator and remains in the background. The emphasis is on (learning) how to identify learning moments: what could have been improved and how?
Peer-tutoring (or partner group activity) | Group activity
A student gives a lesson to a fellow student; this can be done in any number of ways.
Afterwards, the student-teacher receives feedback after which, if required, the roles can be reversed.
It is recommended that control questions are asked to analyse the critical parts of the lesson!
Teacher-led class discussion | Dialogue
A carefully managed dialogue in which students - through questioning - are invited to contribute their own ideas in a direction desired by the teacher. Effective control of the questioning is crucial.
Tip? Ask clear-cut questions, try to involve all the students, probe further, etc.