LESSON PLANS - ITVS

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016HALF THE SKYMaternal Mortality and The Global Health Divide<strong>LESSON</strong> PLAN PROCEDURESPost-Screening Activity:Maternal Mortality Case StudiesClass Time: 45–50 minutesYou will need: Student Handout E: Maternal Mortality Fact Sheet, Student Handout F:Maternal Mortality Case Study, Student Handout G: Case Study Action Plan, pens/pencils,whiteboard/blackboard, dry-erase markers/chalkGoal: Students will discuss the film module and consider how their understanding ofmaternal mortality has evolved over the course of the lesson. They will then work in groupsto examine the maternal mortality crisis through the lens of three case studies and developan action plan to improve maternal health for women in that community. Finally, they willdemonstrate their understanding of the issue by working in groups to research the status ofmaternal healthcare in their community and develop an outreach and/or education campaignto raise awareness and advance the cause of maternal health.Part 1: Discussion Questions (5–10 minutes):Begin by discussing Maternal Mortality in Somaliland film module and ask volunteersto share their notes and quotes from the screening guide. Use some or all the followingquestions to guide the class discussion:--Maternal health and maternal mortality are global issues. Why did the filmmakers choose tofocus on the situation in Somaliland?--What are the dangers that pregnant women face in Somaliland?--What did Edna Adan and Nicholas Kristof describe as the barriers to care?--Edna said the pregnant woman died of a treatable condition. Why did she die? What wasthe name of the condition? What other factors contributed to her death?--Edna said she is waging a war. What does she mean by this? With whom or what do youthink she is at war?--What strategies is Edna’s hospital using to address the problem? What have been someof the outcomes?--Why do you think Edna has focused her attention on training 1,000 midwives rather thantrying to establish more hospitals around the country? What do you think the benefits andchallenges of each approach would be?--Edna is from Somaliland. How important is that fact to the success of her project? In whatways (if any) would the impact of the hospital in the community have been different if aninternational organization or a foreign individual established it?--When reporting on the maternal mortality crisis, Nicholas Kristof has said: “The reason forthe gap [in maternal healthcare] is not that we don’t know how to save lives of womenin poor countries. It’s simply that poor, uneducated women in Africa and Asia have neverbeen a priority either in their own countries or to donor nations.” What do you think hemeans by this? Do you agree with this statement? Based on what you saw in the film,why do you think poverty and lack of education make women more vulnerable to illness ordeath during pregnancy and labor?
017HALF THE SKYMaternal Mortality and The Global Health Divide<strong>LESSON</strong> PLAN PROCEDURESPost-Screening Activity:Maternal Mortality Case Studies (cont.)--When discussing the maternal mortality crisis, the former UN Deputy General Asha-RoseMigiro asked the question: “Would the world stand by if it were men who were dying justfor completing their reproductive functions?” What are your thoughts? What role do youthink gender-based discrimination plays in the global maternal health crisis?--The United States spends more on healthcare than any other country, but as mentionedearlier, its record on maternal health and mortality pales compared to many other nations.Why do you think that is? Do you think there are any parallels between the challengeswomen face in Somaliland and the United States? Why or why not?--When Edna talked about the history of the hospital, she said, “the world built this hospital.”What did she mean by this? Do wealthy countries have a responsibility to help poorercountries improve their maternal health care? Why or why not? What more could or shouldthe United States do to improve maternal health worldwide?--Do you think quality maternal healthcare is a right or a privilege? Explain. Do you think it isa human right?Part 2: Fact Sheet and Review (10 minutes):• Distribute the Student Handout E: Maternal Mortality Fact Sheet• Ask students to work in pairs to review the fact sheet and consider how its information andthe film compare to the results of the prescreening brainstorming activity. The class willdiscuss briefly and record observations, questions, and notes on the board.Part 3: Maternal Health Case Studies (30 minutes):• Explain to students that they will examine the maternal mortality crisis through the lens of oneof three case studies. They will work with their group to identify the primary barriers to carefor each case and to develop an action plan that could help women in a similar situation.• Divide the class into groups of three to five students and give each group one of the threecase study handouts to review from Student Handout F: Maternal Mortality Case Study.• Have each student group review its case study and complete the Student Handout G:Case Study Action Plan worksheet by identifying the challenges that each woman and herfamily faced, discussing the barriers to care and developing an action plan that could helpwomen in a similar situation.• When the handouts are completed, each group will present their action plan to the classand receive feedback.• Variation: Each group receives the same case study, and after preparing their plans ofaction, the groups will share and compare their results.• The activity should conclude with a discussion of what they have discovered through thelesson and the film module viewing. Have students to revisit the question: “Why doesmaternal mortality matter to me?” and discuss if and how the film and activities haveaffected their attitudes and perceptions.
Page 2 and 3: Table of ContentsWelcome Letter 01H
Page 4: 02How to Use This GuideThis Educato
Page 7 and 8: 05About the DocumentaryIn 2006, Pul
Page 9 and 10: 07About the DocumentaryIntergenerat
Page 11 and 12: 09Film Module SummariesMaternal Mor
Page 13 and 14: 011HALF THE SKYMaternal Mortality a
Page 17: HALF THE SKYMaternal Mortality and
Page 25 and 26: HALF THE SKYMaternal Mortality and
Page 27 and 28: Student Handout A:Why Does Maternal
Page 29 and 30: HALF THE SKY: MATERNAL MORTALITYStu
Page 31 and 32: Student Handout B v2:The Health Div
Page 43 and 44: 041HALF THE SKYEducation for AllLES
Page 50 and 51: HALF THE SKYEducation for All048Ext
Page 52 and 53: HALF THE SKYEducation for All050Add
Page 54 and 55: HALF THE SKY: EDUCATION FOR ALLStud
Page 60 and 61: HALF THE SKYGender-Based Violence:
Page 62 and 63: 060HALF THE SKYGender-Based Violenc
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066HALF THE SKYGender-Based Violenc
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068HALF THE SKYGender-Based Violenc
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HALF THE SKYGender-Based Violence:
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HALF THE SKYGender-Based Violence:
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HALF THE SKY: GENDER-BASED VIOLENCE
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Student Handout B:Film Module Scree
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HALF THE SKY: GENDER-BASED VIOLENCE
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080HALF THE SKYSex Trafficking and
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HALF THE SKYSex Trafficking and Int
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HALF THE SKYSex Trafficking and Int
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HALF THE SKY: SEX TRAFFICKING AND I
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Student Handout D:Upstander, Bystan
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Teacher Handout A:Mapping Modern Sl
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0106HALF THE SKYWomen’s Economic
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HALF THE SKYWomen’s Economic Empo
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HALF THE SKY: WOMEN’S ECONOMIC EM
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0124Purchasing the Full-length Film
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