Women in Foreign Policy: Instructions for Teachers

Central Question:

What is the most

effective foreign
policy strategy for the
advancement of
women worldwide?

The foreign policies of many developed countries have long ignored the
needs of women and girls, but thats changing. In recent years, countries
like Sweden, Australia, Canada and the US have been talking about
adopting a feminist foreign policy which emphasizes the importance of
including women in development, peace and security, and using the tools of
foreign policy to actively stand against global, systematic, and sometimes
legalized oppression of women.

With a shared understanding of the importance of the advancement of

women and the political will to support new policies, countries like the United States are allocating resources
to addressing this issue. For example, since 2012, the US has spent more than $1 billion annually on gender
programming worldwide in service of the advancement of women. Since 2003, the US has spent an
additional $1.5 billion, just to support the advancement of women in Afghanistan.
The question is no longer whether or not this foreign policy is important, but which strategy will best support
the advancement of women worldwide.
UNAGB and PRI are asking students in the greater Boston area to share their ideas by considering three
priority issues that are having a positive impact on the lives of women and girls around the world. Students
should research each issue using the Issue Briefing Guide, discuss the question from a global perspective,
and then make their final proposal. Use the student facing PowerPoint to guide your students through each
step.

STEP ONE: Students rank the proposed foreign policy strategies based on
what they already know about the advancement of women.

STEP TWO: Students learn more about the issue using Issue Briefing
Guides and the PRI website.

STEP THREE: Students prepare for a Model UN discussion by taking on a

countrys perspective on the topic.

STEP FOUR: Students engage in a Model UN discussion from the perspective

of their assigned country.

STEP FIVE: After considering the central question from a global perspective,
students reconsider their initial ranking and see if their ideas have changed.

This activity can be done in two class periods or two weeks, depending on available time. To complete this
activity in two lessons, use the following sequence.
Class 1

Homework

Class 2

Steps One and Two

Step Three

Steps Four and Five

To extend this activity, encourage

students to do further research for Steps Two and
Three. We recommend starting with http://www.pri.org/verticals/across-womens-lives and
http://www.unwomen.org/en.
Materials Overview
Material
s:
Instruction
s for
Teachers
PPT

When do I
use this?

All STEPS

The PowerPoint deck is designed to guide students through all 5 steps of the
lesson. Additional notes are provided for teachers in the comments session.

Student
Worksheet

STEP ONE
STEP FOUR
STEP FIVE

Print one worksheet for each student. They will use this to record their
before/after rankings and to take notes during the Model UN Discussion.

Issues
Briefings

STEP TWO

Print one complete set (3 briefings) for each student. They should read the
information in the briefings and answer the questions that follow.

Country
Profiles

STEP THREE

The country profiles have information about how each country is pursuing the
strategy within its borders.

Notes:
This includes the following sections: (1) Introduction, (2) Materials overview, (3)
Standards alignment, (4) Authors and Bibliography

Assign the countries to students. (Note: in parliamentary procedure, discussion

participants are delegates and teams of delegates are referred to as delegations).
Ideally there are between 2-4 delegates per country.
Discussion
Preparatio
n

STEP FOUR

Students prepare for discussion by brainstorming and then writing an opening

statement in a speech frame.

Roll Call
List

STEP FOUR

Start the Model UN Discussion by taking roll call and reading aloud the
countries present in alphabetical order, using the roll call list.
If youd like to continue using a discussion format inspired by Model UN use the
following sequence for discussion:
1. Roll Call: Call attendance.
2. Speakers List: Ask students to raise their placard if they wish to speak,
make a list on the board. Set a 1min 30sec speaking time for each speech.
(Students can take notes during discussion using the Student Worksheet)
3. Moderated Caucus: After opening statements have been given, facilitate
a discussion in which delegates respond directly to each other. Remind
them that after they are called on and when they finish speaking they
should say, thank you, Chair.
4. Straw poll vote: Ask students to vote on which strategy they believe will
be the most effective.

SL.9-10.1C Respond thoughtfully to diverse perspectives, summarize

points of agreement and disagreement, and, when warranted, qualify or
justify their own views and understanding and make new connections in
light of the evidence and reasoning presented.

SL.9-10.1 Work with peers to set rules for collegial discussions and
decision-making (e.g., informal consensus, taking votes on key issues,
presentation of alternate views), clear goals and deadlines, and individual

SL.9-10.6 Adapt speech to a variety of contexts and tasks, demonstrating

command of formal English when indicated or appropriate.

SL.9-10.4 Present information, fndings, and supporting evidence clearly,

concisely, and logically such that listeners can follow the line of reasoning
and the organization, development, substance, and style are appropriate to
purpose, audience, and task.

roles as needed.

STEP FOUR

SL.9-10.1 Come to discussions prepared, having read and researched

material under study; explicitly draw on that preparation by referring to
evidence from texts and other research on the topic or issue to stimulate a
thoughtful, well-reasoned exchange of ideas.

RH.9-10.9 Compare and contrast treatments of the same topic in several

primary and secondary sources.

One
Two

RH.9-10.1 Cite strong and thorough textual evidence to support analysis

of what the text says explicitly as well as inferences drawn from the text.

Country
Placard
Print one
placard per country delegation. When a delegate wishes
to speak they should raise their placard horizontally. On the back of the placard
are reminders for delegates about parliamentary procedures and questions they
most pose to the group. There is one blank placard if you would like to add
additional countries to the discussion.

Standards alignment
These learning activities were designed to achieve standards laid out in the Common Core. The lessons were
designed for students in grades 9-10. Some of the topics students will encounter in these lessons, especially if
independent research is allowed or encouraged, are particularly challenging. We encourage teachers to
preview all material and to use their discretion.

Common Core Standards: Reading in History, Writing, Speaking and

Listening
Listed by step.

Thre

e
Four
Five

X
X

Authors and Editors

Isis Madrid, Public Radio International
Maria Muriel, Public Radio International
Lena Granberg, United Nations Association of Greater Boston
Caitlin Moore, United Nations Association of Greater Boston
Shivam Senjalia, United Nations Association of Greater Boston
Hallie Coyne, United Nations Association of Greater Boston
Tatiana Hovsepyan, United Nations Association of Greater Boston
Steve Ketchanga, United Nations Association of Greater Boston
Reza Sayeed, United Nations Association of Greater Boston
Sarah Tai, United Nations Association of Greater Boston
Hillary Nekemya, United Nations Association of Greater Boston
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