Goals:

• The students will experience different challenges to understand the term “Glass ceiling”.
• The students will learn about women who broke through their “glass ceiling”, with work sheets.

Activity order:

1. Introduction.
2. Self-Study.
3. Dilemmas.
4. Conclusion.

We will choose two volunteers from the group. Each time, the chosen pair will have to carry out the same task but one of them will be “restricted” in some kind of way.

We will explain that in the next activity we will be talking about women who changed reality. What does this mean?

Things that seem obvious for us today were not always so. Women could not always learn in school, vote or be voted for, and more. The fact that women could “break the glass ceiling” is novel.

We will ask all of the group members to choose something that, for them, represents a “glass ceiling” that s/he would want to break.

We’ll spread of the “getting to know you” cards with the characters. We will allow a few minutes for the students to walk around the room and read about the characters. 

*It is also possible to split up into smaller learning groups or to learn the subject together as a one group.

We will split the group into several discussion groups. A number of participants will be invited to sit around each table.

Each group will receive a Facebook page of a character. The page will contain three posts that present a dilemma that the character is dealing with.

Each discussion of a character will be limited to 15 minutes, after which the group will switch character cards between them. In this way, each group will learn about at least three dilemmas.

*It is also possible to do shorter rotations of 8-10 minutes. That way, each group will be able to discuss all of the dilemmas.

At this point, we will lay out pictures of signs of places/articles/headlines that are connected to the characters that we’ve spoken about, before the participants. (It’s also an appropriate stage for Jerusalem street names)

In the first stage, we will make connections between the pictures and the characters, emphasizing the connection between them.

In the second stage, we will ask the participants: why do you think that these characters play such central roles in our culture?

We will conclude by explaining that these characters carried out revolutions by taking a reality in which a certain something didn’t exist previously and literally creating it. 

This is not an abstract topic- we can do the same in our private lives!

We will remind the participants about the things we thought/wrote about at the beginning. Each one of us has obstacles to overcome in our lives. We want to be inspired by these characters, to learn from them and to break down personal and social conventions that restrict us, in order to create a better reality.