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Database Provider


UN Women


11th, 12th, AP® / College


Science, Social Studies, English Language Arts, Justice

Resource Type

  • Article

Regional Focus

South and Central America, Africa, Asia

Overcoming Gender-Based Violence as a Barrier to Human Rights and Environmental Sustainability

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  • This article details how Resilient, Inclusive, and Sustainable Environments (RISE) grants are helping to fight gender-based violence and supporting environmentalism and sustainable natural resources management.
  • Students will read about how these grants are used in countries such as Thailand, Indonesia, the Philippines, Cambodia, Mexico, Zambia, and Kenya to mitigate gender-based violence, increase women's rights, and support access to decision-making roles.
Teaching Tips


  • This article is an eye-opening and interesting read for students at the upper high school or college level.
  • The article features perspectives from many countries around the world, which will show some commonalities and differences that will lead to thoughtful and nuanced conversations.

Additional Prerequisites

  • Students should understand the importance of women in conservation and climate change.
  • The article mentions the realities of the sexual exploitation of women and girls.


  • This resource would work equally well in science classes learning about the role of women and girls in climate change, social studies classes considering how different countries are working towards eradicating gender-based violence, or language arts classes reading non-fiction on either subject.
  • For advanced students, this resource would make a great independent read to supplement in-class learning about gender-based violence and natural resources management. 
  • As an extension, consider having students research other places around the world where these issues are happening and present their finding to the class.
Scientist Notes
This resource from UN Women discusses the Resilient, Inclusive, and Sustainable Environments (RISE) grants challenge hosted by the International Union for the Conservation of Nature (IUCN), as a part of the Generation Equality initiative. After a brief introduction to the challenges women face in conservation and climate change action and a description of the RISE grants, the article turns to each of the five organizations that won RISE grants. The five case studies provide a picture of the critical work being done from Southeast Asia to Central America and Africa. In each of these places, work is being done to protect women who often face physical, sexual, and psychological abuse when they participate in any kind of advocacy or in certain sectors of the economy. This article provides a thorough introduction to the work being done and several links are included for those who would like to learn more about the Generation Equality initiative. This resource is recommended for teaching.

This resource addresses the listed standards. To fully meet standards, search for more related resources.

  • English Language Arts
    • Reading: Informational Text (K-12)
      • RI.11-12.1 Accurately cite strong and thorough textual evidence, (e.g., via discussion, written response, etc.), to support analysis of what the text says explicitly as well as inferentially, including determining where the text leaves matters uncertain.
      • RI.11-12.3 Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.
      • RI.11-12.6 Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.
      • RI.11-12.10 By the end of grade 11, read and comprehend literary nonfiction at grade level text complexity or above with scaffolding as needed. By the end of grade 12, read and comprehend literary nonfiction at grade level text complexity or above.
  • Social Studies
    • U.S. History: America in the World - Civics, Government, and Human Rights
      • 6.1.8.CivicsPI.3.c: Distinguish the powers and responsibilities of citizens, political parties, interest groups, and the media in a variety of governmental and nongovernmental contexts.
  • Science
    • ESS3: Earth and Human Activity
      • MS-ESS3-4. Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems.
      • HS-ESS3-1. Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity.
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