Liceo Scientifico

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Immaginare la Pace Classi 4A e 4D
Liceo Scientifico Albert Einstein           
Teacher M.Beltramini
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Credits
4A
AITA RICCARDO
BALDO SILVIA
BERGAGNA ALESSIA
CAISSUTTI CHIARA
CAPPELLO GIUSEPPE
CONTIN FRANCESCO
DELBELLO FEDERICA
FABRIS LUCIA
GUZZON GIACOMO
JELICIC MARTINA
LIVON MARCO
NIGRO ANTONELLA
PASTORICCHIO MANUELA
POZZAR COLINASSI FOSCA
PROIETTI BOCCHINI GIULIA
ROSSETTI GAIA
SORATO MARA
SOYER THERESA
4D
BRUNO TINA
CECUTTI FEDERICO
COZZUTTI VALENTINA
CUOCO MARTINA
DE MARCHI MARCO
DIJUST ALBERTO
FALCO DOMENICO
FERLAT LAURA
GALOPIN GIULIA
LONGO ANGELA
LONGO ANNAMARIA
PADRONE CHIARA
PAVAN CLAUDIA
PETRUCCO GIACOMO
POLITTI EMANUELE
ZONCH CESARE
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Materials

• The materials attached to the present work result
  of the shared choice made by all the students of
  both classes.
• The choice was made during a tutorial in the
  school Aula Magna on the 23rd of March 2005.
• The criteria followed were to provide examples
  of the students different kind of activities and
  contributions.

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Project Structure

• I PHASE
• Class Brainstorming
• Group Brainstorming
• Process decision making
• II PHASE
• Finding out the meaning of the word peace in
  different dictionaries
• Methodology
• Dictionary Research (studied languages)

Latin Italian French German English

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• III PHASE
• Selecting Materials
• METHODOLOGY
• Search of word occurrences ? context/s ?
  reconstruction of historical background
  (documentation of such activities are attached to
  the texts of the single documents analyzed)
• Hypothesis making of possible meaning
• Gathering data/result/s
• Analyzing and interpreting data
• Drawing possible conclusions (read more 1 - 2
  3) Personal Interpretation
• Decisions making on behaviors to take

Documents Documents
Magna Charta The American Constitution
Petition of Rights The French Constitution
Bill of Rights The Italian Constitution
The German Constitution
Treaty establishing a Constitution for Europe (English Italian)

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• IV PHASE
• Class test short essay writing (some examples 4A
  - 4D) about the different relevance of the word
  peace
• V PHASE
• Personal discussion of articles (some examples 4A
  4D)
• Classtest analysis of an article or interview
• Testimonials famous quotations (Bible, Matthew,
  M.Gandhi, Malcom X, John F.Kennedy, Woodrow
  Wilson, Michael Franti, Sigmund Freud,)
• Choice of favourite quotations (4A 4D)

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• VI PHASE
• Face - to - face lessons Treaty establishing a
  Constitution for Europe
• The word peace in the Preamble (read 1 2 3 4 5)
  and the full text
• Analysis of occurences (4A 4D)
• VII PHASE
• Deciding about a possible right to adopt in the
  class context
• Writing suggestions for school charter (4A - 4D)
  in favour of right adopted
• VIII PHASE
• Metacognition (going back to process different
  steps)
• Possible follow up

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Motivation

• The project is the result of the efforts of
  classes 4A and 4D to
• reflect on the over use of the word peace in
  todays media
• be a contribution to the ISIS Project Imagining
  Peace through an action research process of the
  students and the teacher
• provide occasions for reflection on peace 1 2 3
  4 5 6 7 8 9 10 (a never granted and unstable
  condition) in the English class context and the
  related curriculum
• try and implement active and inclusive forms of
  citizenship in class contexts
• and, last but not least,
• promotes active participation and opinion
  formation on the basis of reflection and
  awareness as a result of the learning process.

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Logbook

• The process can be considered
  cross-cultural
• it involved the analysis of documents and papers
  from different sources and cultures
• it covered a range of time of mainly two months
  and was carried out in class, group activities as
  well as homework tasks
• it required interacting, listening, reading,
  speaking and writing activities and skills in
  English and I.C.T practice
• it involved summing up and public reporting about
  the history of England and the hot moments that
  marked the birth of the different papers and
  constitutions
• whats more it implied use of microlanguages
  (administrative and legislative registers).

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Pros

• Reflecting on the use of words
• Making hypothesis
• Finding out possible meaning/s
• Making research (dictionaries, documents, the
  media)
• Drawing possible conclusions on the basis of
  quality and quantity data
• Discussing hot contemporary issues
• Making decisions on behaviours to take
• Cooperative practicies

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Contraints

• Time
• school organization (timetable, laboratory
  equipment, poor library, lack of papers and
  magazines..)
• isolation
• confined area of work (subject context)
• assessment

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Possible follow - up

• Analyzing Gospels mountain speech
• Analyzing famous speeches ( M.L.Kings
• I Have a Dream) or other
• Comparing previous speeches to todays
  Presidents speeches about peace
• Analyzing the relationship peace - human rights
• .