Liceo Scientifico “Albert Einstein”            Teacher: Liceo Scientifico “Albert Einstein”            Teacher: M.BeltraminiM.Beltramini

Immaginare la Pace

Classi 4A e 4D

CreditsCredits4A

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

4DBRUNO 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

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.

Project StructureI 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)

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Latin Italian FrenchGerman English

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

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DocumentsDocuments

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)

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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MotivationMotivationThe project is the result of the efforts of classes 4A and 4D to:

• reflect on the over use of the word “peace” in today’s 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.

LogbookLogbook 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;

• what’s more it implied use of microlanguages (administrative and

legislative registers).

ProsPros

• 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

ContraintsContraints:

• Time

• school organization (timetable, laboratory equipment, poor library, lack of papers and magazines…..)

• isolation

• confined area of work (subject context)

• assessment

Possible follow - upPossible follow - up• Analyzing Gospel’s mountain speech

• Analyzing famous speeches ( M.L.King’s I Have a Dream) or other

• Comparing previous speeches to today’s Presidents’ speeches about peace

• Analyzing the relationship peace - human rights

….