E.L.I.O.T. - ENHANCING LITERACY BASIC SKILLS AND FIGHTING DROPOUT WITH CROSS-CURRICULAR THEATRICAL EXPERIENTIAL LEARNING ID Number: 2016-1-IT02-KA219-024165 Learning Unit template Philosophy
Subject
Themes and issues of the contemporary world
Title
1. To assume the exercise of citizenship reporting and participating in the discussion of issues of national and international public interest 2. To develop awareness of ethical significance and importance of human rights
Goals of the Unit
3. To develop critical awareness of cultural challenges
arising from our
integration in a global society The students will be able to: Develop activities of analysis and confrontation of arguments. Analyze the issues on which a text takes a stand (identify the topic/problem, the
Learning Outcomes
thesis advocated or the answer and the arguments or responses that contradict the thesis and answers which explicitly refutes). Confront the thesis and the argumentation of a text with thesis and arguments. Assume a personal position with regard to thesis and arguments in confrontation. Key competences
Developing activities of analysis and confrontation of arguments.
Analyzing the issues on which a text takes a stand, identifying the topic/problem, the thesis which advocates or the answer; the arguments or responses that contradict the thesis and answers which explicitly refutes.
Confronting the thesis and the argumentation of a text with theses and arguments.
Assuming personal position with regard to theses and arguments in confrontation. Skills
Contents
Interpretation skills (During this topic, students will use texts, photographs, cartoons, images, Internet, speeches, films, TV, video clips to explain
Human Rights and globalization;
philosophical contents and Human
Rights matters)
Women's Rights as Human Rights.
Construction skills ( students will question, argue and define concepts)
1
E.L.I.O.T. - ENHANCING LITERACY BASIC SKILLS AND FIGHTING DROPOUT WITH CROSS-CURRICULAR THEATRICAL EXPERIENTIAL LEARNING ID Number: 2016-1-IT02-KA219-024165 Communication Skills (students will train expressive and communicate powers and present philosophical information in a variety of forms such as essays, paragraphs, images, films, powerpoint presentations and speeches) Social Skills (students will work in groups and being empathetic, apreciating different values, perspectives and viewpoints on different philosophical problems, establishing and justifying personal value positions, contribuing and participating in the community)
Target students/class Prerequisites
10th grade students
The students should be able to read informative texts critically; present and justify an opinion; make an oral presentation; dramatize a simple situation. 2 lessons of 50’
Time expected
Interdisciplinary links
Methodology Human Resources (internal and/or external) Working Tools
http://rfkhumanrights.org/ http://www.ohchr.org/EN/Issues/Pages/WhatareHumanRights.aspx http://www.humanrights.com/what-are-human-rights/universal-declaration-of-humanrights/ http://observatorio-lisboa.eapn.pt/ficheiro/Toolkit-for-action.pdf https://www.youtube.com/watch?v=X_TAOLq_yfA (Malala Yousafzai) https://www.youtube.com/watch?v=--blSbx0Xyg (Malala Yousafzai) https://www.youtube.com/watch?v=rq-jogDdKFU (Emma Watson)
Group work, pair work, individual work, research
Teachers
Books, multimedia (films), photos, music, PowerPoint presentation
2
E.L.I.O.T. - ENHANCING LITERACY BASIC SKILLS AND FIGHTING DROPOUT WITH CROSS-CURRICULAR THEATRICAL EXPERIENTIAL LEARNING ID Number: 2016-1-IT02-KA219-024165
Steps
1ST LESSON Step 1 Students will watch the short film by Samira Makhmalbaf (Iranian director) that takes part in the film «11’9’’01», produced in 2002 by Alain Brigand. (https://vimeo.com/15413726 . Start 2’26’’ to 13’16’’) After viewing the film the students should indicate what problems the film poses in Human Rights matters. Step 2 Students will be introduced to the topic of international Human Rights. They will read some articles from the United Nations’ Universal Declaration of Human Rights. The class is divided into groups of 2/3 students. Each group will explain the Human Rights article that was distributed to them in their own words. They should indicate which ethical and political values underlie the article they are working on (this task is done in a group but not communicated to oher colleagues). Step 3 The class tries to define the concept of Human Rights. Step 4 The class watches the videos of Malala Yousafzai and Emma Watson and tries to establish a relationship between their speeches and the different articles of Human Rights. Step 5 Each 2/3 students’ group imagines being an activist in defense of Human Rights and chooses one of its articles which they are willing to fight for. Step 6 Each 2/3 students’ group writes a 5 minute speech in defense of the chosen article of the Human Rights Declaration. (Homework – One of the members of the group assumes an identity and prepares with the help of their colleagues the presentation of the speech in the European Parliament. The colleagues in the group will listen to different speeches and assume the role of journalists, being able to ask questions to the different assumed caracters.
2ND LESSON Step 1 The class begins with an exercise of concentration and theatrical preparation. Students are invited (one from each of the 2/3 students’ groups, not the one who will deliver the speech) through a mime or dramatized situation to transmit their peers the value of their group’s Human Rights article. The other students will try to guess. Step 2 Students will present their speeches – using drama tecniques and assuming their new character. Subsequently, colleagues who were left out of this task will take on the role of journalists and raise issues for the new «human rights activists. Step 3 Homework task – reflect on the world today and write a text speaking about the biggest drama of the day, in terms of Human Rights violations.
3
E.L.I.O.T. - ENHANCING LITERACY BASIC SKILLS AND FIGHTING DROPOUT WITH CROSS-CURRICULAR THEATRICAL EXPERIENTIAL LEARNING ID Number: 2016-1-IT02-KA219-024165 Research and select information;
Homework or active tasks of the student
Present an opinion; Justify an opinion; Perform a short sketch. Oral intervention which allows the teacher to evaluate the accuracy and the quality of the students’ participation as well as discursive conceptual communication skills. The teacher will also value argumentation, participation
Assessment
in debates, discussions and class work in large groups. Monographic work, planned in advance; personal reflections on subjects dealt with in class. Final test Drama sketch prodution
This topic must be dealt, carefully and with utmost sensitivity. This topic aims to
Remarks
broaden the minds of our students ensuring respect for the human beings who suffer. It is not intended to instrumentalize students or to conduct their eyesight but give them total freedom of reflection and stand taking.
Cristina Janicas
29/09 /2017
4