Name
The voice of one half of the earth - La voz de la mitad de la tierra
Topic
Foreign Languages, History, Culture, Art, Literature, Music
Learning time
4 hours
Designed time
4 hours
Size of class
24 (17-18 years old)
Description
The role of women in the world: what can we do in order to be better 21st Century human beings? Could history help us to understand the voice of the other half of the heart? Let’s discover it together... Through this project students should discuss, collect information, share ideas, propose solutions, be creative together with their partners in order to be "better 21st Century human beings" …
Aims
1. use of foreign language (Spanish) as a communicative tool, to DO things with language, so that it means that it isn't studied for itself (= it is real) 2. combine topic and interests of students (meaningfulness of the activity) 3. Foster communication, collaboration, creativity and critical thinking 4. Learn to carry on non-googleable activities
Outcomes
Find out/discover, Identify causes of, Write, Compare (and contrast), Organise, Justify, Show awareness of
Editor
elenapezzi
Edit
Let's begin our adventure!
60 minutes)
  • Collaborate
    15
    4
    0
    Teacher forms 6 groups using TeamUp tool. To know better the characteristics of each student and foster team cohesion, teacher sets up a collaborative activity about the topic where each student has to help each other group member to reach a common goal. The situation: you are on a desert island and you want to come back home. Student 1 has got a rope Student 2 has got alcohol Student 3 has got matches Student 4 has got a big coloured scarf How do you succeed in save your life? Each group has to find the most creative and effective idea to escape from the island
  • Discuss
    10
    4
    0
    Students are divided into groups. They begin to discuss the topic. First brainstorming on what "being a woman" in different centuries means.
  • Read Watch Listen
    10
    24
    0
    Students watch short videos presenting different situation of women life in different countries and times and also stereotypes about woman's image.
  • Investigate
    25
    24
    0
    At home (timing is irrelevant) Students ask their mother, grandmothers or relatives about the feelings and experiences they have about their role. Being a multicultural class, answers could hopefully be very different and show a variety of situations.
Notes:
Resources linked: 0
The way we were ...
60 minutes)
  • Discuss
    10
    4
    0
    Students collect and discuss what they have discovered at home from their relatives. First step: identify some common experiences/issues and the questions they would like to pursue within the project.
  • Collaborate
    5
    24
    0
    All together students decide how to divide work: each group (6 in total) will investigate on a different period of time or country. Teacher will help and support their choice.
  • Read Watch Listen
    15
    4
    0
    Each group watch videos, read texts and listen to some interviews related to their topic (inks to materials are provided or suggested by teacher)
  • Investigate
    20
    4
    0
    Students work in groups to find out the role of women throughout the centuries and countries. They gather information, analyse causes and effects, investigate and discuss on what they have read, watched, listened to.
  • Discuss
    10
    4
    0
    Each group decide which kind of product they want to create at the end of their work. They need to be open to accept each other's ideas, make choices on all key project-related aspects such as resources used, products created, use of time, etc. Teacher will supervise but he/she does not "impose" anything
Notes:
Resources linked: 0
It's our turn ...
60 minutes)
  • Produce
    30
    4
    0
    Groups create their own product (it could be a presentation, a video, an essay, a poster etc.) using ICTs and paying special attention to each other's role. The product will focus on causes, effects and points of view related to their topic, comparing and contrasting past situations with the present ones (which they already know). Each product should end with a concrete proposal to improve women situation in order to be better 21st Century human beings (students have to justify their choices, proposals and arguments collected)
  • Collaborate
    10
    4
    0
    While working, they should also monitor their working process, take significant responsibility and work independently from the teacher but interdipendently among them. To do that, teacher can help them giving feedback and self-assessment rubric (which hopefully could have been created together as a result of a collaborative activity) to reflect about their own work and learning.
  • Discuss
    20
    24
    0
    After all groups have presented their works, the whole class discusses about the issues and the possible solutions presented by groups. Students choose (briefly debating pros and cons of each proposal) what they think the best solution.
Notes:
Group Planning -- Research Project : the voice of one half of the earth http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=2633591&screen=ShowRubric&module=Rubistar&rubric_id=2633548&
Resources linked: 0
Let's put it in practice!
60 minutes)
  • Practice
    20
    24
    0
    OUTSIDE THE SCHOOL (timing is irrelevant) After choosing the best solution, students have to try to put it in practice. To do that, they should try to apply it in their everyday life, showing awareness of the different situations and positively trying to change other people's attitudes and behaviours. They could also record short videos or interviews giving proof of that.
  • Read Watch Listen
    15
    24
    0
    At school, students watch the videos or listen to the interviews.
  • Investigate
    15
    4
    0
    Again divided into groups students investigate to discover if similar actions have been taken in other social contexts and if they have produced positive effects.
  • Discuss
    10
    24
    0
    Final discussion to decide wether the action taken to change situations have been effective or they have to reconsider some points.
Notes:
Examples of assessment rubrics. Historical Role Play : the role of women throughout the history http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=2633587& Newspaper : emagazine http://rubistar.4teachers.org/index.php? Video - Talk Show : Speaking about women in the past and in our times http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=2633589&
Resources linked: 0

Learning Experience

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