teacher’s resources for issue 4 2010: cry freedom€¦ · teacher’s resources for issue 4 2010:...

ABOUT THIS BOOKLETIn order that students might be encouraged to actively pursue further investigations into the topics, each part of this booklet is divided into three sections. In this way the students are provided with three big ideas about each topic, each of which will lead them into a variety of learning experiences.

Each of these big ideas will lead students through introductory, literacy and project activities into learning experiences that will develop their understandings about key concepts. An overview is provided for the big ideas and content learning areas. Literacy and thinking skills are outlined.

Introductory The introductory activities draw upon a range of key content learning areas, while relating specifically to focus questions. They encourage the students to draw upon their prior knowledge and so further develop their understandings of the world in which they live.

LiteracyThe literacy activities relate specifically to the articles in Challenge. For reading, the teaching strategies are highlighted in the contents page of the magazine. The reading activities help support those strategies that will develop specific reading and comprehension skills. Similarly, the writing activities focus on teaching strategies that will support the students as they develop specific writing skills across a range of genres.

ProjectThe project activities give students further opportunities to develop their research skills while also encouraging them to investigate widely. In addition they enable the students to develop their independent learning skills as they investigate the topics through a range of activities.

TEACHER’S RESOURCES FOR ISSUE 4 2010: Cry Freedom

Cry Freedom ISSUE SYNOPSISIn Challenge Issue 4 Cry Freedom, the concepts of freedom, equality and human rights, peace and harmony are explored through a range of interesting articles that allow readers to develop an understanding of these concepts from a range of perspectives. The magazine incorporates articles about the various genres that relate to rebels and revolutionaries, rights and responsibilities and freedom of speech as well as all the regular features.

Cry Freedom BIG IDEAS • Freedom

• Equalityandhumanrights

• Peaceandharmony

NEW

IMPROVED

FORMAT

2 • Challenge issue 4 2010 • Teacher’s Resources

BIG IDEAFreedomStudents will explore views and opinions about freedom from a range of different perspectives. They will be introduced to key historical individuals and events that have contributed to ensuring that all people enjoy human rights. They will research the Freedom Ride that took place in Australia in 1965.

FOCUS QUESTION

How is our freedom expressed in a democratic society?

Learning area focus• History • Geography • English • ICT

Content skills • Viewing • Describing • Researching

Thinking skills• Interpreting • Making connections • Thinking creatively

Literacy skills• Responding • Locating evidence • Summarising • Poetry

• Explain to the students that Tagxedo is an online program for generating ‘tag word clouds’ from text that is provided. On an interactive whiteboard go to the website address: http://www.tagxedo.com/. Model how to use the program to make ‘tag word clouds’ by clicking the tab Create and pressing Load on the side bar. Demonstrate to the students how to type in text by typing words or phrases in the Enter Text box and then pressing Submit. Show them how to go through the Respin to decide on the formatting of the cloud, and then Options to decide on the shape. Ask: ‘What is freedom?’ Let the students share their responses and provide an opportunity for them all to contribute their ideas. Also, provide an opportunity for the students to work in small groups to create their own Tagxedo, answering the posed question and saving it as a JPEG document that can be published for the classroom display.

• Introduce the work and achievements of Martin Luther King by displaying his biography from the official website of the Nobel Prize: http://nobelprize.org/nobel_prizes/peace/laureates/ 1964/king-bio.html on an interactive whiteboard.

• Search on Google Videos for the Martin Luther King video I have a Dream, and then watch excerpts from it. Discuss the events of the time that led to this speech. Let the students consider the dreams that Martin Luther King had for his country, and make a list of them. They should then reflect upon what dreams they might have for Australia—its society and environment. Provide each student with a large strip of paper and ask them to each write a statement about their dreams for Australia. Create a wall display of these statements under the heading of ‘I have a dream’, and ask the students to place their statements on the wall display. As a class, read through the statements and discuss how these dreams might be achieved in the future.

INTRODUCTORY ACTIVITIES

Teacher’s Resources • Challenge issue 4 2010 • 3

LITERACY ACTIVITIES

Independent reading activity

Text typeInterview

ResourcesFreedom is … (pp 10–11)

Introduce the text

• Allow the students some time to be quiet and reflect as you ask: ‘What does freedom mean to you?’ Let them write down their own thoughts, ideas and opinions in response to the question.

• Explain that they will be independently reading the article: Freedom is … on pages 10 and 11. Give each student a copy of Challenge and ask them to turn to page 10. Tell them that as they read the article they will need to be aware of what freedom means to them.

Read the text

• The students should read the text with a partner, either individually or together. Tell them it is important that, as they are reading, they stop and clarify with their partner any parts they find difficult to understand.

• Take the opportunity to have individual students quietly read sections of the text while you listen to the strategies that they use when reading independently.

Return to the text

• Ask the students to discuss with a partner what they have found out about each other’s perspectives. Let them compare and contrast the similarities and differences of the responses expressed by the Challenge readers in the article with their own. As a class, they should then discuss the central themes expressed by the Challenge readers.

Independent writing activity

Text typeRecount

ResourcesWriting bookBLM 1 Freedom Acrostic Poem

Responding to the text

• Let the students work individually or in pairs to create an acrostic poem. Give each student a copy of BLM 1 Freedom Acrostic Poem and explain that this will be used to plan their acrostic poem. Ask them to brainstorm a list of descriptive words and phrases featuring each letter in the word Freedom, using the box on the planner. Then, using these descriptive words they should generate statements for each of the letters ‘F, R, E, E, D, O, M’ and so develop their acrostic poem. The students can then revise their work in order to improve the understanding and flow by adding, deleting, consolidating, and rearranging words as necessary. Finally, let the students publish their acrostic poem. Remind them that each line in an acrostic poem usually begins with a capital letter and that the letters that refer to the topic are stressed with bold print or with an ornate design.

Guided reading activity

Text typeInformational

ResourcesTalking Point: No Offence (pp 14–15)

Introduce the text

• Introduce the article by reading aloud the introduction to No Offence and allowing the students to discuss the assertion of the author: ‘But if there’s one thing your species seems to love more than anything, it’s freedom of speech’. Ask the students to discuss and share their understanding of what is meant by ‘freedom of speech’

• Let the students generate their own definitions of the term ‘freedom of speech’ and then share them with the group. Inform them that they will be reading about the rights and responsibilities that come with ‘freedom of speech’ in a democratic society such as Australia.


Read the text

• As the the students read each section, let them reflect upon the information presented in the article. Explain what is meant by ‘freedom of speech’. Use the following questions to promote small group discussion: – ‘What information did you find out?’– ‘Do you agree or disagree with this

information?’– ‘Has this information changed your ideas or

opinions about freedom of speech?’ Let the students share their thoughts and opinions on the information.

• While the students are reading independently, ask individual students to read aloud so that you can monitor the strategies they are using to read as well as their comprehension of the text. Quietly discuss their use of the strategies and understanding of the information in the text.

Return to the text

• Discuss with the students their understanding of ‘freedom of speech’, and ask them to compare their original understanding as shown in their definition with their new insights. Let them change, delete or rearrange the sentences in their original definition to create a new definition of the term.

Shared writing activity


ResourcesWriting book


• Discuss the issue of ‘freedom of speech’ in the use of social networking that involves such ‘new media’ as chat rooms, emails, message boards and texting. Ask: ‘What do you need to consider when using new media?’ Give each student a copy of BLM 2 Rights and Responsibilities and explain that they will first be working with a partner and then with a small group as they develop and then collate a list of the rights and responsibilities that go with freedom of speech. As the students move into their small groups, remind them that they will need to consider the ideas that each pair came up with and then decide which of the statements to keep or delete as they create a

group list. When they have completed their list, the lists of rights and responsibilities will be shared with the class. Finally, as a class, they should create a charter of the rights and responsibilities that come with using technology as a means of communicating with others.



ResourcesRebels and Revolutionaries (pp 8–9)

Introduce the text

• Ensure that all students have copies of the magazine. Introduce the title of the text and read aloud the introduction. Conduct a class discussion about the title of the article and let the students share their understandings of the terms ‘rebels’ and ‘revolutionaries’. Read the introduction and let the students share their knowledge of individuals from history who have been freedom fighters.

Read the text

• Divide the reading of the article into three sections based on the article’s subtitles: The Peasant Girl, Disobedient Protestor and Right or Wrong. After the students have read together the text within a section, use the following prompts to model questions that can be asked by a reader to ensure they understand the information contained in the text:– ‘Do I understand the information that has

been given by the author?’– ‘Do I need to clarify any words or phrases

that I am not sure about?’– ‘Do I need to reread any part of the text to

ensure I understand the information?’Let the students quietly reflect on the questions and discuss their responses.

Return to the text

• Let the students clarify their understandings of the terms ‘rebels’ and ‘revolutionaries’. Read aloud the title of the article and conduct a survey to find out if the students think that either Joan of Arc or Mahatma Gandhi were rebels or revolutionaries. Ask them to explain why they think as they do about these individuals. Discuss the students’ ideas and opinions.


INDEPENDENT PROJECTS

• Ask the students to investigate and research the 1965 Freedom Ride in Australia, using the following website: http://www1.aiatsis.gov.au/exhibitions/freedomride/start.htm. Give each student a copy of BLM 3 Research Matrix and explain that they will use the matrix and record their findings in note form to answer the following key questions about the Freedom Ride: ‘What?’ ‘When?’ ‘Where?’ ‘Who?’

‘Why?’ When the students have completed their research, let them present their findings as a slide show presentation, a short documentary movie or as a report poster chart. Finally, give the students the opportunity to share their project with the class and discuss the significance of the Freedom Ride for Indigenous Australians.

Guided writing activity

Text typePersuasive

ResourcesWriting bookAgree/Disagree cards


• Place the Agree and Disagree cards at opposite ends of the classroom. Read the second last line from the article Rebels and Revolutionaries: ‘One person’s terrorist is another person’s freedom fighter’. Ask the students if they agree

or disagree with this saying and have them move to one end of the classroom if they agree and to the other end if they disagree. Now let the students form into random small groups and discuss their reasons for either agreeing or disagreeing with the other students in their group. Select groups to explain why they agree or disagree and record their reasons on an interactive whiteboard. Explain to the students that their group will need to write a persuasive paragraph outlining why they either agree or disagree with the saying. When the groups have completed their paragraphs, let them share them with the class.


BIG IDEA

Human rights and equalityStudents will explore the concepts of human rights and equality by reading and researching about individuals and organisations that work in this area of society. They will be introduced to the United Nations Declaration of Human Rights. The students will investigate how the rights of children are achieved at local, state and national levels within the Australian community.

FOCUS QUESTION

How are human rights and equality achieved in society?

Learning area focus• Humanities • The arts • English • ICT

Content skills• Viewing • Describing • Researching • Presenting

Thinking skills• Interpreting • Thinking creatively • Analysing • Reflecting

Literacy skills• Comprehending • Locating information • Retelling • Responding

• Read the following to students: ‘On 10 December 1948 the General Assembly of the United Nations adopted and proclaimed the Universal Declaration of Human Rights as a common standard of achievement for all peoples and all nations’. Then ask the following questions: – ‘What historical events led to the formation of

the General Assembly of the United Nations?’ (World War II)

– ‘When do you think the United Nations was formed?’ (1945)

– ‘Why do you think it was necessary for the United Nations to develop the Universal Declaration of Human Rights?’

– ‘Why was it necessary to have a common standard of achievement of Human Rights for all peoples and all nations?’

Give each student a copy of BLM 4 Universal Declaration of Human Rights and then divide

them into groups. Ask each group to read Article 2 from the declaration and then create their own plain language version for an audience of other students. Have each group share their plain language version with the class. Discuss the students’ thoughts and opinions of the Universal Declaration of Human Rights.

• On an interactive whiteboard, introduce the students to the Australian Human Rights Commission by visiting their website: http://www.hreoc.gov.au/index.htm. Click on the relevant tags to find out about The President of the Australian Human Rights Commission and Human Rights Commissioner, The Hon. Catherine Branson QC, and also the different areas that the Commission advocates for the rights of all Australians. Read the President’s biographical information and the introductory paragraph for each of the areas. Divide the students into six groups, and allocate each



LITERACY ACTIVITIES

Reading to activity

Text typeInterview

ResourcesA Man for his People (pp 4–5)

Introduce the text

• Introduce the following terms to students: ‘opportunities’, ‘racism’, ‘apartheid’, ‘fairness for everyone’. Ask the students if they have heard of these terms and discuss what they know and understand by them.

• Ensure that each student has a copy of the magazine. Ask if they have heard of Nelson Mandela and let them share their knowledge about his life. Introduce the title of the text and read aloud the introduction.

Read the text

• Read aloud the text in these sections and use the following questions to promote discussion with the students:– Introduction: ‘What are your thoughts and

feelings in regard to the political system of apartheid?’

– MandelaGetsActive!: ‘Why do you think Nelson Mandela became politically active?’

– TakingUpArms: ‘Why did the African National Congress change from peaceful protest to military operations?’

– Imprisoned: ‘Why do you think prisoners were treated according to their skin colour in prison?’

– Released!: ‘What were the changes that took place in South Africa after Mandela’s release from prison?’

– TrapdoorTribute: ‘How has Mandela been recognised for his life mission of equality?’

• Use an interactive whiteboard to conduct a Google video search for ‘Nelson Mandela’ and to support the reading of the text. After reading ‘Taking Up Arms’, watch First Nelson Mandela Interview and discuss the issues and struggles

faced by the African people in South Africa. Before reading ‘Released!’ watch Nelson Mandela Released 1990 and discuss Nelson Mandela’s response to the question asked by the BBC reporter: ‘Can you describe your emotions as you came out of the prison and your first impressions of the South Africa you’re now able to see?’

Return to the text

• Reread aloud the introduction in bold and ask the students to consider the following question: ‘How was Nelson Mandela a freedom fighter for the African people of South Africa?’ Use the strategy ‘Think-Pair-Share’ to allow the students to share their ideas and opinions with the class.


Text typeResponse

ResourcesWriting bookBLM 5 Personal Response Planner


• Introduce the major features when writing a descriptive personal response to a subject. Use the following questions to introduce and prompt the students to reflect upon their own responses as they read about Nelson Mandela’s life. – Orientation: ‘Who was Nelson Mandela?’ – Description: ‘What were the key events in his

life?’– Personalresponse: ‘What is your personal

reaction to Nelson Mandela’s achievements as he worked for equality for African people in South Africa? How did reading about his life make you feel? What were your thoughts about the different struggles he encountered in his life?’

– Conclusion: ‘What have you learnt from reading about Nelson Mandela’s life?’

group one of the following areas of research: Aboriginal and Torres Strait Islander Social Justice; Age Discrimination; Disability Rights; Human Rights; Race Discrimination; and Sex Discrimination. Explain that they will need to

find out what the Commission is currently doing in this area: the new and current projects. They should summarise their information and then report back to the class.



• Organise the students into small groups and have them watch The State of the World’s Children on the Unicef Website: http://www.unicef.org/rightsite/sowc/. Let them record the changes that have taken place in children’s lives around the world since the United Nations

adopted the Convention on the Rights of the Child on 20 November 1989. Ask the students to find out how local, state and federal governments and leaders are protecting children’s rights within the Australian community. The students can visit the different

• Provide an opportunity for the students to discuss and share their responses to the prompt questions. Give each student a copy of BLM 5 Personal Response Planner and tell them that they will use this planner to organise their ideas according to the different parts of a written personal response. When they have planned their writing, ask them to write and then publish their personal responses. Provide an opportunity for them to share their written responses with the class.


Text typeRecount

ResourcesMake and Do: My Rights (pp 24–25)

Introduce the text

• Refer the students to the article My Rights on pages 24 and 25 and introduce the following terms: ‘rights’, ‘responsibilities’, ‘privileges’, ‘negotiable’, ‘art of persuasion’ and ‘good argument’. Discuss their meanings with the students.

• Pose the following question: ‘What makes a good argument?’ Let the students share their insights and responses to this question with the group.

Read the text

• Explain to the students that as they read the article that they will need to record key information about negotiating aspects of their rights, privileges and responsibilities. The students can independently read the text and locate the key information while they read the article.

• As the students are reading independently, ask individual students to read aloud to you so that you can monitor the strategies they use to read and understand the information. Quietly discuss their use of these strategies.

Return to the text

• When the students have read the text, encourage them to review their notes and return to the text to ensure that they have recorded the key information. Discuss with them what they have found out about negotiating aspects of their rights, privileges and responsibilities, and how they can apply the information in the text to their own lives.


Text typeResponse

ResourcesWorkbook


• Review the tips on how to argue persuasively. Outline the following tips on how to put forward your viewpoint and make a good argument:– Researchandprepare: know all the details

about the activity.– Strategise: focus on the important things.– Anticipateanyobjections: know what the

possible objections might be to participating in the activity.

• Ask the students to consider a time when they had to negotiate with their parents to do something, but were told that they were not allowed to participate in the activity. Brainstorm a list of activities that students were not allowed to participate in. Discuss how they negotiated with their parents and then reacted to their parents’ refusal. Ask the students to choose an activity they would like to participate in, and then use the outline to write an argument explaining why they should be allowed to join in such an activity. The students should write their arguments and then share them with the class.



• Give each student a copy of BLM 6 Symbols of Peace and Harmony and explain that these are two well-known and recognised symbols for peace and harmony. Divide the students into small groups and tell them that they will need to find out the following about each of the symbols:– ‘What does the symbol mean?’– ‘What are the origins of the symbol?’– ‘Who designed the symbol?’– ‘How is the symbol used today?’The students will require Internet access to locate information about the symbols, and then

they should record their responses on the worksheet. Let the students share their findings with the class.

• Using the following website: http://www.redcross.org.au/ourservices_acrossaustralia_youtheducation_default.htm, watch the film clip about how Harmony Day 2010 celebrated the school community’s diversity and promoted the message Everyone Belongs at Thomastown Meadows Primary School.

• Ask the students to share what they think about the success of the day and why such a

FOCUS QUESTION

How is peace and harmony recognised and celebrated around the world?

Learning area focus• Humanities • Science • English • ICT

Content skills• Describing • Viewing • Gathering information • Researching

Thinking skills• Interpreting • Analysing • Thinking critically • Reflecting

Literacy skills• Generating questions • Summarising • Discussing • Writing

BIG IDEA

Peace and harmony The students will explore the concepts of peace and harmony through a range of diverse activities. They will have the opportunity to find out and investigate how different individuals, communities and organisations work towards peace and harmony.

levels of government websites to see the various programs that are aimed specifically at children within the community and which address the rights of children. They should

record their findings on a chart with the headings: ‘Local government’, ‘State government’ and ‘Federal government’.


Guided reciprocal reading activity


ResourcesExpress Yourself (pp 6–7)

Introduce the text

• Ask the students to share their experiences of how they expressed themselves when they felt that they or another person were not being treated fairly. Orientate the students to the article Express Yourself by explaining that there are times in your life when your experiences or ideas can be recorded in writing. Introduce the text by reading the introductory paragraph to the students.

Read the text

• Discuss the importance of thinking about the ideas in the text on three different levels: literal, interpretative and evaluative. Suggest that they ask themselves the following three questions about the different levels before they start to read: – Literal: ‘What does the text say? What

information from the text supports you?’– Inferential: ‘What ideas does the text give

you? What information from the text supports you?’

– Evaluative: ‘Do you agree with the ideas from the text? Why? Would you be prepared to share your responses?’

Let the students read each section of the article and, as a group, use the three-level guide questions to support their discussions about and understanding of the text.

Return to the text

• Ask the students to consider the key points raised by the author about the importance of expressing oneself through story. Let them prepare their own summary of the text, after they have been given an opportunity to skim through and review the article. Each student should provide the group with a summary. Discuss their responses and their opinions of the author’s viewpoint, justifying them by evidence in the text.


Text typeNarrative

ResourcesWriting book


• Inform the students that it is important that people have the opportunity to express their stories through narrative, as did the authors

LITERACY ACTIVITIES

celebration is important in our communities within Australia. Discuss whether they think the school celebrated this day within the school community. If it did, have the students share what they enjoyed and learnt about the day. Pose the question: ‘How might we celebrate Harmony Day next year?’ Organise the students into Harmony Day Committee Groups and let them them plan a day of celebration for the school community. Ask each group to present their day’s schedule for Harmony Day.

• On an interactive whiteboard visit this webpage on the The Nobel Foundation website: http://nobelprize.org/educational/peace/nuclear_weapons/about.html. Introduce the students to the Peace Doves game by discussing the Nobel Peace Prizes that have been awarded to people and organisations working for nuclear disarmament. Read aloud the prompt questions

and information on the introduction webpage, and let the students clarify and discuss the issue of nuclear disarmament. Launch the game, read the introduction and then discuss the significance of using doves as the main characters of the game. As a class, play the game, asking a student to come up to the board to launch a peace dove. Read the talking clouds aloud as well as the message on the ring to the students. Let the students discuss the destination of the peace dove, based on the clues provided, and then pick a site on the world map from which to launch the dove. If it is the wrong site, discuss the possibilities with the students and re-launch the dove. Activate all the peace doves and when the game has been played, discuss what the students have found out about the current situation of nuclear disarmament for peace in the world.


Lauren Fuge and Renee Fogorty, who were still at school when they wrote their first books. Discuss the key features of a narrative that make reading a story so enjoyable, entertaining and informative. Explain that the students will be developing and creating their own narrative based on a real-life experience in which they or somebody they know has been unfairly treated, but has been able to overcome this difficulty. Provide the students with an outline of the parts of a narrative: Orientation, complication, sequence of events and resolution. They can move from the planning to the publishing stages as they work on their stories. Finally, give them the opportunity to share their stories through a celebration such as a ‘Book launch’.

Reciprocal teaching activity


ResourcesPeace, Love and Rock Music (pp 12–13) Workbooks

Introduce the text

• Introduce the article Peace, Love and Rock Music on pages 12 and 13 and tell the students that they will be finding out about Woodstock, the world’s greatest musical revolution. Ask them if they have heard of this music festival, or if they themselves have attended a musical festival. Let them share their ideas or experiences with the group.

• Give each student a copy of Challenge and ask them to open it on pages 12 and 13. Let the students read the main headings and look at the images in the article. What do they think the article will be about? Let them discuss their predictions and then report back to the group. Record their predictions and use the following prompt questions to justify their predictions: – ‘What made you think of your predictions?’– ‘What clues did you use within the text?’– ‘How did viewing the headings and images

help you arrive at this prediction?’

Read the text

• Let the students create a table in their workbooks with the headings: ‘Introduction’, ‘Relaxed Rock’, ‘We Come in Peace’ and ‘One of a Kind’. Explain that as they read the text they will have to identify the key points for each section and record them in note form on their charts.

• Let the students quietly read the article in sections. As the students are reading independently, ask individual students to read aloud to you so that you can monitor the strategies they use to read and understand the information. Quietly discuss their use of these strategies.

Return to the text

• Ask the students to think back to their initial predictions and compare them with the information that they read in the text. They can then use their notes to write a summary about Woodstock. Ask what they have learnt about Woodstock and the people and music of that time.


Text typeTransactional

ResourcesInteractive


• On an interactive whiteboard use Google Video to search for Joe Cocker playing A Little Help From My Friends at Woodstock and then let the students view and listen to the song. They can discuss what Joe Cocker meant when he introduced the song by saying: ‘As I said to many people, this title just about puts it all into focus …’ Discuss the students’ responses to the prompt. Ask the students to imagine that they were all at Woodstock watching Joe Cocker playing A Little Help From My Friends. As a class, brainstorm ideas of the experience of being at the festival and then record the students’ ideas as to what they might have experienced. Inform the students that they will need to write an imaginary account of being at the Woodstock Music Festival. Provide an overview of what is to be included in the recount: Orientation, sequence of events, conclusion. Let the students move through the writing process to the point where they publish their recounts. Suggest that when they publish their imaginary recounts they might like to include images from the festival. Let them share their recounts with the class.



• In this independent project, students will need to investigate the life of a person who has been awarded a Nobel Peace Prize. First, introduce the students to Alfred Nobel (the man behind the Nobel Prize) by using the interactive whiteboard and visiting The Nobel Foundation’s website http://nobelprize.org/. Click on the tab Alfred Nobel and explore the information about the man behind the Nobel Peace Prize, including biographical information and his will. This will provide the students with an understanding of The Nobel Foundation. Explain that the students will have to choose a Nobel Peace Prize recipient and then develop an oral presentation about the achievements and work that led to them being awarded the prize. To ensure that no two students choose the same Nobel prizewinner, allocate each a decade from which they can choose a person. The students will work independently and visit The Nobel Foundation website to select a Nobel Peace Prize recipient. Give each student a copy of BLM 7 Oral Presentation Cue Cards, on which they can record what they learn about the person’s life, ready to use in their presentation. As a support, they can also develop a slide show featuring images and text about the person. Finally, let the students present their oral presentation to the class.

• On an interactive whiteboard let the students watch a film clip of Bob Marley’s song One Love (from the website http://www.espoirtv.com/en/videos/voir/41174), and then discuss the message of the song. Have them investigate contemporary songs that have a message of peace and harmony. The students can work either in pairs or in small groups to conduct their own research, locating and selecting a song that best represents their understanding of peace and harmony. They should then produce film clips that incorporate the songs, texts and images. The students can use either Movie Maker or IMovie to create their film clips. They should create a folder in which to keep a range of mpg and jpeg files. They will need to choose images that they believe represent peace and harmony. These could include symbols, posters or images. For the movie programs they will need to import their songs and images, and sort the images in order to match the length of the songs. They will also need to add text that advocates their messages of peace and harmony. When the students have completed their projects, provide an opportunity for them to share their film clips with the class.


Name: Date:

BLM

1

Freedom Acrostic Poem

Create an acrostic poem

Brainstorm a list of descriptive words and phrases featuring each letter in the

word Freedom.

Use these descriptive words to generate statements for each letter to develop your

acrostic poem.

Letter Statement

F Different

R

E

E

D

O

M

Name: Date:


BLM

2

Rights and Responsibilities

When using the new media, think about ‘freedom of speech’ and reflect on the

following question: ‘What do you need to consider when using new media?’

Make a list of your rights and responsibilities when using new media.

Rights Responsibilities


Name: Date:

BLM

3

Research MatrixFr

eed

om

Fig

hter

Refe

rences

What?

Where

?W

hen?

Who?

Why?

1 2 3 4

Name: Date:


BLM

4

Universal Declaration of Human Rights

Article 2

Everyone is entitled to all the rights and freedoms set forth in this Declaration,

without distinction of any kind, such as race, colour, sex, language, religion,

political or other opinion, national or social origin, property, birth or other

status. Furthermore, no distinction shall be made on the basis of the political,

jurisdictional or international status of the country or territory to which a person

belongs, whether it be independent, trust, non-self-governing or under any other

limitation of sovereignty.

On 10 December 1948 the General Assembly of the United Nations adopted and

proclaimed the Universal Declaration of Human Rights as a common standard of

achievement for all peoples and all nations, In your group, read Article 2 from the

declaration and create your own plain language version.

Plain Language Version


Name: Date:

BLM

5

Personal Response Planner

After reading about Nelson Mandela, write your personal response to his life

achievements and work for the equality of African people in South Africa.

Orientation

Description

Personal response

Conclusion

Name: Date:


BLM

6

Symbols of Peace and Harmony

Here are two well-known and recognised symbols for peace and harmony.

You will need to find out the following:

What does the symbol mean?

What are the origins of the symbol?

Who designed the symbol?

How is the symbol used today?

Symbol Meaning


Name: Date:

BLM

7

Oral Presentation Cue Cards

To prepare for your Oral Presentation about the achievements and work of the

Nobel Peace Prize recipient, use the cue cards to record the facts you have

discovered about the person’s life. Cut out the cards when you have completed

recording your facts.

✂ along the lines of the cue cards

To support your oral presentation, create and develop a slide show that includes

images and text about the person.

teacher’s resources for issue 4 2010: cry freedom€¦ · teacher’s resources for issue 4 2010:...

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