1. Liceo Scientifico “Albert Einstein” Teacher: M.Beltramini Immaginare la Pace Classi 4A e 4D

2. Credits 4A AITARICCARDO BALDOSILVIA BERGAGNAALESSIA CAISSUTTICHIARA CAPPELLOGIUSEPPE CONTINFRANCESCO DELBELLOFEDERICA FABRISLUCIA GUZZONGIACOMO JELICICMARTINA LIVONMARCO NIGROANTONELLA PASTORICCHIOMANUELA POZZAR COLINASSIFOSCA PROIETTI BOCCHINIGIULIA ROSSETTIGAIA SORATOMARA SOYERTHERESA 4D BRUNOTINA CECUTTIFEDERICO COZZUTTIVALENTINA CUOCOMARTINA DE MARCHIMARCO DIJUSTALBERTO FALCODOMENICO FERLATLAURA GALOPINGIULIA LONGOANGELA LONGOANNAMARIA PADRONECHIARA PAVANCLAUDIA PETRUCCOGIACOMO POLITTIEMANUELE ZONCHCESARE

3. 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.

4. 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

5. 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 InterpretationDrawing possible conclusions 1 2 3Personal Interpretation Decisions making on behaviors to take % % Documents Magna ChartaThe American Constitution Petition of RightsThe French Constitution Bill of RightsThe Italian Constitution The German Constitution Treaty establishing a Constitution for Europe (English – Italian)English Italian

6. IV PHASE Class test: short essay writing (some examples 4A - 4D) about the different relevance of the word peace4A4D V PHASE Personal discussion of articles (some examples 4A – 4D)4A 4D Classtest: analysis of an article or interviewarticle interview Testimonials’ famous quotations (Bible, Matthew, M.Gandhi, Malcom X, John F.Kennedy, Woodrow Wilson, Michael Franti, Sigmund Freud,…)Bible, Matthew, M.GandhiMalcom XJohn F.KennedyWoodrow Wilson Michael FrantiSigmund Freud Choice of favourite quotations (4A – 4D)4A 4D % %

7. 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 textPreamble 1 2345 Analysis of occurences (4A – 4D)4A4D VII PHASE Deciding about a possible right to adopt in the class context Writing suggestions for school charter (4A - 4D) in favour of right adopted4A4D VIII PHASE Metacognition (going back to process different steps) Possible follow up %

8. 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 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;12345678910 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.

9. 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; what’s more it implied use of microlanguages (administrative and legislative registers).

10. 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

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

12. Possible 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 ….