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Module 4: Project option - 3

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Module 2: Gallery Curation

Born on the Fourth of July (Non-literary text) is a film based on the Vietnam war that showcases how detrimental war is for society, especially when it creates only havoc and leaves many dead or crippled. The film establishes how the American culture (Concept) glamorises and advocates fighting in the war as an integral part of bearing the identity (Concept) of a citizen (GI-nationality). Ultimately, the film leaves the war veterans disillusioned with the government as it does nothing to give them aid, even though they have sacrificed so much for the country. The students will write speeches (ATL/ATT/FA) on War and will be addressing their peers before studying the film in the unit.                                                       Link for the film: https://www.youtube.com/watch?v=xDkhDCfw9O4

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Module 2: Gallery Curation

The Shakespearean drama ‘Merchant of Venice’ (Literary text) would be explored keeping in mind the religion of Shylock, the Jew; and, how that defines his identity (Concept) in society as he follows the Jewish ethnicity (GI) of being a money lender. The students would have a debate (ATL/FA) whether religion (GI) establishes an individual’s identity in the society he lives in. They will make references to their own local and global contexts (ATT) to draw connections.

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Module 2: Gallery Curation                                     The students will explore a BOW : lettoysbetoys (Non-literary text) that is a campaign in UK against gender (GI) stereotyping in early childhood years via gendered toys. This is to make the students explore the BOW for their IO. The exploration here would be the present culture (Concept) to not make a distinction between genders from a tender age so that the children grow up without any gender bias. A Socratic Seminar (FA) would be conducted to encourage the students to research (ATL) any other country's campaign that is doing the same. The teacher acts as the moderator during the SS by asking open-ended questions to stimulate inquiry (ATT).                                                                                                                                    Link: http://lettoysbetoys.org.uk

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Module 2: Gallery Curation                        Persepolis by Marjane Satrapi
My students would be studying only Book 1 of the WIT. The exploration would be focusing on the concepts culture and identity (Concept) with the context being the aftermath of the Iranian Revolution of the late 1970s when gender (GI) inequality was practised and war-like violence existed in Iran. The students will research (ATL) such links as those cited below to find out more about the historical context. After which, Think-Pair-Share strategy (ATT/ATL/FA) would be used for the students to collaborate (ATT) in pairs within the classroom to share their perspective (ATT) about the research. As they start close reading (ATL) of the graphic novel, they will also realise what effect this revolution must have had on the ‘child Marjane’ as she has graphically illustrated the gender inequality and the war-like violence that erupted due to it.

Links:

https://www.britannica.com/event/Iranian-Revolution

https://www.brookings.edu/blog/order-from-chaos/2019/01/24/the-iranian-revolution-a-timeline-of-events/

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Module 2: Gallery Curation                                                                                                       AOE: Time & Space

Concept: Culture and Identity

Literary & non-literary texts: (artefacts)

1. Persepolis by Marjane Satrapi (Literary)

2. http://lettoysbetoys.org.uk (Non-literary)

3. Merchant of Venice by William Shakespeare (Literary)

4. An American film : Born on the Fourth of July (Non-literary)                                                                                                          I have chosen AOE: Time & Space to explore the texts that I have selected. I believe that cultural or historical context is imperative to the production and reception of a text. Also, the cultural or historical context offer insight into another culture that can be looked at to reflect on their cultural practices. In this process, language in a literary or non-literary text highlights social distinctions and identities. The focus will be on GI: culture, identity and community (gender, religion, ethnicity and nationality) while exploring the AOE along with the specified texts. It is also expected that by the end of the unit, Learner Portfolio will be maintained by the students along with them developing IB Learner Profiles as they understand and incorporate ATLs and Concepts.

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Module 1: Virtual Gallery

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Module 1: Virtual Gallery