Dreamlandia:Building support networks for a school for all “Let us all hope that the dark clouds of racial prejudice will soon pass away, and that in some not too distant tomorrow the radiant stars of love and brotherhood will shine over our great nation with all their scintillating beauty.” Martin Luther King “The greatest and noblest pleasure which men can have in this world is to discover new truths; and the next is to shake off old prejudices.” Frederick the Great “It demands great spiritual resilience not to hate the hater whose foot is on your neck, and an even greater miracle of perception and charity not to teach your child to hate.” James Arthur Baldwin “In the end antiblack, antifemale, and all forms of discrimination are equivalent to the same thing - antihumanism.” Shirley Chisholm
Transcript
Dreamlandia:Building support networks for a school for all
“Let us all hope that the dark clouds of racial prejudice will soon pass away, and that in some not too distant tomorrow the radiant stars of love and brotherhood will shine over our great nation with all their scintillating beauty.”Martin Luther King
“The greatest and noblest pleasure which men can have in this world is to discover new truths; and the next is to shake off old prejudices.”Frederick the Great
“It demands great spiritual resilience not to hate the hater whose foot is on your neck, and an even greater miracle of perception and charity not to teach your child to hate.”James Arthur Baldwin
“In the end antiblack, antifemale, and all forms of discrimination are equivalent to the same thing - antihumanism.”Shirley Chisholm
Our Project’s default photo
Dreamlandia:Building support networks for a school for all
Partner Schools•7th Primary School of Agii Anargyri, Greece•Scoala gen. nr. 2 Codlea, Codlea, Romania•Scuola Primaria Statale Rionero in Vulture, Rionero in Vulture, Italy
Aim: The project aims at helping students form a community where they can communicate with one another, join together to overcome prejudices, break down discrimination barriers and develop into empathic and altruistic adults, contributing to the common good.
Objectives:The project's objectives are divided into: a) Cognitive, aiming at developing students' linguistic skills. b) Affective, aiming at developing students' self confidence, self esteem and interpersonal skills, c) Psychomotor aiming at developing students' artistic and ICT skills.
Working Language:EnglishProject Duration: Approximately one school yearStudents’ age: Primary School Children
Procedure:The teachers prepare worksheets (available in the STAFF ROOM) on exclusion, discrimination, racism and implement them in the classroom to sensitize students on the above issues.
Products: Posters based on the worksheet work.A collaborative story on exclusion
Our Posters on Similarities and differences
The Greek posters
Students are preparing their posters
Greek Students’completed poster
The Italian Posters
Students are preparing their poster
Students are preparing their poster
Our completed poster
The Romanian Posters
Students from 5th grade B are preparing their poster
Students’completed poster
Student’s worksheet
Student’s worksheet
Student’s worksheet
Student’s worksheet
The Greek Activities
My multinational country worksheet
Students’completed worksheets
Students’completed worksheets
Students’completed worksheets
Albanian students prepare the material for their partners
Albanian students prepare the material for their partners
Albanian students prepare the material for their partners
Albanian students prepare the material for their partners
Albanian students prepare the material for their partners
Albanian students prepare the material for their partners
Albanian students prepare the material for their partners
Romanian students prepare the material for their partners
Romanian students prepare the material for their partners
Romanian students prepare the material for their partners
Romanian students prepare the material for their partners
Romanian students prepare the material for their partners
Romanian students prepare the material for their partners
Romanian students prepare the material for their partners
Romanian students prepare the material for their partners
Students posing in front of their posters
Italian Activities
DIFFERENT BUT UGUAL
Minority students from abroad
Students present their country to their partners
Students prepare the material for their partners about one minority
Romanian Activities
Students’ from 4th grade completed worksheets
Students’ from 6,7th grade completed worksheets
Students’completed worksheets
Students completed worksheets
Hungarian students prepare the material for their partners
Hungarian students prepare the material for their partners
Hungarian students prepare the material for their partners
Hungarian students prepare the material for their partners
Hungarian students prepare the material for their partners
Hungarian students prepare the material for their partners
Hungarian students prepare te material for their partners
German students prepare the material for their partners
German students prepare the material for their partners
Turks students prepare the material for their partners
Turks students prepare the material for their partners
Turks students prepare the material for their partners
Turks students prepare the material for their partners
Rroma students prepare the material for their partners
Rroma students prepare the material for their partners
Rroma students prepare the material for their partners
Rroma students prepare the material for their partners
Rroma students prepare the material for their partners
Rroma students prepare the material for their partners
Rroma students prepare the material for their partners
Rroma students prepare the material for their partners
Rroma students prepare the material for their partners
Rroma students prepare the material for their partners
Rroma students prepare the material for their partners
Students shows their multicultural town to their partners
Students shows their multicultural town to their partners
Students prepare presentations about many ethnic minorities from their country
Students prepare presentations about many ethnic minorities from their country
Students designed their own books, giving information on themselves and their daily lives. They shared this information with their partners.
Sample Greek Book of friendship
Sample completed worksheets form the book of friendship
Sample completed worksheets form the book of friendship
Sample Italian Book of friendship
The pupils devote to their partners a song about friendship between different peoples
THE BOOK OF FRIENDSHIP
Sample Romanian Book of friendship
Sample completed worksheets from the book of friendship
Sample completed worksheets from the book of friendship
Sample completed worksheets from the book of friendship
Watching the film “Charlie and the chocolate factory” with Johnny Depp.
Students watched the film “Charlie and the chocolate factory” that touches issues of prejudice, discrimination, exclusion, racism.Afterwards, they were asked to re-create the film by drawing pictures in a comic form.
Greek drawings on Charlie and the chocolate factory
Students’drawings
Students’drawings
Students’drawings
Students’drawings
Students’drawings
Italian drawings on Charlie and the chocolate factory
Romanian drawings on Charlie and the chocolate factory
Students’drawings
Students’drawings
Students’drawings
Students’drawings
Students’drawings
Students drawings
Students drawings
Students drawings
Students drawings
Students drawings
Students drawings
Students drawings
Romanian Students’ drawings
Our Cooperative Story (available in the twinspace)
ProcedureStage 1: Students are out into groups of equal numbers (where possible)Stage 2: Students are told to tear a page from their exercise books and write the following sentences on it:Title: Dreamlandia:Where dreams come trueThey are asked to write the following introductory sentence:“Do you believe in the power of the falling stars?” Johnny asked his teacher.“Of course no”, she answered.“Do you believe in wishes coming true?”Stage 3: The students are instructed to continue the story by writing the next sentence (s). They are told to use ideas from the discussions nade on exclusion/discrimination, the posters they made and the movie they watched.Stage 4: The students are told to give their piece of paper to the students on their left. They should now continue the (new) story they have in front of them by writing the next sentence. The procedure is repeated until the papers have gone round the whole group.
ProcedureStage 5: The stories are now returned to their originators (by passing the papers to the student on the left).The students read the resulting tales to the rest of the class and the best story is chosen for the project.Note:Students are not asked to write a concluding sentence, since the partners will continue the story.Stage 6:The story is continued by the partners. It is published in the twinspace, downloaded and read by the students of each partner school. Students also prepare drawings which are added to the story. Stage 7: Students are told to write the concluding part, following the same procedure, as presented above.
