Project 2: Project Resettlement
This is the fifth year that carried the resettlement project at our school. Both classes participated. From 50-60 students were involved. The setting for this project are both classrooms. The classrooms are the "communities" (Blocke's Cove East and Blocke's Cove West) that were to be resettled. The "residents" of Bocke's Cove are the students. To begin the project, we had arranged to have letters delivered to each grade three classroom (communities) addressed to the "residents". The letter stated that their community was slated to be resettled. Reasons were given in the letter for resettlement and was signed by the district member in go vernment, i.e. "Mr. Little". After the letter was read by each "resident" in the "community", the teacher became the chairperson to set up a meeting and get concerns from the "residents" about their reaction to the letter and their being asked to resettle. A spokes person and a reco rding sectary was chosen to record the ideas and feelings of the residents. The following are some ideas arrived at in "the meeting" to serve as resistance to the proposed resettlement of the community, Blocke's Cove:
Once all of the above were prepared by the "residents" (often taking up to two weeks), Mr. Little would be invited to the school's gymnasium for a meeting with the residents of "Blocke's Cove" at which time the "residents" presented to him their speeches, letters, a petition, singing of their songs, reading letters of support to him, presented their photographs (on overhead), etc., Mr. Little would hear their concerns and respond to the residents re. the proposed resettlement of their community. Curriculum and Resource Connections This project relies on in depth resource-based learning. It touches upon many curriculum areas such as social studies, art, language, science and technology, music, mathematics. The STELLAR Schools Internet connections will allow students to become involved in a meaningful and purposeful project as it reaches out to share with other students and schools in the province (and beyond) having a common interest. It provides the students with experiences in role playing, writing and giving speeches in a public setting, circulating a petition, developing an agenda for a meeting, collecting songs from local folklore, presenting information using an overhead projecto r and working in groups. It provides students with an opportunity to use audio-visual and other reproduction equipment. It involves work both at the school classroom level as well as library research and home assignments usually taking the form of interviews with parents and grandparents and local area residents. The overall goal of this project is to allow young children to explore and pursue meaningful ways of solving social difficulties and problems which may come their way in life. This project will teach children that there are sensible and positive approaches to addressing social problems and solving them. In this case, the problem is having to deal with the possibility of having to resettle due to economic factors and influences . Language Arts/Social Studies: The students will explore ways of solving a potential social crisis through writing, singing, composing, role playing, interviewing, public speaking, and debating. Art: The students will learn to use art as a means and way of supporting their cause in solving a social crisis. Music: The students will learn to use music as a means of playing ones emotions to sway public opinion and, thus, resolve a problem situation in their favour. Some ideas:
Suggestions as to Schools can Participate in Project:
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