One Heart One Mind Thematic Day 2 Coming To - PowerPoint PPT Presentation

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One Heart One Mind Thematic Day 2 Coming To

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Title: One Heart One Mind Author: A Roberts Last modified by: J REGAN Created Date: 10/10/2013 8:20:56 AM Document presentation format: On-screen Show (4:3) – PowerPoint PPT presentation

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Title: One Heart One Mind Thematic Day 2 Coming To


1
One Heart One Mind Thematic Day 2Coming To
  • Thursday 16th January 2014

2
Mission Statement
  • Founded by the Sisters of Mercy, Broughton Hall
    is committed to the Catholic Education
  • of girls through Gospel values which permeate the
    life of the school.
  • AIMS
  • To recognise, nurture and celebrate the unique
    gifts, dignity and potential of each individual.
  • To develop a caring, joyful and friendly
    community in which all work hard and are happy.
  • To achieve excellence through an education which
    is concerned with the whole person
  • enables each person to develop spiritually,
    aesthetically, vocationally, physically and
    academically.
  • To foster a strong sense of community by
    generosity of spirit sensitivity and tolerance
    forgiveness and compassion
  • That prayer and worship underpin the daily life
    of the school.
  • OBJECTIVES
  • To ensure that all school policies and documents
    are rooted in these aims.
  • To ensure that each pupil leaves with a positive
    self-image.
  • To provide a curriculum and teaching strategies
    which acknowledge and respond to the needs of
    all.
  • To create a welcoming, safe, attractive
    environment.
  • To promote an awareness of equal opportunities,
    social justice, peace and global issues.
  • To strengthen the partnership of staff and pupils
    with parents, governors, parishes and local
    community, united in a common purpose

3
Structure of The Day
  • School body divided into two groups

Times Justice Peace
8.40 to 9.00am Registration in usual form bases Registration in usual form bases
9.00 to 11.00am Workshop Workshop
11.00 to 11.20am Break Break
11.20 1.00pm Lunch collection /Act of worship Working Lunch Ribbon Ceremony Lunch collection /Act of worship Working Lunch Ribbon Ceremony
1.00 to 3.00pm Drama workshop Drama Workshop
3.00 to 3.10pm Registration in usual form bases Registration in usual form bases
4
Learning Outcomes
  • By the end of the day you will
  • Take part in the creation of a drama to show how
    the concept of justice is visible as evidenced in
    our form names can be lived out in our daily
    lives
  • Understand key concepts of Justice/injustice/Genoc
    ide /Crimes against humanity/War crimes
  • Use sources to analyse injustices in
    Holocaust/Former Yugoslavia/Syria/Rwanda
  • Respectfully take part in an act of worship
  • Respectfully contribute to a memorial
    commemorating victims of injustice
  • Visit the Amnesty International website
    personally support an individual currently
    suffering injustice showing we are One Heart One
    mind

5
Tasks AM1
  • Divide class into 4 vertically streamed groups
  • Tasks
  • 1 Each group define Justice and Injustice on A3
    sheets provided in order to feedback.
  • Whole group discussion to share agree
    definitions write up findings on coloured poster
    paper.
  • 2 In groups find local, national and
    international examples of Justice/injustice using
    A3 sheets
  • Whole group discussion sharing ideas,
    consolidating understanding written examples of
    each on coloured poster paper. Delegate 2
    students to display your 4 completed posters in
    the designated display areas closest to your
    room.
  • 3 Whole group watch PowerPoint to understand the
    location of and main details of
  • The Holocaust, War in Ex Yugoslavia, war in
    Rwanda and Civil war in Syria

6
Tasks AM 2
  • 4 Each of the 4 groups focuses on one of the
    above. give them appropriate flag
  • 5 Set out the jumbled up photographs, each group
    selects photographs that link to their topic
  • 6 Each group uses their photographs to work out
    what injustices are happening in each of them
  • 7 Whole group discussion to make links and
    connections between photographs which can now be
    categorised again according to types of injustice
  • 8 Introduce and watch video clip Inside the
    Tribunal Discussion to clarify work of the ICTY
    at the Hague, how else might justice be achieved
    in the world?
  • 9 Watch Assembly, write aspirations about
    creating a just world on yellow ribbons
  • 10 All pupils take some action to support the
    work of Amnesty International idea that any small
    personal action lights a candle in the darkness
    rather than complain about it. Better to light a
    candle than curse the darkness

7
Holocaust
  • The Holocaust was the mass murder or genocide of
    approximately six million Jews during World War
    II, a programme of systematic state-sponsored
    murder by Nazi Germany, led by Adolf Hitler and
    the Nazi Party, throughout the German Reich and
    German-occupied territories.
  • Of the nine million Jews who had resided in
    Europe before the Holocaust, approximately
    two-thirds were killed. Over one million Jewish
    children were killed in the Holocaust, as were
    approximately two million Jewish women and three
    million Jewish men.
  • A network of over 40,000 facilities in Germany
    and German-occupied territory were used to
    concentrate, hold, and kill Jews and other
    victims.

8
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9
Poland
10
Rwanda
  • The Rwandan Genocide was a genocidal mass
    slaughter of ethnic Tutsis by ethnic Hutus that
    took place in 1994 in the East African state of
    Rwanda. Over the course of approximately 100 days
    over 500,000 people were killed. Estimates of
    the death toll have ranged from
    500,0001,000,000, or as much as 20 of the
    country's total population. It was the
    culmination of longstanding ethnic competition
    and tensions between the minority Tutsi, who had
    controlled power for centuries, and the majority
    Hutu peoples, who had come to power in the
    rebellion of 195962.

11
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12
Rwanda
13
Former Yugoslavia
  • The Yugoslav Wars were a series of wars fought in
    Yugoslavia in the 1990s. The wars were complex
    characterized by bitter ethnic conflicts among
    the peoples of the former Yugoslavia, mostly
    between Serbs on one side and Croats.
  • Often described as Europe's deadliest conflict
    since World War II, the conflicts have become
    infamous for the war crimes involved, including
    mass murder and genocide.
  • These were the first conflicts since World War II
    to be formally judged genocidal in character and
    many key individual participants were
    subsequently charged with war crimes. The
    International Criminal Tribunal for the former
    Yugoslavia (ICTY) was established by the UN to
    prosecute these crimes.

14
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15
Former Yugoslavia
16
Syria
  • The Syrian civil war is an ongoing armed conflict
    in Syria between forces loyal to the Ba'ath
    government and those seeking to overthrow it. The
    unrest began on 15 March 2011, with popular
    demonstrations that grew nationwide by April
    2011. Protesters demanded the resignation of
    President Bashar al-Assad,
  • In April 2011, the Syrian Army was deployed to
    crush the uprising and soldiers fired on
    demonstrators across the country After months of
    military sieges the protests evolved into an
    armed rebellion.

17
Syria 2
  • According to the United Nations, the death toll
    surpassed 100,000 in June 2013, and reached
    120,000 by September 2013.
  • In addition, tens of thousands of protesters
    have been imprisoned and there are reports of
    widespread torture and terror in state prisons.
  • International organizations have accused both
    government and opposition forces of severe human
    rights violations.
  • The severity of the humanitarian disaster in
    Syria has been outlined by UN and many
    international organizations. More than four
    million Syrians have been displaced, more than
    two million Syrians fled the country and became
    refugees, and millions more were left in poor
    living conditions with shortage of food and
    drinking water.
  • Chemical weapons have also been used in Syria on
    more than one occasion, triggering strong
    international reactions.

18
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19
Syria
20
Stop here!
  • Do not show following images until groups have
    sorted them.!!!

21
Holocaust Injustices
22
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23
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24
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25
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26
Former Yugoslavia Injustices
27
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28
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29
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30
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31
Syria Injustices
32
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33
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34
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35
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36
Rwanda Injustices
37
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38
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39
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40
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41
Inside The Tribunal ICTY Video Clip
  • http//youtu.be/nCwORJDn0sQ
  • 7 Minutes Long

42
Amnesty Case Studies
  • https//www.amnesty.org.uk/actions/stop-violence-a
    gainst-women-activists-afghanistan

43
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44
Take the tick off
Type in your school email address
DO NOT FILL IN !!!
45
Working Lunch Participation In Ribbon Ceremony
To Create Justice Memorial In Grounds
  • Pupils to write their hopes and aspirations for a
    just world on their ribbon.
  • Tie ribbon on fence by outdoor courts in order
    given on 2nd set of information (staffing
    spreadsheet).
  • Each group will be allocated a time position in
    order to tie on ribbons and then collect working
    lunch.

46
Tasks PM
  • 11 Link your form name individual into the idea
    of creating a just world. How did they each in
    their own way struggle against injustice?
  • 12 Thinking About Injustice.
  • If small injustices are allowed what are the
    outcomes?
  • Is this true? The only thing necessary for the
    triumph of evil is that good people do
  • nothing
  • Is it important to learn from the past? Does
    history repeat itself?
  • 13 Each whole group will incorporate the above
    into a piece of performance drama, song etc. to
    inspire people to act justly.
  • This will be videoed by staff on ipad then taken
    to Chris Higham in the chapel for download over
    the next 7 days. Use imagination! Be
    inspirational!
  • 14 Each group of 4 to fill in 3 star and a wish
    feedback form, leave in folder.
  • BRING FOLDERS, ALL RESOURCES TO MS ROBERTS
    OFFICE TO BE SIGNED IN.

47
Names of Forms
  • Frank
  • http//www.annefrank.org/en/Anne-Frank/
  • http//www.annefrank.org/
  • Pankhurst
  • http//www.bbc.co.uk/history/historic_figures/pank
    hurst_emmeline.shtml
  • http//www.historylearningsite.co.uk/emmeline_pank
    hurst.htm
  • Nightingale
  • http//www.bbc.co.uk/history/historic_figures/nigh
    tingale_florence.shtml
  • http//www.biography.com/people/florence-nightinga
    le-9423539
  • Curie
  • http//www.bbc.co.uk/history/historic_figures/curi
    e_marie.shtml
  • http//www.mariecurie.org.uk/en-gb/who-we-are/mari
    e-curie-biography/

48
Names of Forms
Parks http//www.biography.com/people/rosa-parks-9
433715http// www.rosaparksfacts.com/
  • Mc Auley
  • http//www.mercy.org.au/history/
  • http//www.mercyworld.org/foundress/landing.cfm?lo
    adref129

Keller http//www.biography.com/people/helen-kelle
r-9361967 http//www.rnib.org.uk/aboutus/aboutsig
htloss/famous/Pages/helenkeller.aspx
Austen http//www.biography.com/people/jane-austen
-9192819 http//www.bbc.co.uk/history/historic_fi
gures/austen_jane.shtml
Clitherow http//www.catholic.org/saints/saint.php
?saint_id515 http//www.historyofyork.org.uk/them
es/tudor-stuart/margaret-clitherow
49
How To Upload Drama
  • Please take your ipad to Chris Higham in her
    office (behind the chapel). Your drama will then
    be uploaded to the shared drive for future use.
  • Within 5 days please

50
Final ReflectionWhy is thinking about Justice
important?
  • If small injustices are allowed what are the
    outcomes?
  • Is this true? The only thing necessary for the
    triumph of evil is that good people do
  • nothing
  • Is it important to learn from the past? Does
    history repeat itself?

51
Final Reflection
  • Each group is to complete a 2 stars a wish
    evaluation form.
  • NB Stars are to be linked to what they have
    learned
  • how they have learned collaboratively
  • The wish is to be linked to how they will put
    into practice the concept of justice.
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