Notice and reflect on Power of words through studying Global issues
Author：Yoko Nishimura-Parke(NALSSP Languages Support Officer Secondary Education Learning and Leadership Directorate NSW Department of Education and Communities)
Topic／Goals：Connection、Daily Life、Global Issues、Social Environment、Technology、Words
2013.11
By reading a poem, Dear Fukushima, students will become aware of various global issues and comprehend the issues of Fukushima as close to home, not just someone else’s problem. Students will be lead to take the ‘far away Genpatsu issue’ to the personal level. Students will also connect people, people’s emotions and the issues which we are all responsible for. In the process of studying this unit, students will notice and cultivate ‘Power of words’.
| Objectives | • Explore global issues by individual research, presentation and discussions. |
|---|---|
| Target | Students of Japanese as a Heritage language |
| Japanese Level | Bilingual level |
What to prepare
- Global issues related websites
http://www003.upp.so-net.ne.jp/hanachanhp/globalissues.html - SS's researches (pptx) presented to the class
- The Universal Declaration of Human Rights (Bilingual)
- Photo book / URL - Where children sleep By James Mollison) http://www.jamesmollison.com/wherechildrensleep.php
- TJF websites Click Nippon resources
https://www.tjf.or.jp/clicknippon/ja/mywayyourway/02/post-3.php - Letter from Yvonne Margarulas (Aboriginal leader of Mirrar)
http://indymedia.org.au/2011/04/16/yvonne-margarulas-letter-to-the-un-expressing-solidarity-with-the-people-of-fukushima - Article from Nichigo press
http://nichigopress.jp/interview/%e3%80%90%e3%83%ab%e3%83%9d%e3%80%91%e5%8e%9f%e7%99%ba%e5%95%8f%e9%a1%8c%e3%82%92%e8%80%83%e3%81%88%e3%82%8b/48064/
Procedure
1. Assignment: SS research global issues using the information from http://www003.upp.so-net.ne.jp/hanachanhp/globalissues.html. SS create PPTX about the chosen issue and present it to the class.
2. Discuss Human rights using The Universal Declaration of Human Rights (Bilingual)
3. Read and look at the photo book "Where Children Sleep" By James Mollison http://www.jamesmollison.com/wherechildrensleep.php
4. Group discussion - Which child had most impact on you? Why? Are the human right of these children protected?
5. Individual writing - write a report about the child you choose. Explain about the child and its background. Give opinion about the situation, why this is happening, what causes this situation, any social/global issues cause this situation.
6. Relating to human rights of children of the world, take a look at the recent situation for children in Fukushima. (Teacher's narration about Fukushima no kodomo tachi - students listen and take notes/answer questions)
http://www.fukuishimbun.co.jp/localnews/nuclearpowerplant_a_yearafter/33416.html
http://www.fukuishimbun.co.jp/localnews/earthquake/40750.html
http://www.fukuishimbun.co.jp/localnews/nuclearpowerplant_a_yearafter/33472.html
http://kiikochan.blog136.fc2.com/blog-entry-2724.html
7. Think of relationship between Fukushima and Australia. Read the letter from Yvonne Margarulas to Secretary general of UN - Students read the letter in English and summarize in Japanese; Tell your Japanese friend about the message in the letter. http://indymedia.org.au/2011/04/16/yvonne-margarulas-letter-to-the-un-expressing-solidarity-with-the-people-of-fukushima
8. Study the background of the mining situation in Kakadu area. Article from Nichigo press http://nichigopress.jp/interview/%e3%80%90%e3%83%ab%e3%83%9d%e3%80%91%e5%8e%9f%e7%99%ba%e5%95%8f%e9%a1%8c%e3%82%92%e8%80%83%e3%81%88%e3%82%8b/48064/
9. Read the Poem by 15 year old student "Dear Fukushima" - study the poem and background of the poem in depth. Teacher uses questions/prompts for students to seek deeper appreciation of the poem.
資料: 詩の魅力と読み方を教える授業 愛知教育大 佐藤洋一
10. Teacher and students bring their favorite poems to share with the class.
11. Before they read out their favorite poems, the class listen to Ryota's recitation and discuss how listening is different from reading a poem. Ryota's recitation becomes a model of recitation.
Click Nippon https://www.tjf.or.jp/clicknippon/ja/mywayyourway/02/post-3.php
12. Students recite their favorite poems. Students use post-it memos to give their comments to their classmates' favorite poems. This gives students different perspectives to the poem and different ways of appreciation.
13. Create a poem expressing your feeling. Those who have written poems before give some tips to start writing to those who haven't.
The style can be haiku, tanka, rap, song, etc. Students may produce as many as they want. The theme is 'Mamoritai mono - what I want to protect'
14. Once having created the poem, review it a couple of times for improvement. Then write in the colour paper of their choice with the colour pens of their choice.
15. Present the work to the class. Recitation and scanned poem on the screen.
16. For summing up, the class discuss 'what is Kotoba?' 'when do you feel the power of words?' 'how do you want to use the power of words?
17. Share the opinions of each group with the class.
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