Great Expectations v1

December 11, 2009 by willteach

Nearly a year since I taught GrtExps so… I re-read my GE scheme of work – Would I do it the same way? Definitely not -  looking back – I’m embarassed, but then it was a first go… It ran like this – 1) Intro to GE – Text games – longest sentence, names, narrator, age, location /Fill in gravestone from paragraph2,p1 / Fill in web profile (as on Facebook – then run a Facebook page for Pip!). 2) Scary places – freewrite on scary places/ Read Graveyard scene pgs 1-5 / Act out as rolling drama from Neil Bartlett’s playscript. 3) Stealin’ – Read extracts from Chs2-6 to complete (Act1) and act out extracts / Plenary -Good/Bad characters. 4) Pip and Magwitch psych-ed - Gingerbread their characters / Powerline relationships (chs 1-6)/ Prequel for Pip and Magwitch / Plenary Cool Wall. / 5) Miss Havisham (ch8) – Description of Satis – another scary place? / Seeing Miss H – draw from description / Fill in TT character card / Read-Act Ch8 from Play script. 6) Great Expectations – What are/were yours? / Story so far – expectations – mysteries, more dark places and strange people? - Graphic Novel extracts- the Pub,the stranger, the lawyer. more mysteries. 7)  Read Pip’s second visit to Satis (Ch18)/ Gingerbread Miss H’s reactions to Pip’s news (appearances can be deceptive) – what she thinks/feels and does / Plenary – Dickens’ creation/description of place. 8) Life changing moments – Great Expectations – London, falling and failing in love - discovering more of the mysteries of the book / 9) Beginning of the End – Vol2 Ch20 – Magwitch returns – Pip’s reaction – Compare Dickens’ setting with Ch1 Predict what Pip will do? 10) Beginning of End2 – Death all around – Miss H and Magwitch die but the truth is revealed.  11)  Beginning of the End3 – How do you end a book like this? – weaving strands together – brainstorm endings to books – types of endings / Predict this one? / Choose your ending – Original vs Revised – which do you prefer and why? / 12) Assessment Prep (AP) Writing a Synopsis of GE. 13)  Choose a chapter to act / Choose / Re-read chapter and write synopsis.  14) Scripting - Intro to scripting / draft no.1 / Act the first draft. 15) Scripting pt2 – Analyse extracts from respective chapters – language focus / Script using Dickens’ techniques. 16) Scripting pt3 – GE pub quiz / Script / Perform draft. 17) GE pub quiz – Scripting and Playing it. 18) GE analysis pub quiz – applying assessment criteria and questions to extracts from each group’s chapters. 19) Mock Trial pt1- Starter / Graphic Novel scaffold for all groups / Trial prep.  20) Mock Trial pt2 – R v Magwitch / R v Pumblechook, Havisham *2 / R v Jaggers / R v Pip + Herbert. 21) Review – Assessment prep – Character description starter based on PEE / Background brainstorm / Power of Context brainstorm / Setting / Script and Play each group’s play with Peer review / Joke ending - Hunky Herbert’s story. 

Teach to the test1 – what test? – GCSE AQA EngA En2 Prose Study – Oral Response (group drama) – Literary Heritage from NCPoS3.2f.  New AQA GCSE AO2 (En2 – Reading) specifies ‘read with insight and engagement’, ‘distinguish between fact and opinion’, ‘follow an argument’, ‘understand use of linguistic devices’, ’select material appropriate to purpose’, ‘collate different sources and cross reference’ . GE  is ’substantial text’.  Oral reponse via group exercise and individual presentation and Q+A (para11.2) is similar to suggested assessment on Shakespeare unit. REF – AQA qould need oral work record which would need to be filled in as unit progressed.

Teach to the test2 – How?  End point is drama activity so whole SOW integrates GE play by Neil Bartlett (which uses original text).

What to teach – Donald Hirsch in Prospect

November 1, 2009 by willteach

June’s Prospect has Hirsch sidestepping the exam quality / grade inflation argument with the following thoughts,

“…An important function of much of the 20thC was to sort young people, as in The Weakest Link, the losers left with nothing.  With only one in seven workers now employed in unskilled occupations, it is reasonable to create a 21stC education system that in principle allows every child to achieve something…A first step…is to recognise that a simple vocational-academic distinction in education is false; we do not sniff at Law schools… [We think with our hands - Singapore slogan]…young people require both knowledge and skills but most of all they need to learn how to think…’

Another justification for ToK?

Baha Mousa opening statement…

September 22, 2009 by willteach

Rabinder Singh QC at the Baha Mousa enquiry – Monday 21st September 2009 … reminding us that there was no judicial process to determine whether there was any evidence to hold the detainees let alone determine whether they were guilty of any charge. http://www.bahamousainquiry.org/

“…The detainees were not terrorists or insurgents.  They were never tried or convicted of any offence.  They were eventually released after an unreasonable time in detention without even being charged.  This was not on any view the ‘ticking bomb’ scenario that apologists for torture usually imagine when they contemplate the possibility of legalising torture.  So it is that there is a path that leads from such clinical musings in ivory towers to a man dying in a filthy latrine in Iraq…”

Mr Singh’s opening remarks should be read with Mr Barr’s who sets out the Army’s apology and determination to seek answers to prevent a reoccurence.   Mr Garnham representing other witnesses to the Inquiry added some context to attempt to put their side of the story.  A brilliant resource for HRs and one to watch for developments this term.

Death Penalty in India for Mumbai attacks

August 21, 2009 by willteach

Death Penalty – Pains of Execution

August 21, 2009 by willteach

Interesting Guardian article by Marc Abrahams -http://www.guardian.co.uk/education/2009/jul/21/improbable-research -  ’What would be better: hanging or stoning?’ – discussing research by Harold Hillman.  Links well with the staggering and shocking audio tapes of execution by electric chair in Georgia – http://soundportraits.org/on-air/execution_tapes/botched_execution.php. Compare also with Elie Wiesel and George Orwell’s descriptions of Hangings:

Hanging (1):  George Orwell, ‘A Hanging’:   

The essay was written in 1931 when he was an officer in Burma.  This was a British judicial process.  How does Orwell feel about the killing?  Does he think it is justifiable to kill as a punishment?  What reason does he give for his reaction?

‘…One prisoner had been brought out of his cell. He was a Hindu, a puny wisp of a man, with a shaven head and vague liquid eyes. He had a thick, sprouting moustache, absurdly too big for his body, rather like the moustache of a comic man on the films.  Six tall Indian warders were guarding him and getting him ready for the gallows. Two of them stood by with rifles and fixed bayonets, while the others handcuffed him, passed a chain through his handcuffs and fixed it to their belts, and lashed his arms tight to his sides. They crowded very close about him, with their hands always on him in a careful, caressing grip, as though all the while feeling him to make sure he was there. It was like men handling a fish which is still alive and may jump back into the water. But he stood quite unresisting, yielding his arms limply to the ropes, as though he hardly noticed what was happening. 

 …‘Well, quick march, then. The prisoners can’t get their breakfast till this job’s over.’…

  It was about forty yards to the gallows. I watched the bare brown back of the prisoner marching in front of me. He walked clumsily with his bound arms, but quite steadily, with that bobbing gait of the Indian who never straightens his knees. At each step his muscles slid neatly into place, the lock of hair on his scalp danced up and down, his feet printed themselves on the wet gravel. And once, in spite of the men who gripped him by each shoulder, he stepped slightly aside to avoid a puddle on the path.  It is curious, but till that moment I had never realized what it means to destroy a healthy, conscious man. When I saw the prisoner step aside to avoid the puddle, I saw the mystery, the unspeakable wrongness, of cutting a life short when it is in full tide. This man was not dying, he was alive just as we were alive. All the organs of his body were working — bowels digesting food, skin renewing itself, nails growing, tissues forming — all toiling away in solemn foolery.  His nails would still be growing when he stood on the drop, when he was falling through the air with a tenth of a second to live. His eyes saw the yellow gravel and the grey walls, and his brain still remembered, foresaw, reasoned — reasoned even about puddles. He and we were a party of men walking together, seeing, hearing, feeling, understanding the same world; and in two minutes, with a sudden snap, one of us would be gone — one mind less, one world less.

 The gallows stood in a small yard, separate from the main grounds of the prison, and overgrown with tall prickly weeds. It was a brick erection like three sides of a shed, with planking on top, and above that two beams and a crossbar with the rope dangling. The hangman, a grey-haired convict in the white uniform of the prison, was waiting beside his machine. He greeted us with a servile crouch as we entered. At a word from Francis the two warders, gripping the prisoner more closely than ever, half led, half pushed him to the gallows and helped him clumsily up the ladder. Then the hangman climbed up and fixed the rope round the prisoner’s neck.

Suddenly the superintendent made up his mind. Throwing up his head he made a swift motion with his stick. ‘Chalo!’ he shouted almost fiercely.  There was a clanking noise, and then dead silence. The prisoner had vanished, and the rope was twisting on itself. I let go of the dog, and it galloped immediately to the back of the gallows; but when it got there it stopped short, barked, and then retreated into a corner of the yard, where it stood among the weeds, looking timorously out at us. We went round the gallows to inspect the prisoner’s body. He was dangling with his toes pointed straight downwards, very slowly revolving, as dead as a stone.  The superintendent reached out with his stick and poked the bare body; it oscillated, slightly.  ‘He’s all right,’ said the superintendent. He backed out from under the gallows, and blew out a deep breath. The moody look had gone out of his face quite suddenly. He glanced at his wristwatch.  ‘Eight minutes past eight. Well, that’s all for this morning, thank God.

…Francis was walking by the superintendent, talking garrulously. ‘Well, sir, all hass passed off with the utmost satisfactoriness. It wass all finished — flick! like that. It iss not always so —oah, no! I have known cases where the doctor wass obliged to go beneath the gallows and pull the prisoner’s legs to ensure decease. Most disagreeable!’

 ‘Wriggling about, eh? That’s bad,’ said the superintendent…. (ORWELL, G. (1965). Decline of the English Murder and other essays. Harmondsworth. Penguin Books, pp14-19.

Hanging(2) – Elie Wiesel – Night:Who is imposing the punishment?  On what grounds are they doing it?  What is their stated purpose of what they are doing?

 

A Week later, on the way back from work, we noticed in the centre of the camp, at the assembly place, a black gallows. 

We were told that soup would not be distributed until after roll call.  This took longer than usual.  The orders were given in a sharper manner than on other days, and in the air there were strange undertones.

“Bare your heads”, yelled the head of the camp, suddenly.

Tne thousand caps were simultaneously removed.

“Cover your heads.”

Ten thousand caps went back onto their skulls as quick as lightning.

The gate to the camp opened.  An SS section appeared and surrounded us:  one at every three paces.  On the lookout towers the machine guns were trained on the assembly place.

“They fear trouble” whispered Juliek.

Two SS men had gone to the cells.  They came back with the condemned man between them.  He was a youth from Warsaw.  He had three years of concentration camp life behind him.  He was a strong, well-built boy, a giant in comparison to me.

His back to the gallows, his face turned toward his judge, who was the head of the camp, the boy was pale, but seemed more moved than afraid.  His manacled hands did not tremble.  His eyes gazed coldly at the hundreds of SS guards, the thousands of prisoners who surrounded him.

The head of the camp begain to read his verdict, hammering out every phrase.

“ In the name of Himmler…prisoner Number….stole during the alert…According to the law….paragraph….Prisoner Number…is condemned to death.  May this be a warning and an example to all prisoners.”

No one moved.

I could hear my heart beating.  The thousands who had died daily at Auschwitz and at Birkenau in the crematory ovens no longer troubled me.  But this one, leaning against the gallows – he overwhelmed me.

Do you think this ceremony’ll be over soon?  I’m hungry” whispered Juliek.

At a sign from the head of the camp, the Lagerkapo advanced toward the condemned man.  Two prisoners helped him in his task – for two plates of soup.

The Kapo wanted to bandage the victim’s eyes, but he refused.

After a long moment of waiting, the executioner put the rope round his neck.  He was on the point of motioning to his assistants to draw the chair away from the prisoner’s feet, when the latter cried in a calm strong voice:

“Long live liberty!  A curse upon Germany! A curse…! A cur_”

The executioners had completed their task.

A command cleft the air like a sword.

“Bare your heads.”

Ten thousand prisoners paid their last respects.

“Cover your heads!”

Then the whole camp, block after block, had to march past the hanged man and stare at the dimmed eyes, the lolling tongue of death.  The Kapos and heads of each block forced everyone to look him full in the face…” (Wiesel, E (1958). Night. New York. Avon Books, pp73-4)

Island History Trust photo refs…

July 23, 2009 by willteach

Met Eve at IHT on Tues.  Amazing resources – Street scenes – 263-view of school in 1936, 269 – Welcome to Isle of Dogs (Loot Asda), 181 and 209 Seppelin, 197 – Jacko the Monkey in 1930s 130 Stewart Street, 208 Aerial view of IoD 1950s, 214 Bridged!, 221, A Year 7 boy 1928, 125 – Waiting for Moldies – kids against the wall waiting for pennies thrown from the coach taking people on an outing from the ‘Ship’ pub, 126- the (Great) walls with a ship’s prow almost perched on the top (bowsprite), 146 – Ginger the horse in Maria Street 1932 (Ginger’s story), 152 – Aerial view of IoD – WW2 first use of HTS, 154 – if you care you’ll be there – fighting the developers 1980s, 163 – IoD eighteenth century, 164 – IoD 1930, 174 – Walls, 88 – Cricket in the street (posed for the cameraman), 94 – Harry the fruit deliverer who would fall asleep at the end of the day and the kids would steal the fruit, 9 – row of shops outside GG’s 1970,  DLR photos – chronicling the building of the DLR as it snaked through the warehouses and docks, Inside the Docks2 – 37, ItD1 – 9 – more graffiti(sold – up the river), Mast House Terrace – BRunel’s slipway for the Great Eastern, Timber Wharves – wood for a helicopter deck 17.  

Aerial Photos/pictures of maps – 163 (18thC), 164 -1930s, 152 – WW2, 208 – 1950s, Survey of London Vols 43 and 44 has lots more – at NMM, or Ports of London Museum, TH Local History museum (British History online).

Stories – Ginger the Horse, Jacko the Monkey, Harry the fruitman, Cricket – not quite.

Names – In the LDDC redevelopment many of the names were shifted in the minds of islanders, and it felt like their names and places were being appropriated.

Idea – check the DLR photos – redo them 25 years later as part of CAS programme.  Check oral history tapes for stories like those within the pictures.

More teaching Portals

May 20, 2009 by willteach

La Paquete Habana and Humanitarian Crises v2009

May 20, 2009 by willteach

Preparing an HR course for 2011.  La Paquete Habana is a lovely case to connect with current Humanitarian Law crises.  It works at the level of argument and principle.  ref – Sri Lankan encirclement of LTTE fighters and civilians raises questions of the treatment of civilians and their need to find food and to be safe from armed interference.  Sri Lanka is a great case study since both sides have argued their cases in the world media.  No we did not target civilians of hospitals, they did.  They are using civilians as a human shield as well as a target but we cannot tell who is an LTTE fighter and who is a civilian.  We are letting civilians go but we cannot let them in case fighters escape.  We have set up a safety zone, but we shelled it.  You can believe that we are fighting within the remit of the Geneva Conventions but we will not let you verify that or let in humanitarian organisations!  Same hugely contested arguments as Israel/Palestine in 2009, Sudan, Swat valley in Pakistan.  THAT’s WHY an HR course is so vital!!

Exploratree vs Rationale

May 20, 2009 by willteach

While tussling with Rationale as an argument programme, Kate from TEACHIT recommended Exploratree.  Its brilliant…try it.

One click wonders…

May 20, 2009 by willteach

Student sparknoting for an essay.  Me – why use that when the information is in a handout from earlier in the term?  He looked at me, pointed at the screen and one clicked to an answer.  However good/average the information it was much more accessible.  And this blog (which is a diary not an information resourse) won’t meet that challenge.  YIKES.  The stuff we produce for class better from now on better be online and retrievable at the click of a mouse…or building up into a printed study guide that is ‘essential’ reading!