DNS English Year 4 HAVO/VWO - Projects

Project - Unsolved Mysteries

Part 1 - Introduction

On the evening of September 1, 1969, an unexplained phenomenon occurred in Berkshire County, Massachusetts. Multiple witnessesNetflix Review: Unsolved Mysteries reported seeing strange lights and experiencing other strange occurrences. Some witnesses reported being abducted and taken aboard a strange craft before being released. Others reported experiencing a phenomenon known as "Missing Time". To this day, their experiences remain unexplained.

Today we'll watch an Episode of Unsolved Mysteries on Netflix. You'll have to answer the questions below.

Questions

Part 2 - Reading

As we've seen last lesson, there are big unanswered questions like 'are aliens real and have they visited earth?', but there are also other types of unsolved mysteries. Below, you have texts on different mysteries. Choose one, and then answer the questions below.

The Phantom Punch Hits 50: Ali, Liston & Boxing's Most Controversial Fight Ever | News, Scores, Highlights, Stats, and Rumors | Bleacher Report
Texts

  • The Pyatlov Pass incident
    The Dyatlov Pass incident was an event in which nine Soviet trekkers died in the northern Ural Mountains in uncertain circumstances.
     
  • The Boy in the Box
    The "Boy in the Box" is an unidentified murder victim; a 3- to 7-year-old boy.
     
  • Mary Reeser
    A woman whose death was purported to be a case of spontaneous human combustion.
     
  • The Winchester Mansion
    A bizarre house, built to appease ghosts.
     
  • Muhammad Ali and the Phantom Punch
    The ending of the second Ali-Liston fight remains one of the most controversial in boxing history.
     
  • Havana Syndrome
    Havana syndrome is an alleged set of medical symptoms with unknown causes, experienced mostly abroad by U.S. government officials and military personnel.

Questions

  1. Who is / are the main subject(s) of this mystery?
  2. When and where does the mystery take place?
  3. How come it isn't / can't be solved?
  4. Summarise in Max. 10 sentences what the mystery is about.
  5. What are the (main) theories about the sollution to the mystery? 
  6. Which of these theories do you think is most likely? Why?

Part 3 - Listening

You've read one or more articles about an unsolved mystery, but they're also a very popular genre on other platforms. For example, there are loads of 'ghost hunters' on youtube, or podcasts about all different kinds of mysteries. There's a selection of mysteries that you can listen to / watch below. Choose one and then answer the questions below. Note, one of the exercises asks you to summarise the podcast/video you've listened to/watched, so take notes while listening/watching. 

  1. Granger Taylor
    Granger Taylor leaves a note for his family, explaining that he is leaving on a 42-month journey throughout the galaxy, with aliens. Then he drives off into a blinding rain, never to be seen again.
     
  2. Lost in the Ashes
    On the evening of September 23, 2012, EMTs respond to the report of a fire at a farmhouse in rural Tennessee.  It is assumed that Bubba and Mollie McClaren and their two young grandchildren were trapped inside. However, they find the remains of Bubba and Mollie and two family pets, but not of the children.
     
  3. D. B. Cooper
    A hijacker extorted $200,000 in ransom (equivalent to $1,338,000 in 2021), asked to be flown to Mexico City, then parachuted to an uncertain fate over southwestern Washington part-way through the second flight.
     
  4. Inexplicable TikToks
    Loey Lane takes you through 13 videos from the scary side of TikTok. (To answer the questions, choose a few of the videos)

    Cute Ghost Ghostly Cute Ghost Ghost, Cute Clipart, Clipart Ghost, Cute Ghost PNG Transparent Clipart Image and PSD File for Free Download
  5. Overnight
    Elton Castee, Corey Scherer, and their friends investigate loads of haunted locations.


Questions

  1. Write a summary of the podcast/video you've listened to/watched. Use the notes you've made. 
  2. What background knowledge is given about the subject of your chosen mystery?
  3. What exactly happened to make it a mystery?
  4. What is the most popular theory about the solution to the mystery?
  5. What is the solution you believe in?

Part 4 - Research

You've now learned about a few mysteries, but in the coming lessons you're going to research your own chosen mystery. Eventually you'll put your findings in an article and in a video. If you already know an interesting mystery, you can research that one. If not, there's a list below that you could choose from.

Things that you should include in your research:

  • Background info on people / location / item that is/are involved.
  • A clear overview of what happened
  • A minimum of two theories about the mystery
  • Your opinion
  • Don't forget to cite your sources

Mysteries
Area 51
Illuminati
The Bermuda Triangle
Accounts of past lives
Big Foot
Mothman
Goatman
Creatures of Hockomock Swamp
Annabelle Doll
Queen Mary Ghost Ship
Elisa Lam / Cecil Hotel
Zodiac Killer
Jack the Ripper
The Black Dahlia
The Sommerton man
The Severed Feet mystery

 

Part 5 - Product

Now you've researched your mystery, you're going to write an article about it and present it in a short video. We use this article and video to establish your starting point this year, so we can let you know what you can still improve and how.

 

Article - 250 wordsTips on writing an article

You're going to write an article of about 250 words. In this article, you will write about the mystery you've chosen. To start, you have to think about what type of article you want to write; do you want to just give the facts (expository), or do you want to convince the reader of something (argumentative)?

When you've chosen the style of the article, you can make an outline of your article. An article consists of an introduction, a body, and a conclusion. Think of your research, and decide what should go where in your article.

  • The introduction should immediately captivate your reader. You can, for example, use an anecdote, interesting fact, or rhetorical question to start your article.
  • The body should be divided into paragraphs, and each paragraph should have a separate topic. To make this clearer, you can use topic sentences. Don't forget to use linking words to let your reader know how the different paragraphs relate to each other.
  • The conclusion should summarize your article and leave your readers satisfied. You might want to look back at your introduction and refer to something said in that.
  • Write a fitting title for your article.

 

Video ~ 3 min (p.p.)

To assess your speaking skills, you're also going to make a video about a chosen mystery. You can choose to use the same mystery as the one from your article, or you can choose a new one. Keep in mind that if you choose the same one, you do not read the article out loud. This is a speaking exercise and not a reading exercise.

If you work in pairs, you can choose to go deeper into one mystery, tell each other about your chosen mysteries, or pretend that one of you is interviewing the other who has experienced this mystery. Keep in mind that you both need about 3 minutes of text.

Rubric writing

Rubric Speaking

Project - P(L)O(T)

Part 1 - Introduction

P(l)O(t)

During this project, you will create a story based on the elements of a story. These elements have already (partly) been discussed in year 3. They will also be discussed this year and you can find them in this reader. Reading and incorporating this information will be part of your final product.

The way you are going to tell this story is entirely up to you. You can, for example:Afbeeldingsresultaat voor writing meme

- write a short story
- write/draw a graphic novel
- make a film
- design a video game
- design a board game
- write a play

And those are only a few examples of what your actual product can be. As you can imagine, it is important to think about which skill you want to practise. If you'll write a story, you'll of course practise writing, and if you for example make a video, you'll practise speaking.

In any case, you will have to work in GoogleDocs with your group and add your teacher to the document. They will give feedback and this is part of your mark, just like your work ethic in class. Some information on the project:

- You have to work together in a group of 3-4 people. Your teacher will decide whether you can create your own groups or whether the groups will be created by your teacher.

- You will receive a mark for this project.

- You will find the rubric in the attachment.

- We will spend several lessons on this project. Assignments you will do in class are part of the preparation for your final product and have to be handed in as well.

 

 

 

Part 2 - Preparation

To prepare yourselves for making the best product, you have to ask yourself 'what makes a good story?'. Think about your favourite piece of art/entertainment (written story, film, game, etc.) and think about what makes it good.

 

Writing
Describe a few of your favourites (mentioned above) using elements from the reader such as plot diagram, characters, setting, themes, genres, conflicts, etc. Discuss what elements your favourites have in common, and what about those elements make these stories appealing to you.

 

Speaking
Find a partner and compare your favourite stories (in the broadest sense of the word). Think of what makes these works your favourites and describe them to your partner. What do your favourites have in common? What does a good story entail?  

The Witcher: Books vs. Games vs. Comics vs. TV - Which One Prevails?

Part 3 - Creating

By now you should know who you're going to work with, and what you think makes a good story. Before you start, it's smart to make an overview of what you want to include in your story. Sit together with your partner(s) and answer the following questions.

  • Characters
    • who are the characters?The Seven Basic Plots - Asianfanfics
    • what is their past/present/future?
    • who lives/dies?
    • what are the relationships among them?
  • Setting
    • where/when does it take place?
    • what effect does this have on the story?
    • what locations/times are we in?
  • Theme
    • what is a general message you’re trying to get across?
    • what does the audience need to take with them?
  • Conflict
    • what is a turning point?
    • what events lead up to the conflict?

Besides the basic elements of a story, you should also include the following in your preparation:

  • Storylines
    • explain how different storylines are intertwined or paralleled, how do they influence each other.
  • Plot devices
    • Look up: MacGuffin, Deus ex machina, Shoulder angel, Red herring, Plot voucher. Include one of these in your story and explain how it is included/why it works in your story.
  • Materials
    • Make a list of the materials you will need to actually produce your story so you can bring them next time.

 

 

Part 4 - Portfolio

What will be in your PLOT portfolio

1. Section 1: INDIVIDUAL section where every group member includes their answers/research/notes on the following:

  • 7 Basic plots

  • Examples of critically acclaimed work

  • Text where you describe your favourite (with words like characters, setting, theme, conflict, storylines, plot devices)

  • Text where you compare your favourites with your group

2. Section 2: PREPARATION section where all these elements are discussed in texts (don’t copy these questions and write your answers behind them). 

  • Characters

    • who are the characters?

    • what is their past/present/future?

    • who lives/dies?

    • what are the relationships among them?

  • Setting

    • where/when does it take place?

    • what effect does this have on the story?

    • what locations/times are we in?

  • Theme

    • what is the general message you’re trying to get across?

    • what does the audience need to take with them?

  • Conflict

    • what is a turning point?

    • what events lead up to the conflict?

    • internal or external conflict?

  • Storylines

    • explain how different storylines are intertwined or paralleled, and how they influence each other.

  • Plot devices

    • Look up: MacGuffin, Deus ex machina, Shoulder angel, Red herring, and Plot voucher. Include one of these in your story and explain how it is included/why it works in your story.

  • Materials

    • Make a list of the materials you will need to actually produce your story so you can bring them next time.

3. Section 3: PRODUCT

The written story, link to video, etc.

 

Presentation

Every group will give a 5-10 minute presentation about their final product. Every group member should contribute to the presentation. Your presentation should include:

  • A brief summary of the story you’ve created (you can spoil the ending)
  • Mention how you have included the elements of a story (characters and their types, setting, theme, genre, conflicts and their type etc.)
  • What plot device and plotlines you’ve worked out
  • How you handled working together with your group
  • What kind of feedback you received and how you chose to approach it

Project - Job Interview

 

Most studies educate their students to function in international businesses. Whether you find a job in a social direction or a science direction, English will be an important part of your future life. There is a great possibility that English is a requirement in your future job, and therefore that your job interview will be in English. This project will help you prepare for future job interviews. You will learn how to write a formal letter that catches your future boss's attention  and how to sell yourself during a job interview.

In the grid below you'll find the different parts of this project, and which skills you can use to walk through these parts. Besides these segments of the project, we'll also have some class-exercises, that require different skills, such as reading and speaking.

Part Skill 1 Skill 2 Skill 3

Introduction

Reading

 

 

Orienting

Reading

Writing

Speaking

Letter + CV

Reading

Watching / listening

 

Job interview

Watching / listening

Speaking

 

 

 

job interview

Part 1 - Introduction

 

Entrepreneurs who are interested in the field of internationalization of business need to possess the ability to think globally and have an understanding of international cultures. (CTI Reviews, 2016) By appreciating and understanding different beliefs, values, behaviours, and business strategies of a variety of companies within other countries, entrepreneurs will be able to internationalize successfully. Entrepreneurs must also have an ongoing concern for innovation, maintaining a high level of quality, be committed to corporate social responsibility, and continue to strive to provide the best business strategies and either goods or services possible while adapting to different countries and cultures. (Hyena, 2016)

Motives can be resource orientated for example access to raw materials, workforce and so on. They can also be efficient orientated which refers for example to cost reduction potential by moving the production abroad. They can also be strategic motivated for instance the wish to expand the competencies of the company and by that to become more competitive. The main reason however is to access new markets (Coexinternationaltradeweb, 2016).Afbeeldingsresultaat voor job interview funny

Most studies educate theirs students to function in international businesses. Whether you find a job in a social direction or a science direction, English will be an important part of your future life. There is a great possibility that English is a requirement in your future job, and therefore that your job interview will be in English. This project will help you prepare for future job interviews.

The coming 5-6 lessons will be spent on finding job opportunities, writing a formal letter, making a CV, and learning how to do well during a job interview. You will make a video in pairs in which you pretend to have a job interview.

 

 

Goal reading: I can find and understand information. I can satisfactorily read and understand straightforward, factual texts.
Goal Job Interview: I can understand why I need to be able to perform well in a job interview.

Part 2 - Orienting

Some of you might know what you want to be when you grow up, others might have no idea whatsoever. When you’re looking for a job, you start by orientating on what your abilities are and what you like to do. Based on that you might find which jobs you like.

Do at least one of the exercsies below (based on the skill you want to practise) and then visit one of the websites at the bottom of this page, to look for job offers that suit you. Pick 3 job offers that you would like, and write down for each of them what kind of employee they are looking for, and what they need from their employee.

Reading
If you have no idea what you want to be when you grow up, you can do an online test to see what kind of jobs fit you. Keep in mind that this says nothing about your future just yet. Go to www.16personalities.com and click on 'take the test'. Fill in the questions honestly to get a discription of your personality. Read (at least) the introduction, the strenghts and weaknesses, career paths and workplace habtis to get inspiration on what kind of job would suit you.

Writing
Make a wordweb in which you first write your interest, hobbies and skills, and then connect them to jobs that go well with hobbies/skills/interests. Highlight the ones you like best.

Conversing
SIt together with a classmate who knows you well. Talk about your strengths and weaknesses, and your hobbies/interests and skills. Then brainstorm about which jobs would suit you and why. Take notes while speaking for later use.

Final exercise - Orienting
Use the Internet to find several job offers that might interest you. Below you can find a few websites that might help you, or you can use your own Google-skills to find a (international) job offer that interests you.

 

United kingdom Australia America New Zealand
https://www.jobsite.co.uk/ https://www.seek.com.au/ https://www.monster.com/ https://www.seek.co.nz/
https://www.jobs.ac.uk/ https://jobsearch.gov.au/ https://www.indeed.com/l-United-States-jobs.html https://www.workhere.co.nz/jobs

 

 

Reading: I can follow clear, written instructions. I can scan through straightforward, factual texts and identify what they are about and whether they contain information that might be of practical use to me
Writing:  I can write notes conveying simple information of immediate relevance, getting across comprehensibly the points I feel are important.
Conversing: I can obtain more detailed information and offer advice on simple matters within my field of experience.
Job interview:  I can think about what I would like in a job, and find a job that suits these requirements

Part 3 - Letter + CV

They say that the first impression in the most important one, and when you apply for a job, your letter of application is your first impression. A letter of application, also known as a cover letter, is a document sent with your resume to provide additional information about your skills and experience to an employer. The letter of application is intended to provide detailed information on why you are are a qualified candidate for the job. In this segment of the project, you'll learn how to write a letter of application and a CV. When you feel adequately prepared, you'll write a letter of application and CV.

 

Watching and Listening

application letter

Resume

 

Reading

Application letter

When writing a formal letter, you stick to a certain lay-out and a certain type of language (formal). In very formal letters, you should:
• make use of set formal expressions
• not use contractions
• not use idiomatic expressions or colloquialisms
• use indirect rather than direct questions
• express ideas in clear, polite language
• use the most academic vocabulary he or she knows (usually words of Latin, Romance or Greek origin)
• have a good, organised paragraph structure even for short letters.

To learn how to write a good, formal letter, please read through this wikiwijs about (formal) letter writing.

Resume

Your future employer would like a clear overview of the experience you have so far. This includes not only your work experience, but also you education and qualifications, your interests and achievements, your skills, and even persional details such as your date of birth and your place of residence. Please read through this website on how to write a resume.

 

Note: when asked what would make them automatically reject a candidate, employers said:

  • CVs with spelling mistakes or typos 61%
  • CVs that copied large amounts of wording from the job posting 41%
  • CVs with an inappropriate email address 35%
  • CVs that don’t include a list of skills 30%
  • CVs that are more than two pages long 22%
  • CVs printed on decorative paper 20%
  • CVs that detail more tasks than results for previous positions 16%
  • CVs that include a photo 13%
  • CVs that have large blocks of text with little white space

 

Final exercise - Letter + CV

In a previous segment you've chosen a job you'd like. Now it's time to apply for this job. Write a letter of application and a CV to apply for one of the job openings you've chosen. Pretend that it's 10+ years later, and you have the right education, skills and job experience for the job. This takes some imagination, but try to keep it somewhat realistic.

Afbeeldingsresultaat voor imagination spongebob meme

 

Watching/listening: I can understand straightforward factual information about common everyday or job related topics, identifying both general messages and specific details, provided speech is clearly articulated in a generally familiar accent.
Reading: I can follow clear, written instructions. I can scan through straightforward, factual texts and identify what they are about and whether they contain information that might be of practical use to me.
Writing: I can ask for specific information in a letter. I can write personal letters, asking for and giving information.
Job Interview: I can write a letter and CV that look appealing to an employer.

Part 4 - Job Interview

In this part we’ll practise for an upcoming job interview. Together we'll look at how to dress during a job interview, we'll talk about the types of questions you can be asked during a job interview, for example how they test your critical thinking skills. Besides these class-exercises, you can prepare for 'your' job interview by watching/listening or through a speaking exercise.

Speaking
You’ll have to work together with a partner, and one of you will be the interviewer and the other will be the interviewee who wants to work at that company. Find a partner to work with and choose one of your picked jobs to continue with. Decide who will be the interviewer and who will be the interviewee. Write down what you can say/ask in the interview. This means you will probably have to look up information about the company online. If you cannot find the answers to a question, you have to imagine the answer yourselves. Try to be realistic.

The interviewer:

  • Asks about past education
  • Asks about past employment
  • Asks about best skills
  • Asks about pitfalls
  • Asks for reaction on a certain case
  • Answers questions

The interviewee

  • Answers interviewer’s questions
  • Asks about the future of the company
  • Asks what the interviewer’s favourite thing is about working at the company
  • Other fitting questions

Watching / listening
Watch this Mock interview, and listen to the feedback this person gets on the answers he gives. Write down how this feedback might help you.

Watching/listening: I can understand the main points that are made in an extended discussion. I can understand a conversation about multiple different subjects, provided speech is clearly articulated in standard speech.
Speaking: I can take part in routine formal discussion of familiar subjects which is conducted in clearly articulated speech in the standard dialect and which involves the exchange of factual information, receiving instructions or the discussion of solutions to practical problems.
Job interview: I know what to expect during a job interview. I know which questions I might be asked and which questions I can ask.

Project - Perspectives

Introduction

In the past few years, there have been big movements all around the world that are aimed at creating more equality for all. However, these movements have been met with the same amount of resistance and hate at the same time, which means change will not come easily.

We, as teachers and as a school, feel it is our duty to prepare you as best as possible before you step out into the world as an adult. In doing so, we recognize that there is a high need for our students to possess cultural competence. This means being aware and understanding of differences in cultures, and the ability to effectively navigate interactions with people from these different cultures and backgrounds. Offering you this Perspectives Project is aimed at helping you gain an understanding of specific concepts, perception, thinking, acting and feeling from other (non-dominant) groups of people as well as your own.

Globalization has played a big role in the need for this competence. Today's world promotes and encourages culturally competent and linguistically appropriate exchanges and collaborations among families, professionals, students and communities in order to become responsive towards issues such as culture, race, gender, social and economic status. It is therefore important to understand and develop cultural competence (Source: Role of Multicultural Fiction in Fostering Cultural Competence, Parveen, 2015)

Before we start, you're going to fill in the following form to give shape to the ending of this project: click this link and fill it in. This will give you some idea of the different topics you might encounter in the next few weeks.

This project is part of the B1 Learning Objectives. The goals we have for this project are not only related to English skills though.

Part Skills
1 and 2 Speaking, Watching and Listening, Writing
3, 4 and 5 Reading, Researching, Speaking
6 Watching and Listening, Reading, Speaking and Conversing

 

Goals Perspectives Project: 1) Ik ben respectvol naar anderen en het onderwerp toe. 2) Ik sta open voor meningen die afwijken van mijn mening en stel me leerbaar op. 3) Ik stel me empatisch op naar anderen. 4) Ik ben bewust van mijn woorden en de impact van wat ik zeg. 5) Ik onderbouw mijn mening wanneer daarnaar gevraagd wordt.

Goals 'Burgerschap': 1) Leerlingen leren hun mening onderbouwd te uiten en anderen daar in discussie, debate of dialogue van te overtuigen. En hoe verschillen van inzicht, waarden, overtuigingen, belangen en emoties niet altijd overbrugd kunnen of hoeven worden. 2) Leerlingen verkennen hun ambities en toekomstverwachtingen. Ze onderzoeken met welke groep(en) ze zich verbonden voelen en waarom. Ze leren over spanningen tussen identiteitsaspecten. 3) Leerlingen verkennen de diverse samenleving in Nederland in de context van een globaliserende wereld; met aandacht voor levensbeschouwelijke stromingen, waarden en overtuigingen. 4) Leerlingen ontwikkelen inzicht in vraagstukken rond in- en uitsluiting, rechtvaardigheid en solidariteit, en hoe daarop te handelen. Ze herkennen het gelijkheidsbeginsel uit artikel 1 van de grondwet en passen het toe. 5) Leerlingen leren kritisch denken, ethisch redeneren, communiceren en ontwikkelen empathische vermogens. Deze denk- en handelswijzen worden toegepast in samenhang met de inhouden van de overige bouwstenen.

 

Part 1 and 2

In parts 1 and 2, we're going to watch an episode of Girls Incarcerated, an American documentary television that follows the teenage inmates of the Madison Juvenile Correctional Facility in Madison, Indiana. At the bottom of the page, you can find the Goals we're working on today.

 

In class, we're going to watch the episode in roughly 2 parts. There are questions that will have to be answered before, during, and after watching. The goal of this watching and listening exercise on one hand is to practice your English skills. On the other hand, we hope to have an open and safe discussion relating to the topics in the video.

Questions before watching.​

  1. What is a Juvenile Correctional Facility?
  2. What do you expect the girls to be like?
    1. Age
    2. Educational level
    3. Family situation
    4. Ethnic background
    5. Mental health
    6. Type of friends
    7. Other influences
  3. What do you expect the crimes the girls have committed to be like?
  4. What do you expect the Juvenile Correctional Facility to be like? Think for example of the facilities the building might have or the activities they might offer.
  5. What do you expect the staff of the facility to be like?
  6. What do you think the goal(s) of a Juvenile Correctional Facility should be?
  7. a. What do you know about youth criminality in The Netherlands? What types of crimes are commited and by what type of young people?
    b. Check whether you were right here: https://longreads.cbs.nl/jeugdmonitor-2022/criminaliteit/

 

Questions while watching:

Open these questions to answer while watching

 

 

Questions after watching:

speaking

  1. Before watching, you were asked what you expected the girls to be like.
    - Were your assumptions correct?
    - Were there any prejudices in your answer?
  2. If you think about the girls you’ve seen in the video, what are some of the similarities between them that might have led to their incarceration?
  3. Before watching, you were asked what you thought the types of crimes these girls committed were. Were you right? How come you did(n’t) expect this?
  4. Several adults were shown doing their job in this episode; would you enjoy doing their job? Why (not)?
  5. The highest juvenile recidivism rates were 76% within three years and 84% within five years. Recidivism is a person’s tendency to relapse into a previous condition or mode of behaviour. If you think about the four girls that were in the spotlight this episode, which of them do you think are/were in danger of recidivism? Why?
    You can check whether you were right on this website: https://thecinemaholic.com/girls-incarcerated-season-1-cast-where-are-they-now/

 

Writing

You've hopefully lead a very different life so far than the girls featured in the series, maybe because you have some privileges in your life that they do not have. A privilege is a special right, advantage, or immunity granted or available only to a particular person or group. For example, in the context of the series, a stable family to grow up in could be one of the privileges that some children have and others not.
You're going to write about how your life is similar or different to the girls in the video, taking those privileges in mind. Take another look at the statistics of youth criminality in the Netherlands, and think about your answer to the question 'If you think about the girls you’ve seen in the video, what are some of the similarities between them that might have led to their incarceration?'. Then try to answer the following question in an essay of ~250 words:

Why are you (not) susceptible to committing crime? Explain the most important influences in your life.

 

Goals Watching and Listening: 1) Ik begrijp wat mij verteld wordt, wat iemand ergens van vindt. 2) Ik begrijp de hoofdpunten van een discussie, een gesprek over muziek, acitiviteit, onveiligheid op straat, milieu. 3) Ik volg de presentatie van een klasgenoot. 4) Ik begrijp instructies van mijn docent. 5) Ik begrijp films over vertrouwde onderwerpen, documentaires en hoofdpunten.

Goals Writing: 1) Ik noteer de belangrijkste punten van een artikel. 2) Ik schrijf een kort verslag over iets wat ik gedaan en gezien heb. 3) Ik reageer op een verhaal van anderen. 4) Ik geef mijn mening. 5) Ik schrijf over een ervaring, persoonlijke reactie op een film/boek of een zelfverzonnen verhaal.

Part 3 , 4 and 5

Short Story - Am I Blue? By Alice Walker

This is one of the 2 works written by the controversial Pulitzer Prize-Winning African American Novelist, Political and Human Rights activist Alice Walker which were censored/banned. Am I Blue is a short story about an African American woman who bonds with a male horse named Blue. The short story will be used to practice some reading, writing and speaking. During the next two lessons, you will read the story, answer questions and discuss topics like racism, animal cruelty and how that is related to each other. This preparation will lead to a debate in the third lesson. At the bottom of the page, you can find the Goals we're working on.

Lesson 1

Reading comprehension questions. Read the text linked above. Answer these questions while you're reading the story.

  1. What is the reason the writer doesn't ride horses anymore?
  2. What did the writer notice in Blue's eyes at first?
  3. What was Blue's initial reaction to the new horse?
  4. What did the writer notice in Blue's eyes in the end?

After reading. Answer these questions when you're done reading.

  1. Write down any phrases, passages or ideas that you find particularly interesting.
  2. Write down any questions you have about plot, character, setting or theme.
  3. What is the significance of the title? In what ways does it have multiple meanings?
  4. What similarities do you see between human beings and animals? What differences do you think exist?

Discussing the N-word

In the text, the N-word is used twice. In a respectful class discussion, your teacher will talk to you about the following things:

  • Why the N-word is chosen by the writer
  • What effect using the N-word in literature can have
  • Why we, as white teachers, choose to use/not use the word in this context
  • Why it is absolutely not to be used in modern society 
  • What other options there are
  • What language and word choice does for teaching perspectives
  • What (the Dutch) language implies with words like white/caucasian/blank/Black/Blacks/African-Americans
  • Interferences: Making inferences about a story involves using the information in a story, as well as your own common sense, to make logical guesses. This will help you understand characters as writers seldom explain everything about a characters' background, thoughts and emotions.

Choose one of the following options.

Option 1. Interferences about character's background

1. Look for details on the physical environment and about any social, cultural and moral influences. Describe them. If you're feeling up for it, create a drawing of the environment.

2. Describe what it would be like to live in the story's setting. Consider details about the context in regards to what you know about the history of slavery.

Option 2. Interferences about character's feelings

1. Connect to the writer's experiences in the story. Talk about similar experiences you've had and how you felt.

2. As you read the events leading up to the writer spitting the meat out, what emotions is the writer feeling from the beginning of the story up until the end? Explain how you make your guess.

Lesson 2

Reading and writing to prepare for the debate

Over the course of the story, Walker humanizes Blue by comparing him to a person born into slavery and describing his 'crazed' reaction to the removal of his partner. Her experiences with Blue lead her to ultimately reject the exploitation of animals and to 'spit out' the 'steak' that she is eating.

First, we're going to read an article (linked below) that discusses the connection between human and animal oppression. Use this in your debate preparation.

 

Goals Reading: 1) Ik vind relevant informatie voor een project. 2) Ik begrijp persoonlijke gevoelens en wensen van vrienden of iets dat gebeurd is. 3) Ik begrijp instructies. 4) Ik begrijp specifieke informatie, de hoofdgedachte van een artikel, een jeugdroman of songtekst.

Debate questions to prepare

In class, we will have a debate concerning the ethicality of eating meat and how the topics in the story relate to the oppression of all kinds. You will have to prepare arguments for both sides and should be ready to argue for and against eating meat. The questions to help you prepare are:

  1. Is it ethical for humans to eat meat?
  2. In what situations is it ethical/in what situations is it not?
  3. What are alternatives to eating meat? Are these alternatives sustainable?
  4. What is the effect of eating meat on the individual/groups of poeple/the animals/the climate?
  5. What is the connection between eating meat and feminism? (use the article you have read and research this article in Dutch to help)

The statements you will argue are: 

  1. It is not ethical for humans to eat meat.
  2. There are situations where it is ethical for humans to eat meat, and people should not be criticized for eating meat.
  3. There are plenty of alternatives to eating meat. Eating vegetarian or vegan food is just as, if not more, healthy than other foods.
  4. Eating meat has an effect on the climate and should be banned or taxed a lot more.
  5. There is a clear connection between eating meat and harm to individuals/groups of people
  6. In order to be a true feminist, you have to stop eating meat.

Goals Writing: 1) Ik noteer de belangrijkste punten van een artikel. 2) Ik schrijf een kort verslag over iets wat ik gedaan en gezien heb. 3) Ik reageer op een verhaal van anderen. 4) Ik geef mijn mening. 5) Ik schrijf over een ervaring, persoonlijke reactie op een film/boek of een zelfverzonnen verhaal.

Goals Speaking and Conversing: 1) Ik kan iets uitleggen en redenen geven, toespraken houden over leerervaringen en gelezen teksten. 2) Ik kan verslag doen van een leerervaring, verwachting of ambitie, of een verhaal dat ik bedenk. 3) Ik breng een standpunt over en geef commentaar. 4) Ik uit gevoelens en reageer op gevoelens van een ander, geef mijn standpunt/mening/commentaar, leg een probleem uit, stel oplossingen voor en reageer op standpunten van anderen. 5) Ik geef en volg aanwijzingen en toelichtingen.

Part 6

Speaking and Conversing

Being able to speak about these difficult topics is crucial to any and all social change. Luckily, the younger generations are more willing to open up about all taboo topics and are far wiser in dealing with them already. Speaking and Conversing are essential in fostering the Cultural Competence we read about in the introduction. At the bottom of the page, you can find the Goals we're working on.

In the last few lessons, you have come across different perspectives on life that might seem very unfamiliar or extremely familiar to you. Understanding perspectives that we're included in this project will go hand in hand with understanding how privileges work and what privileges are at work in your life. We've already mentioned having privileges in the writing exercise about your susceptibility to yourth criminality.
Today's lesson is aimed at discussing this topic as well as the social impact it can have. It will include watching and listening (short video), reading (doing a quiz) and speaking (discussing the results).

Before we start, we need to go deeper into what a privilege is, because the term is often met with resistance and confusion.

  • Privilege (noun), prerogative refer to a special advantage or right possessed by an individual or group. A privilege is a right or advantage gained by birth, social position, effort, or concession.
    • a right, immunity, or benefit enjoyed by a particular person or a restricted group of people beyond the advantages of most: the privileges of the very rich.
    • the unearned and mostly unacknowledged societal advantage that a restricted group of people has over another group: white privilege based on skin color; male privilege; children of privilege.

  • a special right, immunity, or exemption granted to persons in authority or office to free them from certain obligations or liabilities: the privilege of a senator to speak in Congress without danger of a libel suit.

  • a grant to an individual, corporation, etc., of a special right or immunity, under certain conditions.

  • the principle or condition of enjoying special rights or immunities.

  • any of the rights common to all citizens under a modern constitutional government: We enjoy the privileges of a free people.

  • an advantage or source of pleasure granted to a person: It's my privilege to be here.

  • Note that the definition of having privilege does not imply that one's life is easier, struggle-free or comfortable. It simply means that the privilege in question does not make that person's or group's life harder when the privilege is absent. (Source: https://www.dictionary.com/browse/privilege)

1. Watch the video. Share your response with the class.

2. Open this link. Do the Privilege Quiz and find out how privileged you are. The questions in the quiz contain some language that might be unfamiliar to you. You can ask your teacher what it means, or you can look it up to see if the statement applies to you.

Part 7

At the beginning of this project's launch, students voted on the subjects they would like to have lessons about. In that vote, the most requested topic was 'lichaamsomvang, vetfobie en dieetcultuur'. Because there is a lot of stigmatization surrounding this topic and everyone thinks they know what's healthy and what's right, you often see hate online for people that are bigger. With this in mind, it is no wonder that the number of children with eating disorders is increasing rapidly. Researchers believe that every 62 minutes, someone dies as a result of their eating disorder. It might be something you or someone close to you is struggling with, and therefore we're offering a trigger warning on subjects like body image and disordered eating.

Please note the following: these are not your usual lessons on how being fat is bad and unhealthy. Being fat is not something that always can be, or needs to be fixed and it is not always a simple fix with diet and exercise (you will learn more about that later). Even if you have learned/always thought that it should be criticized or avoided, the point of this part is to also show you that even in disagreement, a person should still have basic equal rights (like proper healthcare and accessible basic necessities). It is also intended to offer you some historical perspective on how we came to see fat as bad. The stigmatization of fat people has not erased their existence, because even if everyone would eat and exercise the same, there would be differences in sizes and shapes. Comments about someone's appearance, weight or habits should be reserved at the invitation of that person and between them and their doctor.

One of the privileges that we don't often talk about is thin privilege*. Just think about the following situations from the perspective of a petite or straight-sized person:

  • going into a clothing store, you will find clothing in your size
  • going into a clothing store, you will not have to pay more for the same item
  • going into a clothing store, you will find trendy and fashionable items
  • looking at the TV or in ads, you are more likely to find yourself represented
  • looking at the TV or in movies and books, characters are more likely to be good/funny/attractive/important to the story (research shows this happens!)
  • going into a public place like a pub, the seats will fit your body
  • going into public transit, the seats will fit your body
  • people are more likely to assume you are healthy
  • going into a doctor's office, the conversation will be centred on finding the root of your issue before ever/even talking about your weight
  • your chance of being misdiagnosed is a lot lower (research shows this happens!)
  • you will not be discriminated against in the workforce based on your weight alone (research shows this happens!)
  • you don't worry (as much) about eating in public for fear of staring

*these problems are enhanced when adding other factors/intersections like being of colour, disabled, queer etc.

These are all examples of how fatphobia is ingrained in our society. Fatphobia is a term that is pretty self-explanatory, but it refers to the fear of fat people or fatness itself. In a modern society where there is a lot of misinformation or one-sidedness on fatness, it is normalised to not want to have anything to do with fatness and think of it as bad. This is also where diet culture has found its origin. However, this fatphobic message hasn't always been the case and is often untrue or unnuanced, to say the least.

This topic will be split up into two. On one hand, we will discuss beauty standards and superficial features that also tie racism to fatphobia. On the other hand, we will talk about how health is measured and the science that is behind it.

Task 1 - Beauty Standards

Beauty standards and ideals have changed drastically over the centuries and across continents. Some examples of beauty ideals include the "heroin chic look" for women, the palest skin possible for Asian people, being fat as a sign of wealth in African countries and so on.

You're going to try and find examples yourself. Write down your answers to the following questions.

1. Research and find at least 3 different beauty ideals in history. Write down what the beauty ideal is (i.e. a small waist and a big bottom, big lips etc.). You can choose to focus on either female or male presenting bodies. If you struggle to answer this question, think of some of the most popular celebrities and beauty icons and how their appearance influences people.

2. Now write down what the context for 3 beauty ideals you have found is (i.e. is it only popular in a certain country? Who is this beauty ideal for?)

3. Now describe how those 3 beauty ideals are obtainable (=haalbaar). Who can follow this beauty ideal? Who cannot? Why?

Task 2

Beauty ideals go hand in hand with a subjective opinion of what is beautiful and what is ugly. Knowing this, there are a lot of industries that play into the idea of fixing someone's problem by selling them a product or service. This explains why the beauty industry has an estimated market value of over 503 billion US dollars.

Create a table with 4 columns.

1. In column 1: think of a list of physical features that are considered imperfections, ugly or flawed. Write down as many examples as you can.

2. In column 2: after every list item from question 1, write down a product or service that promise to 'solve the problem' of the imperfection.

3. In column 3: if possible, mention the consequences or side effects of using these products and services.

4. In column 4: write down your opinion. Have any of the products or services you could find actually worked on a large scale and in the long term? Explain.

Task 3

As mentioned before, there are ties between fatphobia and racism that go back to colonial times. You will learn more about this by learning about a specific woman in this task.

1. Look up information on Saartjie Baartman (or Sarah Bartmann). Take notes on what you can find about her life to write a summary. (One link to help you get started).

2. When reading about Saartjie's life, it will become clear that white women with smaller features were not pleased with the attention she was getting. How is this negative comparison still apparent today? In other words: what criticism do Black women still face?

3. Go to this website and take notes on the origin of the body-positive movement. Write down information that is new to you.

Task 4 - UK Health System Report

Read pages 3, 5 and 6 (numbered in the document) of this report. Answer the following questions.

1. What does the report think the effect of social media use and online advertising is?

2. What is said about specific groups of people including women, people with disabilities and transgender people?

3. What is the difference in funding between general mental health research and eating disorder research?

4. What is said about the use of BMI?

5. How effective was the Obesity Strategy?

6. How are Black children negatively impacted by the NCMP?

7. Why is it important for the adverts online and offline to be more diverse?

8. What suggestions does the report make in regard to The Online Harms Bill?

Task 5 - Social Media discussion

1. Blair Imani is an online educator who collaborates with a lot of activists and representatives to bring insight in short video format. Go to https://www.instagram.com/reel/CoDyoiepp6M/?utm_source=ig_web_copy_link and https://www.instagram.com/p/Cl6yHX1JKxF/ and watch the video. Look up some background information on BMI and discuss this in class.

2. Go to https://www.instagram.com/p/CIQMZoTJZeb/?utm_source=ig_web_copy_link and watch the video. Then read the different slides and their contents. Then open the PowerPoint below and read the different slides and their contents.

Find a partner and discuss these items in class. What is new information to you?

What does it help you realize?

Interested in learning more? Read this article: https://highline.huffingtonpost.com/articles/en/everything-you-know-about-obesity-is-wrong/

Goals Watching and Listening: 1) Ik begrijp wat mij verteld wordt, wat iemand ergens van vindt. 2) Ik begrijp de hoofdpunten van een discussie, een gesprek over muziek, acitiviteit, onveiligheid op straat, milieu. 3) Ik volg de presentatie van een klasgenoot. 4) Ik begrijp instructies van mijn docent. 5) Ik begrijp films over vertrouwde onderwerpen, documentaires en hoofdpunten.

Goals Reading: 1) Ik vind relevante informatie voor een project. 2) Ik begrijp persoonlijke gevoelens en wensen van vrienden of iets dat gebeurd is. 3) Ik begrijp instructies. 4) Ik begrijp specifieke informatie, de hoofdgedachte van een artikel, een jeugdroman of songtekst.

Goals Speaking and Conversing: 1) Ik kan iets uitleggen en redenen geven, toespraken houden over leerervaringen en gelezen teksten. 2) Ik kan verslag doen van een leerervaring, verwachting of ambitie, of een verhaal dat ik bedenk. 3) Ik breng een standpunt over en geef commentaar. 4) Ik uit gevoelens en reageer op gevoelens van een ander, geef mijn standpunt/mening/commentaar, leg een probleem uit, stel oplossingen voor en reageer op standpunten van anderen. 5) Ik geef en volg aanwijzingen en toelichtingen.

End of the project

Diversity and inclusion include an extensive list of topics to cover. During this project, we tried to cover a few and to give you a taste of what is going on outside of DNS. This was all in an effort to give you more nuanced and neutral perspectives on some difficult topics.

Please fill in this questionnaire to help round up the project. Also feel free to share feedback there.

Because you hopefully feel inspired to learn more, here is a list of Instagram accounts that could help you find some sources and possibly some comfort if you're struggling with any of these topics. Feel free to speak to your teachers or vertrouwenspersonen if you feel the need to.

Instagram accounts

Bronnen en accounts die je kan aanraden/zelf kan raadplegen omtrent de volgende onderwerpen met in steekwoorden de core message:

Racisme, kleur, migratie achtergrond

  • Kozwartepiet (alle zaken rondom racisme in Nederland)
  • Zetjein (samenvattende posts omtrent maatschappelijke thema’s met veel bronnen)
  • Veelgehoord (pagina vol opmerkingen die als naar ervaren worden maar vaak gemaakt worden, reacties op spraakmakende gebeurtenissen)
  • Blackandembodied (representatie voor issues van donkere mensen)
  • Browngirltherapy (struggles omtrent bi-cultureel opgroeien en identiteitscrisis ervaren)
  • Brandonkylegoodman (de Black experience en ally zijn voor witte mensen)

Feminisme, activisme

  • Feminist (verzamelplatform van alle diversiteitsthema’s)
  • Blairimani (divers en intersectioneel activisme met korte educatieve video’s genaamd Smarter in Seconds)
  • Damnhoneyhetboek (podcast makers en schrijfsters over allerlei onderwerpen en huidige ontwikkelingen)
  • Debroervanroos (maatschappelijke thema’s en schending van grondwetten)
  • Mignonnus (diverse onderwerpen omtrent kunst, neurodiversiteit en validisme)
  • Zeikschrift (analyseert media outlets op woordkeuzes en inherente boodschap)
  • Glographics (beeldend en samenvattend over maatschappelijke thema’s)
  • Shaunking (nieuwsupdates omtrent grote zaken)

Beeldvorming in media, zelfvertrouwen, zelfzorg

  • Danaemercer (beeldvorming van vrouwenlichaam en instagram vs realiteit)
  • Directiekamers (visuele representatie van besturen in top bedrijven)
  • Alexlight_ldn (beeldvorming van vrouwenlichamen)

Mentale gezondheid, therapie

  • Findyourshinetherapy (samenvattende posts met coping mechanisms)
  • Dr.marielbuque (self-healing)
  • Sitwithwhit (samenvattende posts met suggesties)
  • Dr.thema (self-healing)
  • Nedratawwab (therapeute van kleur gefocust op grenzen bewaken)

Gender expressie, geaardheid

  • Zegmaardeen / debrusvanroos (transgender man, positief voorbeeld, activist voor prullenbakken op mannentoiletten)
  • kutmannen (transgender mannen over hun struggles in de maatschappij en doorbreken van taboe)
  • thorn.vineyard (non-binair person, positief voorbeeld en activist)

Lichaamsomvang, vetfobie, dieet cultuur, eetstoornissen

  • Lovaeij (positieve representatie en andere problematieken)
  • Jennifer_rollin (eetstoornis therapeute)
  • Haes_studentdoctor (wetenschappelijke onderzoeken en ontwikkelingen die zorg en stigma breken voor alle lichamen)
  • Bodyposipanda (positieve representatie)
  • Mayralouise (positieve representatie en inzet voor health at every size)
  • dikgelukkig (dik zijn is niet per definitie het probleem, de maatschappij en gebrek aan basic respect wel)
  • _queenmojo (positieve representatie)
  • Yrfatfriend (open vragen en discussies over vetfobie en dieetcultuur)

Short stories

We think that literature is very important because it could give you a better understanding of the wold around you. You could say that literature is able to enrich your life.

This year we will read various literary works written by famous and also by somewhat unknown authors. Our main focus is reading short stories. The literature part of the domain test will consist of reading a short story and answering questions on the content as well as the literary elements you've studied before. There might also be a poetry element in the test.

To truly understand a short story we have to work with the rollercoaster diagram. Besides this, you also have to know some literary terms. Please click on the button below to download the reader so you can read the explanation.

Reader

                                                                                                                                                                                                                 

During class you can read the following short stories, and we'll discuss some of them classically.

Story Answers Extras
The Landlady        Landlady Correction + answers ppt   Film version
The Model Millionaire Model Millionaire Correction  
Lamb to the Slaughter Lamb to the Slaughter correction    Film version   
The Tell Tale Heart    The Tell Tale Heart correction Audio version
The Gift of the Magi The Gift of the Magi correction  
The Westernization of Mrs Jones Westernization of Mrs Jones  
The Umbrella Man   The Umbrella Man Correction  
Never Never Correction  

Poetry

Poetry is the key to your heart, or that is what some people say...

We think that poetry is important because it is a special way to express your feelings. Besides this, you'll also learn a lot about language when you read poems.

During this project, we are going to read a lot of different types of poetry. These poems range from tongue twisters to slam poems. By using sush a variety of poetry, we hope we'll find a type of poetry that appeals to you.

We will also analyse these poems. This will help you understand the different kinds of poetry you will come across during the rest of your school career and your life. Poetry might also be a part of the domain test.

First, have a look at the documents below to learn how to analyse a poem and to learn about different poetic elements.

Analyse a poem

Poetic elements

 

 

 

Introduction

Our modern obsession with poetry is only growing

Outlining the popularity of the Instagram poet

Given the recent mainstream popularity of poets like Rupi Kaur, it’s no secret that there’s been a poetry revival over the last few years. Poems are no longer only read by aspiring writers, English majors, and souls who find refuge in words. They’re being circulated to the masses.

Now, poems are skimmed through in noisy coffee shops, comforting lines are read in moments of weakness, and an average reader can get through at least ten poems before breakfast. With many modern poems being only a few lines long, poem-reading has shifted from being a marathon to a sprint, and from a five-course meal to a quick snack.

Now, in 2020, I can open Instagram and find morsels of poetry from accounts across the world. Thanks to social media, anyone has the agency to become their own publisher, catalyzing major artistic growth and shifting power dynamics in the literary world.

Our ability to read dozens of poems at once on the internet also allows us to escape from reality without the headache of reading a piece multiple times to understand its meaning. Simplicity brings us accessibility and the instant gratification of an immediate emotional response.

The goal of these lessons is to expose you to different kinds of poetry, and to show you that they are very varied and enjoyable. We will teach you different types of poetry and their format/layout/rules. You will write your own poetry as well. Mainly, we hope you'll find that poetry isn't 'old and boring', but can be modern and joyfull as well. 

(Based on: https://www.queensjournal.ca/story/2020-02-06/pop-culture/our-modern-obsession-with-poetry-is-only-growing/)

Tongue Twisters & Fairytale Poems

Warm up with Tongue Twisters (English)Even though tongue twisters are not necessarily the first thing you might think about when you think about poetry, there are several poetic elements that do appear in tongue twisters. Take a look at the presentation below to learn more about those poetic elements and to learn about fairytale poems. 

Alphabet Poetry & Shape poetry

Alphabet poems and shape poems are both umbrella terms for different types of poetry. Although they're very different from each other,Digital Media Foundations : Project Process & Discussion there are some similarities as well, such as the creativity needed to make such poems. For both catagories you need to think outside the box to come up with a product to inspire your audience. Click the link below to learn more about these types of poetry. 

Fixed form poetry & Nonsense poetry

When you first think of Fixed Form poetry  and Nonsense poetry, they seems like they couldn't be any more different. However, both are very interesting from a language point of view. For one you need a great grasp of the language, and for the other you need to be able to let that all go. 

Below you find an example of one of the most famous nonsense poems; The Jabberwocky by Lewis Carol.

Slam poetry

American poet Marc Smith, believing the poetry scene at the time was "too structured and stuffy", began experimenting by attending open-microphone poetry readings, and then turning them into slams by introducing the element of competition in which poets perform spoken word poetry before a live audience and a panel of judges.
While formats can vary, slams are often loud and lively, with audience participation, cheering and dramatic delivery. Hip-hop music and urban culture are strong influences, and backgrounds of participants tend to be diverse.

Whereas most poems are meant to be read / experienced on paper, a slam poem is meant to be heard. There are many examples to be found online, and the videos of the winners of the grand slam are uploaded on youtube every year. Below you find just one example of many.