12 ANGRY MEN

12 Angry Men Project

Choose a topic and subtopic and prepare your work for the class newspaper. Due: 1st December 2021.

12 Angry Men

COVID19 Homework

Let's find out about Malcolm X. Complete the worksheet below and then write a summary of the text.

Flocabulary - Industrial Revolution

Flocabulary - Industrial Revolution from Michael O'Rourke on Vimeo.

The Industrial Revolution

Worksheet.

1. Let’s warm up! Brainstorm and together let’s write down as many words or ideas that we can that have to do with the industrial revolution. Look at the pictures to help you get on a roll! ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
2. A. Ok! Are you ready to rap? Let’s listen to a rap about the industrial revolution and see what we can get out of it! While you’re listening try to keep notes for the questions in exercise B.
3. B. Which inventions are referred to in the song?

________________________________________________________________________________________________________________________________________Write down the names of people who stood out during the industrial revolution. What were they famous for?

________________________________________________________________________________________________________________________________________

4. In pairs, read through your copy of the rap song (Handout 1) and answer the following questions. First pair to answer all the questions, wins…(my appreciation and respect!!!)  By the way there’s a mini-glossary at the end of the lyrics to help you.

1. What was improved upon to give people more food?

2. What happened to the population after farming technology improved?

3. What did James Watt invent?

4. What was the 19th century version of texting?

5. Where did many children work during the Industrial Revolution?

6. What was another common alternative industrial job to working in a textile mill?

7. What horrible injury was common if you were messing around in a textile mill?

8. Where did the working class families live in the big cities?

9. What type of economy did Adam Smith write about in The Wealth of Nations?

10. What type of economy did Karl Marx believe in?

5. Now, work in groups of 4 (The guys behind you will do). Read the paragraphs on HANDOUT 2. Decide which lyrics the paragraphs refer to. Remember you don’t need to understand every single word to do this exercise. Use your brain (if you brought it in today). Deduce (guess the meaning) and skim read to get the gist. (10)

a.                                          d.

b.                                          e.

c.

Homework (To be handed in next week)

Yes, homework again! In groups choose either task A, B, C, D or E.

Task A

Do some research and write a short article about child labour and working conditions during the industrial revolution. (150-180 words)

Task B

Imagine you were either a child, a worker or a woman during the Industrial revolution in London. Write about a day in your life (as if it was an extract from your diary) (150-180 words)

Task C

Make a poster advertising the most important inventions of the industrial revolution. Make sure to label the inventions on your poster and explain what they were used for.

Task D

18th century literature!!!! Find information on the most important writers and/ or poets, representative of the industrial revolution. Choose one or two of them and prepare a presentation to bring to class.

Task E

Make either a collage or draw a picture that you think is representative of the Industrial revolution.

The Cranberries - Zombie

WORKSHEET
Task 1.
a. Read the title of the song and write down 10 words that you associate with it.
b. In pairs, compare your lists with your partner.
………………………………………………………………………………………………
……………………………………………………………………………………………………
"Zombie" By The Cranberries
Another head hangs 1.________,
Child is slowly taken.
And the violence caused such 2.________,
Who are we mistaken?
But you see, it's not me, it's not my family.
In your head, in your head they are 3.________,
With their 4._________ and their bombs,
And their bombs and their guns.
In your head, in your head, they are 5.___________...
In your head, in your head,
Zombie, zombie, zombie,
Hey, hey, hey. What's in your head,
In your head,
Zombie, zombie, zombie?
Hey, hey, hey, hey, oh, dou, dou, dou, dou, dou...
Another mother's breakin',
6._________ is taking over.
When the vi'lence causes silence,
We must be 7._________.
It's the same old theme since 8.__________.
In your head, in your head they're still 9.____________,
With their tanks and their bombs,
And their bombs and their guns.
In your head, in your head, they are 10.___________...
In your head, in your head,
Zombie, zombie, zombie,
Hey, hey, hey. What's in your head,
In your head,
Zombie, zombie, zombie?
Hey, hey, hey, hey, oh, oh, oh,
Oh, oh, oh, oh, hey, oh, ya, ya-a...

Task 2.
In pairs,
a. read the lyrics of the song and discuss if any words from your lists were
included in it.
b. try to guess the missing words.

Task 3.
Now, listen to the song and check your answers.

Task 4.
a. In pairs, scan the text and underline as many words as you can that create
antiwar imagery.
b. Which war do you think the song refers to? How do you know?

Task 5.
In groups of four, compare Picasso’s “Guernica” to The Cranberries “Zombie”.
Which of the two art forms do you think is stronger in sending an antiwar
message. Why? Keep notes and report back to class.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

Task 6.
a. Watch the video clip of Louis Armstrong’s “What a Wonderful World”. Keep
notes of how it makes you feel
http://www.youtube.com/watch?v=m5TwT69i1lU&list=AL94UKMTqg-9Bi-_xgvrCUtUlWdKgbKKgi&index=2
b. In pairs, discuss which of the two songs had a stronger effect on you?
Why?
c. Do you think that a video clip can change the way we feel?

HOMEWORK
Work in Groups. Choose one of the following tasks.

Task 7.
Write a paragraph describing how you would design a video clip for “Zombie”.

Task 8.
Using your notes in Task 5 write an article comparing Picasso’s “Guernica” to
The Cranberries’ “Zombie”.

Task 9.
Illustrate the song! Make a picture/drawing inspired by the title of either of the two
songs and present it to class.

Guernica - a 3D representation

A lesson on Picasso's Guernica with a variety of projects. From anti-war artwork, to Picasso biographies and original Journals by Guernica survivors all from the student;s of C' class.
The starting point  was the video below along with a text describing the artistist's inspiration.

Guernica 3D from GaliciaCAD on Vimeo.

WORKSHEET
Task 1.
a. Read the title of the article and write down 10 words that you associate with it.
b. Work in pairs. Compare your list with your partner.
………………………………………………………………………………………………………
……...………………………………………………………………………………………………
Task 2.
a. In pairs, read the article and discuss if any words from your lists were
included in it.
b. What information do you think is missing? Discuss with your partner.
The artist’s eye
It was 1937. Spain, Pablo Picasso's home country was suffering from
a civil war, while he was living in Paris. On April 26th, the Spanish
government sent planes to bombard a small village in northern Spain
called Guernica. Guernica was completely destroyed. 1600 civilians were
killed. A._____________
Picasso was stunned by the photographs. He rushed
to his studio, where he quickly sketched the first images for the mural he
would call “Guernica”.
The cubist painting by Picasso, called “Guernica”, is an immense black
and white mural painted in oil. The mural depicts a scene of death,
violence, brutality, and helplessness. It shows the suffering people and
animals experience in the violence and chaos of a war. The overall scene is
within a room. There are humans, animals and buildings in this scene but
there seems to be no background. B.________ . On the right, there is
another woman trapped in a burning building.
The painting is very large: 349 x 776 cm. Despite its great size, it was
painted in less than two months. Picasso was so angry about what had
happened in Guernica that he wanted everybody to immediately take notice
of the brutal event. All the figures in the painting seem to be crammed
together and their mouths are open as though they are crying out.
C_______ .
D._______ The public who look at the picture must interpret the symbols as
they understand them”. Even though opinions about the exact meaning of
the images of the painting are numerous, there is no doubt that the
painting sends a strong antiwar message, not only about what happened in
Guernica but about the kind of suffering that takes place in any war.

Task 3.
Now, read the article in detail and put the missing paragraphs in place. Check
your answers.
1. On the left side of the painting we can see a mother holding her dead child.
A wide-eyed bull stands over the woman. At the bottom lies a fallen soldier,
still holding his broken sword from which a flower grows. In the centre
above the soldier is a horse whose body is pierced with a spear.
2. The next day, George Steer, a reporter working for The Times revealed the
destruction. By May, news of the massacre at Guernica had reached Paris.
Eyewitness reports filled the front pages of Paris papers.
3. Some people criticized Picasso's cubist style because they could not
understand his symbolism. Picasso answered his critics, “It isn’t up to the
painter to define the symbols.
4. We get the feeling that they can't get away from the horrors of war; they are
trapped in their suffering.

Task 4.
a. Read the article again. Underline any unknown words. Try to guess their
meaning from the context. As a class discuss the meanings of the words.
b. In pairs, scan the text and find the words below. Then, match them to their
definitions.
1. immense a. slaughter
2. massacre b. cruelty
3. crammed c. stab and cut
4. civilians d. overcrowded
5. brutality e. huge
6. helplessness f. citizens
7. interpret g. defenselessness
8. depicts h. wall painting
9. pierce i. understand and explain
10. mural j. shows

Task 5.
In groups of four, discuss:
a. What made Picasso paint “Guernica”?
b. Why do you think the painter chose to use only black and white?
c. What message is the painter trying to send?
d. Why did Picasso choose not to explain his symbolism?
e. Which other forms of art do you think are effective in protesting against
war?

Task 6.
Watch the video .
What effect does the 3-D animation have?
How does the musical background influence the viewer?

HOMEWORK
Work in Groups. Choose one of the following tasks.

Task 7.
Do some research. Find out more about Picasso and his life. Write his biography.
Task 8.
either
a. You’re an art critic. Write a description of Guernica.
or
b. You were there! Imagine you were a survivor of the bombing in Guernica. Write
about your experience
Task 9.
either
a. Add to the painting! What else would you add to Picasso’s masterpiece?
or
b. Draw your own painting or design a poster making a statement against the
brutality of war.

"The Wall of Brain"

Can we help our brains grow? What is a fixed and what a growth mindset? After having read, researched, discussed done questionnaires and come to serious conclusions about the power of the brain we managed to bring our brainpower together and create posters for the "Wall of Brain". 

Yes, we can (almost) all agree that the brain has the power to grow, change and help us succeed in anything we choose to do. It takes hard work and there is challenge and effort involved of course but it's all worth it in the end. The video below shows our work for the creation of Growth Brain Posters....

Leonard Cohen - Hallelujah

White Christmas by Imagine Dragons

Different perspectives - different stories - different people

Watch the talk by Chimamanda Ngoz Adichie and maybe you will start thinking about the way you see people and even life.

The danger of a single story | Chimamanda Ngozi Adichie

Freedom Riders (PBS)

Martin Luther King | "I Have A Dream" Speech

Freedom Writers

After having watched the film "Freedom Writers" the projects for the film have been handed in (most of them anyway) and will be uploaded on the Project Pages soon.

Have a look at the posters below

https://dochub.com/aggelikiarsenikou/RqMRPD/the-freedom-writers_2_-dinos?dt=xvauwjlnivaphd2

New Year's Day - U2

Queen - Thank God It's Christmas

Quantum Shorts 2015 - http://relativityquantumphysics.blogspot.com/2015/12/our-quantum-shorts.html

Our students participating in  "Quantum Shorts 2015 - a contest for quantum inspired flash fiction!"
Vote for them:
Master of the MultiverseThe Golden CodeThe Card

MASTER OF THE MULTIVERSE

When in a superposition a quantum object can exist in two or more states at once. A person can be both alive and dead at the same time.

Albert fired up the machine. The engine blew hot air out of the grids and then started to make a loud noise. The gate’s lights started blinking. It was powered up. The noises became louder and louder by the second, until it reached a high pitched tone that could pierce right through your brain. Then a lightning bolt appeared inside the gate as the whole system shut down. Albert wrote on his computer: “Interdimensional rift creating experiment, attempt 105 failed. More power required”

“Sweetheart, please go to sleep. It’s 3 in the morning.”

 Albert looked at Gini standing on the stairs with big, expressive brown eyes. Her red hair looked a lot more disheveled than they normally did. Albert didn’t know if she had just been woken up by the sounds of the machines or if she was waiting for him to come. Either way he was really surprised to see her down in the basement.

“Honey I’m really close, I can feel it. All it needs is more power. If my calculations are right it should take about…”

“All you care about is your work. You don’t give me any attention anymore,” she cried.

Albert hugged Gini as her hot tears imbued his sweaty Star Wars T-shirt.

      “That’s not true my love, he comforted her. I am on the verge of an astonishing discovery     that could change the world as we…”

“When will you realize that this isn’t your job anymore? The university stopped funding your research weeks ago. And look at you now, Al! You are just some loser in his basement trying to play God with stolen public equipment,” Gini shouted.

Albert then, with a face full surprise, sat on the armchair and put his face between his knees. His wife approached him slowly as she oozed guilt.

“Al, I’m sorry I didn’t mean to…”

“You think I do this for the money?” he shouted to her surprise.

“You think I do this for the fame? Of course not! I do this to unravel the mysteries of the world, I do this to advance science and, last but not least, I do this for me! And I will keep doing it until my last breath on this planet.”

Gini was speechless, but after a few seconds she screamed at her husband:

“Albert Edward Stevenson, you are a crazy man,” she cried and slammed the door as she left.  

“Little does she know. Am I right Schrödinger?”

Schrödinger meowed once and then went back to sleep, as he always did.

“Little does anybody know,” Albert moaned.

And it was true. Dozens of people had doubted him, or even called him a mad scientist in the past. He recalls the times when the other kids at school used to call him a nerd and bully him because of his interest in sciences. Although he had more of an obsession rather than an interest in them. While other kids looked up to actors, models or football stars he idolized Isaac Newton, Nikola Tesla and, of course, Albert Einstein. All his life he had been teased about what he loved but he had never given up on his dream. And then, one day, he was given an opportunity to turn his dream into reality. A university would fund his research on an interdimensional rift creating machine. But, after months without results the university pulled the plug on his research.  

“Morons, he mumbled, they gave financial support to the greatest scientific experiment of all time and then decided to give up. Well I won’t.” Then silence filled the room.

He would try for the last time.

 Albert slowly pulled the lever.

 The engine was on.

That was it.

The machine made a loud noise.

 That was the end.

The gate’s lights started blinking.

 The end of his research.

The noises became louder and louder by the second.

 The end of his dream.

Then, instead of a lightning bolt, a spinning, glowing white orb appeared in the middle of the gate. Albert remained speechless. He had done it. He had finally done it. He was the century’s greatest scientist! By that time the orb kept spinning at higher and higher speeds until it flattened out into a glowing white disk and then into a flat mirror. Or was it really a mirror?

Albert approached the mirror with caution. The Albert inside the mirror did the same.

“We made it at last,” said the Albert inside the mirror.

“We truly did,” said Albert.

“Now it’s time for experiment number 2,” Albert from inside the mirror said as he pulled a gun from his pants, “Can a superposition be possible?”

Albert froze for a moment. He couldn’t believe that after all this effort he would be killed by himself. But he watched in terror as he observed the other Albert start crying and pointing the weapon to his own head.

“For science,” said the other Albert.

“For science,” said Albert.              

             

The Card

Lisa was the only survivor.

Lisa had been excited for many a day before Saturday. Saturday was aunt Elisabeth’s birthday. She was her favorite relative and the one whose name she had taken.

Lisa had persuaded her brother Michael to help her make a special card for the occasion. They had spent a whole afternoon zealously occupied with the construction of an intricate birthday card. To their eyes it was perfect. The precious card was placed inside a red round box under Lisa’s bed, where she kept everything of great importance to her.

And at last the day had come.

“Are you ready kids?”  mum asked. Of course they were, so astonishingly eager to leave. Aunt Elisabeth was apparently not the kind of grumpy relative everybody hated! The family got into the car. Everything was settled and the card was safe and sound in the back seat waiting to be delivered to its rightful owner.

Lisa finally relaxed. She didn’t know why, but the whole thing with the card had made her really anxious the past few days. She was now incredibly relieved.

As soon as the engine started, the day was bound to be a great success.

They arrived just in time, even though there was a rather severe traffic jam. After a series of the usual hugs and kisses with long-lost relatives, the time had come. When Lisa (… and her brother) offered the card to her aunt, she felt prouder than ever. At that specific moment she believed that her whole life depended on that little square piece of paper…And maybe it did.

…………………………………………………………………………….

“Hurry kids! Aunt is waiting. We will not get there in time for the cake!” said mum and it was clear her patience wouldn’t last for long. Dad was already in the car and it was high time they left. Lisa pushed Michael in the back seat and the engine purred.

After some minutes of awkward silence, Lisa decided to talk. “It’s all your fault!” she accused her brother. “You were the one who was supposed to have held on to the card,” he answered back equally hostile. “I know where I had put it. Someone must have changed its place! When I opened the box I was sure I would find it there…”

The argument lasted for over five minutes, with the explanation of the card’s disappearance still shrouded in mystery. Hadn’t it been for that lost birthday card, and the extensive searching it involved, they would have probably arrived at aunt’s house by then.

Lisa was devastated. All she wanted was to give that card to her aunt and receive the usual praises. Michael always wanted to ruin her dreams, but he was too cowardly to admit his responsibility!

“Stop fighting about nonsense! It’s not the end of the world!” Mum sighed. “Now please, just be quiet! We’re almost there”

The children weren’t pleased, as their dispute was getting rather passionate, but decided not to pull their mother’s trigger.

Lisa gazed out of the window still frustrated. Even her mum had called the card nonsense…

A moment later everything turned upside down.

The witnesses claimed the car was running at extreme speed and that the driver hadn’t been paying attention.

Lisa was the only survivor…

…Or was she?

          

Education with a difference: A.S. Neill - Founder of Summerhill School (1964)

Last week's discussion topic was education. It all started with a brief introduction to Summerhill and its democratic views on educating children and continued with brainstorming and collecting ideas concerning the Greek educational system, its advantages and disadvantages. Unfortunately, we almost all agreed that the drawbacks outweigh the benefits and next week will try to suggest ways with which we might improve things (even if just in theory). On the Project Pages there are some very interesting ideas on the "Ideal School" as well as some research on other educational systems ("Education Abroad") all projects by ex-Anavryters. They are worth having a look at before we start working on our own projects...soon to be announced!

It's not about battery life, it's about real life

The Horror

Our project for the first term with Γ1 and Γ3 was natural disasters, tragedies, crimes, terrorist attacks and generally dire situations that the world has faced during the 20th and 21st centuries...
Our aim was to realise how lucky we are to live in a safe country that is not at war and finally see how fortunate we are to be alive, healthy and among people that love us and that we love. The aim was to be thankful for simple, everyday things and to appreciate the little joys in life.
Our projects are almost ready to be presented to the world (!) on the The Horror Page (on the right hand side) and will be enriched with more projects during the following weeks.
Unfortunately though it seems that our project idea will further be enriched by the horrific terrorist attack in Paris 13/11/2015 #prayforparis
It is important for us to underline the fact that it is not only the people who lost their lives in Paris that we must pray for, but for all the people that fall victims to terrorism, war and criminal acts.