Yesterday we tackled a few stories that helped us to understand the factors that we consider to be part of a "good life". I was amazed by the list my students created. Yes, money was definitely on there but my students were able to dig so much deeper into this topic. I've attached the picture below. We then read two stories: Jose - who lives in a developing country, and Emma - who lives in a developed country. We then wrote down our assumptions about developing and developed countries and used evidence, from the stories, to support these assumptions. We talked about how these were not universal to all developing and developed countries but were generalizations. From there we looked again at the factors of a good life and tried to determine if we could say that youth in developed countries have a 'good life' or if youth in developing countries have a 'good life'. Our thoughts were mixed and we could not, with certainty, say that either had more elements of a 'good life'. Road map for today: 1. remind ourselves about Jose's and Emma's stories 2. Tease out the positive and negative factors in each of their lives 3. Work in small groups to explore the lives of Fernando, Gopi and James and look for evidence that the factor of a 'good life' is either present or missing 4. If we move quickly with this we may start watching the film Erin Brockovich
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Dana ReaumeEducational Disrupter, dog person, tattoos are therapy Archives
May 2020
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