Eucational activities

 & Low, 202

DESCRIPTION:

This is the biography of Argentinean singer and human rights advocate Mercedes Sosa. Mercedes used her musical talents and powerful voice to speak out against poverty and inequality in her home country and all Latin America. In the face of a cruel dictatorship, Mercedes refused to be silenced. She bravely stepped on stage to lend a "voice to the voiceless" with uplifting songs of empathy and empowerment.

MY SYMBOL, MY STORY: SEE, THINK, WONDER

Materials Needed: art supplies for self-portraits such as pencil, paper, colored pencils, paints and markers

Peace Linguistics & Peace Education: The See, Think, Wonder routine promotes thoughtful and reflective use of language. Students observe, interpret, and inquire in ways that deepen their engagement with the material and their ability to communicate their thoughts. This helps develop critical thinking and nuanced language skills, foundational to Peace Linguistics, where respectful dialogue fosters mutual understanding.By exploring how symbols represent personal strengths and abilities, learners are encouraged to value their individuality and the uniqueness of others. This supports Peace Education by helping students see themselves as valuable contributors to peaceful, inclusive communities. The hidden symbol self-portrait activity also nurtures respect for diverse talents and encourages peaceful, supportive interactions during the gallery walk.

Learning Objectives:

• Encourage learners to interpret and reflect on symbolism through the lens of visual storytelling.
• Foster creative expression by having learners design a self-portrait that represents their unique strengths or talents.
• Deepen understanding of metaphors and symbols in art and literature, helping students recognize how abstract ideas can be visually represented.
• Promote self-awareness and individuality by guiding learners to discover and express their personal symbols through both discussion and artwork.
• Practicing Habits of Mind: Thinking Flexibly, Responding with Wonderment and Awe, Creating, Imagining and Innovating, Listening with Understanding and Empathy, Questioning and Problem Posing, Thinking about Thinking, Applying Past Knowledge to New Situations, Communicating with Clarity and Precision.  

Steps

1. Read and Discuss:

• Read Mercedes Sosa: Voice of the People and discuss the events of the story.
• Answer any questions learners may have, especially related to the themes of the story.

2. Explore Selected Spreads Using "See, Think, Wonder":

• Choose several spreads in the book to explore, using the See, Think, Wonder routine. Suggested spreads include: 4-5, 6-7, 8-9, 10-11, 12-13, 16-17, 20-21, 28-29, and 32-33.
• Step 1: What do you SEE?

• Ask learners to share what they see in the illustration. Accept all responses, whether it’s colors, objects, shapes, characters or other. List these observations on a board or piece of paper. This is especially helpful if you have language learners in the classroom.

• Step 2: What do you THINK about that?

• Once all visible elements are listed, ask learners what these things make them think. For example, “I think this scene feels sad” or “I think this is a moment of celebration.” Encourage all responses, and list them as well.

• Step 3: What does it make you WONDER?

• Ask learners what questions arise when they see the spread. For example, “I wonder what happens next,” or “I wonder why there’s a bird in the picture.” Guide them to express their curiosity freely and write down their thoughts.

3. Hunt for the Hidden Bird Symbol:

• After completing the See, Think, Wonder routine on a few spreads, explain to learners that the illustrator has included a bird in every spread of the book—sometimes visible, sometimes hidden.
• Ask learners to wonder why the artist did this and accept all possibilities.
• Encourage them to hunt for the bird on every spread. If the bird is hard to spot, give hints (like looking closely at the characters' clothing or skin)

4. Explain the Bird as a Symbol for Mercedes Sosa:

• Tell learners that Mercedes Sosa is often symbolized by a bird in her home country, Argentina, because her voice was powerful, resonant, and soared through the air, much like a bird’s flight.

5. Discovering Personal Symbols:

• Ask learners to imagine what their own symbol could be—something that represents their talents or abilities, just like the bird symbolizes Mercedes’ powerful voice.
• Have learners write down their ideas of what their symbol might be and exchange papers with a partner to discuss their ideas.

6. Create a Self-Portrait with a Hidden Symbol (Art Extension):

• Have learners create a self-portrait that reveals something powerful or special about themselves—whether it’s a talent, skill, sport, or academic ability. For example, someone good at sports might choose a running shoe, while someone who loves art might choose a paintbrush.
• Encourage them to hide their symbol within their illustration (just as the bird was hidden in Mercedes Sosa’s story).

7. Gallery Walk:

• Conclude the activity with a gallery walk. Allow each learner to display their self-portrait, and let the others search for their hidden symbol. This fosters sharing, observation, cultural responsiveness, and creativity.

THE MAGIC SUITCASE

Materials Needed: Pencil and paper

Peace Linguistics & Peace Education: This activity helps students use language to connect with the rich cultural and historical narratives associated with Mercedes Sosa. As they “unpack” items symbolizing key moments of her life, they engage in meaningful discussions about her legacy, promoting language that fosters understanding of diverse cultural identities. This supports Peace Linguistics by showing how language can convey stories of resilience and solidarity, essential for peaceful coexistence. The activity promotes Peace Education by encouraging learners to explore how one person can use their talents and voice for social justice and change. By learning about Mercedes Sosa's influence on her community and the broader world, students reflect on the importance of respecting others’ struggles and contributions. The symbolism behind each item in the suitcase sparks discussions about justice, equality, and the role individuals play in building peace.

Learning Objectives:

• Connect personal experiences to the themes of exile and loss by reflecting on the significance of leaving home and what we choose to take with us.
• Analyze the emotional and practical factors involved in decision-making during times of transition or hardship
• Explore the concept of identity by identifying the intangible aspects (culture, language, memories) that we carry with us, even when physical things are left behind.
• Develop empathy and perspective-taking by comparing personal stories to Mercedes Sosa's journey and exile.
• Encourage critical thinking and creativity through the metaphor of a magic suitcase to understand what’s most essential to us
• Practicing Habits of Mind: Thinking Flexibly, Listening with Understanding and Empathy, Creating, Imagining and Innovating, Taking Responsible Risks, Applying Past Knowledge to New Situations, Communicating with Clarity and Precision.

Steps

1. Begin by reading Mercedes Sosa: Voice of the People.
2. Discuss the story and how it made them feel.

• Encourage students to share their emotional reactions and connect personally to Mercedes' journey.

3. Theorize why Mercedes left her home and country.

• Ask: What might have motivated Mercedes to leave? Explore the political, personal, and emotional reasons together.

4. Personal Connection: Have you ever had to leave something behind?

• Invite learners to share stories of leaving behind places, people, or objects they cared about. Respond with empathy and understanding.

5. Introduce the Magic Suitcase:

• Ask learners to imagine they have to leave their home alone, but can take anything they want in a magical suitcase (except for their actual home or people).

6. List Five Items:

• Ask learners to write down five things they would pack in their magical suitcase.

7. Tough Choices:

• Now, they must choose two things to leave behind. Which two will they let go of, and why?

8. Pair & Share:

• In pairs, exchange lists of the three items they decided to keep. Compare choices and discuss similarities and differences.

9. Create a Semantic Map:

• On the board, categorize items from the lists. Categories might include memories, comfort items, essentials, cultural items, etc.

10. Discussion:

• Ask: Why were some items chosen more frequently than others? Explore the emotional and practical reasons behind these decisions.

11. What do we carry inside us?

• Discuss the intangible things that we take with us no matter where we go—like language, culture, talents, and memories. How do these things shape who we are?

12. Connect Back to the Story:

• Reflect on what Mercedes Sosa might have taken in her suitcase during her exile as opposed to things she carried inside of her. Discuss the physical things she left behind and the things she carried inside her that helped her find her way back home—her music, her voice, her culture. Encourage students to think about how and why Spanish language vocabulary is sprinkled throughout the story.

RAISING OUR VOICES: SEE IT, SAY IT

Materials Needed: Recycled paper, boxes (tissue boxes work well), art supplies (glue, scissors, crayons, markers, magazines, etc.)

Peace Linguistics & Peace Education: This activity encourages students to use language as a tool for positive change. By reflecting on injustices and practicing speaking out, learners develop confidence in using their voices to advocate for themselves and others. This aligns with Peace Linguistics by emphasizing the power of language in promoting justice, solidarity, and peace through meaningful communication. By discussing themes of oppression, poverty, and injustice, students engage in dialogue that promotes understanding and empathy. This helps build a sense of responsibility toward addressing societal inequalities, key elements of Peace Education. The creation of the See It, Say It Cube further engages them in envisioning actions to speak out against injustice, fostering a sense of agency and peace-building.

Learning Objectives:

• Empower students to identify and express issues of injustice in their own communities through art and discussion.
• Develop critical thinking skills by reflecting on both personal and societal issues of fairness and how they can use their voice to make a difference.
• Encourage self-expression by allowing learners to creatively explore issues through the construction of See It, Say It cubes.
• Foster empathy and awareness by sharing and discussing ways to help or speak out in support of others, just as Mercedes Sosa did through her music.
• Practicing Habits of Mind: Listening with Empathy and Understanding, Thinking Flexibly, Questioning and Problem Posing, Thinking Interdependently, Persisting

Steps

1. Begin by reading Mercedes Sosa: Voice of the People.
2. Discuss Mercedes' use of her voice to address injustice, oppression, and poverty.

• List key themes and new words related to these topics on the board.

3. Share a Personal Example:

• Tell a story about a time when you wanted to speak out but felt afraid or when you stood up against something unfair. This models vulnerability and invites reflection.

4. Brainstorm Times Learners Wanted to Speak Out:

• Encourage learners to share their own experiences. Have them reflect on times they felt something was unfair and whether they spoke out or stayed silent.
• As learners share, list their ideas visibly (on the board or paper). This will help validate their experiences and inspire others.

5. Introduce the "See It, Say It" Cube:

• Show learners an example of the See It, Say It cube you’ve created. Explain that each side represents a different issue people might see in their community (e.g., pollution, bullying, poverty, linguicism, etc.).
• Discuss why speaking up about these issues is important, using Mercedes Sosa as an example of someone who raised her voice for others.

6. Create Personal See It, Say It Cubes:

• Give learners a recycled box (such as a tissue box) and plain paper to cover it.
• On four sides, they will illustrate or collage issues they believe are unfair or unjust in their community, their home country, or the world, using drawings and/or magazine cutouts.

7. Actions on the Top and Bottom:

• On the top and bottom of the box, have learners illustrate or write about two ways they could help someone or take action. This could be speaking out, lending a hand, or supporting a cause in another way such as Mercedes did with her voice.

8. Reflection & Sharing:

• After completing the cubes, invite learners to share their creations. Discuss the importance of raising our voices against injustice, just like Mercedes Sosa did through her music. Encourage students to wonder about how people who are not fluent in a language where they are living can speak out and still make an impact.