Through Zhao Junfang, Movie director and Program Manager
Dong Wu Xing Primary School is one of our partner schools. It is about 10 kilometers from Yongji City and has about 130 students. They come from three surrounding villages. The school buildings are the most dilapidated we have seen in Yongji. There is absolutely no playing area, no fencing. Originally it had been slated for drawing a line under but due to the principal as well as village head’s efforts—and the location in a community that was critical during the anti-Japanese war—it has been able to remain open.
All of us started to collaborate with this particular school in July 2010 and are presently developing curriculum for our flagship subjects, reading and incorporated practice classes, presently there. This semester the topic of our incorporated practice class would be to study the history of this aged revolutionary village that help the children to higher understand the location their current address. All of us found that many children don’t know the area around the eyes of history and only have a couple of guesses or assumptions about this. Our wish is that through interviews, readings, a trip to a art gallery, and other actions that they will increase their understanding of this very important part of the good their local community. We don’t want them to need to piece together exactly what bits and pieces are available in textbooks.
Listening to Stories from your Parents
After viewing a movie about the anti-Japanese battle, students engaged in vigorous discussion about the incidents and figures in the film. They said these people wanted to learn more information. Some children said their grand daddy or grandma had told them that Japanese troops used to reside in their community. Everyone was extremely curious about what reside was like after that.
After having a few classes planning, we chose to interview a good 86-year-old man within the villages.
He was only fifteen years of age when the Japanese invaded their community. He sat within our classroom and answered the children’s questions with bits and pieces associated with his memory. He talked about how his family left, the destruction of the community, the pain, the struggling. After the job interview was over, he was relocated to recite an oldtime rhyme which referred to the history from 1937-1945.
Placing it into their very own words
After the interview, using the guidance of the teachers, the students organized the details from the job interview and categorized and summarized it. They used their own words to tell their friends and family the actual had noticed. They practiced the best way to write a job interview record.
Creating a Personal Program
The next phase will be to consult with students the actual already know about their village’s revolutionary background what they still want to discover. How will they gather details? Where will they get assist? We will make them to make their very own planning for the next exercise.