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sin título
Freedom is the natural faculty that
man has to work in one way or another, or not work, this is why he
is responsible for his actions; it is the state or condition of the
person that is not enslaved. It is to act with disembarrassment, frankness,
easiness, liberation. It also means a natural disposition to do something
with skill.
It is the responsibility of the school
to form the men of tomorrow, this is why we must know clearly and
precisely: How is the citizen that we want to form going to be? The
educational activities are programmed on this model.
Children will have to know that many
men have fought and others will continue fighting so that they, their
families and all the citizens of their country enjoy freedom today.
It is necessary to teach the child
from an early age what it means to be a free man, woman or child.
To teach him so that he acts according to what freedom offers him,
not to be scared to express himself, to demand his rights, to speak
frankly with liberty.
But it is also necessary to teach
him to understand that acting with freedom means also to consider
the others, and that one is only truly free when one acts for the
others’ well-being.
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ACTIVITY
No 1
"THE LIBERATORS"
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Summary
of the activity:
The activity begins by presenting the subject through an explanation,
later we will speak on the content in order to make the narration
of a story in which we describe the life or actions of a liberating
hero, preferably from the community or the country, although he can
also be universal, finally the children will draw pictures related
to the story.
Objectives:
• To develop in the children knowledge on the liberators.
• To give notions on what freedom is.
Procedures:
• Conversation
• Narration
• Investigation
• Stroll
Material
Resources: Representative pictures of scenes of the selected
hero, art materials: pencils, paper, temperas, brushes, etc.
Development of the activity:
1st Part
The educator will explain to the children why a man or woman
is called a liberator, for example, because he is the soldier who
fought in some of the liberating wars of independence in America or
he is a veteran of one of the emancipation wars.
The
educator will show pictures, he will speak of some of these patriotic
people and will tell facts, feats, and anecdotes of these liberators.
2nd Part
The educator will lead a conversation with the children
with the following questions:
Why did
these men and women fight?
Why do we call them liberators?
Why must we always remember these men and women?
What do you understand by freedom?
3rd Part
We will tell the following story:
"He
was called Liberator"
"There
was once a good looking and brave soldier who fought for his mother
country without rest, next to his brave brothers, brothers yes, although
not of blood, because the men in the war take care of and defend themselves
as brothers who fight do.
Together
with his companions he fought in the flat lands and mountains, crossing
seas and rivers, so that his mother country could be free and happy.
How
the enemies feared him, because he was a truly brave man.
How his feats were told and how everybody spoke of his kindness.
Yes, due to his great feats he became a general.
Ah!
He always rode a horse, and he was known as the General of the white
horse.
Well,
that striking soldier had a very brave horse, so brave that once it
saved his life.
One
day, when he was far from his troops, the General of the white horse
was surprised by his enemies that shot at him trying to kill him.
But
his brave horse raised itself in two legs, gave a great whinny and
it covered him receiving the bullets. Hurt as it was he let its rider
mount and it escaped running very quickly until he arrived next to
the rest of the troops.
When
the general was together with his men who received him full of joy,
he dismounted and he told them:
Heal
the horse. I do not want it to die! It saved my life; he affectionately
passed the hand through its back and said: From today on you will
be called... Liberator!
Did
you like the story?
In
our country there have been very brave men and women who have fought
for the freedom of our mother country.
4th Part
The educator will tell the children: Now we will draw and
model the liberating horse. We will also construct a pretty stable
for it.
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CRITERIAL
ASSESSMENT |
Observed
conduct |
YES |
NO |
Comments |
They
understood the message of the story. |
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They
needed help to understand the message of the story. |
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They
knew about the conduct of the liberators. |
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They
needed help to learn about the conduct of the liberators. |
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They were interested in making drawings, models and constructions about
the characters of the story. |
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ACTIVITY
No 2
"THE MONUMENT"
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Summary
of the activity:
The activity consists of a visit to a monument or statue of a liberating
man or woman. The children will deposit flowers on it.
Objectives:
•
To help the children feel emotions and experiences when learning about
the life and works of some liberating men and women.
• That they behave with respect and solemnity before the monument
of a liberator.
Procedures:
• Observation
• Conversation
• Questions and answers
• Visit
Material
Resources: Natural or artificial flowers. Drawings done
by the children.
Development of the activity:
1st Part
First we will explain to the children that the objective
of the visit is to see a monument made for the liberator and to take
him flowers and drawings, they are told how to behave during the visit,
fundamentally with the solemnity that this patriotic person deserves.
2nd Part
We go on the visit and once at the monument the educator
will speak to the children on the life and works of this character,
he reminds them how he is called, why he is a liberator, in which
war he participated and why a monument was made for him.
3rd Part
There will be a conversation on the visit in which the educator
will let the children express their experiences on the visit, the
emotions felt in front of the monument, the knowledge of his work
and basically, why he fought: the freedom of his country.
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CRITERIAL
ASSESSMENT |
Observed
conduct |
YES |
NO |
Comments |
They
showed positive emotions during the visit. |
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They
behaved in a solemn way during the visit. |
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They
were interested in hearing the liberator’s life. |
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They
showed elementary notions of what freedom is. |
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They expressed favourable behaviours for freedom. |
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ACTIVITY
No 3
"LET'S PAINT FREEDOM"
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Summary
of the activity:
We will recite a poem and the children will make drawings illustrating
their feelings, finally there will be an exhibition with all the
works.
Objectives:
• To bring up in the children positive emotions about freedom.
• To reinforce the notions on freedom.
Procedures:
• To recite
• To draw
• To share and to explain the works
Material
Resources: Paper, colour pencils, watercolours, brushes,
and other art materials.
Development of the activity:
1st Part
The educator talks with the children in the classroom or
in a calm place outside the classroom and he recites a poem about
"Freedom".
The
educator will explain to them that many people paint freedom as
something very pretty, because everybody wants to be free and to
be able to paint the sky, the light, the sea, everything that is
around, everything that is beautiful and that we should not be forbidden
to paint what we want which means freedom.
2nd Part
The children will do their drawings on freedom; they will
paint freely what they want, what freedom means for them.
Later
each child will explain why he drew freedom in that way.
3rd Part
Consists of the organization of the exhibition, in which
we will show all the works of the children.
Finally
other classes will be invited to the exhibition.
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CRITERIAL
ASSESSMENT |
Observed
conduct |
YES |
NO |
Comments |
They
showed positive emotions during the activity. |
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They
made good drawings related to freedom. |
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They
knew how to suitably explain their drawings on freedom. |
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They
needed help to suitably explain their drawings on freedom. |
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They made positive verbal manifestations with respect to freedom.
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ACTIVITY
No 4
"THE ANIMALS ALSO WANT TO BE FREE"
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Summary
of the activity:
This is a motion game of children hunting animals but these do not
let the children catch them and run from one side to the other.
Objectives:
• That the children get sensitized about the freedom of animals.
• To make them understand that freedom is for all the living
beings.
Procedures:
Game.
Material
Resources: Hunters’ accessories (net to hunt
butterflies, a cage to hold birds), the children can also have costumes
of different animals.
Development of the activity:
1st Part
The educator will explain to the children that the animals
also like to live freely. Later he will explain the game to the
children.
Organization
of the game: The
game will have to be played mainly outdoors. The children will form
two circles holding hands. In the centre of one of them there will
be a child who will be a butterfly and in the centre of the other
there will be a child who will be a little bird and outside there
will be hunters. The persecuted and hunter roles must be exchanged.
Actions:
The round begins, the circle where the butterfly is will sing a
song.
When
the song is finished they stop and the child who is in the centre
will leave the circle and then one of the hunters will chase him,
the butterfly child returns to the circle he enters it and everybody
closes the circle so that the hunter cannot enter it.
The
other circle will do the same but using a different song.
Rules
of the game:
1.
- The child who lets himself be hunted will leave the game.
2. - The winning circle will be the one where less children were
hunted.
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CRITERIAL
ASSESSMENT |
Observed
conduct |
YES |
NO |
Comments |
They
were sensitized in favour of not hunting the animals. |
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They
knew how to explain why we should not deprive the animals of their
freedom. |
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They
needed help to explain why we should not deprive the animals of their
freedom. |
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They
made verbal manifestations to not catch animals in their daily life. |
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ACTIVITY
No 5
CRITICAL
EXPERIENCE FOR THE EVALUATION OF THE BLOCK
"WHAT
WOULD YOU DO IF...?"
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Summary
of the activity:
This is a critical experience to evaluate the block; the children
are presented a group of situations so that they say what they would
do in the situations presented.
Objectives:
• To verify if the children have understood the importance
of living in freedom.
• To verify if the children have learned to admire and to
respect the liberators.
• To verify if the children have understood the importance
of expressing themselves and of acting with freedom.
Procedures:
Stories.
Material
Resources: Cards or pictures with drawings of the situations
of the stories.
Development of the activity:
1st Part
The educator will read to the children several stories
so that later he asks them what they will do before that situation.
1.
- If in the garden of the house you see one cheerful butterfly flying
happily and freely among the flowers, what would you do? would you
try to hunt it or would you observe it admiring its colours and
you would let it continue flying?
2.
- A little bird with a broken wing arrived at Pedro’s garden,
the child took hold of it, healed its wing and he locked it in a
cage. Would you do the same thing as Pedro? What would you do?
3.
- There were two men speaking very loudly in the underground. One
of them was saying very bad things of a brave soldier who fought
for the freedom of his mother country, then one lady who heard them
told them that we should not talk badly about our liberators, that
these men should be admired and respected because many of them have
given their life so that everybody would be free. Would you do just
like the lady or you would not say anything because it does not
interest you? If you decide to say something to them, what would
you say?
These
are only some examples, the educator can create other situations.
2nd Part
The educator will let the children express their criteria,
so that they reach their own conclusions, and later the activity
will be summarized emphasizing the correct performance in each case.
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CRITERIAL
ASSESSMENT |
Observed
conduct |
YES |
NO |
Comments |
The
answers given to each one of the situations do not reflect that they
have understood the importance of living in freedom. |
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They
needed help to understand the importance of living in freedom. |
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They
have learned to admire and to respect the liberators. |
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They
have understood the importance of expressing themselves and of acting
with freedom. |
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They needed help to understand the importance of expressing themselves
and of acting with freedom. |
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