Katy Larkin, GBP Student
In the Greater Boston Project we explore Boston through many different activities with a heavy focus on group work. Everyday we work on class activities in groups which helps us learn how to work together to create the best final product. We have learned how to give constructive criticism and the importance of contributing all we can for our group. We then use these collaboration skills we have learned to work on long term projects with a group. This has many similar elements to our in-class group work, but it also has added complications. For example, on long term assignments people must take the initiative to complete their work in a timely manner to give their group time to give feedback. We just finished working on a project about propaganda during the time of heightened unrest between Great Britain and the Massachusetts colony. Groups are focusing on the controversial acts passed by Great Britain and the outcomes of these legislations. This project is different from other projects we have done because we are given much more creative license on a large scale. While we have done creative work before, like in the in-class activity on “Puritan at Play” which had to do with arts and leisure in the Puritan times where we made videos in which we wrote our own script. However, for this propaganda project our skits were much longer and more in depth in regard to historical information, as well as performed in front of the entire class. Every group presented their skit to teach our peers about the event or legislation we researched. To assist us in our skit-making, the teachers even created their own skit with the same guidelines that we were given, focusing instead on a modern-day issue: the relocation of the Hillside school in Needham. Their skit was engaging and informative, showing us what we should all strive to create. In addition to our own pre-revolutionary skits, we created two pieces of propaganda to incorporate in our skits. One of the pieces had to be from the viewpoint of Great Britain or those whom supported the “mother country” and the other was created from the viewpoint of the colonial settlers who were against the legislation. The purpose of this was to help us show and understand both sides of the story in the events leading up to the American Revolution. We were able to get ideas for our propaganda when we went into Boston a few weeks ago, as other blog posts have discussed. At the Massachusetts Historical Society we looked at authentic propaganda from the time period we are researching. These propaganda artifacts were really helpful in showing us the language and persuasion tactics used during this time. From songs to drawings, this trip to the Massachusetts Historical Society sparked many great ideas for propaganda in our class. I liked this project because creating our own skits and propaganda was fun and different from other projects we’ve done. I also thought it was great for educational purposes because in order to create these things we really had to understand our topic. Sarah McEvoy, GBP Student For over four hundred years, Needham (and most other towns in Massachusetts) has held Town Meetings to address issues of the town to be discussed and resolved. According to the article we read in class on Tuesday of last week, “the town meetings that took place in Colonial times differed only slightly from the town meetings we hold today.” It is so cool that after all these years, some things stay the same. In a typical town meeting, representatives from the town stand up one at a time and recite an issue that faces the town. Then, there is time for debate where people can agree with your argument or refute it. Once the debates simmer down, there is eventually time to make a compromise and establish a new law or ordeal within the town. One of the main goals of The Greater Boston Project is to help us improve our oral communication skills, so what better practice than to have a mock town meeting for the entire class? This is how it went: Mr. Odierna took on the role of “Mr. Moderator,” who controlled the meeting; he posed two different issues that Massachusetts faces. The first was the tax on tobacco and the other was being the legalization of fireworks, both of which are major topics up for review right now. The class was split in half to do research on each topic. An exciting part of this meeting was that you could choose whether you were for or against the issue. Then, there was time to debate. The topic of the tax on tobacco started and students began to make their way to the podium, devices in hand, to present their case. It was so interesting to see the specific research and statistics that each student had to back themselves up. Great arguments were made and the debates were heated at times. After the two topics were debated and addressed, the “Town of GBP” made final decisions on what to do. The class was to say “yay” if they were for the change and to say “nay” if they weren’t. Of course, opinions varied, as they always do, so it was tough to make a unanimous decision. This activity was effective in showing us what it is like to be a part of a town meeting whether it be from the 1600s or 2015. It was a great way for us to do research and, at the same time, strengthen our presentation skills. Everyone seemed to really enjoy this activity. From my time in GBP, I have noticed that when we have activities that require this kind of interactive participation, everyone has a lot of fun while learning something important. Learning about town meetings is relevant to our lives today because it is actually how many town governments are still run!
Colby McMahon, GBP Student As we most often go back in time to study the history and progression of the Greater Boston area, coming back to the present time in GBP can be a nice change. Current Event Discussions (or CEDs, as we call them) are a way we connect with present day issues. Each student is given a specific presentation date where they will share something interesting and important that is of current interest in the Boston area. Breaking up into three small groups within our larger class, each person presents their story and questions, often sparking great responses and debates. Their main goal is to summarize the issue to provide background knowledge for the listeners, then to provide engaging questions for the listeners to respond to that relate to one of our two content learning goals: identity and perception or cultural change. An important part of The GBP curriculum is developing Oral Communication skills; the frequency of these mini presentations, as well as the small group settings, provide a great time to better these skills. And with all of the stories brought up and the diversity of views on them, the class debates always spark a very interesting discussion. So far, there have been a large majority of stories involving political events, local business issues, and police brutality. The implementing of body cams on police officers, in particular, was addressed by many presenters and seemed to be something that everybody seemed to share a different view on. With all the different stories involving law enforcement in the world today, police brutality is an issue being talked about across the news. The differing viewpoints the debates often lead to arguments within the group. I can specifically remember looking at certain classmates and watching as their facial expression made it clear they did not agree with what another person had said; personally, I can also remember some comments that made me rather frustrated. With that being said, however, the issues brought up always spark interest and a conversation that can be informative. It’s important for people to consider these big issues. The CED setting brings up issues that cause people who often don’t speak to come out and share a topic they feel strongly about. Being in the small groups provides a place of comfort for people to speak out in this way as well as work on their oral communications. The small group aspect provides a place to practice so when the “big stage” ( or speaking to the whole class) comes around, people feel confident and ready from the feedback and practice they got within their small groups. Taking time to reflect on present day issues is something we don’t do enough in school now and is a very positive thing we’re able to experience in GBP. GBP Students Colby McMahon (left) and Eliza Corderman (right) present their CEDs to their small groups. (Photos by Ms. Tincher)
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May 2016
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