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DOCUMENT RESUME ED 455 189 SO 032 915 TITLE Projects Submitted by Participants of the Fulbright-Hays Summer Seminars Abroad Program, 2000 (Poland and Hungary). SPONS AGENCY Center for International Education (ED), Washington, DC. PUB DATE 2000-00-00 NOTE 383p.; Some photographs and text will not reproduce well. PUB TYPE Collected Works - General (020) Guides Classroom Teacher (052) EDRS PRICE MF01/PC16 Plus Postage. DESCRIPTORS Citizenship Education; *Curriculum Development; Curriculum Enrichment; Elementary Secondary Education; Filmographies; Foreign Countries; Music Appreciation; Social Studies; Thematic Approach IDENTIFIERS Catholic Church; Economic Growth; Fulbright Hays Seminars Abroad Program; Holocaust; *Hungary; *Poland ABSTRACT These curriculum projects were developed by participants of the Fulbright-Hays Seminars Abroad Program in Poland and Hungary during the summer of 2000. The following 11 projects are in the collection: "A Thematic Multicultural Interactive School Event on Poland and Hungary: Exploration and Learning for 6-to-9-Year-Olds" (Ruth Albert); "Once upon a Time in Hungary and Poland: A Unit for Upper Elementary School" (Linda F. Buzzard); "Curriculum Project" (Cheryl Daugherty); "New Models of Democracy: Applying Central European Democracy to American Civic Education" (Kathy Fagan); "The Catholic Church in Poland and Hungary: The Middle Ages and Today" (Justine Garvey); "Civil Liberties and Sovereignty in the Modern World: Constitutions and Conventions in Europe" (Jack C. Guy); "Nationalistic Elements in the Music of Chopin, Liszt, Bartok and Kodaly" (Karen J. Hom); "A Selected Annotated Filmography of Polish and Hungarian Cinema" (David Munro); "High School Unit of Study on Post-Communist Central Europe, with an Emphasis on Poland and Hungary" (Jon Nuxoll); "Animal, Vegetable or Mineral: Understanding the New Emerging Economies of Poland and Hungary" (Dany M. Ray); and "Polish and Hungarian Voices of the Holocaust: Facing History and Ourselves" (Jessica Sciulli). (BT) DOCUMENT: POOR PRINT QUALITY Reproductions supplied by EDRS are the best that can be made from the original document. ULBRIGHT .--'143MOPY_AZW41-% Projects Submitted by Participants of the Fulbright-Hays Seminars Abroad Program 2000 Poland and Hungary June 22 August 5, 2000 Albert, Ruth A Thematic Multicultural Interactive School Event on Poland and Hungary: Exploration and Learning for 6- to 9-year-olds Buzzard, Linda F. Once Upon a Time in Hungary and Poland A Unit for Upper Elementary School Daugherty, Cheryl Curriculum Project Fagan, Kathy New Models of Democracy: Applying Central European Democracy To American Civic Education Garvey, Justine The Catholic Church in Poland and Hungary: The Middle Ages and Today Guy, Jack C. Civil Liberties and Sovereignity in the Modern World: Constitutions and Conventions in Europe Horn, Karen J. Nationalistic Elements in the Music of Chopin, Liszt, Bat& and Kodaly Munro, David A Selected Annotated Filography of Polish and Hungarian Cinema Nuxoll, Jon High School Unit of Study on Post-Communist Central-Europe, with an emphasis on Poland and Hungary Ray, Dany M. Animal, Vegetable or Mineral Understanding the New Emerging Economy's of Poland and Hungary kr) Sciulli, Jessica Polish and Hungarian Voices of the Holocaust: Facing History and Ourselves PERMISSION TO REPRODUCE AND U.S. DEPARTMENT OF EDUCATION DISSEMINATE THIS MATERIAL HAS Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION BEEN GRANTED BY CENTER (ERIC) This document has been reproduced as C.) received from the person or organization afje (elre..K., originating it. BEST COPY AVAILABLE Minor changes have been made to improve reproduction quality. TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Points of view or opinions stated in this document do not necessarily represent ,2 2 official OERI position or policy. A THEMATIC MULTI-CULTURALINTERACTIVE SCHOOL EVENT ON POLANDAND HUNGARY: EXPLORATION AND LEARNINGFOR 6- TO 9- YEAR -OLDS (Independent Curriculum Project On Polandand Hungary) by Ruth Albert, Ed. D. Fulbright-Hays Summer Seminar Abroad Poland and Hungary June-July-August 2000 Ruth Albert Ruth Albert J.F. Kennedy School 4-6 Christopher Drive 900 Ash Street South Easton, MA 02375 Brockton, MA 02301 U. S. A. U .S. A. e-mail: [email protected] 3 TABLE OF CONTENTS INTRODUCTION ACTIVITIES: Fine Arts FRANZ LISZT (Hungary - - Hungarian musician) FREDERIC CHOPIN (Poland- - Polish musician) HUNGARIAN ANIMATION (Hungary) HUNGARIAN EGG DECORATING (Hungary) HUNGARIAN POTTERY (Hungary) Geography & Politics HUNGARIAN FLAG (Hungary) HUNGARIAN GEOGRAPHY (Hungary) POLISH CITIES (Poland) POLISH FLAG (Poland) SLOGANS ON BANNERS (Poland- - Polish "Solidarity") Language Arts CLASSIC POLISH "LOCOMOTIVE" POEM (Poland) HUNGARIAN BINGO (Hungary) HUNGARIAN FOLK TALES (Hungary) POLISH BINGO (Poland) POLISH FIRST NAMES (Poland) POLISH LEGENDS (Poland) Mathematics & Science BALANCE SCALES (Poland- - Weighing Polish Coins) BALLPOINT PEN (Hungary- - Biro, Hungarian Inventor) PATTERNS WITH HUNGARIAN MONEY (Hungary) PLANETARY MOTION (Poland- - Copernicus, Polish Astronomer) SELECTIVE ANNOTATED BIBLIOGRAPHY SUPPLEMENT: POLISH PERSPECTIVES ON SOME AMERICAN TOPICS INTRODUCTION Poland and Hungary are both very interesting, beautiful, historic, and culturally-rich countries. The project here presented is designed for children ages 6 to 9 so that they can develop an inner understanding as well as a factual basis for appreciating these Central European countries. I have devised a group of twenty Poland/Hungary-related activities for a special family event at one of the elementary schools in Brockton, Massachusetts. The overall schemeisbased on the one I used successfully in February, 1998, for a Japanese-theme event. Concrete objects from or related to Poland and Hungary are used in a variety of hands-on learning experiences.The activities in this unit are intended to be used as part of a three-hour multi-cultural celebration, open to all families in the city of Brockton, Massachusetts, with children in the primary grades.Parents attend with their school-age children and they explore and learn together about these two countries. Each activity is carried out in a "station" or "activity center" and corresponds to a lesson plan or thematic unit that willbe appropriately archived and made accessible to the elementary school staffs in Brockton.The fascinating and fun challenge to me has been to reduce and simplify some of the complex topics so that they can be understood and appreciated by elementary school students. These twenty centers can also be used independently as a classroom unit or as activities in a classroom to add variety with a multicultural twist. The ultimate aim of the multi-cultural event is for families (1)to enjoy and learn together academic skills and (2) to gainan appreciation of two other cultures. ACTIVITIES FRANZ LISZT (Hungarian musician) BACKGROUND: Franz Liszt (1811 1886) was a Hungarian composer and pianist. (Note that his last name is spelled in the Hungarian fashion and that the "sz" is pronounced "ss". Hence, his last name is pronounced " Liszt".)His love of his native land is shown by the numerous compositions of his that have a Hungarian theme and that are based on Hungarian and even Hungarian-gypsy (called "Roma" instead of gypsy now) themes and melodies. He is especially noted for his "Hungarian Rhapsodies". (A rhapsody is a form of instrumental music that has irregular patterns and is not just flat, steady, and monotonous; instead it has much variety and many changes of pace and feeling.) {He was one of the first modern conductors, who breathed emotion and passion into a performance, instead of merely beating time with a stick. He was generous to his fellow composers and did many charity concerts. Like the American Frank Sinatra in the 1950's, Liszt was a very popular musical performer with the youth and especially with the young ladies, who literally swooned over him. He was so overwhelmed by this infatuation that he finally took religious vows.) OBJECTIVE(S): To appreciate the music of Franz Liszt. STRATEGIES: (I) Play some of Liszt's "Hungarian Rhapsodies". (II) Ask children what they imagine in their minds when listening to this music. (III) Show pictures of Hungary. (IV) Have children keep time to the music with chiffon scarves, which allow more flexibility and expressiveness than batons. MATERIALS: (I) Recordings of "Hungarian Rhapsodies" and perhaps other Liszt compositions. (II) Pictures of Hungary (III) Chiffon scarves QUESTION(S): Who was Franz Liszt? Why did he write "Hungarian Rhapsodies"? EVALUATION: Children show understanding of music by keeping time with scarf to music. I Hungary The Danube Bend I 1 I I I 8 I I Hungary Danube River Budapest 10 FREDERIC CHOPIN (Polish musician) BACKGROUND: Frederic Chopin (1810 1849) was a child prodigy in music. (The children will notice the pronunciation "Show-pan").He was born inPoland and his birthplace is now a popular tourist spot. Piano concerts are given regularly in the room beside the where he was born. He was both a composer and a pianist. Eventhough he lived most of his adult life (after age 21) in France, he retained a profound love for his native country and composed many polonaises (music in the style of a certain Polish national slow dance that consists of marching or promenading in couples). Chopin died at the young age of 39 as the result of tuberculosis. OBJECTIVE(S): To appreciate the music of Chopin and to have an idea of who he was
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  • Presence of Julian Tuwim in Lithuania

    Presence of Julian Tuwim in Lithuania

    ACTA UNIVERSITATIS LODZIENSIS FOLIA LITTERARIA POLONICA 6(36) 2016 http://dx.doi.org/10.18778/1505-9057.36.11 Teresa Dalecka* The (Non)Presence of Julian Tuwim in Lithuania The relatively poor reception of Julian Tuwim’s works in Lithuania stems from the 1960s. In that period, unofficial literature circulated the country, influ- encing society as a form of cultural resistance, sole means to preserve national identity. Literary works became synonymous with defending culture and society. One of the dominating directions of the development of Lithuanian literature was reconstructing bonds with the pre-war national-agricultural vision of the world and historical memory. The second direction was, often through translations, re- constructing Western modernistic trends1. Lithuanian writers were searching for various forms of modified avant-garde trends in Western poets, Julian Tuwim among them. Having reclaimed independence in 1991, Lithuanian literature became simi- lar to Western literature. A lot of new opportunities opened up. Among the most interesting ones, there were phenomena like: unstable identity of the subject, pop- ularity of grotesque, disappearance of lyricism in poetry, intertextuality, domi- nance of essay in prose, and stylistic experiments including merging highbrow and mass literature2. Contemporary Lithuanian writers reflect various outlooks and philosophies in their works. Young authors feel less overwhelmed by tradi- tion than their predecessors. At the same time, the reasons to rebel against literary canons are diminishing: Currently, the most important issue is the audience of literature and the ques- tion of the place for subjective works in a chaotic world of commercialised soci- ety, ruled by market competitiveness, along with modernised communication3.