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Problemformulering til 2.H Studietur 2016
Hvordan kan man planlægge en god studietur til Edinburgh som er fagligt relevant for filosofi, engelsk og samfundsfag, som samtidig er elevaktiverende og socialt styrkende?
Målet for vores studietur Edinburgh 2016 er, at få en uforglemmelig tur med et markant styrket sammenhold efterfølgende, og at opfylde så mange af de faglige krav som muligt. Vi har kombineret vores studietur således, at de faglige og de sociale elementer supplerer hinanden, og smelter sammen i et godt remix.
På vores studietur til Edinburgh vil vi gerne løse bolig situationen således, at vi lejer et hus/lejlighed hvor vi alle kan bo samlet som en klasse og lave mad og fællesaktiviteter sammen, så vores fælleskab i løbet af ugen vil blive markant styrket. Vi ville arrangere det således at der stadig var mulighed for at man kunne vælge hvem man gerne vil sove sammen med. Vi bestemmer hvem der sover sammen med hvem før vi tager afsted. Vi vil bruge et modul før flyet så vi kan tildele værelserne og grupperne.
On our trip to Edinburgh we would like to solve the living situation by renting a house/large apartment, where everyone can live together as a class and cook food and do group activities, so our class bond will strengthen during the week. We will arrange it in a way, so you will be able to choose who you want to sleep in the same room as. We will decide who will be sleeping in the same rooms before we leave for Edinburgh. We will use one module before the flight as to assign the quarters and groups.
Program for studieturen:
Når vi ankommer til byen og er blevet indkvarteret på værelser, deles vi op i klassen i mad og rengøringshold. Holdene bliver inddelt alt efter hvem man bor på værelse med da det ville være mest praktisk ift. hvornår man skal op og lave morgenmad osv.
When we arrive in the city we will have time to get settled and unpack in the rooms. Then we will be put into "breakfast teams" and "cleaning teams" for the mornings. The teams will simply be made, based upon who you sleep in the same room as, since that will be more practical, because you will all have to get up at the same time to get breakfast ready and such.
Det hold der står for morgenmaden skal være klar i køkkenet kl. 9:00, så klassen spiser samlet ved en 09:30 tiden. Kl. 11:00, skal vi være klar til at komme ud af huset. Alt efter hvad vi skal de forskellige dage, kan morgenmaden selvfølgelig blive rykket hvis det passer bedre ind i dagsordenen.
Vi spiser morgenmad sammen, som er lavet (eller købt) og organiseret af "morgenmadsholdene". Der er to hold om dagen - et som laver maden/sætter det op og et andet som rydder/vasker op.
Man bestemmer selv, hvor man spiser aftensmad de fleste af dagene. Om det er hjemme eller ude i selv-valgte grupper. Fredag har vi dog bestemt, at alle skal spise sammen (ude).
We eat breakfast together, which is made (or bought) and organised by "the breakfast teams". There are two teams a day - one which makes the food/sets it up and another team that cleans/washes up.
You decide for yourself whether you eat out or at home, and in which groups. Although, we have decided that Friday we eat out all together.
Dagsorden fra mandag til fredag:
Monday:
We will visit Edinburgh castle at 11:00 o’clock.
A tour guide will guide us around at the castle for 1 hour. Sunday we have prepared questions for the tour guide (udarbejde grammatisk korrekte spørgsmål og nedskriv svar(på engelsk selvfølgelig). Afterwards we are going write down our answers in a cohesive text(10-15 lines).
From 11-12 guide, 12-12:30 ca. time to write down our questions.
From 12:30-13:00 lunch break.
From 13:00-14:00 a orientation run has been arranged, which takes place in the many halls of the castle. The academic goals of the orientation run is to develop an understanding for the history of the castle (Scotland's history + scottish culture) including an understanding of the situation of communication (because everything is written in english).
Depending on how long it takes to complete the orientation run there will be a possibility to explore the castle and it's many corridors on your own. We will leave Edinburgh castle at 15:00.
From 15- 17: Walk and talk and explore Edinburgh plus discuss your individual impression of the city (english conversations only).
From 17:00 on we can do as we please and eat dinner wherever.
Edinburgh castle
Rules for the orientation run: All students will be divided into 5 teams. During the orientation run each team has to run back to the starting point, after each post (a united base, where Jon and Paul are standing) to be given their next task. There are 9 posts overall, and before the orientation run can begin, each team will be given a map over the castle. The teams will be given different tasks when they arrive at the base, so collisions won't occur. The first team to complete all nine tasks, and have completed the tasks correctly, will win the orientation run.
Post 1: Takes place in ”the great hall”. The task contains a close look at the escutcheon painted on the window. Remenber the colours and give a description of them, to Jon and Paul and explain the meaning of the escutcheons.
Post 2: Count the windows on ”the royal palace”. The little windows (squares in the big windows) count for individual windows as well.
Post 3: The stone of destiny: Take a picture of the stone of destiny that includes all of the group members. Go back to the base and show the picture. All members of the group have to say a keyword that relates to the story of the stone.
Post 4: Crown jewels: Make a video of the crown and put in a voice over, where you in 30 seconds describe the great history of the crown
Post 5: St. Margaret’s chapel: Write 10 lines about the cultural and historical perspective of this Chapel. (Spelling mistakes and grammatical errors counts as mistakes, the rime should be re-written again if this is the case.)
Post 6: Mons Meg: Each group member has to do 2 poses in front of Mons Meg or on it. A pose can’t be used twice so you have to be creative.
Post 7: One O’clock gun: go to the gun and take a picture. Make a rhyme (2-4 lines), where you describe the gun’s function and looks. Present the rhyme to Paul and Jon. (Spelling mistakes and grammatical errors counts as mistakes, the rime should be re-written again if this is the case.)
Post 8: National war museum: Take pictures of four different elements of the war museum: Every picture has to include a description of the element’s purpose.
Post 9: Prisons of war: discover the ”prisons of war”. Read the scripts of the room; you have to develope a general understanding of the historical and cultural elements. Discuss with each other, and make sure that everybody in the group understands the Scottish history behind it.
Tuesday
- At 11 o’clock, we will meet outside our apartments, and go to the Scottish parliament together.
- At 12 o’clock we will meet with our tour guide (free), the guides provide information on the history, work and procedures of the Scottish Parliament and about the architecture of the
building. The tour is conducted in English, and lasts for approximately an hour.
- Afterwards, at 13:30, a questionnaire will be handed out to everyone, which will include questions about the parliament. This will summarise the information that was given during
the tour.
- At 14, there will be time to eat lunch, and look around the parliaments shop.
- We will all eat early dinner together, in the town, at 17:30.
- After we’ve eaten, at 19:00 o’clock, we will go to The Stand, which is a Comedy Club (those of us who want to). This will be finished at 21:00. We will then go home to our
apartments.
Questionnaire:
1. Which architect designed the Scottish parliament building?
Enric Mirralles
2. How many members (MSP =Members of the Scottish Parliament) are there?
129 MSPs, 35 % of them are women.
3. Who is allowed to go to the parliament to watch meetings, between politicians?
Anybody at all is allowed too.
4. Which four words are written on the mace in the debating chamber?
Wisdom, Justice, Compassion and Integrity
5. In which year did the Scottish parliament have its first election (in 300 years)?
In 1999
Wednesday
From 10:00-12:00 we are at the University of Edinburgh. (Without being sure of when we will be able to go to a lecture, the times are merely hypothetical and may succumb to changes).
When we arrive at the university, we will first attend a lecture on philosophy. After this, we'll go on a tour around the university.
12:00-15:00 lunch and evaluation. After the lecture is done, we will journey to the house/where we are housed, to eat lunch, and thereafter evaluate our experience on the lecture, and talk about the problems or indeed the conundrums that have come up after we have witnessed the lecture. We will start by evaluation as a class. After this has been done we will de divided into groups of 4-ish and in these groups we will go into depth on our evaluation and write 10-20 lines about the experience and also the conundrums that we pondered upon. We will use as much time as is needed.
Thursday
From around 11:00-12:00 we will walk around town asking people (tell them it's anonymous) whether they voted for Scotland's independence and why. And have a little friendly discussion about the ethical philosophical issues involved and of course the political aspect as well as the historic reasons for Scotland's independence.
Edinburgh Zoo [Adult ticket is 18 pounds each]: kl. 13:00-15:00. Besides walking around and seeing the animals, we will also ask people about their opinions on the ethical philosophical questions involved with animals being in cages. See questions further down.
At 14:15 there is a penguin parade at Penguins Rock.
We all meet up again at 15:00 where we will have the option of staying at the zoo or going out exploring/shopping etc.
Dinner wherever and with whomever.
Friday
Between 06:00-07:30 voluntary morning walk to Arthur's seat (an extinct volcano located in the middle of the city). Arthur's seat is supposed to be incredible in the early morning for one can see the whole city and when the sun rises and the morning dew falls it is an amazing sight. The times that are presented here are open to changes depending on when the sun rises or if we feel like going earlier than planned to the Scott Monument.
7:30-11:40 breakfast and freedom to walk around. We will be free to move about the town in the first half of the day. We will have to get breakfast ourselves, instead of it being a group activity. This means that you can go out to eat at a café or make your own breakfast in the house's kitchen.
11:40-13:30 St. Giles Cathedral. At 12:00 we will experience a short prayer which will last about 15 minutes. After the ceremony we will go on a guided tour around the cathedral, where we will take note of the architecture and compare it to that of Danish churches, and other ceremonial buildings. This will relate to Social Studies and English, as we can see the differences, if there are some, between the Danish architecture and the Scottish. This will give us an idea of the society of the age when St. Giles Cathedral was built.
13:30-15:00 we all eat lunch together. Either we can eat at a café or at home, that is for us to decide when we are there.
15:00-16:15 Scott Monument. At 15:00 we meet at Scott Monument to walk around the building and indeed up the building if that is what some would desire. We will once again compare it to Danish buildings and monuments of that time period. We will use as much time as needed here for after will be naught to do.
16:15-18:30 Free roaming. Between these times we will have "free-play" where we are free to do as we please.
18:30 and so forth. We meet at a restaurant (where we will have a dinner reservation for 18:45) in town. There we will eat together and eat for as long as it may take. After this dinner, however so long it may take, we will be free to do whatever we may see fit, but preferably something we can do as a group or where most of us can/want to enter.
Scott Monument
*Filosofiske spørgsmål:
1. Do you think it's ethically correct to keep animals in cages for public viewing by humans?
2. How do you feel about the penguin parade? Do you think it's alright to make penguins walk just to entertain other people?
3. Is the penguin parade alright, because the zookeepers don't force the penguins to walk? Why would it be worse if they did force them?
(4. Would it be ethically correct to keep humans to be encaged for public viewing just like animals?)
St. Giles Cathedral
Scottish Parliament
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