Digital Story Guide

Digital Story: Pukllasunchis, Nuestra Familia
Bridges site: Cusco, Peru Produced by: Sebastian, Andre, Anjel, Rebeca, Lucero and Rey Overview Sebastian describes how his school, Colegio Pukllasunchis, is like a family, and the unique process they use to resolve conflict. Purpose To recognize that everyone experiences conflict, and there are peaceful ways to work together to resolve conflicts in our communities.

Anticipation Activity True/False 1. Students can’t be friends with their teachers at Pukllasunchis. 2. Rimanacuy is a Spanish word that means “festival.” 3. Students help to clean their school at Pukllasunchis. 4. Students at Pukllasunchis have an effective method to resolve problems or conflicts at their school.

True True True True

False False False False

Pre-Activity Research – (Internet or Library References) Peru

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Digital Story Guide
Cusco, Peru – Identify the following Exact locationHemispheresContinentCountryMountain RangeClimate Comprehension Questions (after viewing the digital story) 1. 2. 3. 4. How many families does Sebastian have? What three elements does Sebastian’s school have that makes it feel like a family? (He specifically names them). What language does the word Rimankuy come from? What does the word “Rimankuy“ mean? What happens during Rimanakuy?

General Questions 1. What is the message of this digital story? 2. How are their lives as children different from and similar to yours? 3. What is the event/issue/problem expressed in the digital story? 4. What major problems and issues does your community or culture face today (environmental, political, social)? 5. How are these young people working to make positive changes in their community or in the world? 6. Is awareness one way to make change? Explain your answer. Making a movie - explain your answers 1. This digital movie is used to share an experience. What other forms of expression could he have used? 2. How is one able to show emotions using digital photography? 3. Does the voice and/or music add to the tone and/or mood of the digital story? If so, how? 4. Was it important for the story to include photos of people? Why or why not? 5. Why might it be important to carry your camera with you at all times? 6. What is in the photo that helps you know about the culture? 7. What is the photographer trying to communicate to us? 8. Do the pictures look posed? If so, to what purpose? 9. Do the pictures look spontaneous? If so, to what purpose? Follow-up Discussion • How do you resolve conflict and share chores at your school? In your community? • Could you start something like Rimanacuy at your school? • What could be the consequences of a strike at your school? • Was locking the teacher out a positive way to resolve the issue the students had? Was there a better way to resolve the problem? Explain.

© Bridges to Understanding Digital story guide format and content contributed by Sharon Greenberg, teacher and Bridges volunteer

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Digital Story Guide
• Sebastian ends by saying we don’t always do the right thing, but we learn and grow together. What does he mean? Can you relate to that? Follow-up Activities • Research types of conflict in your school methods of conflict resolution at your school by surveying students and staff. • Reflect on an experience in your life when you felt wronged by another person, and then had a successful reconciliation with that person. Think about broken friendships that healed, or tough moments with family members that were successfully negotiated. Why was it successful? What steps did you and others take in the reconciliation? • Learn about conflict, resolution and reconciliation by studying conflicts around the world. What hasn’t worked? What has worked? What lessons could you apply to your own community? • Work with other students and teachers to start an innovative conflict-resolution process within your school Standards* National Council of Teachers of English/International Reading Association Standards 1, 2, 3, 6 National Council for Social Studies Standards Theme I: Culture, Theme IV Individual Development and Identity Theme IX: Global Connections American Geographical Society, Association of American Geographers, National Geographic Society, National Council for Geographic Education Essential Element II: Places and Regions Standards 4, 6 Essential Element III: Physical Systems Standards 7, 8 Essential Element IV: Human Systems Standards 9, 10,11,12,13 Essential Element V: Environment and Society Standard 14 *For more details see

© Bridges to Understanding Digital story guide format and content contributed by Sharon Greenberg, teacher and Bridges volunteer

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