La classe si capovolge

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FLIPPED CLASSROOM LEARNING UNIT
DATA OF THE LEARNING UNIT
TITLE: THE TRUE COST
SCHOOL: SCIENTIFIC HIGH SCHOOL “ BATTAGLINI”
MATTER:GEOGRAPHY AND CITIZENSHIP
CLASS: II SEZ. L
CURRICULAR TOPIC:FROM MULTINATIONAL TO HUMAN RIGHTS’S
VIOLATIONS
THE LEARNING UNIT HAS A PURPOSE TO DEVELOP A CRITICAL ABILITY
ON THE PHENOMENT OF GLOBALIZATION AND ON HUMAN RIGHTS, AND
HOW THESE LATESTS ARE SYSTEMATICALLY BREACHED IN SOME
PARTS OF THE WORLD, ESPECIALLY WITH THE EXPLOITATION OF WORK
AND THE ENVIRONMENT.

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IN ADDITION, THROUGH THE KNOWLEDGE OF EQUOSOLIDAL TRADE,
THE STUDENT IS STARTING TO REFLECTION ON THE AVAILABLE
PURCHASE, ACCOMPANYING HIMSELF TO SEEK ANSWERS IN ITS DAILY
LIFE.
PREREQUISITES OF COMPETENCE AND SKILLS:
1) COMMUNICATION IN THE MOTHER TONGUE, THE ABILITY TO
EXPRESS, INTERPRET CONCEPTS, THOUGHTS, FEELINGS AND OPINIONS
IN FORM SHALL BE WRITTEN OR ORAL.
2) DIGITAL COMPETENCE, AS IT CAN KNOW HOW TO USE INFORMATION
TECHNOLOGIES, LIKE USING COMPUTERS, TABLETS, LIMS, ETC.
3) LEARN TO LEARN, TO KNOW, THE ABILITY TO PERSEVER AND TO
ORGANIZE THE LEARNING THROUGH AN EFFECTIVE TIME AND
INFORMATION MANAGEMENT, BOTH INDIVIDUAL AND IN GROUP.
DISCIPLINARY PREREQUISITES:
THE PUPILS MUST HAVE ALREADY ADDRESSED IN THE CLASS THE
FOLLOWING ARGUMENTS:
1) WHAT IS GLOBALIZATION
2) FROMTHE FACTORYTO THE MULTINATIONAL

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3) THE ECONOMIC MAP OF THE WORLD
4) DEVELOPED COUNTRIES AND DEVELOPING COUNTRIES
5) AGRICULTURE OF SUBSISTENCE AND PLANTING AGRICULTURE
6) THE UNIVERSAL DECLARATION OF HUMAN RIGHTS
METHODOLOGICAL PREREQUISITES:
- KNOWING HOW TO READ AND INTERPRET DOCUMENTS SOURCES OF
DIFFERENT NATURE
- KNOWING HOW TO USE THE INSTRUMENTS AND COMPUTERS TO
OBTAIN INFORMATION
- CAPACITY OF DATA PROCESSING AND SUMMARY
- CAPACITY TO WORKIN GROUP
- CAPACITY OF PROBLEM SOLVING, CREATIVE EXPRESSIONOF IDEAS,
EXPERIENCES AND EMOTIONS
FLIPPED CLASSROOM METHODOLOGICAL PREMISE:
IN TRADITIONAL EDUCATION, YOU CAN OFTEN RISK TO ENCOUNTER
DEMOTIVATION OR LIABILITY, AND STUDY IS OFTEN FOUND ALMOST
EXCLUSIVELY IN THE EVALUATION.

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ON THE CONTRARY, THE ACTIVATION OF THE GUIDED SURVEY, WHICH
IS SUPPORTED BY THE TEACHER, CAN HELP STUDENTS TO EXPLORE,
RESEARCH AND ORGANIZE, EVEN FOR THE PLEASURE OF STRUCTURING
THE LEARNING IN AN AUTONOMOUS WAY, RELATED TO THE TASTE OF
KNOWLEDGE AND NOT ONLY THE EVALUATION.
IN ADDITION, THE FLIPPED CLASSROOM OFFERS TO PUPILS A FIRST
REFLECTIVE PHASE, AND THE FOLLOWING POSSIBILITY OF EXPRESSING
IDEAS AND CONTENTS VALIDATING THE CONTRIBUTION OF EACH ONE.
IT IS NOT THEREFORE ONLY OF A TRANSMISSIVE DISCIPLINE, THAT
IMPLEMENTS THE FACTS AND EVENTS FOR SIMPLE RETENTION, BUT OF
A DIDACTIC METHODOLOGY THAT STARTS FROM THE
PROBLEMATICITY OF THE FACTS, AND CONSEQUENT TO THE POSSIBLE
INTERPRETATION OF THE FACTS, AND OFFERS THE POSSIBILITY TO
STRICT TO OPEN DEBATES OR ARTICULATED SOLUTIONS, WHICH
STIMULATE ADDITIONAL REFLECTIONS TO THEM.
WITH THE FLIPPED CLASSROOUM, THE TEACHER CAN CONTRIBUTE TO
AN IMPORTANT TRAINING ACTION BY THE STUDENT.
THE DIDACTIC OF RESEARCH AND LABORATORY, WILL HAVE THE
STUDENT TO EXPERIMENT SKILLS, PROBLEMATICIZE AND COMPARE
THE KNOWLEDGE ACQUIRED, RESOLVE PROBLEMS, EVEN
INTERPRETATIVES, THROUGH A GRADUAL WORK, WHICH IS BORN
FROM THE READING AND UNDERSTANDING OF VIDEO MATERIALS AND
DOCUMENT SOURCES.

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FOR THIS PURPOSE THEN THE STUDENT'S COMMUNICATIVE CAPACITY,
THE ACQUISITION OF THE SPECIFIC LEXICON, AND THE INEVITABLE
NEED TO KNOW TO MOVE ALSO THROUGH RELATED DISCIPLINES , AS IN
EXAMPLE THE HISTORY, THE ITALIAN LANGUAGE, THE CIVIC EDUCATION, THE
INTERNATIONAL LAW, ETC.
THE CHALLENGE
WHAT YOU NEED TO ACHIEVE THROUGH THIS LEARNING UNIT:
IT IS INTENDED TO STIMULATE THE STUDENTS TO:
- BUILDING A JUDGMENT CAPACITY
- ACQUIRE CAUTION IN GIVING REVIEWS- THINK ON THE SOURCE IN
OBJECTIVE AND OBJECTIVE MANNER
- STIMULATE THE STUDENTS IN THE DEBATE AND IN COMPARISON
- KNOWING ABOUT DISTINGUISHING BETWEEN REPRESENTED
TRUTH AND HIDDEN TRUTH
- MAKE THE STUDENTS CONSCIOUS OF SOCIAL REALITY
IT IS THEREFORE INTENDED TO PROPOSE, AS AN INITIAL CHALLENGE,
THE VISION OF A ACTIVATOR VIDEO OF THE INTEREST, THAT
STIMULATES THE CURIOSITY OF THE STUDENTS. IT WILL HAVE TO
INTERROGATE, RAISE DOUBTS, REQUEST FURTHER DETAILS TO GET TO
CONCLUSION, TEACH TO FACE A SITUATION CHARACTERIZED BY
COMPLEXITY.

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LAUNCH OF THE CHALLENGE
IT IS ASSIGNED TO THE STUDENTS, AS AN ACTIVITY TO PERFORM IN
CLASS, THE VISION OF THE VIDEO "THE TRUE COST", VISIBLE AND
DOWNLOADABLE ONLINE FROM THE URL:
https://www.youtube.com/watch?v=QPMU1VHgmEo
THE VIDEO IS A DOCUMENTARY FILM THAT SHOWS THE NEGATIVE
CONSEQUENCES OF THE FASHION INDUSTRY.
IT IS TURNED IN COUNTRIES THROUGHOUT THE WORLD, FROM THE
BRIGHTER BRIDGES TO THE MOST DARKER PITCHES, WITH INTERVIEWS
TO THE MAIN INFLUENCERS, BETWEEN STELLA MCCARTNEY, LIVIA
FIRTH AND VANDANA SHIVA.
“ THE TRUE COST” IS A PROJECT THAT INVITES YOU TO OPEN YOUR
EYES ON THE TRUTH THAT HIDES BEHIND THE GOLDEN FACADE OF THE
GREAT FASHION COMPANIES.
THE CHALLENGE QUESTION IS: WHAT IS THE COST OF TRUTH?

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PHASE 1
THE STUDENT, DURING THE VISION OF THE VIDEO IN CLASS, SHOULD
TAKE NOTES ON HOW MUCH VISITED, WITHOUT OVERCOMING THE
EMOTIONAL APPEARANCE.
AFTER THIS MOMENT OF ACQUISITION OF THE CONTENT SHOWED BY
THE VIDEO, THE PUPILS ARE INVITED TO SOME WRITTEN REFLECTIONS
THAT WILL BE EXPRESSED AND DRAWN UP DURING THE NEXT DEBATE,
IN WHICH THE KEY WORDS OF DISCUSSION WILL BE IDENTIFIED, WHICH
MAY CONSTITUTE THE BACKGROUND TO THE NEXT FURTHER DETAILS.
FOLLOWING THE STUDENT, THROUGH THE INFORMATION THAT THE
VIDEO PROVIDES AND THE EXPRESS QUESTIONS, HE WILL REFLECT AND
PROCESS THE APPROPRIATE REPLIES.
POSSIBLE QUESTIONS:
- WHAT IS THE TOPIC TREATED?
- WHICH SCENES HAVE AFFECTED AND WHY
- WHAT TRUTHS ARE HIDDEN BEHIND THE WEARS WEAR
- WHAT EMOTIONS THE VIDEO HAS HAPPENED

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PHASE 2
TO PERFORM IN GROUP IN CLASS.
IN CLASS, STARTING FROM THE PROPOSED REFLECTIONS AND KEY
WORDS, THE WORK BACKGROUND THAT WILL TURN ON THE
INTERCONNECTED TIMES IS MAPED:
- EXPLOITATION OF WORK, ESPECIALLY MINOR
- EXPLOITATION OF THE ENVIRONMENT
- GLOBALIZATION
- MULTINATIONAL
- OTHER
ON THE BASIS OF THE THEMES OBTAINED, THE PUPILS WILL BE DIVIDED
IN GROUPS (4-5 MEMBER FOR EVERY GROUP) ORGANIZED ACCORDING
TO THE INTEREST CRITERION, ASSIGNING A ROLE TO EACH MEMBER:
1) FACILITATOR: VERIFIES THAT EVERYONE UNDERSTANDS THE TASK
AND PARTICIPATES, AND THAT NO ONE WORKS IN AN INSULATED
MODE BY THE GROUP; REPRESENTS THE GROUP
2) REPORTER: ORGANIZES THE PRESENTATION OF THE GROUP AND THE
WORK PERFORMED, HE ENSURES THAT THE GROUP MEETS THE
WORKING TIMES AND FOLLOWS THE DEFAULT PLAN.

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3) MATERIAL MANAGER: ENSURES THAT ALL COMPONENTS HAVE THE
DOCUMENTATION AND ANY OTHER NECESSARY TO WORK IN A GROUP.
4) MEDIATOR: ENSURES THAT THERE IS A POSITIVE ATMOSPHERE IN
THE GROUP.
5) ORGANIZER: TAKES CONTACTS WITH THE OUTSIDE, PREPARES THE
GROUP'S INITIATIVES.
THE FIRST WORK OF THE GROUPS, IT WILL BE WHAT TO DIVIDE THE
ENVIRONMENTS AND THE TYPE OF RESEARCH THAT THEMSELVES WILL
HAVE TO DO AT HOME.
FACILITATORS WILL MAKE A GROUP ALSO ON WATSAPP TO
COMMUNICATE QUICKLY WITH EACH MEMBER OF ITS GROUP.
ACTIVATION OF GROUPS ON WHATSAPP ALLOWS YOU TO USE DAILY
INSTRUMENTS WITH DIFFERENT PURPOSE BY STARTING REFLECTION
ON A MORE CONSCIOUS AND INTELLIGENT USE OF SOCIALS.
PHASE 3:
PROCESSING AND SYNTHESIS OF RESEARCH WORK.
TO BE PERFORMED IN GROUP OR AUTONOMOUSLY AT HOME AND / OR
OUTSIDE

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IN ADDITION TO LOOKING FOR THE ANSWER TO THE QUESTION OF
CHALLENGE, IT IS PROPOSED TO THE STUDENTS THE TASK OF REALITY
THAT WILL SEE THEIR PROTAGONISTS BOTH IN SEARCHING FOR
AUTHORITY AND NOT SOURCES, THE PUPILS WILL COMMIT IN AN
ADDITIONAL ACTIVITY TO BE CONDUCTED IN AUTONOMY OR IN ALL
GROUP EXTERNAL.
SUCH ACTIVITIES CAN BE REALIZED ORGANIZING AS A AFTERNOON
OUTPUT AT THE EQUOSOLIDAL STORES PRESENT IN THE CITY, OR
PERFORMING INTERVIEWS TO THE ROAD CONSUMER, OR AGAIN TO
CONTACT A MEMBER OF INTERNATIONAL INSTITUTIONS WHO PROTECT
HUMAN RIGHTS AND INVITE TO SCHOOL, OR FINALLY SENDIG A MAIL
TO A MANUFACTURER OF HIGH FASHION ASKING FOR DELUCIDATIONS
ON THE PRODUCTION CHAIN.
PHASE 4:
PERFORMED IN CLASS TO IDENTIFY THE ANSWER TO THE
CHALLENGE
IN THIS PHASE, A CRITICAL CAPACITY IS DESIGNED TO BE DEVELOPED
IN THE STUDENT, WHICH, FROM THE KNOWLEDGE OF THE UNIVERSAL
CARD OF HUMAN RIGHTS AND FUNDAMENTAL FREEDOMS, HE IS ABLE
HIMSELF TO UNDERSTAND THE POSSIBLE VIOLATIONS THAT THE
ABOVE COMPANIES ABITUALIZE ABOUT RIGHTS HUMANS, AND THE

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LIMITS OF PRACTICAL APPLICATION OF INTERNATIONAL LAW
FINALIZED TO ELIMINATE THEM.
- THE TEACHER PROVIDES THE PUPILS WITH A COPY OF THE
UNIVERSAL DECLARATION OF HUMAN RIGHTS AND
FUNDAMENTAL FREEDOMS, SO THAT EVERY GROUP, FOLLOWING
READING IN CLASS, CAN IDENTIFY THE ARTICLES OF SUCH
LEGISLATIVE TEXT THAT WILL BE VIOLATED BY THE INDUSTRIES
WHICH ARE STUDIED.
- EVERY STUDY GROUP WILL HAVE TO PROCESS A FINAL REPORT IN
WHICH THEY HAVE FOUND, FOR THE MULTINATIONAL OBJECT OF
THE WORK, POSSIBLE VIOLATIONS TO THE UNIVERSAL
DECLARATION IS MADE BY THESE LATEST, AND AT THE SAME
TIME, THEY HAVE VERIFIED WHETHER THESE COMPANIES RESULT
IN THE LEGISLATIVE DETAIL.
- ON THE STOCKOF THESE PROCESSING, THESTUDENTS WILL GIVE
LIFE TO A DEBATE ON THE CONSEQUENCES OF SUCH VIOLATIONS
AND POSSIBLE REMEDIES TO THEM.
FINAL STAGE AND FINAL EVALUATION
EXPOSURE OF THE WORK OF EACH GROUP INTO THE CLASS WITH
ASSESSMENT BY THE TEACHER ON INDICATORS ABOUT:
PROCESS, PRODUCT AND EXPOSURE.

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A CONSTRUCTIVE LEARNING PROVIDES THAT, IN DIFFERENT PHASES,
THE TEACHER PROVIDES AN EVALUATION GRID THAT CORRELATES
INDICATORS AND CRITERIA CHOSEN IN AN APPROPRIATE WAY AND
SCALE, AS INDICATED BELOW:
INDICATOR
Level 1
(not
adeguate)
Level 2 Level 3 Level 4
POSITIVE
INTERDIPENDENCE
He works in an
uncoordinated
way and not
respecting the
roles
2 lack of
comparison
He sometimes
works in an
uncoordinated
way and / or
roles are not
respected
2 the members
participate in a
inhomogeneous
way
He works in a
coordinated
way,
respecting the
roles
2 the members
participate in a
homogeneous
way
He works in a
coordinated
way,
respecting the
roles
2 It is present
a
homogeneous
and
constructive
comparison
TIMES
He does not
respect the
times
2
delivery not
accepted
He almost
always
respects
deadlines
2
delivery
accepted
He respects
the
deadlines
2
delivery
accepted
He organizes
the time
available and
sometimes
anticipates
2 delivery
accepted

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DOCUMENTATION
He carries out
research and
selection of
materials in an
unproductive
way
2 finding
inconsistent
information
He carries out
research and
selection of
materials in a
non-thorough
manner
2 finding
coherent
information
He carries out
research and
selection of
suitable
materials
2 finding
coherent
information
He carries
out research
and selection
of critical
materials
2 finding
precise
information
STRATEGIES
He does not
identify and
implement
strategies to
solve the
challenges
He identifies
strategies
that they are
not always
adequate
He is able to
identify
adequate
strategies to
solve
challenges and
generally puts
them into
practice
He
identifies
and
implements
complex
problem
solving
strategies
ROLE OF THE
LEADER
He works
alone and
does not
supportthe
group
He supports
the group
only when
requested
He also
identifies the
need
independently
and supports
the group
He supports,
encourages
and makes
the whole
group the
protagonist

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ROLE OF
THE WEAK
He does not
ask for help
and isolates
himself
He asks for help
but remains
passive
He asks for help
and cooperates
He knows how to
ask for help, he is
participatory and
constructive
DELIVERY
OF
FINALE
WORK
He has not
completed
the final
work
He has completed
the final work but
with difficulty
and / or not
respecting all
deliveries
He has completed
the final work
independently,
respecting
deliveries
He has completed
the final work
completely and
independently.

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PRODUCT ASSESSMENT HEADING (IF ANY DIGITAL)
Indicator
Level 1 (not
adeguate)
Level 2 Level 3 Level 4
ADHERENCE TO
DELIVERY
Product that
does not
respond to
delivery
requests
Work that
responds only
in part to
delivery
requests
Work that
responds to
delivery
requests
In-depth and
accurate work
that responds
to delivery
requests
SPECIFIC
LEXICUS AND
FORM
It has also
serious form
errors and
inadequate
vocabulary
Simple
language and
not entirely
correct form
Specific
vocabulary
and discrete
form
Specific
vocabulary
and correct
form
2 Proper use
of connectives
of coherence
and cohesion
CONTENTS
RIGOR AND USE
OF SOURCES
Contains
content errors,
incomplete and
not-rigorous
work
Content
overall correct
even if with
uncertainties
2 connection
to the sources
little present
Overall
rigorous
content and
link to the
sources
present
Content and
connection to
precise and
rigorous
sources

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ORIGINALITY
Simplistic and
trivial work
Essential and
little original
work
Original work Original and
creative work
WORK
ORGANIZATION
AND
COMPLETENESS
Unattached and
incomplete work
Work not
entirely
articulated and
complete
Complete
work
Complete and
articulated
work
DIGITAL
EXPERTISE
Low digital
skills emerge
from work
a basic digital
competence
emerges from
work
A discrete
digital
competence
emerges from
the work
A good digital
competence
emerges from
the work
AT THE CONCLUSION OF THE ACTIVITIES, EVENTUALLY IT CAN BORN
THE OPPORTUNITY TO CARRY OUT THE FOLLOWING ACTIVITIES:
• PERSONAL SELF-ASSESSMENT
• RECONSTRUCTION OF THE PHASES OF THE ENTIRE PATH
HIGHLIGHTING IN PARTICULAR THE ASPECTS OF CRITICITY AND
SUCCESS, AND ASKING FOR PUPILS TO ANSWER THE FOLLOWING
QUESTONARY (WHICH MAY BE PRINTED AND DISTRIBUTED TO
EVERYONE):

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SELF-ASSESSMENT QUESTIONNAIRE
NAME SURNAME CLASS DATE
Work method:
1. Did you find it difficult to carry out the proposedactivities?
YES NO IN SOME POINTS
2. Were the deliveries clear or did you have difficulty understanding them?
YES NO SOME TIMES
3. Did you stop to think about deliveries to make sure you understood what was
required of you?

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YES NO SOME TIMES
4. What did you help you the most in your work? (You can choose more than one
answer)
a Your ability to concentrate
b. Your ability to understand delivery well
c. The interest in the subject matter
d. The knowledge acquired at school
e. The knowledge and information you already had on the subject
f. The clarity with which the requested task was presented
g. More ...
Content
1. Did the topic covered in the activity interest you?
YES PRETTY LITTLE FOR NOTHING
2. By carrying out the activity, did you discover new things you did not know?

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YES NO
3. Did the development of the business give you new interests that you didn't have
before?
YES NO
If yes, do you personally wish to investigate the topic of the activity in a personal
way?
YES NO MAYBE
4. Do you think that the activity carried out could have given rise to new interests that
could guide you in the future?
YES NO ONLY IN CERTAIN MOMENTS

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Final reflections:Main stages ofthe journey - critical moment - moment of
success
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