Page 1

RIS report Issue 29, March 2014 - www.romeinternationalschool.it

Empowered Learning

What’s Inside:
 MUN New York City, RIS student reports back!! The legacy of ancient Greek on modern languages! Enhanced learning through EAL at RIS! Grade 11’s historical adventures in London

!

Rome International School


! Why our school is good for your health! Anyone looking   at   the   new   RIS   premises   in   Via   Pecori   Giraldi   will   probably   be   impressed   by   the   appearance  of  the  building,  by  the  natural  beauty   of   the   surroundings,   and   by   the   well-­‐thought-­‐out   arrangement  of  the  campus.    However,  there  are  a   few   things   that   are   perhaps   not   immediately   obvious,   but   which   make   our   new   school   a   parCcularly   healthy   environment.   Many   of   us   are   aware   that,   for   various   reasons,   the   air   inside   a   building   can   oEen   be   more   polluted   than   the   air   outside.   This   is   not   a   worry   for   our   students.   A   powerful   venClaCon   system   and   more   than   a   kilometre   of   air   pipes   ensure   total   indoor   air   exchange   three   Cmes   an   hour,   with   beneficial   effects   for   our   students’   health   and   their   powers   of   concentraCon   thanks   to   beKer   oxygen   levels.   The   indoor   temperature,   which   is   managed   by   a   central   unit   with   microprobes   that   can   pick   up   variaCons   in   temperature   or   humidity   in   each   locaCon,  will  be  ideal  for  each  season.    This  is  also   a   factor   with   a   posiCve   influence   on   students’   aKenCon   levels   and   therefore   on   their   academic   performance   (although   this   doesn’t   mean   that   they   should   study   or   work   less).   Health   and   emoConal   well-­‐being   linked   to   environmental   factors   will   be   further   enhanced   both   by   the   possibility   of   doing   sports   in   the   two   large   gymnasiums   (equipped   with   showers   and   changing  rooms  –  obviously  students  will  have  to   wear  a  separate  pair  of  trainers,  to  be  kept  in  their   personal   lockers,   when   they   go   to   the   gym,   where   they  will  always  be  under  the  strict  supervision  of   one   or   more   teachers),   and   by   the   possibility   of   using   the   outdoor   areas   in   slightly   different   ways   (except  for  the  toddlers)  than  at  present.  There  is   of   course   a   field   to   kick   a   football   around,   but   other   outdoor   acCviCes   will   also   be   possible   under  the  watchful  eye  of  teachers  and  assistants:   a   “fitness   trail”   for   the   more   athleCc,   corners   in   which   to   read,   play,   chat   or   simply   relax   outdoors.   Just   imagine   the   two   large   terraces   reserved   for   the   secondary   school   students   becoming   a   place   to   hang   out   and   socialize   but   also   to   study   and,   at   the  right  Cme  and  with  dedicated  access  points  (it   is   not   possible   to   access   the   terraces   from   the   individual   classrooms),   to   relax   aEer   a   test   or   an   enCre   morning   of   lessons   and   experiments.   Our   new   school   is   a   really   inspiring   place   and   good   for   your  health.  

!

IVANO BORAGINE
 HEAD  OF  SCHOOL

2

The MUN Experience This March   nine   students   from   RIS   took   part   in   an   unforge8able   experience   at   the   United   Na>ons   headquarters   located   in   New   York   City.   Here   is   summary   of  our  amazing  trip!   or   the   past   couple   of   months   a   group   of   High   School   students   have   been   preparing   for   MUN.   MUN,   which   stands   for,   Model   United  Na=ons  is  a  UN  simula=on    which   has  the  purpose  of  introducing  students   to   interna=onal   rela=ons   and   the   diploma=c   world.   What   is   very   unique   about  MUN  is  that  students  really  get  to   experience   what   it   is   like   to   represent   UN   member   states   (over   190)   in   interna=onal   affairs.   MUN   achieves   this   by   assigning   a   different   na=on   to   every   par=cipa=ng   school   and   the   students   represen=ng   the   na=on   must   further   inves=gate   the   country's  poli=cs,   economy,   society,   and   interna=onal   status   so   that   they   can   become   that   country's   d e l e g a = o n   throughout   the   simula=on.   Awai=ng   us   at   the  conference  in     New   York   were   over   3000   other   students  that  had   fl o w n   i n   f r o m   around   the   world,   all   enthusias=c   to   par=cipate   in   the   MUN   experience.   The   four-­‐day   event   was   divided   across   the   different   commiPees,   just   like   they   would  be  in  the  UN.  To  name  a  few  they   were   FAO   (Food   and   Agriculture   Organiza=on),   DISEC   (Disarmament   and   Interna=onal   Security   CommiPee),   ECOFIN   (Economic   and   Financial   CommiPee),   and   SOCHUM   (Social,   Humanitarian   and   Cultural   CommiPee).   Each   commiPee   had   the   possibility   of  

F

discussing two   real   interna=onal   conflicts   with   the   final   aim   of   finding   a   solu=on   for   each,   which   had   to   be   realis=c,   achievable,   and   had   the   vote   from  the  majority  of  the  commiPee.     Our   school   was   appointed   to   represent   Seychelles   during   the   simula=on,   however,  each  student  was  assigned  to  a   different   commiPee.   The   prepara=on   lasted  many  weeks  and  took  a  lot  of  hard   work   since   we   had   to   research   new   subjects.   I   was   commissioned   to   S P E C P O L   ( S p e c i a l   P o l i = c a l   a n d   Decoloniza=on   CommiPee)   and   our   topics   were   "The   Refugee   situa=on   in   S o u t h   S u d a n "   and   "The   slum   situa=on   in   the   d e v e l o p i n g   n a = o n s   o f   Africa".   Because   of   the   limited   =me,   we   only   had   the   chance   to   discuss   the   first  topic  and  we   managed   to   pass   two   proposals   to   a s s i s t   i n   t h e   h u m a n i t a r i a n ,   economic,   and   poli=cal  aspects  of  the  situa=on.  It's  too   bad   our   proposals   were   only   a   simula=on   because   I   believe   if   they   were   really  adopted  they  could  have  helped  to   contribute  to  a  real  solu=on!     Overall   the   conference   went   very   well   and   during   the   trip   we   also   had   some   =me   available   for   sightseeing.   I   recommend   this   experience   to   anyone   interested  in  interna=onal  rela=ons. BY

SONIA VALLOCCHIA! GRADE 12



The Astronaut

!

couple of   weeks   ago   RIS   High   School   students   enjoyed   a   presentaCon   by   the   Italian   astronaut,   Paolo   Nespoli,   who   showed   us   a   very   different   perspecCve   of   how   amazing  and  different  space  is.   What  is  different  about  Paolo  Nespoli  is   that   he   never   gave   up   and   he   kept   going  aEer  his  dream  unCl  he  achieved   it.   It   took   him   20   years   to   become   an   astronaut!   He   first   traveled   into   space   in   late   2007   aboard   the   space   shuKle   discovery   as   a   mission   specialist   of   STS-­‐120.   In   December   of   2010   he   again   traveled   into   space   aboard   the   Soyuz   TMA-­‐20   spacecraE   as   an   ExpediCon   flight  engineer.   During   his   presentaCon   he   showed   us     the   achievements   humans   have   made   and   how   we   have   started   to   reach   places  that  were  previously  thought  to   be   unreachable.   He   also   explained   how   exploring  is  in  our  nature  just  like  when  

A

Empowering learning in the classroom

One of   the   innovaCons   in   current   educaConal   pracCce   menConed   in   last   month’s   ediCon   of   the   magazine   was   the   ‘flipped   classroom’.   This   is   an   idea   which   basically   looks   to   reverse   or   ‘flip’   the   way   students   normally   learn   (and   teachers  oEen  teach)  in  schools.  The  main  idea   is  that  students  deal  with  the  content  of  lessons   and   study   topics   before   they   enter   the   classroom.   They   can   do   this   individually   or   in   study   groups.   Then,   when   they   get   to   the   classroom   itself,   the   teacher   can   facilitate   you   put   a   child   in   a   room   and   this   child   higher   order   pracCces   such   as   analysing   and   naturally   starts   touching   everything   in   evaluaCng   informaCon.   So   instead   of   ‘wasCng’   order  to  understand  the  strange  things   Cme   simply   being   supplied   with   informaCon   the  students  already  have  this  beforehand  and   that   surround   him.   Mr   Nespoli   then   can   focus   instead   on   processing   that   explained   that   we   travel   to   space   to   informaCon.  For  homework,  students  therefore   discover   things   that   might   help   and   use  their  Cme  to  make  themselves  familiar  with   improve   human   life   here   on   Earth.   For   relevant   material   rather   than   aKempCng   to   example  when  he  went  up  to  space  his   ‘deal  with  it’.  It  makes  sense.  The  most  effecCve   team   took   a   cancer   cell   with   them   in   meeCngs  we  go   to   are   always   those   where   we   have   the   informaCon   ahead   of   Cme,   so   order   to   study   how   it   would   act   in   everyone   is   familiar   with   the   content   and   can   space.   Space   travel   also   helps   to   get   on   with   planning,   problem   solving,   sharing   research   things   that   are   impossible   to   ideas   and   so   on.   So   we   can   certainly   imagine   be  done  on  earth.   this  in  a  classroom  secng.  The  more  innovaCve   At   the   end   of   his   presentaCon   he   said   part   of   this   is   perhaps   the   associated   use   of   something   that   I   found   to   be   really   technology.   Students   can   access   subject   informaCon   and   knowledge   not   just   through   inspiraConal.   He   said   that   it   was   books   or   handouts   (these   are   not   the   best   important   to   remember   that   things   source   for   all   types   of   learners)   but   also   that   seem   impossible   are   possible   through   video,   podcasts,   images,   prepared   because   nothing   is   impossible   unCl   you   teacher   presentaCons   on   MOODLE   etc.   This   stop   trying!   He   finished   by   saying   that   approach  allows  learners  to  access  informaCon   he  is  looking  forward  to  meeCng  us  20   in   the   way   they   respond   to   best   and   come   to   the   ‘lesson’   ready   to   explore   and   share.   Of   years   from   now   to   see   how   we   will   course   you   might   argue   that   a   teacher   really   have  changed  the  future!
 BY EHAB KHIZARAN 
 needs  to  be  present  to  explain  material  -­‐  before   GRADE 12 that   higher   order   thinking   can   take   place   -­‐   but   this  can  be  built  into  the  lesson  planning  and  is   likely   to   be   more   successful   on   a   one-­‐to-­‐one   basis   anyway.   The   overall   idea   is   aKracCve   to   many   schools   because   it   really   is   a   way   of   releasing   the   teacher   to   do   more   ‘facilitaCng’,   thus   helping   the   student   to   become   an   inquiring   and   acCve   learner.   There   are   drawbacks  and  quesCons  connected  to  any  new   iniCaCve,   however   anything   which   helps   to   empower   students   in   terms   of   their   learning   must  be  worth  considering.   Image courtesy of ESA.

Note from  the  Editor:   Visit  our  website  news  page  to  view  all  the  highlights  from  his  talk  to  Elementary,   Middle  and  High  School  students!

For an  interesCng  overview  see:  hKp://www.uq.edu.au/ tediteach/flipped-­‐classroom/what-­‐is-­‐fc.html  

WILLIAM IRELAND
 DEPUTY HEAD
 MIDDLE & HIGH PRINCIPAL!

3


Grade 11’s 
 Historical Adventure 
 in London

BY CHARLOTTE

VALE! HISTORY/PHILOSOPHY TEACHER

ur London   adventure   started   on   a   cold   and   rainy   morning   and   despite   the   students’   protests   they   all   managed   to   arrive   at   the   airport   for   a   very   early   start!   We   arrived   at   Heathrow   to   discover   that   BriCsh   Airways   had   decided   to   send   Lorenzo’s  bag  all  the  way  to  Miami  (probably),  leaving  us  to  make   our  way  to  the  hotel  minus  Lorenzo’s  luggage.   Our   first   day   was   a   cultural   one   as   we   embarked   on   our   first   (of   many)   underground   journeys   and   headed   to   both   St   Paul’s   Cathedral  and  the  Tate  Modern.  Students  whispered  at  each  other   across   the   famous   dome   and   then   pondered   various   pieces   of   modern   art   housed   in   the   well-­‐known   South   Bank   building.   AEerwards,  we  went  for  something  to  eat  nearby.   The  trip  helped  the  students  complete  their  controlled  assessment   in   History.   This   is   a   wriKen   task   that   requires   them   to   draw   on   sources   of   evidence   and   answer   quesCons   about   a   specific   site.   The  site  the  students  had  to  study  was  the  Tower  of  London.  The   students   had   a   research   task   to   complete   and   a   mountain   of   evidence   to   gather   so   as   they   were   walking   around   the   Tower   Dr   Orbison   and   Ms   Vale   enjoyed   a   selecCon   of   wonderfully   BriCsh   scones  with  Jam  in  the  (historical)  café.  

O

enjoying the   sales   on   Oxford   Street   and   the   surrounding   areas   before  later  experiencing  the  delights  of  Covent  Garden.  

The next   day   saw   us   start   the   day   with   another   trip   to   the   Tower   of   London.  The  students  returned  to  their  role  as  historical  detecCves   to   complete   their   research   and   took   in   sights   such   as   the   Crown   Jewels   and   the   White   Tower.   The   next   stop   on   our   historical   adventure   was   Greenwich.   We   all   enjoyed   arriving   to   Greenwich   by   taking  a  boat  up  the  river  Thames!  Once  there,  the  students  got  to   visit   the   site   that   gives   its   name   to   Greenwich   Mean   Time   and   they   learnt  about  the  mariCme  and  cultural  importance  of  the  locaCon.   The  evening  saw  us  visit  the  theatre  to  watch  Wicked  the  Musical.   The   students   enjoyed   the   spectacle   although   were   maybe   a   liKle   confused  by  some  of  words  such  as  “degreenify!”   We   arrived   back   in   Rome   with   all   bags   accounted   for   to   discover   that  the  city  had  flooded  in  our  absence.  Perhaps  we  should  have   complained   less   about   the   rain   in   London.   Thank   you   for   reading   and  please  mind  the  gap.  

!

Photographs by:  Leonardo  C.  and  Agnese  D.

!

Next on  the  iCnerary  was  Buckingham  Palace  in  order  to  observe   the  changing  of  the  guard  and  compare  the  geographical  locaCon   with   that   of   the   Tower.   This   was   a   significant   acCvity   for   the   students  as  they    considered  the  differences  between  the  historic   Royal  Residency  and  today’s.  We  then  enjoyed  a  whistle  stop  tour   of   Westminster   where   students   marvelled   (through   the   rain)   at   the   Houses   of   Parliament,   Big   Ben   and   Westminster   Abbey.   The   late  aEernoon  and  evening  was  then  spent  shopping  and  taking  in   the   city!   The   students   joined   the   BriCsh   masses   who   were  

4


Introducing EAL at RIS y name  is  Pamela  Young  and  I  work  with  English  as   an  AddiConal  Language  (EAL)  students  in  Secondary   and   I   also   assist   and   support   Elementary   students   with   their   English.   I   am   from   Wales   in   the   UK   and   believe   the   Welsh   rugby   team   is   the   best   in   the   world.   I   worked   in   Lazio   many   years   ago   in   Fiuggi   in   a   hotel   school   and   I   am   delighted   to   return   to   Italy   once   again.   I   have   worked  in  many  internaConal  schools  around  the  globe  and   spent   five   years   in   Hong   Kong,   several   years   in   the   Middle   East   including   Libya.   I   have   also   worked   in   Costa   Rica,   Vietnam,   Brunei,   France   and   Spain.   I   love   opera,   classical   music,  ballet  and  art  so  was  overjoyed  to  be  offered  this  posiCon  in  Rome.  I  asked  some  of  the   secondary   students   that   I   teach   to   introduce   themselves   and   to   tell   us   how   they   are   find   school  life  in  Rome!

M

My name   is   Alessandro   Xu   and   I’m   in   Grade   9.   I   am   Chinese   and   I   was   born   in   Bologna.  When  I  was  =ive  I  went  to  Rome.   Rome  is  a  beautiful  city.  When  I  lived  here   I   went   to   an   Italian   school   for   two   years.   I   met   many   friends   and   they   were   very   kind.  Then  I  went  to  China  and  I  learnt  my   mother  tongue  Mandarin.   Finally   I   came   back   to   Rome   when   I   was   13.  When  I  cam  back  to  Rome  I  was  very   happy   because   Rome   is   like   my   second   home.     Rome   International   School   is   different   to   China.   The   school   life   is   slower   than   in   China.   In   Chinese   schools   they   give   students  a  lot  of  homework.  In  the  school   students   have   notime   to   relax   because   we   have   many   studies   to   do.   Schools   in   Rome   are   more   relaxing.   We   have   more   free   time  to  join  in  sports  and  to  do  your  own   things.     In   Rome   the   air   is   clean.  In  the  streets  in   the   city   there   are   also   a   lot   of   trees   and   the  sky  is  blue.  But  in  China  in  many  cities   there   are   a   lot   of   pollution   problems.   There  are  too  many  people  and  too  many   cars.  So  the  air  is  not  clean.  In  Rome  there   are   many   parks   and   they   are   free,   it   is   very   nice.     The   bad   thing   is   driving   in   Rome.   On   the   road   there   are   too   many   motorbikes.   The   make   noise   and   they   drive  too  fast  it  is  very  dangerous.    

My name is Agnes and I am in Grade 8A. I was born in Beijing, China and my parents were all born in China too. I love China although the air is not very clean, we have too much pollution. It comes from industry, traffic and cars, I don’t like it. The buildings are all tall. I never believed one day I would come to Rome to study and also live here. My mother is a diplomat. This is why I came to Rome. I can still remember when I stood on the street in Rome I felt nervous. Everything was new. ! Then I found Rome was better than Beijing. In Rome there aren’t too many people on the street. It is quiet and the city is green. There are tall trees, blue sky and white clouds. Every day I feel happy because of the air and because of the people. The people in Rome are kind and helpful. If you get lost in the street when you try to ask some Romans they will tell you the address again and again. If you still don’t understand they always walk with you until you see the place or building. I also love the old buildings in Rome. ! Although Rome is nice there are also some things I don’t like. There are too many dogs. The dogs can dirty the clean streets. I have a lot of friends at Rome International School. In China we didn’t have as much free time because we were always studying but in Rome we have more free time. In China we didn’t need to change classrooms every lesson. I think in Rome we study in a more balanced way. We have less homework but learn more things. !

Hello, my name is Chiara. I was born in Florence and I am in Grade 7. My parents were born in China and I go there on holiday to see my grandparents. !

International 
 Women’s Day Saturday 8 March was International Women’s Day, a global celebration of the progress made for women's rights. The theme chosen by the United Nations this year is, “Equality for women is progress for all.” Women’s full enjoyment of human rights and the eradication of poverty are essential to economic and social development. A UN summit in 2000 set eight goals to be achieved by 2015. Millennium Development Goal number 3 is to “Promote Gender Equality and Empower Women” with the target “Eliminate gender disparity in primary and secondary education, preferably by 2005, and in all levels of education, no later than 2015.” As March 8th was also the first open day of our new school premises it is a fitting time for us to recommit to ensuring that all our students, female and male, are aware of women’s rights and of their responsibility to support the struggle for gender equality in every aspect of their lives. Equality for women is progress for all. International Women’s Day is also a time to celebrate acts of courage and determination by ordinary women who have played an extraordinary role in the history of their communities. Such as the Jewish celebration of Purim, this year being held just one week after International Women’s day on the 15th and 16th March. This is a time when people of the Jewish faith remember Queen Vashti, who was killed for disobeying her husband, and commemorate the time when the Jewish people living in Persia were saved by Queen Esther who had the courage to speak out. We thank our Jewish students and their families for sharing this joyous celebration with us at our weekly assembly.

!

PATRICIA MARTIN-­‐SMITH   EARLY  YEARS  /  ELEMENTARY   PRINCIPAL    

5


de a Gr

7

Personal, Social, Health, Economic and Citizenship Education 2. the essence of friendship;

Personal, Social, Health & Economic Education (PSHE) and Citizenship take place during Form Time, on Mondays in school. It helps students to lead confident, healthy and responsible lives as individuals and members of society. Students gain practical knowledge and skills to help them live healthily and deal with the moral, social, economic and cultural issues they face as they approach adulthood. PSHE gives them the opportunity to reflect on their experiences and how they are developing. It helps them to understand a wide range of relationships and to show respect for the diversity of, and differences between, people. It also develops students’ well-being and self-esteem. The Holocaust Remembrance Day was the opportunity for my Grade 7 students to focus on reallife themes, such as:

3. a c t s o f h u m a n i t y e v e n u n d e r h o r r i f i c circumstances; 4. the development of prejudice and its destructive consequences; 5. the Holocaust. After watching the film, The Boy in the Striped Pyjamas, I asked Grade 7 to do some creative writing, putting themselves in Bruno’s shoes, when he starts a friendship with Shmuel. - Ms Brunet

1. experiences that gradually end an innocent perspective;

 

 

 

 

 

 

 

 

 

 

 

 

 

                                     Auschwitz,  April  1944  

Dear Dad,   You  know  that  I  have  always  wanted  to  be  an  explorer  and  recently  I  went  to  explore  the  back  yard  of  our  house…You  can’t   imagine  what  I  have  found!  I  want  to  tell  you  about  this  great  discovery.   There  was  a  kind  of  window,  and  I  got  out  from  the  house  from  there,  even  though  mum  had  forbidden  me  to  go  outside  at   all.  At  some  point,  I  found  a  very  odd  place,  I  can  describe  it  as  a  kind  of  a  farm.  People  were  all  bald  and  dressed  the  same,   in   striped   pyjamas.   There,   I   met   one   boy,   Shmuel,   a   very   friendly   kid   who   is   the   same   age   as   me.   He   looked   sad   and   bored   on  his  own…a  bit  like  me,  in  the  new  big  house.  I  came  to  see  him  every  day  and  we  discovered  we  had  many  things  in   common:   the   same   age,   the   same   interests!   Unfortunately   for   the   Cme   in   which   we   live   in,   he   is   a   Jew.   But,   dad,   I   sCll   cannot  understand  why  you  think  it  is  wrong  to  be  friends  with  a  Jew?  He’s  so  friendly,  so  nice,  he’s  innocent:  how  can  a   child   be   so   bad   in   your   eyes?   What   has   he   done   to   you??   I   don’t   differenCate   him,   just   because   he   is   from   a   different   religion   you   know.     How   come   are   we   treated   so   differently?   You   know…he’s   dressed   in   pyjamas,   I’m   dressed   in   nice   clothes,   he’s   head   is   shaved,   he     lives   on   what   seems   to   be   a   farm,   I   live   in   a   nice   big   house.   All   of   this   because   he’s   a   Jew?   Poor  old  Shmuel…       Even   if   you   think   it   is   wrong   to   be   friends   with   him,   I   don’t   think   it   is   a   bad   thing.   I   think   everyone   can   be   friends   with   whoever  they  want,  for  example  Shmuel  and  me  we  are  the  same,  we  like  to  play,  we  like  to  talk  together.  Why  is  he  behind   a  net  with  no  escape?  Why  can’t  he  be  free?    What’s  the  difference  between  him  and  me?!  Why  did  we  move  here  dad?   And,  one  last  quesCon:  what  is  the  sense  of  your  job?  I’ve  always  wondered  what  it  is…   Your  beloved  child,
 Bruno   PS:  I  may  be  going  back  later  than  usual  today,  as  I  have  decided  to  help  Shmuel  to  find  his  own  dad  on  the  farm…he’s  been   missing  for  a  few  days  now,  and  he  needs  my  help!  

!

6

BY GRADE

7


“The Little Prince” (French:  Le Petit Prince), first published in 1943, is a  novella  and the most famous work of the French writer, poet and pioneering aviator Antoine de SaintExupéry  (1900–1944). The novella is both the most read and most translated book in the French language, and was voted the best book of the 20th century in France. Translated into more than 250 languages and dialects (as well as braille), selling nearly two million copies annually with sales totalling over 140 million copies worldwide,  it has become  one of the best-selling books  ever published. “The Little Prince”  is a poetic tale. The story is philosophical and includes societal criticism, remarking on the strangeness of the adult world. Source: Wikipedia

Une réflexion sur 
 le monde des adultes… !

BY LIVIA

!

RANDACCIO!

GRADE 13
 Désert du Sahara, juillet 1943

Cher Journal, Je viens de rentrer de mon voyage aux planétes étranges des adultes, et je peux te dire quelque chose? Ils sont tous fous!! Je n’ai jamais rencontré des gens comme ça, et j’espère vraiment que devenir un adulte ne signifie pas être comme eux, et tu sais pourquoi?! Parce que les adultes sont malheureux, mais ils contribuent à leur malheur en se rendant inutilement la vie difficile. En plus, ils ne réalisent pas qu’en vérité, on ne voit bien qu’avec le coeur et l’essentiel est invisible pour les yeux. Lors de mes voayes, j’ai rencontré de nombreux adultes, et tous avaient une bien triste chose en commun- ils vivaient seuls sur leur planète. Je voudrais te parler de chacun d’eux, mais je suis très fatigué et il faudra trop de temps. Cependant, pour expliquer ce que je comprends de leur monde, je vais t’expliquer la vie d’un d’entre eux, de sorte que toi aussi un peu tu puisses comprendre pourquoi je dis qu’ils sont bizarres… La première personne que je veux décrire est un homme étrange que j’ai rencontré. Cette visite a été très brève, mais quand je suis parti, j’étais très mélancolique. Cet homme était seul devant une collection de bouteilles vides et pleines. Je lui ai demandé ce qu’il faisait, et il a répondu, d’un ton lugubre: “Je bois!”. Je ne pouvais pas m’en empêcher, alors je lui ai demandé pourquoi il buvait, et il m’a répondu qu’il buvait “pour oublier!” Je ne savais pas que les persone adultes buvaient pour oublier, j’ai toujours pensé que boire était pour le plaisir lors de certaines occasions. D’autre part, ce fut le moment, où, j’ai commencé à devenir triste, et je vais te dire pourquoi, journal: si vous voulez oublier quelque chose, alors il faut dire que ce quelque chose vous rend triste… J’ai quitté sa planète très perplexe… Je me demande pourquoi les adultes ne cherchent pas à résoudre leurs problèmes au lieu de tenter de les oublier ou bien veulent trouver la solution facile pour apaiser leur douleur! Un autre adulte que j’ai rencontré juste après, fut l’homme d’affaires. Un homme très particulier… Je veux commencer par dire qu’il ne leva même pas la tête pour me regarder et me saluer lorsque j’arrivai. Il comptait furieusement toutes ses étoiles pendant que nous parlions. Il m’a expliqué qu’il était un homme très sérieux, et qu’il n’avait pas le temps de jouir de ses possessions, mais qu’il achetait simplement de plus en plus d’étoiles. Il écrivait le nombre d’étoiles qu’il possédait (des millions!!) sur un petit morceau de papier, et rien de plus. Donc, je me demandais quel était l’intéret d’avoir autant de possessions et de ne pas prendre le temps de les apprécier? J’ai même essayé de lui expliquer que je possédais une fleur que j’arrosais tous les jours, et que ceci avait un sens, aussi bien pour moi que pour ma fleur. Mais le businessman ne comprit pas. Quand je suis parti, j’ai pensé que les personnes sont décidément tout à fait extraordinaires! La réalité des faits, cher journal, (du moins ce qui est évident à mes yeux, mais ne l’est pas pour les adultes étranges et tristes que j’ai rencontrés) est que le buveur ne sera jamais en mesure de résoudre ses problèmes en essayant d’oublier, et l’homme d’affaires croit qu’il a beaucoup de possessions, mais en fait il ne sera jamais heureux en possédant toujours plus, car le bonheur ne s’achète pas, mais se recherche en chacun de nous. Ces deux personages sont juste une petit partie de la grande leçon que j’ai apprise au cours de mon voyage: il y a toujours un enfant à l’intérieur d’un adulte, mais plus vous grandissez et plus vous oubliez que les beaux plaisirs de la vie sont invisibles. Demain, je vais t’en dire un peu plus… Bonne nuit journal! 7

!


RIS report RIS report is a monthly publication by Rome International School.!

! ! !

Registration! Registrazione n. 476 del 31/12/10! Direttore Responsabile! Maria Corbi! Editor-in-Chief! Tania Gobena! tgobena@romeinternationalschool.it!

! !

Graphic design! Tania Gobena! Rome International School! Via Panama 25! 00198, Rome ! +39 06 84482650/1 office@romeinternationalschool.it www.romeinternationalschool.it facebook.com/romeinternationalschool!

The legacy of 
 ancient Greek in modern languages For the past few weeks as part of our IB Italian course, we have been studying the fundamentals of the Greek language as a way to help us know more about words and their meanings through their compositions. We refer to the Greek language every single day without even knowing it. Some words in English or Italian refer back to the Greek language and contain Greek roots in them. Greek and Latin roots are what make up a lot of the languages of today; be it English, Italian, Spanish, or French. So no matter how far we want to stay away from Greek and Latin, we always encounter them. It is actually very helpful to know the Greek and Latin roots as it helps infer the meaning of the words. Greek roots can be found in scientific terms, economical terms, and many more. For example, the word 'photosynthesis' has Greek roots: 'photo' means light and 'synthesis' means colliding, so it can be seen how the Greek language is incorporated in our everyday language usage. For example, the word 'monarchy' also has Greek roots. 'Mono' which means one and 'archia' which means to rule and the meaning of the word 'monarchy' is governing by one person. An example can be “filantropo” (an Italian word that translates “philanthropist”. We learn that this word is a composition of two Greek words p u t t o g e t h e r. “ P h i l ” c o m e s f r o m “filos” (φιλοσ) meaning to love and the second part of the word come from “anthropos” (αντηροποσ)which means human being. Another common example is “Xenophobia” which is also a composition f two Greek words “xenos”(ξενοσ) and “fobos” (φοβοσ). Xenos means foreigner and fobos means fear. A famous Italian writer, Beppe Severgnini, is aware that many students prefer studying other languages such as English, French and Spanish, rather than studying Latin and

Greek. Servergnini argues that studying these two languages has helped him build up his knowledge and find a career better than any subject he had studied in high school. He explains that the reason why people are more willing to study English is because without that knowledge they are lost in a world where you see English everywhere, from bulletin boards to the Internet. No matter what country you go to or what foreign advertisement you are looking at, you'll always find an English translation or someone who has knowledge of the language which then makes communication possible. However, Severgnini says that the teaching of Greek and Latin is a big opportunity that a school can offer to its students: "Either they teach you in class, or you're never going to learn it". Studying Greek and Latin, according to him, makes you open-minded and helps Italian students to understand the origins of their language. Even English has some words with Greek origins. So basically you're not only learning a new language, but also the history of how language is frequently influenced by outside knowledge of political and philosophical aim, that in the end creates a new civilization. This is how we learn about Ancient Greek cultures. The study of the Greek language also allows us to comprehend the ancient culture of Greece and how it relates to some ideas that are still in use today. In conclusion to his article, Severgnini claims that Greek and Latin gives you a unique knowledge that makes you sophisticated and open-minded. Not everyone has had the opportunity to learn the "dead languages", so that gives you a feeling of satisfaction and pride.! BY KAMO

8

MOLELLE, ZIHAN FAIZAH, MASHIYAT HASAN !

GRADE 12

RIS report, March 2014  

Our student and staff contributors this month explore the theme of 'Empowered Learning'. Highlights include a summary of high school studen...

Read more
Read more
Similar to
Popular now
Just for you