A real interview to someone who was young in the 80's

What was daily life in the 1980s?

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Watch the video and create an interview. Ask one of your mates 10 questions about music, fashion, games, devices related daily life in the 1980's. Record your interview.

A real interview to someone who was young in the 80's                                                                            

QUESTIONS

QUESTIONS

1) How did you use to spend your free time in the eighties?

2) Today we live connected to the Internet, we know everything in real time from the news to the weather forecast to various information, in the eighties how did people get news and information?

3) What did you use to keep in touch with your relatives or friends?

4)How did you use to listen to music?

5) The eighties were also a decade of things, design objects and technology. What do you remember about it?

6) The first videogames were invented in the eighties, do you have any memories?

7) Speaking of fashion, what can you tell me about the main fashion trends in the 80's?

8)Which movies from the eighties would you recommend?

9) What do you miss the most about the eighties?

10)Why are the 1980's in our country often idealized as almost an idyllic time, in which everything went well, despite the bad things happening all round the world? 

ANSWERS

1.      In the early eighties there was no internet, there was no google, there were no mobile phones and then we spent time with nothing, a ball or a doll depending on the sex, but also with a piece of plaster for drawing a bell, or a skip rope.

2.       To find out the news you had to wait for the only news broadcast in the evening and in order to carry out research it was advisable to go to the library.

3.       Not everyone had the opportunity to afford the telephone at home, so they used a very strange machine that converted coins into tokens and then found a free booth from which to make the call.

4.       Music was played through cassettes or discs.

5.       I remember the invention of the first personal computers, the first mobile phone in history: the motorola,  Rubik's cube was a mania for us kids of the eighties, a fever from which one could not recover, the walkman through which you could listen to music even outside the home, the swatch mania was also widespread

6.       One of the videogames that came out in the eighties and I have an unforgettable memory about it. It was pac-man, others there was frogger, pimbo a sort of pinball machine.

7.       Fashion in the 80s was exaggerated, colorful, rock, punk. We followed the memory fashions such as that of the "paninari" with their flu sweatshirts and boots, other fashion trends  such as darks, metalheads with their jackets, a fashion icon of those times was the singer Madonna who apparently started a shabby style for: ripped tights, extra large t-shirts, very short leather jackets, maxi jewels and exaggerated make-up.

8.       There are dozens of them that deserve: Spielberg's Et, along with Indiana jones, the Empire strikes back, The return of the jedi, The back to the future trilogy, The fleeing moment, Ghostbusters 1 and 2 etc. Etc.

9.      In the eighties we had more fun, there was much more socialization, we played a lot outdoors in short, we tried to change all that today has been buried by social media and the fashion label.

10.   They were years in which we looked to the future with optimism, we thought that the future would be better than the present we lived, from all points of view: economic, social, political, cultural and ideological

 

 INDEFINITE PRONOUNS

Find the indefinite pronouns used in the songs of this video.

The workhouses and the exploitation of children

 THE VICTORIAN WORKHOUSES

the workhouses presentation

The exploitation of children during the Victorian Age

During the Victorian Age the exploitation of children was one of the most serious social problems. Poverty was very widespread and that was the reason why poor families sent their children to work at a young age.

 They usually worked in the streets as shoeshines, newspapers sellers, flower sellers or street sweepers, but one of the hardest jobs was chimney sweeping. Due to this awful job, children developed bad health conditions such as cough, sore eyes, lung cancer, deformed back and ankles.

Others were employed in factories or mines where they worked almost all day treated like beasts. Of course the salary wasn’t enough in relation to the amount of work. In addition, children couldn’t have the possibility of going to school, so the majority of them weren't able neither to read nor write.

The lucky ones became domestic servants or apprentices to respectable trades. Sometimes they worked even more than miners but, at least, their working conditions were better.

Finally the most vulnerable, like young orphans, were usually enrolled in criminal gangs and involved in several robberies.

To conclude, we can say that the situation was very demeaning and looking back at it we should consider ourselves lucky for the right to live our youth and, especially, to study.

 

WHAT HAPPENED TO THE CELTS?

THE CELTS

 Lesson Hook: The Afterlife Inquiry

Step 1: Personal Reflection (5 minutes)

1. Ask the Question: Start by posing the question: "Do you believe in the afterlife?"

2. Anonymous Response: Have students respond anonymously. They can write "Yes," "No," or "Unsure/Maybe" on a small piece of paper, or you can use a quick digital poll tool (like Mentimeter or Google Forms) to display the results instantly. This removes pressure and encourages honesty.

3. Brief Discussion: Briefly discuss why people might hold these beliefs. Focus on the human desire for continuity, fear of the unknown, or comfort.

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Step 2: The Transition to the Celts (5 minutes)

Now, pivot directly from their personal beliefs to the historical context of the Celts using your planned introduction.

1. Bridge the Gap: State something like: "Every culture throughout history has wrestled with this same question. But for the ancient Celts, the answer wasn't just a matter of faith; it was a matter of social behavior and military strategy."

2. Introduce the Celtic View: Explain the concept of transmigration of souls (reincarnation) as the central Celtic religious belief about the afterlife.

   • Key Point: According to Roman observers like Julius Caesar, the Celts believed that death was merely "a change of place" or the start of a new life. The soul passed from one body to another, either in this world or the mythical Otherworld.

---

Step 3: Launch into the Lesson

This hook sets up the core of your planned activities perfectly:

• **It justifies the "Death and the Cycles of Life" activity (Section 2) by immediately establishing the afterlife as the central theme.

• It provides context for the Druids' authority (Section 1), as they were the keepers of this sacred knowledge about the soul and the divine.

• It directly leads to the debate about Roman propaganda: "If you truly believe death is temporary, does that make you a fearless warrior?"

That changes the focus significantly! For high school students interested in culture, religion, and traditions, a lesson should move beyond mere artifacts and focus on the fascinating world of Druids, mythology, and social structures.

Here is a lesson plan titled "Whispers of the Sacred: Celtic Religion and Culture" designed to engage high school students.

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🔮 Whispers of the Sacred: Celtic Religion and Culture

This lesson uses mythology and primary source excerpts to explore the roles of Druids, the concept of the afterlife, and key traditions.

1. The Power of the Druids (15 minutes)

Activity: Analyzing the Source

1. Introduction: Introduce the Druids as the spiritual, legal, and educational leaders of Celtic society. Emphasize that they left no written records themselves; all we know comes from their enemies (Romans) or later Christian monks.

2. Source Comparison: Give students two contrasting short excerpts:

   • Excerpt A (Roman perspective, e.g., Caesar): Focuses on Druids performing sacrifices (human or animal) and their supreme authority.

   • Excerpt B (Irish legend, e.g., brief mention of a fili or prophet): Focuses on Druids/seers using magic, poetry, and prophecy.

3. Discussion: Ask students:

   • Why do the Romans emphasize the more violent aspects of the Druids? (To justify conquering them.)

   • How does the Irish source suggest a cultural power rather than just a political one? (Through knowledge, poetry, and magic.)

   • Key Takeaway: The Druids were more than just priests; they were the guardians of Celtic tradition and knowledge, often memorizing vast amounts of lore.

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2. Death and the Cycles of Life (20 minutes)

Activity: The Afterlife Debate

1. Introduction: Discuss the Celtic belief in transmigration of souls (a form of reincarnation). Explain that they believed death was merely the midpoint of a long life and that they would eventually be reborn into this world or the Otherworld.

2. Evidence of Belief: Show images of grave goods. Ask why someone would be buried with tools, jewelry, or even their chariot. (If death is not the end, they will need these items later.)

3. Task: Present the Roman observation (often attributed to Lucan or Caesar) that Celts were fearless in battle because they believed death was just a change of address.

4. Debate Prompt: "Did the Celtic belief in reincarnation truly make them fearless in war, or was this Roman propaganda?"

• Have students argue both sides: Yes, the belief removes the ultimate threat. OR No, all soldiers are trained to fight, and the Romans just exaggerated the religious aspect.

Activity: Mapping the Year

1. Introduction: Explain that Celtic traditions followed a seasonal cycle based on agriculture and the movement of the herds. They divided the year by major festivals, which mark their calendar more than the solstices.

2. The Four Major Fire Festivals: Quickly introduce the four main festivals:

   • Samhain (Nov 1): The end of the summer/harvest; the new year; when the veil to the Otherworld thins. (The origin of Halloween.)

   • Imbolc (Feb 1): Purification, fire, and fertility (often associated with the goddess Brigid).

   • Beltane (May 1): The start of summer; lighting fires to protect cattle and people.

   • Lughnasadh (Aug 1): The harvest festival dedicated to the god Lugh.

3. Task: Have students draw a simple circle representing the year and place the four festivals on it. Then, ask them to identify which modern Western holidays are celebrated near those dates and discuss the possible parallels (e.g., Samhain/Halloween, Imbolc/Candlemas).

 

WOMEN'S LIVING CONDITIONS IN THE VICTORIAN AGE-

Women's living conditions in the Victorian Age

You had to

behave

correctly.

There were

lots of

unwritten

rules to

respect.

                                                                  One of these

          rules was

                    about

           marriage.

     It was for

            life.

       It wasn't a 

        romantic ideal.

It was

grounded on

economic reasons.

 The majority of

women married

and took care of

their husbands'

families

A woman had

no right to

vote

All her

property

belonged to

the man she

had married

unless special

legal

agreements

were done

before

marriage

Those without

money became

governesses,

housekeepers,

nannies or went

into trade.

A woman that  had

a child and could

not get married

was lost. She was

isolated and cut

off from society.

She was forced to live in a 

workhouse with her child 

A man could

have a

mistress and

even mistreat

his wife.

 

PROS AND CONS

of SOCIAL MEDIA

PROS

1.      Make new friends

2.      Get new information and opinions

3.      Promote yourself

4.      Empower your business

5.      Promote products and brands

6.      Collect money through crowdfunding

7.      Bring people that are interested in the same things together

8.      Communicate very fast

CONS

1.      Unreliable and false information

2.      Spread rumors

3.      Violation of privacy

4.      Stolen identity-fake identity

5.      Lower attention spans

6.      Lower grades at school

7.      Addiction

8.      Stress, anxiety and depression

9.      Brain and eating disorders

10.   Less time interacting face-to-face with your friends

11.   Cyberbullying

12.   Social isolation

13.   Meet haters or trolls

14.   Cheat on your homework

15.   Stalk people

 

Summary of the video on The Social Dilemma

Watch the video and do a short summary (for the third classes studying the topic of social media- good points and bad points)

The Social Dilemma

Summary of the video

You can get easily addicted to your phone, social media tries to predict what you would like to see, making you keep using your phone and because of muscle memory you automatically check your phone and your apps.

The guy in the video who worked in the gmail team, thinks that this is manipulative and wants everyone to understand this with the film “social dilemma” .

The term social dilemma indicates the inevitable use of social media that doesn’t align with the public or social good.

The Social Dilemma

Summary of the video

When we’re using social media, we’re the product. Nothing is for free and when they say that social networks are free services, it’s just an illusion because big companies earn money by selling your data and thanks to advertisements. Social media’s addiction is related to companies’ earnings and that’s why they have to increase the time people spend on social media. To do it they try to influence people’s minds so that people want to spend time on their services. The sad thing is that even if you know all these things you’re not aware of it, you’ll continue to use social networks, maybe thinking that you’re free, you’re not influenced by anything but remember: that’s what they want you to think!

'The Social Dilemma's' Tristan Harris on How to Make Social Media Less Addictive

This video is an episode part of a famous talk-show broadcast in the USA, “

The Ellen DeGeneres Show”, in which the presenter has a conversation with Tristan Harris,

a former Google employee and a member of Gmail crew.

In this conversation Tristan, answering Ellen’s questions, talks about how he went from

being a Silicon Valley insider to become president of the Center for Humane Technology and,

overall, about a phenomenon described in his documentary “The Social Dilemma”,

from which it takes its name.

To get a start, this phenomenon is based on a commercial mechanism in which there are

two members:

1. The service offerers, namely agencies or companies;

2. The customers, namely the users of social media.

When an agency or a company posts a content on various platforms of social media,

users interested in it are a source of earning because their likes, sharings and views about

that content put together a social currency and so just think about this: the more is the

amount of social currency, the more is the amount of money the service offerer earns.

To continue, numerous are the factors that work so as to make that phenomenon to be real:

1)Lacking of some knowledge in the individual, in fact these agencies or companies

have more choices and earn more and more because the user is in this situation;

2)Studies on today’s society, in fact they are able to know what people like or dislike

starting from these;

3)Use of social media by children and teenagers, in fact this is a sort of bank because

they are the most devoted users on social media.

According to Tristan Harris, what’s more, social media is addictive, but we can’t do anything

because we are forced to live in it by society. So, as we get to know the problem, the only

way to destroy that commercial mechanism described before is:

tell the truth about manipulation and the manipulative power of social media

KEYWORDS and KEY EXPRESSIONS

1) We're forced to use this system (That's the social dilemma)

2) Addiction

3) Inconvenient truth about tech industry

4)They make money from our attention

4)Randomness makes you so addictive

5) Outrage, narcisism, polarization,addiction, disinformation

6)If we're distracted we can be easily and strongly influenced

7)You see what it knows you want to see

8)They predict the perfect thing to make us stay longer

9) You feel excluded if you don't participate

10) Show children how it may be manipulative_no one wants to feel manipulated