India & China Teacher's Guide
 

May 27, 2000 Update
Remember, the "Kids' Versions" are aimed at K-6.

Check out this date's update
 
The team generated the following reports: Try the following activities:

Andrew - They Say Nobody's Perfect, but They Haven't Met the Dalai Lama
NOTE: Kids' Version Available

Andrew introduces His Holiness the Dalai Lama, the spiritual and temporal leader of the Tibetan Government-in-Exile and Nobel Peace Prize Laureate. His life story is outlined briefly. Reincarnation and incarnation are explained, and an audience with him is described.

In this dispatch, Andrew is overwhelmed and exhilarated to meet His Holiness the Dalai Lama, because of his accomplishments and what he represents to his people and the rest of the world. Can your students think of any one person that they would most like to meet? What characteristics does that person have and what values do they represent? Why did your students choose the people they did?

Monica - All that Glitters...

The team visits the Golden Temple in Amritsar, discussing Sikhism and Sikhs during Indira Gandhi's prime ministership.

Ask your students to follow the links at the end of Monica's dispatch. The Sikh faith is one of many that coexist in India. How do your students think it compares with some of the other main religions of India, like Hinduism and Buddhism? Do they think it is strange that India has so many and such varied religions? Do they think it is a good thing, a bad thing, or neither?

Monica - Jallianwalla Bingh, Memorial to the Massacred

The team visits Jallianwalla Bingh, site of a massacre that marked a turning point in India's independence from Britain.

This tragic event was a very important turning point in India's struggle for independence from Britain. Ask your class to research and discuss the importance of this event within the greater context of India's independence movement.

Team - MAD - How a little shrimp can destroy a whole farm

The team looks at shrimp farming in India and how it can destroy the environment, and impact the people it was intended to help. They also explain how these operations are funded by the World Bank and the WTO.

There are a number of suggestions for action at the end of this Making a Difference dispatch. Do your students understand how taking these action can actually make a difference? Do they feel inspired to take these actions? Why or why not?

 
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