India & China Teacher's Guide
 

June 3, 2000 Update
Remember, the "Kids' Versions" are aimed at K-6.

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The team generated the following reports: Try the following activities:

Monica - Get Out of My Ear!

Monica gets a bug in her ear and it causes quite a ruckus. She stops to think about Buddhist philosophy, reincarnation, and the place of bugs in our lives.

Your students may have heard people using the term kharma, but do they understand its original meaning as an integral part of the Bhuddist religion? Perhaps you could ask them to define the term kharma both before and after reading this dispatch and perhaps after doing some further research.

Monica - Globalization in the Model City of Chandigarh

The team visits the planned city of Chandigarh, the capital of Punjab state, and discusses both the positive and negative effects of globalization.

Discuss with your class the how Chandiarh reflects both the positive and negative aspects of globalization. Do they agree or disagree with Monica's observations?

Monica - Partition and the Aftermath: At the Indo-Pakistani Border

The team visits the Indian/Pakistan border at Wagah to witness the daily closing ceremonies there. Includes a discussion of Partition.

This dispatch touches upon a very important issue in Indian history, which is still a crucial issue today: relations with Pakistan and where to draw the boundary. Right now, India and Pakistan have nuclear weapons pointed at each other over this issue. All this fuss is over a line arbitrarily drawn 50 years ago when India and Pakistan gained their Independence. Bring up these issues in a discussion with your class.

Abeja - Making a Difference

Abeja writes about what people can do to stop the construction of a port in the Indian city of Umbergaon. If the port is built it will have significant environmental damage on the region.

Ask your students to read this story along with the Making a Difference dispatch for this week. What do your students think about these issues, and about the points Abeja makes in her dispatch? Can India rightfully call itself a democracy and still carry through with a project like this one? Ask your students to consider writing a letter, either individually or as a class, to the addresses Abeja provides protesting the construction of the dam.

Abeja - In the Name of Development

The team visits a peaceful gathering of villagers from the Umbergaon taluka (district) of Gujarat, India. They are gathered to hear the report of the Indian People's Tribunal on Environment and Human Rights, about a Mega-port that the state government and a company called NATELCO are planning to build on their homes. The report criticizes the port and its planners for lack of information, environmental and social problems, and for being commercially unnecessary. The team also visits the widow of Lt. Colonel Pratap Save, who was killed by the police for his opposition to the port.

Ask your students to read this story along with the Making a Difference dispatch for this week. What do your students think about these issues, and about the points Abeja makes in her dispatch? Can India rightfully call itself a democracy and still carry through with a project like this one? Ask your students to consider writing a letter, either individually or as a class, to the addresses Abeja provides protesting the construction of the dam.

 
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