India & China Teacher's Guide
 

June 17, 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:

Kavitha - Following the Flower of Hinduism: Part I - The Mysteries

The team gives a brief history and description of Hinduism, the major religion of India and Nepal. The first part deals with the basic history and underlying philosophy while the second part delves into the more popular practices of this enigmatic religion, introducing some of the major gods of the Hindu Pantheon. Students are given an opportunity to witness and perform a 'virtual' worship ritual.

As Kavitha notes, Hinduism is the major religion (has the most followers) of all the religions in Asia. Did your students know anything about hinduism before reading this dispatch. What did they know? If they had not heard of this religion, had they seen the colorful depictions of the Gods Kavitha talks about? Are they surprised to learn that this religion has the most followers of any in asia?

Kavitha - Following the Flower of Hinduism: Part II Monkey - Headed Gods and All

The team gives a brief history and description of Hinduism, the major religion of India and Nepal. The first part deals with the basic history and underlying philosophy while the second part delves in to the more popular practices of this enigmatic religion, introducing some of the major gods of the Hindu Pantheon. Students are given an opportunity to witness and perform a 'virtual' worship ritual.

As Kavitha notes, Hinduism is the major religion (has the most followers) of all the religions in Asia. Did your students know anything about hinduism before reading this dispatch. What did they know? If they had not heard of this religion, had they seen the colorful depictions of the Gods Kavitha talks about? Are they surprised to learn that this religion has the most followers of any in asia?

Jasmine - Hug A Tree - It May Be Your Last Chance

The team visits Hat Mawdon, a village at the border of India and Bangladesh to learn more about deforestation and the toll it is taking on this region and the world.

Were your students aware of the damage being caused by deforestation? Were they aware they their own culture, habits and behavior are most likely contributing daily to deforestation? Ask them to think about, and carry through with, two different ways to reduce their consumption of wood products by changing their habits in some way (e.g. recycling junk mail, newspapers, etc).

Team - Making a Difference: Wanna Go To Burma? Think Again!

The team relates a brief history of the country and lays out the major civil rights abuses that have been and are still being carried out by the military dictatorship, in part with help and funding of multinational companies like Unocal, Texaco, and Total.

The situation in Burma is one of the most shameful examples of human rights abuses. Had your students heard of Burma before this dispatch? Did they know where it is and what has gone on there? Ask them to visit the web sites that are linked to in this dispatch and write a paragraph or two summarizing their own opinions about what is going on there, based on what they have learned.

Team - Life in Tibet Could Be Better

The team briefly recaps the reasons why they chose not to visit Tibet: the Chinese occupation and human rights abuses.

Chinese occupation of Tibet has gotten a lot of press as one of the world's glaring cases of human rights violation. Had your student learned about the Tibet before reading this dispatch? What had they learned and from what source? What are their opinions about what has gone on there? Do they think that their government should do something to intervene, or is this an issue to be resolved by the Chinese and the Tibetans alone? What step, if any, could their government take?

 
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