India & China Teacher's Guide
 

August 2, 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:

Abeja - Great Wall, Great Trekkers! Now what?!
* Kid's Version available

The team visits the Great Wall of China on the last day of the trek, and Abeja contemplates all that these 18 months of traveling the world have meant.

  1. Get picutures and background information about the Great Wall of China from the web or National Geographic magazine. Have students read and discuss the information about where, when and why it was built and the fact it is the only man-made structure you can see from space.
  2. Give students a map and have them plot a worldtrek adventure of their own! They could make a list of countries to visit, sights to see, and things to do. If you want to get really detailed, you could give them travel "money" and assign costs to things so they could learn how to budget their time and money.

Jasmine - Homecoming
*Kid's Version available

Team member Jasmine writes her final dispatch, summing up her year of traveling around the world as part of the Odyssey's first World Trek.

  1. Ask students to freewrite about a time they had to say goodbye to someone they felt very close to. What did they think about? How did they feel? Did they remember any good times or funny stories?
  2. Find a short article or assign a book on another traveler who left a soft, comfortable life to seek adventure in the world. Some that come to mind include: Isek Dinensen's Out of Africa, a teen book entitled My Side of the Mountain, The Ginger Tree, Kaffir Boy in America, Ruyard Kipling's Kim, or The Secret Garden.

Kavitha - The End! The World Trek is Done!
*Kid's Version available

Team member Kavitha writes her final dispatch, summing up 555 days of traveling around the world as part of the Odyssey's first World Trek.

  1. Have students put together a mock interview with an internationally-known person of their choice. A list of names with their country and major accomplishment could be given to them to help them out. After doing some research on the person's life, the students write out 5-10 questions and pair up with a partner. The pairs would take turns as interviewer and interviewee. If you have the resources, you may want to get fancy and create props: backdrop, microphone, etc. and film the interviews.
  2. Choose a technological advancement of the 20th century (e.g. television) and have students brainstorm the effects TV has had on society and culture. Once they have the general idea, put them into groups of 3-4 and have them reflect on the effects of the computer at present and in the future.

Kevin - Bienvenue Paris! Welcome to Paris!

The team says its final farewells. One team member writes from Paris, France. Discussion of French, West Africa, modernization and opportunity.

  1. Just as Kevin compares riding the Metro in Paris to his adventures meeting people all over the world, have students create a metaphor for something in their lives (example: the liveliness of the school could be compared to a rodeo with its competitive atmosphere, bucking broncos-classes that may be difficult, and entertaining clowns- friends who help you out).
  2. Students could research French colonial history to discover which countries were occupied, what effect the French had on its people and where the situation stands now. As a follow-up, if you have a mature class, there are some great films that document this time. One that stands out is Indochine with Catherine Deneuve.

Monica - We're Comin' to America! What Next??
*Kid's Version available

Monica reflects on the meaning of the Odyssey and suggests ways to make the world a better place.

  1. This is a big one. Give students a list of organizations that provide humanitarian goods and services to others (ideas include: The Red Cross, Amnesty International, any environmental organization, a recycling program, food and/or clothing for the poor, after-school programs for young children, any group affiliated with teen issues). Have students choose something from the list and find out about local operations. They could then volunteer their time and receive bonus credit, or it could be an actual project that you assign. Getting them involved in the community prepares them for a job in the future and gives them responsibility when they need it most.
  2. Put students to the test! A personality test that is. There is one available on the web at http://www.keirsey.com/ there is one free and one low-cost site). Students complete the questionnaire and discover their four-letter type. They can read up about their personality on the site as well. If you want to go even further you can get a book entitled: Do What You Are that matches the types to careers suited to that personality. I found this to be one of my best classes all year!

Yang-Yang: Yang-Yang says One Last Goodbye

The Trek says its last goodbyes. Trekker Yang-Yang says farewell from Beijing, China.

  1. Give students a map and have a contest to find the different countries that the Trekkers have visited. For example, have the class divide into teams (Africa, Asia, Latin America, Europe) and give presentations on the different regions of the world the trekkers wrote dispatches from. Here's a list of all the countries the World Trekkers visited: USA, Mexico, Guatemala, Belize, El Salvador, Honduras, Nicaragua, Costa Rica, Panama, Colombia, Ecuador, Peru, Bolivia, Argentina, South Africa, Swaziland, Mozambique, Zimbabwe, Ghana, Ivory Coast, Burkina Faso, Mali, Senegal, Morocco, Spain, Greece, Egypt, Israel/Palestine, Turkey, Cyprus, Iran, India, Nepal, Thailand, China.
 
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