Going+to+School+in+India+Reinforcing+Activity

** NCSS Notable Trade Book Lesson Plan Template ** M. Gail Hickey hickey@ipfw.edu || Heydlauff, Lisa (2005). //Going to school in India//. Watertown, MA: Charlesbridge Pub. || || // Going to School in India // is a non-fiction book using first-person narratives from children who attend school in various parts of India. Sections include Getting to School, types of schools in India (10 examples), “When I Grow Up …” narratives by Indian children, and “What is it like where you go to school?” invite U.S. students to compare/contrast their schooling experiences with those of children in India’s differing geographic areas. The book is appropriate for grades 3-5. || || // Students in third grade should: // (adapted from //Indiana Social Studies Standards//) || || # Teacher’s copy, //Going to School in India// || Content: 1. Given opportunities to explore and discuss similarities, students will be able to explain how learning about people from other countries may contribute to multicultural understanding. Process: 1. Students will be able to locate countries on a world map. 2. Students will be able to discuss and share perspectives about going to school in different countries. 3. Students will be able to read, analyze, and compare information. || Show the cover of //Going to School in India//. Ask questions to prompt inference about the book’s content. Invite students to compare/contrast their own images of going to school in the U.S. with the photograph from the book’s cover. Review the concepts of city, state, nation/country. Following discussion, show students the book’s cover again. Tell them these children live in a country called India, which is in a different part of the world from the United States. Locate India on a world map. Trace direction from U.S. to India (east). Estimate distance from U.S. to India, using map key. Write estimate on white board as number of miles or kilometers. Explain the concept **multicultural understanding**. Invite students to discuss how they might contribute to multicultural understanding. List students’ responses on chart paper or white board. Invite students to continue recording responses as the lesson progresses. Introduce the book //Going to School in India//. Read aloud the author’s Foreword, stressing the message “going to school is about dreams”. Explain purpose for reading book (sharing information about children in other countries/cultures). Read the book aloud through page 19, pausing to discuss with students similarities and differences in getting to school in India and the U.S. Read pp. 44-49 aloud, and model Venn Diagram activity (i.e., How is lunchtime in Indian schools the same as/different from lunchtime in our school? What do students in India eat for lunch? How/why do students’ lunch foods differ?). Divide class into 10 small groups or pairs of students. Give each pair/group a photocopied section from pp. 20-87 of //Going to School in India// (omit pp. 44-49, used earlier as model). Explain procedures and expectations for Venn Diagram group work (i.e., each pair/group reads one section from the book about types of schools in India, compares/contrasts Indian students’ schooling experiences with their own, and records relevant information on Venn Diagram handout). Bring pairs/groups of students back together in large group format. Invite each group to (a) approach map of India and indicate region where their story is located; (b) share summary of story about type/location of Indian school; (c) display and explain Venn Diagram, comparing/contrasting their own U.S. school experience with Indian students’ experience in story. Invite students to use drawing paper and crayons or colored markers to illustrate comparisons between their own school experiences and Indian students’ school experiences using the following format: (a) Fold drawing paper in half. Unfold. Draw a line down the center fold to make two large blank areas. (b) Label top of left side “My School;” label top of right side “[Indian student’s name] School.” (c) On left side, illustrate something about your school (i.e., geographic setting, outside of building, inside of classroom, eating lunch (including types of food), etc.). (d) On right side, illustrate something similar about a type of school in India. (e) Write a paragraph explaining your drawings. Display students’ drawings and paragraphs on bulletin board or in hallway. || || Do students participate in relevant large and small group discussion? Do students make relevant comparisons between their own school experiences and those of Indian students? Do students accurately locate regions of India on map? Do students draw an accurate representation of their own school? Of Indian school(s)? Are students’ explanatory paragraphs representative of both comparisons between U.S. and India and good grammar? || || # Using a large outline map of India, research and label geographic regions and/or states. || __ Holidays and Traditions __ Chambers, Catherine. (2005). //Sikh//. North Mankato, MN: Sea-to-Sea Pub. Part of the “Beliefs and Cultures” series, this book provides a basic overview of Sikh history, worship practices, values, and holidays. Ganeri, Anita (2005). //Hindu//. North Mankato, MN: Sea-to-Sea Pub. Another “Beliefs and Cultures” book, this text provides a basic overview of Hindu beliefs, worship practices, sacred texts, and holidays. Gardeski, Christina M. (2001). //Diwali//. New York: Children’s Press. A simply worded and brief yet informative book, //Diwali// introduces young or struggling readers to basic facts about the holiday. Many colorful photographs are included. Gerner, Katy (2008). //Hinduism//. New York: Marshall Cavendish. Part of a “Religions Around the World” series, this text features overarching belief structures, religious leaders, worship practices, as well as family and community practices that define Hinduism. Heiligman, Deborah (2006). //Celebrate Diwali with sweets, lights, and fireworks//. Washington, DC: National Geographic. Part of National Geographic’s “Holidays Around the World” series, this colorful picture book briefly informs young readers about traditions and customs surrounding Diwali. MacMillan, Dianne M. (2008). //Diwali — Hindu festival of lights// (revised and updated). Berkeley Heights, NJ: Enslow Publishers, Inc. This comprehensive introduction features common words and customs associated with Diwali, and includes a pronunciation guide. Contains an overview of musical instruments, ethnic foods, costumes, and traditional practices commonly encountered during Diwali celebrations. Mamdani, Shelby (1999). //Traditions from India//. Austin, TX: Steck-Vaughn Company. This book covers such topics as food, clothing, arts, religion and festivals, and entertainment. A special feature is its excerpt from the 100,000 verses long //Mahabharata//. Pirotta, Saviour (2008). //Divali//. New York: The Rosen Publishing Group/Wayland. Another simply worded, brief book for young readers, //Divali// (aka Diwali) focuses on Hindu myths behind the annual holiday celebration and beginning of the Hindu New Year. Wood, Angela (2000). //Hindu mandir//. Milwaukee, WI: Gareth Stevens Publishing. A //mandir// is a Hindu place of worship. This picture book covers worship practices and introduces Hindu gods and goddesses. A glossary with pronunciation guide is included. __ History and Geography __ Aboff, Marci (2006). //India’s ABCs: A book about the people and places of India//. Minneapolis, MN: Picture Window Books. G is for Ganges River, K is for karma, U is for Untouchables. Teachers may enjoy this read-aloud book for its illustrations and opportunities to discuss non-Western concepts. Conboy, Fiona, & Lal, Sunandini A. (2000). //Welcome to India//. Milwaukee, WI: Gareth Stevens Publishing. Simple text and colorful photographs introduce young readers to India’s basic history, government, economy, people and lifestyle, language, arts, leisure, and food practices. Costain, Meredith, & Collins, Paul (2002). //Welcome to India//. Philadelphia, PA: Chelsea House Publishers. A boy named Druv from northern India narrates this text about everyday life in India. Brief sections include Family Life, School, Sports and Leisure, Indian Culture, Festivals and Religions, Food and Shopping, Landscape and Climate, Plants and Animals, Cities and Landmarks, Industry and Agriculture, Transportation, and History and Government. Dalal, A. Kamala (2007). //India//. Washington, DC: National Geographic. Part of National Geographic’s “Countries of the World” series, this upper elementary text covers India’s geography, natural resources, history, people and culture, and government and economy. Special features include maps, a chart delineating India’s government structure, and a timeline of India’s history. Das, Prodeepta (2002). //A child’s day in an Indian village//. New York: Benchmark Books. Readers view everyday village life through the eyes of Geeta, an Indian girl who lives in Orissa, an eastern Indian state. Photographs enrich and expand upon the simple text. Ganeri, Anita, and Wright, Rachel (1994). //India//. New York: Watts Books. Part of an older “Country Topics” series, this book is included due to its focus on activities and crafts. Instructions for tie-dye, shadow puppet shows, Picture Pairs (a game involving Hindu words), putting on a sari, and making curry are student-friendly. Italia, Bob (2002). //India//. Edina, MN: ABDO Publishing Company. This book includes basic information about India’s lengthy history, geography, plants and animals, economy, major cities, government, and major festivals. Lewin, Ted (1995). //Sacred river//. New York: Clarion Books. Ted Lewin’s wonderful paintings and simple text tell the story behind Hindu pilgrims’ devotion to India’s Ganges River. __ Books __ Allard, Denise (2000). //India//. Austin, TX: Raintree Streck-Vaughn. Badger, Vishaka, & Griesser, Jean (1996). //Our most dear friend:// // Bhagavad-gita for children //. Torchlight. Brace, Steve (1995). //Bangladesh//. Austin, TX: Thomson Learning. Cumming, David (2000). //India: Country insights, city and village life.// Austin, TX: Raintree/Steck-Vaughn. Cumming, David (1994). //The Ganges delta and its people.// Austin, TX: Thomson Learning. Cumming, David (1995). //India.// Austin, TX: Thomson Learning. Dalal-Clayton, Diksha (1991). //The adventures of young Krishna//. Oxford University Press. Dhanjal, Beryl (1994). //Amritsar//. Parsippany, NJ: Dillon Press. Ganeri, Anita (1995). //What do we know about Hinduism?// Peter Bedrick Books. Ganeri, Anita (1994). //The Indian subcontinent//. Franklin Watts. Gresko, Marcia S. (1999). //Letters home from India//. Woodbridge, CT: Blackbirch. Hermes, Jules M. (1993). //The children of India//. Minneapolis: MN: Carolrhoda. Howard, Dale E. (1996). //India: Games people play//. Children’s Press. Jordan, Denise M. (2002). //Diwali//. Chicago, IL: Heinemann Library. Kadodwala, Dilip, & Gateshill, Paul (1996). //Hindu festivals//. Heinemann Educational Books. Kadodwala, Dilip (1998). //Holi//. Raintree/Steck-Vaughn. Kagda, Falaq (1998) //India: Festivals of the World//. Gareth Stevens. Kalman, Bobbie (2001). //India: The culture.// Crabtree Publishing Company. Kalman, Bobbie (2000). //India: The land.// New York: Crabtree Publishing Company. Khan, Eaniqa & Unwin, Rob (1997). //Pakistan//. Austin, TX: Raintree Steck-Vaughn. Krishnaswami, Uma (2006). //The broken tusk: Stories of the Hindu god Ganesha//. Linnet Books. McFarlane, Marilyn (1998). //Sacred myths: Stories of world religions//. Sibyl Publications. Moorcroft, Christine (1998). //The Taj Mahal//. Raintree/Steck-Vaughn. Murray, Chris (1999). //The butter thief.// Bhaktivedanta Book Trust. Penney, Sue (2008). //Sikhism//. Raintree/Steck-Vaughn. Singh, Chitralekha & Nath, Prem (2002). //Hindu festivals, fairs, and facts//. Crest Publishing. Singh, Chitralekha & Nath, Prem (2002). //Lakshmi//. Crest Publishing. Sita, Lisa (1995). //Worlds of belief: Religion and spirituality//. Blackbirch. Stewart, Melissa (1999). //Science in ancient India//. Franklin Watts. Trueit, Trudi S. (2006). //Diwali//. New York: Children’s Press. Verma, Jatinder (2002). //The story of Diwali//. Barefoot Books. __ Web Sites __ // India Government and History // Indian Parliament: http://alfa.nic.in/ Indian Embassy: http://www.indianembassy.org theory.tifr.res.in/Bombay/history/index.html [|www.angelfire.com/in/myindia/tajmahal.html] cgi.pathfinder.com/time/time100/leaders/profile/ghandi/html [|www.aboutindia.com/] // Diwali // [] http://www.activityvillage.co.uk/diwali.htm http://www.diwalimela.com/aroundtheworld/ http://www.theholidayspot.com/diwali/ http://www.indoindians.com/festival/diwali3.htm [] _1677000/1677032.stm http://en.wikipedia.org/wiki/Diwali http://www.woodlands-junior.kent.sch.uk/Homework/religion/diwali.htm http://www.factmonster.com/spot/diwali1.html http://www.kidswebindia.com/Diwali.php // Hinduism // www.colorsofindia.com members.aol.com/Donnclass/Indialife.html www.hindukids.org www.btinternet.com/~vivekananda/schools1.htm [|www.askasia.org/adult_free_zone/virtual_gallery/exhibitions/] index.htm __ Videos __ Hinduism and the Song of God: A Modern Interpretation of the Bhagavad Gita (Hartley Film Foundation. Hinduism: The Elephant God (Films for the Humanities and Sciences) How Do You Spell God? (HBO Kids Video)  In the Wild: The Elephants of India with Goldie Hawn (PBS)  Music of India (Hollywood Select Videos)  Wild India (Discovery Communications)  Windows to the World: India (Ivn Entertainment)  ||
 * NCSS Notable **
 * Trade Book Title: **
 * Trade Book Title: **
 * Book Summary: **
 * Book Summary: **
 * NCSS Standards: **
 * NCSS Standards: **
 * State Standards: **
 * III. People, Places, Environments: ** Use appropriate resources, data bases, grid systems, charts, graphs, and maps to generate, manipulate, and interpret information.
 * V. Individuals, Groups, Institutions: ** Describe interactions of individuals, groups, and institutions in community situations.
 * I. Culture: ** Explore and describe similarities and differences in the ways groups, societies, and cultures address similar human needs and concerns; give examples of how experiences may be interpreted differently by people from diverse cultural perspectives and frames of reference.
 * identify hemispheres, cardinal and intermediate directions;
 * determine the direction and distance from one place to another;
 * explain regions are areas with similar physical and cultural characteristics;
 * study development and change in other regions of the world;
 * consider how citizens participate in the government and civic life of communities;
 * explore influences, causes, and effects of cultural and social factors on human life and history.
 * Materials: **
 * Materials: **
 * 1) World map
 * 2) Map of India
 * 3) Photocopied pp. 20-87 from //Going to School in India// (divided into sections by type of school, and stapled)
 * 4) Venn Diagram handout for each small group or pair
 * 5) Chart paper or white board for recording responses
 * 6) Drawing paper and crayons or colored markers
 * 7) Computer and printer, or writing materials ||
 * Objectives: **
 * Objectives: **
 * Procedures: **
 * __ Exploration/Introduction __** :
 * __ Exploration/Introduction __** :
 * __ Development: __**
 * __ Expansion: __** ||
 * Assessment: **
 * Assessment: **
 * Suggested **
 * Extension **
 * Activities: **
 * Activities: **
 * 1) Interview people from other cultures about their schooling experiences outside the United States.
 * 2) Use books/resources from Additional References and Web Links list (below) to research cultural diversity within India (e.g., religions, languages, traditions, food preferences, etc.).
 * 3) Write a letter to a student in India, describing U.S. student’s school experiences and preferences.
 * 4) Write a persuasive letter to a newspaper editor about schooling for (a) disabled children or (b) girls in India.
 * 5) Create additional Venn Diagrams, using information from //Going to School in India// and/or books/resources listed below (i.e., transportation, geographic regions, celebrations, homes, food). ||
 * Additional **
 * References and **
 * Web links **
 * Web links **
 * OTHER RECOMMENDED RESOURCES **