project. institution pub date 93 59p. guides · 2020-05-04 · they have read, or learned in...

DOCUMENT RESUME

ED 398 125 SO 026 582

AUTHOR Stanley, EdTITLE Appreciating Continuity and Change in India through

Literature, Customs, Culture, and Socioeconomic andPolitical Perspectives. FulbriOt-Hays CurriculumProject.

INSTITUTION Center for International Education (ED), Washington,DC.

PUB DATE 93

NOTE 59p.

PUB TYPE Guides Classroom Use Teaching Guides (ForTeacher) (052)

EDRS PRICE MF01/PC03 Plus Postage.DESCRIPTORS Asian Studies; Culture; Ethnic Groups; Foreign

Countries; Global Education; *Indians;*Interdisciplinary Approach; Intermediate Grades;Junior High Schools; *Language Arts; Literature;Middle Schools; *Multicultural Education; Non WesternCivilization; Social Studies; *SocioeconomicInfluences; *World Geography

IDENTIFIERS *India

ABSTRACTThis curriculum project was developed by an

individual who studied in India for 5 weeks in 1993 as part of theFulbright-Hays Seminars Abroad program. The activities seek to: (1)

offer factual information on India from literature, customs, culture,and socioeconomic and political perspectives; (2) help students bemore tolerant about people of another race, of another country, and

the conditions under which they live; (3) expand students' spheres ofunderstanding to include a culture other than their own; (4) create a

desire in students to keep informed about current events on aninternational level; (5) answer a need for recreational reading withbooks that feature factual places as part of the story; (6) help

develop aesthetic tastes through writing and illustrating answers toteacher-prepared questions; and (7) furnish more unusual and uniquereading material for all middle school reading/language arts andsocial studies classes to initiate interesting classroom discussions.(EH)

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Reproductions supplied by EDRS are the best that can be madefrom the original document.

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Fulbright ScholarshipCurriculum project

SUMMER 1993

Submitted by

Ed StanleyTeacher of Talented and GiftedGrades 5 - 8Red Bank Middle Sc;olool101 Harding RoadRed Bank, N. J. 07701

BEST COPY AVAILABLE`4

PERMISSION TO REPRODUCE ANDD SEMINATE THIS MATERIAL

AS BEEN G A TED BY

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)

U S DEPARTMENT OF EOUCATION(Iv e I o a1.0r.11 (Iowan-II and h111,310,0,1,(?tli

E UCATIONAL FIF SOURCES INFORMATIONCENTER !ERIC)

This document has been reproduced asICCOIVCII from the person or or-gam/alienoriginating it

'J Minor changes have been made toimprove reproduction quality

Points of view or opinions stated in thisdocument do not necessarily representofficial Ol NI position or policy

I TITLE: Appreciating Continuity and Change, In India,through Literature, Customs, Culture, andSocioeconomic and Political Perspectives.

I I SUBJECT AREA: Language Arts and Social Studies

III NEED OR PROBLEM:

Red Bank Middle School Students need to improve theirknowledge of World Geography. Recently Middle SchoolTag students, from all grade levels and selected studentsfrom all social studies classes, took the "Carmen Sandiego"geography test to qualify as a contestant. It was obvious,from the results of this test, that our students need tospend more time on world geography activities.

IV PROJECT DESCRIPTION:

A. OVERVIEW: This summer I will spend five weekstraveling and studying in India on a FulbrightScholarship. I will use this opportunity to writecurriculum based on my experiences combined withchildren's literature where the story takes place in India

and on the 35mm slides of my experiences.

B. TARGET GROUP TO BE SERVED: All reading languagearts and social studies classes in the Middle School.

C. TARGET COMPLETION DATE: August 1993

V OBJECTIVES: (For Target Group and Applicant)

A. To make the Red Bank Middle School students moreknowledgeable in world geography.

CLST COPY AVAILABLE3

B. To write materials, to be used by all teachers andstudents in the Middle School, that will:1. Offer factual information, on the people who live

in India, that will be taken from their literature,customs, culture and socioeconomic and political

perspectives.2. Help students have a more tolerant understanding

of peoples of another race, country, and conditionsunder which they live.

3. Expand students' sphere of understanding of aculture other than there own.

4. Create a desire to keep informed about currentevents on a international level.

5. Answer a need for recreational reading with booksthat have factual places as part of the story.

6. Help develop esthetic tastes through the students'writing and illustrating answers to teacher prepared

questions.7. Furnish more unusual and unique reading material

for all Middle School reading/language arts andsocial studies classes. This will initiate interesting

discussions.

V I ACTIVITIES: (For Applicant and Target Group)

A. The applicant will select five children's books, fromdifferent grade levels, that have been written about

India.1. These books will:

a. Offer factual information, on the peoplewho live in India, from the historical andand present day political andsocioeconomic situations in India.

b. Help students have a betterunderstanding and tolerance for all

people from whom they are different.c. Widen their knowledge and understanding

of another country, people, culture and theconditions under which they live.

d. Create a desire to keep informed aboutcurrent events on an international level.

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2. I will read each of the five books and takenotes on the content for writing comprehensionquestions. I will make a list of places,mentioned in the story, that I could photograph

while in India.

3. I will write ten higher level thinking questionsfor each book, using the story, slides andcurrent events to develop my questions.

4. The applicant will give grade level assemblyprograms using the 35mm slides and materialsbrought back from his travels, to motivate an

interest in India and its people.

5. Students will read the books and answer thequestions.

6. Students will use the information gained tostudy the places and areas mentioned in thebooks they read.

7. Students will be placed in cooperativelearning groups, based on the books theyread, and have discussions about the storyand the questions they have answered

individually.

8. Each set of questions will be followed by:

"Going Beyond the Reading"

a. Find a newspaper article where theevent takes place in India.

b. Find the city/town/region on your deskmap of India.

c. Write a summary, in your own words, ofthe article. Be sure to include: who, whatwhere, when, why and how from thearticle.

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9. All teachers in the Target Group will be givenmaterials to enable them to teach their

students how to write their own higher levelthinking question types.

10. Students will then be given the followingassignment: From the information in the bookthey have read, or learned in cooperativelearning discussions, or discovered in theapplicant's slide presentation, write at least sixadditional higher level thinking questions. Useone of each of the following types of questions:

a. knowledgeb. comprehensionc. applicationd. analysise. synthesisf. evaluation

11. While in India the applicant will be visitingurban and rural schools. He will attempt to

establish a "Classroom to Classroom", andan individual "Pen Pal" exchange with as manyIndian teachers and Red Bank Middle SchoolTeachers as possible.

VII Evaluation:

A. Students will be given a pre and post test to answer thefollowing questions:

1. Name and locate, on a map of India, places youhave read about in any book of fiction that you readfor pleasure or as a school assignment.

2. Name a foreign city in India that has been in thenews recently.

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3. Tell why, the city you named in #2 above, was inthe news.

B. Students will be given a current news article of an eventthat took place in India. They will be asked to write twoeach of the higher level thinking questions about thethe article.

C. The students will write a paragraph explaining thesimilarities and differences between Indian andAmerican cultures and peoples.

D. The teacher will asses the progress of the students'beginning and ending attempts to compare and con-trast the literary and photographic descriptions ofplaces mentioned in the five books.

E. The student's written answers, to the questions, will bechecked by the teacher for evaluation and improvementas the unit progresses.

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7

RED BANK MIDDLE SCHOOL101 HARDING ROAD

RED BANK, N. J.

September 1 10113

To: Al Red Bank Middle School Teachers ofReading Language Arts andlor Social Studies

Frem: Ed Stanley

Enclosed you will Ilrrd curriculum Vat deals withlive books whore the locale is India. This material was writtenthis past summer for a Red Bank School Bowl SummerCurriculum Grant. it may be used, at your discretion, in yawReading Language Arts classes or your Social Studies classes.

It you decide to use any or al of this material Inyour classes you should walt until I have met with your studerrtsand given them my slide lecture on my experiences in India thispast summer. Please let me know W you plan to use thesematerials..

I WI be happy to answer any questions you halm*bad this oratoriol anWor my experiences this past summer.

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RED BANK MIDDLE SCHOOLFULBRIGHT SCHOLARSHIP CURRICULUM

PROJECT

"CONTINUITY AND CHANGE IN INDIA"

THE LOST KINGDOMBY

CHESTER BRYANT

1. Explain what Margaret Ayer has to do with this story.

2. In his slide presentation Mr. Stanley spoke about the partthat the "U. S. Educational Foundation in India" played in his tripto India. In this story a young Hindu boy takes a journey from hisnative village to the "American Foundation on the other side ofhis village." Are both of these foundations they same? Tell howthey are alike or different. Explain in detail.

3. Describe Ajar using information in the book as well asinformation from a dictionary or an encyclopedia. In addition to awritten description make a sketch of Ajar.

4. From the examples in the slide presentation, and the

O description in this book, describe in words and pictures anexample of a "colorful sari."

5. A good portion of this story takes place in the "hinterlands"of India. Think of your life here in the borough of Red Bank and tRodmika's life on his farther's farm. Compare and contrast thesedifferent lifestyles. Use the information in the slide presentationand this story.

6. Analyze Jankari's statement: "Rodmika is brave. Thou mustrealize that in the affairs of the jungle our son is no longer achild."

7. Create a short scene (at least one page long) whereRodmika comes to live in your house for one week. Tell us about

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the things he finds amazing, interesting, frightening or unusualand what he teaches you about "life in our town."

8. Evaluate the American expression: "A sacred cow", andthen tell how it applies to the people of India.

9. What things about Rodmika's life and the way he lived madeit easy for him to have his kind of personality?

10. The following is a list of vocabulary words from the story.Give a dictionary definition and then use each one in a sentence:

A. Bellow B. ponderous C. WaningD. Medallion E. Dais F. Sprinted

Find at least five more words in the story that you didn'tunderstand and do the same as you did with the six above.

11. GOING BEYOND THE READING

A. Find a newspaper article where the event takes place inIndia.

B. Find the city or town on your desk map of India.C. Write a summary, in your own words, of the article. Be

sure to find the: who, what where, when, why and howfrom the article.

12. Study the information in the book you have read, or learnedabout in your cooperative learning discussions, or any factsyou discovered in Mr. Stanley's slide presentation. Thenwrite at least six additional higher level thinking questionsabout this story. Be sure to use one of each of thefollowing types of questions:

A. knowledgeB. comprehensionC. applicationD. analysisE. synthesisF. evaluation

:

to

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WORLD REGIONSTH.E WORLD ARO-UND US

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E. STANLEY - RED BANK MIDDLE SCHOOL

TAG - GRADES 5-8

Question Types, Based on Bloom's Taxonomy

1. Knowledge (Recall)

These are questions or statements which emphasize the remembering,either by recognition or recall of ideas, material or phenomena.Remembering is the major cognitive process involved in arrivingat an answer to the question.

Example: What name did Pokey think was good for theMississippi River?

2. Comprehension (Understanding)

These are questions or statements which ask fur an understandingof the literal message contained in a communication. The majorcognitive process involved in arriving at an answer is understawhat is being communicated without necessarily relating it toother materials or seeing its fullest implications.

A. translationThe question may ask the pupil to put a communicationinto other language, into other form or into anotherform of communication.

Example: Describe how you think Pokey looked?

B. interpretationThe question may ask the pupil to give an explanationof facts in the story.

Example: Why did Pokey think the Mississippi Riverwas the greatest river in the world?;

C. extrapolationThe question may ask the pupil to make estimates,predictions or inferences based on understandingthe communication.

Example: Do you think it bothered Pokey that he wasalways late? Why or why not?

14

3. Application

These are questions or statements which ask for an application ofthe appropriate abstraction without having to prompt as to whichabstraction is correct or without having to show how to use it ina situation. The major cognitive process involved in arriving atan answer is to make use of an abstraction where no mode of solutionis specified.

Example: Of what importance was the Mississippi River tothe people of Pokey's area?

4. Analysis

These are questions or statements which emphasize the breakdown ofmaterials into constituent parts and detection of the relationshipof the parts.

Example: Pokey was sure his nickel would be safe in the pocketof his overalls. How do you think he lost it?

5. Synthesis

These are questions or statements which ask the pupil to put togetherelements and parts so as to form a whole -- combining them in sucha way as to constitute a pattern or structure not clearly therebefore. The main difference between all the previous categories andsynthesis is that they involve studying a whole in order to under-stand it better. In "synthesis" the pupil must draw upon elementsfrom many sources and put these together.

Example: What things about Pokey's life and the way he livedmade it easy for him to have his kind of personality?,

6. Evaluation

These are statements or questions which ask for critical quantitativeor qualitative judgements about the value of something. The questionmust imply the use of criteria or standards of appraisal.

Example: Was Pokey's decision for his prize money a good oneZWhy or why not?

Categories are based on Benjamin S. Bloom, ed., Taxonomy of Edu-cational Objectives, Handbook I, Cognitive Domain (New York: DavidhcKay Company, Inc., 1956).

BEST COPY AVAIIABLE1

Red Rank Middle School

101 Harding Road

Red Bank, N. J. 07701

Talented and Gifted Program (TAG) - Ed Stanley - nm 309

Guide Words for Writing Behavioral Objectives

Find LIst Role Play DrawName Dramatize Make ArrangeConstruct Sing Match ComPareClassify Define Describe SortGraph Discuss Prepare SequenceCollect Compute Analyze DebateEnlarge Map Categorize CountWrite Distribute Diagram SummarizeSeparate Rearrange AssenbleCompose Outline

,KNOWLEDGE

definerepeatrecordstate

ANALYSIS

MOMIIMINNWO..... allimmwo 4.04111O*11.

Guide Words for Writing Taxonomy Questions

COMPREHENSION APPLICATION

discussdescribe translateexplain Ofterpretreport applyrummarize dramatize!

illustrate

SYNTHESIS EVALUATE

analyze plan judgecompare formulate justifydebate set up evaluateinventory createsort producecategorize originatecontrast revise

b'EST COPY AVAILABLE16


PROJECT

"C01\1:INUITY AND CHANGE IN INDIA"

TIGER BURNING BRIGHTBY

THEODORA DU BOIS

1. Fifteen year old, Anne Burney, was living in Washington,Connecticut. Explain what that means and where exactly thisplace located.

2. Explain why you think this story does or doesn't take placein the twentieth century.

3. In the slide presentation of M. Stanley's trip to India, heshowed you and talked about the "native Indian dress". In thisbook, in several places, this native dress is described. Using theslides and descriptions in the book draw,or describe in words,the way a native Indian man and woman would look.

4. Anne finds herself working in Delhi. Use the slides of Delhiand the descriptions in this book to compare and contrast the citythen and now.

5. Do you feel that this story ends on a happy or sad note?Rewrite the ending to give it an opposite ending. (Use at leastone page to tell your ending.

6. Anne is just one central character in this book. Dramatizefor the class one of your favorite scenes where Anne is not thecentral character. (Skit should be at least three minutes long)

7. Select another "central character" in the story and justifythe statement: "S/he was one of the most bravest characters inthis book.

8. In his slide presentation Mr. Stanley spoke about the hot

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and humid weather as well as the precautions he took againstcholera and malaria. Based on this information, and theinformation in the book, explain the following quote found onpage 156: "We traveled much at night for these hours were oftencold and the mid day sun was as dangerous as cholera."

9. Several times in the story they made mention of "bullocks".What is a bullock and why do you think this type of animal wasused?

10. List at least ten things mentioned in this book concerninglife in India that you think would make life interesting, fun orawful if you suddenly had to move to, and live in, India.

1 1 . GOING BEYOND THE READING


B. Find the city/town on your desk map of IndiaC. Write a summary, in your own words, of the article. Be

sure to find the: who, what where, when, why and howfrom the article.



16 Li MT COPY AVAILABLE

Blank Map OutlInes/U.S. & World IF8554 1

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'f.MCMI.XXXvIl Instructional Fair. Inc

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WORN REGIONSTHEWORLO "AROUND US

SOUTH ASIAPolitical

0 500 1,000 Milest

0 500 1,000 1,500 Kilometers

21


TAG - GRADES 5-8



These are questions or statements which emphasize the remembering,either by recognition or recall of ideas, material or phenomena.Remembering is the major cognitive process involved in arriving

at an answer to the question.Example: What name did Pokey think was good for the

Mississippi River?


These are questions or statements which ask for an understandingof the literal message contained in a communication. The majorcognitive process involved in arriving at an answer is understan 'n

what is being communicated without necessarily relating it toother materials or seeing its fullest implications.

A. translationThe question may ask the pupil to put a communicationinto other lanquage, into other form or into anotherform of communication.



Example: Why did Pokey think the Mississippi Riverwas the greatest river in the world?,-



22

3. Application



4. Analysis

These are questions or statements which emphasize the breakdown ofmaterials into constituent parts and detection of the relationshipof the parts.


5. Synthesis

These are questions or statements which ask the pupil to put toget erelements and parts so as to form a whole -- combining them in sucha way as to constitute a pattern or structure not clearly therebefore. The main difference between all the previous categories andsynthesis is that they involve studying a whole in order to under-stand it better. In "synthesis" the pupil must draw upon elementsfrom many sources and put these together.


6. Evaluation

These are statements or questions which ask for critical quantitativeor qualitative j'Idgements about the value of something. The questionmust imply the use of criteria or standards of appraisal.

Example: Was Pokey's decision for his prize money a good one:Why or why not?

Categories are based on Benjamin S. Bloom, ed., Taxonomy of Edu-cational Objectives, Handbook I, Cognitive Domain (New York: DavidMcKay Company, Inc., 1956).

BEST COPY AVAILABLE

Red Bunk Middle School

101 Harding Road


Talented and Gifted Program (TAG) - Ed Stanley - Rm 309


Find LIst Role Play DrwiName Dramatize Hake ArrangeConstruct Sing Match ComPareClassify Define Describe SortGraph Discuss Prepare SequenceCollect Compute Analyze DebateEnlarge Map Categorize CountWrite Distribute Diagram SummarizeSeparate Rearrange AssenblaCompose Outline

.....00

KNOWLEDGE

Guide Words for Writing Taxonomy Puestions


define discussrepeat describe translaterecord explain Oftterpretstate report apply

summarize dramatizuillustrate

ANALYSIS SYNTHESIS EVALUATE

analyze plan judgecompare formulate justifydebate act up evaluateinventory createsort producecategorize originatecontrast revise

IEST COPY AVAILABLE

24

P


PROJECT


The Death of Gandhiby

Robert Goldston

1. When was this book published? Who is the publisher?

*

2. This book contains photographs. Make a list of the peopleresponsible for taking these photographs.

3. Write at least a page and tell in your own words, MahatmaGandhi's philosophy of life. You may use other sources to add tothe information in this book.

4. Draw a map of India and put only the cities and townsmentioned in this book on the map.

5. In your own words explain the following:

A. HinduismB. Caste SystemC. Buddhism

6. In our school and community we are constantly striving toimprove the civil rights and a better understanding andappreciation of all people. Take the following quote from thisbook (page 70) and apply it to civil rights in our community: "Butthe newly proposed constitution contained a measure thatGandhi judged to be evil. This was a provision whereby India'sUntouchables were to have segregated voting andrepresentation in the new Legislative Assembly."

7. Many times Gandhi was put in jail on charges of "civildirobedience." What is your opinbn of committing "illegal acts"

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as part of a campaign of civil disobedience?

8. What happened to the Mahatma's ashes?

9. Prepare a three minute monologue on "Civil Rights" and beprepared to give it as if you were Gandhi and were deliveringyour opinions to the Legislative Assembly in India.

10. Define the following list of words and put them into asentence. Remember that when you look up a word in adictionary there are very often several different definitions. Besure to select a definition that Is appropriate to this book:

A. MonsoonsB. IntensiveC. InhabitantsD. NomadicE. HumiliationF. Indentured



B. Find this city or town on your desk map of India.C. Write a summary, in your own words, of the article. Be

sure to find the: who, what, where, when, why and howfrom the article.



1ki:.;'1' COPY AVAILABLE

sa.

Blank Map Outlines/U.S. & World IF8554 1

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SOUTH ASIAPolitical

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0 500 1,000 1,400 Kilometers

2J


TAG - GRADES 5-8



These are questions or statements which emphasize the remembering,

either by recognition or recall of ideas, material or phenomena.Remembering is the major cognitive process involved in arriving


Mississippi River?


These are questions or statements which ask for an understanding

of the literal message contained in a communication. The major

cognitive process involved in arriving at an answer is understanding

what is being communicated without necessarily relating it to

other materials or seeing its fullest implications. 411




Example: Why did Pokey think the Mississippi Riverwas the greatest river in the world?:

C. extrapolationThe question may ask the pupil to make estimates,predictions or inferences based on understanding

the communication.


30

I.

3. Application



4. Analysis

These are questions or statements which emphasize the breakdown of'materials into constituent parts and detection of the relationshipof the parts.


5. Synthesis


Example: What things about Pokey's life and the way he livedmade it easy for him to have his kind of personality?.

6. Evaluation

These are statements or questions which ask for critical quantitativeor qualitative judgements about the value of something. The question.must imply the use of criteria or standards of appraisal.

Example: Was Pokey's decision for his prize money a good one?: 411Why or why not?


3BEST COPY AVAILABLE

Red Bank Middle School

101 Uarding Road


Talented and Gifted Program (TAG) - Ed Stanley - Rm 309


Find LIst Role Play DrawName Dramatize Make ArrangeConstruct Sing Match ComPareClassify Define Describe SortGraph Discuss Prepare SequenceCollect Compute Analyze DebateEnlarge Map Categorize CountWrite .Distribute Diagram SummarizeSeparate Rearrange AssenbleCompose Outline

KNOWLEDGE

. 01110 1101111.1111MMIMIMII.

Guide Words for Writing Taxonomy Puestions


define discussrepeat describe

translaterecord explain Oftterpretstate report apply

summarize dramatizwillustrate


analyze plan judgecompare formulate justifydebate sat up evaluateinventory createsort producecategorize originatecontrast revise

BEST COPY AVAILABLE

32

.*


PROJECT


DAUGHTER OF THE MOUNTAINS

ay.

Louise Rankin

1. Write a one page summary of this story. fib

2. Italy is often called "the Boot" because the country isshaped like a boot. To what does the author compare India? Doyou agree or disagree?

3. Why were Momo's two little brothers no longer at home?How do you feel about what their parents did? Justify theiractions or give your opinions against their actions.

4. Sort the following words, from this book, into no more thanfive different categories (less if you feel less is warranted).

Tourist Hindu Buddist Agra Tiger MadrasCrafts Native Jaipur Culture Silk FestivalT ea Curry Fish Parks Gardens Temples

5. In this story Momo says, "They are making mules ofthemselves!" Illustrate in words or pictures what she was talkingabout.

6. Evaluate Momo's life and your life here in Red Bank. Makea list of how life would be better and/or worse for Momo if shewere suddenly to find herself living with you in your house.

7. In contrast to what you wrote in number six above, compare

BEST COPY AVAILABLE

33

-,

what your life would be like if you were to move to India and livein Momo's house.

8. Dramatize the scene between Momo and Tsu Foo. Beprepared to give your skit with another student who has also readthis same book. You will give both skits and the audience willevaluate them.

9. Draw a map of India and list all the places mentioned in thisstory.

10. Write a one page revision of the ending of this story whereMomo does N OT find her precious Pempa.



B. Find this city or town on your desk map of India.C. Write a summary, in your own words, of the article. Be2 sure to find the: who, what, where, when, why and how

from the article.



BEST COPY AVAILABLE

34

Blonk Mop OutlInes/U.S. & World IF8554

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'.=..MCMLXXXVII Instructional Fair. Inc.

WORLD REGIONSTHE WORLD AR.OUOID US

SOUTH ASIAPolitical

0 500 1,0,00 Miles

0 500 1,000 1,500 Kilometers

37


TAG - GRADES 5-8



These are questions or statements which emphasize the remembering,either by recognition or recall of ideas, material or phenomena.Remembering is the major cognitive process involved in arriving


Mississippi River?


These are questions or statements which ask for an understandingof the literal message contained in a communication. The majorcognitive process involved in arriving at an answer is understandin

what is being communicated without necessarily relating it toother materials or seeing its fullest implications.




Example: Why did Pokey think the Mississippi Riverwas the greatest river in the world?,-



38

do

3. Application



4. Analysis



5. Synthesis

These are questions or statements which ask the pupil to put._ togetherelements and parts so as to form a whole -- combining them in sucha way as to constitute a pattern or structure not clearly therebefore. The main difference between all the previous categories andsynthesis is that they involve studying a whole in order to under-stand it better. In "synthesis" the pupil must draw upon elementsfrom many sources and put these together.


6. Evaluation

These are statements or questions which ask for critical quantitativeor qualitative judgements about the value of something. The questiommust imply the use of criteria or standards of appraisal.

Example: Was Pokey's decision for his prize money a good oneZWhy or why not?


BEST COPY AVAHABLE

39


PROJECT


THE FLYING COWBY

RUTH PHILPOTT COLLINS

1. This story talks about a "teakwood forest." Give a writtendescription of teakwood and draw a picture of what you think thiskind of forest would look like.

2. Character in fiction is revealed by what a person says,thinks, and does, or does not do. A story or novel can devotelong passages to a character's inner thoughts in order to develophis or her character.

To summarize some the character traits of the people in thisstory fill in the evaluation chart below:

NAME APPROX. AGE APPEARANCE CHARACTERTRAITS. WEAKOR STRONGPOINTS

Rama

Grandmother

Rajah

The Juggler

Uumbir

3. Explain the term "The Flying Cow" as used in this story. Besure to tell why that particular name is used.

40 BEST COPY AVAILABLE

4. Use the library's card catalog and find as many books asyou can, about India, that have been written by Ruth PhilpottCollins.

C. List as many things as you can, that have been mentioned inthe story, about which Dumbir worries.

6. In Mr. Stanley's slide presentation he showed you slides ofcity life and life in the hinterlands. Give your reasons andexamples of where you think this story takes place.

7. Mr. Stanley showed you a slide of an Indian "Fakir".Describe one in your own words, using the slide, this book, andan encyclopedia or dictionary.

8. How did Rama get to read the newspaper? Where did heget the newspaper to see a picture of an airplane?

9. Ezra Jack Keats drew many wonderful black and whitesketches that depicted the scenes in this book. Select one ofthem and describe the scene in your own words.

10. After looking at a detailed map of India, put the followingplaces, listed below, on your desk map:

Madras Calcutta Bombay Delhi Punjab Agra

Which city would you have to visit in order to see the Tal Mahal?



B. Find the city or town on your desk map of India.C. Write a summary, in your own words, of the article. Be

sure to find the: who, what, where, when, why and howfrom the article.

12. Study the information in the book you have read, or learnedabout in your cooperative learning discussions, or any factsyou discovered in Mr. Stanley's slide presentation. Thenwrite at least six additional higher level thinking questions

4 1 BEST COPY AVAILABLE

about this story. Be sure to use one of each of thefollowing types of questions:


Blank Map Outlines/U.S. & World IF8554

N14

41;7'

.5?,MCMLXXXVII Instructional Fair, Inc.

Name

WORLD REGIONSTHE WORLD AROUND .U5

SOUTH ASIAPolitical

0 500 1,000 Miles

0 500 1,000 1,500 Kilometers

BEST COPY AVAILABLE

45


TAG - GRADES 5-8



These are questions or statements which emphasize the remembering,

either by recognition or recall of ideas, material or phenomena.

Remembering is the major cognitive process involved in arriving


Mississippi River?


These are questions or statements which ask for an understanding

of the literal message contained in a communication. The major

icognitive process involved in arriving at an answer is understandin

what is being communicated without necessarily relating t to

other materials or seeing its fullest implications.




Example: Why did Pokey think the Mississippi Riverwas the greatest river in the world?:

C. extrapolationThe question may ask the pupil to make estimates,predictions or inferences based on understanding

the communication.


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3. Application



4. Analysis



5. Synthesis



6. Evaluation

These are statements or questions which ask for critical quantitativeor qualitative judgements about the value of something. The question.must imply the use of criteria or standards of appraisal.

Example: Was Pokey's decision for his prize money a good one::Why or why not?


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Red B.Ink Middle School

101 Harding Road


Talented and Gifted Program (TAG) - Ed Stanley Rm 309


Find LIst Role Play DrawName Dramatize Make ArrangeConstruct Sing' Match ComPareClassify Define Describe SortGraph Discuss Prepare SequenceCollect Compute Analyze DebateEnlarge Map Categorize CountWrite Distribute Diagram SummarizeSeparate Rearrange AssenbleCompose Outline

KNOWLEDGE

Guide Words for Writing Taxonomy questions.


fpdefine discussrepeat describe translaterecord explain #4terpretstate report apply

summarize dramatimillustrate


analyze plan judgecompare formulate justifydebate set up evaluateinventory createsort producecategorize originatecontrast revise

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T

MARCH 24, 1993 THE 'IWO RWER TIMES

Red Bank Middle Schoolteacher Ed Stanley was selectedby the J. William FulbrightScholarship board and theSecretary of Education toreceive a Fulbright Scholarship.

The award will enable Mr.Stanley to study and travel t6India this summer for fiveweeks, along with 15 other edu-cators who were selected fromacross the country.

This Fulbright includestuition and fees, room andboard, round-trip airfare andprogram related travel withinIndia.

ta, ta. to,

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