Appreciating Continuity and Change in India through Literature, Customs, Culture, and Socioeconomic and Political Perspectives. Fulbright-Hays Curriculum Project.

Autor/in	Stanley, Ed
Institution	Center for International Education (ED), Washington, DC.
Titel	Appreciating Continuity and Change in India through Literature, Customs, Culture, and Socioeconomic and Political Perspectives. Fulbright-Hays Curriculum Project.
Quelle	(1993), (59 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; 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 Western Civilization; Social Studies; Socioeconomic Influences; World Geography + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Asia; Studies; Asienwissenschaft; Kultur; Ethnie; Ausland; Globales Lernen; Inder; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Mittelstufe; Sekundarstufe I; Sprachkultur; Literatur; Middle school; Mittelschule; Mittelstufenschule; Multikulturelle Erziehung; Gemeinschaftskunde; Sozioökonomischer Faktor; Weltkunde
Abstract	This curriculum project was developed by an individual who studied in India for 5 weeks in 1993 as part of the Fulbright-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 be more tolerant about people of another race, of another country, and the conditions under which they live; (3) expand students' spheres of understanding to include a culture other than their own; (4) create a desire in students to keep informed about current events on an international level; (5) answer a need for recreational reading with books that feature factual places as part of the story; (6) help develop aesthetic tastes through writing and illustrating answers to teacher-prepared questions; and (7) furnish more unusual and unique reading material for all middle school reading/language arts and social studies classes to initiate interesting classroom discussions. (EH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC