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Excuse Me, Is This India? is part of a larger compilation entitled Growing Up Global: Early Years Global Education Handbook. This resource book and supporting CD demonstrates how global education can be introduced to students at a very young age (five and under) through the use of fun activities such as songs, games, poems and recipes. The resource contains background information, suggested activities, such as songs and games, stories, book lists, useful website links, ideas for extension learning and a resource CD with pictures, colour photos and reproducible sheets.
Excuse Me, Is This India? provides a simple look at the country and its culture through a variety of hands-on activities, crafts, music, stories and games.
Excuse Me, Is this India? - In a game format, students collect different pictures of India.They discuss each picture and notice the similarities between India and their country.
Rangoli Patterns - Students design a giant rangoli pattern and decorate it. A rangoli is a colourful design placed near the entrance of the house to welcome guests.
Mehndi - Students decorate their hands and feet inspired by mehndi patterns. The designs usually consist of dots and lines rather than blocks of colour.
Shadow Puppets - In India, puppets are often used to tell stories about people and the environment. Students make their own shadow puppets and use them in a performance.
Making Glove Puppets - Students make glove puppets and decorate them using scrap materials.
Time To Taste - Students help the teacher make two recipes that originated in India, chapattis(flatbread) and lassi(yogurt drink).
The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.
|Consideration of Alternative Perspectives||Satisfactory|
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Poor/Not considered|
|Multiple Dimensions of Problems & Solutions: |
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
|Respects Complexity||Poor/Not considered|
|Respects Complexity: |
The complexity of the problems/issues being discussed is respected.
|Acting on Learning||Poor/Not considered|
|Acting on Learning: |
Learning moves from understanding issues to working towards positive change — in personal lifestyle, in school, in the community, or for the planet
|Values Education||Poor/Not considered|
|Values Education: |
Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
|Empathy & Respect for Humans||Good|
|Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.).|
|Personal Affinity with Earth||Poor/Not considered|
|Personal Affinity with Earth: |
Encourages a personal affinity with -the natural world.
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||Poor/Not considered|
|Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.|
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
|Integrated Learning: |
Learning brings together content and skills from more than one subject area
|Inquiry Learning: |
Learning is directed by questions, problems, or challenges that students work to address.
|Differentiated Instruction||Poor/Not considered|
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
|Experiential Learning: |
Authentic learning experiences are provided
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Poor/Not considered|
|Assessment & Evaluation: Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc.|
|Peer Teaching||Poor/Not considered|
|Peer Teaching: |
Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
|Case Studies||Poor/Not considered|
|Case Studies: |
Relevant case studies are included. Case studies are thorough descriptions of real events from real situations that students use to explore concepts in an authentic context.
|Locus of Control||Poor/Not considered|
|Locus of Control: Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue.|