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This teaching guide presents a description of the inquiry method as applied to the study of India. Some specific techniques are presented that might be employed to use India-related materials for secondary level Asian studies. The inquiry learning method is emphasized, in contrast to most materials on the study of India which offer a traditional, historical approach. Some basic principles of inquiry with examples of how they can be applied to the Indian unit are described in the first section. The second section discusses materials that can be employed -- maps, pictures, readings, and data. The third section describes some values clarification techniques that work well with India materials. The final section explores the need for revisions in evaluation, and suggests possible tools for testing and evaluation. Source materials are recommended and illustrated throughout. (Author/ND)

This paper addresses how the experience of the Fulbright Seminar in India has allowed the participant to enrich his teaching in comparative migration studies and comparative politics. The paper describes specifically how each course has changed as a result of the international experience. The report suggests questions for consideration as the courses are taught and explains how evaluation will be used to judge the efficacy of the course changes. (EH)

This paper attempts to put a face on the nation of India and give a reality to the culture that will enhance the study of the Indian subcontinent and its people. The resource guide provides background information for cultural study of the Indian region, but is not intended to be a concise study of the subcontinent. Sections of the paper include: (1) "History"; (2) "Geography"; (3) "Belief Systems"; (4) "Aesthetics"; (5) "Diversity"; and (6) "Indians on India." (EH)

This paper examines the Georgia law mandating character education and how India has addressed a similar situation with its diversity by using the "Jakarta Tales." These children's tales are Buddhist in origin, have clearly stated morals, but lack a distinct Buddhist doctrinal bent. The paper advocates that a similar orientation could be developed by building a character education program based upon India's "The Edicts of King Ashoka." The report describes how the Edicts could be presented, how they could be applied to the historical situation as well as the contemporary situation, and how they could be reformulated into final student projects. (EH)

This paper is a basic resource that may be used as an outline for a curricular unit which is intended to be a comprehensive introduction to the Dance of India. Interwoven with the factual, historical, and descriptive material are observations, perceptions, and connections based on the author's experience in the Fulbright seminar in India. The conclusions, obviously from a Western perspective, could be used as a starting point for discussion and debate regarding current trends in Indian dance. The paper provides both historical and contemporary information on dance of India. Contains a glossary and a list of: Indian dance resources, audio/visual resources, and teaching materials available in the U.S.A. (Author/EH)

Is the United States getting it wrong when it comes to educating tomorrow's innovators in critical fields? It has been known for years that the only way to compete globally in information technology, engineering, nanotechnology, robotics and other fields is to give students the best educational opportunities possible. But do individuals have a successful formula when it comes to science, technology, engineering and math (STEM) education? In this report, the authors challenge the nation's approach to STEM education and argue that reforms are urgently needed to better match the talents of students, the needs of employers, and its goals. (Contains 19 tables, 42 figures, and 623 endnotes.) [Funding for this paper was provided by the Intel Corporation. For "Refueling the U.S. Innovation Economy: Fresh Approaches to Science, Technology, Engineering and Mathematics (STEM) Education. Executive Summary," see ED521736.]

This lesson plan for teaching students about the epic poem of India, the "Ramayana," encompasses literary, artistic, and moral themes. The lesson plan states that: (1) students are told the story; (2) students illustrate a part of the story; and (3) students write the moral lessons to be derived from the "Ramayana." The lesson plan contains three parts: (1) the "Ramayana," contains a rationale, a procedure, and student challenges; (2) the lesson plan, "An Example of the Lesson in Art Class," contains helpful hints, student outcome, writings and art, and student evaluation of their learning; and (3) contains resources, an annotated bibliography, contains books, videos, and Web sites. (BT)

Intended for high school students, two humanities lessons on India approach India from a "world cultures" perspective. In the first lesson, "Story Scrolls," pairs of students create and present stories from Hindu mythology using traditional methods. The lesson gives content objectives, skills objectives, and evaluation/assessment criteria, as well as background information on India, procedure for the activity, and iconography. In the second lesson, "Project Ganesh," students, working in groups of 3-4, research contemporary issues of importance to India and create a position paper that describes the current situation; examines the history of the issue; and then explores planned actions/changes that will affect the issue in the future. The lesson lists content objectives, skills objectives, and evaluation/assessment criteria, and provides background information and possible research topics. Contains 14 annotated references and selected resources. (BT)

This paper presents slide narration to accompany eight separate units on India to be used in World History classes or other areas across the curriculum. Units include: (1) "Religion: India's Diverse Temples and Sacred Places"; (2) "Styles of Dress: Shimla to Kerala"; (3) "Traditional Dance in India"; (4) "South India: Kerala & Tamil Nadu"; (5) "The Taj Mahal and Agra Fort"; (6) "Rajasthan"; (7) "Urban India: Bombay, Calcutta, and New Delhi"; and (8) "Village Life & School Visits." The narration is done in conjunction with slides developed by the participant in the Fulbright-Hays Summer Seminars Abroad program in India. (EH)

This paper describes a unit in a high school world literature course which focuses on non-Western literature. The novel on India to be included is "Nectar in a Sieve" by Kamala Markandaya. The 13-day unit includes worksheets and focus questions for research. Additional novels are suggested with a rationale presented as to why the Markandaya novel was chosen. (EH)

This paper contains a course outline for a survey of writing by women from various time periods, geographic regions, and social classes of India. Particular attention is given to themes and issues concerning women's lives with readings on topics such as women's work, health and water, children, and religion. The reading list is arranged alphabetically into fiction and nonfiction sections with brief annotations about the contents of the books. (EH)

This paper contains a course outline for a teaching and learning unit to examine India's slums from a geographic perspective. Students in a college freshman and sophomore Human Geography class will discuss the problems and prospects of these slums. The unit is divided into three parts: (1) background information examining the slums from a contemporary geographic perspective while simultaneously discussing its relevance in a Human Geography class; (2) student activities involving critical thinking where students examine these characteristics of the slums through the use of role-playing; and (3) a slide presentation showing many of these slum conditions as they presently exist. Each part of the unit may be covered in one 60-minute class session. (EH)

This paper contains suggestions for a course about student-centered case studies in an effort to enhance student research and internships in international nongovernmental organizations (NGOs). The curriculum is in addition to a currently existing International Environmental Policy course. The areas of the curriculum include: (1) "India's Environmental History"; (2) "Development"; (3) "Environmental Policy"; and (4) "Case Studies." The case studies approach requires students to research current environmental issues and develop policy intervention. A sampling of case studies are suggested. Contains 24 primary and secondary sources. (EH)

This paper contains information written from the perspective of a U.S. executive traveling overseas for the first time. The ideas presented are to help ease the fear of the experience. Sections include: (1) from outside looking in; (2) encounter stage and transition shock; and (3) taking care of business in a foreign environment. The seminar participant notes his interest is both personal and professional. He is an African from Nigeria where, like India, many ethnic groups exist and many languages and dialects are spoken. Also, he desires to explore the similarities and differences between Indian, American, and Nigerian cultures in the areas of diversity management. Recommendations for future travelers in foreign countries are made. Contains a list of 20 references. (EH)

This paper contains a course outline for a five-hour graduate class focusing on the issue of population in India. Students examine contributing factors to population growth, along with studying characteristics of, and efforts to, control population growth. The significance of ethnic diversity in India also is addressed. Group discussion and group work are used throughout the course. A materials list accompanies the outline with suggestions for culminating activities and evaluation procedures. (EH)

This paper contains three lesson plans about India for use at the community college level by teachers of freshman English, any literature course that includes a unit on Indian literature, or English as a Second Language. The lessons vary in length and depth with the pace set by the professor. None is intended to be completed in one class period. The lessons contain objectives and procedures for conducting the lesson, as well as suggestions for additional resources. (EH)

This guide was developed to assist high school students in understanding the culture of India. As part of this elective anthropology course, high school students create a teaching museum for elementary students. Students teach younger children and prepare museum exhibits for visitors. As cultural anthropologists, students develop a project and teach what they learn. The sections of the paper include: (1) "Goals"; (2) "Methods of Operation"; (3) "Claims"; (4) "Theoretical Framework"; (5) "Conceptual Framework"; (6) "How the Program Operates"; (7) "Exportability"; (8) "Evidence - Evaluator's Comments"; (9) "Bibliography"; and (10) "References: Indian Culture." (EH)

This paper describes benefits gained from a Fulbright-Hays summer study program to India. Included are examples of classroom materials used to teach classes about Indian folk art: puppets, silhouettes, surface embellishment (body ornamentation) including pierced design, visual communication pins, and T-shirt logos. (EH)

This curriculum guide demonstrates how the "Ramayana," one of India's epic literary treasures, can be used in a literature unit in English classes for ninth-grade students. The unit incorporates a useful comparison to the Greek epic, the "Odyssey." Included in this curriculum guide are the following sections: the text (an English version of the Ramayana); a map; notes to accompany the text; notes to the teacher; teaching the "Odyessey" and the "Ramayana"; "Cultural values embodied by characters in the "Ramayana" and the "Odyssey": a comparative analysis): (by Thomas J. Lynn); guide questions for the "Ramayana"; vocabulary (English words requiring definition); assignments for the unit (including writing topics, telling the story to others, and composition topics); similes, metaphors, and personifications in the "Ramayana"; a test for the "Ramayana" unit; and some cut-outs which can be used to create Ramayana dolls. (HB)

This document discusses how insights and knowledge gained from the author's stay in India have been applied to developing a course plan for a "World Literature I" course. Following a brief introduction, the document describes using "The Bhagavadgita" and "Hindu Myths," points out some of the general questions which the course addresses in regard to Indian literature, and discusses the use of a slide presentation and sections of an epic film. The document concludes with a number of curriculum materials from the course: questions for mid-term and final exams and for papers, and a secondary reading list. (SR)

Two epic poems from India, "The Mahabharata" and "The Ramayana" have endured for more than 2,000 years as important parts of Indian culture, and the study of these epics can yield insights into Indian life and religion. This paper contains a list of the major characters and an explanation of the major themes in both books. The themes include good and evil and the value of integrity, fidelity, education, duty, commitment, and achievement. Two classroom activities are provided, along with study questions for each epic and questions about the joint themes. Information on how to obtain copies of the epics is included. (DJC)

This paper contains the narrative for a slide presentation on the architecture of India. Through the narration, the geography and climate of the country and the social conditions of the Indian people are discussed. Roofs and windows are adapted for the hot, rainy climate, while the availability of building materials ranges from palm leaves to mud and dung mixtures in the villages to burnt brick and concrete structures in the cities. Buildings in cities and villages also reflect the Indian caste system. The number of courtyards that a house has indicates the owner's wealth just as the color of stone in the past reflected the ethnicity of its occupants. Religions can also be determined by the lotus flower or leaf shape of the windows (Buddhism or Hinduism) or the separate quarters for men and women (orthodox Moslems). Indian tradition forbids visitors to enter a host's kitchen, so they are always set apart from other rooms. Architecture in India's cities is changing as India is modernized. (DJC)

One of a series of guides dealing with diverse topics of concern to the U.S. media, this publication is intended to provide journalists with concise, authoritative background information on India and India-U.S. relations. The guide begins with a series of background papers (by Philip Oldenburg) discussing issues and interests in Indo-U.S. relations, India as a major power, and the political style and personal influence of Indira Gandhi. A fact sheet dealing with Indo-U.S. relations discusses East-West relations, Afghanistan, arms to Pakistan, nuclear power, economic assistance, China, and the Indian Ocean. A partial listing of diplomatic visits between India and the United States and a chronology of major events in the life of Indira Gandhi are provided. A chart of selected indicators of change in India between 1950 and 1980 is provided. The guide concludes with lists of individuals and institutions specializing in India and India-U.S. relations. (RM)