Borrow library books about the emerging Asia countries (from the bibliography at the end of the magazine or from your school/public library) and set up a study/research center for this issue. National Geographic and other magazines are a good resource as well. Introduce the center to students by showing them the books and encouraging them to choose from them during free time.

Then have students page through the magazine looking at the photographs. Ask what they notice and list their observations for review after they have read the issue.

PRACTICAL MATH:

Group students and ask them to graph the different population graphs of one of the countries and write five questions based on the graph OR graph the proportion of one national group, e.g. Russians, in each of the emerging Asia countries, and write five questions based on the graph. Exchange graphs and questions with another group and answer the questions based on the graphs.

ESSAY WRITING:

Choose one of the topics below and write a three paragraph essay using the facts from the article and other sources if desired:

1. How has the yak contributed to the economy of emerging Asia?
2. In what ways has the yak adapted to its environment?

ORGANIZING INFORMATION/DISCUSSION SKILLS:

Mr. Kozla identifies a central conflict for each country. Make a table with two columns titled "Country" and "Conflict" and fill it out. Discuss in small groups or with the whole class how each of these conflicts is a struggle between stability and change.

READING FOR INFORMATION:

Have students read the article and then use the following questions to test recall OR distribute the questions and have students answer them as they read.

1. Why did the Soviet government exile Yokub Fattoev's grandfather? (He was considered an enemy of communism; he was an influential man.)
2. Where did the grandfather have to go? (From Uzbekistan to Kyrgyzstan)
3. When did Uzbekistan regain its independence? (1991)
4. What famous historical trading route was close to the Fattoev farm? (Silk Road)
5. Why is agriculture so important to Uzbekistan? (It is a major contributor, 40%, to the economy.)
6. How does the University of Maryland program assist Uzbekistan? (By training local farmers and visiting their farms to establish new programs)
7. What does Yokub Fattoev do to assist farmers in his area? (He shares information and he allows them to visit his model farm.)
8. How does Yokub Fattoev measure his success? (His dairy herd has increased; he has added a herd of karakul sheep; he has doubled the milk potential of each cow.)
9. How does the Fattoev family manage their farm? (Yokub, his brothers, and his sons meet for about 15 minutes every evening and arrange the next days' tasks.)
10. How has his government rewarded him? (1998 - the Medal of Success in Agriculture; 2001 - the Order of Friendship)

QUESTIONS FOR EXTENDED DISCUSSION:

1. How is the life of the Fattoev family the same as and different from your own?
2. Do you know any families where the whole family, even the children, work together? What sort of things do they do?

ART:

After reading and discussing the article, divide the class into five groups to draw or create a model/diorama of each of the five horseback games described.

RESEARCH:

Find out more about the spring feast day Nooruz and how people celebrate this festival in different countries. Compare and contrast these festivals with any special spring celebrations that you know about your country and others.

DRAWING CONCLUSIONS:

When would you take the subway system in Tashkent and when would you choose to take a tram?

ESSAY WRITING:

Write a short essay using material in the article or from other sources supporting one of the following theses:

1. Craftsmen throughout Uzbekistan's history have worked in a variety of crafts.
2. The Silk Road influenced the development of crafts in Uzbekistan.
3. Women influenced the development of handicrafts in Uzbekistan.
4. The Uzbekistan government thinks that craft work is important.

CREATIVE WRITING:

Write a letter or a diary entry that tells this same story through the eyes of Ruby Long's host mother Mashkura, who discovered that Ruby's new delicacy was made from "cow chow."

DISCUSSION/WRAP-UP:

Discuss with the class what social/national characteristics the Manas saga encourages and how the Kyrgyztanis have incorporated elements of their history into this folkloric story.

ORGANIZING INFORMATION:

List ten facts about the Akhal-Tekke horse of Turkmenistan.

These articles could be a wonderful introduction to a celebratory feast of Silk Road dishes. If your students enjoy cooking and your school has facilities, try making the plov as an end of unit celebration. If you can call on parent volunteers, plan a whole lunch menu from the types of foods discussed, although you might want to skip the horsemeat sausage, kazy. Task one group of students/parents to create a "teahouse" atmosphere with low benches covered with carpets or fabric in a natural setting and another to do a reading or performance of The Clever Wife for their fellow students and parent volunteers.