Teacher's Guide for FACES ^® Nepal

• to develop an appreciation for diversity and a respect for the traditions of a variety of cultures
• to increase understanding of how politics plays a role in all aspects of a country's development
• to increase geographical perspective
• to improve comprehension (particularly through the use of such skills as scanning, organizing, etc.)
• to practice writing skills through a variety of activities, both practical and creative
• to develop and enrich vocabulary
• to participate in small group and whole class activities

1. Ask students to trace or sketch the rhino on pages 6-7 onto the center of a sheet of blank paper turned horizontally.
2. Turn the rhino into a graphic organizer by drawing a dozen spokes from different parts of the body and labeling them. For example, the spoke radiating from the horn might read "2' long, made from keratin." A spoke drawn from the ground under the rhino might read "prefers swampy grassy plains."

1. Furnish students with a copy of the article and highlighters or colored pencils in two different colors.
2. Explain to students that in reading the article they will discover both the positive and negative sides to living in Nepal. Ask students to designate one color highlighter for positive aspects (the other for negative), make a key at the top of the first page of the article, and mark sections appropriately.
3. As an alternative, students might work in pairs with each student highlighting either the positive or the negative aspects on her or his own copy. Students then compare results.

Tell students that yesterday they were guests of a Nepalese family. Each student will write a journal entry describing the meal he or she ate with the family ""- including drinks and dessert. Students should also describe what they wore for the occasion as well as what the host mother, father, and two children (one a baby) were wearing.

1. Begin by pointing out the Himalayas on a map ""- pointing out that they cover the same distance as New York to Houston. (You might also want to point out the relative heights other of major mountains of the world.)
2. Read page 22 aloud and then discuss the toll it took before Everest was conquered and what kind of dangers mountain climbing at this height holds for human beings (page 23).
3. You might want to write "Because it's there" on the board and explain that Mallory's answer to the question of "why" has come to be used as a slogan for all sorts of challenges.
4. After reading the article, ask students to write an opinion statement of several sentences answering the questions: "Does anyone ever really conquer Everest?" and "Should people be allowed to try?" "Would you (the student) want to try?"
5. Hold a class discussion based on the students' statement.

1. Have students volunteer to take turns reading aloud the first five paragraphs of the article. Ask students to read the remainder of the article and to find out what Dinesh and Ratna have accomplished.
2. On the pretext of Dinesh and Ratna being nominated for a major humanitarian award, students are to create a poster that shows in pictures and words why Dinesh and Ratna should win the award.

1. What city is sometimes called the "City of Beauty?"
2. For what has it long been famous?
3. What industry was one of the main reasons for the valley's prosperity?
4. Why is metalworking still important in Patan today?
5. Most of the metalworkers in Patan are ____________.
6. What is Guatam learning?
7. List the steps in making each metalwork piece.

1. Pair students; assign one student the role of Kumari, the other the role of a television reporter.
2. The "Reporters" will prepare questions about life as a Kumari (how you get to be one, what it's like, etc.).
3. The "Kumaris" will prepare to answer questions.
4. Reporters will then all be seated on one side of the room, Kumaris on the other. Proceed with interviews as a classroom activity.

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Updated: 11/21/09 07:25 am
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