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Teacher's Guide for FACES ® TibetTeacher Guide prepared by: our staff. Mark it on the Map Have a physical world map on the wall and ask students to locate the areas shown on the inset and main maps on page 4. Ask students to find the absolute location of Lhasa, Nagchu, Mt. Kailash, Mt. Everest. Translate the average elevation of Tibet (page 4), the altitude of Mt. Everest (page 7) and the Tsangpo River (page 9) into meters. As an introduction to this issue, clip any current newspaper articles about the Dalai Lama and bring any other resources you may already have on Tibet. Some materials can be downloaded from the Tibetan Studies WWW Virtual Library, at http://www.ciolek.com/WWWVL-TibetanStudies.html maintained by Dr. Matthew Ciolek, Australian National University at Canberra. Vocabulary The following terms are defined throughout the issue: echolocation, sacred, refugee, bodhisattva, sedan, theocracy, mantra, embossed, hoist, turret, prostrate, political prisoner, deities, serrated, spontaneously, ideograms, sovereign, thangka, initiate, Shangri-la. Questions What is meant by the National Uprising? How did India help Tibetans who fled the country after the National Uprising? How do Tibetans in exile preserve their cultural traditions and teachings? What does the mantra "Om Mani Padme Hum" mean? Think of a mantra that would synopsize your beliefs. What is the difference between the Dalai Lama and the Panchem Lama? Complete the crossword on page 39. Writing Read the Tibetan saying on page 38 that begins, "Never feed warm milk to a snake . . . " Use some incident in your personal life to explain the meaning of the saying. Read "Voice of an Angel" on pages 30-31. Pretend you are a reporter preparing to interview Yungchen Lhamo. What three questions would you ask her, and why? Critical Thinking If another government took control of the United States and forced you to live by its laws, what three freedoms would you not want to lose? What might you be able to do to preserve one of these freedoms, at least in secret? After reading "The World's Youngest Political Prisoner" on pages 24-28, discuss as a class the "Think About It" questions on page 47 (The United Nations Universal Declaration of Human Rights can be downloaded from http://www.library.yale.edu/un/un3a1.htm, and the full text of the United Nations Convention on the Rights of the Child is available at http://www.unicef.org/crc/conven.htm. (An abbreviated version is found at http://www.hypbus.com/ewilson/challenge2.htm.) Research / Art Project Divide students in five groups and have each group draw a topic such as Environment (physical geography, fauna, flora, climate); Culture and the Arts; Religion; Power and Government; History. Each group should design a poster explaining each of these Tibetan sub-themes. Posters then can be hung around the classroom. |
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