The following 90 minute lessons are a culminating project for a novel unit on Children of the River by Linda Crew. The book shares the struggles of Sundara, a Cambodian teenager who escapes from the Khmer Rouge and ends up in an American high school in Oregon. Once in the USA, Sundara faces new struggles of trying to fit in with her classmates while honoring her familyŐs Cambodian traditions. Before reading this novel, students read and discuss conflicts/genocides around the world that took place prior to the Khmer Rouge era in Cambodia. The conflicts discussed were: the Colonists and the Native Americans, the Armenian Genocide, and the Holocaust. After reading the novel, a survivor of the Cambodian Genocide spoke with the students. Classes also watched the movie "New Year Baby."
These three lessons are part of an interdisciplinary unit entitled "Cambodia: Past and Present" that focuses on the history of Cambodia beginning in the Funan Period extending to modern time. Through Cambodian literature, written reflections, slide shows and film, this integrated unit is targeted for grade eight students who will learn about Cambodia in their English, social studies, and writing classes. The essential understanding for this unit of study is that the importance of people's life journeys is to integrate their pasts with their present.
This 3-lesson unit is intended for upper-elementary students (grades 2- 4) in general music classes. Students will explore themes and methods of celebration that are common in many cultures while learning to sing and play an instrumental accompaniment for a Cambodian song, and explore formal and informal dance traditions of the Cambodian culture. At the Murkland School, in Lowell, Massachusetts, this unit is part of a school-wide project that culminates in a celebration of Cambodian New Year in April to which families are invited. The celebration includes modeling of traditional and modern Cambodian dance, music, instruments, clothing, cuisine, and folklore.
G7-G9 Learning English is the first learning English program developed to enable the users of Android Smart phone and Tablets (teachers, students, parents and other English learners) to get the documents for their teaching and learning without any charge. This program is produced for the purpose to provide equal opportunity to the English learners both in city and rural. G7-G9 Learning English includes the documents related to English curriculum from Grade 7-9 of Ministry of Education Youth and Sport such as Audios of "English is Fun" (EiF) programs from Grade 7-9, Textbooks, Teacher's Guide Books, Sample lesson plans, Audios of tapescripts for English Grade 7-9, Video demonstration lesson and so on. All English learners can download EiF program for self study purpose only. This program under the copyright of BBC Media Action, is not allowed to distribute for the profitable purpose. Those who breach the copyright will be legally responsible. G7-G9 Learning English co-produced by Ministry of Education Youth and Sport and Education Support Center "KIZUNA" based on the fund from The Nippon Foundation.Get Android app here: https://goo.gl/EpvhHiDownload E-books:English is Fun Book 1English is Fun Book 2English is Fun Book 3English is Fun Book 4English is Fun Book 5English is Fun Book 6English Grade 7 (Teacher's Guide Book English | Khmer)English Grade 8 (Teacher's Guide Book English | Khmer)English Grade 9 (Teacher's Guide Book English | Khmer)Download Audios:English is Fun: Grade 7English is Fun: Grade 8English is Fun: Grade 9English Grade 7
These three lessons are part of the overall unit called, "How does my Cambodian Culture Affect Who I Am as a Student?" In the lessons, students will compare their Cambodian school culture to that of the United States. They will address the similarities and differences and will discuss the preconceived notions they had about school in America and how their culture affects who they are as students in the American school system.The lessons are geared for newcomers (ESL students) from Cambodia to the United States, grades 5-8. Their language proficiency is at various levels so instruction should be differentiated.
In preparation for a school-wide celebration of Cambodian New Year, middle school students (Grade 5-8) will identify and record the big idea behind New Year's celebrations in Cambodia as well as in the United States. Students will compile facts about both celebrations.
All of the primary and secondary sources used in this unit of study are part of the body of survival literature created by the Cambodian diaspora. The pieces reflect both the endurance of Khmer individuals and Khmer culture under a long period of conflict. In Peter Kiang's work, he found that refugee stories of resilience were a focal point for "motivating forces for persistence" (234, Kiang) for Southeast Asian students facing the challenge of university studies. However, many of the adolescent Cambodian American students in Lowell's classrooms today do not know this story. Understandably, many of their parents or elders are not able to or choose not to share with their children the traumatic stories that caused their forced departure from Cambodia.
"People have been eating rice for over 4,000 years. It originated in Southeast Asia, and Spanish explorers brought it to the West Indies at least 500 years ago. Today, 8,000 varieties of rice are grown throughout the world. About 15 varieties are grown in the U.S." (Who Belongs Here?: An American Story by Margy Burns Knight) Because we have a strong Southeast Asian student population in the Butler Middle School in Lowell, this unit will focus on Cambodia to drive the question: "What can we learn about rice from the Five Themes of Geography?"Each lesson will revolve around one of the five themes of geography (Location, Place, Region, Movement, and Human Environmental Interaction.) In the sixth lesson, students make cookbooks of rice recipes from Cambodia and other countries from our student population.
Rural life is quite separate and unlike urban life in most developing nations. In Cambodia, there is a great contrast between rural and urban life. The rice fields of Kampong Cham and the bustling streets of Phnom Penh are worlds apart. The purpose of these three lessons is to provide students with an overview of Cambodian rural life through lecture, reading, and writing. Students will analyze demographic data, write a creative story using the viewpoint of a village participant and critically discuss issues of poverty and modernization in rural Cambodia. Finally, they will reflect on how their own values influence the way they view life in rural Cambodia. These lessons are designed for a high school elective about Cambodia, but could certainly be used by any high school or middle school students studying Cambodia.
The Stages of Genocide Toolkit contains six case studies of historical genocide:• Armenian Genocide• Genocide in Cambodia• Genocide in Guatemala• The Holocaust• Genocide of Native Americans in the United States• Genocide in RwandaThese specific case studies were chosen for their wide geographic range and their place in modern historical chronology. It is important to note that these genocides are not the only examples of genocide that one can find throughout history, nor do the authors of this toolkit consider them to be “worse” or more important than those that are not included in this toolkit. We believe strongly that there is no place for a “hierarchy of suffering” in genocide education. Additionally, these summaries are not meant to be comprehensive histories of each genocide. They were written to align with Dr. Gregory Stanton’s Ten Stages of Genocide and as such, there are many historical details that are not included in the summaries.