By: Kanika Keng
Kingdom of Wonder
Cambodia
ƒNeighboring countries:
ƒThailand
ƒLaos
ƒVietnam
ƒLocates in Southeastern Asia , with coverage of
69,898 square miles
Geographical Info
Cambodia on World map
Cambodia Map
Red: Hardiness, Bravery, and Strength
Blue: Truth, Loyalty, and Justice
Angkorwat: Significant Symbol of the country
Meaning
Cambodia Flag
1$ = 4000Riels
Exchange Rate:
Cambodian Currency:
Currency
Riels
ƒ Water Festivals (November)
ƒ Pchum Ben Festivals (September)
ƒ Khmer New Year (April)
ƒ Wedding
Special Events & Annual
Ceremony
ƒ Long and intricate affairs that consist of multiple ceremonies and
songs, usually last 1 day and a half.
Wedding
edding
usic and Dance
ambodian Traditional Games
reparation to welcome new angel by preparing fruits, incense,
andles, flowers on the table.
-day-holidays
nnual ceremony (April 13,14,15)
ebration of Khmer New Year
: Cook food, go to the
les, dedicate to the
ks, and receive
ings. (7 pagodas at
)
ose: To dedicate food
blessing to the ancestors
relatives who passed
y to the next lives.
bration annually in
ember for 15 days.
hum Ben Festivals
ight view with concert, dance, and performance
ational Boat Race
days celebrations annually in November in the capital city
ater Festivals
The one who hit the opponent hand will go back to his/her side and try
The leader then calls one member from his/her side with his/her fake
nicknames to come and hit the hand of opponent whose eyes were
closed by his/her leader.
One leader from a group go to the opponent side and choose one
member and close his/her eyes.
Decide which group will start first.
Each leader has to give their members another fake nicknames and
members have to remember the fake names. (Should be funny names)
Assign one leader in each group
Form 2 groups with equal members (5-10 people)
ka Champa Pka Champei
mer New Year Games
ƒ Play this until one group loses all the members then the group with
largest members will win.
ƒ If the opponent cannot guess it correctly, he/she has to go to
opponent side.
ƒ If the opponent guess it correctly, they will win one member from the
side.
ƒ Then let the opponent side guess who is the one who came up and hit
his/her hand.
ka Champa Pka Champei (Cont.)
mer New Year Games
Title: Cambodia
Topic(s): History
Core Standards: SS.7.1.20 2007
Chronological Thinking, Historical Comprehension, Analysis and Interpretation, Research: Draw on visual,
literary and musical sources to describe the development and transmission of culture over time.
Materials/Resources:
x PowerPoint
x Open area for closure activity
Objectives: Students will learn about the Cambodian culture through the use of a PowerPoint. This lesson is
meant to highlight the auditory learning style.
Introduction/Motivation/Springboard:
x Remind the students about the countries that they discovered the day before. Use the classroom map
to point out the country’s location.
x Play for the students the MP3 of Cambodian traditional music (FIND IT ON CD)
x Allow the students to guess what country that they will be learning about today.
Procedures/Activities/Model Teach:
x Use the PowerPoint that is provided to share the culture of Cambodia with the students.
x Attached to this lesson is explanations about the pictures that you may choice to share with your
students
x At the end of this lesson you will find the rules for a Cambodian New Year’s game.
o Explain the rules of this game to your students.
o Then use a few students to demonstrate the game to the class.
o If able, move the class to the gym or outdoor space to play the game.
Closure Activity/Extensions/Homework:
x If the game is not feasible, share with them the Cambodian writing found in the trunk.
o Allow them to explore the Cambodian alphabet online or display the alphabet on an overhead
projector.
o Have the students write something using the Cambodian alphabet.
x Compare and contrast the Cambodian events to ones found in American culture.
o Use different graphic organizers to do this either in groups or individually.
Pictures on the slides:
Slide 1
x 1st picture on the left: Angkor Wat in Siem Reap Province
o This is the temple that is seen on the Cambodian flag
o It is the most famous/important temple in all of Cambodia.
x 2nd picture on the left: Preah Vihear temple in Preach Vihear Province
o It is located on the Thailand-Cambodian border, and has caused great dispute over the years.
o In 2008 the temple was to be declared a World Heritage site with both Thailand and
Cambodia agreeing. It did not go according to plan as Thailand backed out.
o Later in 2008, it became a World Heritage state with the location being stated in Cambodia.
Slide 8
x 1st picture evening of day one of the wedding
o This event is for immediate family members.
o This is a traditional event for Buddhist prayer and eating
x 2nd picture the bride and groom
o This is traditional Cambodian wedding clothing. The colors for the clothing are chosen by the
bride and groom, they usually do not hold a meaning.
Slide 9
x 1st picture the bride’s family is shown
o This is the morning of day 2
nd
x 2 picture the evening of day 2
o This is the reception evening where close to 1,000 family friends may be in attendance.
Slide 11:
x Picture from the Provincial Pagodas
o This is where monks live, and during this religious event it is tradition to celebrate at the
house of the monks
o This tradition is open to everyone
Slide 12
x The boat race takes place in the capital city of Phnom Penh
x The race is a tradition where the people of the province race.
Title:El SalvadorVolcano
Topics:Geography
Core Standards: SS.6.3.3 2007 Places and Regions: Describe and compare major physical characteristics of
regions in Europe and the Americas
Materials/Resources:
x
x
BBC News cast found at: http://news.bbc.co.uk/2/hi/americas/4301612.stm
Audio recording system for students (Example that is free: Audacity 1.3 Beta) Objectives:Students will learn about the eruption of the El Salvador's highest volcano, Ilamatepec. They will
create a radio broadcast relating that event to a local natural disaster.
Introduction/Motivation/Springboard:
x
x
Students will watch the BBC newscast on the events of the 2005 Ilamatepec volcano eruption in El Salvador.
After watching the video students should read about the event off of the poster board so that they might learn
more about the effect of the event on the country.
Procedures/Activities:
x
x
x
In their group students need to have a discussion about local natural disasters. Examples: tornadoes,
earthquakes.
o What do the events do to families?
o How do the events affect the community?
o How do people protect themselves from these events?
o How are these events like the eruption of the volcano that affected El Salvador?
Students will then create a radio broadcast like the video broadcast they watched, talking about a local
natural disaster. Example: Act like a tornado has come through the town. How would they described what
happened? Who did it affect? What is being done to help the people?
Students will first write out their radio broadcast using good writing skills, and proper grammar. Then using
an audio recording system such as Audacity 1.3 Beta, which is a free download. Students should record what
they have written.
o If students are not able to use the computer, assessment can be used over the written part only and
students could just read their broadcast in front of the class live.
ClosureActivity/Extensions/Homework:
x
x
Closure: Have each group play their radio broadcast for the class.
Extension(s): Have students explore what causes volcanos to erupt. This could be used as a science
connection, and turned into an experiment. An example of this experiment can be found at
http://www.hometrainingtools.com/volcanic-eruption-science-project/a/1085/
Reflection:
Teacher reflection questions after the activity is complete:
x Did all the students participate throughout the whole lesson?
x Did the students gain knowledge from the activity?
x Was this activity done well in a group or should it be individually done?
What to do
1. Read the news report that is pulled up on the screen of the computer. (If you do not see
the news cast here is where you can find it:
http://news.bbc.co.uk/2/hi/americas/4301612.stm)
2. Split up into your table groups and discuses natural disasters that occur in Evansville.
x
Who is affected by them?
x
How are they affected?
x
Who helps out during these disasters?
x
Can people prepare for these disasters? If yes, how?
3. Pick one of the natural disasters your group discussed and create a radio broadcast talking
about the disaster? (This radio broadcast should be between 1 to 2 minutes long)
4. After your group as written out the broadcast use the Audacity 1.3 Beta program to
record your broadcast.
Rubric for Radio Broadcast
Exemplary
Adequate
Inadequate
5-4 points
3-2 points
1-0 points
The written
broadcast uses
correct grammar,
spelling, and
standard English.
There are one or
no errors in the
written broadcast.
Writing exhibits
great command of
language skills.
There are few errors
in the written
broadcast. Writing
exhibits adequate
command of
language skills.
There are many
errors in the
written
broadcast.
Writing
exhibits poor
command of
language skills.
Points are
discussed in the
broadcast.
All points are
discussed in the
broadcast.
One or two points are More than two
missed in the
points are not
broadcast.
discussed in the
broadcast.
Broadcast is
clear and easy to
understand.
The recording is
clear and the voice
is easy to
understand.
Parts of the broadcast
are not clear and at
times the voice is
hard to understand.
The whole
broadcast is
unclear and the
voice cannot be
understood.
Creativity
The broadcast is
creative and the
voice enhances
what is said.
Some creativity is
used and the voice
enhances parts of
what is said.
There is no
creativity and
the voice does
not enhance
what is said.
Score
Title:El SalvadorCurrency
Topic: Economics CoreStandards:
SS.6.3.4 2007 Places and Regions: Describe and compare major cultural characteristics of regions in Europe and the
Western Hemisphere.
MA.6.2.10 Use mental arithmetic to add or subtract simple fractions and decimals.
Materials/Resources:
x
x
Travel Guides with a list of attractions with prices or use the list of attractions provided.
Restaurant menu with prices that is provided.
Objectives:Students will gain a better understanding of El Salvadoran currency. They will then use this
information to plan a budget.
Introduction/Motivation/Springboard:
x
x
Students will be asked, “Do you know what the El Salvador currency is?”
o A) Euro
o B) Colon
o C) The American Dollar
Under each answer the students will be able to read some information about each guess. Students will be
able to see what the answer is and why.
Procedures/Activities:
x
x
After students learn what the El Salvadoran currency is they will use that currency to budget spending for
two days in El Salvador.
Students will be given $150 to spend for different activities and meals.
o Students can do as many activities as they wish, but must budget for four meals. Inform them that the
hotel would provide them with one meal a day.
ClosureActivity/Extensions/Homework:
x
x
Closure: Have students create a poster board using pictures to highlight the things they picked to do.
Extension(s): Connect this lesson to an English standard, and have students write a narrative describing their
trip to El Salvador. Make sure that they state the attractions they visited.
Reflection:Teacher reflection questions after the activity is complete:
x
x
x
Were the directions clear enough so that each student understood what to do?
Do the students gain more knowledge over the topic that was covered?
Did students enjoy the overall lesson?
San Salvador Attractions
Volcanoes and Lakes of El Salvador Private Tour
x
x
Highlights: Visit the Izalco Volcano, best known as the Pacific Lighthouse, the Cerro
Verde National Reserve and the Ilamatepec (Santa Ana) Volcano. Next, visit to the
volcanic lake Coatepeque, where you can enjoy a boat ride.
Cost: $37.97
Los Chorros de la Calera Waterfalls Tour
x
x
Highlights: Take an ecological trek by the waterfalls of Los Chorros de la Calera in
Juyúa. Visit to the town of Ataco and its handicrafts shops and watch the looms
demonstration.
Cost: $35. 64
La Libertad Surf Tour
x
x
Highlights: Surf the waves at the El Sunzal beach!
Cost: $38.86
Apaneca-Laguna Verde-Laguna Las Ninfas Buggy Tour
x
x
Highlights: Explore the Green Lagoon and the Nymph's Lagoon on a buggy!
Cost: $75.29
Canopy Tour Apaneca
x
x
Highlights: Take an adventurous journey through more than 2000 meters of cable
suspended between 14 platforms in the treetops!
Cost: $75.29
The Mayan Route - Half Day
x
x
Highlights: Visit the archaeological sites of San Andrés and Joya de Cerén, also known
as the Pompeii of America.
Cost: $38.94
Salvadorean Coffee Tour
x
x
Highlights: Visit the coffee plantation towns of Juayúa and Apaneca and learn the
process of making coffee.
Cost: $50.39
Informationfrom:http://www.cityͲdiscovery.com/sanͲsalvador/
Menu
Platos Servidos Con Arroz Y Frijoles (Served with Rice and Beans)
1. Bistec Salvadoreno salvadorean style steak with onions, and tomato sauce
2. Pescado Frito fried fish
8.25
10.00
3. Higado Encebollado beef liver with onions
8.25
4. Camarones Al Moja De Ajo fried prawns sauteed with garlic sauce
9.00
Platos Tipicos
Regional Plates
5. Yuca Frita fried cassava
6.75
6. Atol De Elote corn atole
3.50
7.Tamal De Elote Con Crema
2.00
Sopas ( Soups)
8. Sopa De Res (Beef Soup) grande(large)
8.50
9.Sopa De Pescado fish soup
8.50
Desierto (Desert)
10. Tres Leches Cake
3.00
11. Pastelitos
4.00
12. Semita
2.00
Bebidas
Beverages
Horchata
2.00
Tamarindo
2.00
Sodas
1.00
What to do
1. Answer the question about the currency.
2. Read what is under each box to learn about the different currencies.
3. You have $150.00 for two days in San Salvador the capitol of El Salvador. Plan what you
would like to do while there using the sheets of activities and the menu. You can assume
that your hotel will provide you with breakfast so you only have to plan to buy four
meals.
4. Make sure you write down your activities and the cost for what you have picked to do
and eat.
Rubric for Budget
Follows the
guidelines set
out
Understanding
of the math
concept
Work is
organized and
easy to follow
Exemplary
Adequate
5-4 points
3-2 points
Follows all
Misses a few of
guidelines set out. the guidelines
Inadequate
1-0 points
Does not follow any
of the guidelines.
Student shows a
great
understanding of
math concept. No
mistakes seen in
work.
All students work
is easy to follow
and shows
organization in
work.
Inadequate
understanding of
math concept. Many
mistakes seen in
work.
An adequate
understanding of
math concept is
seen. Few
mistakes seen in
work.
Some of the
students work is
easy to follow.
Organization is
hard to see in
work.
Students work is not
easy to follow and
no organization is
seen.
Score
Title:Mayans in El Salvador Topics: History
Core Standards:SS.6.1.10 Early Modern Era: 1500 to 1800. Examine and explain the outcomes of European
colonization on the Americas and the rest of the world.
Materials/Resources:
x
x
x
x
Virtual tour found at: http://www.360cities.net/map#lat=13.80056&lng=-89.38919&name=1-final-centralamerica&zoom=18
Article printed out from: http://www.sciencenewsforkids.org/2011/11/diggingͲintoͲtheͲmayaͲmystery/
Construction paper
Art material: markers, colored pencils, crayons, any materials that could be used for the students to contrast
their ruins
Objectives:Students will virtually experience the Mayan ruins in El Salvador, and construct a short story on why
the Mayans disappeared.
Introduction/Motivation/Springboard:
x
x
Allow the students in pairs or individually explore the Mayan ruins using the site listed above.
If time allows have them explore other Mayan ruin sites on the website.
Procedures/Activities:
x
x
Read the article on the newest discovery on the disappearance of the Mayan civilization.
Then provide the students with different art materials to write their own explanation on why the Mayans
disappeared.
o They need to explain using words, but encourage them to draw a picture to enhance their story.
ClosureActivity/Extensions/Homework:
x
x
Closure: Have students share their stories with the class. Then hang their explanations in the classroom.
Extension(s): Use this activity to lead into a lesson on Mayan civilization. Have the students break into
groups to present on different parts of the Mayan cultural.
Reflection:Teacher reflection questions after the lesson is completed:
x
x
Did the students gain knowledge from the virtual tour?
Did the students complete the project that was given?
What to do
1. Explore the Mayan Ruins using the virtual tour that is pulled up on the iPad. (If it is not
pulled up, here is where you can find it:
http://www.360cities.net/map#lat=13.80056&lng=-89.38919&name=1-final-centralamerica&zoom=18)
x Make sure you explore the first one from El Salvador, but please feel free to look
at the other sites.
2. Read the article about the newest discovery on the Mayans’ disappearance.
3. Using the art materials provided come up with your own reason for why the Mayans
disappeared.
x You may draw, but you must also write out your explanation.
Science Closer To Solving Mayan Disappearance
For many years, archeologists have guessed the Mayan empire fell due to extended drought. Now there may be
proof for that theory.
io9.com reported, "the Mayan empire fell largely because of a 200-year drought that struck the region in 800
AD, but now it appears that the drought may have been amplified by Mayan agricultural practices."
Earlier this year, Dr. Richard Hansen, senior scientist at the Institute for Mesoamerican Research in the
Department of Anthropology at Idaho State University, presented similar findings at a conference in the
Caribbean city of Merida. He made a point of saying the culture collapsed; it was not abandoned. "The second
(abandon) is temporary; while the first (collapse) represents an abandonment over the long term and the
destruction of the social and economic system that maintains a state, as occurred in the said region."
NASA has also contributed to the research. NASA Goddard Institute for Space Studies climatologist Benjamin
Cook and colleagues have created research showing Mayan farmers added to drought conditions by clearing
vast areas of forest land. Mnn.com quoted Cook stating, "I wouldn't argue that deforestation causes drought or
that it's entirely responsible for the decline of the Maya, but our results do show that deforestation can bias the
climate toward drought and that about half of the dryness in the pre-Colonial period was the result of
deforestation."The news source also reported that during 800-950 AD, deforestation caused rain levels to fall
close to 20 percent in the Yucatan.
Information from: http://www.kidult.com/news/science/science-closer-to-solving-mayan-disappearance
Rubric for Mayan Disappearance
Exemplary
5-4 points
There are one or no
errors in the written
explanation. Writing
exhibits great
command of language
skills.
Adequate
3-2 points
There are few errors in
the written
explanation. Writing
exhibits adequate
command of language
skills.
Creativity
Creativity is used in
the explanation and
pictures.
Exploration
during virtual
tour
Student participates in
the exploration of the
virtual tour
Some creativity is
used in the
explanation and
pictures.
Student participates
very little in the
exploration of the
virtual tour.
The written
explanation uses
correct grammar,
spelling, and
standard English.
Inadequate
1-0 points
There are many
errors in the
written
explanation.
Writing exhibits
poor command of
language skills.
No creativity is
used in the
explanation and
pictures.
No participation
is seen during the
exploration of the
virtual tour.
Score
Title:El Salvador language Topics: History
Core Standards: SS.6.3.4 Places and Regions: Describe and compare major cultural characteristics of regions in
Europe and the Western Hemisphere.
Materials/Resources:
x
x
Game cards
Beans for markers Objectives:Students will gain knowledge of the Spanish language used in El Salvador.
Introduction/Motivation/Springboard:
x
Guess who?
o Using a poster board, create a list of Spanish words. Have the students guess the meaning of the
word. Have a picture under the word; after the students guess what it might mean they can look at the
picture. Procedures/Activities:
x
x
x
x
Each student will be given a game card, and some beans. In El Salvador the children also use beans to play
this game.
In the middle of the group place the word cards. Allow each student to take a turn picking up a word card,
and saying the word on the card. The student should then share the picture of the word with the group.
If a student has the word on their game card they place a bean on the picture.
The first student to cover their whole card wins.
ClosureActivity/Extensions/Homework:
x
Extension: Students could create their own game card using different Spanish words. They would need to
put the picture and the word on the game board. Reflection:Teacher reflection question after the activity:
x Did all the students participate during the activity?
x Did the students cooperate with the group?
x Did students gain knowledge through the activity?
What to do
1. As a group, look at the slide and guess who?
o After you guess, make sure you look under the boxes to see what the word means!
2. Split up into your tables to play the game.
3. Each of you needs to take a game board and place the word cards upside down in the
middle of the group.
4. Make sure you have beans to use for markers.
5. Choose a person who will be “El Griton.” This is the person who controls the cards and
announces the pictures one at a time.
6. Players put a bean over each image that correspond to the image mentioned by the “El
Griton.”
7. The first person to completing the whole board card has to yell “LOTERIA” and she/he
becomes the winner.
Assessment
For this activity assessment will take place while student is participating in the classroom. The
following is what should be observed.
Exemplary
5 points
Participation throughout the
Student showed participation
whole activity
during the whole activity.
Cooperation between other
Student showed exemplary
students
cooperation with others in the
group.
Active engagement throughout The student showed active
the whole activity
learning engagement during
the activity
Inadequate
2 points
Very little participation was
observed.
Student did not cooperate well
with the people in the group.
The student showed very little
engagement during the
activity.
TO
TOR
RT
TU
UGA
HO
HOSP
PIT
TA
AL
L
RATA
LAMPARA
FLORES
http://www.youtube.com/watch?v=M5zAQtzESe0
http://www.youtube.com/watch?v=MuMLaSgcddU&feature=related
http://www.youtube.com/watch?v=MuMLaSgcddU
http://www.youtube.com/watch?v=g5VsUiNjym0&feature=related
http://www.youtube.com/watch?v=ouKcpQWPMgQ&feature=related
LALOTERIA
WHATYOUNEED
x
x
Loteriagame
Beansorcorn
HOWTOPLAY
Thisgamecanbeplayedwith6ormorepeople(Awholeclass)
First,chooseapersonwhowillbe“Elgriton.”“Griton”isthepersonwhocontrolsthecardsand
announcesthepicturesoneatatime.
Second,giveaboardcardtoeachstudent.
Third,putbeansorcornoverthetablesorgiveacertainamountofthesegrainstoeachstudent.
Then,“Elgriton”getsonecardatatimeandsaysthewordthatisinthepicture.Playersputa
beanorcornovereachimagethatcorrespondstotheimagealreadymentionedbythe“griton.”
Thefirstpersoncompletingthewholeboardcardhastoyell“LOTERIA”andshe/hebecomesthe
“winner.”
TORTUGA
HOSPITAL
RATA
LAMPARA
FLORES
Making Connections to
Acheive a Global Community
A Resource Guide for EVSC
2012-2013
2
Contents
Tales and Scales .............................................. 1
CYPRESS ......................................................... 2
Evansville Museum ........................................... 3
University of Southern Indiana
International Programs and Services ................ 4
Angel Mounds .................................................. 5
CMOE .............................................................. 5
Educa ............................................................... 5
Evansville African American Museum ............... 6
Evansville Celebration of Diversity
Distinguished Lecture Series ............................ 6
Evansville Folk Dancers.................................... 6
Evansville/Osenbruck Society .......................... 7
Girls in Bloom................................................... 7
Historic New Harmony ..................................... 7
H.O.L.A. ........................................................... 8
Islamic Center .................................................. 8
Rotary Club of Evansville ................................. 8
University of Evansville..................................... 9
University of Southern Indiana ......................... 9
Tales and Scales
Music Telling Ensemble
Our purpose is to provide compelling
interdisciplinary performing arts educational
experiences and connections for young
Time
people, families, and educators throughout
Is scheduled and varie
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program.
our community and beyond which:
‹ Provides access to and appreciation for
music and the live performing arts.
Pr ice
‹ Cultivates imaginative visioning, selfJVUÄKLUJLHJ[P]LSPZ[LUPUNPUULY
discipline, creative expression, and
collaboration.
C ontact Informat ion
Varies for each progra
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be discussed before pe
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‹ Collaborates with educators and emerging
young performing artists to develop and
implement dynamic teaching strategies for
all curriculum areas through
throug the arts.
Craig Schutz
Phone: 812/425-8741
Email: craig@talesand
scales.org
Website: www.talesan
dscales.org
Programs Offered
Classroom worksho ps
Each of the Tales & Scales artists can accommodate
up to 25 students during one workshop session.
Workshops are typically 45 minutes in length and are
designed for grades K-5. Syllabus of these programs
can be found on the website.
Performances
Tales & Scales puts music and story in motion for
schools, arts centers, festivals and with symphony
orchestras, allowing audiences of all ages to “see”
with their ears, “hear” with their eyes and discover
the true power of live performing arts.
‹ The Frog Who Wanted to be a Singer
‹ The Enchanted Horn
2
1
CYPRESS
The Committee to Promote Respect in Schools
CYPRESS works to build a kinder, more
respectful world. Using lessons of the Holocaust
as an anchor of inspiration, CYPRESS produces
programs for educators, students, and the
tri-state community to promote understanding
and acceptance.
To pic s
HIGH SCHOOL TRUNKS
The Holocaust
The Civil Rights Movemen
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MIDDLE SCHOOL TRUNKS
The Holocaust
The Civil Rights Movemen
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Bullying
MIDDLE SCHOOL TRUNKS
The Civil Rights Movemen
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Sue Barancik
Phone: 812/202-1715
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Website: www.cypressevan
sville.org
Evansville Museum
Arts ͻ History ͻ Science
“All EVSC students/classrooms are eligible to
docent-led tours of the Museum free of charge.
This includes Planetarium shows as well. We
also have Outreach Programs available, where
our Docents can come into the classroom and
teach about various aspects of the Museum.
We offer an After School Program to Delaware,
Lodge, Cedar Hall, and Lincoln in conjunction
with their 21st Century Programs. Students
are bused to the Museum Twice a week for
four weeks and participate in a mini Museum
Camp.” – Amanda Groff, Curator of Education
Time
Monday-Friday: 8:30 a.m.—5 p.m.
Weekends as needed
Price
Museum tours are free for all EVSC
students. Program prices vary for
classes, workshops, and events.
C ontact Information
Amanda Groff
Curator of Education
Phone: 812/425-2406 ext. 226
Email: [email protected]
Website: www.emuseum.org/
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Phone: 812/465-7183
Email: [email protected]
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Through public education and private colla
boration
engage Evansville and surrounding commun
ities to
explore, appreciate, and celebrate the dive
rsity of race,
culture, and ethnicity. To raise awareness
and foster
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scholars,
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insights.
We seek to enhance diversity through ope
n community
dialogue.
C ontact Information
Mailing Address: P.O. Box 3094, Evansville,
IN 47730
Website: www.celebratingdiversity.org
Evansvil le Inter nat ional Fo lk
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Evansville Inte
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since
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Phone: 812/42
3-5188
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N. Fares Ave.,
Evansville, IN 47
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7720
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focused programs offered through your organization. Andrea Barnard is collaborating with the EVSC in
connection to a Grassroots Advocacy Leadership Project she is currently completing through NAFSA:
Association of International Educators. We are looking to provide EVSC teachers with ways to connect
classroom learning to the world and community to create opportunities for students to gain increased
cultural awareness. We have a few questions that give us information on how your organization could
collaborate with the EVSC in this way. I have attached a brief questionnaire that we that we ask you
return to us at your earliest convenience. I will follow up with you by telephone by (date) to find out if
you need additional guidance or have any questions. In the meantime, please feel free to contact
myself or Andrea at 812.465.1248 or by email at [email protected] or [email protected].
Thank you for your support in this endeavor.
Sincerely,
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Š
Mongolia is the one of
the highest countries
in the world, with an
average elevation of
1580m (5180ft)
Š
Š
Š
Š
Area- 1,566,500 sq.km
Currency – Tugrug
Official language - Mongolian
Population – 3 million (1.5 inhabitants per 1sq.km)
Š
Š
Mongolian climate is high,
cold, and dry.
January and February
averages of -4oF(-20°) C
are common, with winter
nights of - 40oF(-40° C)
occurring most years.
Summer extremes reach as
high as 38° C in the
southern Gobi region and
33° C in Ulaanbaatar.
CHINGGIS KHAAN (1162-1227)
Š
Š
The Mongol dominance, 1300-1405
The empire stretched from Korea to Hungary and as far
South as Vietnam, making it the largest empire the world
has ever known
Š
Š
Selected as the
best e-book of
2011
Jack Weatherford
was awarded by
Mongolia
President for
contribution for
Mongolia history
study
CLASSIC MONGOLIAN SCRIPT
ɐɚɝɚɚɱɥɚɥɵɧɚɫɭɭɞɥɚɚɪɢɞɷɜɯɬɷɣɬɷɦɰɷɝɱɢɞ
ɫɚɪɵɧɧɞȺɇɍɞɚɹɚɪɠɚɝɫɚɚɥɯɢɣɜɅɨɫ
ȺɧɠɟɥɟɫɑɢɤɚɝɨȾɟɬɪɨɣɬɇɶɸɂɨɪɤɡɷɪɷɝ
ɬɨɦɬɨɦɯɨɬɭɭɞɚɞɧɢɣɬɞɷɷɯɷɞɷɧɡɭɭɧɦɹɧɝɚɧ
ɯԛɦԛԛɫɠɚɝɫɚɚɥɞɨɪɨɥɰɠɷɷɗɧɷɯԧɞԧɥɝԧԧɧɢɣ
ɡɨɪɢɥɝɨɧɶɰɚɝɚɚɱɞɵɧɚɫɭɭɞɚɥɞɨɥɧɵ
ɚɧɯɚɚɪɥɵɝɯɚɧɞɭɭɥɚɯɡɚɫɝɢɣɧɝɚɡɪɵɝ
ɰɚɝɚɚɱɥɚɥɵɧɬɭɭɲɬɚɣɯɭɭɥɶɝɚɪɝɚɯɵɝ
ɲɚɚɪɞɚɯȺɦɟɪɢɤɬɨɪɲɢɧɫɭɭɠɛɭɣɫɚɹ
ɰɚɝɚɚɱɞɵɧɷɪɯɢɣɝɯɚɦɝɚɚɥɚɯɡɷɪɷɝɛɚɣɜ
It was introduced in the 1940s and
has been in use as the official writing
system of Mongolia since then
MONGOLIAN CYRILLIC SCRIPT
Š
Š
Š
Š
Š
Ulaanbaatar, literally
"Red Hero" is the capital
city of Mongolia
It is the cultural,
industrial, and financial
heart of the country
Located in north central
Mongolia
the city lies at an
elevation of about
1,310m (4,300 ft) in a
valley on the Tuul river
Mongolia in Star
wars!!!
Š
Š
Š
Š
Buddhism—90% (since the 16th century)
Muslim-5%
Christian-5%
Other religions-1%
Š
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Community Organization Questionnaire
Organization Name:
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Description of
services offered
by your
organization.
Have you
collaborated
with the EVSC
before? If so,
how?
Yes
Does your
organization
have a facility
open to
community?
If Yes where?
Is your
organization
able to present
programs at
schools or in the
community?
What specific
educational
programs do you
offer?
1.
2.
3.
No
4.
Yes
Would your
organization be
willing to create
a new program
that would fit
the needs of the
EVSC?
If yes to the
above question
what kind of
preparation is
required and
what kind of
timeline is ideal?
Does your
organization
provide any
foreign language
training?
Can members of
the community
volunteer or
work with your
organization?
No
What size groups
can your
programs
accommodate?
What times are
your programs
offered?
Do you charge a
fee to provide
programming?
If so, please
attach a fee
chart.
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