ࡱ> U@ Mbjbj k>EFFFF2228jNЮЮЮЮVdv4NNNNNNN$GQRSr,Nx|@,NFFЮЮANF8ЮЮNNL#5~=Юڬ $8[2p7JDt WN0N8 T1 T=FFFF=b Tz= B|i,N,NZ_I_Key conceptsRange and contentKey questions and ideasTeaching and learning activitiesResourcesPlace geographical imaginations Interdependence social, economic, environmental and political connections between places. Cultural understanding and diversity - Appreciate how values and attitudes differ and may influence social, environmental, economic and political issues and may different to our own Scale -Appreciating different scales Space - knowing where places are located location of places and environments variety of scales study different parts of the world in their wider settings and contexts Where in the world is India? What do we already know about India? How do we view India in the UK? What are our connections with India UK? Locate India as a major country Compare size of India to the UK We have varied connections to India STARTER: Everything comes from India quiz MAIN ACTIVITY: Students assume the role of journalists for the entire module. Task is to go on an imaginary visit to India and produce an article entitled New India for a British newspaper. First job involves designing a survey to find out what their readers already know about India: perceptions and connections. PLENARY: Make news out of survey results.Interactive: Everything comes from India PowerPoint quiz Downloads: Dear journalist New India survey Outline world Links: India rising India facts Chicken Tikka MasalaAssessment opportunitiesSurvey design / interpretation of responses; whole-class and small-group discussionKey processesCurriculum opportunitiesGeographical enquiry - Ask geographical questions, thinking critically, constructively and creatively. Collect and record information Geographical Communication - communicate knowledge and understanding using geographical vocabulary and conventions in both speech and writing. Explore real and relevant contemporary contexts Use varied resources, including maps, visual media Links between geography and other subjects, including citizenship and global dimension. NotesThe quiz is produced in PowerPoint so it can be edited to keep topical.Since You Tube is filtered in the majority of schools it will be necessary to download this video and convert to another format suck as .mpg The easiest way to do this is probably to use Zamzar  HYPERLINK "http://www.zamzar.com/url/" http://www.zamzar.com/url/  Lesson 1: Everything comes from India? Web links: Key facts: India rising ( HYPERLINK "http://news.bbc.co.uk/2/hi/south_asia/6257057.stm#economy" http://news.bbc.co.uk/2/hi/south_asia/6257057.stm#economy India facts  HYPERLINK "http://www.indianchild.com/amazing_facts_of_India.htm" http://www.indianchild.com/amazing_facts_of_India.htm Chicken Tikka Masala  HYPERLINK "http://en.wikipedia.org/wiki/Chicken_tikka_masala" http://en.wikipedia.org/wiki/Chicken_tikka_masala Key conceptsRange and contentKey question and ideasTeaching and learning activitiesResourcesPlace - the physical and human characteristics of real places. Space knowing where places and landscapes are located and implications for people Physical and human processes - explain patterns and distributions Physical geography, physical processes and natural landscapes - the study of weather and climate, and why they vary from place to place, as well as other physical processes and landscapes. Location of places and environments in a different part of the world Human geographyWhat is Indias landscape and climate like? Where do people live in India? How does the physical environment effect where they live? Indias physical environment is big, beautiful and varied Monsoonal climate Settlement patterns influenced by environment STARTER: Watch in-flight films about Indias diverse landscapes en route to Bangalore, south India. MAIN ACTIVITY: Create a relief, landscape and settlement map using information from the films, Incredible India download and the Monsoon Interactive interactive. PLENARY: Annotate map with symbols to and words to show possible effects of climate change and the Monsoon on people livesInteractive: Incredible India Downloads: Incredible India Images: Landscapes, monsoon Links: Incredible India; monsoon / population maps Assessment opportunitiesAnnotated relief map; whole-class discussionKey processesCurriculum opportunitiesGeographical enquiry ask geographical questions, thinking critically, constructively and creatively Graphicacy and visual literacy - construct maps and plans at a variety of scales, using graphical techniques to present evidence.Using varied resources, including maps, visual media construct maps and plans at a variety of scales, using graphical techniques to present evidenceNotesIf Google video is filtered in your school it will be necessary to download this video and convert to another format such as .mpg The easiest way to do this is probably to use Zamzar  HYPERLINK "http://www.zamzar.com/url/" http://www.zamzar.com/url/ Lesson 2: Incredible India Web links: In-flight films about Indias diverse landscapes: Film 1: Incredible India  HYPERLINK "http://video.google.com/videoplay?docid=-1867709999606483412&q=incredible+india&hl=en" http://video.google.com/videoplay?docid=-1867709999606483412&q=incredible+india&hl=en Film 2: Spirit of India  HYPERLINK "http://video.google.com/videoplay?docid=2929128763300394934&q=india&hl=en" http://video.google.com/videoplay?docid=2929128763300394934&q=india&hl=en Incredible India  HYPERLINK "http://www.incredibleindia.org" http://www.incredibleindia.org Landscape and climate  HYPERLINK "http://www.cp-pc.ca/english/india/landclim.html" http://www.cp-pc.ca/english/india/landclim.html Monsoon map  HYPERLINK "http://www.mapsofindia.com/maps/india/southwestmonsoon.htm" http://www.mapsofindia.com/maps/india/southwestmonsoon.htm Population map  HYPERLINK "http://www.mapsofindia.com/maps/india/population.htm" http://www.mapsofindia.com/maps/india/population.htm Key conceptsRange and contentKey question and ideasTeaching and learning activitiesResourcesPlace - recognise that there are many different perceptions of places, some of which may conflict with their own. Cultural understanding and diversity - Appreciating the differences and similarities between people and cultures to inform their understanding of societies and economies Appreciating how peoples values and attitudes differ and may influence social, environmental, economic and political issuesStudy different parts of the world in their wider settings and contexts at different stages of development A range of investigations globalisation and uneven development from different viewpoints What are Indias diverse states like? How do different groups represent or use this diversity? Indias population is diverse and multicultural This diversity is linked to inequality in wealth and quality of life STARTER: The States theyre in in-flight game. Match statements with places. MAIN ACTIVITY: Web-quest. Find facts and images to match key words about diversity in India. Justify choices, and discuss from the perceived viewpoint of different interest group. PLENARY: Mind-map to generate questions about Bangalore city, Karnataka State, the focus of the next lesson. Downloads: The States theyre in in-flight game Data bank Images: Diversity of lifestyles, wealth gap Links: Amazing India; Indias states; One World India Assessment opportunitiesCaptioned images; mind-map; whole-class discussionKey processesCurriculum opportunitiesGeographical enquiry evaluate the quality of information collected by asking questions about its source, what it was collected for and how it is presented Use multimedia data, images and text to study real and relevant contemporary contexts and make connections to the world beyond school NotesLesson 3: Buddhism to Bollywood Web links: Indias states  HYPERLINK "http://goidirectory.nic.in/stateut.htm" http://goidirectory.nic.in/stateut.htm One World India  HYPERLINK "http://uk.oneworld.net/guides/india/development?gclid=CPq4xvvPjYsCFQEwlAod-Sf0Sg" http://uk.oneworld.net/guides/india/development?gclid=CPq4xvvPjYsCFQEwlAod-Sf0Sg Key conceptsRange and contentKey question and ideasTeaching and learning activitiesResourcesPlace consider how places are changing and why Human processes - Understand how sequences of events and activities in the human world leads to change in places Space - Understand the interactions between places and the networks created by flows of information, people and goods Interdependence - Explore the social, economic, environmental and political connections between places. Understand the significance of interdependence in change at all scales. Study of globalisation at a city scale Human geography including theme of urban changeHow is life changing in Indias cities? How is globalisation affecting peoples lives in Bangalore? Bangalore is a fast changing city. It has extremely wealthy areas next to impoverished slums Bangalores rapid population growth; city struggling to cope There are positive and negative experiences of globalisation STARTER: Arrive in Bangalore. Watch slideshow about recent changes in the city. Note first impressions. MAIN ACTIVITY: Complete the Globalisation matrix highlighting positive and negative experiences of globalisation from recent arrivals. Analysis of information from interviews and represent with symbols / images. PLENARY: How does Bangalore fit with your first impressions? How does it fit with your view of New India? Think of one word to sum up life in the city.Downloads: Globalisation matrix Interviews 1. Hotel manager 2. Call centre supervisor 3. Steel fixer 4. Property developer 5. Taxi driver Links: Virtual Bangalore; Boomtown Bangalore Assessment opportunitiesGlobalisaton matrix; whole-class and small-group discussionKey processesCurriculum opportunitiesGraphicacy and visual literacy use and analysis of biographies of and interviews with real people Geographical Communication communicate finding to class through speechReal and relevant context using real peopleNotesLesson 4: Bangalore: a globalising city Web links: Virtual Bangalore  HYPERLINK "http://www.virtualbangalore.com/aBlr/index.php" http://www.virtualbangalore.com/aBlr/index.php Bangalores Boomtown Blues  HYPERLINK "http://news.bbc.co.uk/2/hi/business/6288325.stm" http://news.bbc.co.uk/2/hi/business/6288325.stm The rise of the Bangalore Tigers  HYPERLINK "http://news.bbc.co.uk/2/hi/business/6293291.stm" http://news.bbc.co.uk/2/hi/business/6293291.stm Bangalore traffic  HYPERLINK "http://www.youtube.com/watch?v=1Ap2G1Bfm0M" http://www.youtube.com/watch?v=1Ap2G1Bfm0M Lesson 5: Old India; New India Key conceptsRange and contentKey question and ideasTeaching and learning activitiesResourcesInterdependence - Explore the social, economic, environmental and political connections between places. Understand the significance of interdependence in change at all scales. Human processes - Understand how sequences of events and activities in the human world leads to change in places Space - Understand the interactions between places and the networks created by flows of information, people and goods Cultural understanding and diversity how values differ influencing economic and issues.  India in its wider setting on the global scale and how its changing geography is linked to other places  How do India and other countries depend on each other? Why is India important in the world? New Indias economic success is owing to varied geographical factors TNCs are adapting to Indian cultures Indians are adapting to western cultures STARTER: Interdependent India Annotate interactive map to show how India is interdependent MAIN ACTIVITY: Rank and discuss Indias reasons for economic success using Success ranking tool. Search for images and logos illustrating how MNCs are adapting to Indian markets. Discuss conclusions. PLENARY: Chat for 60 seconds about how your life is linked to changes happening in India.Interactive: Interdependent India Downloads: Success ranking Images: TNCs Indian adaptations Links: Spiderman India; Nandi Toyota; Robbie and Asha Assessment opportunitiesRanking chart; Categorisation chart; whole-class discussion; individual presentationKey processesCurriculum opportunitiesGeographical enquiry Graphicacy and visual literacy Geographical communication Build on personal experiences of geography NotesWeb links: Spiderman moves to India  HYPERLINK "http://www.geographyinthenews.rgs.org/news/article/default.aspx?id=325" http://www.geographyinthenews.rgs.org/news/article/default.aspx?id=325 Nandi Toyotas  HYPERLINK "http://www.nanditoyota.com" http://www.nanditoyota.com Robbie and Asha  HYPERLINK "http://www.sonyericsson.com/spg.jsp?cc=in&lc=en&ver=4000&template=pm1_1&zone=pm&mcid=96" http://www.sonyericsson.com/spg.jsp?cc=in&lc=en&ver=4000&template=pm1_1&zone=pm&mcid=96 Lesson 6: Hello, world! Key conceptsRange and contentKey question and ideasTeaching and learning activitiesResourcesPlace different perceptions of India Cultural understanding and diversity how India represent itself and how it relate to who you are Human processes cause change and development and different futures for different people Investigation of globalization and development in India at the national and global scales What is the view of India from India? How is globalisation shaping Indias worldview and sense of its place in the world? There are different opinions on New Indias economic success There are varying experiences of globalisation. Extent to which this affects confidence levels STARTER: Bollywood film clip. What does this tell us about young Indian people? MAIN ACTIVITY: Read the interviews of five Bangalore citizens. All responded to two questions: 1) What do you think of the new wealth in India; 2) What can the world learn from India? Decide who you think is most and least excited about the new wealth in India. Represent this on the Continuum template. Justify choices and discuss. PLENARY: What do you think you have to learn from India? What can the world learn from the UK?Downloads: Continuum Interviews with: Chappa picker Adventure travel consultant IT consultant Student Video: Rang de Basanti trailer Links: Bollywood; Indian websites Assessment opportunitiesContinuums; whole-class and small-group discussion Key processesCurriculum opportunitiesGeographical enquiry Graphicacy and visual literacy Geographical communicationUsing interviews with real people and contemporary contexts. Making links with global dimension and drama and citizenshipNotesWeb links: Rang de Basanti  HYPERLINK "http://www.rangdebasanti.net" http://www.rangdebasanti.net Stardust India  HYPERLINK "http://magnamags.com/magna_stardust" http://magnamags.com/magna_stardust Cricket to astrology  HYPERLINK "http://www.indya.com" http://www.indya.com Tunak Tunak Tan  HYPERLINK "http://www.youtube.com/watch?v=RCZWcXvcodo" http://www.youtube.com/watch?v=RCZWcXvcodo Lesson 7: Tomorrows India Key conceptsRange and contentKey question and ideasTeaching and learning activitiesResourcesEnvironmental interaction and sustainable development social fairness and economic prosperity  Investigate different perspectives and values relating to interactions between people and their environments, including sustainable development and how to manage and plan for different futures. Investigate issues facing India What are the future challenges for India? Issues that challenge New India include growing gap between; poor infrastructure, water and energy insecurity, pollution, climate change Success story of Dharavi slum, MumbaiSTARTER: Look at some big challenges and issues facing India despite globalisaton and new wealth. Categorise issues that challenge New India into local; national; global; environmental; social; economic MAIN ACTIVITY: Watch the audio slide show as a class. Read and generate questions from Waste not, want not article. Discover how citizens of Dharavi slum in Mumbai earn 700,000 a year from recycling 80% of the citys waste, despite attempts to bulldoze it. PLENARY: Ideal India. How would you like India to look in ten years time? What steps need to be put in place to make this happen? Discuss and/or present. Downloads: Waste not, want not Links: Life in a slum; India eyes riches at Poors expense; Can India become a global superpower? Assessment opportunitiesPeer assessing; whole-class and small-group discussionKey processesCurriculum opportunities Geographical enquiry Geographical communicationExamine geographical issues in the news Take part in informed responsible actionNotesWeb links: Life in a slum  HYPERLINK "http://news.bbc.co.uk/1/shared/spl/hi/world/06/dharavi_slum/html/dharavi_slum_intro.stm" http://news.bbc.co.uk/1/shared/spl/hi/world/06/dharavi_slum/html/dharavi_slum_intro.stm India eyes riches at poors expense  HYPERLINK "http://observer.guardian.co.uk/world/story/0,,2005484,00.html" http://observer.guardian.co.uk/world/story/0,,2005484,00.html Can India become a global superpower?  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