India: Ages 5-7 by Teacher Superstore

Titles available in this series:

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India (Ages 5–7) India (Ages 8–10) India (Ages 11+)

This master may only be reproduced by the original purchaser for use with their class(es). The publisher prohibits the loaning or onselling of this master for the purposes of reproduction.

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Signature of Purchaser:

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Internet websites

In some cases, websites or specific URLs may be recommended. While these are checked and rechecked at the time of publication, the publisher has no control over any subsequent changes which may be made to webpages. It is strongly recommended that the class teacher checks all URLs before allowing students to access them.

View all pages online PO Box 332 Greenwood Western Australia 6924

Website: www.ricpublications.com.au Email: mail@ricgroup.com.au

Foreword India (Ages 5–7) is one of three books designed to provide opportunities for students to discover some of the natural, physical, cultural, economic and political aspects of this fascinating and extremely diverse Asian country and its people. The books in this series give selected information about both modern and ancient India and use a wide variety of activities across many learning areas.

Titles in this series: India (Ages 5–7) India (Ages 8–10) India (Ages 11+)

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Teac he r Geography

Modern India

Teacher information .................................... 2 Map of India ........................................ 3 The Ganges River .................................. 4 The Himalaya Mountains . ...................... 5 Teacher information .................................... 6 Climate ............................................... 7 Monsoonal disasters .............................. 8 Natural disasters ................................... 9 Teacher information .................................. 10 New Delhi: The capital of India . ............ 11

Teacher information .................................. Indian currency ................................... Teacher information .................................. People of India ................................... Life in rural India . ............................... Life in Indian cities .............................. Teacher information .................................. Indian foods ....................................... Naan bread ........................................ Sweet Indian food . ............................. Teacher information .................................. Clothing for children ............................ Clothing for women . ........................... Clothing for men ................................. Teacher information .................................. Indian homes ..................................... A letter from India ............................... Pasha’s school day .............................. Teacher information .................................. Sports of India . .................................. Teacher information .................................. Work in India–board game . ................. Teacher information .................................. Transport ...........................................

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Teachers notes ............................................................................................................................................................................................ iv – v Curriculum links ................................................................................................................................................................................................. v

Landmarks 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 64 55 56 57 58 59

Teacher information .................................. The Taj Mahal . ................................... The Red Fort ...................................... The Lotus Temple ................................

72 73 74 75

The arts

Teacher information .................................. 76 Jewellery and embroidery .................... 77 Rock art ............................................ 78 Rangoli . ............................................ 79 Teacher information .................................. 80 The Lord of the Dance . ........................ 81 Indian folk dances . ............................. 82 Traditional musical instruments . ............ 83 Teacher information .................................. 84 The puppets of India . .................... 85–86 Make a string puppet .......................... 87 Teacher information .................................. 88 Bollywood . ........................................ 89

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Teacher information .................................. 12 Indus Valley Civilisation . ...................... 13 When Britain ruled India ...................... 14 Two special days ................................. 15 Teacher information .................................. 16 Inventions from India . ................... 17–19 Teacher information .................................. 20 Traditional games . ........................ 21–23

Symbols

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Folktales and legends

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Teacher information .................................. The Indian flag ................................... The Sarnath Lion . ............................... The tiger . .......................................... Teacher information .................................. The Indian peacock ............................. The cobra . ......................................... The Indian elephant . ........................... Teacher information .................................. The lotus flower .................................. The Indian fig tree . ............................. Mango fruit . ......................................

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24 25 26 27 28 29 30 31 32 33 34 35

Religions, customs and celebrations

Teacher information .................................. Religions of India ................................ Buddha ............................................. The sacred cow . ................................. Teacher information .................................. Hindu festivals . .................................. Islamic festivals .................................. Sikh and Christian festivals ................... Teacher information .................................. Wedding fun ...................................... Body decorations ................................ Yoga and meditation ...........................

60 61 62 63 64 65 66 67 68 69 70 71

Teacher information .................................. 90 The greedy crow ................................. 91 The two kings . ............................. 92–93 Teacher information .................................. 94 Moon Lake .................................. 95–96 Moon Lake mosaic .............................. 97

Famous people

Teacher information .................................. 98 Sachin Tendulkar . ............................... 99 Mahatma Gandhi .............................. 100 Mother Teresa .................................. 101

India

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Teachers notes The book has been organised into nine sections, covering a variety of aspects about India: • Geography • History • Modern India • Religions, customs and celebrations • Folktales and legends • The arts

• Symbols • Landmarks • Famous people

Groups of student pages within each section follow one of two formats: • a single student page is accompanied by a corresponding teachers page; or • sets of three student pages are accompanied by a corresponding teachers page. This provides the students with as many varied activities as possible.

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Relevant teacher information is given, particularly background information which teachers may require about the topic or to answer students’ questions. Any necessary information about how to use the worksheet with the students is also provided.

The section, title and page number of each corresponding student page is given.

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Teachers notes pages All teacher pages follow the same format.

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Answers are provided for student pages, where necessary.

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Many student pages contain some information about the topic at the top. This is written in student-friendly language and provides information needed to complete the activity.

India

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Student activity pages All student pages provide information as well as an activity to complete. Sometimes the two will be combined.

worksheet is supplied. Many of these extend across other learning areas.

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The section and title of each student page is given.

Clear, concise instructions for completing the student activity are supplied.

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Teachers notes

Curriculum links At the time of printing, National Curriculum links were not finalised and available for use. For this reason, links to curriculums currently in use in schools are provided as well as links to the National Curriculum documents. As final National Curriculum documents become available in 2010, R.I.C. Publications will begin updating all resources in line with the new documents.

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Current Curriculum and support documents

English

V 2.1, V 2.2, V 2.3, V 2.4 R 2.1, R 2.2, R 2.3, R 2.4 W 2.1, W 2.3

Society and environment

ICP 2.1, ICP 2.2, ICP 2.3, ICP 2.4 PS 2.1, PS 2.2, PS 2.3 R 2.1, R 2.2, R 2.3 C 2.1, C 2.2, C 2.3 TCC 2.1, TCC 2.2, TCC 2.3 NSS 2.1, NSS 2.2, NSS 2.3

SA 1.3, 2.3 1.4, 2.4 1.8, 2.8

NSW RS1.5, RS1.6, RS1.7 WS1.9, WS1.10, WS1.11

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Qld

Refer to Victorian Essential Learning Standards Level 2, page 38; and Level 3, page 40.

Refer to English Essential Learning by the end of Year 3 at <www. qsa.qld.edu.au>.

2, pages 42–43; and Level 3, Pages 44–45.

Essential Learnings by the end of Year 3 at <www. qsa.qld.edu.au>.

©R . I . C.PCCS1.1, ub l i cat i ons Refer to Studies 1.3, 2.3 CCS1.2 Refer to Victorian Essential Learning of Society & 1.4, 2.4 CUS1.3, CUS1.4 •f orr e v i e w p u r p o s e s o n l y • (SOSE) Standards Levels Environment 1.5, 2.5 ENS1.6

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2.6 1.7, 2.7 1.9, 2.9 2.10, 2.11

SSS1.7

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National curriculum The aspects of the English and History National Curriculum documents which relate to this series of books are listed below. • English: Shape of the Australian Curriculum: English (May 2009) 5.8.1, 5.8.2, 5.8.3 (English across K–12); 6.2 (Connections to other learning areas) • History: Shape of the Australian Curriculum: History (May 2009) 5.4.2 (Curriculum focus); 6.3.1, 6.3.2, 6.3.6, 6.3.7 (Connections to other learning areas)

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India

Geography Map of India...................................... Page 3 Indicator • Uses a map to complete information about India.

Indicator • Completes sentences to read information about the Ganges River. Teacher information • The Ganges is the only source of water for drinking and bathing for millions of Indians who can not afford clean running water. • The Ganges River has numerous tributaries including the Yamuna River on which the city of Agra is situated, the Hooghly River where Kolkata (Calcutta) is located and the Padma River. Floods frequently occur in the delta area of the Ganges, near the Bay of Bengal, due to monsoon rains, tropical cyclones and melting snow from the Himalayas. • The pollution of the Ganges is greatly increased by untreated sewage (nearly 1 billion litres per day) and inadequate cremation procedures which allow partially burnt or unburnt corpses, as well as animal corpses, to be dumped into the river. Despite this, many Hindus still use the Ganges for religious purposes such as baptisms or to cure sickness and disease.

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Answers 1. (a) New Delhi (b) the Ganges River (c) Answers may include Pakistan, Nepal, Bhutan, Bangladesh, China and Myanmar. (d) the Himalaya Mountains (e) the Arabian Sea (f) the Bay of Bengal 2. Teacher check

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Teacher information • On a map of the world, or using a globe, locate India in relation to the students’ own country. Point out that India is almost a diamond shape. This will aid future identification of the country. Discuss the symbols used on the map for mountains, rivers and the sea. • India is located in South Asia and is the seventh largest country (in size) in the world after Russia, Canada, the USA, China, Brazil and Australia. India is a subcontinent—a large landmass, smaller than a continent. Its bordering nations include Pakistan, China, Nepal, Bhutan, Myanmar (Burma) and Bangladesh. It is also bordered by the Arabian Sea, the Bay of Bengal and the Indian Ocean. Its total land area covers 2 973 193 sq km.

The Ganges River.............................. Page 4

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(f) daughter (h) throw (j) waste (l) blind

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Additional activity • Use geometric shapes, coloured paper, scissors and glue to create a simple map of India and its surrounding countries. Glue onto a blue sheet of paper and label correctly.

(e) name (g) Ganges (i) bathe (k) River

Additional activity • Discuss how the species of the Ganges River Dolphin is under threat and how to best help it to survive.

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The Himalaya Mountains............................................................................................. Page 5 Indicator • Reads and completes information about the Himalaya Mountains.

Teacher information • Read the information aloud with the students as some words may be unfamiliar. Discuss the information and provide books and Internet access for students to find additional information. • The Himalayas tower more than 8 kilometres above sea level; Mount Everest itself is over 8800 metres high. The Himalayas rise sharply to the north of the low plains of the Indian subcontinent. The mountain range formed millions of years ago when the Indian landmass ‘bumped’ into the Eurasian Plate, forcing the land at the point of collision to rise. There are no railways and very few roads in the Himalayas. Answers Teacher check Additional activities • Locate the Himalaya Mountains on a map of Asia. 2

India

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Geography

Map of India 1. Use the map of India to complete the sentences. N W

AFGHANISTAN

s Riv

CHINA

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Himalaya Mountains

PAKISTAN

New Delhi

NEPAL

BHUTAN

Agra

BANGLADESH

INDIA

Kolcata (Calcutta)

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Ganges River

MYANMAR (BURMA)

Mumbai (Bombay)

BAY OF BENGAL

ARABIAN SEA

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(a) The capital of India, shown by a star, is

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INDIAN OCEAN

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(b) An important river in India is

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(d) The mountains to the north of India are named

(e) The sea to the west of India is

(f) The bay to the east of India is

2. On the map, colour the water blue and the land brown. www.ricpublications.com.au – R.I.C. Publications®

India

Geography

The Ganges River Choose the best word to complete each sentence. (a) The Ganges River is a very river in India.

r o e t s B r ando e p ok u S (d) There are two dams on the Ganges River. One helps to irrigate the long.

(b) It is 2510

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and the other makes hydro-electricity for .

for the Ganges River is Ganga.

(e) The Hindu

(f) It is named after the goddess, Ganga, the mountain god, Himalaya.

River as sacred.

(g) Hindu people regard the

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themselves in the Ganges River.

(i) Hindus wash clothes and

. t (k) The Gangese

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the ashes of their dead into the river.

(h) Hindus

into the Ganges.

(j) Factories along the river pump their

o c . c e he r , live in (l) Ganges River Dolphins, many of which are o t r s suRiver. the muddy waters of the Ganges per blind

waste

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Mountains

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is very polluted.

name Ganges kilometres

River power

bathe farmlands important

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Geography

The Himalaya Mountains 1. Colour each fact about the Himalaya Mountains after reading.

The Himalaya Mountains are also in the countries of Nepal, Pakistan and Tibet.

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The Himalaya Mountains form a natural border to the north of India.

The Himalayas is the world’s highest mountain range.

Mount Everest, the highest mountain in the world, is found in the Himalaya Mountains.

The name ‘Himalaya’ means ‘home of snow’. There is always snow on its peaks.

The Himalaya Mountains are so high that people climbing them have difficulty breathing.

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A few farmers live in the Himalaya Mountains. They grow crops and raise animals.

Abominable Snowman is believed to exist in the Himalaya Mountains.

2. Tick (✔) the facts you found interesting and cross (✘) the ones you would like to find out more about. www.ricpublications.com.au – R.I.C. Publications®

India

Geography Climate............................................... Page 7

Monsoonal disasters.......................... Page 8

Indicator • Reads information about India’s climate and draws a symbol to represent each season.

Indicator • Reads and answers questions about droughts, floods and landslides in India.

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Answers Teacher check

Teacher information • The monsoon season brings rains that are vital to agriculture but also potentially dangerous when excessively heavy. Landslides can occur when heavy rain saturates the soil, reducing the friction between the bedrock and overlying sediment, and gravity pulls the debris downhill.

Additional activities • Compare the highest and lowest recorded temperatures in India as given by the teacher. • Give each student the temperatures of different areas at different times of the year. Plan what clothes and equipment to take there if on a holiday.

Answers 1. The monsoon rains provide the farmers in many areas with water for their crops. 2. Areas on slopes receiving heavy rainfalls are more prone to landslides. 3. The most common natural disaster in India is flooding. 4. Famine is a shortage of food across a wide area.

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Teacher information • According to traditional Indian culture, India has six seasons. Each is approximately two months in duration: spring, summer, monsoons, early autumn, late autumn and winter. Some debate this, believing that there are only three distinct seasons.

Additional activities • Read about some of the worst natural disasters related to the monsoons in India’s history. • Discuss how humans contribute to landslides.

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Indicator • Reads and completes information about areas prone to natural disasters in India.

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Natural disasters.............................................................................................................Page 9

Teacher information • Tropical cyclones are also referred to by names such as hurricane, typhoon, tropical storm and tropical depression. They produce strong winds and heavy rain, as well as high waves, coastal flooding and damaging storm surges. • Much of the rest of India is also prone to earthquakes. The ‘Earthquake’ shaded areas indicate the areas with the highest levels of seismicity (the frequency or magnitude of earthquake activity in a given area).

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Answers 1. Imphal or Srinagar 2. Flooding and earthquakes 3. Chennal 4. Answers will vary but may include Panaj or Mumbai as they are not prone to any natural disasters.

Additional activities • Discuss natural disasters that affect your local area. What precautions are there to help protect against these potential disasters? • Identify other places prone to tropical cyclones on a map of the world. Find out what features these places have in common.

India

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Geography

Climate The temperatures, wind and rainfall in India vary greatly from area to area and season to season. A person could experience drought, floods, snow and temperatures up to 50 ºC! These conditions greatly affect the lives of the Indian people.

r o e t s Bo r e okto represent each 1. Read about India’sp four seasons. Then draw a symbol u season in theS space provided.

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Complete these activities.

Winter Winter lasts from December to February. The temperature drops in most areas of India. In some northern places, the temperature falls below zero degrees. Some states have cold weather, while coastal areas usually have pleasant weather. Winter is a mostly dry season.

Summer Summer runs from March to June. The temperatures soar to their highest in most places. The heat can make it impossible to work. Some places experience hot and dry summers with hot air and strong, hot winds. Other places have humid weather.

Monsoon A monsoon is a seasonal wind that lasts for several months. The monsoon season in India lasts from June to September. Strong winds off the ocean bring heavy rainfall to much of India. This rain can cause floods and landslides.

Post-monsoon From October to December, dry, cool air moving across parts of India brings clear, sunny skies to the north-west of India.

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2. Write two differences between the seasons in India and those in your country. www.ricpublications.com.au – R.I.C. Publications®

India

Geography

Monsoonal disasters

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Sometimes the monsoons bring such heavy rains that the rivers overflow. When this happens, the areas around the river flood. Flooding is the most common natural disaster in India. Large floods can kill thousands of people and destroy buildings.

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In many areas of India, farmers need the monsoon rains to provide water for their crops to grow. If the monsoons don’t bring enough rain, drought can occur and crops will die. If this happens, there is not enough food or water for animals and people. If a large area doesn’t have enough food, famine can occur and many people could die.

The heavy rains can also cause landslides on the slopes of mountainous areas. When large areas of waterlogged earth slide downhill, they can bury whole villages.

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2. Why do some areas have landslides and others don’t?

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1. In what way are the monsoon rains helpful?

o c . che e r o t r s super 3. What is the most common natural disaster in India?

4. What is famine? 8

India

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Geography

Natural disasters As well as disasters caused by monsoons, some areas of India get earthquakes and cyclones. Answer the questions using the map and key below.

r o e t s Bo r e p ok u S Chandigash Chandigarh

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Srinagar

New Delhi

Itanagar Imphal

Kolkata

Key

drought

Mumbai

cyclones

Panaji earthquakes

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Chennai

flooding

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landslides

4. Write which city you think is a safe place to live, and why. India

Geography New Delhi: The capital of India......................................................................................Page 11 Indicator • Reads and understands informational text.

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Teacher information • Delhi’s summer, from March to October, is hot with a rainy monsoon season from July to September. The four months of winter (November– February) can be quite cold, especially at night. • Both the quantity and quality of the water supply in Delhi is increasingly becoming a major concern for its people and the government, especially given the huge and rapidly increasing population. Although there is good annual rainfall in the area, it all falls during the monsoon months and not enough can be stored for the long, hot summer. Although there was good ground water available, its level and quantity have dropped significantly due to the enormous amount removed. However, the Yamuna River, the only local river to flow all year, remains the city’s main water source. Another major problem is that it is estimated about 40% of the water used is being lost through old leaky pipes. Further large quantities are removed illegally from these pipes. Many homes do not have water taps, and those who have do not often have a constant or reliable supply. It is the poor people who are most affected by this problem. • The increasing population of Delhi is putting pressure on the city’s resources and pollution is a growing concern. Transport is provided by the buses, trains and rickshaws powered by natural gas (in an effort to limit pollution) and an expanding number of cars. • Made of red bricks, Red Fort was built by Shah Jahan between 1638 and 1648. This impressive building was the residence of the Mughal Empire’s royal family and the palaces constructed within its walls are magnificent. After 1857, it was occupied by the British and then the Indian army for many years. Now it is a major tourist attraction and a site for ceremonies and events of national significance. • Qutub Minar is a 72.5-metre high tower with 379 steps. It is the world’s tallest brick minaret. Construction commenced in 1193 CE, but it is not clear why it was built. It may have been a monument signifying victory, military might or as a watch tower. It was possibly used as part of a mosque from where people were called to prayers. • India Gate was constructed after the First World War as a monument to those who died during the war. It is a very popular gathering place for locals and there are many activities provided there for their enjoyment and relaxation. It is very attractive at night when it and the surrounding fountains are illuminated with coloured lights.

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Answers 1. Answers will vary. 2. Possible answers include: There are so many people there. There are so many vehicles/buses/cars.

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Additional activities • Make a class chart recording the weather (i.e. hot/cold, dry/wet) during the different months in Delhi. Students use this information to decide during which month they would most like to visit Delhi. They write five reasons for their choice, then share and discuss their ideas in groups. The class can vote to determine which is the most popular month. • Discuss the importance for everyone to save water and different ways of doing this. Use this information to generate a ‘do and don’t’ chart of water-saving ideas.

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Geography

New Delhi: The capital of India

Read the text and answer the questions. Delhi is a very big, old city on the bank of the Yamuna River in the north of India. In the 1920s, New Delhi was built south of the old city and more people moved in. Now almost 13 million people live and work in Delhi and it is a really busy place, so Delhi has the world’s largest fleet of buses.

r o e t s Bo r e p ok The Red Fort u S This old red brick fort was built near the river and has a moat. It was the home of the royal family. There are beautiful palaces inside. India Gate

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Some of the famous buildings people like to visit in Delhi are:

was built to remember men who died during © R. I . CItthe . P ub l i cWar. at i o First World It isn as popular place to visit because there are lawns, food stalls, •f orr evi ew pur posesonl y• fountains with coloured lights, a Ferris wheel,

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Qutub Minar

People are not sure why this very old, very tall tower was first built. They think it was the part of a mosque used to call people to prayer. Parts of it were rebuilt after it was hit by lightning twice.

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monkeys to feed and camel rides.

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1. If I went to Delhi, I would like to see because

2. Why do you think pollution is a problem in Delhi? www.ricpublications.com.au – R.I.C. Publications®

India

History Indus Valley Civilisation............... Page 13 Indicator • Reads and comprehends information about the ancient Indus Valley Civilisation.

Indicator • Matches the correct written description to the pictorial image of British colonial rule in India.

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Answers 1. Teacher check 2. Answers should indicate that the cities were cleaner as they had drains in the streets and houses to take away the dirt and waste water. 3. Teacher check

Teacher information • The British East India Company began trading in India in the early 1600s. By the 1800s, Britain governed most of what is now known as India, Pakistan and Bangladesh. The British rule in India became known as ‘The Raj’. British rule ended in 1947. • Students may not be aware that at the time of the Raj, the British consisted of people from England, Scotland and Wales.

Answers Teacher check

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Teacher information • On a map, show students the location of the Indus River and its basin. Most of it is situated in what is now known as Pakistan, as well as parts of Afghanistan, Turkmenistan and Iran. • The Indus Valley Civilisation was a highly civilised community. It is believed to have declined and finally died out mainly for ecological reasons. For unknown reasons, the Indus River changed course, which would have led to severe flooding in some areas and drier, less hospitable land suitable for farming in others. Invasions of barbaric tribes from the north-west, who killed many of the Indus Valley inhabitants, are also a possible reason.

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When Britain ruled India............... Page 14

Additional activities • Many words of Hindi (Indian) origin have become English words. Discuss the meaning and origin of these: jungle, pyjamas, bangle, cot, chutney, cheetah and bungalow. • Discuss how a punkah (fan) wallah (servant) would feel after an hour or two of pulling the cord to make the fan construction work. Consider the work of the palanquin bearers or the elephant driver.

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Additional activities • View images of the excavated cities and artefacts at <http://www.mohenjodaro.net/mohenjodaroslides.html>. • Use the description to draw a picture of the city.

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Two special days........................................................................................................... Page 15

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Indicator • Reads and comprehends information about India’s Independence Day and Republic Day.

Teacher information • Before British rule, India was not ruled by one government; it was made up of many kingdoms with different authorities and rulers. Gradually, however, India became united in its desire to become independent from Britain. The nationalist movement developed over time and India achieved independence in 1947. It became a republic in 1950, when its constitution was ratified. Answers Teacher check Additional activities • Draw pictures of Indian children flying kites (painted with the three colours of the national flag) on Independence Day. • Type ‘Republic Day parade India’ (or similar) into a search engine for students to view images of the Indian army marching past and the spectacular cultural displays and folk dances.

India

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History

The Indus Valley Civilisation The history of India began about 5000 years ago. People built towns and cities along the banks of the Indus River and surrounding area. It was known as the Indus Valley Civilisation. This ancient civilisation lasted for about 3000 years. Ruins of these towns and cities have been uncovered over time and dug up. Archaeologists (scientists who study the past) have learned many interesting things about this ancient civilisation.

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‘bricks’. The streets were built in straight lines and had drains to help keep them clean. Most houses had a small bathing area with a drain leading to the street to take away the dirty water. There were large buildings where food was stored for the whole community.

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r o e t s Bo r e ok They discovered u thep cities were very well planned. S The buildings were neatly constructed, using baked-mud or wood

© R. I . C.Publ i cat i ons Many Indus Valley people were farmers who kept animals for wool, milk and meat, and grew crops suchp asu wheat and barley. •f or r ev i ew r po se soOthers nl ymade • tools,

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Complete these activities.

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ornaments and household items to sell, using metal, shell, bone or clay. Some people were fishers.

1. Highlight or underline the important words in each paragraph.

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2. The cities of the Indus Valley Civilisation were cleaner than others of the same time. What might be the reason for this? 3. Write a question about something else you would like to know about the Indus Valley Civilisation. www.ricpublications.com.au – R.I.C. Publications®

India

History

When Britain ruled India

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In the past, India was ruled by Britain. Many British people lived in India with their families. The pictures show what life was like then. Cut out the sentences and glue them under the correct picture.

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Indian nannies called ‘ayahs’, looked after the British children.

A servant called a ‘punkah wallah’ worked a fan.

People rode on the backs of elephants.

The British taught the Indians how to play cricket.

People were carried in a palanquin.

High tea was served in silver teapots and pretty china cups.

India

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History

Two special days

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Independence Day is held on 15 August to celebrate our independence from British rule in 1947. Our prime minister makes a televised speech from the Red Fort in our capital, New Delhi. All over the country, people join in flag-raising ceremonies and kite-flying competitions.

Republic Day is held on 26 January to celebrate India becoming a republic in 1950. A huge parade takes place in New Delhi watched by thousands of spectators. The armed forces march past, followed by spectacular displays on floats from all around the nation.

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Hello! My name is Salma. My friend, Param, and I are going to tell you about two very special days we celebrate in India. Both of them are public holidays.

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Complete these activities. 1. Highlight the words ‘Independence Day’ and the date it happens in yellow.

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. tewords ‘Republic Day’ and the date it happens o 2. Highlight the in blue. c . chedifferences between ther edays. 3. Write words to describe two o r st super Independence Day

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Republic Day

India

History Inventions from India – 1............... Page 17

Inventions from India – 2............... Page 18 Indicator • Constructs a three-dimensional shape.

Teacher information • India has a long, rich and interesting history and there are many ideas, activities and artefacts that are familiar to students that originated there. These include pyjamas, dice, shampoo (‘shampoo’ is a word that means ‘head massage’), buttons, rulers, hospitals and games such as ‘snakes and ladders’, and chess. • Students should read and follow the instructions to decorate and colour the pyjama shapes. A class collage with an appropriate heading—for example, ‘Invented in India’—is then used to display their pyjama shapes.

Teacher information • There is evidence of the existence of dice in India dating from about 300 BCE. This evidence suggests that they were used at that time for gambling. • Explain that although dice are now used around the world, one of the places they were first used was in India. Brainstorm and list different games in which one or more dice are used. • To construct their dice, students will need to: 1. cut along the dotted line 2. fold paper in along all other lines 3. put glue on flaps 1 and 2 and stick flaps to sides 1 and 6. 4. glue flaps 3 and 4 to sides 1 and 6. 5. glue flaps 5, 6 and 7 and close the dice. 6. wait for glue to dry. • After completing their dice, ask students to determine what the numbers on opposite faces of the dice have in common. (Their sum is seven.) • The dice can be used to play snakes and ladders.

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Additional activities • Students could wear or bring their pyjamas to school for a class pyjama party. • The earliest buttons (made of seashell) were found in India. They were initially used for decoration, rather than as a fastening. Collect a variety of different buttons and sort them according to size, shape, colour and the number of holes. Similarities and differences could also be identified.

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Indicator • Reads text to follow instructions.

Inventions from India – 3................Page 19 Indicator • Follows rules to play a game.

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other inventions on each side. When made and thrown, other students state the invention. • The oldest rulers were found in India. Students use a ruler to measure the sides of their constructed dice.

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Teacher information • Explain that ‘snakes and ladders’ was invented a long time ago in India. It was used to teach children the difference between doing good and bad things. Read, discuss, define and classify the qualities found at the bottom of ladders and the top of snakes as ‘good’ or ‘bad’. • Students should colour the snakes and ladders on the game board. To make the board more solid, it can be glued onto card. They will need a dice, a game board, and a counter for each player. Explain to students the following instructions: 1. The player who throws the largest number starts. 2. Players put their counters on START and take turns to throw the dice and move that number of spaces. 3. If they land on a ladder, they move up; but if they’re on a snake’s head, they move down to its tail. 4. The first player to land exactly on END is the winner. Additional activities • Compile a class list of other ‘good’ and ‘bad’ deeds that could have been used on a ‘snakes and ladders’ game. • Read about other inventions such as hospitals. The first known hospitals were in India in 431 BCE. Emperor Ashoka established a chain of two types of hospitals—one for people and one for animals. Discuss possible reasons why, so long ago, treating sick animals was as important as looking after sick people.

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History

Inventions from India – 1

Pyjamas

Many people around the world wear pyjamas to bed. Did you know that pyjamas were invented in India?

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When the British people living in India saw the comfortable pants and tops (called ‘pajamas’) the Indians wore during the day, they wanted to copy their idea. So they did. But they decided they would wear them to bed at night. Now people around the world wear pyjamas to bed.

1. Decorate the pyjamas on this page with things that remind you of India.

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2. Colour the pyjamas. Make them bright and attractive. You could use colours that remind you of India.

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o c . 3. Cut out your pyjamas. che e r o t r s uper 4. Draw and colour a huge s bed on a large sheet of paper.

5. Glue the pyjamas on the paper. 6. Put your pyjama page up on the wall for others to see. www.ricpublications.com.au – R.I.C. Publications®

India

History

Inventions from India – 2 Make a dice. One of the first types of dice was invented in India.

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History

Inventions from India – 3 Snakes and ladders

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Honesty

Kindness

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2 1

START

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Helpfulness

18 17 16

29 30

Stealing

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Laziness

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Nastiness

Truthfulness

Greed

Caring

Bullying

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Use your dice to play this game invented in India.

India

History Traditional games – 1..................... Page 21 Traditional games – 2.....................Page 22 Indicator • Completes a cloze exercise.

Teacher information • Kho-kho is a chasing game played throughout India by men, women and children from as young as four. This popular game requires participants to be able to run, turn and think quickly. These are all skills that are highly regarded in India. The tactics required in this game are quite complex and are important factors in the success of both the chasers and the runners. • The only equipment needed is an appropriately marked court with a pole placed at both ends. This means that many very poor people can and do play this game. In the more structured competitions, the teams wear different, brightly coloured shirts. • The word ‘Kho-kho’ is called out to signal there is a new chaser. To do this, the chaser tags a sitting team member on the back using his or her palm and then sits down in that player’s position and rests.

Teacher information • Gilli-danda is hugely popular and is played throughout India. As there are no costs associated with acquiring the equipment needed for this game, even the poorest Indians are able to enjoy it. The popularity and the skills developed playing kho-kho contribute to and probably explain the nation’s intense interest in and passion for the game of cricket. • Playing the game requires considerable hand-eye coordination as players are required to first lift the gilli from the ground with their danda before striking it again while it is in the air in an attempt to move it some distance from the circle. It is not surprising that this difficult task helps players to develop the coordination needed to play cricket. • The scoring and rules of the game vary and are quite complex and different from both cricket and baseball. Descriptions are available on the Internet.

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Indicator • Reads informational text.

runners u 2. played ©2. 4. TheTeacher R . I . C.P bl i cat i o ns check 4. wood ball •f orr evi ew p ur pose8. 6. s onl y• Additional activities game

• Write a procedure giving the rules for playing a familiar chasing game. • Compile a list of possible reasons why kho-kho is so popular in India.

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Answers 1. India 3. bat 5. anything 7. long 9. circle

10. batter

Additional activities • Discuss possible reasons why the lengths of the players’ dandas vary. Students could experiment with different sticks to determine what length they think would best suit them. • Research information about the Indian cricket team and its players in small groups or pairs.

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Answers 1. men, women and children 3. A new runner starts.

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Traditional games – 3..................... Page 23

Indicator • Follows a procedure to set up the playing pieces on a chess board.

Teacher information • If the pieces are too small for some students to work with, the page could be increased to A3 size. • Explain the analogy of the game of chess and its pieces to the tactics of fighting a battle. The importance each piece would play in a battle is reflected in the ways in which they can be moved around the board. For example, the pawns are expendable and can usually only move forward one square; the queen, who is the general, can move any distance in any direction; and the knight (or horse) can jump over other pieces. Descriptions of how the different pieces can be moved are available on the internet. • There are 64 squares on a chess board, an equal amount of which are dark and light. For the worksheet, only one end section of a board has been provided for students. (The placement of the queen often causes confusion. She is always placed on a light or dark square to match her colour and is directly opposite an opponent’s queen.) Additional activity • Introduce students to the game of draughts and discuss similarities and differences with chess. 20

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History

Traditional games – 1 Kho-kho Kho-kho is a very old Indian chasing game. Men, women and children all over India play kho-kho. There are two teams of 12 players. One team, the chasers, send nine players onto the court. The first chaser stands by the pole at one end and the other eight chasers sit in squares marked in a line along the middle of the court. The first chaser faces one way and the next faces the opposite way, and so on down the line.

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r o e t s Bo r e p ok u S The other team sends three runners one at a time onto the court. They have to run away from the chaser. They can change directions and run across the middle where the eight chasers are sitting, but are not allowed to run off the court. When all three of them have been tagged, three new runners quickly come on.

The first chaser can yell ‘Kho-kho’ and tag one of the sitting chasers on the back. That player then has a turn at trying to catch the runners and the first chaser sits down for a rest. It is hard for the chasers because they are only allowed to run in one direction and they can’t cross over the middle line.

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Complete these questions.

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Both teams have two turns at running and chasing. The team that gets all the others out quicker wins.

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1. Who plays kho-kho?

3. What happens when a player calls out ‘Kho-kho’? 4. (a) Would you like to play kho-kho? (b) Why/Why not? www.ricpublications.com.au – R.I.C. Publications®

India

History

Traditional games – 2 Write words from the list to read about the Indian game of gilli-danda. The game ‘gilli-danda’, which is like cricket and baseball, is really, really popular in India. Some people even think that so many of the world’s very best

because million of Indians spend so much r o e t s Bo r e of their time playing gilli-danda. p ok u S the games of cricket and baseball and that of gilliThe big difference between

cricketers come from

danda is that the first two are both

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with a ball and gilli-danda

, Indians use a small wooden stick

isn’t. Instead of using a

which is about eight centimetres long and a bit thinner at both ends. This is called the ‘gilli’. Players can make their own gilli out of a small piece of

Gilli-danda, like cricket and baseball, is also played with a bat. But the is called a ‘danda’. It is really a stick which is about 40

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centimetres

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and is more like a baseball bat than a cricket bat.

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Many gilli-danda players make their own bats and some are longer than

o c . cheby drawing a circle on the e ground and putting Players start the r o t r s s r u e p They try to hit the gilli in a small hole dug in the middle of the others.

the gilli as far as they can with the danda. If someone catches the gilli, the 10.

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is out. bat

long

circle

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batter

anything

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History

Traditional games – 3 Setting up a chess board Many Indians enjoy playing chess, a game first developed in India. Chess is just like a battle; a player uses his or her 16 pieces to try to defeat the other player and capture that person’s king.

r o e t s Bo r e pand cut them out. ok 1. Colour the pieces u S 2. Glue the following pieces on the back row of the chess You will need: glue, scissors and a dark-coloured pencil.

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Steps:

board: The queen is on the dark square in the middle. The castles are at the ends. The knights are next to them. The bishops are next. The king is next to the queen.

3. Glue the pawns in the row in front of the others.

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India

Symbols The Indian flag...............................Page 25

The Sarnath Lion............................Page 26

Indicator • Reads and completes information about the Indian flag.

Indicator • Completes activities relating to a symbol of India.

Teacher information • The Indian flag was adopted on 22 July 1947, when India gained its independence from Great Britain. It is based on the flag design of the Indian National Congress. • The green of the flag originally symbolised the Islamic faith.

Teacher information • The National Emblem of India is a replica of the Sarnath Lion, found on top of various pillars (Ashoka Pillars) located around India. The pillars were erected by Emperor Ashoka in the third century BCE. The most famous pillar is that found at Sarnath. It marks the place where Buddha first publicly announced his message of peace and freedom to the four corners of the Earth. • The lotus, the national flower of India, represents the source from which life and creative inspiration come. Refer to pages 32–35 for more information about India’s national flora. • The motto, ‘Truth Alone Triumphs’, is written in Devangari script along the bottom of the emblem. • The national emblem/symbol was adopted by the Indian Government on 26 January 1950.

Additional activity • Provide each student with a blank sheet of paper and a copy of the description of the flag at the top of the worksheet to try to create their own accurate Indian flag. Compare to the correct version when completed. Award points for each component completed correctly.

Answers Teacher check

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Answers Teacher check

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© R. I . C.Pu bl i cat i ons Additional activities • Write north, south, east and west on a blank sheet of paper in •f orr evi ew pu r os e s o nl y• thep appropriate places and, in the correct direction, draw and

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Indicator • Reads and completes information about the royal Bengal tiger, the national animal of India.

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The tiger...........................................Page 27

colour an elephant, a galloping horse, a bull and a lion. • Research to find an image of a lotus flower to sketch.

Teacher information • The royal Bengal tiger is found in all regions of India (apart from the north-western region) and in Nepal, Bhutan and Bangladesh. It lives in a variety of habitats including grasslands, subtropical and tropical rainforests, wet and dry forests, and mangrove regions. • The roar of a Bengal tiger can be heard for up to three kilometres away. • Tigers live independently in their own territories rather than in groups, as lions do. • They are hunted for their pelts and their body parts are used in some East Asian medicines. Farmers, fearing for their cattle, also shoot them. • Bengal tigers are carnivores whose diet consists of deer, antelope, wild boars and smaller prey. • Project Tiger commenced in 1973, supported by the WWF. A network of tiger reserves throughout India help tigers and humans coexist. It is not known how many tigers still exist but it is thought to be only between 2000 and 2500.

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Answers 1. (a) striped (b) black (d) Bengal (e) endangered, hunting 2. A tiger has the mane part missing.

Additional activity • Paint a sheet of art paper yellow and allow to dry. Paint with black stripes and allow to dry. On the back, draw a tiger shape. Cut out and add features with collage materials. Display with tiger facts. 24

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Symbols

The Indian flag 1. Read the information below to colour the Indian flag. (a) The Indian flag has three horizontal stripes of all the same width. (b) The stripes, in order from top to bottom, are saffron (orange), white and dark green.

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(d) All the colours have meaning: Saffron stands for courage and sacrifice (and is also the sacred colour for Hinduism); white stands for purity and truth; green stands for faith and fertility; blue stands for the sky and the ocean.

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(c) In the middle of the white stripe is a 24-spoked wheel which is dark blue. It represents the Ashoka Chakra or the ‘Wheel of law’. The spokes represent the hours of the day. Between each spoke is a semicircle.

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2. Tick the information you find most interesting.

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India

Symbols

The Sarnath Lion The national symbol of India is the Sarnath Lion, which is a copy of a very old statue. 1. Draw a line from each label to where each part can be found.

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The abacus has pictures of an elephant, a galloping horse, a bull and a lion on it—the guardians of the four directions: north (lion), east (elephant), south (horse) and west (bull).

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The lions sit on a slab of polished stone (abacus) on top of a column.

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The four lions (one is hidden from sight) stand for Buddah spreading his message of peace to the four corners of the world.

Each animal on the abacus is separated by the Wheel of Law (Ashoka Chakra).

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‘Truth Alone Triumphs’

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The abacus sits on a lotus flower in full bloom.

o c . che e r o t r s super Inscribed on the column below the abacus are the

words Satyameva Jayate (‘Truth Alone Triumphs’). 2. Colour the Sarnath Lion in suitable colours.

3. On the back of the worksheet, draw and colour a statue on a column for your own country, using animals, flowers and words. 26

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Symbols

The tiger 1. Choose words from the box to complete the sentences. hunting Bengal

government striped

endangered powerful

black

r o e t s Bo r e pwith ok (b) It has yellowu fur stripes and a white Sbelly.

(a) Panthera tigris is a

feline.

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and graceful.

(d) The Indian tiger is also called the royal tiger.

and loss of habitat.

due to

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(f) The Indian 8

. te o 2. Copy the letters in the numbered boxes above to those below with the c . chtheeanswer to the riddle. r e same number. Write o t r s s r u e p What’s the difference between a tiger and a lion?

program called Project Tiger to save the tiger.

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India

Symbols of India The Indian peacock.......................... Page 29

The Indian cobra.............................. Page 30 Indicator • Reads information about the Indian cobra and snake-charmers, and completes a puzzle.

Teacher information • In 1963, the government of India named the Indian peafowl (Pavo cristatus) the national bird of India. • A peacock is the male of the peafowl, although sometimes the term ‘peacock’ is used to refer to all peafowl.

Teacher information • The cobra is an extremely venomous snake of the genus Naja. It is characterised by the ability to expand the skin of its neck into a ‘hood’. When threatened, it lifts about one-third of its body from the ground and opens its hood. Cobras are also found in Africa and other parts of Asia. • The practice of snake-charming was banned by the Indian Wildlife Protection Act of 1972; however, it is still practised in some parts of India.

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Answers 2. (a) A peacock is the male peafowl, a peahen is the female. They also have different plumage. (b) The ‘eye’ pattern on the long back feathers led to the peacock being used as a symbol of knowledge. (c) ‘Plumage’ refers to the feathers covering a bird. 3. Teacher check Additional activities • Make a list of different birds with bright plumage that are native to your area. • Discuss the reasons birds have different coloured feathers and patterns.

Answers Teacher check

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Indicator • Reads information and answers questions about the Indian peafowl.

Additional activities • Use a dictionary to find the difference between the terms ‘poisonous’ and ‘venomous’. • Cut snake shapes from paper and label each as a different Indian snake. In groups, students select one of these snakes from a basket, then research the snake’s habitat, diet, physical features and whether it is venomous or not. Compile the findings as a class book.

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The Indian elephant...................................................................................................... Page 31 Indicator • Reads and completes information about Asian elephants.

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Teacher information • The Indian elephant is one of four subspecies of the Asian elephant. Many are domesticated and have been used in forestry in parts of Asia for centuries and also for ceremonial and religious purposes. • Wild populations of Asian elephants are considered endangered and are under threat from poaching, habitat loss, and human encroachment. Answers Teacher check. Adjectives could include powerful, intelligent, useful, enormous and majestic.

Additional activities • Create a chart comparing African and Asian elephants. • Design a poster to help inform people about the plight of the wild Asian elephant.

India

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Symbols of India

The Indian peacock 1. Read the information. The Indian peacock, the male of the peafowl family, is a bird which is easy to recognise. It has a brilliant blue feathered chest and neck, and a long ‘train’ of display feathers which grow from its back. The female, called a peahen, does not have this bright plumage.

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The peacock’s colourful, long back feathers have a distinctive circular ‘eye’ pattern. Because of their beauty and the ‘eyes’ on its feathers, peacocks are valued as symbols of knowledge and beauty. In Indian myths, the peacock is connected to the gods. Kartikeya, a Hindu god of war, rides a peacock. In some legends, peacocks can charm snakes and kill young snakes growing inside eggs. Peafowl have a strong connection with the history and culture of the Indian people. So it is little surprise that they were chosen as the national bird of India in 1963.

Follow then instructions to colour © R. I . C.Pub 3. l i c at i o s the peacock feather. (a) What is the difference between a •f orr evi ew pur po so nl y–• LBs –e light blue DB dark blue 2. Answer these questions.

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B – black O – orange

G – light green BR – brown

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peacock and a peahen?

. tfeature of the peacock has O o (b) Which e c . led to it being used as a symbol of c e r knowledge? h er o st super

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LB B

DB BR BR

G G

G India

Symbols of India

The Indian cobra The Indian cobra is one of the best known Indian snakes. When threatened, the cobra raises its head and about a third of its body off the ground. It opens its neck into a hood. Cobras are poisonous and kill their prey with venom released through two short fangs.

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Snake-charmers are performers who play an instrument to control a snake—usually a cobra. The instrument is usually a pungi, made from a dried gourd (pumpkin, squash etc.) and played like a flute. The snake is kept in a basket or box. When the charmer plays the pungi, the snake rises from the box, opens its hood and begins swaying to and fro in time to the charmer’s music.

Cut out the puzzle pieces below. Assemble them to make a picture of a snake-charmer and cobra, then glue onto a separate sheet of paper. Label the pungi, charmer and cobra.

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Symbols of India

The Indian elephant 1. Read the information. India is home to about half the world’s wild Asian (or Indian) elephant population, and to many ‘tame’ Asian elephants. These animals are used by people for transport, in temples, and in religious festivals. They are among the most intelligent animals in the world. They are an important part of the Hindu religion, and are worshipped in many parts of the country.

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r o e t s Bo r e The Indian elephantp is slightly different from its relative, the African o u k hind foot, elephant. It has much smaller ears and four nails on each S instead of three. Unlike female African elephants, female Asian elephants have no tusks. Tusks are only present in some males. An average male weighs 5000 kg and is about three metres tall.

2. Write four adjectives (describing words) to describe the Indian elephant.

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3. Write a sentence for each of your adjectives.

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India

National Flora The lotus flower................................ Page 33

The Indian fig tree...........................Page 34

Indicators • Reads and comprehends information about the lotus flower. • Uses information provided to complete a diagram of a lotus flower and to label it correctly.

Indicators • Reads and comprehends information about the Indian fig tree. • Uses information provided and one’s own imagination to devise imaginative play and real-life situations which involve the Indian fig tree.

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Answers Teacher check diagram and labels.

Additional activities • Students collect pictures of lotus flowers and make a large classroom display. • There are several websites which show a step-by-step process of how to make an origami lotus flower. Students could follow the instructions to make lotus flowers with which to decorate the classroom.

Teacher information • The Indian fig tree is a banyan tree which begins life when its seed germinates in the cracks or crevices of a host tree or built structure. The fruit of this tree is not edible. Buddha is believed to have achieved enlightenment while sitting under a banyan tree. This is why councils held their meetings under banyan trees, as it is believed to give wisdom.

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Teacher information • Many significant Indian beliefs involve the purity of the lotus flower. Buddha and many goddesses are often depicted sitting or standing on the lotus flower. Representing purity (mind, body and speech) and beauty, the lotus flower is highly revered in Indian culture.

Answers Answers will vary; however, they should reflect some ideas mentioned in the text and the student’s own inventive ideas.

Additional activities • Students research to find how the people of India use various parts of the Indian fig tree in everyday life. • Measure out an area with a one-kilometre circumference (approximately 318 metres across the diameter) on the school oval so students gain a better understanding of the size of the large tree in Kolkata.

Indicators • Reads and comprehends information about the mango. • Follows a recipe to make a mango smoothie and evaluate it using their senses. • Creates an appropriate stamp design to mimic the Indian paisley print.

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Mango Fruit................................................................................................................. Page 35

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Teacher information • In order to make the mango smoothies, students should work in small groups with a parent helper. It is not recommended that students of this age cut and skin a mango. Be aware that some students may have an allergy to mango. • The paisley print stamp could be made out of vegetables (such as potato), foam or polystyrene. Prints can be done on paper at first and progress to fabric prints on a scarf for Mum. Answers Teacher check Additional activities • Students collect recipes which use mangoes and present in a class book. • Collect, create and display Indian paisley prints and designs.

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National flora

The lotus flower The lotus flower is a native aquatic plant of India which grows in ponds and rivers. The seeds germinate in the soil of the pond or river bed, sending out roots to keep a firm base for the plant. The large leaves, which can grow as large as 60 centimetres, float on the water’s surface.

Use the information above to complete the rest of this diagram.

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Large flowers, which can grow to a size of 20 centimetres, rise above the water on strong, thick stems. The flowers come in a range of colours from white through to pink. The bud opens in the morning and by the afternoon, the petals of the flower begin to fall. The lotus flower is famous for its beautiful scent.

Teac he r

The lotus flower is the sacred flower of India. It is represented in the artwork and mythology of Indian culture. The people of India say it represents long life, honour and good fortune because the seeds of the lotus can survive and germinate again after thousands of years. Many parts of the lotus plant can be used in cooking and medicines.

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20 cm

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India

National flora

The Indian fig tree This is a picture of an Indian fig tree. That’s right, this is one tree! The Indian fig tree is a type of banyan tree. Banyan trees can grow to such an enormous size, that they take on the appearance of a small forest of trees.

r o e t s Bo r e p ok u S

Teac he r

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They are huge, evergreen trees that live for hundreds, or even thousands, of years. The huge branches of the tree send thick roots to the ground to support its weight—this is what gives the appearance of many trees rather than one.

India’s national tree has many uses and plays an important part in Indian culture and beliefs. Many important decisions were made by council under the shade of the banyan tree. It is considered the tree of knowledge and life and Indian culture believes the tree can fulfil all of your One tree, wishes. in Kolkata, Imagine what you could do in a tree like this! Record India, has your ideas in the tree canopy below. a canopy measuring one kilometre around its edge and has about 2880 support roots. Its main trunk was destroyed by lightning; however, the remainder of the tree is growing well and keeps expanding over a very large area.

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National flora

Mango Fruit The highly cherished mango is native to India and is also its national fruit. The mango is a large fruit which can be yellow, orange, red or green in colour when it is ripe. It is prized for its juice, flavour, fragrance and colour. The people of India eat and use mango in many different ways. In some parts of India, it is eaten before it becomes ripe. At this time, the mango is extremely sour and eaten with salt and chilli. In other areas of India, mango is used to make spicy pickles and chutneys, which are eaten with meals.

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smell

Ingredients:

• one mango, sliced with skin removed • one cup of natural yoghurt • one tablespoon of honey • a scoop of ice

sight taste

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r o e t s Bo r e p ok u S 1. Write adjectives describing the mango fruit. Mango smoothie

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Place all ingredients into a blender and blend until smooth.

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record suitable adjectives.

Method:

o c . chetouch e r o t r s su r e p Throughout India, the teardrop shape of taste

the mango features in designs known as Indian paisley, which are used to decorate many objects.

3. Create a stamp and use paint to make your own Indian paisley design on paper or fabric. www.ricpublications.com.au – R.I.C. Publications®

India

Modern India Indian currency...........................................................................................................Page 37 Indicator • Completes number problems and matches the answers with banknote values.

Denomination

r o e t s Bo r e p ok u S

Reverse picture

Colour

5 rupees

tractor

green

10 rupees

rhinoceros, elephant, tiger

orange – violet

20 rupees

palm trees

red – orange

1000 rupees

Indian economy

pink

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Teacher information • If possible, have some real Mahatma Gandhi series Indian currency for students to examine. • The currency of India is the rupee, which comes from the Hindi word rupya—meaning ‘silver’, of which the original rupee coins were made. Today, 10, 25 and 50 paisa and 1, 2 and 5 rupee coins are in circulation. • One rupee equals 100 paisa (‘paisa’ is singular, while ‘paise’ is plural). • Each Indian banknote has its value written in 17 of the 22 official languages of India. English and Hindi are on the front of the note and the others in the language panel on the reverse. • There is a picture of Mahatma Gandhi, the ‘Father of India’, in the watermark and on the right-hand side of the front of the note and in the bottom left-hand corner, the Indian national emblem, the Sarnath Lion. The floral design on the front of each note overlaps with the one on the reverse. The language panel is on the left-hand side of the reverse. • The size of the banknotes increases with value.

• To reduce the risk of counterfeiting, Indian banknotes are produced with a number of security features. • In July 2010, the Indian government adopted a symbol for the Indian rupee, .

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© R. I . C Publ i cat i ons 50 rupees Indian Parliament violet . 100 rupees Himalaya Mountains blue – green at centre; brown – purple at sides • f o r r e v i e w pur posesonl y• 500 rupees The Dandi march olive – yellow

Answers Indian parliament – 50; tractor – 5; Himalaya Mountains – 100; rhinoceros, elephant, tiger – 10; the Dandi march – 500

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Additional activities • Design the front and reverse of a banknote with images reflecting the life in your school. • Copy the front and reverse of a real Indian banknote.

India

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Modern India

Indian currency Rupees and paise are used in India: 100 paise = 1 rupee There are seven different banknotes, each with a different value and coloured differently. On the front of each is a picture of Mahatma Gandhi, a very important person in Indian history. A different picture appears on the back of each note.

r o e t s Bo r e p ok u S 10 students each have 5 pencils.

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Teac he r

Complete the number problems to match each picture with its banknote value. Write the answer in the box on each note.

How many pencils altogether?

3 lollies fit in 1 bag.

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How many soldiers in 10 rows?

o c . che 30 balls are coloured e red, yellow r o t r s are equal numbers su or p blue. Ifr there e of each colour, how many are red?

Joe swam 50 metres 10 times during his lesson. How far did he swim altogether? www.ricpublications.com.au – R.I.C. Publications®

India

Modern India People of India..................Page 39 Indicator • Completes and reads a text about the people of India.

Indicator • Compares and contrasts life in rural and urban India. Teacher information • Discuss the similarities and differences between life in the country and in the city in India. • Most Indian people (about 75%) live in the countryside. They work on farms producing crops such as rubber, silk, rice, spices, tea, coffee and sugar to sell to other countries. It is easier for people to build a house in the country because there is more space and they use bricks which can be cut from river mud and dried in the sun. In most homes in the countryside, there is no electricity or running water. People use lamps to see at night and often cook outside over an open fire. Water for drinking and washing is collected from the village water pump or the river. Many people who live in the country can not read or write. Country schools are very poor and many children work on the farms, help in the home or make crafts to sell instead of going to school. Visitors to India love to buy craft souvenirs made by people in the villages. These crafts include pottery, wood carvings, jewellery and hand-woven rugs. • About one-third of the Indian people live in large towns and cities. In an Indian city, there is always lots of noise—from tooting car horns and people shouting, to the sound of the muezzin calling the people of the Islamic faith to prayer five times a day. Millions of people are busy doing many different things—setting up stalls on street corners, shopping in markets, crossing busy roads, waiting for buses and taxis, visiting medical centres, washing clothes in a river, cooking food in the street. There is a mixture of pleasant and nasty smells—rich spices on sale at markets, delightful aromas from stalls selling food, choking fumes from cars and trucks, and foul smells from polluted rivers and piles of rubbish. • People who have jobs in the cities are very lucky. They often have nice homes and can look after their children and send them to school. But there are many people who have no jobs and no homes. They live wherever they can find space and shelter. The children do not go to school but spend their days begging and searching through rubbish for anything that might be useful at home. • For the worksheet booklets, make sure students cut only the dotted lines and fold along solid lines.

Answers The missing words in order are: years, mixture, foods, villages, largest, India, country, poor, important

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Teacher information • India is a very diverse country. Throughout its history, India was invaded by various tribes who have contributed to its ethnicity. The food, clothing and habits of Indians vary according to the place of origin. • There are people who live in the deserts, mountains, jungles and forests of India, far away from the country villages and cities. These people belong to different tribes and live their lives quite separate from the main population.

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Life in rural India/Indian cities............Pages 40–41

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Additional activities • Discuss and list the various countries students, their parents or grandparents may have come from. • Select students from different cultural backgrounds to tell about an interesting aspect of their culture.

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Additional activities • Write a diary entry for one day in the life of a child in a city/the country. • Make a collage of pictures of life in rural India and life in Indian cities.

India

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Modern India

People of India 1. Cut and paste the missing words into the sentences. , many

India is a very old country. Over hundreds of different groups of people have come to live there. of many different r o e t s Bo r e groups. They speak p different languages, dress ok u S differently, live in many different regions, eat different and have different religions.

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India is now a

and cities in huts, houses or apartments.

Indians live in

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it is a very large country! , but cities are becoming very

Most people live in the busy too.

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o c . e . Many people are c very her r o t s super

to many Indian families.

Traditions and beliefs are very 2. Read the text again.

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important

villages

foods

country

India

years

poor

mixture India

Modern India

Life in rural India People make things to sell.

Water is carried in clay pots.

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Many village schools are poor.

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Life in rural India

India

Farming is very important in India.

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work in the fields.

Visitors buy the things as souvenirs.

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r o e t s Bo r e p ok u S

Houses are built with mud bricks.

Colour the pictures. Cut and fold to make a book.

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Modern India

Life in Indian cities Many children go to school.

City traffic is always busy and very noisy.

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There are lots of different jobs for people in the city, but ...

Teac he r

r o e t s Bo r e p ok u S

Produce from the country is sold in city markets.

Colour the pictures. Cut and fold to make a book.

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... there are many poor people in India’s cities, too.

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Life in Indian cities www.ricpublications.com.au – R.I.C. Publications®

There are many beautiful old buildings ...

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... and lots of modern ones, too.

India

Modern India Indian foods....................................Page 43 Indicator • Completes a crossword with picture and definition clues associated with Indian foods.

Teac he r i

5. 6.

b n a

a n

Additional activities • Students can find out about other kinds of Indian bread such as roti (flat unleavened bread), chappatis (thin pancake-like wafers), parathas (shallow-fried bread) or puris (deep-fried bread). • Students illustrate and label each step of the naan procedure.

Answers Teacher check

• Follows and rates procedures for making shrikhand and a lassi.

a d

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Additional activities • View colour photographs of the foods on page 43 by typing in the name of each food in an image search engine. • Students discuss their experiences of eating Indian meals at home or at a restaurant.

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Teacher information • Indian desserts and sweets have a long history in India. Each has a specific taste and most take a long time to prepare. Indian sweets are presented during part of every festival, ceremony or happy occasion. They signify happiness, good luck and prosperity. • In the shrikhand recipe, saffron threads, which can be expensive, can be substituted for saffron powder. A drop or two of yellow food colouring can also be substituted to give a tinge of yellow to retain the colour, but not the aroma. • Hint: Distribute recyclable plastic spoons for students to each take a spoonful of the shrikhand dessert to try. Wash or give a new spoon for a second helping. For the lassi, pour some into small plastic cups for students to hygienically taste a sample.

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Teacher information • Students could try eating the naan bread with raita—a dish of chopped raw vegetables mixed with yoghurt, used as a dip. A quick recipe: mix 2 cups of plain yoghurt with ½ cup each of chopped cucumber, carrots and onion; stir in 1 tablespoon of chopped or 1 teaspoon of minced mint.

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Answers k

Indicator • Follows a procedure for making naan bread and rates the taste.

r o e t s Bo r e p ok u S

Teacher information • Indian food is famous for its liberal use of a wide variety of hot and/or fragrant herbs and spices. There is also a wide usage of a broad range of vegetables. Within this commonality, there is much diversity among the regions—north and west, south and east, and the desert area. • Meals are traditionally eaten while seated on the floor, but this practice is changing. Traditionally, food is eaten mostly without cutlery—instead, the fingers of the right hand are used. It is often served on large, cleaned banana leaves instead of crockery. 1.

Naan bread......................................Page 44

o c . che e r o t r s super Answers Teacher check

Additional activities • Type ‘Indian sweets’ or ‘Indian desserts’ into an image search engine to view examples of their names and what they look like.

India

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Modern India

Indian foods Curry is probably the most well known Indian food. It can be a mild, creamy curry or a very hot one that can make your mouth feel as if it’s on fire! But there are many other types of savoury and sweet Indian foods.

naan

r o e t s Bo r e p ok u S samosa curry

raita

kulfi Across

1. Ice-cream © R. I . C.Publ i cat i o ns made in a cone shape •f orr evi ew pur pose sonl y• 4. Spicy rice with meat, fish 2.

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biryani

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5. 6.

and vegetables

6. A small pastry shaped like a triangle and filled with a meat or vegetable mix

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kebab

pappadum

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Teac he r

Complete the crossword to find out more about some of them. The words and pictures in the boxes will help you.

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7. A dish of meat or vegetables with a spicy sauce 1. Pieces of meat grilled on a skewer

2. A dish of chopped raw vegetables mixed with yoghurt 3. A thin, crunchy wafer 5. A type of flat bread

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India

Modern India

Naan bread Naan is a type of Indian bread usually eaten with curries or cooked vegetables. 1. Follow the recipe instructions to make naan bread. You will need: ½ cup milk 1 tbs. sugar 1 egg 4 tbs. oil black caraway or onion seeds

r o e t s Bo r e p ok u S

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Teac he r

4 cups of plain white flour ½ tsp. baking powder 1 tsp. salt 1½ tsp. dry yeast 1 cup warm water What to do:

1. Add the yeast to the warm water, stir and leave for 10 minutes.

2. Sift the flour, salt and baking powder into a bowl and make a well in the middle. 3. Mix the water mixture, sugar, milk, egg and half the oil in another bowl.

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6. Knead again and cover and leave for 2 to 3 hours.

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5. Add the rest of the oil and knead again. Cover with a damp cloth and leave for 15 minutes. 7. Divide the dough into 8 balls. Leave to rest for 3 to 4 minutes.

. te o c 9. Knead each ball with palms to make a flat oval shape. . c e brown. he r 10. Place on top of seeds and bake until puffed up and golden o r st super

8. Sprinkle the caraway seeds on a baking tray and put into a 200 °C oven while dough is resting.

2. Write words to describe the taste of the naan. 3. Give your naan a rating out of 5. (5 is the best.) 44

India

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Modern India

Sweet Indian food Sweet foods are very popular in India. Try these two recipes. One is a dessert and the other is a drink. The main ingredient in each is yoghurt.

Shrikhand

Lassi

r o e t s B r ½ cup plain yoghurt e oo p of cold water 1 tsp. rose wateru 1¼ cups k S 2 tsp. sugar ½ cup sugar

You will need:

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Teac he r

500 g plain yoghurt

½ tsp. ground cardamom

a few drops of rose water

sprinkle of nutmeg

ice blocks

3 to 4 threads of saffron 4 teaspoons of finely– chopped pistachios

What to do:

1. Blend all ingredients, except rose water, for about 3 to 5 seconds.

2. Cover and refrigerate for two hours.

3. Stir, until well mixed.

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2. Add rose water.

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1. Mix all ingredients except pistachios.

. tethe nuts. o 4. Sprinkle with c . che e r words to describe the taste of Write words to describe the taste of Writet o r s s r u e p the lassi. the shrikhand. 3. Stir, then spoon into dessert dishes.

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India

Modern India Clothing for children.......................Page 47

Clothing for women......................... Page 48

Indicator • Reads information about traditional Indian clothing for children and uses nouns from the text to complete a puzzle.

Indicator • Reads information about traditional Indian clothing for women and uses adjectives from the text to complete a puzzle.

r o e t s Bo r e p ok u S

Answers

Teac he r

Teacher information • There are many different ways to wear a ‘sari’ and it takes great skill and practice to dress. Women often take great care, pride and time to carefully match jewellery and headwear to the ‘sari’. The quality and detail of the ‘sari’ generally reflects the wearer’s social standing within the community.

s i

l k

t a a f i n h b

i n d i a n o a

g d s t n f u g

h i b t d l s g

t t m e i u a y

f i r d a f n s

i n a t u r a l

t o w e n u d a

t n e n w o s n

i a d w o l o o

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Teacher information • Cotton was first cultivated in India around 3000 BCE. It was harvested and woven into long lengths of cloth. Silk is produced by the mulberry silkworm. The cocoons are collected, heated and the thread woven into cloth. Cotton was generally worn by poor people, while wealthy people wore silk fabrics.

n l e o m o f i

g s t r e c y t

t c a s u a l i

h a i n t o e d

e t r r i h l e d b s y s o m r o t a l r a r t

The traditional ‘sari’ has been worn by Indian women for thousands of years.

Additional activity • Collect and describe the texture and feel of both silk and cotton garments.

traditional ‘sari’.

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Indicator • Reads information about traditional Indian clothing for men and uses verbs from the text to complete a puzzle.

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Clothing for men.......................................................................................................... Page 49

Teacher information • The ‘dhoti’ is the oldest Indian draped garment, and some historians believe this garment was the forerunner of the ‘sari’. Prior to the sari, both men and women wore dhoti.

o c . che e r o t r s super

Answers 1.

m a

a 7

10.

l 11.

a 9.

e d

s p

i s

n g

s e

Additional activity • Invite an Indian family into class to demonstrate the wearing of the ‘sari’ and ‘dhoti’.

India

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Modern India

Clothing for children The boys and girls of India often wear traditional clothes. The clothes are usually brightly coloured and made from silk or cotton. Silk and cotton are cool, natural materials. The loose-fitting designs and cool fabrics make traditional Indian clothes very comfortable to wear in such a warm climate.

r o e t s Bo r e p ok u Boys may also wear pants called ‘dhoti’, with a kurta. S The dhoti is a long loincloth which reaches just below the

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Teac he r

This Indian boy is wearing a traditional outfit called a ‘kurta-pyjama’. The ‘kurta’ is a loose-fitting top, like a tunic. The ‘pyjama’ is the pants, held up by a drawstring.

knees.

This Indian girl is wearing a traditional outfit called a ‘pavada’. This outfit has a long, flowing skirt, a fitted blouse or top and a wrap to cover the shoulders.

©R . I . C.Publ i cat i ons Traditionally, a full ‘sari’ is only worn by adult women, ar half-sari is worn by •f orr e vi ewwhile pu pos e so nteenage l y•

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girls with a ‘choli’ or top and a wrap to cover the shoulders.

Use the nouns (in bold print) from the text to complete this criss-cross puzzle.

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India

Modern India

Clothing for women Indian women have a number of traditional outfits they can choose to wear, all of which are made from the natural fibres of cotton or silk, which help keep the lady cool in the warm Indian climate.

r o e t s Bo r e p ok u S

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Teac he r

One of the most popular is the sari. The sari portrays elegance and beauty and is often the first choice of traditional dress for women. A sari is an unstitched length of fabric measuring anywhere from 4.5 metres to nine metres in length. The fabric usually boasts very detailed designs on a colourful background. Underneath the sari, women wear a petticoat and a ‘choli’ (a tight-fitting top).

Women may also choose to wear a more casual style of outfit called a ‘salwar-kameeze’. The ‘salwar’, or baggy pyjama-like trousers, are a loose fit which become more fitted at the ankle. The ‘kameeze’ is a semi-fitted tunic reaching to the knee. When wearing the traditional salwar-kameeze, women also wear a traditional head covering known as a ‘dupatta’ or a ‘chunni’.

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Find the adjectives (in bold print) from the text hidden in this wordsearch.

. bt em

l o c . d t e n w o r se n b c her r o t r u a u ns wp oe ms e u t s

The remaining letters can be written from left to right, top to bottom, to uncover an interesting fact about the ‘sari’. 48

India

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Modern India

Clothing for men Indian men wear the same type of clothing as Indian boys—just in a larger size. The most popular traditional outfit is called a ‘kurta-pyjama’. The ‘kurta’ is a loose fitting top, like a tunic. The ‘pyjama’ is the pants, held up by a drawstring.

r o e t s Bo r e p ok u with women’s and children’s clothing, natural fibres SAsof cotton or silk are used to make the garments light,

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Teac he r

Farmers may also wear pants, called ‘dhoti’, with a kurta. The dhoti is a long loincloth which reaches just below the knees.

comfortable and cool to wear in the warm Indian climate.

For special occasions, such as a wedding, Indian men choose to wear a ‘sherwani’. This formal jacket is very fitted to the body and is often decorated with complex designs. The jacket reaches well below the knee, leaving a small portion of the pyjama in view.

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Sikh men can often be seen wearing a ‘dastar’ or turban. The turban is part of their faith and represents honour, self-respect, courage and spirituality.

Use the verbs (in bold print) from the text to complete this clueless crossword. 1. 2.

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10.

11.

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India

Modern India Indian homes................................... Page 51 Indicator • Reads and completes information about Indian homes.

Indicator • Reads and completes information about the languages of India.

r o e t s Bo r e p ok u S

Answers 1. Teacher check 2. (a) city, apartment, cement, Bangalore (b) village, brick, house, Iritti (c) hut, mud, straw, Chembakolli 3. Teacher check

Teacher information • The official languages of India are Hindu and English. There are also 15 other different regional languages and several hundred dialects. Most people know at least one of the official languages. English is understood by many and is the language used in business and the government.

Answers Teacher check

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Teac he r

Teacher information • There is a striking difference between urban and rural life in India. Almost three-quarters of the population live in villages where the farming methods have not changed for hundreds of years, and there is often no running water or sewerage facilities. On the other hand, large cities, such as Bangalore, have modern shops, Internet cafes and computer software industries. Families live in apartment blocks or brick houses. • Some big cities, such as Mumbai and Kolkata, have slums where families and orphan children live on the streets in cardboard shelters and iron sheets. They sort through rubbish and beg tourists for food and money.

A letter from India...........................Page 52

Additional activities • Draw and colour a rainbow using the colours below. Write the Hindi words for the colours inside each band of the rainbow: orange – naarungee, green – hara, red – laal, gold – sunahara, blue – neela, white – safed, yellow – pila, brown—bhura, grey – sleti, tan – khaakee

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• Ask the students to choose whose home they would prefer to live in. Make a tally on the board and total the results. Discuss the results.

Pasha’s school day........................................................................................................ Page 53

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Indicator • Reads information about village schools in India and compares it to own school life.

o c . che e r o t r s super

Teacher information • As it is estimated that about 40% of India’s population can not read and write, the country is working to reduce its illiteracy rate. More children are going to school than in the past and more girls are attending regularly. Some poor families require every pair of hands that are available for work, as some poor families must and to tend the small plots of land. Some parents still believe educating girls is a waste of time. Boarding schools are becoming increasingly popular, even for children who live nearby as food and lodging is provided. Answers Teacher check Additional activities • Read the last part of Pasha’s school day again with the class. Discuss why Pasha’s family need her to work. Why is it more important than going to school? Ask the students to think of a time when they did not go to school. What was the reason? Examples may include a time they were ill and going on a family holiday. • Use the Internet or the library to find a picture of a buffalo and five interesting facts about it.

India

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Modern India

Indian homes 1. Read about some different types of Indian homes. Hi! My name is Geeta. I live in a block of apartments made from cement in a modern city called Bangalore. We have a television, computer and the Internet!

Teac he r

r o e t s Bo r e I’m Rahul. p ok My family and I live in a u SIritti in a small brick house. village called

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We do have electricity but no running water, so we collect it from the village well in buckets.

Hello. I’m Padma. I live in Chembakolli in a hut made from dried mud and straw. We live near our small family farm. We have no electricity, and we bathe in the village stream.

2. (a) Circle the words about where Geeta lives red.

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(b) Circle the words about where Rahul lives blue.

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o c . farm village che city e r o t Bangalore r well s super hut

brick

cement

apartment Iritti

straw

Chembakolli house

mud

3. On the back of this sheet, describe where you live. www.ricpublications.com.au – R.I.C. Publications®

India

Modern India

A letter from India 1. Read the letter from Shamil.

Hello! My name is Shamil and I live in New Delhi, India. Over one billion people live in my country! India is one of the biggest countries in the world, and is so big that people in the north speak a different language to those in the south of the country. Which country do you live in? Is it big or small?

r o e t s Bo r e p ok u S

Many people can also understand and speak English. This is because we are all taught English at school. Which languages are taught at your school? Can you speak another language? I look forward to your letter. Shamil

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Teac he r

There are 15 main languages in India. I speak Hindi. It is our national language and the first language for about 40 per cent of Indian people. What is the main language in your country?

Dear Shamil

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Me!

From 52

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India

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Modern India

Pasha’s school day 1. Read about Pasha’s school day. 2. (a) Write about a typical school day for you. (b) Tick the box if it is the same as Pasha’s. Pasha Patil

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I live in a small village.

I live in

I am seven years old.

I am

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years old.

I get up at 6 am and work with my family until 8 am. My brothers and I walk to school.

School starts at

Lessons are held outside. A village elder teaches us.

Lessons are held

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School starts at 9 am.

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. tWe eat rice and o Lunch is free!e c . For lunch I eat che curried vegetables. e r o t r s super We learn Hindi, English, maths, science, art and PE.

We learn

School finishes at 3.30 pm. If my family need me to work the fields or graze our buffalo, I do not go to school. www.ricpublications.com.au – R.I.C. Publications®

. .

School finishes at India

Modern India Sports of India.............................................................................................................. Page 55 Indicator • Reads and completes information about popular Indian sports. Teacher information • Sport is very important in India. Cricket has an enormous audience and watching cricket is considered to be almost as important as playing it. • In the past, India has experienced international success in field hockey, winning eight Olympic Games gold medals in total. • Polo was introduced to India in the 1600s from Iran. When the British colonists arrived in the 1800s, the game was altered to how it is played today and was introduced to the rest of the world from India.

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Answers 1. (a) cricket (b) streets (c) polo (d) teams 2. judo; hockey; soccer; squash. 3. Teacher check

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Additional activities • Follow the instructions in the text to play a game of kabaddi. • As a class, use the Internet to find out how many gold, silver and bronze medals India has won in previous Commonwealth or Olympic games. Present the results visually as a chart and include the events the medals were won in.

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Modern India

Sports of India When the Indian cricket team is playing an important match, people in India stop what they are doing to watch it on television or listen to it on the radio. Many people also go to watch the game live, if they can.

r o e t s Bo r e p ok u Indian game is called kabaddi. To play S Ait, traditional two teams take turns sending a ‘raider’ to touch

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Cricket is the most popular sport in India. Children love to play it in the streets and parks. Other sports enjoyed in India are field hockey, badminton, soccer, squash, tennis and judo. Some people also play polo, a fast game played on horseback.

opposing players which sends them ‘out’. Raiders must chant ‘Kabaddi, kabaddi’ while running and then return to their side all in one breath. 1. Choose a word to finish each sentence.

polo streets © R . I . C . Publ i cat i ons teams cricket •f orr evi ew pur posesonl y• .

(b) Children play cricket in the parks and

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(a) The most popular sport in India is

. te Indian sports below and circle them. o 2. Find four popular c . s l o s j u dc s qe e r r f n l sr oo uashpz h me fhockeytirsdsocc t l o r s super

(d) In the traditional game of kabaddi, there are two

. .

3. Draw and label a favourite sport from ... India.

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your country.

India

Modern India Work in India – board game........................................................................................Page 57 Indicator • Reads game instructions to move around the board.

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Additional activities • Collect, tally and graphically present data detailing the jobs parents do. • Collect and write information to match pictures of parents to their places of work.

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Teacher information • With its expanding economy, there are many opportunities for employment in India. The main sectors of the Indian economy are agriculture, industry and services. Agriculture which employs almost 60% of the workforce, which includes crop and meat production, dairying, forestry, logging and fishing Industry includes steel, textiles, automobile, mining, manufacturing, electricity, gas and water supply Services includes business, communications, financial, community (health/education/infrastructure), hotels and tourism restaurants, trade Modern communication technology has allowed many international companies to employ people in India, where employment costs are lower than in their own countries. • Discuss different types of jobs people might have in India. Explain that all humans have the same needs wherever they live, so there will be many similarities. Discuss the jobs/industries mentioned in the board game.

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Modern India

Work in India – board game People in India do lots of different jobs. Use a dice and counters and follow the instructions to play the game. Throw a six to start.

FINISH

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Waiter drops meal. Go back 1 space.

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START

Taxi Farmers driver has harvest punctured bumper crop. tyre. Miss a Go forward 2 turn spaces.

More doctors New bridge working in built over small towns. river. Take Go forward 1 another turn. space.

Dentist finds no fillings. Take another turn.

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Computer Fishers find industry booming. less fish. Miss Take another a turn. turn.

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Carpet makers run out of wool. Miss a turn.

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More Bankers teachers in charge higher rural schools. fees. Go back Take another 1 space. turn. www.ricpublications.com.au – R.I.C. Publications®

Building industry booming. Go forward 2 spaces.

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bursts in city. Go back 2 spaces.

Storm blows down telephone lines. Miss a turn.

Car builders go on strike. Go back 2 spaces. Miners find new gas fields. Go forward 2 spaces. India

Modern India Transport...................................................................................................................... Page 59 Indicator • Matches descriptive caption to picture of transport.

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Answers train – Popular rail travel four people on a motor scooter – A family outing auto-rickshaw – Stylish taxi students in pedal-powered bus – Off to school people crowded in pedal-powered rickshaw – Pedal-powered taxi people hanging off a bus – Plenty of room on top

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Teacher information • Many modes of transport are popular in India: walking, bicycles, hand-pulled and cycle rickshaws, trams, buses and trains. • Discuss how the size of the Indian population (nearly 1.17 billion people) would put a strain on India’s public transport system and how greater car ownership would create even more traffic problems such as greater pollution, congestion and accidents. • India’s cities are extremely congested and the huge population places heavy demands on the transport infrastructure. The public transport systems of India are among the most heavily utilised in the world as they are the main means of transport for most Indian people. • The national railway system is one of the longest in the world.

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Additional activities • Make a collection of pictures of different modes of transport familiar to the students to create a transport collage. • In a story circle, talk about what it might be like to be the driver of a pedal-powered taxi. Write a collective short story about a driver’s working day.

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Modern India

Transport All over India, there are always millions of people on the move. For long distances, they may catch a train, bus or aeroplane. For shorter journeys, they will take whatever transport comes along.

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Colour each picture. Cut out the captions and glue each beneath its correct picture.

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Off to school

Pedal-powered taxi

Plenty of room on top

Popular rail travel

A family outing

Stylish taxi

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India

Religions, customs and celebrations Religions of India........................... Page 61

Buddha............................................Page 62

Indicator • Reads and comprehends information about religions of India.

Indicator • Completes a cloze to read the story of Buddha and the origins of the Buddhist religion.

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Answers 1. (a) Christianity (b) Islam (c) Hinduism 2. Teacher check

Teacher information • Simply explained, Buddhism teaches four noble truths: there is suffering, suffering has a cause, suffering has an end, and there is a path that leads to the end of suffering. Buddha taught that a person’s life comes from within and people should follow ‘the middle way’—avoiding too much wealth and luxury, but also avoiding too much self-denial and selftorture. After Buddha’s death in 483 BCE, Buddhism spread rapidly throughout South-East Asia and East Asia.

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Teacher information • The wide variety and numbers of different religions reflect the religious tolerance in India. More than 80 per cent (approx. 830 000 000) of Indians are Hindhus, 12 per cent (approx. 138 000 000) are Muslims and 2.5 per cent (approx. 24 000 000) are Christians. Millions more are Buddhists, Sikhs, Jains or follow other religions. However, in recent years, religious observances are decreasing, particularly among young urban dwellers.

Answers 1. India 2. Everyone 3. weather 4. upset 5. dying 6. monk 7. Gautama 8. Buddha

Additional activities • Survey the class to find out the faiths followed by different class members. Students could explain some of the practices they follow; e.g. where and when they attend observances: church, temple, mosque, synagogue.

The sacred cow..................................Page 63

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Additional activities • Many people worship Buddha and gold statues are often made of him. Students could make their own gold statue by moulding a clay figure, letting it set hard and then painting it with gold paint.

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Indicator • Reads and comprehends information about India’s sacred cows and completes a jigsaw featuring one of the breeds.

Teacher information • India is home to approximately 250 million cows—almost a quarter of the world’s cow population (estimated to be 1.3 billion!). The cow has been honoured by the Hindus since ancient times. The gentle nature of this animal is admired and teaches people a lesson in peace and harmony. They were a sign of wealth and provided food and other products such as fuel (for burning) from cow dung. In the past, cows were killed for meat, but not milk-producing cows. Today, most Hindus do not eat beef and cows are protected. The cow is still used for milk and milk products such as yoghurt and ghee (a type of butter used in Indian cooking). Its dried dung is used for fuel, insect repellant, insulation and fertiliser, and its treated urine is used as a disinfectant and in skin treatments. Answers Teacher check Additional activities • Some Hindus believe it is good luck if they feed a cow a grass or vegetable snack before their first meal of the day. Students can imagine they are a part of a Hindu family and role-play this activity. 60

India

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Religions, customs and celebrations

Religions of India

r o e t s Bo r e p ok are called People who follow the Islamic religion u S Muslims. Islam is the second largest religion in India. Muslims call their god Allah. They pray to him five times a day.

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Religion is very important in India and is a way of life for many people. Many people in India follow a religion, of which there are a wide variety. Hinduism is by far the largest religion. More than three-quarters of the people in India are Hindus. Hinduism is the oldest religion in the world and began in India. Hindus believe in one god, Brahman, but they pray to different forms of this god.

Christianity is the third largest religion in India. The Christian religion is based on the life and teachings of Jesus Christ. Christians gather in churches to pray and worship.

©R . I . C.Publ i cat i ons Other religions in India include Buddhism, Jainism and Sikhism, butr there are many •f orr ev i e w pu pos e soothers. nl yThe •reason

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Answer the questions.

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there are so many is because all kinds of religion are allowed in India.

1. Match the name of the religion next to the description of its symbol.

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(a) a cross

2. Write one fact about each religion. (a) Hinduism (b) Islam (c) Christianity www.ricpublications.com.au – R.I.C. Publications®

India

Religions, customs and celebrations

Buddha 1. Fill in the missing words to read the story of Buddha, who began the Buddhist religion. Gautama

monk

India

Buddha

Everyone

dying

weather

upset

r o e t s Bo r e p ok Prince Gautama lived a life of luxury. u S loved and cared for him. He had servants to wait on Long ago in ancient

, a prince was

born. The boy’s name was Siddhartha Gautama.

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him and beautiful clothes to wear. The king built him three different palaces to live in—one for hot weather, one for cold

and one for the rainy

season.

But Prince Gautama was not happy. It people getting old and people

. The prince understood

a harsh life.

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that more people were poor than were rich and that those people lived . He realised how . tethe monk felt in a world where people suffered. o peaceful and calm c . c e The prince decided thath he, too, would become a monk. So he said r er o t s super goodbye to his family and his rich life.

One day, Prince Gautama met a

Prince

travelled all over India for the next six years.

Finally, he worked out the meaning of life as he was meditating under the shade of an Indian fig tree. He called it the ‘Four Noble Truths’. He then became Buddha, which means ‘awakened one’.

spent the rest of his life sharing his message. 62

India

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Religions, customs and celebrations

The sacred cow

The Hindu people of India think cows are very special animals. They are allowed to roam wherever they want to. They can be found not just in the countryside but in the middle of busy city streets! Vehicles and people simply go around them. In most parts of India, it is a crime to hurt, steal or kill a cow.

r o e t s Bo r e p ok u S Cut out the jigsaw shapes below and arrange them to make an Indian cow.

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Many Indian cows have a kind of hump on their back, long ears, a long tail and flappy skin under the neck.

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India

Religions, customs and celebrations Hindu festivals...............................Page 65

Islamic festivals..............................Page 66

Indicator • Reads information about Hindu festivals and matches and colours pictures correctly.

Indicator • Reads and comprehends information about Islamic festivals.

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Answers Teacher check

Additional activity • Design a rangoli pattern to draw in chalk on the footpath at school; create an evil spirit using twigs, dead leaves and recycled materials for Holi; mould a statue of Ganesh for display from different coloured playdough.

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Teacher information • The Muslim year is based on lunar months, so the dates of specific festivals vary each year. Eid-ul-Fitr is commonly called ‘Id’ and takes place at the end of the ninth month of the Islamic calendar. • During the month of Ramadan, all Muslims fast; and for other festivals Muslims consume cattle, sheep, goat or lamb as the main course. The evening meal eaten during Eid-al-Fitr is called iftar. • A sweet dish called sawaiyan, consisting of vermicelli cooked with milk, is often eaten during Eid-ul-Adha.

Teacher information • The Indian people celebrate with numerous fairs and festivals throughout the year. Many are religious but others relate to historical events, myths or the seasons. Different local festivals are celebrated in different regions and result in many holidays, but only Republic Day, Independence Day and Mahatma Gandhi’s Birthday are celebrated by all Indians.

Answers 1. The three festivals are Eid-ul-Fitr, Eid-al-Adha and Mawlid an-Nabi. 2. Eid-ul-Fitr is a festival to begin eating after fasting. 3. Mawlid an-Nabi celebrates the birthday of Muhammad. 4. Eid-al-Adha marks the end of the journey to Mecca.

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• Find a simple recipe for a sweet dish such as sawaiyan to cook. Refer to <http://www.aayisrecipes. com/2006/12/24/vermicelli-sweetdish-shevya-paays/>.

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Sikh and Christian festivals..........Page 67 Indicator • Completes information about Sikh and Christian festivals.

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Teacher information • Sikh festivals are called gurpurabs, and Sikh temples are called gurdwaras. The Sikh holy book is called the Guru Granth Sahib. Sikhs believe in one god, a supreme guru, who spoke through ten gurus. The Sikh religion has a regimented character. Sikhs are distinguished by their unshorn hair and beard, a comb in their hair, a steel bangle on the right wrist, short drawers and they carry a steel dagger. Sikhs always have the word Singh (meaning ‘lion’) after their name. • Christianity arrived in India about 1900 years ago and Christians now constitute about 2.5% of the religious population. Christians celebrate the birth of Jesus Christ on Christmas Day (25 December), his death on Good Friday and his resurrection on Easter Sunday. Easter usually occurs around March or April. Answers 1. (a) celebrations (e) book 2.–3. Teacher check

(b) birthdays (f) streets

(d) three (h) hymns, poetry, free

Additional activity • Recreate the procession of Guru Nanak Jayanti and cook vegetarian burritos to serve. 64

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Religions, customs and celebrations

Hindu festivals

Indians practise different religions and there are many different festivals. Read about three Hindu festivals then draw a line to match each picture to its text. Colour the pictures.

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Holi—the ‘Festival of Colours’—is celebrated in February or March. It celebrates the coming of spring. Bonfires are lit and children sing and dance around them. An image of an evil spirit, made from dead leaves, • twigs, dirt and rubbish, is often burnt in the bonfire. Hindus throw paint, coloured powder and water and wear white clothing. Sweets are given out, and people visit each other’s homes and have fun!

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Diwali—the ‘Festival of Lights’—is celebrated in October or November. It celebrates the victory of good over evil. Homes are decorated with paper • lanterns, clay lamps and flowers. Walls and courtyards are painted with beautiful designs called rangolis. Sweets are given out and fireworks are set off. Prayers are said for the coming year.

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. te o c Ganesh Chaturthi is the festival in . chwhich e August or September celebrates r e o t r s the birthday of Ganesh, thes elephantuper headed god. The festival lasts for ten days. Statues of Ganesh are displayed in public places and decorated with • flowers and lights. The statue is paraded through the streets. People sing and dance and the statue is immersed in the sea. Coconuts and sweet puddings are offered to Ganesh. www.ricpublications.com.au – R.I.C. Publications®

•

India

Religions, customs and celebrations

Islamic festivals Islamic festivals celebrated by Indians include Eid-ul-Fitr, Eid-al-Adha and Mawlid an-Nabi. Muslims attend mosque to pray. Eid-ul-Fitr, which takes place in September or October, is the end of the time called Ramadan, when Muslims fast (do not eat) from sunrise to sunset. Donations are given to the poor. Muslims eat sweet foods and drink soft drinks and sherbet.

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eat special dishes such as lamb and rice pudding. Presents are given, fireworks are set off and homes are decorated. This festival often takes place in November or December.

Mawlid an-Nabi is a festival in March which celebrates the birthday of the Prophet Muhammad. Muslims think about his life and teachings. They sing songs, say special prayers and give to the poor.

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r o e t s Bo r e p ok u Eid-al-Adha marks the end of the yearly journey S to Mecca, an important Islamic city. Muslims

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Write sentences to answer the questions.

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1. What are the names of three Islamic festivals celebrated in India?

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3. Which festival celebrates the birthday of the Prophet Muhammad? 4. Which festival marks the end of the journey to Mecca? 66

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Religions, customs and celebrations

Sikh and Christian festivals 1. Write the correct word to finish each sentence. hymns

swordsmen

festival

birthdays

streets celebrations

book

three

poetry

free

(a) There are not as many Sikhs or Christians in India as Hindus, but they

r o e t .B s r e oo p u (b) Sikh festivals celebrate the of k the ten gurus (teachers) S who taught the main beliefs of the religion.

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still hold their own

is Guru Nanak Jayanti, which celebrates

the birthday of Guru Nanak Dev Ji, the first guru.

(d) The festival lasts for

days.

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down the

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(f) Then a procession led by five special priests carrying Sikh flags goes

(g) They are followed by groups of hymn singers, brass bands and

o c . che e r o (h) On a guru’s birthday,r people sing , read t s super .

scriptures, go to talks, listen to

and have a special

community lunch. 2. Read the completed text again. 3. On the back of the worksheet, write what you know about the Christian festivals of Christmas and Good Friday. www.ricpublications.com.au – R.I.C. Publications®

India

Religions, customs and celebrations Wedding fun......................................... Page 69

Body decorations........................Page 70 Indicator • Reads and comprehends information about Indian body decorations.

Teacher information • There are many different wedding rituals and these vary from region to region and from one religion to another. Modern Indian wedding ceremonies are often less elaborate than traditional ones. Often western-style ceremonies are performed as well as more traditional ceremonies. Muslim wedding customs are very serious and revolve around signing a wedding contract. Hindu wedding ceremonies are more elaborate, colourful and include ceremonies for the engagement and before, during and after the vows. Other customs include: the bride’s sisters hiding the groom’s shoes and asking him for money if he wants them back to be able to take the bride home; before the bride enters her new home, her feet are covered in red powder paste, then she kicks over a container filled with rice and coins for wealth and fertility. Nearly all Hindu wedding ceremonies take place under a wedding canopy (mandap) supported by four pillars.

Teacher information • Traditional styles of body decoration are usually used for special ceremonies such as weddings and in more rural areas. • Traditionally, the bindi was the sign of a married Hindu woman but today it is a fashion statement for all ages including young girls. The bindi also accentuates the third eye—the centre of power and the focus for meditation. • Nose rings are worn by Muslim as well as Hindu women. A stud (called phul) or a ring (called nath) is usually worn in the left nostril and is sometimes joined to the ear by a chain. Sometimes both nostrils are pierced. Nose rings are considered a symbol of beauty, or religious or social status.

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Indicator • Reads information about wedding customs and illustrates two of them.

Answers © R. I . C.Pub l i c a t i o n s The words in order from top to bottom are: Answers dye, red, bracelets, colours, earrings, anklets, paste, rings, f orr evi ew pur p osesonl y• Teacher check • powder, bindi, jewels. Additional activity • Draw and colour an Indian lady wearing lots of jewellery, a bindi and a colourful sari.

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Additional activity • Design a decorative headpiece for the horse carrying the groom, or a jewelled palanquin (litter/chair) to carry the bride to the wedding ceremony.

Yoga and meditation................................................................................................... Page 71

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Teacher information • Images of a meditating yogi—possibly from the Indus Valley Civilisation and dating from around 5000 years ago—have been discovered, indicating that yoga has been a part of Indian culture for a very long time. • Most western styles of yoga do not incorporate meditation but rather use yoga as a form of fitness. There are a very large number of poses which may be named differently in different forms of yoga. • When completing Activity 2, ensure that students pose their bodies carefully and safely. They should only stretch their bodies as far as is comfortable for them. Answers 1. (a) Easy sitting/Resting pose—(ii) (d) Mountain pose—(iv) (g) Bridge—(v)

(b) Snake/Cobra pose—(i) (e) Half tortoise pose—(vi)

Additional activity • Invite a yoga teacher into the classroom to show the students how to do a variety of yoga poses with correct breathing and positioning. 68

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Religions, customs and celebrations

Wedding fun!

Indian weddings are very colourful and exciting for the bride, groom and their families. Sometimes many different ceremonies take place over many days to celebrate the wedding. There are many different wedding customs because of the different religions in India.

r o e t s Bo r e p ok u The bride’s hands and feet are coated with yellow henna (dye), placed S in patterns except for one round spot on the right hand. The priest

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1. Read about some interesting Hindu wedding customs.

places a coin and dye on this spot during the wedding ceremony when the bride and groom’s hands are tied together.

The groom rides to the wedding ceremony on a decorated horse or elephant. He wears a long white jacket, fitted trousers and a turban on his head. The turban has a brooch pinned on it and flowers hanging down to cover his face during the wedding ceremony.

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The bride and groom walk around a holy fire seven times, making seven promises and are then husband and wife. 2. Choose two customs to illustrate in the spaces below.

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India

Religions, customs and celebrations

Body decorations Indians have used bright colours, body art and jewellery for thousands of years. In northern India, women show that they are married by dyeing the centre part of their hair red. Indians of different religions wear clothes of certain colours or draw patterns on their foreheads.

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Rings, necklaces, bracelets, nose rings, anklets, earrings and toe rings are often worn.

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r o e t s Bo r e Hindu brides dye the palms of their hands and p o u k the soles of their feet red or yellow. S

The bindi is the most well-known form of body art worn in India. A red dot is placed on the forehead between the two eyebrows. The bindi is made from a red powder and wax paste. Sometimes a specially-made sticker is used. Bindis can be large or small and many are decorated with jewels.

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Write the words in bold in their correct places below.

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t i o n s 70

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Religions, customs and celebrations

Yoga and meditation

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1. Match the label to the picture of the correct yoga pose.

(i)

(a) Easy sitting/Resting pose

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Yoga is an ancient Indian art form, believed to be thousands of years old. Yoga relaxes the body, clears the mind, improves posture and makes the person healthier. In yoga, participants focus their mind (meditate) and concentrate on breathing properly while they carefully stretch, bend and twist their body into different positions or poses. There are many different yoga poses and many different types of yoga performed. A person who practises yoga is called a yogi.

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(d) Mountain pose

(iii)

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(iv)

(v) . te pose o (e) Half tortoise c . che e r o t r s super (vi) (f) Triangle (g) Bridge

(vii)

2. Use the pictures to carefully move your body in one or more of the poses above. Breathe deeply as you do each and clear your mind. www.ricpublications.com.au – R.I.C. Publications®

India

Landmarks The Taj Mahal..................................Page 73

The Red Fort.....................................Page 74 Indicator • Reads and categorises facts about the Red Fort in Delhi, India.

Teacher information • ‘Taj Mahal’ means ‘crown palace’. It is one of the most visited and photographed tourist destinations in the world—up to 200 000 people may visit in one day. The construction began in 1632 and took 22 years to complete, using 20 000 workers. It is believed that more than 1000 elephants were used to transport the building materials. There is an extensive garden surrounding the main building, with four pools that reflect its beauty in their waters. A mosque, a guest house and other palatial buildings are part of the complex.

Teacher information • The Red Fort, or ‘Lal Quila’, is old Delhi’s largest monument. It is located in the original city of Shajahanabad (meaning ‘city of Shah Jahan’), built by the Emperor Shah Jahan in the 17th century. The Red Fort was a symbol of political and economic power.

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Answers 1. It was built so Shah Jahan could bury his wife in it and remember her. 2. Teacher check 3. (a) magnificent (b) beautiful

Answers Teacher check

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Indicator • Reads and comprehends information about the Taj Mahal.

Additional activities • View photographs of the Red Fort at a website such as:<http://whc.unesco.org/en/list/231/gallery/>.

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Additional activities • Locate the city of Agra on a map of India and the world. Observe the distances from where the building materials had to be transported; e.g. marble from Rajasthan, India; jasper from the Punjab region, India; Jade and crystal from China and sapphire from Sri Lanka.

The Lotus Temple..........................................................................................................Page 75

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Indicator • Reads and comprehends facts about the Lotus Temple.

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Teacher information • The Lotus Temple took four years to design, six years to build and was completed in 1986. The number nine is sacred in the Baha’i religion. The temple is constructed from 27 self-supporting marble clad petals, arranged in groups of three to form nine faces. Nine ponds and pathways surround it and nine doors lead to the main hall. • The temple is open to all religions. The central hall can hold up to 2500 people. • To help students colour the drawing of the Lotus Temple, find a photograph of the building to show them. Answers Teacher check Additional activities • View a photograph of the Sydney Opera House, located in Sydney, Australia, for students to compare similarities in structure, and other similarities and differences in appearance, position and use.

India

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Landmarks

The Taj Mahal The Taj Mahal is said to be the most beautiful building in the world. It is found in the city of Agra in northern India.

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This magnificent building was built about 350 years ago. The emperor at the time was Shah Jahan. After his wife died, Shah Jahan was very sad. He decided to build the Taj Mahal in memory of his dear wife and bury her inside it. Then every time he looked at this beautiful building he could remember her.

© R. I . C.Publ i cat i ons The Taj• Mahal is r built ofi white marble covered with semi-precious stones. f o r e v e w p u r p o s e s o n l y • Its colour changes with the time of the day. Before the sun rises it is pearly

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grey. As the sun rises it is pink. During the day it is dazzling white. At sunset and in the full moonlight it is gold. Answer the questions.

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1. Why was the Taj Mahal built?

o c . c e hday r 2. Choose a time of the and put a tick in the box. er o t s super Colour the picture of the Taj Mahal to match the time of day.

before sun rises

daytime

when sun rises

sunset

3. Unjumble these words from the text that describe the Taj Mahal.

(a) tgimanifcen

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(b) uetilbafu India

Landmarks

The Red Fort 1. Read these interesting facts about the Red Fort in Delhi, India. Use a red pencil to outline the border of each fact when you have read it. Thousands of tourists visit the Red Fort to see the magnificent old buildings and shop at the bazaar.

It is called the Red Fort because the outside walls are made from red sandstone.

r o e t s Bo r e p ok u S The Red Fort

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The Red Fort is a group of buildings with a huge wall around them. It was built to protect the emperor Shah Jahan and his family, and the people that worked for him.

is about 350 years old.

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It took 10 years to build.

The walls around the fort are about two kilometres long.

. te o c Some of the structures inside the walls were . c e On 15 August each her r once palaces and mansions. There were o year, the prime minister st also halls and pavilions where s people uper met and listened to speeches, a mosque, beautiful gardens and a bazaar (a market with a roof) where people could shop.

of India makes a speech at the Red Fort for Independence Day.

2. Colour yellow the fact that tells why the Red Fort was built. 3. Colour pink the facts that describe what the Red Fort looks like inside and outside. 74

India

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Landmarks

The Lotus Temple 1. Colour the picture of the Lotus Temple. • The ‘petals’ are white. • The ponds of water around it are blue. • The pathways are light brown.

r o e t s Bo r e ok 2. Now read about it.p u S

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• The lawns around it are green.

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The Lotus Temple is a beautiful modern building and can be found in Delhi. It is also known as the Baha’i House of Worship.

. te o It is called the Lotus Temple because it is made in the shape of a half-open c . ch lotus flower. The lotus flower is the national flowerr of India. It also gives a e er o feeling of peace and calmness. st super Twenty-seven huge ‘lotus petals’ make up the walls. Nine ponds and pathways surround the temple. There are also nine doors that lead to inside the main hall.

People of any religion are welcome to visit the temple. However, you must take off your shoes and not speak when you are inside. People sit in the temple to pray and meditate. www.ricpublications.com.au – R.I.C. Publications®

India

The arts Jewellery and embroidery............... Page 77 Indicator • Reads and completes information about embroidery and women’s jewellery in India.

Indicator • Reads and completes information about pictographs, petroglyphs and rock-cut structures.

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Answers 1.–2. Teacher check

Additional activities • Research what kinds of jewellery are worn by men in India. • Look for repeating patterns in everyday materials (such as wrapping paper or fabrics), then continue or copy these designs on paper or material.

Teacher information • The earliest caves used by humans were natural caves. These were used as shrines and shelters. Some of the rock walls or ceilings in these caves were decorated with natural pigments or by cutting into the rock. • Rock-cut architecture is created by carving a structure out of solid natural rock. Any rock that is not part of the structure is removed. Many of the rock-cut structures in India are religious.

Answers 2.

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Teacher information • Different regions in India have their own particular styles of jewellery, in part due to the different empires that have ruled India throughout history. • Women wear a variety of ornaments for different parts of the body. Traditionally, much of this jewellery is given to a woman at the time of her marriage.

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Rock art...........................................Page 78

(a) carved (b) fresco © R. I . C.Pu b l i c a t i o ns (c) art (d) sharp (e) walls (f) from •f orr evi ew p u r p o s e s onl y• Additional activities

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• Small groups of students could view images of different rockcut buildings, such as those at the Ajanta Caves, or the 34 temples and monasteries dug into the wall of a cliff at Ellora. • Students could carve petroglyphs into pieces of clay or simple salt dough.

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Rangoli......................................................................................................................... Page 79 Indicator • Reads and completes information about rangoli.

Teacher information • Rangoli is a popular art form in India and is created with finely-ground powder and drawn on walls as well as floors. Traditionally, women wash the ground outside their doorways and decorate it with a powder of white stone, lime or rice flour. They draw intricate designs, some of which are passed down from generation to generation. Dots are often drawn first, followed by the lines, which can go between or around the dots, or connect them. Answers 1.–2. Teacher check Additional activities • Use coloured chalk on sandpaper or squares on pavement outside to make rangoli designs. • Use geoboards to practise creating geometric designs with elastic bands.

India

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The arts

Jewellery and embroidery 1. Read about the different types of jewellery made for women (especially married women) in India to wear. Then draw a line from each description to the piece of jewellery in the picture.

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Kadas are bracelets, usually gold, worn on the wrist and lower arm.

A guluband is a necklace made of beads or pieces of metal strung together with threads.

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A maangtikka is a round pendant at the end of a long chain that runs along the hair parting and is placed on the forehead.

A kamarband is a series of chains for women to wear on their hips.

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Naths are nose ornaments. They can be different shapes and designs and made from different materials such as gold, silver and precious stones.

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Bajubandi are ornaments worn around the upper arm.

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Embroidery is the art of decorating fabric with needle and thread. People create patterns on clothing and linen that are connected with their lives and culture. 2. Draw some embroidery patterns on the woman’s clothes. Try to make them show information about your life and culture. www.ricpublications.com.au – R.I.C. Publications®

India

The arts

Rock art 1. Read the information.

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Natural caves, used by people in India thousands of years ago for shelter, were also used as places to create art. They painted pictures (called pictographs) on the cave walls using natural colours and sometimes cut or carved images (called petroglyphs) out of the rock with sharp tools. Some of these images can still be seen today.

Centuries later, Indians had learned how to carve out whole buildings and temples from large, solid rocks. Rooms, ceilings, decorations and columns were carved out from within the rock.

Inside many of these rock-cut buildings, murals and frescoes were also painted. These are large pictures painted on walls and ceilings. Frescoes are painted on wet plaster rather than just the ‘cave’ wall, and dry with that plaster to become part of the wall.

(a) Petroglyphs are pictures

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from large rocks.

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is painted (b) A on wet plaster.

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2. Find the answers to these questions in the wordsearch.

o r t c . (c) Caves were usedc for e m l kr r v y her o t s upetr . s shelter and l l p e o (d) Petroglyphs were made

tools.

with

(e) Frescoes and murals are painted onto ceilings and (f) Whole temples have been carved 78

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The arts

Rangoli 1. Read the information. Early in the morning in southern India, a woman draws colourful designs on the ground outside her home with rice powder. Throughout the day, the drawings are walked on, rained on or blown away by the wind. The next day, she will make a new, different pattern.

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r o e t s Bo r e These colourful designs drawn on the floor near theo entrance to a house p u to welcome guests are called rangoli. The patterns arek made by hand S using rice powder, crushed limestone or coloured chalk. They can be

topped with grains, beads or flowers. The designs are a mix of lines, dots, squares, circles, triangles and other shapes from nature such as peacocks’ feathers, flowers and creepers.

2. Complete this rangoli pattern using the dots provided. Finish it by adding some designs of you own and colouring it.

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India

The arts The Lord of the Dance...................... Page 81

Indian folk dances.......................... Page 82

Indicator • Reads information about the god Shiva’s dance of creation and colours the picture.

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Teacher information • Different regions of India have their own dances which reflect their beliefs and culture. Each dance has a special costume which is always brightly coloured. Different dances are performed at different ceremonies or times of the year.

Answers Teacher check

Additional activities • Use recyclable materials to make a model statue of Shiva/ Nataraja. • Watch excerpts of a DVD showing classical Indian dance.

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Teacher information • Indian classical dance began in the temples of the Hindu gods, where it was an important part of worship. The Hindu god Shiva was sometimes depicted as Nataraja, which means ‘Lord of the Dance’. Shiva is most commonly depicted in statue form in what has become known as the cosmic dance (or pose). The pose of the four-armed Shiva symbolises the five acts of creation: the birth of the world, its maintenance, its destruction, the soul’s incarceration and its eventual liberation.

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Indicator • Reads information about the Bhangra dance and labels and colours pictures of the dance costumes.

Additional activities • Design brightly-coloured scarves, hats or similar accessories as part of a traditional dance costume. • Practise some traditional folk dance routines and use them to create a unique class folk dance.

Indicator • Reads information about traditional musical instruments and groups them as percussion, wind or stringed.

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Traditional musical instruments............................................................................... Page 83

Teacher information • Traditional musical instruments have developed in India over thousands of years. Many instruments were originally made using natural materials such as coconut shells and wood. The jal tarang is simply an array of china bowls filled with different volumes of water to make sounds of different pitch. There is a division between the styles of classical music of the north (Hindustani) and of the south (Carnatic).

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Answers Percussion: ghungharu, chimpta Wind: bombashi, pungi Stringed: sarangi, sarod

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Additional activities • Design and make examples of percussion, wind and stringed instruments. • Listen to and rate different styles of Indian music.

India

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The arts

The Lord of the Dance India’s tradition of classical dance began in the temples where people worshipped the different versions of the Hindu gods. The Hindu god Shiva was sometimes known as Nataraja, which means Lord of the Dance. This is a famous picture of Shiva doing his Dance of Creation.

r o e t s Bo r e p ok u A drum in Shiva’s upper right S hand gives the rhythm he dances to and means creation.

The ‘fear not’ hand gesture means, ‘Have faith and courage’.

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Read the information about Nataraja, then colour the picture.

Fire in Shiva’s left hand shows the world’s destructive powers.

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Shiva’s left leg raises his holy foot, meaning: ‘Freedom from bad living’.

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The second left hand points to the holy foot, meaning: ‘Forgiveness for everyone’.

The serpent coiled around Shiva’s waist shows the power he has over deadly creatures.

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Shiva’s right leg stands on a person who has been weakened by his bad life.

India

The arts

Indian folk dances The Bhangra is an exciting, energetic folk dance from the Punjab region in northern India. Long ago, Sikhs danced the Bhangra to celebrate the arrival of spring. Today, the Bhangra is very popular all over the world. All around India, the costumes worn for folk dancing are always interesting, bright and colourful.

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r o e t s Bo r e Label and colour the Bhangra costumes for men and women. p ok u S

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turla

o c . che e r o t r s s r u e p – fan on the turban dupatta – scarf

pag

– turban

kaintha – necklace

jhumka

– earrings

kurta

paranda

– hair braid tassel

kameez

– shirt

salwar

– pants

– shirt

l ungi – loincloth tied around the waist 82

maangtikka – forehead jewellery

India

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The arts

Traditional musical instruments Music has been an important part of life in India for thousands of years. There are many instruments from all over the country. They all belong to one of three groups:

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A percussion instrument makes its sound when it is struck, shaken, rubbed or scraped.

A wind instrument makes its sound when air is made to vibrate inside it.

A stringed instrument makes its sound when its strings are either plucked or stroked with a bow.

r o e t s Bo r e p ok u S bombashi

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Look at the pictures of musical instruments and decide which group they belong to. Write the names in the correct boxes.

sarangi

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chimpta Percussion

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pungi

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ghungharu

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Stringed

India

The arts The puppets of India – 1................... Page 85 Indicator • Reads and completes information about Indian puppetry.

Indicator • Matches descriptions to puppet type.

Teacher information • When an ancient civilisation was discovered and excavated in India’s Indus Valley, 4500-year-old dolls that were once attached to strings with moveable heads were unearthed —India’s first puppets!

Teacher information • Some puppetry troupes travel to rural areas in India to pass on important information via entertaining shows. Messages may be linked to health care, girls’ education, family planning or the environment. Such scripts are organised by the Indian government or an organisation that sponsors the show.

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Answers 1. (a) false (b) true (c) false (d) true 2. To hide the strings, rod and puppeteer. 3. Teacher check 4. Dim – to hide the strings, rods and puppeteer. Also to create an eerie atmosphere. Additional activities • Ask students who have seen a puppet show to share their experiences with the class. Discuss the type of puppets used in each show. • Organise a travelling puppet theatre to visit the school and perform for the students.

Answers 1. (a) glove 2. Teacher check

(b) string

(d) rod

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The puppets of India – 2................... Page 86

Additional activities • Hold a class discussion about puppets in your culture. Make a list of well-known puppets (from television, films etc.). Ask the class to categorise the puppets into one of the four types from the blackline. For example: The puppets of Sesame Street are mostly glove puppets; Thunderbirds’ characters are string puppets etc.

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Indicator • Follows instructions to make a string puppet.

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Make a string puppet....................................................................................................Page 87

Teacher information • A ‘paper towel’ tube is about 20 centimetres in length. • Further explanation for Step 4: Thread one end of the string through both holes in the tube, entering from the outer side, passing through the diameter of the tube and exiting through the second hole. Pull enough of the string though the holes to knot it with the long end of the string. Make the knot just above the centre of the top of the tube. Pull it tight. The other end of the string is attached to the back of the puppet. • To add arms: cut strips of material or card, roll in as a cylinder and fasten. Fill with material or paper scraps and tie both ends with string. Add string tassels for hands. Sew or staple to middle section of the puppet.

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Additional activities • In groups, students plan, rehearse and perform a short play using their puppets. Students must complete a plan first with the headings: setting; characters; problem; solution. • Write a narrative about a puppet show where the puppets come to life and go on an adventure.

India

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The arts

The puppets of India – 1 Puppets play an important part in Indian folk culture, especially in rural villages. Puppet shows tell traditional stories of Indian folktales and legends. It is very rare that a new story or script is written.

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1. Colour if each sentence is ‘true’ or ‘false’.

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Most puppets have no legs. Males and female puppets wear long skirts, which help to hide the strings, rods or the puppeteer’s arm which controls their movements. Men puppets wear turbans, and, if they are a king, have a greenish face and moustache. Wicked characters usually have a reddish face and goggle eyes.

(b) Puppet shows very rarely tell new stories.

true

false

true

false

true

false

Puppetry families (or troupes) travel together with their mobile puppet theatres, entertaining adults and children. The men are usually the puppeteers, taught by their fathers and grandfathers, while the women sing and tell the stories. Their children, as young as four, help with the music by banging cymbals and drums.

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(d) Every family member helps to put on the show.

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2. Why do the puppets have long skirts instead of legs?

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3. The most popular puppets are the snake charmers and stunt horse riders. Draw one.

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4. Do you think the lights at a puppet show would be dim or bright?

dim

bright

Tell a friend why. www.ricpublications.com.au – R.I.C. Publications®

India

The arts

The puppets of India – 2

There are four main types of puppetry in India.

1. Use the pictures to help you decide which type of puppet is being described. Write the name in the box. Colour the puppets. (a) The puppeteer sits below the stage wearing a puppet-like glove. He or she controls the puppet by moving his or her hand and fingers.

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(c) Figures are cut from leather and placed on a screen with light behind it. Puppeteers move them with rods. (d) The puppeteer sits below the stage moving the puppet with wooden rods which are attached to its back and hands.

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r o e t s Bo r e pstage, the puppeteer controls ok (b) Positioned above the u the puppets by pulling strings looped around the S fingers.

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shadow puppets

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2. On the back of this sheet, show how you would design a shadow puppet theatre using a cardboard box, thick card, thin wooden rods and a lamp. 86

India

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The arts

Make a string puppet Follow the instructions below to make a string puppet. Step 1:

Step 2:

• cardboard tube, about 20 cm long • colourful fabric • string – 1 metre long • paints and brushes • tape, scissors, stapler • sequins

Ask an adult to help you make two small holes at the top of the tube, across from each other.

Paint the tube a bright colour. When dry, decorate the top half with sequins.

Step 3:

Step 4:

Step 5:

Wrap bright fabric around the bottom half of the tube to make a flowing skirt.

Thread one end of the string through both holes. Tie it tightly to the rest of the string, above the centre of the tube.

Staple or tape the long end of the string to the back of the puppet.

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Materials:

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Step 6:

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Use string or a thin piece of fabric to tie the skirt to the puppet, like a belt.

Colour the face below and cut it out. Wrap it around the top part of the tube above the sequins, and tape it in place.

e the s u Now o make t string puppet your ce! dan

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o Be cr c . e che e Add ative! r ar o r st your ms to super string p uppe

India

The arts Bollywood..................................................................................................................... Page 89 Indicator • Reads and completes information about the Indian film industry, nicknamed ‘Bollywood’. Teacher information • The Indian city of Mumbai is the centre of the Indian movie industry. As Mumbai was once called Bombay, the nickname ‘Bollywood’ was created. More films are produced here than anywhere else in the world, even than in Hollywood, USA. • The advertising posters for Bollywood movies are dramatic and colourful, just like the movies themselves. • Today, Hindi Bollywood music is a combination of classical, folk and Western-style pop music.

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Additional activities • Cut out the students’ pictures and display on black card. Print out movie posters advertising Bollywood films and then add to the display. • Watch a scene with a musical number from a Bollywood movie. Write words to describe it under these headings: colours, music, songs, characters, costumes, story, setting, special effects.

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The arts

Bollywood Bollywood films are movies produced in the city of Mumbai, India. The actors speak Hindi and some English, and perform showstopping musical numbers in colourful costumes. Bollywood films include songs, spectacular dance sequences, romance, action, comedy and special effects.

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Use bright colours to colour this Bollywood scene.

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Bollywood The pride of India

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India

Folktales and legends The greedy crow................................Page 91 Indicator • Sorts sections of texts to make an Indian folktale.

Indicator • Reads and completes information about the Indian folktale, ‘The two kings’.

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Answers If numbered from 1–8, going across and from top to bottom: 4, 2, 8, 3, 1, 7, 6, 5 Additional activities • In groups, students list well-known nursery rhymes which share the theme of a greedy character failing in his or her evil pursuits. Collate and share the lists. Some examples include: ‘The three little pigs’, ‘Little Red Riding Hood’; ‘Hansel and Gretel’.

Teacher information • Read the tale with the class. Work through the questions together.

Answers 1. The king left the palace to attend the festival. — 1 The gardener asked the monkey to water the flowers. — 2 The monkeys pulled the flowers from the earth. — 3 The monkeys fled the palace. — 4 2. Gardener—foolish and trusting; Monkey King—silly and brave 3. Teacher check

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Teacher information • A folktale is a story passed down from generation to generation, usually among the common people of a region or country. They often have rules and morals to guide the daily life of the people. • What is the moral of ‘The greedy crow’? Write the students’ suggestions on the board. The moral of this tale is: ‘Greed makes people forget’. Circle the suggestions closest to the answer.

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The two kings – 1............................ Page 92

Additional activities • Draw the tale of ‘The two kings’ as a cartoon strip. Colour and display.

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Indicators • Plans, rehearses and performs a play of the tale of ‘The two kings’. • Adds an additional scene to the tale. Performs it for another group.

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The two kings – 2......................................................................................................... Page 93

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Teacher information • Pairs discuss what they think will happen next in the tale. Two scenes can be added: 1. The gardener returns to find the Monkey King among the ruined garden. 2. The King of Varanasi returns and discovers his ruined garden. He then finds the gardener. • Inform the pairs that they need to choose two characters each. Students could crouch under tables with their puppets at bench height when performing to another group. Additional activities • Once each group has planned and rehearsed the new final scene of the tale, they can perform it to the class. The audience can give awards for: Most creative ending Most likely ending Funniest ending Most dramatic ending etc.

India

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Folktales and legends

The greedy crow Cut out each box below and sort them in the correct order to make an Indian folktale. Glue them on another sheet of paper. One day, a crow flew by the house. He watched the pigeon receive the grain from the generous cook.

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The cook caught the crow and pushed him in the pot with the fish! The pigeon never saw the crow again, but still enjoyed her daily grain from the windowsill.

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The kind pigeon shared her daily grain with the crow. The crow ate the grain but decided he preferred meat.

The crow craftily made friends with the pigeon and asked to share her nest.

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The cook heard the racket and ran into the kitchen. She growled when she saw the crow trying to lift the hefty fish from the pot.

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Once upon a time, there lived a friendly pigeon. She lived in a nest on the windowsill of a fine house where the cook would feed her grain.

o c . che e r o t r s su er The crow smelt a fish being curriedp The fussy crow in a pot. He was so greedy he lent in to swipe the fish, knocking a ladle off with a loud clatter.

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secretly climbed down the kitchen’s chimney to search for and steal some meat.

India

Folktales and legends

The two kings – 1 A very long time ago in ancient India, a spectacular festival was taking place in the town square of a city called Varanasi. As he was leaving to attend the festivities, the King of Varanasi left strict instructions with the palace gardener to take extra care of his magnificent garden. The gardener nodded … but once he heard the joyous singing and smelt the delicious food coming from the festival, he could not bare to miss out!

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r o e t s Bo r e p ok u Sgarden unattended, the gardener offered the tribe Rather than leave the

of palace monkeys a basket of sweet fruit in return for them to water the King’s flowers. The Monkey King agreed to this request and ordered the monkeys to carefully water each plant.

In order to save water, the Monkey King commanded his crew to pull each plant from the ground, look at the size of its roots and give little water to the flowers with small roots and more to those with larger roots. The monkeys followed this order.

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wilt and die. The monkeys, realising what they had done, fled the palace. The Monkey King sat alone, among the ruined garden, feeling very foolish indeed. He courageously waited for the gardener and the palace’s King to return. 1. Number the boxes from 1 to 4 to show the order of events.

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o c . c e htoer The monkeys r The king left the palace o t fled s the palace. super attend the festival. The monkeys pulled the flowers from the earth.

The gardener asked the monkeys to water the flowers.

2. Colour two words which best describe each character. (a) The gardener (b) The Monkey King

brave

foolish

trusting

silly

clever

brave

wise

coward

3. On the back of this sheet, draw and colour an Indian palace. 92

India

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Folktales and legends

The two kings – 2 1. Colour the characters below. 2. Carefully cut them out and attach to craft sticks with tape. 3. With a partner, use the stick puppets to create a play of the tale of ‘The two kings’.

You will need: • coloured pencils • scissors • tape

• 4 craft sticks r o e t s Bo • a partner r e p ok u Splay and perform it for another group. 5. Rehearse your King of Varanasi Monkey King

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4. Add a final scene to your play. Show what happens when the gardener, and then the King of Varanasi return to the palace.

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Gardener

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A palace monkey

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Folktales and legends Moon Lake – 1.................................. Page 95

Moon Lake – 2................................. Page 96 Indicator • Completes information about the Indian legend ‘Moon Lake.’

Teacher information • A ‘legend’ is a story passed down through the generations by word of mouth or, as in the Indian epic Ramayana, through carefully stored scripts. Legends are different to folktales as they may be connected to some real events, although it is unlikely for the story to be true in itself. • Discuss why it was crucial for the Rabbit King to find a way for the elephants to leave peacefully.

Teacher information • Model for the students writing key words and phrases. Some students may require assistance finding the elements in the story for the story map.

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Additional activities • Compare ‘Moon Lake’ to well-known stories which include trickery; for example: Snow White and the seven dwarves.

Answers 1. Setting: Indian jungle Characters: Elephant King, elephants, Rabbit King, rabbits Problem: Elephants might crush rabbits. Rabbit King must make the elephants leave the lake. Solution: Rabbit tricks Elephant King with a story about an angry moon. 2. (a) 4 (b) 2 (c) 3 (d) 1 3. (a) rain (b) crushed (c) clever 4. Teacher check

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Indicator • Reads and comprehends the Indian legend, ‘Moon Lake’.

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(Wit can win over might.)

Moon Lake mosaic........................................................................................................ Page 97 Indicator • Completes a mosaic picture.

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Teacher information • Try using different types of paper for the mosaic to see which is the most effective. Paper such as tissue paper, crepe paper, craft paper squares or cellophane™ could be used.

Additional activities • Cut and glue completed mosaic on to black card and display. • Using a new copy of the blackline, students colour the picture and glue glitter and colourful beads to sections of it. Cut out, glue to black card and display.

India

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Folktales and legends

Moon Lake – 1 Once upon a time, a herd of elephants lived happily in the jungle. However, after years of severe drought they were forced to leave their home in search of water. In a faraway jungle they came across a magnificent lake. The herd enjoyed many long drinks from the lake, unaware that a colony of rabbits lived there.

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feet. He thought and thought about the problem until an idea came to him of how to make the elephants leave the lake peacefully.

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r o e t s B r e oo The Rabbit King wasp terribly worried as k the rabbits were u under serious threat of S being crushed by the elephants’ heavy

The Rabbit King hopped up to the top of the tallest rock and bravely shouted at the elephant’s leader, ‘Your Majesty, hear me please. I have a message for you from the moon’. The Elephant King paid close attention as he did not want to anger the moon. ‘The moon has this to say’, said the rabbit. ‘You, the king of elephants, have brought your herd to my holy lake and soiled its waters.’

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The Elephant King was shocked and said, ‘I shall go directly to the moon to apologise’. The little rabbit took the king to the lake, where the moon was reflected in it still waters. The elephant dipped his trunk in the lake to touch the moon, causing the water to ripple and the moon to rock to and fro, as if it was furious.

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o c . che e r o ‘The moon is angrier than r ever!’ gasped the rabbit. ‘You must never touch t s s r u e p the holy waters of the lake!’

Horrified at his mistake, the Elephant King went to his herd to tell them that they must leave the jungle immediately. The rabbits were overjoyed that they had the lake to themselves again. Soon the rains came and the elephants were also happy, never realising that they had been fooled by a little rabbit. www.ricpublications.com.au – R.I.C. Publications®

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Folktales and legends

Moon lake – 2 1. Add key words and phrases to complete the story map about the legend of ‘Moon Lake’. Setting Problem

Solution

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Moon Lake

2. Number the boxes from 1 to 4 to show the order of events.

(a) The herd left the lake.

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(d) The elephants enjoyed long drinks at the lake.

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(b) The Rabbit King had an idea.

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3. Colour the correct answer.

4. Draw and colour an angry-looking moon. (a) A ‘drought’ means not enough …

rabbits.

(b) The Rabbit King was worried the rabbits would be ...

crushed.

eaten.

silly. India

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Folktales and legends

Moon Lake mosaic What to do:

Materials:

• Cut or tear small squares of coloured paper.

• coloured paper

• Group the squares together in like colours.

• glue

• Decorate the picture with the colourful squares.

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• scissors

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Hint: Glue only a small section at a time. Overlap the squares to cover the background.

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India

Famous people Sachin Tendulkar........................... Page 99 Indicator • Reads and comprehends information about a famous Indian cricket player, Sachin Tendulkar.

Answers 1. 24 April 2. A broomstick 3. No 4. ‘The Little Master’, ‘Master Blaster’ or ‘Tendlya’ 5. Teacher check

Teacher information • It will need to be simply explained to the students that Britain gradually took over the governing of India after it set up trading posts in the 1600s. Before that time, India consisted of many smaller kingdoms with different authorities and rulers. From the 1900s onwards in particular, the Indian nationalist movement grew, aiming to achieve independence from Britain. • Gandhi’s real name was Mohandas Karamchand Gandhi but he was commonly referred to as Mahatma, meaning ‘great soul’, after the manner in which he lived his life. His method of nonviolent protest based on the principles of truth and courage is called Satyagraha.

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Indicator • Reads and comprehends information about Mahatma Gandhi and creates an acrostic poem about his life.

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Teacher information • Sachin Tendulkar is regarded as one of the best batsmen in the history of test (five-day format) cricket. His on and off the field demeanour makes him an outstanding role model and he is admired the world over—particularly in his native India. Tendulkar has played cricket at international level for around 20 years and his aim is to play on until at least the 2011 World Cup (50-over format) and help India to win the cup. By November 2009, he had amassed over 30 000 international runs and holds the record for the most hundreds scored in both test matches and one-day international matches.

Mahatma Gandhi.......................... Page 100

Answers Teacher check

Additional activities © R. I . C.Pu l i c a t i on • b Students discuss and role-play how s they could peacefully solve problems they encounter at school or home. • f o r r e v i e w p u r posesonl y• Additional activities

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• With students’ input, discuss the differences between an international test cricket match, a one-day international match and a Twenty20 international match. (In summary: test cricket spans five days with two innings each, ODI matches are 50 overs each over one day, and Twenty20 is 20 overs each over a few hours.)

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Mother Teresa...............................................................................................................Page 101 Indicator • Reads and comprehends a poem about the work of Mother Teresa.

Teacher information • Mother Teresa was born in Macedonia in 1910 and died of heart failure in 1997, aged 87. During her life, she was recognised all over the world for her tireless work of serving the poor and destitute living in the slums of Calcutta (now known as Kolkata). She was honoured with numerous awards including the Nobel Peace Prize, Pope John XX Peace Prize and the Padma Shri Award (from the President of India). • Read the poem with the students and discuss the work of Mother Teresa. They could highlight key words and phrases in the poem. A list of adjectives or phrases to describe Mother Teresa could be brainstormed. Answers Teacher check Additional activities • Students think of something kind they could do for a family member or friend without the person expecting it. 98

India

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Famous people

Sachin Tendulkar Sachin Tendulkar is a famous Indian cricket player. He has played cricket so well for India for such a long time that he has become a hero to millions of people. Colour a cricket bat after you read each fact about Sachin Tendulkar. Sachin Tendulkar was born in Mumbai, India, on 24 April 1973.

r o e t s Bo r e p ok u Sof 15, Sachin and a friend made a then world-record score At the age of 664 runs for their school.

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When he was two and a half years old, he started playing cricket in his backyard. He would hit a ball with a broomstick.

When he was only 16, Sachin played his first game for India.

Sachin is so skilful that he can score runs off just about any type of bowling.

In 2008, Sachin became the cricket player who has scored the most runs in test matches. ‘Tendlya’.

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1. When is Sachin Tendulkar’s birthday?

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Score 20 runs each time you answer a question correctly.

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3. Sachin was 15 when he first played for India. Yes

4. What is one of his nicknames?

Total runs

5. Underline an interesting fact about Sachin. www.ricpublications.com.au – R.I.C. Publications®

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Famous people

Mahatma Gandhi Mahatma Gandhi was a very important person in Indian history. Indians think of him as the ‘Father of the Nation’. Gandhi helped to make India an independent nation instead of being ruled by the British. This meant it could govern itself and make its own rules. He also did a lot to help the poor have a better life.

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Gandhi got people to use peaceful ways to try and make the British government change its mind and give India independence. They didn’t use guns, fight or damage buildings. He calmly led marches and made speeches. He got crowds of people to sit quietly in the streets and be noticed by the government.

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Gandhi grew up to become a lawyer. He used the law to help all kinds of people to be treated properly. Gandhi lived a simple life that was admired. He didn’t wear fancy clothes and ate fruit, vegetables and milk.

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Finally, in 1947, India became an independent nation. Sadly, a man who did not like Gandhi’s ways of doing things shot and killed him in 1948. Gandhi was 78 years old. But his peaceful ways of protesting have continued to be copied by many. Write a poem about Gandhi. Begin each line with one of the letters in his name.

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N D H I 100

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Famous people

Mother Teresa Read the poem about Mother Teresa. There once was a girl named Agnes Who dreamed of spreading God’s love So she first went to Ireland, then India,

r o e t s Bo r e Sister Teresa taught p in Calcutta ok u Teaching at a S girl’s school She later became Mother Teresa The principal who ruled But Mother Teresa was saddened When she saw people who were so poor or sick or hungry or suffering

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to become Sister Teresa, a nun

Right outside her door

Leaving her school to work in the streets

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and how to look after themselves better She helped anyone in need

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She taught the poor to read

. tcame to help, too o Many others e c . e They cared for thec needy everywhere her r o t s uper Her Missionaries of Charity s grew As her work continued

For 50 years Mother Teresa worked with the poorest of the poor A caring and wonderful person Her love for everyone a message to us all

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