The document provides research on the languages, social hierarchy, religions, naming conventions, and dining etiquette of India. It discusses the influence of Hinduism, including the caste system which stratified society into Brahmins, Kshatriyas, Vaishyas, Shudras, and Untouchables. During Muslim rule, the caste system changed and Emperor Akbar envisioned equality among religious groups. The document also contains research on a Mughal marriage ceremony, originating from ancient Mughal customs from the Persian Empire.
On May 10, members of the Arts Education Master Plan Advisory Working Group presented their findings and recommendations to the San Francisco Unified School District Board of Education.
This document provides an overview of the revised draft Australian curriculum for The Arts from Foundation to Year 10. It includes rationales and aims for the overall Arts learning area as well as individual subjects of Dance, Drama, Media Arts, Music, and Visual Arts. Key points include:
- The Arts aim to develop student creativity, expression, communication, cultural understanding, and engagement with art forms.
- Content is organized into strands of Making (creating artworks) and Responding (analyzing and interpreting artworks).
- The five subjects each focus on unique practices and ways of seeing the world through their art form.
- Design processes are important across subjects for experimenting with and realizing artistic ideas.
This document provides a teaching guide for an 8th grade arts course on East Asian arts. It outlines the learning outcomes, content standards, and competencies students are expected to demonstrate by the end of the quarter. Students will analyze art elements and principles in East Asian works and identify characteristics of arts from China, Japan, and Korea. They will create an original artwork demonstrating elements of East Asian arts and curate a mini art exhibit. The guide provides assessment plans and rubrics to evaluate students' artworks and competencies, as well as instructional activities for students to practice relevant skills and demonstrate their understanding.
This document discusses cultural studies and feminism. It provides examples of films like Dangal and Pink that showcase women's empowerment. It also describes prominent Indian women who have achieved success in various fields, including Lata Mangeshkar as a singer, Sonia Gandhi as a politician, P.T. Usha as an athlete, Avani Chaturvedi as a fighter pilot, and Pankaj Bhadouria as a master chef. The conclusion is that women are now strong and capable of building careers in different areas if they work hard.
This document outlines a project for students on the town planning and artifacts of the Harappan civilization for history classes 11 and 12. It provides objectives to understand artifacts as sources and appreciate Harappan town planning. Students will research artifacts like beads, sculptures, tools, seals and pottery. They will analyze materials, uses, and what details artifacts reveal about Harappan culture. Students can present their findings through an exhibition recreating an ancient Harappan market or written reports. The project aims to develop skills in data collection, analysis, and historical interpretation. It will be assessed based on students' research contribution and the quality of their final reports or presentations.
This art lesson plan targets 4th grade students. The objectives are for students to recall elements of art, recognize them in Japanese artworks, and learn the history of origami. Students will create a personalized origami fan applying lines, shapes, and colors. The lesson introduces origami and its importance in ancient Japan. It demonstrates how to make an origami fan and evaluates students' creative works. The goal is for students to understand origami's uses and appreciate it as an art form.
The document discusses how the arts provide important benefits for students in schools. It argues that the arts give students confidence and a place where they feel they belong. It also suggests that the arts help develop important skills like problem solving, critical thinking, and self-expression. Without arts programs, students would be less engaged in school and more likely to drop out. The arts foster collaboration, empower students, and introduce cultural history.
The document outlines the conceptual framework for the K-12 Arts curriculum in the Philippines. It adopts a student-centered approach based on spiral progression of skills and concepts grounded in performance-based learning. The curriculum empowers students to correlate arts with cultural identity and global awareness. It is based on theories of education and focuses on developing skills like performance, creation, analysis through active experience. Standards and competencies are grounded in philosophical foundations and references from literature on humanities, arts, and education.
On May 10, members of the Arts Education Master Plan Advisory Working Group presented their findings and recommendations to the San Francisco Unified School District Board of Education.
This document provides an overview of the revised draft Australian curriculum for The Arts from Foundation to Year 10. It includes rationales and aims for the overall Arts learning area as well as individual subjects of Dance, Drama, Media Arts, Music, and Visual Arts. Key points include:
- The Arts aim to develop student creativity, expression, communication, cultural understanding, and engagement with art forms.
- Content is organized into strands of Making (creating artworks) and Responding (analyzing and interpreting artworks).
- The five subjects each focus on unique practices and ways of seeing the world through their art form.
- Design processes are important across subjects for experimenting with and realizing artistic ideas.
This document provides a teaching guide for an 8th grade arts course on East Asian arts. It outlines the learning outcomes, content standards, and competencies students are expected to demonstrate by the end of the quarter. Students will analyze art elements and principles in East Asian works and identify characteristics of arts from China, Japan, and Korea. They will create an original artwork demonstrating elements of East Asian arts and curate a mini art exhibit. The guide provides assessment plans and rubrics to evaluate students' artworks and competencies, as well as instructional activities for students to practice relevant skills and demonstrate their understanding.
This document discusses cultural studies and feminism. It provides examples of films like Dangal and Pink that showcase women's empowerment. It also describes prominent Indian women who have achieved success in various fields, including Lata Mangeshkar as a singer, Sonia Gandhi as a politician, P.T. Usha as an athlete, Avani Chaturvedi as a fighter pilot, and Pankaj Bhadouria as a master chef. The conclusion is that women are now strong and capable of building careers in different areas if they work hard.
This document outlines a project for students on the town planning and artifacts of the Harappan civilization for history classes 11 and 12. It provides objectives to understand artifacts as sources and appreciate Harappan town planning. Students will research artifacts like beads, sculptures, tools, seals and pottery. They will analyze materials, uses, and what details artifacts reveal about Harappan culture. Students can present their findings through an exhibition recreating an ancient Harappan market or written reports. The project aims to develop skills in data collection, analysis, and historical interpretation. It will be assessed based on students' research contribution and the quality of their final reports or presentations.
This art lesson plan targets 4th grade students. The objectives are for students to recall elements of art, recognize them in Japanese artworks, and learn the history of origami. Students will create a personalized origami fan applying lines, shapes, and colors. The lesson introduces origami and its importance in ancient Japan. It demonstrates how to make an origami fan and evaluates students' creative works. The goal is for students to understand origami's uses and appreciate it as an art form.
The document discusses how the arts provide important benefits for students in schools. It argues that the arts give students confidence and a place where they feel they belong. It also suggests that the arts help develop important skills like problem solving, critical thinking, and self-expression. Without arts programs, students would be less engaged in school and more likely to drop out. The arts foster collaboration, empower students, and introduce cultural history.
The document outlines the conceptual framework for the K-12 Arts curriculum in the Philippines. It adopts a student-centered approach based on spiral progression of skills and concepts grounded in performance-based learning. The curriculum empowers students to correlate arts with cultural identity and global awareness. It is based on theories of education and focuses on developing skills like performance, creation, analysis through active experience. Standards and competencies are grounded in philosophical foundations and references from literature on humanities, arts, and education.
This document appears to be a blank scan from a mobile device. No text or images are contained within the scanned document. The summary is unable to extract any meaningful information as the document is blank.
This document provides instructions for a school project on examining the similarities and differences between Eastern and Western civilizations through drama. Students will research and analyze assigned timelines to create a group performance and individual character journal. The group performance involves acting out a scene from their timeline. Individually, students must create an A5 journal on their character including sketches, research, and packaging design. Students will be evaluated on their general understanding, content, and creativity in both their group performance and individual journal.
This document provides the details and requirements for Project 1 titled "Back to Our Roots" for the course Culture & Civilization. The objectives are to explore genealogy through research and analysis, study changes in human living from past to present, and develop skills in gathering and synthesizing information. Students must complete a graphical timeline with family tree, an infographic board representing family culture/traditions, and a 10-minute research video in groups of 2. The work will be assessed based on understanding of brief, quality of documented findings, creativity/content, and team collaboration.
This very short document does not provide any meaningful information to summarize in 3 sentences or less. It only contains the word "INDIA" with no other context.
This document is a project submission from a group of nine students for their Culture and Civilization class. It includes an introduction to their group project on the history of Portugal from 1357-1524. The project required researching the historical timeline, social structures, myths and plots of the time period. They chose to perform a short play retelling a crucial scene from the timeline. They included sections on costumes, props, the crucial scene and their references. To inspire their project, they watched several short educational videos about Portuguese explorers and the history of Portugal which helped them understand the time period and culture they were portraying.
The student was assigned to create a series of postcards based on the theme of "People and Space" in the natural and built environments. They chose to focus on the street views of Petaling Street in Kuala Lumpur in the late morning. The student took photos capturing the interactions between people and the space of the busy street as vendors began preparing for the day. They selected 10 final photos and designed postcards and packaging highlighting street life in Petaling Street during that tranquil morning time.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against developing mental illness and improve symptoms for those who already have a condition.
This document contains research and design materials for an animation project based on the 2010 film Prince of Persia: The Sands of Time. It includes a script summary, character descriptions, research on costumes and props from the film, concept sketches, and references. Key elements that are researched and designed include costumes for main characters like Dastan and Tamina, weapons, and a 10-scene script summarizing the film's plot. References at the end provide more information on the original film.
This document provides the details and requirements for Project 2 of the Culture & Civilization course. The project involves examining the similarities and differences between Eastern and Western civilizations through researching and analyzing specific timelines.
Students must complete three parts: 1) Create a visual timeline analyzing the given culture, traditions, and history through research. Select an important plot from the timeline for a group performance. 2) Study a chosen character in detail to demonstrate understanding of timeline elements for the group performance. 3) Submit an individual A5 journal with sketches, annotations, and packaging design documenting understanding of the assigned character.
The group performance will be a 20-minute showcase acting out a key scene from the timeline. Individual assessments include the A
This lesson plan discusses the topic of culture. It begins with defining culture as the pattern of learned behaviors, beliefs, norms, and practices of a particular social group. It then outlines the specific objectives of the lesson which are to define culture, discuss its nature and characteristics, list the types and elements of culture, and describe a transcultural society. The lesson plan proceeds to cover the content needed to meet each objective, including defining key terms, discussing culture's nature as learned behavior and how it varies between groups, and explaining culture's functions and a transcultural society. Flashcards are listed as the audiovisual aid to be used during the lecture and discussion based lesson.
1) Ancient Indian society was organized around the varnashrama system which divided society into four varnas and four ashramas.
2) The state evolved slowly over time through factors like kinship, religion, economic classes, and war. Kings held divine status and power was seen as sanctioned by gods.
3) Ancient Indian political thought included theories about the evolutionary, force-based, mystical/divine, and social contract-based origins of the state.
This document provides information on learning objectives and activities to discuss culture, society, and politics. The objectives are to discuss the concept of culture, identify Filipino culture and traditions, and discuss technology, social change, and political identities. Several activities are outlined to explore cultural traditions in the Philippines, similarities and differences between individuals, and the impact of those factors on communities. Concepts of culture, society, and politics are also defined.
Culture teaching in foreign language classroomTiny Mu
This document is a paper by Tienny Makrus about teaching culture in foreign language classrooms. It discusses how culture is an important part of foreign language learning. It provides definitions of culture and explains how teachers can incorporate culture into their lessons by reflecting on their own cultural backgrounds, presenting cultural topics to students, and building an inclusive classroom culture where all students feel valued. The paper concludes that teaching culture should be an integral part of foreign language instruction in order to foster cultural understanding between students.
This document provides a daily lesson log for a 12th grade Understanding Culture, Society, and Politics class. Over the course of a week, students will learn about defining and understanding culture and society from anthropological and sociological perspectives. They will discuss topics like cultural relativism, ethnocentrism, cultural heritage, and threats to culture. Learning activities include group discussions, presentations, essays, and role-playing skits. The goal is for students to develop an appreciation of different cultures without judgment and to understand the complex relationships between culture and society.
This document outlines an Indian Culture and Heritage curriculum. It aims to familiarize learners with various aspects of Indian culture and heritage through 9 modules covering topics such as history, languages, religion, philosophy, art, architecture, science, and the spread of Indian culture abroad. The objectives are to acquaint learners with India's contributions in these areas and enable them to appreciate the underlying unity and composite nature of Indian culture. The curriculum is designed to develop a sense of pride and belonging towards the nation among learners.
This document outlines the curriculum for a course on Indian Culture and Heritage. It covers 9 modules that will familiarize learners with various aspects of Indian culture, including history, languages and literature, religion and philosophy, art forms, science and technology, education, social structures, and the spread of Indian culture abroad. The objectives are to acquaint learners with India's contributions in these areas as well as appreciate the underlying unity and composite nature of Indian culture. The course aims to develop a sense of pride and belonging toward India's rich and pluralistic cultural heritage among learners.
INST 110I INTRODUCTION TO INTERNATIONAL ENGAGEMENTFALL .docxjaggernaoma
INST 110I: INTRODUCTION TO INTERNATIONAL ENGAGEMENT
FALL 2017
INSTRUCTOR
CLASS SCHEDULE
CONTACT
Days of Week
Time
Place
E-Mail
Phone
Office Hours
Dr. Quirino [key-reno]
de Brito
T&Th
2:00-3:15 P.M.
OCNL 237
[email protected]
csuchico.edu
898-3251
Tuesday: 5-5:30 P.M.;
Thursday: 3:30-5:30;
and by appointment
ARTS 333
Catalog Course Description
The nature of study, work, volunteering, and travel abroad. Emphasis on an exploration of the self as an integrated physiological, social, and psychological being while living abroad. Students learn to differentiate between personal, cultural, and universal patterns in order to develop greater understanding of themselves and people of other cultures.
International Studies Pathway Catalog Description
International Studies is about the exploration of the world's cultures, languages, and institutions and their diverse traditions and common interests. The International Studies Pathway encourages appreciation of the world's cultural diversity and recognition of the common issues that contemporary societies face. Students develop comparative perspectives of ethical, sustainable, and socially responsible institutions. This Pathway requires students to develop cross-cultural understanding, technical skills, and pre-professional experience relevant to the globalizing world of the 21st century. The International Studies Pathway is appropriate for students interested in international business, culture, arts, politics, and economics. Students are encouraged to study abroad as part of the International Studies Pathway, and under certain circumstances, may apply up to 18 units toward the interdisciplinary GE Pathway Minor in International Studies. Students interested in applying credit from study-abroad experiences to the interdisciplinary minor should consult with the Study Abroad Office and the International Studies GE Coordinator before departure.
Global Development Studies Pathway Catalog Description
When you graduate from CSU, Chico, you will enter an increasingly interdependent and competitive global marketplace in which people, ideas, and merchandise cross national borders at a rate unprecedented in human history. The Global Development Studies Pathway is for students who want to learn more about the people and issues of the developing world, where close to ninety percent of the earth's population resides. Courses explore the cultural expressions and histories of a vast range of societies and groups underrepresented in standard U.S. curricula, including much of Asia, Africa, the Islamic world, and Latin America. Students in this Pathway examine contemporary issues such as food production and food scarcity, economic inequality, the struggle for women's rights, ethnic and religious conflict, and nationalism. They also learn how people in developing countries have mobilized to confront the legacies of colonialism-including uneven development and environmental destruction-and establish and .
This document provides lesson plans for teaching about Bengali identity and culture to students in Key Stage 3 (ages 11-14) in the UK. The lesson plans are organized around 8 themes: identity/self-identification, exploring identity, home, family history, migration, generation, prejudice, and celebrating Bengali culture. Each lesson uses activities and discussions based on profiles of British Bangladeshis on the Bangla Stories website to help students explore concepts of identity, challenge stereotypes, and recognize diversity within the Bengali community in Britain.
This document provides tips for teachers to help students explore culture in the classroom. It discusses two responsibilities of teachers regarding culture and language. It then lists tips such as having students define culture, raising culture to a conscious level, pointing out hidden aspects of culture, showing how cultures value things differently, and helping students understand how culture works. The document provides research and examples to support each tip. The overall goal is to help students learn about their own and other cultures.
1st meeting october 18th 2016 2 g and teaching valuesMr Bounab Samir
Salam:
Meeting & Workshop: 2 G Curriculum & Teaching Values
Today's meeting was about 2G curriculum and teaching values
Teaching values is the CORE of the new changes coz simply ( 2G= 1g + teahcing values & cross curricular competences)
The meeting tackled to the following points:
1- Welcoming the audience and the new comers
2- Discussing some of the problems that face teachers at the beginning of the new school year
3- Brief review about what teachers should teach ( deleted lessons for all levels according to the slimming of the syllbus 2013)
4- brainstorming the topic of the day
5- Defining values
6- Why teaching values?
7- Why
Teaching values in the Algerian 2nd Generation Curriculum?
8- The Core Values
9- Type of values
10- what to consider while teaching values?
11- Workshop ( group work) list al the values that can be instilled in each lesson
Thank you
By : Mr Samir Bounab ( teacher trainer at MONE)
The links
Power point presentation :
Running head: SPANISH LANGUAGE 3
Spanish Language
Student’s name:
Institution’s name:
Spanish speakers all over the world tend to observe some formalities in their treatment with each other. Spanish language emphasis the importance of respect of cultures of Spanish speaking countries in the following ways; firstly, Spanish language normally provides forms and non formal address. However, despite the fact that native Spanish speakers have their formal means of communication and treating each other, they give room for other Spanish speaking countries to have freedom to practice what they feel is good for them. They highly esteem the great value and appearance of other people with a sense of honor, dignity and pride. This way, they regard the tradition of other people whether in terms of social life and work very important and unique. It is said that Spaniards normally tend to be more relaxed and flexible where they prefer to wear formally in social gathering which may be contrary to other Spanish speakers (Noble and LaCasa, 2000). Therefore, they extend their respect for other Spanish speakers through accepting their practice whether in formal or informal settings.
The respect for other Spanish speakers in other countries is also emphasized through rituals and region which of course varies from one region to another. Despite the fact that most Spaniards are Roman Catholics, they highly esteem other dominations. This is because of the understanding that churches play an important role in influencing family life and community affairs. Most importantly, churches help to give meaning to every culture in the world. Therefore, celebration also varies (Noble and LaCasa, 2000). For instance, in Spain, each local community has to celebrate its patron saint’s day as it is regarded as a very important occasion. However, this may be not the case in other Spanish speakers in other countries. The respect of other Spanish speakers can also be associated with the fact that Hispanic countries celebrate popular holidays internationally such as Christmas, Easter among others. This helps to bring together with other members in other countries. They also help in the learning process to ensure that the language is widely accepted and used freely.
Reference
Noble, J. and LaCasa, J. (2000). The Hispanic way: Aspects of behavior, attitudes, and customs
of the Spanish-speaking world. Chicago, Ill. Passport Books.
In relation to assignment 1, there has been a query from a student for further clarity.
The first cultural problem you face is understanding what I a foreigner want you to write about!
What am I looking for? Is it different to what you think? Is it too vague? Will I fail you? Please do not worry!
Singaporeans like strong and specific guidelines but many cultures, particularly other English speaking cultures, operate with few guidelines. Thus, there is no right or wrong way .
This document appears to be a blank scan from a mobile device. No text or images are contained within the scanned document. The summary is unable to extract any meaningful information as the document is blank.
This document provides instructions for a school project on examining the similarities and differences between Eastern and Western civilizations through drama. Students will research and analyze assigned timelines to create a group performance and individual character journal. The group performance involves acting out a scene from their timeline. Individually, students must create an A5 journal on their character including sketches, research, and packaging design. Students will be evaluated on their general understanding, content, and creativity in both their group performance and individual journal.
This document provides the details and requirements for Project 1 titled "Back to Our Roots" for the course Culture & Civilization. The objectives are to explore genealogy through research and analysis, study changes in human living from past to present, and develop skills in gathering and synthesizing information. Students must complete a graphical timeline with family tree, an infographic board representing family culture/traditions, and a 10-minute research video in groups of 2. The work will be assessed based on understanding of brief, quality of documented findings, creativity/content, and team collaboration.
This very short document does not provide any meaningful information to summarize in 3 sentences or less. It only contains the word "INDIA" with no other context.
This document is a project submission from a group of nine students for their Culture and Civilization class. It includes an introduction to their group project on the history of Portugal from 1357-1524. The project required researching the historical timeline, social structures, myths and plots of the time period. They chose to perform a short play retelling a crucial scene from the timeline. They included sections on costumes, props, the crucial scene and their references. To inspire their project, they watched several short educational videos about Portuguese explorers and the history of Portugal which helped them understand the time period and culture they were portraying.
The student was assigned to create a series of postcards based on the theme of "People and Space" in the natural and built environments. They chose to focus on the street views of Petaling Street in Kuala Lumpur in the late morning. The student took photos capturing the interactions between people and the space of the busy street as vendors began preparing for the day. They selected 10 final photos and designed postcards and packaging highlighting street life in Petaling Street during that tranquil morning time.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against developing mental illness and improve symptoms for those who already have a condition.
This document contains research and design materials for an animation project based on the 2010 film Prince of Persia: The Sands of Time. It includes a script summary, character descriptions, research on costumes and props from the film, concept sketches, and references. Key elements that are researched and designed include costumes for main characters like Dastan and Tamina, weapons, and a 10-scene script summarizing the film's plot. References at the end provide more information on the original film.
This document provides the details and requirements for Project 2 of the Culture & Civilization course. The project involves examining the similarities and differences between Eastern and Western civilizations through researching and analyzing specific timelines.
Students must complete three parts: 1) Create a visual timeline analyzing the given culture, traditions, and history through research. Select an important plot from the timeline for a group performance. 2) Study a chosen character in detail to demonstrate understanding of timeline elements for the group performance. 3) Submit an individual A5 journal with sketches, annotations, and packaging design documenting understanding of the assigned character.
The group performance will be a 20-minute showcase acting out a key scene from the timeline. Individual assessments include the A
This lesson plan discusses the topic of culture. It begins with defining culture as the pattern of learned behaviors, beliefs, norms, and practices of a particular social group. It then outlines the specific objectives of the lesson which are to define culture, discuss its nature and characteristics, list the types and elements of culture, and describe a transcultural society. The lesson plan proceeds to cover the content needed to meet each objective, including defining key terms, discussing culture's nature as learned behavior and how it varies between groups, and explaining culture's functions and a transcultural society. Flashcards are listed as the audiovisual aid to be used during the lecture and discussion based lesson.
1) Ancient Indian society was organized around the varnashrama system which divided society into four varnas and four ashramas.
2) The state evolved slowly over time through factors like kinship, religion, economic classes, and war. Kings held divine status and power was seen as sanctioned by gods.
3) Ancient Indian political thought included theories about the evolutionary, force-based, mystical/divine, and social contract-based origins of the state.
This document provides information on learning objectives and activities to discuss culture, society, and politics. The objectives are to discuss the concept of culture, identify Filipino culture and traditions, and discuss technology, social change, and political identities. Several activities are outlined to explore cultural traditions in the Philippines, similarities and differences between individuals, and the impact of those factors on communities. Concepts of culture, society, and politics are also defined.
Culture teaching in foreign language classroomTiny Mu
This document is a paper by Tienny Makrus about teaching culture in foreign language classrooms. It discusses how culture is an important part of foreign language learning. It provides definitions of culture and explains how teachers can incorporate culture into their lessons by reflecting on their own cultural backgrounds, presenting cultural topics to students, and building an inclusive classroom culture where all students feel valued. The paper concludes that teaching culture should be an integral part of foreign language instruction in order to foster cultural understanding between students.
This document provides a daily lesson log for a 12th grade Understanding Culture, Society, and Politics class. Over the course of a week, students will learn about defining and understanding culture and society from anthropological and sociological perspectives. They will discuss topics like cultural relativism, ethnocentrism, cultural heritage, and threats to culture. Learning activities include group discussions, presentations, essays, and role-playing skits. The goal is for students to develop an appreciation of different cultures without judgment and to understand the complex relationships between culture and society.
This document outlines an Indian Culture and Heritage curriculum. It aims to familiarize learners with various aspects of Indian culture and heritage through 9 modules covering topics such as history, languages, religion, philosophy, art, architecture, science, and the spread of Indian culture abroad. The objectives are to acquaint learners with India's contributions in these areas and enable them to appreciate the underlying unity and composite nature of Indian culture. The curriculum is designed to develop a sense of pride and belonging towards the nation among learners.
This document outlines the curriculum for a course on Indian Culture and Heritage. It covers 9 modules that will familiarize learners with various aspects of Indian culture, including history, languages and literature, religion and philosophy, art forms, science and technology, education, social structures, and the spread of Indian culture abroad. The objectives are to acquaint learners with India's contributions in these areas as well as appreciate the underlying unity and composite nature of Indian culture. The course aims to develop a sense of pride and belonging toward India's rich and pluralistic cultural heritage among learners.
INST 110I INTRODUCTION TO INTERNATIONAL ENGAGEMENTFALL .docxjaggernaoma
INST 110I: INTRODUCTION TO INTERNATIONAL ENGAGEMENT
FALL 2017
INSTRUCTOR
CLASS SCHEDULE
CONTACT
Days of Week
Time
Place
E-Mail
Phone
Office Hours
Dr. Quirino [key-reno]
de Brito
T&Th
2:00-3:15 P.M.
OCNL 237
[email protected]
csuchico.edu
898-3251
Tuesday: 5-5:30 P.M.;
Thursday: 3:30-5:30;
and by appointment
ARTS 333
Catalog Course Description
The nature of study, work, volunteering, and travel abroad. Emphasis on an exploration of the self as an integrated physiological, social, and psychological being while living abroad. Students learn to differentiate between personal, cultural, and universal patterns in order to develop greater understanding of themselves and people of other cultures.
International Studies Pathway Catalog Description
International Studies is about the exploration of the world's cultures, languages, and institutions and their diverse traditions and common interests. The International Studies Pathway encourages appreciation of the world's cultural diversity and recognition of the common issues that contemporary societies face. Students develop comparative perspectives of ethical, sustainable, and socially responsible institutions. This Pathway requires students to develop cross-cultural understanding, technical skills, and pre-professional experience relevant to the globalizing world of the 21st century. The International Studies Pathway is appropriate for students interested in international business, culture, arts, politics, and economics. Students are encouraged to study abroad as part of the International Studies Pathway, and under certain circumstances, may apply up to 18 units toward the interdisciplinary GE Pathway Minor in International Studies. Students interested in applying credit from study-abroad experiences to the interdisciplinary minor should consult with the Study Abroad Office and the International Studies GE Coordinator before departure.
Global Development Studies Pathway Catalog Description
When you graduate from CSU, Chico, you will enter an increasingly interdependent and competitive global marketplace in which people, ideas, and merchandise cross national borders at a rate unprecedented in human history. The Global Development Studies Pathway is for students who want to learn more about the people and issues of the developing world, where close to ninety percent of the earth's population resides. Courses explore the cultural expressions and histories of a vast range of societies and groups underrepresented in standard U.S. curricula, including much of Asia, Africa, the Islamic world, and Latin America. Students in this Pathway examine contemporary issues such as food production and food scarcity, economic inequality, the struggle for women's rights, ethnic and religious conflict, and nationalism. They also learn how people in developing countries have mobilized to confront the legacies of colonialism-including uneven development and environmental destruction-and establish and .
This document provides lesson plans for teaching about Bengali identity and culture to students in Key Stage 3 (ages 11-14) in the UK. The lesson plans are organized around 8 themes: identity/self-identification, exploring identity, home, family history, migration, generation, prejudice, and celebrating Bengali culture. Each lesson uses activities and discussions based on profiles of British Bangladeshis on the Bangla Stories website to help students explore concepts of identity, challenge stereotypes, and recognize diversity within the Bengali community in Britain.
This document provides tips for teachers to help students explore culture in the classroom. It discusses two responsibilities of teachers regarding culture and language. It then lists tips such as having students define culture, raising culture to a conscious level, pointing out hidden aspects of culture, showing how cultures value things differently, and helping students understand how culture works. The document provides research and examples to support each tip. The overall goal is to help students learn about their own and other cultures.
1st meeting october 18th 2016 2 g and teaching valuesMr Bounab Samir
Salam:
Meeting & Workshop: 2 G Curriculum & Teaching Values
Today's meeting was about 2G curriculum and teaching values
Teaching values is the CORE of the new changes coz simply ( 2G= 1g + teahcing values & cross curricular competences)
The meeting tackled to the following points:
1- Welcoming the audience and the new comers
2- Discussing some of the problems that face teachers at the beginning of the new school year
3- Brief review about what teachers should teach ( deleted lessons for all levels according to the slimming of the syllbus 2013)
4- brainstorming the topic of the day
5- Defining values
6- Why teaching values?
7- Why
Teaching values in the Algerian 2nd Generation Curriculum?
8- The Core Values
9- Type of values
10- what to consider while teaching values?
11- Workshop ( group work) list al the values that can be instilled in each lesson
Thank you
By : Mr Samir Bounab ( teacher trainer at MONE)
The links
Power point presentation :
Running head: SPANISH LANGUAGE 3
Spanish Language
Student’s name:
Institution’s name:
Spanish speakers all over the world tend to observe some formalities in their treatment with each other. Spanish language emphasis the importance of respect of cultures of Spanish speaking countries in the following ways; firstly, Spanish language normally provides forms and non formal address. However, despite the fact that native Spanish speakers have their formal means of communication and treating each other, they give room for other Spanish speaking countries to have freedom to practice what they feel is good for them. They highly esteem the great value and appearance of other people with a sense of honor, dignity and pride. This way, they regard the tradition of other people whether in terms of social life and work very important and unique. It is said that Spaniards normally tend to be more relaxed and flexible where they prefer to wear formally in social gathering which may be contrary to other Spanish speakers (Noble and LaCasa, 2000). Therefore, they extend their respect for other Spanish speakers through accepting their practice whether in formal or informal settings.
The respect for other Spanish speakers in other countries is also emphasized through rituals and region which of course varies from one region to another. Despite the fact that most Spaniards are Roman Catholics, they highly esteem other dominations. This is because of the understanding that churches play an important role in influencing family life and community affairs. Most importantly, churches help to give meaning to every culture in the world. Therefore, celebration also varies (Noble and LaCasa, 2000). For instance, in Spain, each local community has to celebrate its patron saint’s day as it is regarded as a very important occasion. However, this may be not the case in other Spanish speakers in other countries. The respect of other Spanish speakers can also be associated with the fact that Hispanic countries celebrate popular holidays internationally such as Christmas, Easter among others. This helps to bring together with other members in other countries. They also help in the learning process to ensure that the language is widely accepted and used freely.
Reference
Noble, J. and LaCasa, J. (2000). The Hispanic way: Aspects of behavior, attitudes, and customs
of the Spanish-speaking world. Chicago, Ill. Passport Books.
In relation to assignment 1, there has been a query from a student for further clarity.
The first cultural problem you face is understanding what I a foreigner want you to write about!
What am I looking for? Is it different to what you think? Is it too vague? Will I fail you? Please do not worry!
Singaporeans like strong and specific guidelines but many cultures, particularly other English speaking cultures, operate with few guidelines. Thus, there is no right or wrong way .
Role of cultural differences in contemporary worldmumer4449
What is Culture? How Culture is effected & What is the impact of effected culture on Modern World? What are the Dimensions that modifies/changes Culture? Problems that are caused by Culture? What is Dress Code in America?
EDU 01_Dr. s. radhakrishnan(Assignment) .docxAnishmaLRaj
Dr. Sarvepalli Radhakrishnan was an Indian philosopher and statesman who was born in 1888. He received many prestigious positions including being the first Vice President and second President of India. Radhakrishnan believed that education should be used as an instrument for social, economic, and cultural change. He emphasized a balanced curriculum that developed students physically, mentally, and spiritually. Radhakrishnan made many contributions to education in India through his role as the chairman of the University Education Commission and his recommendations helped shape higher education. Teachers Day is celebrated in India on September 5th in honor of Radhakrishnan's birthday.
EDU 01:-Dr. s. radhakrishnan (Assignment)AnishmaLRaj
Dr. Sarvepalli Radhakrishnan was an Indian philosopher and statesman who was born in 1888. He received many prestigious positions including being the first Vice President and second President of India. Radhakrishnan believed that education should be used as an instrument for social, economic, and cultural change. He emphasized a balanced curriculum that developed students physically, mentally, and spiritually. Radhakrishnan made many contributions to education in India through his role as the chairman of the University Education Commission and his recommendations helped shape higher education. Teachers Day is celebrated in India on September 5th in honor of Radhakrishnan's birthday.
Running head POPULATION STUDY1POPULATION STUDY4.docxgemaherd
The document is a syllabus for a course on government-business relations. It outlines the course description, learning objectives, structure and assignments. The key points are:
1) The course examines policies affecting business development and issues regarding governance, planning and economic development between government and business.
2) Major assignments include weekly writing assignments, quizzes, an ethics research paper, an economic development case study paper and presentation, and a final exam.
3) The course aims to help students understand the foundation, concepts and theories of government-business interactions and analyze related ethical issues and economic impacts.
Running head POPULATION STUDY1POPULATION STUDY4.docxglendar3
Running head: POPULATION STUDY
1
POPULATION STUDY
4
Human Services Professional: Population Study
Insititute Name
Name of the Student
Human Resource Management 6200
March 10, 2020
Human Services Professional: Population Study
Introduction
The cultural immersion experience allows human services professional to understand in detail the norms, values, and underlying terms of socializing within a certain community. As an African American, it is the experience of cultural immersion provides a greater understanding of personal biases and prejudices, and enhances the understanding vis-a-vis comparison to others. African Americans in United States are in minority, but they are the largest group within the minority segment. Throughout the history of United States, African Americans have struggled to achieve liberation at various levels and at different phases of history, that is, from the slave era to recent era of racial profiling, etc.
Analysis
Identification of Population
Indian Muslim diaspora living in the New York city is part of the metropolitan life, but simultaneously brings a unique cultural contribution to the society. Lives of Muslims in United States is significantly different form that of Muslims living in India, though minority status is common to the target population. A family unit is strong amongst the community members, and relatively less integrated in the society. Indian Muslims are more integrated within South Asian community which comprise of Indian, Pakistani, and Bangladeshi diaspora. Mostly, Muslim community members are friends with Indians and Pakistanis, and religion play a relatively lesser role in keeping good terms. Preference to socialize in society with Muslims is supplemented by the youth factor which pays less attention to the faith factor.
Role of Faith in Socioeconomic Relationships
There are some obvious differences between Indian Muslims and African American, one of them is faith. Christianity and Muslims have a unique relationship all over the world, such as, Muslims believe Jesus to be righteous prophet and henceforth, Christianity was the true religion before Islam. On the other hand, non-Muslims Hindus majority in India are not close to each other, if compared with Christian-Muslim relationship, especially of the western world. Though, Muslims and Hindus are still in better relationship as compared to the same communities at home countries, and this owe much to the nation building process in South Asia, along with element of modernity in the new generations born and raised in United States, and globalization.
In the past, I used to perceive Indian-Muslims as less hardworking and more of conservatives, though many stereotypes related to extremist personalities exist. But the visits provided me an insight into the intelligent, cultured, and pluralist in conversation community living in United States. A curiosity to understand the Indian-Muslim also existed because there existed some thoughts pe.
Running head POPULATION STUDY1POPULATION STUDY4.docxtodd581
Running head: POPULATION STUDY
1
POPULATION STUDY
4
Human Services Professional: Population Study
Insititute Name
Name of the Student
Human Resource Management 6200
March 10, 2020
Human Services Professional: Population Study
Introduction
The cultural immersion experience allows human services professional to understand in detail the norms, values, and underlying terms of socializing within a certain community. As an African American, it is the experience of cultural immersion provides a greater understanding of personal biases and prejudices, and enhances the understanding vis-a-vis comparison to others. African Americans in United States are in minority, but they are the largest group within the minority segment. Throughout the history of United States, African Americans have struggled to achieve liberation at various levels and at different phases of history, that is, from the slave era to recent era of racial profiling, etc.
Analysis
Identification of Population
Indian Muslim diaspora living in the New York city is part of the metropolitan life, but simultaneously brings a unique cultural contribution to the society. Lives of Muslims in United States is significantly different form that of Muslims living in India, though minority status is common to the target population. A family unit is strong amongst the community members, and relatively less integrated in the society. Indian Muslims are more integrated within South Asian community which comprise of Indian, Pakistani, and Bangladeshi diaspora. Mostly, Muslim community members are friends with Indians and Pakistanis, and religion play a relatively lesser role in keeping good terms. Preference to socialize in society with Muslims is supplemented by the youth factor which pays less attention to the faith factor.
Role of Faith in Socioeconomic Relationships
There are some obvious differences between Indian Muslims and African American, one of them is faith. Christianity and Muslims have a unique relationship all over the world, such as, Muslims believe Jesus to be righteous prophet and henceforth, Christianity was the true religion before Islam. On the other hand, non-Muslims Hindus majority in India are not close to each other, if compared with Christian-Muslim relationship, especially of the western world. Though, Muslims and Hindus are still in better relationship as compared to the same communities at home countries, and this owe much to the nation building process in South Asia, along with element of modernity in the new generations born and raised in United States, and globalization.
In the past, I used to perceive Indian-Muslims as less hardworking and more of conservatives, though many stereotypes related to extremist personalities exist. But the visits provided me an insight into the intelligent, cultured, and pluralist in conversation community living in United States. A curiosity to understand the Indian-Muslim also existed because there existed some thoughts pe.
Running head POPULATION STUDY1POPULATION STUDY4.docxjeanettehully
Running head: POPULATION STUDY
1
POPULATION STUDY
4
Human Services Professional: Population Study
Insititute Name
Name of the Student
Human Resource Management 6200
March 10, 2020
Human Services Professional: Population Study
Introduction
The cultural immersion experience allows human services professional to understand in detail the norms, values, and underlying terms of socializing within a certain community. As an African American, it is the experience of cultural immersion provides a greater understanding of personal biases and prejudices, and enhances the understanding vis-a-vis comparison to others. African Americans in United States are in minority, but they are the largest group within the minority segment. Throughout the history of United States, African Americans have struggled to achieve liberation at various levels and at different phases of history, that is, from the slave era to recent era of racial profiling, etc.
Analysis
Identification of Population
Indian Muslim diaspora living in the New York city is part of the metropolitan life, but simultaneously brings a unique cultural contribution to the society. Lives of Muslims in United States is significantly different form that of Muslims living in India, though minority status is common to the target population. A family unit is strong amongst the community members, and relatively less integrated in the society. Indian Muslims are more integrated within South Asian community which comprise of Indian, Pakistani, and Bangladeshi diaspora. Mostly, Muslim community members are friends with Indians and Pakistanis, and religion play a relatively lesser role in keeping good terms. Preference to socialize in society with Muslims is supplemented by the youth factor which pays less attention to the faith factor.
Role of Faith in Socioeconomic Relationships
There are some obvious differences between Indian Muslims and African American, one of them is faith. Christianity and Muslims have a unique relationship all over the world, such as, Muslims believe Jesus to be righteous prophet and henceforth, Christianity was the true religion before Islam. On the other hand, non-Muslims Hindus majority in India are not close to each other, if compared with Christian-Muslim relationship, especially of the western world. Though, Muslims and Hindus are still in better relationship as compared to the same communities at home countries, and this owe much to the nation building process in South Asia, along with element of modernity in the new generations born and raised in United States, and globalization.
In the past, I used to perceive Indian-Muslims as less hardworking and more of conservatives, though many stereotypes related to extremist personalities exist. But the visits provided me an insight into the intelligent, cultured, and pluralist in conversation community living in United States. A curiosity to understand the Indian-Muslim also existed because there existed some thoughts pe ...
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Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
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Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
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2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
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Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
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By Dr. Vinod Kumar Kanvaria
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
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The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
1. 0
MESSAGES FROM THE PAST
CULTURE AND CIVILIZATION (CLS30105)
REPORT COMPILATION OF
TEAM INDIA
TUTORS:
MS NORMAH SULAIMAN
MS IDA MAZLAN
GROUP LEADER:
LIM JOE ONN
GROUP MEMBERS:
HARWINDER SINGH
LEE KAI YUNG
NG HONG BIN
POH WENG CHUAN
CARLSON KO
CHONG JIN FENG
CHONG YU XUAN
CLEMENT CHEN
DANIEL CHOW
2. 1
CONTENTS
TITLE PAGE
ASSIGNMENT BRIEF 2-4
RESEARCH 5-19
RESEARCH SUMMARY AND ADAPTION INTO STORY 20-21
SUMMARY OF SKETCH 22
SCRIPT OF SKETCH 23-30
KEY FRAMES 31-34
IDEAS AND FINAL COSTUMES AND PROPS 35-45
REFERENCES 46
3. 2
ASSIGNMENT BRIEF
SCHOOL OF ARCHITECTURE, BUILDING & DESIGN
Research Unit for Modern Architecture Studies in Southeast Asia
Foundation of Natural and Built Environments
CULTURE & CIVILIZATION (FDES 0815)
Prerequisite: None
Lecturer : Normah Sulaiman . Ida Mazlan
_____________________________________________________________________
Project 2
Messages from The Past
30% marks (20% Group – 10% Individual) Submission date: 11th
December 2014
Introduction
“The history of drama stretches back to some of mankind's earliest civilizations. It's always fun to
learn the history of a play that you're watching. You could be seeing something that people have
enjoyed for hundreds or thousands of years. Drama as we know it got its start back in ancient
Greece. Many of the plays written during the Classical period, from 525 BC to 385 BC, are still
performed today”
Cheever, J. 2011
Objectives of Project
1. To examine the similarities and differences between Eastern and Western civilizations.
Learning Outcome
1. Able to recall the development of Eastern and Western human civilizations in the past as
well as present.
2. Able to demonstrate good documentation and presentation skills.
Tasks
Part I: Timeline Research: You are to research and analyze the specific given timeline through
books, and internet. Elements such as the culture, administration, social strata, tradition
and history or myth are to be researched and included in the timeline. With the research that
you have conducted in mind prepare a visual timeline. Select the most important plot from the
timeline for your performance. The materials gathered are to assist you for your group and
individual outcome.
Part II: Individually, your task is to study the character chosen in detail that would
demonstrate your understanding of the chosen elements in Part 1. Final submission as a group
4. 3
would be a showcase of students’ understanding of the timeline and the 20mins showcase /
acting of the scene of the elements that are prominent in the timeline.
Part III: Submission as an individual would be a journal on the character in A5 size comprises of
series of sketchs, colored, complete with annotations and design the packaging of your journals.
Schedule:
*It is compulsory for you to bring your tutorial sheet each time you see your tutor. This
tutorial sheet will be compiled in the final submission
Submission Requirements:
Group
1. Screening Date and Assessment Day**
Screening Date : 11th
December 2014
Venue : Class Venue
Time : Class Time
** For E-portfolio purposes, performance of each group need to be recorded and uploaded
using proper media and compiled using a CD for lecturer’s archive.
2. An A4 report* compilation comprises of Part I and Part III.
*List of report content will as below
Document your research findings and tutorials output in A4 size with a proper cover.
(Includes, refer to details below). This shall be submitted on the same day of
performance.
• Assignment brief
• Research – movies and characters that have inspired you, costume research,
props research, etc.
• A summary of your research and how you have adapted the research into your
story.
• A summary of your sketch.
• A script of your sketch.
• In each act in the script, pick the most crucial scene. Draw out that key frame
(how you visualize that scene to be). You can draw with your own style.
Week 6 : 6th
Nov 2014 : Planning of Project
Week 7 : 13th
Nov 2014 : Progress I – 5% evaluation
Week 8 : 20th
Nov 2014 : Progress I – 5% evaluation
Week 9 : 27th
Nov 2014 : Progress II – 20% evaluation
Week 10 : 4th
December 2014 : Progress III – 20% evaluation
Week 11 :11th
December 2014 : Performance Day
Week 12 :16th
December 2014 : Submission of Individual
Component
5. 4
• All ideas of costumes and props must be drawn and colored. After they are
completed, photographs are to be produced to show the final outcome.
References for both text and visuals.
Individual
1.A5 booklet (maximum 6 pages). The journal includes brief introduction of character,
progress of understanding and elements such as the culture, social strata, and
architecture of the timeline.
2.Journal works must be in hand drawn or collage format (No computer graphics).
3.Referencing and citation of sources is to be inserted at the back of the culture journal.
Date : 16th
December 2014
Time : Class Time
Venue : Class Venue
Reminder: Works submitted late will yield 10% mark reduction. For works submitted later
than two working days, no assessment will be done.
** Subject to changes(if any and will be announcedin class)
6. 5
RESEARCH
LANGUAGES IN INDIA
Different states of India have different official languages, which includes Tamil, Urdu
and Bengali. Some of them not recognized by the central government. The central
government decided that Hindi was to be the official language of India.
SOCIAL HIERARCHY
The influences of Hinduism and the tradition of the caste system have created a culture
that emphasizes established hierarchical relationships. Indians are always conscious of
social order and their status relative to other people, be they family, friends, or
strangers.
Indians typically define themselves by the groups to which they belong rather than by
their status as individuals. Someone is deemed to be affiliated to a specific state,
region, city, family, career path or religion.
ETIQUETTE AND CUSTOMS
Indians do not like to express 'no,' be it verbally or non- verbally. Since they do not like
to give negative answers, Indians may give an affirmative answer but be deliberately
vague about any specific details.
Religion, education and social class all influence greetings in India. This is a hierarchical
culture, so the eldest or most senior person is greeted first. Indians are also known to
always respect their elders and never talk back at them. Objecting the elder’s decision
is a taboo.
7. 6
Men may shake hands with other men and women may shake hands with other women;
however there are seldom handshakes between men and women because of religious
beliefs.
RELIGIONS
India is very diverse in terms of religion. This country is the origin of Buddhism. Most of
its citizens are Hindus or Muslims.
NAMING CONVENTIONS
Indian names vary based upon religion, social class, and region of the country.
Hindus:
In the north, many people have both a given name and a surname.
In the south, surnames are less common and a person generally uses the initial of
their father's name in front of their own name.
The man's formal name is their name "s/o" (son of) and the father's name. Women
use "d/o" to refer to themselves as the daughter of their father.
At marriage, women drop their father's name and use their first name with their
husband's first name.
Muslims:
8. 7
Many Muslims do not have surnames. Instead, men add the father's name to their
own name with the connector 'bin'. Women use the connector 'binti'.
The title Hajji or Hajjah before the name indicates the person has made their
pilgrimage to Mecca.
Sikhs:
Sikhs all use the name Singh. It is either adopted as a surname or as a connector
name to the surname.
DINING ETIQUETTE
Indians entertain in their homes, restaurants, private clubs, or other public venues,
depending upon the occasion and circumstances.
Take off your shoes before entering the house.
Dress modestly and conservatively.
There are diverse dietary restrictions in India, and these may affect the foods that are
served:
Hindus do not eat beef and many are vegetarians.
Muslims do not eat pork or drink alcohol.
Sikhs do not eat beef.
Lamb, chicken, and fish are the most commonly served main courses for non-
vegetarian meals as they avoid the meat restrictions of the religious groups.
Table manners:
Much Indian food is eaten with the fingers.
Always use your right hand to eat, whether you are using utensils or your fingers.
In some situations food may be put on your plate for you, while in other situations
you may be allowed to serve yourself from a communal bowl.
9. 8
Leaving a small amount of food on your plate indicates that you are satisfied.
Finishing all your food means that you are still hungry.
SOCIAL STRUCTURE THROUGHOUT HISTORY
Hinduism has strict rules about social
structure, called a caste system.
Brahmins consist of priests, Kshatriya’s
consist of warriors, Vaishya consist of
merchant and farmers, Shudras are
unskilled workers while Untouchables
and Adivasis are seen as unclean and
perform the unclean tasks of society.
These tasks include cleaning human
waste and cleaning drains. They are
treated terribly by others and are always
discriminated by other classes.
The most significant minority population in
India today is the Muslim population. This
stems out of a period of several hundred years
of Indian history where Muslims ruled over
much of the subcontinent. During Muslim rule,
changes were done to the caste system.
10. 9
Emperor Akbar, a Muslim Mughal ruler
from 1592 to 1605, attempted to remove
some aspects of discrimination against
Hindus in Indian society. He envisaged
an India where major religious groups
could work together (also including
Christianity and Buddhism). This created
a social pyramid where leaders from
different religions were equal.
MOGHUL MARRIAGE CEREMONY
Origins
Traditional Muslim pre-wedding ceremonies are similar to ancient Moghul customs
since they originated from the Persian Empire. However, the practice of Hindu-Muslim
marriages of Moghul princes to Rajput princesses (such as that of Jodhaa Akbar)
involves some Rajput engagement customs as well.
Moghul marriage were usually arranged by elder family members. Today’s Muslim
equivalent of this arranged marriage process is called istikhara – where the religious or
political head of a community takes rights from Allah to perform and approve the
marriage ceremony.
11. 10
The Moghul betrothal process called magni involves a display of affection and wealth
from both the bride’s and groom’s sides of the family. The groom and his family pay a
visit to the bride’s home with gifts – including silk clothing and gold jewellery.
Pitha
Moghul brides would wear bright yellow and
gold lehengas while they were covered in
turmeric (haldi) powder by her female
relatives. The haldi makes the bride’s skin
glow naturally – reflecting her happiness for
her wedding day.
The pitha ceremony is the ancient equivalent
of today's haldi tradition followed in both
Hindu and Muslim wedding cultures.
Mehendi
Intricate floral, peacock, and
mango print designs are
delicately painted in henna
paste on the hands and feet of
the bride. It is ancient tradition
to have the groom’s name
hidden in the bride’s mehendi
design as well – so that he will
spend the whole night
searching for it!
Despite the commonality of
Hindu-Muslim marriages
amongst royalty, Moghul
customs were primarily
practiced with adaptations from
Hindi traditions.
12. 11
Baraat
The day of the wedding is just as lavish as the extensive engagement ceremonies that
precede it. The groom has his wedding procession, the baraat, which is his grand
entrance to the wedding venue. He brings with him the daala - which are gifts of clothing
and jewelry from his family to the bride.
The wedding ceremony is officiated by a priest. The fathers of both the bride and the
groom are both heavily involved in the ceremony. Once legal matters are settled,
the priest makes the bride and groom sign a marriage contract known as a nikah-nama.
It is also signed by the other family witnesses.
After verses from the Quran are read and
martial responsibilities are agreed upon, the
bride and groom are officially married and
receive blessings while they pray together.
The acceptance of these verses is called the
Ijab-e-Qubul.
An interesting wedding tradition in Moghul,
and now Muslim, culture is the concept of
gender-segregation at the ceremony. The
men and women sit on opposite sides of the
venue, while the bride and groom are only
allowed to view each other through a mirror
until all the rituals have been completed.
13. 12
MOGHUL FUNERAL CEREMONY
Little amounts of records of Moghul
funerals in general are found. Thus,
research is focused on Mumtaz Mahal’s
funeral ceremony in historical records. The
‘O Man’ chapter of the al-Quran was read
by her bedside at the moment of the death.
Announcements of the death of Mumtaz
Mahal were done. Every member of the
royal family gathered, and anguished.
Mumtaz Mahal’s body received a cold
water bath by a female washer before
being wrapped in a white shroud. The
corpse is removed from Burhanpur Palace head first to prevent the spirit from finding its
way back in.
A mourning period of 40 days was announced by the king. As the corpse is carried from
Burhanpur to Agra, there was a long procession of slaves and commoners. Alms and
food were given to them for attending the funeral. The corpse is placed in a temporary
tomb until the Taj Mahal is completed.
MOVIES AS REFERENCE
This movie, Jodhaa Akbar, is a sixteenth century
love story between Moghul emperor, Akbar, who
was Shah Jahan’s grandfather and Rajput
princess Jodhaa.
A traditional Indian musical instrument called
‘punji’ was introduced in this movie.’Yuddh kala’,
an Indian martial art was exhibited in this movie
as well.
14. 13
Punji Yuddh kala
This movie, Taj Mahal, is a historical movie
based on actual facts. The plot of this movie
revolves around Shah Jahan’s love towards
Mumtaz Mahal and events that happened
during the construction of the Taj Mahal.
15. 14
Shah Jahan, played by Kabir Bedi, is
potrayed as a legendary king who built one
of the most marvellous architecture
wonders of the world.
Mumtaz Mahal, played by Sonya Jehan has
a kind hearted personality that captures the
heart of Shah Jahan. She inspired viewerd
by standing firm with Shah Jahan even if
their love were tested by the people around
them. The Taj Mahal was built as a
testimony of true love between them.
COSTUME RESEARCH
Moghul kings usually tie a turban, sport a moustache and wear high quality golden or
green cloth. They also wear strings of pearls and golden jewellery.
16. 15
Moghul men are northern Indians. Hence, they wear Northern Indian clothing called
dhoti sherwani.
Royal Moghul women usually wear lots of jewellery. They cover their head with a piece
of cloth called a ‘dupata’.
17. 16
Based on our research on the Hindi movie ‘Jodhaa Akbar’, which is set during the
Moghul era, it is found that Moghuls tend to wear green, red and yellow colours.
This is due to the fact that green is the national colour of the Moghul Empire.
Hindu merchants from the Vaishya class like to wear bright colours as they believe that
it wards of evil spirits.
18. 17
Slaves, who are at the bottom of the caste system only wear a few pieces of white cloth
and are barefooted.
Yama, the god of death in the Hindu religion, wears a golden cone-shaped helmet and
holds a danda. He uses a chess set to determine whether a soul reincarnates as a
superior or inferior organism.
21. 20
RESEARCH SUMMARY AND ADAPTION INTO STORY
Hinduism and Islam are two major religions of India. To make the story more
comprehensive, elements of both religions are included. As Yama, the Hindu god of
death, is in charge of observing all deeds of all beings, it is logical for Yama to be the
narrator of the play.
The love story between Shah Jahan and Mumtaz Mahal that lead to the construction of
the Taj Mahal is one of the most compelling stories that represent India. Based on the
movies we referred to, a young prince and a potential leader of the mighty Moghul
Empire must be equipped with multiple skills, which include reading skills, martial arts
and musical instruments. These will be shown in the story as the traditional Indian
musical instrument - punji and a form of Indian martial art called ‘yuddh kala’ are
exhibited.
According to historical records, Shah Jahan, then called Prince Khurram went to Meena
Bazaar when he was 15 and fell in love with Mumtaz Mahal, then called Arjumand Banu
Begum, who was selling silk and glass beads. It was love at first sight. As entertaining
the husband was one of the basic requirements of a good wife back then in Moghul
India, Mumtaz Mahal’s feminine skills such as dancing and singing are exhibited during
the play.
In Indian culture, the decisions of the elder family members are always final and the
younger ones must respect their choices. This can be shown through the culture of
arranged marriages in India. Free love without arrangements, such as the love between
Shah Jahan and Mumtaz Mahal was rare back then. As Indians are always conscious of
social order and their status relative to other people, it is a social custom that Shah
22. 21
Jahan’s parents need to know the family background and social status of his potential
bride.
Shah Jahan and Mumtaz Mahal only married 5 years after they met, which is unusually
long for that period. Pitha, Mehendi and Baarat ceremonies are important rituals in
Moghul weddings. Thus, these ceremonies are adapted into the story. As Mumtaz
Mahal died of childbirth, Moghul funeral ceremonies are shown too. According to Indian
beliefs, the three main occasions of life are birth, marriage and death. The story is
comprehensive as most of these occasions are involved.
Thousands of slaves, which have the lowest class in Indian society, were involved in the
construction of the Taj Mahal. The play then links to a rich Vaishya merchant who buys
one of the slaves and forced him to work. Hence, chores done by slaves such as
cleaning human waste, carrying objects and unclogging drains are adapted in the story.
Research also found that many Indians are god-
fearing people. This could be shown by heavy
influences of religion in their lives. The Hindu
concept of karma is then shown when Lord Yama
punishes the cruel Vaishya merchant and rewards
the kind slave. From rich to poor, nobility to
commoner, god to mortal, different classes of
society and beings are adapted into the story.
This makes the story full of content.
23. 22
SUMMARY OF SKETCH
The Narrator introduces himself as Yama, the god of death that observes all actions of
humanity - Intro to Shah Jahan's life in the palace - Shah Jahan went to Meena Bazaar
and fell in love with Arjumand Banu Begum - Shah Jahan proposed to his parents that
he wants to marry her - His parents opposed (only arranged marriages are allowed) -
Shah Jahan pleads to let them see her first - Shah Jahan's parents invites Arjumand to
the palace - Arjumand performs Indian dance - Shah Jahan's parents like her and
approves the wedding - *Wedding Ceremony* - Shah Jahan named her Mumtaz -
Complications at birth during the 14th child - Mumtaz said last words to Shah Jahan -
*sad scene* - *Funeral Ceremony* - Shah Jahan builds the Taj Mahal - Slaves working
at construction site - Finish construction after 22 years - Construction slaves are sold at
market - Vaishya Merchant buys a slave - Merchant bullies slave - Slave clear faeces,
carry heavy things, eat bad food - Slave is kind, gived remaining food and penny to
hungrier slaves - Slave tried to help Merchant clear dust at his body but Merchant angry
bcus slaves cannot be touched (filthy) - A virus outbreak, both of them fell sick -
Merchant blamed the slave for his sickness - punished slave to work more - Slave died
at work while Merchant died at bed - They went to meet Yama in hell -Yama calculated
their deeds - Yama punished Merchant and rewarded Slave (karma)
24. 23
SCRIPT OF SKETCH
SCENE 1: HELL
(press sound button)
Yama: Greetings everyone! Welcome to Naraka, HELL!!! My name is Yama, the God of
Death and Justice, the wisest among all the devas. I observe the all human beings on
Earth and keep a complete record of their actions. Upon their death, I calculate their
karma and decide whether they reincarnate as a superior or inferior organism.
(press enter)
SCENE 2: MOGHUL PALACE
Yama: Today, I am going to tell all of you a story, a story about love. Many many years
ago in the Moghul Empire of India, there lived a handsome prince named Shah Jahan.
He lived a fabulous life in a beautiful palace.
(press button)
(Priest and Shah Jahan appears. Priest seemed to tutor Shah Jahan)
Yama: As a child, Shah Jahan received broad education befitting his status as a Mughal
prince, which included poetry.
Priest: (Holds book with Shah Jahan) Read this poem, your highness. Follow me.
LAGTA NAHIN HAI DIL
Shah Jahan: LAGTA NAHIN HAI DIL
Priest: MERA UJDE DAYAR MEIN
Shah Jahan: MERA UJDE DAYAR MEIN
Yama: Shah Jahan learnt musical instruments
Priest: My royal highness, this is called a punji and I am teaching you how to play this.
(Shah Jahan and priest plays musical instrument) (press sound button)
Yama: Also, he learnt martial arts.
Priest: My dear highness, to be a strong king, you must train your muscles (shows
muscles), to be as strong as me.
Shah Jahan: Yes, my honourable teacher.
Priest: Now, take your sword, I am teaching you the Indian martial art called ‘yuddh
kala’.
(Priest and Shah Jahan performs martial arts)
25. 24
(King Jahangir and Queen Taj Bibi comes in)
Yama: One day, Shah Jahan’s parents, King Jahangir and Queen Taj Bibi came for a
surprise visit.
Priest and Shah Jahan: (bows to king and queen) Your majesties.
Jahangir: How is my son doing?
Priest: He is learning very well, your majesty.
Jahangir: Great job, son. I am proud of you.
Shah Jahan: Thanks, your majesty.
(Jahangir and Taj Bibi leaves)
(press enter)
SCENE 3: MEENA BAZAAR
(press sound button)
(Priest and Shah Jahan comes in)
Yama: When Shah Jahan was 15, he went to a Meena Bazaar. While strolling down the
streets, he caught a glimpse of a girl selling silk and glass beads. It was love at first
sight.
Shah Jahan: (To priest) Hey, did you see that girl?
Priest: Yes, I do
Shah Jahan: She’s so pretty!
Priest: I agree, your highness. Why not you talk to her?
Shah Jahan: (approaches Mumtaz, Mumtaz shy) Hey girl, what’s your name?
Mumtaz: (shy) Arjumand Banu Begum.
Shah Jahan: Wow, what a beautiful name. You’re beautiful (kisses hand)
Mumtaz: Thank you. (shy and moves far away)
(press enter)
SCENE 4: INDIAN SAVANNA
(press sound button)
(Shah Jahan and Mumtaz dances)
Yama: They fell in love
26. 25
(press enter)
SCENE 5: MOGHUL PALACE
Yama: Shah Jahan went back to the palace.
(Jahangir and Taj Bibi comes in)
Shah Jahan: My majesties, I have an important announcement to tell.
Jahangir: What is it, my dear?
Shah Jahan: I met a girl called Arjumand and I wanna marry her!
Taj Bibi: Seriously? You can’t marry a girl you just met!!!
Shah Jahan: But, but she’s kind and pretty and I really love her!
Jahangir: No, only arranged marriages are allowed in this family. This tradition has been
in the family for generations!
Shah Jahan: Why not let’s invite her to the palace. You’ll probably like her!
Jahangir: Okay fine, find one day and invite her to the palace. We would like to know
her background and see if she’s eligible to be your princess.
Shah Jahan: (happy) Alright, your majesty (walks away)
Yama: One day, Shah Jahan brought Arjumand to the palace.
Shah Jahan: May I introduce all of you to the lady I fell in love with…
Jahangir: May we know your name?
Mumtaz: Arjumand Banu Megum, your majesty.
Taj Bibi: What’s your background?
Mumtaz: I am a Persian princess, your majesty.
Taj Bibi: Wow, a princess. Our son is pretty good at selecting girls.
Jahangir: Only royal families can marry royal families. I think our son just did a right
choice.
Taj Bibi: I agree. (to Mumtaz) What talents do you have?
Mumtaz: I can dance, your majesty.
(press sound button)
(Indian music, Mumtaz dances)
Jahangir: I like her, she is pretty and talented
27. 26
Taj Bibi: Most importantly, she has a good family background.
Jahangir: Alright son, you can marry her, but you need to wait for 5 years, when you are
more matured.
Shah Jahan: 5 years?? But why???
Taj Bibi: 5 years then 5 years!!! Don’t misobey your father.
Shah Jahan: Alright.
(press enter)
SCENE 6: WEDDING
Yama: 5 years later, when Shah Jahan was 20 years old, he married Arjumand. A grand
wedding ceremony was held. The bride performs the Pitha ceremony. She wears in
bright yellow while being covered in turmeric powder.
(Mumtaz wears yellow cloth, Taj Bibi put powder on Mumtaz)
Yama: Next, she wears a nose ring called a Nath.
(Taj Bibi wears Nath on Mumtaz)
(press enter)
Yama: Next, it’s the Mehendi ceremony. Henna is delicately painted on the bride’s
hands and feet.
(Taj Bibipaints bride’s hands)
(press enter)
(press sound button)
Yama: After that, it’s the Baarat ceremony. The groom makes a grand entrance to the
wedding venue.
(Shah Jahan enters and carry gifts)
Yama: He brings with him the daala, which are gifts of clothes and jewelry from the
royal family to the bride.
(Shah Jahan gives gift to Mumtaz)
Yama: The priest makes the bride, groom and family witnesses sign a contract known
as nikah-sama.
(Priest brings paper for everyone to sign)
Yama: Next, they pray together
(Everyone prays)
28. 27
Yama: A grand wedding feast is held after the ceremonies. However, males and
females are segregated from one another in Moghul weddings.
(Male one side, female one side. Eat.)
(press enter)
Yama: Shah Jahan awards Arjumand an official title.
Shah Jahan: (takes away shroud) From now on, your name shall be Mumtaz Mahal!
Mumtaz: Yes, your highness.
Yama: After marriage, Shah Jahan and Mumtaz Mahal lived happily. Mumtaz gave birth
to as much as 13 children.
However, when the 14th child is born…
(Mumtaz with cloth, holding Shah Jahan’s hand)
Taj Bibi: Push!!!!! Push!!!!
Mumtaz: AHHHH!!! I can’t do it!!! I’m gonna die!!!!
Shah Jahan: No, you cannot die. Our children needs you.
Mumtaz: No, I can’t, this is too hard for me. Take care of our children, ok? (closes eye)
Shah Jahan: No, No!!! (shakes Mumtaz) PLEASE DON’t DIE!!!
NOOOOOOOOOOOO!!!!!!
(Everyone cries) (press sound button)
(press enter)
SCENE 7 : FUNERAL
Yama: Mumtaz died due to child complications. A grand funeral is held for her.
Yama: First, the priest reads the al-Koran.
(Priest reads Koran)
Yama: Next, female members of the family gives the dead body a cold bath and wrap
the body with a white shroud
(Taj Bibi bathes Mumtaz’s body and covers it with white shroud)
Yama: A mourning period of 40 days is announced and the king refused to attend any
affairs. The corpse is then transported to Agra and buried. There was a long procession
of commoners and slaves.
(Royalty family mourns at dead body, slaves follow behind)
29. 28
Yama: The slaves receive alms and food for attending the funeral procession
(Priest gives food and coins to slaves)
(press enter)
SCENE 8: CONSTRUCTION SITE
Yama: To commemorate his wife, Shah Jahan recruited men all over India to build the
Taj Mahal. Hundreds of slaves were involved in this construction.
(Shah Jahan directs the slaves to do work)
(press sound button)
(press enter when sound ends)
(SCREEN CHANGES TO TAJ MAHAL)
Yama: After 22 years, the Taj Mahal is built.
(press sound button)
(press enter when sound ends)
(SCREEN CHANGES TO MARKET)
(press sound button)
Yama: The slaves are then sold at the slave market. One day, a Vaisya merchant came
to buy a slave
Merchant: (looks at slave) You are too skinny, I don’t like! (looks at another slave) You
are too old, I don’t like! (looks at last slave) Ahhhhhh, this one is just right. I want you to
be my slave! (Gives money to priest) (to slave) Follow me!!!
(press enter)
SCENE 9: INDIAN STREET
Yama: It is not easy to be a slave, they have no rights in society. They do all sorts of
dirty work. For example, they carry heavy things.
(Slave carries heavy things)
Yama: They clear clogged drains
(Slave clearing drain)
Yama: Also, they clear human waste .
(Merchant poops)
(press sound button)
30. 29
(Merchant asks slave to clear it, slave carries the pot)
Yama: The slaves are often bullied by their owners.
(Gives slave horrible food, slave eats)
(Slave tries to touch merchant)
Merchant: Shoo shoo shoo!!! Why did you touch me!!??
Slave: Got dust on your shirt.
Merchant: Just go away, you filthy animal, you’ll dirty my skin!!! Don’t you know you’re
an untouchable? You’ll degrade me if you touch me.
Slave: Sorry, sir.
Yama: Despite the hardships, the slave is a kind person.
(Another slave dying on the street, he gives his food to him)
(Another slave begging, he gives him penny)
Yama: One day, there was a virus outbreak. Both of them fell sick.
(Slave and merchant sick and coughing)
Merchant: You see!!!! Last time you touch me, now I’m sick already!!!
Slave: Sorry, sir.
Merchant: Sorry what sorry??? Go and clean the toilet. Now!!!
Slave: Yes, sir.
Yama: At the end, both of them died of disease.
(press enter)
SCENE 10: HELL
Yama: In the Hindu religion, it is believed that souls go to hell first for their judgement
after death.
Merchant: Where are we?
Slave: I think we are in hell.
Yama: Greetings, newcomers!
(press sound button)
Merchant: Who, who, who are you?
31. 30
Yama: I am Yama, the God of Death and I have been observing all your good deeds
and bad deeds. It’s time for judgement now. Upon death, I will calculate all your karma
using a chess set. Black represents bad deeds while white represents good deeds.
(Merchant and slave begging)
Merchant: (begs) Oh please, please don’t punish me, I’m a good person!
Yama: Silence!!! (calculates) You!!! (to slave) You are a kind person, you can
reincarnate as a rich man in your next life. Go!!
Slave: Thank you sir
Yama: YOU!!!
Merchant: Yes???
Yama: You evil man. You reincarnate as a pig in your next life!!!!
Merchant: What?? I??? A pig???? NOOOOOOO!!!!!!!!
(press enter)
SCENE 11: THE NEXT LIFE (20 YEARS LATER)
Yama: 20 years later, after the two souls have reincarnated.
Slave: Awwwww, what a cute piggy….
Merchant: (wears pig mask) Oink! (chase after slave)
Slave: Don’t don’t touch me you filthy animal, shoo!!!
Yama: This is called karma. It is in the belief system of most Indians. And the moral of
the stories I tell is, number one, love should be unconditional and number two, we
should treat others well disregarding their background or status. Thank you.
(press enter)
*THE END*
44. 43
Food for the poor slave. Made out of old newspaper and a plate.
45. 44
An Indian punji. Made by combining a recorder and an apple at its blowing end.
Swords for yuddh kala
The nikah-sama used during the wedding ceremony.
46. 45
White pot used for defecation purposes.
The daala. Made by covering a toolbox with cloth.
The dustpan. Used as a hoe in the play.