Hindi Curriculum (YHS Fulbright-Hays 2022)
Age of Learners: 6-12 (heritage and foreign language learners) Proficiency Level: Advanced Range Duration: 60+ hours
STAGE 1: What will learners be able to do with what they know by the end of the program? Overview and Theme
| A group of friends signed up for a tour to India organized by an association of environment organizations. They will visit four main areas — in Nainital, Dehradun, Dahanu and Jaipur. This excursion goes beyond the typical sightseeing trip. The students will visit (a) areas with rich biodiversity, (b) communities who have close relation to nature and either have been affected by it or are known for their nature-conscious customs and environmentally healthy lifestyles, and (c) grassroot activism that takes place with the objective of reducing pollution, supporting community self-sufficiency and sustainability, promoting traditional ecological culture or providing basic services and solutions to challenges in rural or urban communities.
The students will interact with the members of the local communities and organizations. After seeing their posts several local news outlets asked them to submit articles and reports about what they observed in relation to human-nature interrelations and nature-based solutions in each of the four places. They are invited by the Committee of the International Symposium on the Protection of the Environment in India. The students plan to bring artifacts, recordings and photos to supplement a presentation of their observations and findings. This presentation will be part of the final assessment task. |
| Global CanDos | Learning Targets CanDo statements |
| Interpersonal Speaking | |
| Advanced Low: I can identify the underlying message and some supporting details across major time frames in descriptive informational texts. Advanced Mid: I can maintain extended conversations by supporting, reacting to, and comparing preferences and opinions and expressing advice and emotions in detail across major time frames, and by asking probing questions.
Advanced High: I can discuss, support, and sometimes debate opinions and advice on a variety of complex concrete topics, often addressing hypothetical or abstract issues, and asking precise questions. |
I can ask questions and answer in detail when asked by friends and family about my expectations / reasons for signing up for this trip. |
| I can exchange information about specific local geographical features and unique nature with community members and government authorities. | |
| I can describe and analyze the differences between community’s practices and daily routines in the city and the village in relation to the environment. | |
| I can report about customs and traditions that I learned when interacting with community and organization members. | |
| I can explain the natural environment and the challenges or disasters which have occurred or are expected and suggest solutions to protect the environment and the communities. | |
| I can discuss and argue about efficient measures to protect the environment and the communities | |
| Presentational Speaking | |
| Advanced Low: I can deliver presentations on some concrete academic, social and professional topics of interest, using paragraphs across major time frames.
Advanced Mid: I can tell stories based on concrete experiences in academic, social, and professional topics of interest, using organized paragraphs across major time frames. Advanced High: I can clearly and accurately present an argument with supporting evidence on complex concrete issues, and often deal with related issues hypothetically. |
I can describe in detail the places I visit and my reasons for traveling and learning. |
| I can describe the specifics of the environment where communities live, of the surrounding nature, the weather and explain the changes in climate and environment. | |
| I can report about, make suggestions for solutions of climate and nature changes (potential or real) and explain why. | |
| I can give a comprehensive presentation about a specific place and a community I visited and report an interesting story I heard during my stay reflecting human-nature bond and interrelationship. | |
| Presentational Writing | |
| Advanced Low: I can write stories about school and community events and personal experiences, using paragraphs across major time frames.
Advanced Mid: I can tell stories based on concrete experiences in academic, social, and professional topics of interest, using organized paragraphs across major time frames. Advanced High: I can write complex detailed narrations beyond the concrete, often addressing abstract experiences or hypothetical issues. |
On a blog site or for a news outlet about the importance of understanding nature–community interactions and nature-based living in the places I visited in India. |
| I can describe in my travel posts customs and traditions related to nature-human bond I have learned about and observed in specific locations. | |
| I can write out an article report that I plan to submit to a local newspaper in Hindi. | |
| Interpretive Listening | |
| Advanced Low: I can understand the main message and some supporting details across major time frames in conversations and discussions.
Advanced Mid: I can understand the main message and most supporting details across major time frames in conversations and discussions. Advanced High: I can follow the flow of ideas and some nuances from different viewpoints in conversations and discussions. |
I can follow information about people and their perspectives on nature interrelations offered by local members of the communities or environmental activists. |
| I can understand explanations of various environmental challenges when viewing a video or listening to a podcast. | |
| I can understand suggestions or hypothetical scenarios about environmental change, weather extremes or natural disasters. | |
| Interpretive Reading | |
| Advanced Low: I can follow the main story and some supporting detail across major time frames in texts.
Advanced Mid: I can follow the main story and most supporting details across major time frames in texts. Advanced High: I can follow the flow of ideas and some nuances from different viewpoints in most texts. |
I can understand and follow detailed information about principles and traditions related to protecting the environment or safety. |
| I can understand information in articles or websites related to communities, nature and environment changes. | |
| I can understand posts and blogs with extensive information about environment pollution and nature-preservation topics. | |
STAGE 2: How will learners demonstrate what they can do with what they know by the end of the program? Summative Performance Assessment
| Interpretive Task: After reading articles and perusing websites that describe environmental issues and activism in the four areas of the tour, students complete an organizational grid with relevant information such as location, and specific natural resources, dependence on nature, and impact of nature. They share the information with their friends in order to convince them to join this tour experience. | Interpersonal Task: On a daily basis, students post blogs about their observations during the study tour. They respond to posts from community members and activists in an ongoing conversation. In class, they compare and tell each other the issues they observed, decide which the greatest challenges are and why to write an article. They discuss what to include in the final presentation at the symposium. | Presentational Task: Students make a presentation to a symposium on the protection of the environment in India. They highlight the places they visited and what they learned from the communities and their customs in relation to nature-based solutions and design with nature. |
STAGE 3: What will prepare learners to demonstrate what they can do with what they know?
| Learners can … | LANGUAGE, CULTURE, CONTENT
Learners need to use … |
Learners will experience & demonstrate … |
| Interpersonal Speaking | ||
| I can ask questions and answer in detail when asked by friends and family about my expectations / reasons for signing up for this tour. | Sample language:
Grammar:
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Teacher organizes students into “buzz groups” of 3 or 4 individuals to discuss their arguments why this study tour is important both for students and communities. Each “buzz group” discusses one of the target places and comes to a decision about the top 3 arguments. One person from each group reports the findings to the class in Hindi. |
| I can exchange information about specific local geographical features and unique nature with community members and government authorities. | Sample language:
Grammar:
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On the first days of the tour, students meet and greet one another. They circulate and gather information about their travel destinations and who expects what to learn. As they learn more about their travel preferences, they form similarity groups (students who have 3 or more things in common) and report to the whole group about their findings.
In small groups students reminisce and list experiences they have had on previous travels. These lists are then used to create “Find Someone Who” activities where students interact to find the person in class who has done a certain thing. In small groups students discuss the activities deciding if they were funny, sad, scary, awkward, etc. |
| I can describe and analyze the differences between community’s practices and daily routines in the city and the village in relation to the environment. | Sample Language:
Grammar:
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In pairs, students create a Venn diagram to illustrate similarities and differences in the relations with nature and the environment that people from the city and the village have. They display their diagrams and talk about an ideal scenario of mutual dependence. |
| I can report about customs and traditions that I learned when interacting with community and organization members. | Sample language:
Grammar:
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Team Word Webbing – Working in small groups, students brainstorm on a mind map of a central concept. They contribute ideas orally and assign one team member to record their ideas on a piece of chart paper. They talk about different principles and beliefs related to the environment and nature. |
| I can explain the natural environment and the challenges or disasters which have occurred or are expected and suggest solutions to protect the environment and the communities. | Sample Language:
Grammar:
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Students each receive a card in Hindi with a natural phenomenon or challenge in one of the four areas. They circulate to ask and answer questions about the phenomenon that their classmates have. They must ask at least 5 questions before they guess what it is and where it happens. The objective is to accumulate as many of the cards as possible by finding out the site and the phenomenon/disaster.
Working in pairs, students create a collage of photos of natural phenomena specific to a site. They join with a different pair to ask and answer questions about details related to the environment and communities in these sites. |
| I can discuss and argue about measures to protect the environment and the communities | Sample Language:
Grammar:
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Students are given statements reflecting possible activities that the community and/or organizations might do to protect the environment in a region. They discuss to decide what environmental focus they should have in the assigned area and what statements they dis/agree. They add what else they want/suggest to do. Then they work with a map to decide how to sequence the possible activities, who is involved and what the impact will be. |
| Presentational Speaking | ||
| I can describe in detail the places I visit and my reasons for traveling and learning. | Sample Language:
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Students create a concept map that outlines their tour plan and their reasons for traveling to specific regions and their communities. They then assemble an electronic poster (glogster.edu) with information they brainstormed. |
| I can describe the specifics of the environment where communities live, of the surrounding nature, the weather and explain the climate and environment changes. | Sample Language:
See above |
Students record a daily reflection using http://vocaroo.com and then email the sound file to friends who could not join the tour. They begin with a description of the place and the environment, then on subsequent days talk about the specific natural features, environmental changes and how the local community interacts with nature.
Working in groups, students go online to locate interesting locations to visit. Each group selects what they think is the best choice and then prepares a brief presentation to give to the other groups. The class votes on the best suggested option. Each student goes online to select a specific option for the community to visit and interact with. In small groups they share information about where they will go. |
| I can report about, make suggestions for solutions of climate and nature changes (potential or real) and explain why. | Vocabulary:
Nouns for material: X से बना हुआ है, बनी हुई है
Adjectives for shape:
More adjectives:
Expressions:
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1. Students assemble an electronic photo album of the sites and communities they visit while traveling. They record a travelogue with descriptions of the people and places including personal observations and comments.
2. Students create a brief documentary with its script that highlights the sites and communities they found most interesting during the tour experience in India. 3. Each student posts one image with the intent of doing a podcast on that image. Once the initial recording is made, three additional students must comment or ask questions to improve it. The original author then records the final podcast incorporating the feedback and additional details suggested by others. |
| Presentational Writing | ||
| On a blog site or for a news outlet about the importance of understanding nature–community interactions and nature-based living in the places I visited in India. | Vocabulary:
Village Life: गाँव का जीवन / की ज़िंदगी
Tools औज़ार:
Crops फ़सलें:
Sources of energy – ऊर्जा के स्रोत
Water supply – जल वितरण/ पानी का इंतज़ाम
Food resources – खाने के स्रोत
Rural education – गाँव में शिक्षा Forestation – वृक्षरोपन / पेड़ लगाना / हरियाली बनाना Water conservation: जल संसाधन, जल संरक्षण, पानी की बचत करना Women’s role – औरतों की भूमिका / भागीदारी Women’s empowerment – महिला सशक्तीकरण Health issues – स्वास्थ्य m./ सेहत के मुद्दे m. |
Students write reports for the association organizing the study tour nightly about what they observed and learned about during the day. They comment on their observations and the new information they learn. |
| I can describe in my travel posts customs and traditions related to nature-human bond I have learned about and observed in specific locations. | Actions:
See above |
Students work in groups to post images reflecting a typical day of the community members they interact with using a site like voicethread.com. They record their comments. Other students read what is posted, asking follow-up questions and recording additional thoughts based on their experiences. |
| I can write out an article report that I plan to submit to a local newspaper in Hindi. | Borrowed Sanskrit words:
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Students prepare a digital presentation that they will give to the International Rotary Club members. They write an outline and notes to be sure to include important information and their reactions to the experiences they had in each region. This presentation will also be shared at the travel fair held at the end of tour. |
| Interpretive Listening | ||
| I can understand questions and information about places, people and practices offered by local members of the communities or activists. | Descriptions of activities, rituals and customs
Analysis of human impact on specific natural phenomena and vice versa Providing arguments to support activities by organizations working with local communities See above |
Students listen for specific initiatives and events and fill in a graphic organizer with the information.
Students use the information they hear to create their own action plan making sure that they pay attention to details about when the group will do something together and individually. Students listen/view critically to public service announcements of various types – basic hygiene rules, waste management, safety, etc. and suggest modifications or additions. |
| I can understand descriptions of the places, people, practices and environmental challenges when viewing a video or listening to a podcast. | Describing unique features of sites and their location on the map of India and the subcontinent
Explaining the connection between geographical characteristics and the environment with the community lives Using descriptive expressions |
Working in pairs, students will identify most efficient intiatives among communities visited on the tour from oral descriptions. Together, the pair of students will develop a mind map based on the descriptions. They post their mind map on the group tour wiki or blog. |
| I can understand directions, suggestions or warnings during weather extremes or natural disasters. | Use the garbage bins
Don’t throw garbage on the ground. Don’t honk Keep the area clean See above |
Listening to oral directions, students categorize successful practices in a village or in a city that they might want to visit.
Students make a priority list of community needs in relation to their specific natural environment. |
| Interpretive Reading | ||
| I can understand and follow detailed information about principles and traditions related to protecting the environment or safety. | Differentiate between human activities which increase or methods which reduce pollution.
Organize and prioritize arguments about cleaning the environment, re-balancing the environment. etc. See above |
Students complete a grid with the most important environmental challenges they have read about. Then they identify the most important one to create solutions for it in a newspaper article. |
| I can understand information in articles or websites related to communities, nature and environment changes. | Locations and their specific environment along with impact on or from the community
Communities and their relation to nature – damage and/or preservation Natural phenomena, disasters and relief efforts Interesting perspectives and narratives See above |
JigSaw: Teacher divides the class into groups of 3 or 4. Each group is in charge of scanning different articles and websites for unique traditional lifestyles of communities with nature-awareness. Teacher will have the resources bookmarked on Diigo or a similar site for students to use). They fill in a grid detailing the information for the class (products, practices and perspectives). |
| I can understand posts and blogs with extensive information about environment pollution and nature-preservation topics. | Names and descriptions of natural and geographical features that students visit during the tour
Daily activities of the local community in the village and the city Descriptions of rituals and customs Daily experiences and reflections on cultural similarities and differences between areas See above |
Students read articles and create mind maps of issues or concepts.
Students read pamphlets in print that comment on local solutions to identify the nature-based solutions. |
Materials & Other Resources (Teachers may decide to play the video clips without sound so that they might supply the narration, making the information more comprehensible for students. Similarly, they might add visuals to the readings, chunk the information into sections.)