Curriculum: Scope and Sequence

Developed by Travis Ghirdarie and Fiona Raleigh (YHS Fulbright-Hays 2022)

Same content from google drive: ♦ Overview ♦ Unit 1 (Communities and Geography) ♦ Unit 2 (Nainital) ♦ Unit 3 (Dehradun) ♦ Unit 4 (Dahanu) ♦ Unit 5 (Rajasthan) 

YHS Fulbright-Hayes Group Project Abroad Intermediate Hindi Scope and Sequence                                                                                              30 Weeks for middle school students
Unit Map Duration
1. Indian Communities and Geography

2. Nainital: Climate Change and Environmental Sustainability

3. Dehradun: Organic Farming and Food Sustainability

4. Dahanu: Globalization and Indigenous Sustainability

5. Rajasthan and Water Sustainability

 2 Weeks

7 Weeks

7 Weeks 

7 Weeks

7 Weeks
Curriculum Narrative
The Yuva Hindi Sansthan Fulbright-Hayes Group Project Abroad is honored to present Hindi teachers with the curriculum we have developed after conducting intensive research on environmental sustainability in four underrepresented areas of India – Nainital, Dehradun, Dahanu, and Rajasthan. Our team of American-based Hindi educators and graduate students have created a curriculum to help teachers build student language proficiency through culturally relevant content. Together we have built the following scope and sequence, unit plans, lesson plans, and primary sources based upon our research. 

In Nainital, we spoke to government officials, academics, NGOs, and village residents about how Nainital’s ecosystem has been impacted by the climate crisis, community solutions, and obstacles that passionate community members are facing. In Dehradun, we conducted research at Earth University – Navdaanya, speaking to founder Dr. Vanadan Shiva about the Green Revolution’s impact on India and how Navdaanya is creating sustainable agriculture by returning to indigenous farming practices. In Dahanu, we learned about Warli culture and it evolution over time in an increasingly globalized world. And in Rajasthan, we learned from Tarun Bharat Sangh to understand their water sustainability efforts through community engagement. 

Our content has been developed to promote World Readiness Standards for foreign language (ACTFL). Students will be learning language skills through the content and will be assessed through standards-based assessment as this method encourages the use of data, feedback, and growth-based mindset. Each of the units consist of one summative and several formative assessments. The summative assessments will be a performance task focusing on student presentational and conversational Hindi. As students progress through the curriculum, the rigor of these tasks continue to increase. Formative assessments are designed to push student reading, writing, and listening skills and give teachers an opportunity to gauge student progress and provide students with feedback. Using backwards planning, teachers will build lessons around these assessments to prepare their specific students for Advanced Hindi coursework. Through our travels, we compiled authentic resources for Hindi teachers to use to cultivate meaningful curriculum for students to deeply engage with in the language learning process. This curriculum was created so that teachers can build stronger curricula and create materials to support their unique classrooms. We hope you enjoy!
Curricula Question Essential Questions
How have the sustainability practices of Indian communities endured and evolved over time?
  • How has geography impacted the development of Indian communities?
  • How have geography and climate change influenced Nainital’s development?
  • How do organizations support communities as they become sustainable?
  • How has globalization influenced indigenous communities and sustainability?
  • How have indigenous communities influenced globalization?
  • How can organizations create sustainable change? What makes change sustainable?
  • What makes an organization sustainable? What are the challenges that face these organizations?
World-Readiness Standards for Language Learning
C.1. COMMUNICATION: COMMUNICATE EFFECTIVELY IN MORE THAN ONE LANGUAGE TO FUNCTION IN A VARIETY OF SITUATIONS AND FOR MULTIPLE PURPOSES

C.1a. INTERPERSONAL COMMUNICATION: Learners interact and negotiate meaning in spoken, signed, or written conversations to share information, reactions, feelings, and opinions.

C.1b. INTERPRETIVE COMMUNICATION: Learners understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.

C.1c. PRESENTATIONAL COMMUNICATION: Learners present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media and adapt- ing to various audiences of listeners, readers, or viewers.

C.2. CULTURE: INTERACT WITH CULTURAL COMPETENCE AND UNDERSTANDING

C.2a. RELATING CULTURAL PRACTICES TO PERSPECTIVES: Learners use the language to investigate, explain, and reflect on the relationship between the practices and perspectives of the cultures studied.

C.2b. RELATING CULTURAL PRODUCTS TO PERSPECTIVES: Learners use the language to investigate, explain, and reflect on the relationship between the products and perspectives of the cultures studied.

C.3. CONNECTIONS: CONNECT WITH OTHER DISCIPLINES AND ACQUIRE INFORMATION AND DIVERSE PERSPECTIVES TO USE THE LANGUAGE TO FUNCTION IN ACADEMIC AND CAREER-RELATION SITUATIONS 

C.3a. MAKING CONNECTIONS: Learners build, reinforce, and expand their knowledge of other disciplines while using the language to develop critical thinking and to solve problems creatively.

C.3b. ACQUIRING INFORMATION AND DIVERSE PERSPECTIVES: Learners access and evaluate information and diverse perspectives that are available through the language and its cultures.

C.4. COMPARISONS: DEVELOP INSIGHT INTO THE NATURE OF LANGUAGE AND CULTURE TO INTERACT WITH CULTURAL COMPETENCE

C.4a. LANGUAGE COMPARISONS: Learners use the language to investigate, explain, and reflect on the nature of language through comparisons of the language studied and their own.

C.4b. CULTURAL COMPARISONS: Learners use the language to investigate, explain, and reflect on the concept of culture through comparisons of the cultures studied and their own.

C.5. COMMUNITIES: COMMUNICATE AND INTERACT WITH CULTURAL COMPETENCE TO PARTICIPATE IN MULTILINGUAL COMMUNITIES AT HOME AND AROUND THE WORLD

C.5a. SCHOOL AND GLOBAL COMMUNITIES: Learners use the language both within and beyond the classroom to interact and collaborate in their community and the globalized world.

C.5b. LIFELONG LEARNING: Learners set goals and reflect on their progress in using languages for enjoyment, enrichment, and advancement.
Language-Based Learning Goals
Traditionally, classrooms use proficiency-based grading systems, but using standards-based grading systems promote feedback, learning over grades, track student progress, growth-based mindset and more. Standards-based grading evaluates students based on how well they meet learning goals through assessments. This grading system uses a 0-4 scale and can help improve equity in the classroom by offering teachers opportunities for scaffolding and differentiation. Multiple learning goals can be assessed on a single assessment. Summative assessments (e.g. midterms, unit exams, final unit performance tasks, etc.) should assess most, if not all learning goals. While the standards-based grading encourages learning and growth, students should still demonstrate language proficiency at the end of the semester or course. Final examinations are a proficiency-based assessment and should be weighed separately from classroom learning. Therefore, the final class grade can be 75-85% of a student’s final grade and the final examination can be between 15%-25%. To best use this curriculum, research Standards-Based Grading or request training from your administrators on how to implement this system in your classroom. 
Learning Goals L.1-L.4 were developed in accordance with the 2012 American Council of Teaching Foreign Language (ACTFL) intermediate-high standards. If you are adjusting this curriculum for different proficiency levels, please adjust these learning goals based on ACTFL standards (e.g. novice-high, advanced-high, distinguished-high)

L.1 Reading: I can independently read and comprehend appropriate proficiency level texts 

L.2 Writing: I can independently compose complex sentences at the appropriate proficiency level

L.3 Speaking: I can ask questions and handle survival situations while combining learned elements and maintaining appropriate grammar 

L.4 Listening: I can respond and handle survival situations while combining learned elements and maintaining appropriate grammar 

L.5 Script: I can use the Devnagri script appropriately

L.6 Cultural Relevance: I can demonstrate cultural competence through the application of Hindi language (Source)
Themes in Intermediate Hindi

  1. Indian is a large country with diverse peoples, customs, and beliefs
  2. Sustainability can be traced into folk stories and songs, demonstrating the importance of traditional knowledge even today. 
  3. The Green Revolution brought agricultural technology to India, but now communities are returning to sustainable and indigenous practices
  1. While globalization can have a positive impact on Indian communities, it also brings about consequences that harm local peoples and ecosystems 
  2. Local NGOs can support local communities as they try to maintain traditional practices while embracing modernity
1. Indian Communities and Geography 2 WEEKS
ESSENTIAL QUESTION How has geography impacted the development of Indian communities?
UNIT NARRATIVE Welcome to the first unit of our curriculum! In Unit 1: Indian Communities and Geography, students are returning for the new school year and need a combination of refreshers and new content to get them ready for Intermediate Hindi. In this unit, students will learn about India’s geography and ecosystems. Students will be introduced to the communities that we will be discussing throughout the course – Nainital, Dehradun, Dahanu, and Rajasthan. To ensure cultural responsiveness, students should be able to understand India in its geographic context so that they can explore these communities throughout the school year!
STANDARDS

C.1abc, C.2ab, C.3ab, C.4ab, C.5ab

 UNIT LEARNING GOALS

1.1 I can identify India’s major cities, states, bordering nations

1.2 I can identify the features of the Indian ecosystem (geography, weather, seasons)
LANGUAGE LEARNING GOALS

L.2 L.3 L.4 L.5 L.6  
SUMMATIVE ASSESSMENT जब भारत में हैं 

ROLE TRAVEL RESEARCHER
AUDIENCE JAB BHARAT MEIN Travel Company
FORMAT PRESENTATION
TOPIC MARKET RESEARCH ABOUT YOUR STATE
FORMATIVE ASSESSMENTS Geography Quiz | Compass and Directions Assessment | Ecosystems Vocabulary Assessment | 

Weather and Seasons Vocabulary Assessment | Grammar Assessments

 

2. Nainital: Climate Change and Environmental Sustainability 7 WEEKS
ESSENTIAL QUESTION How have geography and climate change influenced Nainital’s development?
UNIT NARRATIVE Welcome to the second unit of curriculum! In Unit 2: Nainital: Climate Change and Environmental sustainability, students will build on their previous Hindi knowledge by learning about the Nainital through the “SPICE” lens (Social, Political, (Interactions with) Geography, Cultural, and Economic). At the end of this unit, students (ideally in at least pairs) will analyze a problem in Nainital through one of the aforementioned lenses and present their findings to their peers. Teachers and students will have a large collection of authentic video resources to utilize for this activity. Through this unit, students will gain a deeper understanding of Nainital and will be able to conduct research and analyze complex problems in Hindi while relying heavily on their listening and speaking skills. 
STANDARDS

C.1abc, C.2ab, C.3ab, C.4ab, C.5ab

 UNIT LEARNING GOALS

2.1 I can evaluate the social, political, geographical, cultural, and economic characteristics of Nainital
LANGUAGE LEARNING GOALS

L.1 L.2 L.3 L.4 L.5 L.6  
SUMMATIVE ASSESSMENT समस्या विश्लेषण

ROLE ANALYST
AUDIENCE Yuva Hindi Sansthan (NGO)
FORMAT PRESENTATION
TOPIC ANALYZE A PROBLEM WITHIN THE NAINITAL COMMUNITY
FORMATIVE ASSESSMENTS Geography Quiz | Article Assessment | Story Assessment | Jigsaw Video Assessment | SPICE Analysis | Etc.

 

3. Dehradun: Organic Farming and Food Sustainability 7 WEEKS
ESSENTIAL QUESTION How do organizations support communities as they become sustainable?
UNIT NARRATIVE Welcome to the third unit of curriculum! In Unit 3: Dehradun: Organic Farming and Food Sustainability,, students will build on their previous Hindi knowledge by learning about Dr. Vandana Shiva’s Navdhanya – a community organization focused on organic farming and sustainability throughout India. At the end of this unit, students will “Build-an-NGO” and present their organization to the class. Students will present their organization, its values, structure, and impact. Through this unit, students will be thinking about complex issues in a solutions-oriented way that will support the people of Dehradun and India while relying heavily on their presentational Hindi skills. 
STANDARDS

C.1abc, C.2ab, C.3ab, C.4ab, C.5ab

 UNIT LEARNING GOALS

3.1 I can evaluate the social, political, geographical, cultural, and economic characteristics of Dehradun
LANGUAGE LEARNING GOALS

L.1 L.2 L.3 L.4 L.5 L.6  
SUMMATIVE ASSESSMENT ग़ैर-सरकारी संस्थान बनाना

ROLE NGO/NON-PROFIT FOUNDER
AUDIENCE The Sustainable Communities Foundation
FORMAT PRESENTATION
TOPIC Design an NGO to support sustainability in Dehradun
FORMATIVE ASSESSMENTS Article Assessment | Story Assessment | Jigsaw Video Assessment | अपने खाने के सफ़र | 

SPICE Analysis | Etc.

 

4. Dahanu: Globalization and Indigenous Sustainability 7 WEEKS
ESSENTIAL QUESTIONS How has globalization influenced indigenous communities and sustainability?

How have indigenous communities influenced globalization?
UNIT NARRATIVE Welcome to the fourth and penultimate unit of our curriculum! In Unit 4: Globalization and Indigenous Sustainability, students will build on their previous Hindi knowledge by learning about the Warli people alongside environmental educator Phirozaji Tafti of Dahanu. At the end of this unit, students will be discussing globalization and indigenous culture. In pairs, students will compose and carry out two interviews and record their discussion. In this unit, students will focus on reviewing their grammar skills through new content and will have a more rigorous conversational performance task. 
STANDARDS

C.1abc, C.2ab, C.3ab, C.4ab, C.5ab

 UNIT LEARNING GOALS

4.1 I can evaluate the social, political, geographical, cultural, and economic characteristics of Dahanu
LANGUAGE LEARNING GOALS

L.1 L.2 L.3 L.4 L.5 L.6  
SUMMATIVE ASSESSMENT Globalization Podcast

ROLE PODCAST HOST AND GUEST HOST (ANTHROPOLOGIST)
AUDIENCE HINDI LEARNERS
FORMAT PODCAST
TOPIC Create a two-part podcast evaluating the relationship between globalization and indigenous sustainability 
FORMATIVE ASSESSMENTS Article Assessment | Story Assessment | Jigsaw Video Assessment | Recipe Assignment | 

SPICE Analysis | Etc.

 

5. Rajasthan and Water Sustainability      7 WEEKS
ESSENTIAL QUESTIONS How can organizations create sustainable change? What makes change sustainable?

What makes an organization sustainable? What are the challenges that face these organizations ?
UNIT NARRATIVE Welcome to the fifth and final unit of our curriculum! In Unit 5: Rajasthan: Water Sustainability, students will explore Rajasthan alongside Sureshji and the Tarun Bharat Sangh Organization. This organization – located in the Sariska-Alwar region – works alongside communities to revive and revitalize traditional water management systems across Rajasthan. At the end of this unit, students will conduct a Socratic Seminar, improvising a thoughtful discussion about the unit’s essential questions. In this unit, students will focus on reviewing their grammar skills through new content and will have a more rigorous conversational performance task. 
STANDARDS

C.1abc, C.2ab, C.3ab, C.4ab, C.5ab

 UNIT LEARNING GOALS                 

5.1 I can evaluate the social, political, geographical, cultural, and economic characteristics of Rajasthan
LANGUAGE LEARNING GOALS

L.1 L.2 L.3 L.4 L.5 L.6  
SUMMATIVE ASSESSMENT Socratic Seminar

ROLE HINDI LANGUAGE LEARNERS
AUDIENCE PEERS
FORMAT SOCRATIC SEMINAR
TOPIC FACILITATE A DISCUSSION ABOUT ORGANIZATIONS AND SUSTAINABLE CHANGE
FORMATIVE ASSESSMENTS Article Assessment | Story Assessment | Jigsaw Video Assessment | पानी से हम बढ़ते हैं | 

SPICE Analysis | Etc.