Fernando M. Reimers et a1.

nonrelatives; and time at home, in school, or outdoors). They examine
variations in how different children in the class spend their time and dis—
cuss, for example, how they help in school and how they help at home.
Students also discuss the rights and responsibilities that they have at home
and in school. Students then prepare a presentation—using text, pictures,
and PowerPoint slides—that summarizes how most of them spend their
time, how they help, their rights and responsibilities, and variations with—
in the class.

They then share that presentation with peers in their sister school abroad.
Students exchange ideas about the reasons for the differences in how they
spend their time, in how they help at home and in school, and in their rights
and responsibilities at home and in school.

Activity 2.2.2Growing Up in India and Japan and Going
to School in Different Countries

This lesson introduces how children grow up in urban and rural areas in
Japan and in rural areas in India. It also introduces some of the different

approaches to education in use in various countries.

Students discuss selected segments of the following Discovery DVD: http://
store.discoveryeducation.com/product/show/S 1900.

Students read and discuss the book I Live in Tokyo, by Mari Takabayashi. In
this book the main character, seven—year-old Mimiko, describes special dates

throughout the year.

The teacher leads the students through the lesson “Asha’s Village in India,”
which was developed by the Peace Corps’ Coverdell Program.

Students then watch selected segments of this video series and discuss
differences in school characteristics and in opportunities to attend school in

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