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The Globally Ignored Country of Sri Lanka a Resource Unit for K-6 Students

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The Globally Ignored Country of Sri Lanka a Resource Unit for K-6 Students The Globally Ignored Country of Sri Lanka A Resource Unit for K-6 Students Prepared By: Laurie Goode, Jennifer Litts, Megan McFadden Table of Contents Description Prepared By Page Historical Narrative Collaborative 3 Lesson Plan #1 Map/Globe Skills Collaborative 12 Lesson Plan #2 Art Series Jen Litts 21 Lesson Plan #3 Biography Megan McFadden 34 Lesson Plan #4 Inquiry Laurie Goode 43 Artifact #1 Collaborative 52 Artifact #2 Laurie Goode 54 Artifact #3 Megan McFadden 60 Artifact #4 Jen Litts 65 Primary Assessment Collaborative 70 Intermediate Assessment Collaborative 73 Appendix A: Standards Collaborative 75 Expenses Collaborative 76 Historical Narrative: Sri Lanka Introduction Sri Lanka is a country that has been globally ignored in the United States school system and curriculum. It is a country that struggled for independence from British control, similar to the United States, gaining independence in 1948. Up until 1972, Sri Lanka was named Ceylon. Sri Lanka is a small island (about the size of West Virginia) located off the coast of India in Asia. The country has a diverse landscape, with coastal plains in the northern part of the country and hills and mountains in the southern part. Located on the southwestern coast is the largest city and capital, Colombo. This small, globally ignored island has a population of 20.1 million people with the most prominent religion being Buddhism (U.S. Department of State, 2008, http://www.state.gov/r/pa/ei/bgn/5249.htm). Being able to understand globally ignored countries such as Sri Lanka is important for children in the United States. Living in such a diverse nation makes it essential that our children are educated worldwide. We want our children to have a well-rounded education that is aware of other countries in the world. It is essential to infuse “various perspectives from ethnic groups in such a way that the complexity of U.S. society is addressed” (McEachron, 2001 p. 170), through the transformational approach to education. Learning about the Sri Lankan culture through the transformational approach will help our students become more informed individuals that have a better understanding of the world outside of the United States. This unit provides an illustration of the importance of studying countries such as Sri Lanka. The study of different cultures can and should be incorporated into the elementary curriculum. This unit on Sri Lanka offers many opportunities to incorporate a globally ignored culture into the curriculum while still meeting the Virginia Standards of Learning (SOL). This culture kit highlights many of the SOLs. In lesson one the SOL that is emphasized is 3.5 where the students develop map skills by “locating specific places on a simple letter-number grid system” (SOL, 2008, http://www.doe.virginia.gov/go/Sols/history3.pdf). This map lesson also meets Standard 1c of the National Social Studies Standard, using appropriate resources such as grid systems to generate and interpret information. The National Standards for Art Education and the Visual Arts Standards of Learning are used in lesson two and artifact 1. Here students use symbols and ideas to communicate meaning as well as gain a greater understanding of visual arts in relation to history and cultures. The SOL standards for civics and economics are demonstrated in lesson three as students explore civic engagement through biography. It is also seen in lesson four where the students are engaged in an inquiry assignment. During this lesson, students examine secondary resources and review information. The students are to distinguish between relevant and irrelevant information. All of the lessons presented in this culture kit have been formulated on the foundation of the National and Virginia Standards of Learning. Appendix A provides a list of the specific standards used in this culture kit. Key Ideas and Events With the primary focus of the curriculum on Western history, Sri Lanka offers an insightful look into events that were taking place on the other side of the world. However, even before comparing and contrasting events in modern history, Sri Lanka is rich in history with people dating back on the island to 500,000 BC (Info Please, 2008, http://www.infoplease.com/ipa/A0107992.html). In the 5th century B.C. there was Indo-Aryan emigration from India, which has formed the largest ethnic group in Sri Lanka today, Sinhalese. The second largest ethnic group today is the Tamils, who originally emigrated to Sri Lanka between the 3rd century B.C. and A.D. 1200. The Sinhalese and Tamils fought to gain control of Sri Lanka (then Ceylon) but both lost control in 1505 when the Portuguese took possession. In 1796 the British seized control and remained in control until 1948. On February 4, 1948 Ceylon, now Sri Lanka, gained independence from British control (Info Please, 2008, http://www.infoplease.com/ipa/A0107992.html). Sri Lankan history can be used in today’s curriculum to examine how governments and ruling powers shift over time, especially in a country that has such a long history. Students can hypothesize whether the United States of America will remain a democracy since it is young compared to Sri Lanka who has been through multiple government changes, from the exiled Indian Prince Vijaya to European colonialism to today’s Janaraja Constitution (Info Please, 2008, http://www.infoplease.com/ipa/A0107992.html). According to the Mahavamsa, or the Great Chronicles of Sri Lanka, the first king of Sri Lanka was the exiled prince of India, Prince Vijaya. He was exiled by an Indian king due to the large amounts of violence he and his followers caused to the people of India. After being put on a ship with 700 of his followers, Vijaya became the king of Sri Lanka after landing on the island. Vijaya led the island in a peaceful manner until his death when his brother took over power (The Mahavamsa, 2007, http://mahavamsa.org/). In 1815, the island known then as Ceylon was controlled in its entirety by Britain, the first time a European nation controlled the entire island (BBC News, 2008, http://news.bbc.co.uk/1/hi/world/south_asia/country_profiles/1166237.stm). Soon after, large plantations spread throughout the country to change cash crops from cinnamon to coffee and tea (Info Please, 2008, http://www.infoplease.com/ipa/A0107992.html). Tea remains an important crop of Sri Lanka today, and Lipton tea draws resources primarily from Sri Lanka. In 1959, a Sri Lankan widow, Srimavo Bandaranaike, became the first Prime Minister in the world. This was a major movement for women’s suffrage that is unknown throughout much of the world. Bandaranaike succeeded her husband who was assassinated by a Buddhist monk (BBC News, 2008, http://news.bbc.co.uk/1/hi/world/south_asia/country_profiles/1166237.stm). Being the first female Prime Minister is a notable milestone in history as it is an elected position. While there had been other female leaders of the past in matriarchal societies, these women were not elected to power by the masses as Bandaranaike was. Because of the organization of the government, Prime Minister Bandaranaike was the head of the government holding the highest political office one could hold. Men, Women, Youth, and Children The nation of Sri Lanka is composed of ethnics groups formed primarily around language and religion, which has served as a source of conflict for the country (Cummings, Cannon, Elliott & Ver Berkmoes, 2006). Currently, Sri Lanka’s population of 20.9 million is composed of 74% Sinhalese, 12% Sri Lankan or Ceylon Tamils (whose ancestors have lived on the island for centuries), 6% Indian Tamils (whose ancestors were brought to the island during the British colonial area), 7% Muslims, and the remaining 1% composed of Malays, Burghers (Dutch colonists’ descendants), and Veddahs (the original island inhabitants) (CultureGrams 2009, 2008). The Sinhalese of Sri Lanka speak Sinhala, which is one of the national languages, and predominantly practice Buddhism, which is about 70% of the total population (CultureGrams 2009, 2008). Within the Sinhalese, there is a caste system that had traditionally played an important role. About 50% of this group belongs to the highest caste of Govigama, whose ancestors were landowners and cultivators. Further down are the Karava, Hakurus, Berawaya, Paduvua, Radhu, and Rodiya whose ancestry range from fisherfolk to washerfolk to beggars. However, the Sinhalese caste system holds little relevance today and is generally only considered in marital arrangements (Cummings et al., 2006). As a group, the Tamil of Sri Lanka speak Tamil, which is another national language, and compose the majority of the 15% Hindu practitioners in the country. Within the Tamil form of Hindu worship, the god Shiva is centered upon but individuals pray to other deities. For example, students can pray to Saraswathi or Ganesh for help with their studies (CultureGrams 2009, 2008). Within the Tamil, there also exists a caste system. Like the Sinhalese caste system, the daily lives of the Tamil people are not completely controlled by the system, but the Tamil caste system does have more importance and influence than the Sinhalese. Highest of all the Tamil castes are the Brahmin (priests) followed by those similar to the Sinhalese Govigama. As the order descends, castes move from artisans and laborers, to butchers and cleaners, and finally to the lowest caste, the Untouchables, who were once forbidden to enter temples or own land (Cummings et al., 2006). Though the aforementioned religions and languages belong to the majority and main minority groups, other groups do exist. The Muslims of Sri Lanka are almost entirely Moors, which is about 7% of the population. Christianity also exists within Sri Lanka, and about 8% are reportedly Christian.
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