DOCUMENT RESUME

ED 241 639 UD 023 402

AUTHOR Chhun, Cheap C.; Seth, KomphaTITLE Supplement to the Curriculum Guide for Social

Studies: Cambodian-Speaking Students.Kindergarten-Grade Three. Working Draft.

INSTITUTION Chicago Board of Education, Ill.PUB DATE 81NOTE 131p.PUB TYPE Guides Classroom Use Guides (For Teachers) (052)LANGUAGE English; Cambodian

EDRS PRICEDESCRIPTORS

MF01/PC06 Plus Postage.Asian Americans; *Bilingual Instructional Materials;*Cambodians; Cultural Awareness; Primary Education;*Social Studies; *Teaching Methods

ABSTRACTThis supplementary guide, for use with

Cambodian-speaking students in Grades K-3 in Chicago public schools,is keyed directly to the standard social studies curriculum guidesfor those grades. The content focuses largely on Cambodian cultureand history in order to enable the student to increase his/herknowledge and understanding of the native country whilesimultaneously learning about the United States, particularly thecity of Chicago. A strong emphasis is placed on awareness of theequal dignity and value of students of all ethnic, social, andeconomic backgrounds and on preparation for becomingfully-participating citizens. (CMG)

************************************************************************ Reproductions supplied by EDRS are the best that can be made *

* from the original document. *

***********************************************************************

SUPPLEMENT TO THE

CURRICULUM GUIDE FOR SOCIAL STUDIES:

CAMBODIAN-SPEAFING STUDENTS

KINDERGARTEN -CRAPE THREE

-PERMISSION TO REPRODUCE THIS

MATERIAL HAS BEEN GRANTED BY

Gerald J. Being, Asst.

Supt., Chicago Bd. of

EducationTO THE EDUCATIONAL RESOURCES

RIFORMATION CENTER leFticv.

Copyright 1981Board of Education of theCity of ChicagoChicago, Illinois

oo

\\A U.S. DEPARTMENTOC EDUCATION

NATIONAL INSTITUTEDi EDUCATION

EDUCATIONAL RESOURCESINFORMATION

CENTER IERiC1documnt has been reproduced Ja

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RUTH B. LOVE .

General Superintendent of Schools

2

BOARD OF EDUCATION

CITY OF CHICAGO

ii

a7

V

V

CONTENTS

Preface v

Acknowledgment vii

Kindergarten

Unit IUnit TIrnit LITUnit TVUnit VUnit VTUnit VTIUnit VIII

Cradc One

Unit IUnit IIUnit IIIUnit IVUnit VUnit VTUnit VIIUnit VIII

Grade Two

Unit IUnit TTUnit IIIUnit IVUnit VUnit VIUnit VIIUnit VIII

Unit XII

4

Acquaintances 3

My Classroom 6

My Family 8

My Home 13

My Wholesome Use of Leisure 16

My Responsibilities 19

Friendship 22

Friends in Another City in Our Country -Los Angeles 24

Our School 29Friends at School 35

Good Friends 37

Our School Workers 39Our Families 40Our Neighborhood '43Travel from Place to Place 45Our Farmer Friends 48

Our Community 53Utilities and Services in Our Community 56

Food in Our Community 57

Clothing in Our Community 63

Homes in Our Community 66Schools in Our Community 70Recreation for Our Community 75

Effect of Weather and Climate on Our Wayof Living 78An Urban Area Overseas- -Rome, Italy 81

iii

3

v

1

4

a

I

Crade Three

Unit 1

Unit 11Unit 111Uait TVUnit VUnit VTUnit ViT

Chicago-Our Creat City 89

Chicago-Our Busy City 95Chicago-Our Famous City 106

Chicago-Our Early History 111

Chicago-Our Own City 117

New York-Another American Metropolitan Area 120London-A Metropolitan Area Overseas 125

iv

4

Pi:EFACF

The differentiated !;upplement to the Curriculum Cuide for Social Studies:Cambodian-Speakinv Students is congruent with the design, structure,scope, and sequence of the general program of instruction of Chicagopublic schools and is directly related to publications for four levelsof the Curriculum Guide for Social Studies: Kindergarten, primary one,primary two, and primary three.

The structure and content of the supplement are primarily directed towardenhancing the academic progress and self esteem of the Cambodian student,K-3. The content is largely focused upon Cambodian culture and historyin order to enable the Cambodian student to increase his/her knowledgeand understanoIng of the native country while simultaneously learningnbout the United States, particularly the City of Chicago. A strongemphasis is placed on respectful and informed awareness of the equaldignity and value of students of all ethnic, social, and economic back-grounds and on preparation for becoming citizens who will participatefully and loyally under the democratic, constitutional system ofgovernment.

Tt is hoped that this publication will be a useful resource for allteachers who interact with Cambodian students and for all students whohave the privilege of engaging in learning/teaching activities withCambodian students as they, together, develop understanding andappreciation of the culturally pluralistic nature of the American wayof life.

Note

The cycle years indicated in this publication correspond to grades asfollows:

Cycle Year Grade

Kindergarten Kindergarten

Primary One Grade 1

Primary Two Grade 2

Primary Three Grade 3

5

ACENoWLEDGMENT

17:STRUCTION AND PUPIL SERVICES

Alice C. BlairDeputy Superintendent

DEPARTMENT OF CURRICULUM

Corard J. tieingA;sistaut Superintendent

nruAr of SOCIAL STUDIES

Kenneth SingerDirector

BUREAU 1W MANAGEMENT, PRODUCTION,AND DISTRIBUTION SERVICES

r. Barton GallegosDirector

incere appreciation is expressed to Cheap C. Chhun andKompha Seth for their extensive efforts in the writingof this publication.

It is the policy of the Board of Education of the City of Chicago notto discriminate on the basis of race, color, creed, national origin,religion, age, handicap unrelated to ability, or sex in its educationalprogram or employment policies or practices.

vii

6

KINDERGARTEN

UNITS I-IX

7

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A. My Identification

UNIT 1: ACQUAINTANCES

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p. 6 Help the children identify the following information:

"My name is I I

"I am years uld." 10.12 ...".

"I am a Cambodian." _25, ps.ge, t'sc---6

Have them say the above sentences in Cambodian and Englishseveral times.

Point out similarities and dissimilarities in physicalappearance between Cambodians and another group, such as --Cambodians have black eyes, brown or dark yellow skin, blackhair; a yew have curly h..:ir; they are usually not tall andtheir noses are flat and broad. The student of (Polish)background has....

Have the children learn these words in both English andCambodian.

hairn,

eyes an n

1

mouth 13'I$5

nose (71-as

ears(iff

3

lIad the fallowing poem about the words uls and nose in orderto help the children increase their vocabulary:

er t Pf PI The Node Onal Me &yes

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Explanation: One day the nose complained to the eyes that theeyes should not wear glasses and let them stay upon him. He

was sick and tried of holding them. The eyes, then, could notsee their way and ran into a fence. The nose got badly hurt,confessed his mistake, and pleaded with the eyes to wear glassesagain.

4

9

I iB. rly Interest 5);icp/C 437/roit.1.3

p. 8 Make a chart or list of animals in Cambodian, and animals whichhave not been found in Cambodian, such as the giraffe, zebra,hippopotamus, and seal. Teach the following songs:

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"Lo, My Dog"

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"Ki, My Dog"

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Loose translation of "Lo, My Dog" and of "Ki, My Dog."

His body is in good shape, seems like a tiger:Big ears, face pointed like a monkey's;The tail is like a skunk's, the hair is like cotton.

He watches the house,Knows how to recognize his owners and how to waltz

on his hind legs.You have to give him a cake if you want him to perform,And then he wags his tail with happiness.

UNIT II: MY CLASSROOM

-'44

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B. Features and Characteristics

p. 20 The flag of America and the flag of the Khmer Republic.

Draw and tell the meaning of the flag of America and of Cambodia.Have the children draw and color the flag.

Have the children examine the flag of Cambodia and discuss whatits symbols represent, such as Angkor Wet, three stars, and colors.

Display the flags and tell the children to count the numbers ofstars on each flag. Tell the meaning of the stars of each flag.Tell the children that the most recent Cambodian flag does nothave any stars.

Explain the words Khmer, Khmera, Cambodia.er

) (;2s1 ) C )Help the children sing the following Cambodian song of patriotismand have them repeat it:

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"Land of Khmer"

The Land of the Khmers means Land of Gold. All villagers arevery pleased to live, all Cambodians have been living harmoniouslywith one another.

6

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C. Room Rules and Regulation

p. 21 Give several reasons why children should be polite toward theirteacher at school, in the classroom, and wherever and wheneverthey meet :_he teacher.

Explain that Cambodian children minister to and show respecttoward teachers in several ways, such as --

by rising from the seat in salutationby waiting on the teacherby removing the hat when greeting the teacherby crossing the arms while talking to the teacherby listening to his/her instructions with attentionby receiving instructions respectfully.

12

UNIT III: MY FAMILY

(7.4s:* ir) An;

7.1

71)7 th 4) CA3A. Identification of My Family

p. 31 Show a picture of the house in Cambodian style on the chalkboard,and help the children complete these sentence:

My

grandfather

grandmother

father, mother

brother

sister

live in my house.(all live in myhouse.)

Have the students learn the following poem:

o (My House)

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This is a Cambodian (style) house.It is not a floating house, and it does not siton the ground.

My house is tall and large;In the daytime or nightime there always is agood breeze.

Let the children practice courtesy as habitually performed in

.111Cambodian families, such as in the following practice:

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"Greetings"

We bow to the uncle.We bow to the aunt.We bow to the brother.We bow to the father or mother.

Note: Greeting respectfully is accompanied by hands held ina prayerful position and with a bowing of the head.

9

B. Activities and Interest of My Family

p. 32 Tell how to share happiness with the people in the family.Play the game of Seek-and-Hide* ( Litlfifanqrs4A)just for fun.

Play the following game:

The Eagle Catches the Baby Chicks*

Children of both sexes can play this game. One ch:ld will actas an eagle. His duty is to try to catch (touch) baby chicksthat are under their mother's protection. Another child will bethe hen, protecting her chicks from being caught or touched. Thehen and the chicks must be in a queue holding the hip of the onein front of him/her. The eagle catches the chicks, and the henprotect.; them from being caught. Any chick which gets touchedby the eagle is assumed dead and must take turns acting as theeagle. This game will make children vigilant both physicallyand mentally.

Song ("The Eagle Catches the Baby Chicks")

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*This game is not the same as the American game of Hide-and-Seek.

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Song: "The Eaglo Catches the Baby Chicks" (Free translation)

Catch the baby eagle and play with the chick.The owner of the chicken comes to watch the eagle and

bring the chicken to he hidden.Where do you hide the chicken? In the Kracob (tree).The titer sees the chick, pounces on the owner, and the

owner hobbles away hurt.

Note: This is a very popular game with young people during theNew Year celebration.

1,1

16

Play the game of Chak Touek Daung "Pour the Coconut Juice."

Song:

How to play:This game can be played with a group of five or six children.One child will stand up, the others stand around him/her makinga circle. All sing. The children -f the circle will extendtheir right palm, while the one in the middle points at thosepalms with her/him forefinger, keeping time to the song. Anyonewhose palm is pointed at right at the end of the song will keephis/her palm behind his/her back. This process will be continueduntil there is only one left. The last one then takes a turnstanding in the middle, and the game is repeated.

1, 17

A. Concept of a House

UNIT IV: MY HOME

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Show the children pictures of various types of houses.

p. 45 Tell the children that most of the Cambodian houses are built onpillars, have a thatched or tiled roof, and are elevated abovethe ground. How they are built depends on the climate andmaterials available.

Tell the children that other styles of houses are the Chinesestyle, the Japanese style (a few), and the western style.

B. Life in the Home 5f?,,06, tivd.....4 _10

/ 7

p. 49 Teach the children how to use polite words and show respect forthe elders at home or in a village in accordance with Cambodiancustom. Practice the following greetings in both Cambodian andEnglish:

Hi, Hello

Good Morning

Good Afternnon

Good Evening

Good Night /Jo

Chain reap sour

A run sour sa day

Tivia sour sa day

Sa yan sour sa day

Ria trey sour sa day

Point out that choice of terms of address depends upon status;for example, knyum (I) is not used in addressing the king or aBuddhist monk (Tout-Preah-Bang-Kom for the king and Knyom PreahKaruna for the Buddhist monk).

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Note: (Explanation of the Greeting)The Cambodian children must pay respect to the elders, obey them,and use polite language. According to Cambodian tradition, theCambodian teacher instructs the children in how to converse withand address people politely -- the Buddhist monk, rulers, theprofessor, etc.

C. Care of the Home X)) a c, 7`61) tn. mar)

p. 51 Tell the children toys in which they can help their families inkeeping the house neat and clean before or after school time.Explain the idea of cleaning and taking care of the home.

Discuss the ethical code for children and explain the following:

14 19

Sleeping too much will affect your well being. If you eat, youshould think of and share with the others, even though you arevery hungry.

Set up a sl,,epinr, schedule. Keep the bed clean and neat so theangel will take care of you and wish you prosperity and happiness.

15 2u

UNIT V: MY WHOLESOME USE OF LE7SURE

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A. Concept of Wholesome Leisure

p. 62 Explain to the children one of the most popular leisure timegames, Tug-of-War ( arm Cj ). One strong cord or anymater;11 that can be pulled can be used to play the game.

How to Play

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Note: This game will provide good physical exercise as well asharmony and fun. The rules in Cambodia and America are alike.

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B. Places for Wholesome Leisure ys. r A3 ("t3 1) en PO, nenoit^, 4)

p. 65 Help the children select places to play safely, such as the play-ground of the school, the park, or a garden (on the grass, offthe street).

tt

Give simple rules on how to play safely, and tell the childrennot to play with dangerous things such as scissors, knives, andfireworks. Explain the proper use of items that a.e dangerouswhen used improperly. Write the following on the chalkboard:

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Translation:

1. Don't play Seek and Hide at night. Someone willget you.

2. Mother will beat you if you wrestle.3. Don't play with the scissors or you'll hurt your

mouth.4. Don't play with switches or you'll get beaten

with one.5. Don't play with hard, heavy sticks or you'll get

your head hurt.6. Don't play with the plow shaft or you'll cut your

leg.

7. Don't play with a rifle or the gun might go off.

17

22

J ?r. Leisure Other Ports of the World por yftm,Q txf)stx .414.y) n m n 16 111175eV

p. 66 Help the children learn how to invent someihing through Ihoirimagination, exerc.se their body, amuse themselves, and tdrnsomething now.

Organize a picnic for the children and locate nlac:s to playsafely, such us nn the beach.

Teach the children how to use wet sand to put up a house, acave, a mountain, etc., with decoration.

Suggested Study Materials: a pail and a spade or shovel

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(SAND MOUNTAIN)- inventing something new and exercising the body- meeting new friends and having fun

1

23

4

UNIT VI: MY RESPONSIBILITIES

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A. Concept of Responsibility s X14,0 Xlic 'A rs *

rp. 79 Discuss a propriatt, materials or toys with which children like

to play and discuss ways of busing responsible [or those things.

Discuss with the children what their moral responsibilities areat school and at home; point out that students must always begetting ready to be good citizens of America.

Showing Moral Responsibility in School

. saying "Hello" to the teacher at any first meeting

. obeying the :lassroom and school regulations

. listening to the teacher with attention

. being on time

. getting ready to be a good citizen.

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p. 79 Tell the children about such responsibilities as getting upearly in the morning, getting to school on time, washing thehands before and after meals, and washing the feet before goingto bed.

1A

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Learn abr)u:, the thrut-: cha/m6 (a:tra:-; ,f -An th:x: ;(1tne story f I 014E.*(Kabila :.aLabhrataana) 4_4

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The Three Charms a Man Should eerform

In thtr morning: Charm is on the face, so we have towash our faces when we get up in themorning.

At noon: Charm is on the chest, so we have totake a bath at noon.*

In the evening: Charm is on the feet, so we have towash our feet before bedtime.

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Tell the children the above story, "The Story of Kabila Mahabhramand Thammabala," to encourage them to form the habits of washingtheir face, taking a bath, and washing their feet before bedtime.Tell them that it is said that by doing these things they will getfortune, charm, attractiveness, etc.

2126

A. Concept of a Friend

UNIT VII: FRIENDSHIP

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p. 92 Discuss with the children rules for being friends in the class-room. Provide activities for children to share ideas andthoughts concerning friendship at school, at home, and in thecommunity, in Cambodian culture.

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By generosityBy courteous speechBy being helpful and handyBy being impartialBy being fair and faithful

Teach the children the friendship song "See You Again":

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"See You Again" (Summary)

Oh! my friends, I am leavingyou now. Don't worry. I dohope to see you again.

C. Friends in Other Places()2) as osh s-A-i PS PA SZ1A9

An 0

p. 98 Help the children locate on a map of Chicago their dwelling place.Mention the name and home location of each child. Locate on amap or globe the native country of each child not born in theUnited States. Help all the children play games of those countries.Explain the feeling of friendship of people who are neighbors ina new country and how to extend friendship to include others.

Teach the children how to say the word friend in many languages,especially those languages represented by the children in theclassroom.

23

UNIT VIII: FRIENDS IN ANOTHER CITY IN OUR COUNTRY--LOS ANGELES

_r , \>711, 1, : Yvi ; A t Rios, co/ as 6' A./IT t - Rs Pet17'

f/

B. Types of Activity in Los Angeles and Chicago

n Al el s Z. as( v. Ea eV &) sr 01.14 PT

orp. 113 Compare and contrast occupations in the city of Chicago with those

in Los Angeles and those in Battambang City. Tell the childrenthat Los Angeles and Chicago are large industrial cities; there-fore they have many of the same industrial-type occupations;Battambang City is also large, but is an agricultural city, notan industrial city. Explain to the children that Cambodia hasnot been industrialized so much as Chicago because of wars andthe political and geographical aspects. Tell them that theAsian countries around Cambodia are also industrially under-developed.

.Develop the idea of the Cambodians loving their own country,their gentleland. Talk about "There is no place like home."

Discuss recreational and cultural facilities in Chicago and LosAngeles. Tell about activities in Battambang City, especiallythe museums and tourist centers. Remind the children that manyplaces of historical and modern interest were destroyed duringthe Vietnam War.

Remind the children that culture of over 4,000 years is exhibitedin Cambodia and that they should be proud of that fact. Tellthem that ruins (what phnom sampeou) etc. have antiques inexhibit which are many centuries old.

D. Points of Interest In Los Angeles and Battambang

i sY 7) _7 4. -err x433 PO 52e pvIirv.0

p. 116 Discuss with the children the climate in Battambang. Tell themthat there are two main seasons in Cambodia, the dry season andthe rainy season. The rainy season includes the monsoon time.The rainy season lasts from May to November. The temperatureof Cambodia ranges from 85°F to 105°F in the dry season.

Compare location, ethnic groups, industry, cost of living, etc.of the three cities.

23

Tell the children: Cambodia is an agricultural country. Morethan 85 percent of the people are farmers. The soil is rich.The province of Batta bang is flat, and much of the land isinundated, it is the largest province and is especiallyknown for its rice stock. More Cambodians Live in Los Angelesthan in Chicago because of the similarity of the weather inLos Angeles and Cambodia.

Provide the following information:

Location: Battambang is located in the western part ofCambodia and is a bordering province on the ThaiCambodianfrontier.

Climate: It is usually warm and sunny during the day.The average temperature ranges lom 6e-104°F.

Population: The population in 1969 was 1,000,000.

Ethnic Grou?s: Chinese, Vietnamese, Cambodian Muslems,Kuoy, SamRe live in Battambang.

Agriculture: Battambang City has an abundance of riceand fruit. People may purchase such foods as rice, grapefruits, oranges, a variety of bananas, duriens, lemons,pineapples, watermelons, and a variety of vegetablessuch as cauliflower, lettuce, green beans, soy beans,and other vegetables of tropical climates.

30

46

PRIMARY ONE

UNITS I-IX

27 31

PRIMARY ONE

UNIT I: OUR SCHOOL

174 9 : An TIRT al 1

Suggested Study Materials: MAP OF CAMBODIA by InternationalGeographic Society, Washington, D.C., 1971.

A. Characteristics of Our School4z4II Ai) FLP r1 le I. e-7-)

p. 4 Draw a picture of the school in Cambodia, including a flag.

1:3

7r (la":"Ca

Job- 620-11=.

Explain the meaning of the word school:

place + study > school

place (3 ways to say study in Cambodian)

study = to adapt, to record, to think

school = the place where people obtain knowledge

29

32

rs-d

- tykii:v;$n) 2575;

Anton ate = sci.g.h1561CID cx.TYstuv:

Explain the following:

Prior to independence in 1954, there were three typesof schools in Cambodia:

Temple School, where students of ages 7-20 weretaught by Buddhist monks; discipline was strict;donation was voluntary.

Private School, which has been supported by privatecontributions.

Public School, which has been supported by thegovernment and free to all students through levelsix; admittance to higher levels has requiredpassing of entrance examinations.

Note: Cambodia does not have school taxes.

alf)w$ 11) A.S7 n.T7 rtti t.s1" i rp.asnzo

cYs

1me)s).21 KV) R

- s-1.5.1

33

Cambodian Flag

The symbols of the Cambodian flag during the period of theRepublic of Cambodia:

- 3 stars = Buddha - Dhamma (Buddhist teaching - Buddhistmonk or nation) religion - republic

monument (Angkor wat) = culture and civilization

- white = neutrality or Buddhist religion

- red = courage, bravery

- blue = justice, freedom

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34

Explain the symbolism of the flag of the United States, andask the students to compare the American and Cambodian flags.

Learn the word Kampuchea (Cambodia): Kampu (gold), Chea (People).

Cambodia people Cambodian, the people of Cambodia,Kampuchea.

75toN

Ask the students to sing the following pat..otic song:

G 0 A Bcl Cai (The Land of Cambodia)

Loose Translation of the Song

Ar) Ps' rJ AI, 11

The land of Cambodia mean Land of Gold. All Cambodian'peoplehave been very pleased with this. Through generationsCambodians have lived harmoniously with each other.

5

B. Rules and Reasons for Cood Behavior

e CJ s AS) xs> rsP e rana b-Y) 2

p. 8 Help the children find out the basic rules and regulations ofthe school. Write them on paper, and post them in placeswhere they can be seen easily and clearly.

For example:

Keep the door closed.

Keep the classroom clean.

No food allowed in this room.

Do not disturb the classroom.

Do not leave the room withoutpermission.

Write the following words on the chalkboard and have thechildren practice saying them. Play a game using the words.

(hi, hello)

(good morning)

(good evening)

(good night)

(for a male teacher)

(for a female teacher)

11

trur)

36

Tell the students some of the ways in which students ministerto and show respect for their teachers in Cambodia:

By rising from the seat in salutation.

By removing the hat when greeting the teacher.

By listening to his/her instruction with attentionand du... respect.

By performing personal services.

By receiving instructions respectfully

By crossing the arms when talking with the teacher.

Have the students learn the following poem: "The Code of theChildren."

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19

37

: :*1 Trj AS) 1 j7.

B. Friends through iir. .j;

p. 19 Help the .; tr 1.1 h 41rh .ffloLher

by play iv :*. ( els'? rriltr4)

Substitut.. a i

if des i ro.r.the gam.

0.5-) r, 7C

How to P1.1%.

i '

c,-;

; for :1 handkerchief,

ehlrin:!

One student is :::io!sott ": !-,:int<erchief holder) andcarries the handk,-!-,.-r_H-t" as t!' sit in a circlefacing ins i do. i.ia : is Evc.ryone sings asthe atudent ,4aiRA 4:.:).. :1)_;:c.:t of the game

is to :' ;40 around thecircle one.., the handkerchief isthere, I , ;el ...irrier picks up thehandkerchief rt;1:1 hit thc it. :f unsuccessful,the hand!.:-. reitief crrir akes th.. H.qco,- of the person behindwhom the hzm.ftrch i 1:a3 .1c, then becomes thenew "it" wit h t

Have the sruilrTits piny the "1-xtriny ::,-conut juice")4.1.n s kid )

as they sing the f. stsr: .: r ti

N ' 2Al

%

nssi ;, x V. if'..

7: P.5'..e S at-.1; A/I. I,

N ,4 0.5 .7cfp A1 ; ;;'; tiZ A?0 .--

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/4 I I /Io

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,--.:-) 1:,`I ;^"s-i5

r, ,E1', ,,-vito pi38

P 1:ie_., .7 `:=1..

t n b cya x Ty tx 77'

How to PlayThis game can be played with a group of five or six children.The children form a circle and stand facing inward withtheir right palm extended. One child stands in the middleof the circle. All sing. The child in the middle points toeach palm, in turn, keeping time to the song. The childwhose palm is being pointed to at the end of the song putshis/her palm behind the back and keeps it there. This

process is continued until only one child has his/her palmstill extended. That child and the child in the middleexchange places, and the game is repatcd.

36

39

.

UNIT III: GOOD FRIENDS

(73:414 ss nd) 6)

B. Ways of Being a Friend afvp e)3 '63, Q1x>c?

p. 30 Organize a campout for the students at a place near the school.(This activity will help the Cambodian students and the otherstudents become better acquainted, learn new customs, formfriendships, and get along together.)

Suggested materials:

tent (r1P)

food (food of their own cooked by their parents)(Mt07)

Explain the following slogan:

A friend in need is a friend indeed.

13 $S t-4_, 34 Pil APN A57 si':f 66v> 115?e

Discuss ways of being friends according to Cambodian custom.Include in the discussion the following ways in which friendship is expressed:

. through liberality

. through sincerity

. through impartiality

. through helpfulness

through courteous speech

17 40

Have the students learn the following words in both Englishand Cambodian:

honest -

polite -

fair -

true -

kind -

patient

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7 7 Ain, 74) IS

Nisfe

41

UNIT IV: OUR SCHOOL WORKERS

;31;1 : n La Y I or An Ay) r 4,5?A

B. Workers for Our SchoolrS' 2) 75 5 rtlq) T.; a nr) d ?IA

p. 41 Help the students learn how to be and how to become schoolworkers, such as a patrol boy or girl. Teach them how toreport accidents.

Discuss the following slogans:

"Love comes from helping."

C "), AWA as

"Friendship comes from helping."

3 31 A)61 4426 » "49eAo's

Help the children to finish these sentences:

[i

my friends bya blind man by

I help the policeman bythe fireman byetc.

Note: Many people in Cambodia did not work in and for theelementary school, but they made other contributionsto build schools for children. So even though theydid not work directly for the children, they shouldbe honored for what they contributed. Buddhist monksand villagers are deserving of a great deal of gratitude.

1942

UNIT V: OUR FAMILIES

?IS : APO' d es

C. Leisure Activities of Our Family***JAl Ar ri- ti.S9 t A. e Aro t t ti.1

Discuss the special leisure activities of Cambodian familiesduring the Cambodian New Year celebration at the Buddhisttemple. Help the students learn the popular game of

t tl) A5 113.3 14' v,

Suggested material: scarf or handkerchief rolled into a ball

Song for the game:

Oh, Chaul Chhung, the man throws the balledup cloth,And the lady catches it.The balledup cloth breaks down into five parts.When April comes, we can play the tune for the Buddha.

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bens sa ("lt: (15 Z113i/

e)J t sti>" 4) va

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qv.

How to Play:The "Chaul Chhoung" consists of a group of boys and a group ofgirls opposing each other. The two sides pass to each othera scarf rolled into a ball, at the same time exchanging andalternating chants with rhymed responses. The boys make compli-mintary remarks, and the girls answer promptly and harmoniously.

Consider the following activity:

Different foods are prepared at home and brought toeat at school or nearby.

D. Rules for a Happy Family vAp exaGy)2..4 rls9a kro

p. 55 Give examples of "Happy Family Rules" in America, and have thestudents compare these rules with Cambodian ones.

Read aloud the following poem* concerned with rules for children,in order to acquaint the students with rules of the Cambodianfamily. Write the poem and explanation on the chalkboard andhave the children translate the poem and learn the vocabularylisted.

*See "Ethical Code of Children" ( ypti Y5.4 itd).

41

44

izz4,..,

Explanation ..-,,v n 1010.)

sz.ke

heritage An)d>"

female, wife IS

male, husband P

to encircle, to gird 374A;

fence eAin ;

bad man, bandit 1.. ; R

body CIIPAO

sleeping f74-4015

God, dei4-57 siii0f)

c. c--\,..i

.r.31 As ASgood health and good fortuneA 61

42

45

a

.'NFIT VI: OUR NEIGHBORHOOD

e'N

ei$ : n eat.A 4==mit

A . Elements of a Neighborhood ,t4g)15 rA (in;10A

p. 65 Discuss with the students the Christian churches and Buddhisttemples where all kinds of people in the neighborhood gathered.Point out that the students can make friends and becomeacquainted with each other through their churches and temples.

Have the students learn the following words, both in Englishand Cambodian. Help the children to build up simple shortsentences that contain the words, as in the example followingthe words.

postman Li PO Nco k/

pol iceman 3S VS

fireman 7" A) 15'4=r

priest t fowl 1,697-asand

uncle W')

aunt

SentenceBuilding Example

There is

Policeman in Our Neighborhood

4146

Help the studen improve their understanding of how they canhelp each other ld share happiness with their neighbors.Read the following poem aloud and have the students discussit. Lead them to the following understanding: "We shouldhelp each other; big ships still depend on life boats some-times."

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47

...

UNIT VII: TRAVEL FROM PLACE TO PLACE

DI me ill sir : 70 i . t p. Z rain , e'zYn. vsi,e.t'w 6 nSff a 0Ai

e),J

A. Elements of Travel t,t .. RIOS t4 rf-IY trvt( kriark,A / i

p. 79 Mention interesting places in Cambodia, such as the monumentof Angkor Wet, Lake Tonle Sap, Sompong Som, and Wat Phnom.

Have the students examine a map of Cambodia and point out anddiscuss interesting resort areas and other interesting thingsthat they :;aw in Cambodia -- Museum, the former Royal Palace....Tell the students about other places that they omitted.

14.

B. Means of Travel e..,-3, 4 VAS A., ,0,; 4."-i if ,...z,

p. 80 Discuss how people in Cambodia travel by bicycle, tricycle(adult vehicle), mototricycle, etc. to watch the variousinteresting sports in the city of Phnon Penh.

...:\; N,

C. Highliahts of Travel 711? z3 Of Ilthl, Z girlin6N-1

p. 83 Discuss sights of the city of Phnom Penh that could beinteresting to see. Point out that a traveler on the Mekongriver can see the city clearly.

4C 48

WIT VIII: OUR FAR 1E!; VUENDS

ilr5 ..14

Suggested Study Materials: Pictures of farms in Cambodia,if can be obtained.

A. Elements of the Farm ts z).11' Yt IL)

p. 93 Discuss rice farming in Cambodia and the strip farming inAmerica. Tell the students that there is no strip farmingin Cambodia.

Help the students become acquainted with some words associated with the farm by writing them on the chalkboard andhaving the students repeat and write them. For example--

rice

corn

cow

hen

peanut

green bean

soil

46

49

Help the students build up the above words by having themwrites stories or sentences in which the words are used.

Have the students compare Cambodian and American seasons.

Remind the students that in Cambodia the plow and the harroware drawn by two oxen or water buffalos. Have the studentscopy and label the following drawings or create and labeltheir own drawings of the plow and harrow used in Cambodia.

9 to47

50

UNIT IX: ANINALS FROM ALL OVER THE WORLD

tor 75 ° TO 7$ pa F A/115

/

Suggested Study Materials: Animal Book

a 31.A. Elements of the Zoo PI )r) 81 t 71 t At C err, 11 A3 40S

d

p. 109 On the chalkboard write the poem below concerning the namesof animals, and read it aloud to the students. Have themlearn the words following the poem. Also help the studentsfind out the names of other animals in Cambodia and information about Cambodian animal life.

6-7 vs

Ja s Xl,s \t,

t4 0.7 A S4/

tr In ' 9

e-

IV) VJ 3 at A c-A 74=Zt

.2, r osi**Y 75

On.v.iv ft? '6"05

tri) 6`

t) Vis cr) 7S CZ

Free Translation of the Above Nonsense Poem

If the heron united with the pelican,The wolf would ask the elephant for help.The proudest tiger would be bitten by the serpent.

4R

51

0

Animals

a kind of bird eating fish, = (AAA

(the heron family)

;pelican HS'S, 1:1

wolf w:los

white elephant = fqt1i.)

tiger = 20

/

serpent = t704.0

weasel = r$

49

52

gl.

PRIMARY TWO

UNITS I-VIII

UNIT XII

51 53

PRIMARY TWO

UNIT I: OUR COMMUNITY

czyt

ps): ItArtM.Y16SC7j4

A. Elements of Our Community * *A ' V ) 3 9 1'13 A) Y ) 7 8it t ejj

Provide information about foreign aliens in the community.Explain to the student community culture, civilization, needsof and helping each other, mutual understanding, and cooperation in the community (Chicago).

9- V 2 e f 683ti2 d p J4 7D,R zyn- A.) IS..

R3 U) n ti A'.- yviz 71 A 21 ity : 76 t or 1 0 yA.') A taysl vz. (i,1 0 tv

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; CA? 9 R QiX

Describe the Buddhist Temple in Chicago and that of Phnom Penh.

0rf )17.4 e /ci--o..c,:,

<-\.,.1.

Pi) Asa ser t :

Compare the following lists:

Americas. Cambodian

church 1N (pagoda)

,,priest, minister eismij (clergy, monk)

sister (religious) oule.:ki (nun)

brother (religious) Aim Foln, NCH (novice)

51

54

Tell the name of an organization, Cambodian association, store,restaurant in the (Chicago) community where one can go shoppingor eat, or obtain information.

ro.y7 PP7 tni 9.) t4 try7.°4-17,4,14"21

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B. People and Custom of Our Community

@'747 469An tie ASZI)nv a typo se__d

Describe the principle of autonomy in Cambodia and compare withAmerican community governance according to the principles ofdemocracy.

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Explain the following diagram: The administrative organizationof the small Cambodian community.

100-family unit

= two leaders

9D_

90190 90 90,

90 90Each 10-family unit has a leader to represent the unit

54 55

This systen i'stabli;hc.d th( laNlbodian revolutionof 1970.

Provide information about various activities in the Cambodiancommunity as well as about tradition i,. relation to contributingto and promoting the village. Explain to the student the needfor donation (money and work) to keep the community clean andto improve it.

c A, CG-2.::44

Xi CT.-3 2 a-4 MA t Z po r) Ant X) 0 Al Z.).S' ,,;.5 A, @cow)N ....-4 I 17

.4\tC\_, er

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AI

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,"%At. .-:-.' 1" , U' / ''' ZtL)/,-,e e 6-n , i 47f)7$ pR .;-t.22 . 1 PO 7 Vi AS I17 4'1 i 4 1 v.) A= AnA

IV

.** » A"" ) b

Note to the teacherSeveral activities could be planned for this unit to emphasizeunderstanding of the community and its standard of living.Activities could also provide children with additional back-ground for understanding Cambodian customs as well.

56

t

UNIT II: umrriEs AND SERVICES In OUR CONSIUNITY

r_ "---.7.417 P9' : ?.--Aos--

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....

)ci 0 11'3 i -.7%)7

A. Utilities for Community Use

ht..; Y>'6 jt45.Gipj sAirz> A31.7)71 i?.a

Discuss sources of hydroelectricity at the dam Prek Tnot inCambodia and compare with enorgy sources for various usos inthe community (American).

en N) R rr3 1 t") i4 4-9 i-47 37 s4 r1.3 ad in')

991i'66 efdr) IS t(-;3 c..)J uw

sr) IQ A. I .1t)A

I t7) r/ 6 (tiv) ds_cfm, ;15 th XIcz:,./

Discuss the reasons why the remote areas (Cambodian) have purewater and clean alir in, contrast to big cities, where air ispolluted and water is unclean and therefore the health of thepopulation is affected.

kg 2J7 r1-4'G z

es") u; & 5d z t:',° sCLI: p-r) AO" 7S As) dS

CI I V) 59 ,-/) PC) 10 'V i h , 3 8 9 x e.,., i., 7 0-0 I A-4 /Q70-. e/ lf:' -fi --)/

, r Is 1-17.1 rn t? V) A Jr) n) A, a Ai its s. %A° 15 ..t 113 g ems)) 8....,...,, / .do ,._,,0

tcN era AZ 2. d'f) Gi is t, if.-i, 1,7 t 43 a> r '..° is Zi 4 Ail1 i/

4U F .7Cf.14

Suggestion to the teacherMake every effort to include information about utilities inCambodia, and also help the children learn more about utilitiesin their neighborhood.

5'756

A. Purchase of Food

p. 36

UNIT III: FOOD IN OUR COMMUNITY

;IE if) : za urp e RI >Fr Rs ZVS d u AI Iee

AP

0

Go to a shopping renter in the commmlity (with the children) andask stuOunts to describe some items which can be consumed in thehome

i`j.og g Frirf).8/ unr° 6-11,51 094 r>3 23)611 t A Zr.* Altb XS

8 ey ;J° ri A.) Ivy> 73 -giro% 20 I) Pg A.)

t rtif .71 6 z.ilt4) y

Make a list of foods and spices that can be purchased at Asianstores in the community (United States).

tV .t7 C.7a 109)e,-n ,r;611P terms) t. 2. 344

A, 2y? I13 "OS pA d v7) r ACa 2i7 ff> Jr/ AiC::,),/

American Cambodian

tamarind ,161 lit3

chili (pepper) dZ

ginger .47

galingale

turmeric I 476

57

58

ma.g,

eocunut dk/

rice/7

sticky rice tit 0J) t.)

Compare price and quality of items ii, Asian store& with priceand quality of the items in American stores.

a IV 1 4,2-N-3 at) JP W. V 69...1*el

y

N v., AT z; pip (31) ig) c") dr4

to 113 te.,SJ

nvi r txf A.1174 A, Pe ill( Mita, r.r)

11PP ; Ps,

B. Original Sources of Foods _Itn6"1 r,tfOtgr_42)1

P. 37 Describe original sources of food in Cambodia, particularly inKampot, Kampong Ch. m, Battambang, and Seam Reap.

Z:, tgt..) zi.154/t .t. r..7 irxtrriaLtrix ea, 141 --4

ei Iss *A3 SA1(13 St n° O; rfill6))g Paiirt ZA,001Vqp.

Sources Cambodian

1E5, (black pepper)

tazeozm r z (durian)

(province of

n $7

1 ,Kampot) II A, (salt)

-01

53

aas t.-)raz, (orange)

(province of(!)

(grapefnlit)Battambang)

Tis / (rice)

ff

,S291 (ij 6%),T (lemon)

(province of a rg 11 (banana)Kamponts Chain)

(pineapple)

C7L-

q, d It) rro (fish)(province ofSeam Koap, TomlaSap River)

Visit stores of the community (with the children) and notice thenames of various items in each store:

i V h 1;1441)3 9 Ap AO A i z9.72 01) IS1 I 0 A 01) ine 34.71 e.).3 t

e%1 /.--,

,.,-pi ......f

.., I /> , ,-.11

Li LI 1 fi'v7 I N( Pi t7";;Ai 14c..A3 sods; 81 : PI, 413 25 :

Chinese grocery store: noodles, soy sauce

Japanese grocery store: rice

Thai grocery store: chili, pepper

Phillipino grocery store: fish

Note to the teacherIn the above stores, Cambodians can find most of the items theyprefer to eat.

5960

C. Types of Foods tX9 a",e

P. 39 Describe nome Cambodian vegetables that can be eaten raw.

n) ,,,,lz, r)i., z, /A 9.% i5105 a 5 ip r r_j s op n fp

149-- e'd

; 51, c.,J 645 W° p ce ,i 4 ci/

American Cambodian*

lettuce

cucumber

egg pliant

string bean

Compare ways of eating vegetables by Americans and Cambodians.

tW 5 tt "), v r 00 n z3

4=2 / 71 0'

.v7 I 71)4 2y fr 6;

Note to the teacherIn Cambodia raw vegetables with salad dressing are eaten duringthe meal; in America salads with dressings are usually eatenbefore the main dish.

Describe the method used by the Cambodian family in cookingrice and i i making soup.

AY 7N

VI J? ft co v) r.).3 I 3 'V

1 Ari I 2oot P

*Because of the tropical climate and lack of refrigeration,Cambodian fresh vegetables can be found all year round. Cambodianseat fresh venetables daily at meals. The dish for fresh vegetablesmay contain fresh mint, lettuce, cucumbers, bean sprouts, greenbeans, as well as lemon wedges. Steamed vegetables and meat arecombined for soup to be served as the main dish.

60 61

OS

Note: Cambodians customarily i'at rice, fresh vegetables with

salad and v.!table soup containing moat. or fish. Theyalways hay, 0:ro p.oals daily, but oaLing time is flexible.

Write the following recipes on the chal4board.

Sour Soup

1. water2. fresh fish3. salt, accent, sugar,

fish sauce, onion4. preserved fish5. mandarin, lemon

A.1 t ,7 C41'N.' -4r

Steamed Vegetable Soup

1. water2. preserved fish3. salt, sugar, accent, fish

sauce, onion4. cooked fish5. vegetables

rJ s.4 /7 LRec,tpea )

ctyAI17, tTy>J

9V n -.)..v. s

-.7-01(6j Fil (2a..), rS, 14 n2.9;, Ny...OF:j 1,59n, , ,

10 /

. _ _of

4) no, c)-- 7 , i Ill VMY' 4/ Sn __ ;4572W , 410 0 , LJ 117 0

4,

87- Jr2.1 AY, 4, ,d

-7 z) M VAS l1 /

A A>

0 cz.0

4'.. ....,& 24 7 (74 t7 10%P , 9 04)0 e Ant, T9' ?;a ,

`1 ,° 1 1)

itT) e"-.7 .2 c,) l 7_,J) 95 , ere,!, ; /AS,/

61 62

yA)if

Suggestions for the teacher

Plan and organize a tasting party for chjldren; ask thechdnren to bring food from home for the party.

Have the children tell about or demonstrate the prepara-tion of the various foods of the tasting party.

Compare the cost of certain foods in Cambodia with thecost of foods imported from Southeast Asia to the com-munity. Compare the cost of foods purchased in Cambodiawith the cost of the same foods grown in Amrica.

63

00

UNIT IV: CLOTHING E: OUR CON UNITY

ht7"g id tar tleiwi Ey-CAI its r441.4.8A

A. Purchase of Clothing, N)5 or s "Lyn t cl) rS--J

p. 52 Collect Cambodian family pictures taken at a wedding, a NewYear festival, a leisure party, a water festival, a funeralfestival, sport activities, etc. Have the children notice theclothing and compare clothing worn in the various activities.

C-26 tb) tYlg x L,er ItSnej2; Al ft) tne, as 6..470 AI

lole as Po evy-

,qv.--cky, sGZ y

A.L1r° 2141))7

7 ofieit In ifi-n?/ &s'a c..1 N %I , tcrci.? V, % Ii? kftiV AS t npi 73 rn lS

I'. ., 11 ' -:r

I )15 1 1., Val rsms t ipy y

3.7 t;P. A.10

4.1.,rf A3

Visit (with the children) a clothing store located in the com-munity. Have the children notice the price on labels andcompare them with prices of similar clothing in Cambodia.

§) Anj f P tfi5, n3 n F e n z3 rn

113 v> Its f, 1.4'S 2;1, Aa

,Itkv

as I' )crz." ),1 23t LY) /411"..901147 t wr 4, asr v f4.3 A.P)S rt) /S. ofc 4-gja et

64

Discuss the reason why most Cambodians prefer to wear light-weight clothing.

00,1 0.13 .;.*A I Is) al 91v /Ts r,s/Ja A rs t'.4 m Al its d:Wy

r.\.1B. Sources of ClothinK gm.49 to 66.ini

P. 53 Describe raw materials used in making clothing in Cambodia.

V L, 145C r rIr

min dirmssi f 3 :PAS n gt")

/silkworm silk cocoons

cotton thread--*

1,49";$

iv) in 4 istici:

Demonstrate the method of making silk from silkworms in Cambodia.

(raising silkworms)

(boiling cocoons)

(extracting silkthread from theboiled cocoons)

64

D. Manufacture of Clothing rp s Ay) 113'..) x A.; tops t5 9'S

p. 54 Describe the manual equipment used in Cambodia for manufacturingclothing.

rtt s /JJ L, em7N,r, ..;&,c1176 io@ti tD /Bint; ag7 Ae 0110. I Arq! ssfo, RS OS V) Cl

Compare the above equipment with modern equipment in Cambodia.

4"4 .*J ;2A. ky); re/LT/0 teAre2,171');(73.4rAll;

INCXI* r(zt avVisit a textile manufacturing plant in the community (Chicago),if available for visitations (with children), and describeequipment used in the plant.

e82,1 1

O s. ;Fr t ale is 15 mg .a A* rxr-....,67A3 to ;it ta fr c/.3 A@ As 4 d23m>R 9 ur tiontRe

,,0) t'y (='! 19 r vtP eg 4, t PS lq rran .&...cr. It W0'19

/1 -0

5049Suggls:4on for the teacherHave the children draw, copy, or trace pictures of a sarong,a shirt, and a silkworm. Have them color the pictures anddisplay them.

65

66

UNIT V: HOMES IN OUR COMMUNITY

$ Xliz*g" : V: tX6Se\d XS drUtii eXi;A

7:;i1 r 072A. Kinds of Dwellings

p. 63 Show pictures of houses which have various styles. Explain theCambodian style. For example, the house in Cambodia is usuallybuilt high on pillars (or stilts), about 8, 16, 32 pillars(depending on the size of the house). The roof is covered withclay tile, hay, or tin. The number of doors and windows dependson the size of the house. The house is usually built facingeast.

as) e)

tJ A7 617 'NM 61 n) rD

ir et, v tr:V ;IC

As erjr0lei 7G ;A/ eShe.NT drb

A0407 Alla Ve041Arq, 9D, MN, A,1 Mr)21 Odirt,A

5 0 o.,7 fit, 0,3q3. S9FX.i;, A647) A6Yok3%i4/

fJiro Pr V° ./S V CO? is xr tliW forainP diiwp

/t) 11-; )50 y ..yr)ps. xs. 4,-"1";

Describe the Buddhist monastery and temple. Explain that theCambodian Buddhist temple style is, in general, similar to thehouse in the village except for the roof, which is pointed.The pointed roof symbolizes a place for obtaining education andpersonal improvement.

41, 0, PO Ns>'itli 719 89 Cb )'1.a1:).010 At V;>..r

07

e: ro AO' A3 Al et tf, R xa UhAD ;I1Y td r iti> ,S

Nd/

66

6?

. & 1;',. '.@,., e An .3 lo ') ..c*1 ? . hi., ?,)n A eilr

usetr? A KGB Aff1.51,,,s pio my T ED")..:=IrN UZu Id t Ae: J0,7 i 1.4

N-p 0i' II t 4 IS rRNO fa Eli 4 1, oh% etoo0 f el,4 P 2 D "., p /.?A7 l'AT t r 7. . , ire? 9P- tm, 1,1.4.r iv,-/ .... /

Explain the reason why the head of the family prefers tolocate the house near the school, monastery, and market.

el Aft

r it *7 I ZA 70\ Fa) I an AI

td trtir to nal

t r.1) 7,3 ns ;."1 0 r r4A t; (A? A 443% Poe-y Self107

C42/.4 i41$ AVY, %

B. Factors in House Construction fl An 1t3 I;eft 7

p. 65 Describe materials and equipment that are most important inbuilding houses in small communities in the countryside ofCambodia.

Cs J tr, 1..; "4' it, tv. P: e thd Vt)

1> ?2, v%) SY) 74 9)-T' )1 line SOW427

tor'K) La as t' As- 14 At b4 tj AY, la 4 t' da 1 Arr Ps is,

67 68

American Cambodian

(pillar, usuallywood, sometimescement)

(finished wood)

(elephant grass,braided)

(tin)

(nails)

(saw)

(hammer)

(chisel)

(carpenter's plane)

eSS ai.77

J PM;

01 077

6/A1 IS

s £f.7S 6'4?g

Compare the construction of buildings in Phnom Phen with thatof the United States, and compare the methods of constructingbuildings -- machine versus manual labor.

7 s 17 'no t7 rC' 0 0 4404 AO AO, ily 6.441.1*

C:=C" (---)ce Pe) en *) Cr.) 1. id n>10* Oh 477 trier@ n ) 1 to, A

/)1' 1 , &) ev 0 Jr) cs) 67/ri'S):?7'), n Asci.),1$7.,- .01704

Mr a ti PS tyfr'' ) 30 /Y), 1-4 w7).3. -46 m A c,/

C. Housing maintenance Y'e 77 g A 3 fril,

p. 67 Ask students to discuss the cleaning of public property (Chicago),such as in community parks.-- garbage and trash collection andregulatory signs. Suggest pride in the community.

68

6a

, 7`.* 1 IV/ 117 72 or) 74 **4*W NV Ar AD irif 11.0%)T AO:

Sol' "" AZA

A Xo A0 r 2. ) 2 1 x4,k75

', k, xi is 4a

i1 ti JO x.) ki)., ex.r 4 p i-d),L) Ai iy) v 6, Ari/t- p= 64).4_-* 4--

I Al: 1~ el

Discuss with students the help that parents require of themat home before and after school time.

7)) An),,i, AL iA 'co trit;;IP(AtZiev iVA4011167V.1

)/

91,4 e AJ Ti: da.> r tz 1:423- c e A 11* cA-reslex, A.*/

6, ex)e iv>

Suggestions for the teacher

1. Make a list of the materials that are used in constructingbuildings and apartment houses in both America and Cambodia,such as plaster, insulation, bricks, cement, nails, wood,tin; explain the use of elephant grass in Cambodia.

2. Have the students pronounce the words and explain what theyare used for in construction. Invite a resource personfrom a real estate company or a specialist in housing development to talk to the class and explain how houses are constructed.

69 70

MIT VI: SCHOOLS IN OUR C0Mit.31:::TY

i 7M : itn ar) rp'z tkinit illthn9it e%A.;

e.. f.,..,A. Special Aspects of Schools .* V 01>c7 el r ez 1tN7 r x Xi) sue? tg.S .

...7,

Compare the educational system in Cambodia and the United States.

C.1.*cwt.) ci..2 POP faan,r) Pi;.@" St 5 /00.1frn r2 rt

Lewl...=.

Cambodian

ElementaryKindergarten (1 year for students in some of the private

schools; no public kindergarten)Levels 12-7 (6 years)

SecondaryCycle One: Levels 6-3 (4 years; diploma)Cycle Two: Levels 2 - certification (3 years; baccalaureate I

and baccalaureate II)

American (Chicago)

ElementaryPrekindergarten (available to some public school students

through special funding, full day or,usually, half day)

Kindergarten (one year for all students for half a day or,less frequent2y, a full day)

Levels 1-8 (8 years usually in the same building; alsomiddle schools, upper grade centers, and elementaryvocational grade centers in the system, beginningat levels 5, 6, or 7 usually)

SecondaryLevels 9-12 (4 years)

7n 71

B. Other Services of Schools 4113W ti 01)69 tvb:;)r /ti' k2 t,4

Visit an Indochinese research cultural center and show thestudents the books and (other) educational materials relatedto the Khmer culture and civilization.

f.( p t trn 7.=> elYpj IS) PO 0:13 (60 feiA 67z6 e",3 16)i IT 14.3 7ty 3 I' railr,2)2,

Oti ..4,. ?Irc1/914/.4?/4tr/-6?7

Invite staff and advisors of the district to explain variousactivities related to the methods of teaching the Cambodianstudents in the United States (Chicago). For example--

a. The preparation of educational materials in languagearts, social science, science, arithmetic, etc., forthe Cambodian student.

b. The maintenance of bilingual classes in order for thestudent to understand all materiels studied in class.

c. The advising of parents of their role and responsibilityin the education of their children.

OS 3'S KZ) ejs) A:44 '`i° .1. Ybe) wren te exn

r-us >iv 6-) 6-11S1 4-* Ay ease.;1C3 tl 7 I h3 t ,1 AT,,, g) tAWrso

n)? t7f ti Reitr2:0: )i,) ;4701 On4V)Iks v:G/

i..) 1/ ,.e.

ds344' 0 AS) AC3 ,°;-' r ,rote, . s 0-, 9 A 9* -& YA 0 , to

a ynj e,..1 47 1,./ 0L-5 6-y, s' /s).7 t., 674% Of) 0 0 ft>A., A)

VI.). 0.5-4.4 99..s11- x,1 6 . xi- ri'd .e) pc' clIti

71 7 2

tAf pi 071'4 dt.v...if Y, ,f11r "

P 4-1-3 ?A, as .r 0 A4 L.47 si-74-'a an e ?DJ

rum 1A y

C. Maintenance of School Property sy) ?SU A., 7 t) APAniif ....is 00

P. 78 Show the students pictures of the school and the instructionalmaterial*, and explain to them how to take care of and use them.

1..))7s 1) AI , t) MC1 tA 11-7)Id) --.) f

ts1/4.,

A.3 10 re vs 67fLit It Li, it7 P. 07

A ei* ti Fri;

oft; FifrAl:

(Explain that) taxation is an obligatory contribution that theparents (and others) pay to maintain and improve the communityschools.

(I 3; ny p. ) Li) Ms z.7.41°

pr) ft, t c.t4 /PA; 04/4122r0)

.03ty

tl 147MS In A za rif i th M)

A '7?C>3...11. 104V e Ale io 2 3/

tz i9 A37 413151e» iil 60cr: 11:164.V7 APX)PhilrjUIAJO

hbf PSI z Rs o CA ;D. Workers in Our Schools 0vd 15; irf AY) N? gfi e35

Bring students to visit a maintenance shop for the school,and ask the school engineer to explain the work of keepingthe school clean and in proper condition, such as windowsand doors.

Rilr% vatsorpi?ornA3.3P40;eyit

or(F1 51) ,r,i4737ACT TA) p

72

73

017 C on) J-JYt 41.911

A Ar)111 A 3)(3.3 reADiA (

A il-1 Q.1 24)

A.17 pit Am as Pi' swei.3 th nu rxi/7 F-11,144 731. G u if* 7 A "fro et

43._)r t. fly

Invite the principal to the classroom to explain to the studentstheir moral obligation and responsibility to promote cooperationbetween parents and teachers in order to raise the standard ofeducation -- for example, to study hard in order to do well,and to participate in gymnastics.

d079 iri) .4").1

i43"'las

x

1el-7 it 0139 4.1") v ti Yr rip iv its p ("a CAJ

ef/c 3 ru-. , c---,

e 9 ;_. 411 qi,tr? Lt.; x t3 J5 n/ 3' 7 al)* zg, and iY) J2

x. t'A Al y

az)/ erz Pc A.14 e./3 AS) (a S'7 01/1

40 u, et As 3 Pr) th J Ai:_sa

m T ei.) d o...3);Wr

73 74

ie 61 Li A b.;ty

Suggestions for the Teacher

1. Explain to the children how to participate and cooperatewith other ethnic groups in the classroom. Provideprojects and other activities in which children identifyand solve problem cooperatively.

2. Tell the children how costs for providing and operatingthe community schools are paid for. Have the studentsname services required for operating and maintainingtheir school.

3. Point out a service that one of the students is performingat the time. Ask the students to name other servicesthat they provide during the school day.

74 75-

4.4

UNIT VII: RECREATION FOR OUR commuury

; Pt' Ang e) As tp If a' tC%i

A. Places for Recreation n A.5 Q.)a-, t' fice

Name one (or more) public parks in Chicago, and tell how publicparks in the United States and Cambodia are named.

Xtjl tsf f e lb A ), %): on: k) AleAl

6 $11 0,1 t)410 1 2-g V 9/ t (00 t IT $9° J t A4): "Th).

et I ty 7_, 'ID tg:a Vs )k S Ps) t2 ;

Am Cambodian,

Lincoln Park(name of a person)

Oriole Park(name of a bird)

1 alma trliangzr::S1 o

Show (the students) a map of Cambodia and describe tourist centers,such as the Angkor Wat, Angkor Thom, (Seam Reap province), the Falls(Kompot province), the beach (Kampong Sorg) and the National Museumin Phnom Penh; compare the tourist attractions with those ofChicago, such as the zoo, Field 1014seum, the beach, etc.

L....4 I/

1)/5 V) orii"32i.47).4 @ irF ens n f...) a . ty Mir

U'7%4 4 n" all °If

: p .4):, xe as `ii t3 it) ,)Pr st..hssa d1 A

), Bac ( 6-;\'0 ) .# A #;: t, Qer Ai) r.

twitv

11)

t Al. Jr ecl cm cl t s cej t tit) erfeAl W rad) tA7 mu.*

EShJtaAJ, 1..,6,J.,6'0 A, 0 A tAlrqi > A.7-3 W) r, fir 4, t x 3 is to as

1 0 , A 6'i I G(by) m y n 5i A) ei.

7576

B. Types of Recreation @ :Rh), n° tas.)0.1

P. 93 Tell the students about Cambodian musical instruments, such asthe drum, two-string violin, saxophone, flute. Draw on card-board each instrument and explain each.

(21 111269141-5.1.ey /2 ) W'') eV mb eM0-3P0J- r, t)

G.--4

t AI(:Z tlpr wonArn t7.)en

Qs-)

r4-7:4Acri

Teach the children a Cambodian song, such as a folk song,silhouette song, dummy song, modern song. Discuss famoussingers of each song.

cNt, st57 A Asap P 4 G 9 e t p".. t 1 9 1 St'a 714 M i

(zzt,,

nrlp, t AD A rrd t) 4 4-04 6` 4;';'#t3 0 eia y t,r 41 x)N).23J u ,

.=10.4 It v e ep. epy a,p vs. u tr 17.2 c,'.,

i /

Show the children some folk games played in different com-munities; for example, Choung, Seeking and Hiding, Tug-of-War,and various games cited in the Kindergarten and Primary Onesections of this publication.

zi>, ten c tHsu 31# CU 0).) eZridsp 03

Pn 4" 1;)' er-) 10 r Ant, an z.4 Ju UP PS 0 ..t? kl c

r AS-0 A)A fal )1 CA AY AW° CI) E'S y Kt*

irN ris cei J 13 r t ter le oil'

kinuelzaAwrett Ak PRA IIIMY ONE 9D'\ ria)3° r3 .is, ci

76

77

Suggestions for the teacher

1. Show the children a map of Chicago and locate recreationalfacilities in the community. Assist the students as theytell the advantages of public recreational places and theresponsibilities they should accept in the preservation ofpublic property.

2. Arrange the children in groups and have them discussrecreational places and popular games people like to playin their own (Cambodian and American) communities, so thatthey can improve their English-speaking and also share theirculture with others.

77

78

4

UNIT VIII:

:1)

A. Components

EFFECT OF WEATHER AND CLIMATE ON OUR WAY OF LIVING

)+ ;:w;q,)101-a n op mr) Pa 5i M)ra t, dr-m:4 NW

r ft; .1- irc a t.) 1zs t

Arn1-7 xr) al 04> Pr> .AS5 A;/of Weather and Climate

p. 106 Discuss the climate in Cambodia and compare with Chicago'sclimate.

MLIk._41,.fs").p ow %)."1 ihox) A..) I Al( as, t 1st_ ki

El t3 sel alAhla d v twit, e,..1 TY) Jo 70 45 .trAti)p

Chicago

cloudy

snowy

cool

cold

rainy

sunny

van'

humid

hot

windy, gusty

Cambodia

warm

sunny

hot

rainy (monsoon)

cloudy

dry

wet

humid

stormy

breezy

Note: Heavy (winter-type) coats are not needed in Cambodia,

but heavy raincoats are sometimes worn because umbrellas are

not always sufficient during heavy rains.

78

73

B. Seasons of the Year # bl**1( te X0..z=r

p. 107 Tell the children that the way of naming the months in Cambodiais based on two types of calendars -- the lunar and the solar.

,ripi,r)Fili r" la ii/te..4,N,Z ,.% C t te

X 7S:ZZA ,FL .

(Lunar System*) MA

(There are sixDry Season n

0a )! s

b02k3 t 43 Xmonths, November- A

/April)

Wet Season spa si AI #.7113/V(There are six 4=q-

months, May-October)

&OA( :?... At Ay *

(Solar System) Lip e.7.3A as

Dry Season tin 70 -I-ono

(There are six d,

months, November - nu: 1VA,/

toff/April) 0

i 70 Al eA)Wet Season 75'4 ,6

(There are sixmonths, May - 1( tA0 ;October)

I' riy) A #d7

' Note: In the lunar system, December is the first month andNovember is the last month.

Wiwi Pa ro ex's : (z& °vs To ti Cf9 '1.4% A 714A

/ /%) Ss V rri tA t.4o.31

4.3 .04 y

*The nomenclature for the lunar and the solar systems differs.The Cambodian New Year now falls in the month of April, whenfarmers are freer to celebrate.

7980

C. Impact of the Seasons in Various Geographic Area.'

ArYw r A-Cm:3 pl 01)

p. 108 Describe and compare the impact of the seasons in Cambodia andChicago.

Lr) >*; ft),,Wvlepn BRN,

P hi? :Ai@ r p jt3 4'1?L.-4

c) i I (Pp., I 7f) 4 y60bf

(..

winter: dry, harvesting time, a little coolCambodia summer: hot, flowers wi..1t, vacation time

rainy : trees changing leaves, growing time

I

autumn: cool, falling leaveswinter: cold, snow, short day

Chicago spring: changing leaves, happy birds, planting timesummers often hot and humid, long day, vacation time

Suggestions for the teacher

1. Show the globe to the students and raise this question: Whyare the weather and climate in each country different?

2. Compare the names of the months in the United States withthose in Cambodia, such as:

January = 1,11$79

etc.

3. Discuss the season festivals and celebrations in Cambodia.

R

Oi

UNIT XII: AN URBAN AREA OVERSEAS--ROME, ITALY

?AI' 9Z* ;), A AI (f strA9 ey...) Jf3 kleo

AroQf

en24

A. Comparison of Romans with Chicagoans and Cambodians

PP? 4/ c., eyti ;it .c :4410 2.)ralp 4/47q Z:41 to a ;

0. 181 Use the polite expressions (expressions of politics) for addressingpeople as follows:

1?A 07) )1, A.S JP",..7e)

f1.3 tr;) 1.4 tr) ?..; J All; gig

'A 19Yt,6 ; :

American

Good morning.

Good afternoon.

Good evening.

Good night.

Please.

Thank you.

How are you?

Cambodian

Count the cardinal numbers from one through ten in bothCambodian and English and write them (on the chalkboard).

rpti a-73 fti I JO°.431)4N tit J3 11; 211;

t TA) feS Air 67i.)),7 ste r tr. vore,c

si 82

American

one

two

three

four

five

six

seven

eight

nine

ten

Cambodian

Study the map of Cambodia and compare it with the map of Chicago

and of Italy.

c m Po*" eV e P g ft) 454 eNv 0t a Po e u 61 is r s°3 .4N es n nr» AS

I.3° e As! PO

83R2

6 6

Teach the students modern and classical Cambodian music. Alsoshow a film concerning Cambodian arts. (Obtain from the publiclibrary, Angkor Wat reference.)

4.7 ev 4 2.3 to d

u-/x.St?, al) c/ t7 tp orm e.)A

cf)--r LFFY br 1p 64 .7

B. Types of Activity in Rome

AI C.4 e.N

I 9

601 sx 3Ply 'no 614-(CNb° :641 4/

p. 185 Describe activities of Cambodians during their New Year celebra-tion, the death anniversary, fund-raising parties, and the waterfestival.

r 3 N)64) tA -Ole A A :.orr re) A) 0E1 11 t)7i e ay a, 41-1) 1M77 )44

I VDescribe for the students popular games that Cambodians like toplay during the New Year celebration.

7.'is n 71 T ti Pp ipec61)' Paii..3-7:4; cd-f

3 itt',Fi '#.7 4, yr f,.) S` in A 0.1 t4 eit7-, s Arf ecm.., ty za eaoy V fi3v p,

it'r V 9

Describe for the students activities of farmers during harvesttime.

ftN7

+OW Al A' I la t, 0707 6-,"ds".7. oircU

ra ce as fir) a cr/

RI 84

C. Ways of Living in Rome trxyz, rof.r.>6

p. 185 Study each food item available in restaurants in Cambodia, suchas--

7 0.0) La,7

410 V -41 b') A na14 ti 801.4 Jira An m4;

"Roman Cambodian

stewed beef

sour soup

pizza

dessert

(vegetableswith meat)

(sour soup)

(fried rice)

(dessert)*

Have the children exchange information with friends by writingor talking about food that they have served in their home inCambodia, especially for a picnic, for the Buddhist monk at thetemple, and for vacation.

Ar Z. Ay T l e..)3/ V ea 73, 71 e.,)z il x 6bt,..3

(k. 0 4,t a 0

115 ? t iW. tt A e.f> e...) 1., Ao e..4 yew n., )01.1 f9 A P 34 6-0.),

4, 4ta, P /IPW)4 * xr n c 2 t 7t, 6, e ii3 Fa r 47 "sr ty Fr: XI' A' dinsi ...,-2.? P

%..) ..Z1 Iss elf) ?I eMe40 b J'S'S ei0 tr>

Note: The entire pattern of Cambodian life is determined by theBuddhist religion. The family is very large, including not onlythe parents and children but also grandparents, uncles, aunts,and cousins. The father is head of the family.

*In Cambodia dessert is usually fruit. Milk is not served with

meals. Coffee is mostly for breakfast.

The role of the husband is to work and provide the necessitiesof life for his wife and children. The wife's duty is tomanage and control the family budget and take care of the homeand children as well as prepare food for the whole familythree times daily.

D. Features of Interest in Rome A, man: a 0 iffici5-

p. 187 Show the film "Angkor Wat "* and have the students study famousmonuments, as follows:

Angkor Wat: built by King Suriya Varaman II duringthe 12th century.

E5kong: built by Intra Varaman in 881 A.D.

Baksei Cham Krong: built by Hasa Varaman I duringthe 10th century.

Pray Roup: built by Rea Chin-Tren Varaman in 961 A.D.

Takeo: built by Suriya Varaman I during the 11th century.

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*Available through the Cambodian Association of America, Illinois.

R5

86

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86

87

PRIMARY THREE

UNITS I-VII

87

88

UNIT is CHICAGO - -OUR GREAT CITY

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q44 4114

A. Features of the City of Chicago fiaMOS: toSX)X AIM)

p. 3 Describe important features of the Great Lakes (Lake Michigan,Lake Ontario, Lake Huron, Lake Superior, Lake Erie) and ofthe Tonle Sap Lake in odia.

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Ask the students to identify such features as the following:

tc) eta r4.3 gv ?-3 err) pi°9 ince) ,15 as cate.C:

Chicago Phnom Penh

size

location

climate (see p.

population

a/nano A "00-.eityindustry andcommerce

89

89

Explain the transportation system of Chicago (subway, elevated,and surface trains; buses; taxi cabs; commuter boats;...)

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r 4 ifor n AM el &rc 1 gl") 1147d . . . ..=4 1

Explain how to use the subway in Chicago. Include the following:

Explain the subway schedule.

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Specify the various subway/elevated lines in Chicago.

7.104:40 t J

ri 7 ),S 4-9 (0; Ar is, Ai 6. iel Z) a' 1.

CZAW1)13

1/G4

Specify thethe regular adult and children's fare and thefare paid by students and senior citizens.

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dieue '44.463 qvo

Identify regulations that students should know inregard to paying the fare.

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sn, 31 0 7C-P8

Explain the meaning of A, B, and ALL STOPS for theChicago subway.

; eg ru t vret) A , 8 ,

44( SS. ALL ITO Ps iref) ft.1.174. c-rr r ?0 .

1,1/

Have the students describe some of the steps to be followed inpreparing for and making a return trip by bus from their hometo a given destination in Chicago.

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90 90

s

p. 5 Ask the students to tell in what ways both Chicago and PhnomPenh benefit from their good location.

e'D

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Note: Cambodia has three important rivers: the Mekong River,Tonle Sap River, and Bassae River. The Mekong River intersectsthe Tonle Sap in the Phnom Penh region. The intersection ofthese two important rivers gives birth to the appellation"Four Face" River.

Ask the students to try to see a mental picture of the inter-section of the Mekong and Tonle Sap rivers.

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c-

1^17 y a V

Show on a map of Chicago the division of Chicago into the NorthSide, West Side, and South Side. Point out the "Y" shapeformed by the main channel and branches of the Chicago River.

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3 r

e riV, 7S 91-° 1,11", S 6h lc r, " Y " )5) IB. Diversity of Population Dorn e.s sox?

6)

Show on an outline map of Chicago some of the communities, includingthe area where most Cambodians live. Assist the students infinding out some of the customs and outstanding features of thecommunities. Lead the students to an incL.eased awareness of thediversity of people who have left their homeland and have come toChicago to live; include ethnic groups of recent arrival as wellas those of long standing.

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M.71

67. of poly 6. 12.d.), se 121 ran:

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91 91

e

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Bring, or have the students bring, commercial catalogs; have thestudents point out and name various items that can be purchasedin Chicago. Use the activity as a means of helping them under-stand this method of distributing merchandise and of developingtheir vocabulary.

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C;\rdir)ti,l'137 0416 fro wig, 727 NO 114 09 6064 s 4: 41 CI

Help the students organize a "Cambodian Day." Have them includedisplays of Cambodian pictures, books, art objects; book discus-sions; story telling; and singing of Cambodian songs.

C 7 A47 A e.13 %nal at ; I, v e ri> IT .6) g, '' eV? e.,4 er,:? 1. Or) 07I ...7 4,04,

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I/ XIilq go A. s7 ay A si *61,.0 r p t' tr CP A efPoint out that in Phnom Penh the following ethnic groups arefound:

English

:Chinese

Cambodian

Vietnamese e..)z

c.)<:14Khmer Moslem sa i"

/ e'

French 9,OD°

Khmer04?

.---6

Foreigners

92

92

Ask the students to e.Eimate the number of Khmers, Chinese, Viet-namese, and Khmer Moslems in Phnom Penh and in Chicago. On thechalkboard write their responses and the numbers obtained frompublished materials.

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'....4 06..: 10 i r 4 %2 v 0.4 Ds a . , 1 t 0 As e e )7 c..>4 P)° 3* C AI: tl wipir" or

4117 I% -....f-

td° is 4 Ai) or) ev 0.3 r .c n q.-iN'ai AO, tp &.) of/bey qdi

Have the students name and count the large public stadiums inChicago and in Phnom Penh.*

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a` Air A)1 s) 16") Pr sr+ ell efe=r

Describe and compare the life of the Cambodian farmer and thelife of Phnom Penhians.

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a=t:

Have the students list the occupations of Phnom Penhians.**

ti st3kpritInt; oaeti;-.&-).4* .4) r4.4 ,S

t 91.)=="Explain to the students that, because of changes in the territoryof Cambodia, Phnom Penh is now closer to the southern border ofCambodia than formerly.

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*In Phnom Penh there are two studiums, the Olympic Stadium and the Psa Tauch

Stadium. Stadiums located in Chicago are listed in the telephone book.

**The largest employers are the governmental agencies.

93 93

Help the students locate the main network of highways radiatingfrom Phnom Penh, and the air traffic network.

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Explain the origin of the name Phnom Penh. Tell the Cambodianlegend of an ingenious old woman called Daun Penh.

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94

11

94

UNIT II: CHICAGO - -OUR BUSY CITY

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p. 27 Visit a supermarket with the students and have them identifyterms used in the business; also have them learn the names ofa number of basic items that can be purchased in the supermarket.

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I 2_-%

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Help the students find out where the supermarket vegetableswere harvested.

A. Supply of Basic Needs

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cm=1C

Ask the students to compare the supply of vegetables in Chicagowith that of Phnom Penh.

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VAsk the students about what happened when the supply of vegetableswas cut off from Phnom Penh; ask them what would happen to thepeople of Chicago if, suddenly, all sources of vegetables supplywere destroyed or became otherwise unavailable.

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95

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Point out grocery items made of milk, such as cheese, butter,cottage cheese, and yogurt. Explain their nutritional value.

Develop, with the students, a list of vegetables that theyenjoy eating raw and/or in soup.

salad AY7*4 IS

cabbage tit)sh

green bean c*417 73,gr)

cucumber RS n

tomatoet 97

pumpkin k /Le0

peanut A.1 00 S%0

Chinese cabbage

--._

radish IV 1.7

0bean sprout /0 Gal; )S t, IN7 :

a) 0r

Discuss various kinds of canned foods sold in the Phnom Penh market.Ask the students to compare the quality of canned and home-cookedfoods.

c a

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96 96

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rt

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Have the students list fruits sold in the Phnom Penh market,such as:

banana (several varieties) 6/;16

1?)1watermelon

sweet cucumber 4'S` 11.3 /S'

mango tin?/ 2

papaya u

tarn root

apple

durian

pli"

Bring newspaper advertisements to school to explain the practiceof discounting prices for vegetables and other grocery items.Compare this practice with ways of retailing products in Cambodia.

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97 97

Have the students read aloud and repeat the names of vegetablesseen in the above newspaper clippings. Have them also spellthe words aloud.

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Ask the students why Cambodians prefer to eat fresh vegetables.

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List on the chalkboard the kinds of fish sold in the market inCambodia.

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Ask the students why Cambodian people prefer eating fresh waterfish to sea fish.

.:.,.,.../ 4)

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Explain the meaning of open housing.

A.1 0'4 6'4 e'n X j 6, i tn 1-3° 1/7? e/cr)V 0

Explain the meaning of the following: advertising brand name,

consumer, retailer, wholesale, generic product.

B. Provision for Business and Industry t) A; a ?It.; ria.01 vs fa 94`-'4

p. 30 Explain to the students the need to fill out the census form andthe advantages of collecting census data.

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98 93

Have the students take a census of their parents, relatives, andfriends for the purpose of determining the kinds of occupationsthey are engaged in. With the students, make a list of the collected data.

,

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-.-....*

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ttl IV 41Describe for the students additional occupations of Chicagoans.

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Help the students make a list of ways in which the census datagathered by the federal government are used to help the community.

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Ask the students to describe how money is used in Cambodia, andask them if they have seen in the United States the practice ofbartering.

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kExplain why people and various institutions deposit money inbanks, and indicate roles played by banks in the nation'seconomy.

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99 99

Explain why checks are issued by people to make payments;explain the procedures involved in Chicago and in PhnomPenh.

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p. 32 Ask the students why buildings erected in the Loop are tall andwhy there are only a few factories in the Loop. Ask themwhether they saw tall buildings in Phnom Penh, and have thestudents name the buildings.

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A...4

C. Provision for Trade and TransportationC).

4.,44 A 3 r V 6-1) tJAi )5' 4 XV 75

p. 32 Draw on an outline map of Cambodia the waterways used to bringgoods to Phnom Penh.

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Explain the following adages and ask the students to repeatthem: Time is money. Silence is golden.

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t) go 0 : 4 , 6 an 6-x5 c ? iv) xs t) PS it d t7 4V r.. -,e.,

p. 33 Have the students draw pictures of transportation facilitiesthat they think will exist in few years. Have the studentsexplain to the class the designs and working conditions.

100

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Explain the meaning of the following words and provide means forthe students to practice saying and using the words:

harbor

magnet f aan

seaport S'Ig

wharf a--7) ow et

pier rILPS r Afer 0 ft

se

crane SCCISwrz..onA' toq OA,

1,_1 f

warehouse

dock or t

p. 34 Make plans to obtain a seriesof present-day transportationand water--and designs of thehave the students compare the

breakwater

dredge

pile

shipshape

bilge

gear

mooring

topside

Ir* 0)31S A3 fOn

1.4 AN a z.7t

q):4 to in

C Is

c Sr) :v PI

s ert4 7C r

of pictures that show the designin Phnom Penh--surface, air,past. Exhibit the pictures andold and new designs.

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, 7 "I

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101 101

Show, through use of a globe, how airplanes fly from Chicagoin any direction around the world. Explain what the termgreat circle route means.

D. Provision for Government Service;Jo; 8S1 fo) n!) z?

Ask the students to discuss the rules and regulations of theirlives at home, at school, and in the community.

C ,v

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car7

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Ask the students to list and discuss the duties and obligationsof a Cambodian as a new settler in the United States.

(-..

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Choose one office in an election to be held soon, and discusswith the student the qualities and abilities that candidatesrunning for that office should have in order to assume the dutiesand responsibilities of the office.

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a0 T e 3 i t e 3 10 OMA

3 / 1 e t1Ap R9

Explain the meaning of the fol;owing:

election

poll

vote

citizen

P5)1a r: 1;2:)TiS

11) 7 0-1-\ b..") 1.3 ft;

V3P: tire g

11 Ot1-),t1

102

mayor

council

alderman

ward

1 02

An47I #rf AI)Arq

barn3

voting booth ttALicr:CPA property

voting machine 60Ai 4 iVnegM taxes

registered tenant

Help the students list Like public services provided for theschool community.

R7 ta .g ex) Ago Ari% ilZ,).r,

#4- 6 7 zs 14 AY-WV Oh : iv An A)%4, .0c_,

ii ,t, -u) ,101,171, 0 (A 101 Ari te4 se.,,,,.. IHelp the students find out where and how taxes are collected inChicago such as from business owners, home owners, landlords,purchasers of car and marriage licenses.

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,r v *lit@yx,vaf

- 2' .--_:.t .---) A /,mot Al ...) 3 .c=t00-0%4 yHave the students locate the streets in their neighborhood whichhave parking meters. Help them determine the reasons why theparking meters are needed. List on the chalkboard the parkingregulations.

V I (1) Al hp .E) 0 3- t AO) 3 C $ *0 Itt /4 A 't V% V) 4' %) O' 0 at @ t)U v

v.,.

2 44- vi,

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co I/ e/et

Explain to the students that sometimes people need help from asocial agency. Give examples of services provided by socialagencies, and explain some of the requirements for receivingthe services. Ask the students to find out the location ofsocial services in their community and the hours when theagencies are open for service. Explain the sources of the moneyfor providing the services, such as--

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aos ? ....?4" J'S' ..., -I ST 7 cc> to i an .3 7 lt.v s ti cm's w sr 9 .s , G7 6.4., ,., 6., $cl,

c a? ,,.

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,0 0 16 3-).: 9

a A A

103

103

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rts) V 1 por w i. t e a my AL Pi W E. S P 1 GI (41 Al ?f)tiA 113 A> 1.;

tZ): t> TY . et R .. Or t1 !0

Crusade of Mercy collections

March of Dimes campaign

Poppy Day

Asian Human Service fund raising

Catholic Charities collection

Jewish Federation of Chicago fund raising

Salvation Army collections

Compare the budget of Chicago with that .f Phnom Penh.

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r 7e.)% e Pel,==

Examine a copy of the budget for the school. List on the chalkboard the categories for which funds are provided for o- cratingand maintaining the school. Make a circle, divide it intosections based on the expenditure for each category, and labeleach section. Use colored chalk or colored strips to accentuatethis activity. Have the students individually draw aad completethe circle as described.

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As e.).3 4-'34 n 0k*" re3Pft) 8o0 Pr>4743

g

104

104

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6: vr

E. Function as "Heart" of a Metropolitan Area

rn, .Kv A) e, re-1 g Al. -St.ci3. rG iz xt ,.._, 2

Ask the students to name and discuss the outstanding featurcaof a suburban area of Chicago.

rb SV r ip it.3 halil t 13 6* east, . A on..)tp ,./.2.Pil gul J:S fan :

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PTell the students about the availability of night tours inChicago, in order to help them understand the Chicago environment at night. Whet their interest by describing part of atour.

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Explain the meaning of festival by listing and discussing thefollowing events:

St. Patrick's Day activities

American Legion parade

Memorial Day activities

Khmer Independence Day festival

105

105

UNIT III: CHICAGO- -OUR FAMOUS CITY

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A. Center of Attraction 1 A vg nn3

p. 58 Explain why Chicago is a logical place for the InternationalTrade Fair. Use the map to illustrate the explanation.

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Ask the students whether they found luxurious hotels fortourists in the capital of Phnom Penh. Have them name thehotels: Monorom Hotel ( M5 .0 iS u cr) P ) andLe Phnom Hotel (4,0AokO, ).

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Show pictures of the Columbian Exposition and the Century ofProgress Exposition, and discuss the meaning of their titles.

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Explain the meaning of the word convention, and give examples.

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Ask the students to tell why they think Chicago is called the"Convention City."

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Have the students name free entertainment centers in Phnom Penh.

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Obtain a copy of the Directory of the Chicago Public Schools andshow the students the listing of the high schools. Use thetelephone book to point out the name and location of collegesand universities located in Chicago. Explain City Colleges.

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p. 61 Have the students locate and write the name, address, and phonenumber of the public library nearest their home. Tell thestudents that they can use the resources of any library in thecity. Show them where the listing of libraries is located inthe ti?lephono book.

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Tell the students about library procedures, and visit a locallibrary with the students to help them become better acquaintedwith library services and procedures. Have each student examineand take notes on materials concerned with a pre-chosen researchproject.

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Take the students to the Christmasthe Museum of Science and Industrystanding of various ethnic groups

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around the World Exhibit at, to incre:Ase their tinderin Chicago.

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Help the students name the expressways in Phnom Penh.

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Explain the collection of tolls on the Illinois Tollroad. Askthe students whether highway tolls were collected in Phnom Penhor in Cambodia. Explain that only a few highways in the UnitedStates require t'ie payment of tolls.

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Have the students name and draw the tallest building in Chicago.Ask them how it compares in height with the world's tallestbuildings and with tall buildings in Phnom Penh and in manycities in the United States.

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Obtain and show pictures of such buildings in Chicago es theMerchandise Mart, Sears Tower, Navy Pier one Hancock Building,Prudential Building. Point out some of their architectural

features.

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Explain the term urban renewal and locate urban renewal areaon a Chicago map.

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Tell the students how the new downtown mall is part of a muchgreater plan to beautify and revitalize the downtown area andbetter serve Chicagoans. Explain the plan and the latestdevelopment.

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D. Center of BeautyC-1

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Discuss the park system in Chicago and the Forest Preserves.Include the reasons why so mush land has remained preservedfor the enjoyment of the people. Have the students name andlocate the park(s) in their neighborhood. Ask them the namesof parks they used or knew about in Cambodia.

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Help the students describe street cleaning in Chicago and inPhnom Penh.

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Ask the, students to describe their visits to a zoo, flowerconservatory, and beach in Chicago. Have the students discussthe impact of the changing seasons on the use of the facilitiesvisited.

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U UDescribe and draw pictures of trees as they look in each ofthe four seasons. Color the pictures.

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Have the students sing a Cambodian song describing the beautyof Phnom Penh. Consider using the song entitled "Phnom Penh."

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Have the students participate in a panel discussion on the topic"What Makes a City Beautiful?" as a summary activity for thisunit.

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UNIT CHICAGO--OUR EARLY HISTORY

A. Indians of Chicagoland

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Tell the students about the early history of the capital ofCambodia, Phnom Penh.

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Obtain pictures of Indians living in Chicago and show themto the students.

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Ask the students to pretend to be a Chicago Indian talkingto a visitor. Have them tell the visitor about the weather,plants, waterways of the region and about interesting thingsthey do.

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Ask the students to find out the origin of the word Illinois.Review the library skills required for this activity.

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Discuss the ways in which the Indians helped the first settlersin the Chicago area. Discuss the lifestyle of the first settlers.

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Tell the students how and why the settlement grew at the pointwhere Lake Michigan and the Chicago River meet.

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Illustrate on the chalkboard the type of Indian shelter that canbe seen in replica at the Field Museum. Have the students copythe illustration and label it in Cambodian and English.

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Discuss and demonstrate Indian sign language. Have the studentspractice the sign language demonstrated.

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Play a record of Indian songs. Demonstrate an Indian dance, andhave the students dance and sing in Indian style.

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Describe the training of young Indian girls in early Chicagoand have the students compare it with the training of Cambodiangirls at home.

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Po; 1 4-51 txfHave the students study a particular tribe, including the waythe tribe lived, the shelter they built, the governance of thepeople, the names of famous chiefs, and the punishment fordisobeying tribal laws.

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Explain the following words and have the students learn them:

Pontiac Shabbona

Blackhawk Sauganash

Black Partridge Big Foot

Wa-Baun-See Illini

Little Turtle Little Sioux

Compare the Indian way of living with that of Cambodians inancient times.

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Plan with the students a visit to the American Indian wings ofthe Field Museum. Point out some of the displays, such asclothing, tools, handiwork, and the replica of an Indian dwelling.Visit the museum with the students, and have them write areport which will serve as a summary of their study of theAmerican Indian.

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B. The First Visitors eo 6-`44,1nt t.) c o LP A'3

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Bring to school several coats to demonstrate the kind of wintercoats worn by Chicagoans. Illustrate other kinds by means ofnewspaper or catalog advertisements. Explain what the coatsare made of and what the prices are. Have the students compareChicago winter coats with those of people in Cambodia and withthe winter outer clothing of the early settlers in Chicago.

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Tell the students about the first permanent residents and wherethe trading post of Jean Baptiste Di:Sable was located. Make adrawing of the site of DuSable's home and compare it with thepresent building on that site. Point out that a Chicago highschool is named for DuSable.

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Tell the students about the international trading post in PhnomPenh and indicate on the chalkboard its location.

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Plan a field trip to the Chicago Historical Society to study theearly settlement patterns in Chicago. Explain some of the pointsof interest, such as the homes of DuSable and Kinzie, Beaubien'sInn, Wolf Point, Fort Dearborn, and the Illinois portage. Visit

the Society with the students, and have the students write areport of this field experience.

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Compare the ways the childran of the early settlers helped asmembers of a family with the ways the Cambodian children helpedtheir parents.

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?p. 97 Compare the problems affecting the life of the early settlers

with those that affect the life of the Cambodian newcomer inChicago.

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D. Highlights of Growth from Town to City

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Discuss why the Indian's way of living was not acceptable to thesettlers in the Chicago region. Compare this situation with thepresent adjustment of the Cambodian refugees in Chicago.

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On the map of Chicago locate the Cambodian Craft Center. Tellthe students what its purpose is. Describe the Center.

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Read to the students the story of the Great Chicago Fire.

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E. The Flag and Seal 0

Ask the students to draw the flag and the seal of Chicago.

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Ask the students to explain, by writing short sentences, themeaning of the symbols and colors of the flag of Chicago.

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UNIT V: CHICAGO--OUR OWN CITY

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A. Recognition of Famous Names in Chicago History

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p. 112 Ask the students to give the name ofthe iayor of Chicago and ofthe principal of the school they are attending.

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Locate on a map of Chicago places named for prominent persons,such as Wrigley Field, Cominsky Park, Shedd Aquarian, and Adler

Planetarium.

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B. ResponsiHi/ity for Cleanliness and Beauty

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p. 114 Make a list of the various organizations which are dedicated tothe improvement or beautification of Chicago--for example, theState Street Council, The Chicago Association of Commerce andIndustry, and The Old Town Triangle Association. Ask the studentsto name additional ones.

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Help the students list the various causes of air pollution inChicago.

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C. Conservation of the Naural Beauty of Chicago3$1) p eis '4 Z343 71),4

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Help the students compare interesting places of natural beautyin Phnom Penh with those in Chicago.

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P. 116 Have the students study the meaning and the values of the obser-vance of Arbor Day. Ask them whether this festivity is alsocelebrated in Cambodia.

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Explain the meaning of the following words, and have thestudents write a short sentence for each word:

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pollution

smog

ground water

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D. Duties of a Good Chicagoan

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0'p. 118 Explain to the students how laws or regulations help the residents

of Chicago, and ask them how they can be used to further developand improve Chicago as a place of residence.

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UNIT VI: NEW YORK--ANOTHER AMERICAN METROPOLITAN AREA

41

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A. Outstanding Features tO di 14): 1a7)*1

Help the students locate New York City and its surrounding citieson the map of the United States, and help them determine thedistance from Chicago. Explain the differences in economicfeatures between New York City and Chicago, and that New Yorkis known as a financial center and Chicago is known as an indus-trial city. Give reasons why New York City is nicknamed APPLECITY, and explain the meaning of this appellation.

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Ask the students what famousgworl(organization has its head-

quarters in New York City.*

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Collect pictures from magazines and post cards which show out-standing features of tall buildings in New York, such as theEmpire State Building. Have the students name the buildings, andhelp them describe the buildings.

*Note; United Nations

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Help the students locate on a map the five islands which formNew York City. Have the students give the name of the islands.

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Help the students compare the countries of origin of earlysettlers in New York and Chicago. Tell them that the earlysettlers in New York were Dutch, and the first settlers inChicago were French and Haitian.

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Locate Wall Street and Broadway on a map of N4 York City.Explain special events that make these streets famous.

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Help the students write a class letter to third grade studentsin a New York public school which enrolls Cambodian students.Include the request that the students share information abouttheir school and community.

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Show photographs or pictures from magazines of the tallest build-ings and other famous places in New York, such as--

Empire State Building

Wall Street

United Nations Building

Central Park

Statue of Liberty

Radio City

New York Stock Exchange

Fifth Avenue

Compare prices of items listed in New Yirk City newspapers withthose listed in Chicago newspapers.

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B. Function as City of the East Coast mIs 0 Mal MA tot) ex; as).ry ei.so:A/ss

Discuss the reasons why New York has been selected to be thecommercial center and the communication center to variouscountries in the world.

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Compare the number of Cambodians in New York City and Chicago.

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C. Problems of the Metropolitan Area

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Help the students compare the cost of living in New York Citywith that in Chicago. Bring to class an issue of a New York Citynewspaper and an issue of the same date of a Chicago newspaper.Compare prices of items, such as the following:

New York ChicagoItems Price Price

hot dog

housing (oneroom apartment)

food

hair cut

cup of coffee

Ask the students to name two wellknown cities on the east coast.

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Help the students name the two largest airports in New York Cityand compare them with the two largest airports in Chicago.

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Have the students study the word welcome in various languages,such as--

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Language How to Write How to Say

English welcome wel kum

eCambodian i'in n ti A Sva Kum

40French bienvenu be en ven oo

Japanese Irashiai Mase E rah she is Mase

Spanish Bionvenido Bo on yen e do

Polish Witamy Vi to me

German Vilkommen Vil do men

Italian Bienvenuto Ben ven oo to

124 124

UNIT VII: LONDON - -A METROPOLITAN AREA OVERSEAS

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Help the students locate on a world map the capital of the UnitedKingdom, London, and help them determine the distance from Londonto the following cities: Chicago, New York, and Paris.

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Illustrate, by using the chalkboard, waterways which separate NewYork and London.

Discuss the advantages of waterways, and illustrate the importanceof water transportation in the growth of countries and cities.

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United Kingdom and the Atlantic Ocean, English Channel, NorthSea, and Thames River.

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Write on the chalkboard the population of the following citiesand have the students list them according to the size of theirPopulation: Chicago, Paris, London, New York, and Tokyo.

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Discuss the reasons why a high percentage of English words have comefrom other languages. Discuss the history of the Vikings andthe influence of the Vikings on English civilization.

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Tell the students the story of the Great Fire of London in 1666and the lessons learned from this fire. Compare with the Chicago

fire that destroyed much of the city.

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B. Function as "Heart" of Many Lands

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Bring to class various pictures showing such things as the following:the uniform of the policeman and of the fire fighter, and thehousing architecture in London. Have the students compare thesefeatures with those they have seen in Chicago.

i26126

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.orDiscuss the rules and traffic signals forLondon.

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cars and boats in

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p. 156 Point out, by use of a world map, the countries which are orhave been under the administration of the United Kingdom.

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Tell the students that many nations have affiliation with GreatBritain in the British Commonwealth. Name the countries whichare members of the British Commonwealth, and have the studentslocate them on the map.

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Discuss the reasons why London is dependent on many lands outsidethe United Kingdom for its supplies of raw materials and basicfoods.

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Name the countries from which London gets its imported foods.

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Help the students compare education, communication, air pollution,housing, and crime in Chicago, New York, and London.

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0 ( V / /Discuss the slum problem of big cities. Locate on maps slumareas in Chicago, New York, and London. Ask the students whetherthere is a place in the community that they consider a slum area.Help the students improve their understanding of the word slum.

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Have the students study the following words used in connectionwith daily living in the metropolitan area. Point out dif-ferences in American English and British English. Ask Clem toadd words to the list.

American English British English Cambodian

truck lorry t1115 IPVi U

cS)czzli

subway tube e.,-37A 'X A : 4e) 6) i

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radio wireless

druggist, pharmacist chemist

shoe repairman cobbler

line of people queue

gasoline

cookie

kerosene

petrol

biscuit

paraffin

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Discuss bank notes used in London. Compare them with Americanbank notes used in Chicago.

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D. Comparison with Other Metropolitan Areas around the World

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p. 159 Help the students locate on a map the cities in Canada wherepeople have used French as a means of communication. Nameprovinces which are prominantly French-speaking and provinceswhich are dominantly English-speaking.

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Have the students use the world atlas or another resource tocomplete the following chart:

Cities

Tokyo

Chicago

New York

London

Paris

Amsterdam

Hong Kong

Moscow (U.S.S.R.)

Bonn

Population

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Locate the necessary resources for the students and have themuse them to compare the architecture of old buildings in thefollowing cities: Paris, Tokyo, London, and Phnom Penh. Havethe students share their findings with other members of the group.

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Discuss telecommunication systems of the following cities: PhnomPenh, Vientiane, Paris, London, and New York. Tell the studentswhich cities have the most efficient telecommunication system.

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