Teachers Across BordersCambodia Handbook

Teachers Teaching Teachers 2007

Table of Contents

Part I: IntroductionWelcome ...........................................................................................................3Mission of TAB.................................................................................................3Why TAB Teacher Workshops in Cambodia?..................................................3TAB contacts in Cambodia...............................................................................4Current State of Education................................................................................4Goals for TAB Workshops in Cambodia..........................................................4Five Principle Concepts of Teacher Training…………………………………5

Part II: TeachingTeaching materials............................................................................................6Working with a Translator................................................................................6Teaching Notebook...........................................................................................6Teaching Tips....................................................................................................8Program Plan...................................................................................................10

Part III: Getting to CambodiaFlights to Cambodia........................................................................................11Visa..................................................................................................................11Other Required Documents.............................................................................11What to Photocopy..........................................................................................12Health Tips......................................................................................................12Tax Information...............................................................................................13

Part IV: What to PackPacking tips.....................................................................................................14What’s available in Cambodia........................................................................15Money..............................................................................................................15Gifts.................................................................................................................16

Part V: In-Country AdviceHotel................................................................................................................16Transportation.................................................................................................16Safety tips........................................................................................................16Travel within Cambodia..................................................................................16

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Part VI: Getting to know more about CambodiaCambodia Country Profile..............................................................................17Great Web sites...............................................................................................22Suggested Reading..........................................................................................23

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Part I: IntroductionWelcomeTeachers Across Borders, Inc. (TAB) is very grateful for your contribution to the “Teachers Teaching Teachers Cambodia 2007 Program.” Best of luck, have a safe journey and an amazing adventure!

Mission of TABTeachers are the primary messengers of one of life’s most precious gifts—the gift of education. Teachers Across Borders, Inc. is an international organization of teachers dedicated to the support of fellow teachers around the world. Teachers Across Borders, Inc., a 501(c)3 non-profit, non-government organization, supports curricular development and teacher training as well as the acquisition of teaching materials and the provision of school infrastructure and technology. It provides inspiration and support for teachers working in fragile educational environments. TAB is dedicated to improving conditions for learning in areas affected by natural disasters, poverty and warfare.

Improvements in learning promote exponential improvements in the quality of life and in every area of human endeavor, including economic, social, political and cultural life. In this improvement process, teachers are the foundation. TAB depends on the volunteer efforts of educators to improve educational opportunities worldwide.

Since 2001, TAB has led over 30 teacher workshops in Cambodia, and held book drives and donated school supplies in Iran, Myanmar, Mongolia, and the Dominican Republic. The organization also responded to the education crises in New Orleans in the wake of Katrina.

Why TAB Teacher Workshops in Cambodia?Cambodia lost nearly 80 percent of its educated population when it was targeted by the Khmer Rouge regime during the civil unrest of the 1970s. Not only was there great loss in terms of human capital, but also in terms of physical educational infrastructure. Cambodia’s educational environment is in need of rehabilitation. The United Nations reports that only 81 percent of eligible school children actually start school, and of those, the percentage of students who stayed in from grades one to nine was only 29 percent in 2005. Within the schools themselves, half of all high school teachers have only an elementary school education. Attracting teachers is not easy. The profession pays as little as $30-$40 per month. The Ministry of Education, Youth, and Sport (MOEYS) has made it a strategic priority to provide a quality education for all children in Cambodia. And it is through collaboration with skilled teachers from around the world, that sound pedagogical ideas and practices can be brought into Cambodia.

TAB sponsors teacher professional development workshops led by U.S. and Australian teachers who volunteer their services. With the Cambodian Ministry of Education, workshop leaders encourage exchanges of sound teaching methods, ideas for curricular

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development and new scholarship. Participants receive a small honorarium, teaching materials and a certificate from the Cambodian Ministry of Education and TAB for their participation in the workshop. To date, roughly 450 Cambodian teachers have participated in the first two years of workshops

TAB contacts in CambodiaTAB works together with a number of organizations in Cambodia:

Ministry of Education, Youth, and Sports (MOEYS) The National Institute for Education (NIE) Pannasastra University of Cambodia (PUC) Royal University of Cambodia (RUC) University of Cambodia (UC)

Current State of Education Years of war and conflict have left the Cambodian education system in need of restoration. The Ministry of Education is working toward improving the system of education. Their web site (http://www.moeys.gov.kh/en/index.htm) includes several documents that are worth reading to get background information on the current state of education as well as to get information regarding what the goals for the future of education in Cambodia are.

The following documents are available in English. Policy For Curriculum Development 2005-2009 Policy and Strategies on ICT in Education in Cambodia Education Strategic Plan (ESP) 2006-10 Education Sector Support Program (ESSP) 2006-10 Education Sector Performance Report (ESPR) 2005 Expanded Basic Education Programme 2006-2010 Education For All National Plan 2003-2015 (EFA) National Policy on Non Formal Education

TAB is working both with the MOEYS and the National Institute of Education to provide workshops for teachers that meet the needs, including task-based education, child-centered curriculum, leadership training, English, etc.

Goals for TAB Workshops in CambodiaEvery country that receives assistance from TAB has different goals. The core goals for TAB in Cambodia include:

Empowering teachers to try new things

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Teaching that learning does not occur in isolation—that teachers should engage in collaborative and/or shared learning

Providing teachers with tools to teach collaboratively within a somewhat rigid framework

Teaching goal-setting (individual goals, daily goals, and classroom goals) Creating a classroom mission statement

TAB in Cambodia is trying to help teachers move from a memorization/rote form of learning to new shared learning by placing emphasis on problem solving, task-based learning, critical thinking, and inquiry. We want to help develop a new way to evaluate students (students are currently assessed through state exams). We need to determine ways to hold students accountable and assess their understanding.

Five Principle Concepts of Teacher TrainingHonor yourself and your country by changing what is to what could be. This can be accomplished by:

Identifying the need for change and envisioning what change could look likeo Develop a vision and strategy.o Create a mission statement for classroom.

Empowering individuals to evolve from dependent entities to independent entities to interdependent people

o Create a coalition.o Communicate the vision.

Professing that learning occurs when we do it togethero Insist on cooperative learning.o Insist on collaborative learning.o Insist on shared leadership for learning in the classroom.

Being accountableo Expectations/outcomes—set goals and evaluate how well they are

achieved.o Indicators—how do we know we are making a difference/progress?o What will we do differently because of what the data is telling us?

Anchoring new approaches in sphere of influenceo Practice new skills.o Act locally for global change.

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Part II: TeachingTeaching materialsBring one hard copy of your entire program and an electronic copy on a CD back-up.  You might not need it, but you never know. Be prepared for the unexpected!

Working with a TranslatorWorking closely with a translator is a wonderful experience, however, it also creates challenges you may have never faced before. Below are some tips and pieces of information to keep in mind that can help your experience go more smoothly:

Realize ahead of time that everything will take twice as long as it would typically take.

Keep your materials short, clear, and meaningful.

Keep your sentences short and concise.

Know that concepts and ideas often get lost in translation. Take time to ensure that your translator understands the ideas you are trying to convey.

Be respectful of your translator and his or her skills and knowledge. He or she may hold a higher status in the culture because of the ability to speak English.

Ask your translator questions—he or she will be able to help you judge what your participants understand, what they are curious about, and what topics/ideas are culturally appropriate and relevant.

Teaching NotebookEach year we produce a teaching notebook for each participant. The notebook includes a synopsis of each workshop followed by lessons developed by the participants as group or individual projects. The lessons illustrate workshop ideas that teachers wanted to try.  We’ll have copies of last year’s notebooks at each site for you to see. The purpose is to honor the work of Cambodian teachers and encourage dissemination of workshop ideas.

On the first day, after introductions, please discuss the notebook project and ask the participants to create a lesson for the notebook in small groups or by themselves. Allow some time for participants to work on their lessons during the morning sessions. Many teachers are working two and three jobs to make ends meet. Lessons and workshop synopses should be limited to no more than four pages in English and Khmer.

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The Teacher Notebook: Guidelines for Publishing

Objective: Create a book that presents best practices from the workshop and gives Cambodian teachers the opportunity to publish some of their work in the form of a lesson plan.Timeline: Day 1 of course: Workshop leaders and their translators are told that they need to have translated 3-5 pages max. of handouts, worksheets and activities that hi-light best practices from their workshops. Workshop leaders and their translators are informed that each group will be responsible for producing lesson plans which reflect the material taught in the workshop. Participants should work in groups to create lesson plans. There should be no more then 5 lesson per group. Each lesson plan should be kept to 1 page.

•Before workshops: Submit course outline (one page) to site director.•Day 3: Submit translated course outline•Day 4: Submit translated handouts and worksheets, etc.•Day 7: Submit translated lesson plans

Construction of the Notebook:I. Title Page

a. Cover in Khmer: Teachers Across Borders, Inc. City, Dateb. Page 1: title page in English

II. Thank Youa. Minister of Educationb. Provisional Directorc. Teacher Training Site Directord. Translatorse. TAB volunteers; translators and workshop leaders who help construct book

III. Table of Contentsa. Workshop Title: Leaders and Translators Namesb. Page numbers for each section

Translation: 1) Cover Page: All Khmer2) Title Page (insert) Same text as cover but in EnglishEverything else in Khmer and English- Translated simultaneously row by row or side by side.Numbering: Page 1 is the first cover page for the first workshopFor Example: Child Centered Education, Emily Polidore and Penny Spencer Translators: Vory Sok and Vibol SokLabeling: Each page of workshop materials should be labeled and dated with workshop and leaders name(s)For Example: Child Centered Education, Polidore (2006)

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Teaching TipsYour experience in Cambodia is sure to unlike anything you’ve ever experienced in your professional teaching career! Below are some tips for how to ensure a successful workshop:

Plan for the unexpected. One pair of teachers arrived in Siem Reap last summer expecting to teach a class on literacy to elementary school teachers only to discover that their participants were all high school teachers who thought they were taking a class on literature!

Be prepared to throw out what you bring to teach. Be flexible and willing to improvise if that’s what it takes to meet the needs of your Khmer teachers.

o Decide ahead of time what is absolutely essential and what can be dropped.

o Have concepts of the class pre-translated for first day.o Know that materials you have asked to be translated might not have been.

Be clear about your goals for the workshop. Your participants may have very different expectations for the class than you do. Find out what they think they are there to learn and adjust your plan accordingly

Be prepared for students who speak no English. o Make an effort to learn a few basic Khmer words (hello, good-bye, thank

you, beautiful, well done, etc.). Students respond well when you make an effort to use their language and appreciate your willingness to try. Some of your students may have some English and be shy about using it—seeing you try to use a foreign language may encourage them to try!

o Model as much as possible.o Use language-free visuals (charts, Venn diagrams, etc.) to explain

concepts. o Use hands-on exercises, having the class move around as much as

possible, but be aware that it may take participants a day or two to feel comfortable with these activities.

Do not be surprised if your participants are reluctant to talk. They may be used to a didactic approach to teaching and may be very shy about speaking to the group. Particularly on the first day, be prepared for them to be shy and reluctant to speak in front of the group.

o Allow them to write their questions down and turn them in, particularly if they are reluctant to talk. Look over the questions that night and address them the following morning.

o They may be particularly reluctant to discuss personal issues, at least at first. Sharing is likely to be unfamiliar.

o Have them work in small groups to brainstorm, but don’t then require that they all share their ideas, with the larger group. Make it a group effort that

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people can choose to share in or not. (Even this process might be unfamiliar and uncomfortable for them initially.)

o Over time your group is likely to become more comfortable and open up. Many groups have responded well to humor and opportunities to

have fun in the classroom. Seeing you act things out and have fun with teaching may provide

them with the freedom to do the same. Be prepared for skepticism. Your students might have doubts about implementing

your ideas into their own classroom. Spend time with the participants. Show interest in their teaching experiences as

well as their personal background—validate their talents (and learn something at the same time!) Asking them to open up with safe topics (family, teaching, home) outside of the classroom will make them more willing to open up back in the classroom.

Know that everything will take twice as long as you plan. Again, be flexible and adjust your schedule as needed.

Find out about right away about your group’s time expectations . Do they expect breaks? Should start and end times be punctual, or if it is okay to run over?

o Many students travel very far and may need to end punctually in order to get home.

o A snack break is valued by participants. Many have not had breakfast—plus, the concept of a free snack is an unfamiliar treat.

Use as much of the Khmer culture as possible. It will be difficult for your group to connect to Western literature (what does an American farm look like anyway?) Attached at the back of this document are a few Khmer myths that have already been translated. These might help you to allude to more familiar contexts during your workshop.

Show your teachers how to integrate new ideas. At the teacher-training center, some participants have learned much about collaborative learning, but, they are so lacking in materials and so accustomed to their own text books’ didactic approach that they will not know how to integrate the new ideas you share with them.

Bring as many materials as you can! o Let your students know that they can keep the materials when the course is

over, but that they must return them to you each day at the end of the workshop. When you pass out materials during the day, students may assume they can keep them.

o Provide your students with any materials you expect them to have.o Pass out binders or portfolio holders for all notes.o Bring gifts, like T-shirts, books, or something from your region, to share.

Come with the attitude of sharing your ideas. Students may tune out if you come across as “imparting knowledge.”

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Model good practices as much as possible. Make sure that teachers get to experience what you are talking about.

Keep the local context in mind constantly. Realize that Cambodian class sizes, resources, availability of electricity, etc. are very different from what you are used to.

Don’t throw out the proverbial baby with the bathwater. There are actually some benefits to some of the “traditional” teaching methods, such as memorization. It can be useful to point that out.

Know that Cambodian teachers usually work multiple shifts. Any lessons they might want to try should not require hours of planning. Try to come up with “shells” for successful lessons that can be easily modified for different content.

Understand that thinking is cultural. For example, graphic organizers are not an easy concept for everyone, and expressing opinions is not common in some cultures.

Show students samples of lesson plans. Present them with detailed lesson plans, complete with a goal or objective and timeline for the class period.

Make photocopies in Cambodia. Photocopiers are readily available all around Phnom Penh, and photocopying is inexpensive by U.S. standards. You will be able to photocopy whatever you need (but on A4 paper).

Take time for your students to reflect each day. Save five minutes at the end of each day to ask, “What did we cover today that you could use in your own teaching?” or “What is something you’d like to know more about?” The more you evaluate regularly, the more useful it will be to the participants.

Program PlanThe Program Plan will be drafted ahead of time. However, details such as beginning and ending times, classroom set-up, etc. may not be determined until, or changed at, the last minute.

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Part III: Getting to CambodiaFlights to CambodiaPrevious volunteers have found good flights on Eva Airlines. Their route is to Taiwan and from Taiwan directly to Cambodia. This itinerary avoids an expensive layover in Bangkok. Also try Korean Airlines. 

VisaYou can obtain a visa beforehand or at the airport when you arrive. Here’s the drill:

Go to the official website for the Cambodian Embassy: www.embassyofcambodia.org. Print and complete the visa application form. Have three passport pictures made—one to attach to the visa application, one for the special form required to travel in country, and an extra one in case you lose your passport. Send the application, the $20 application fee, and your passport to Cambodian Embassy by registered mail. Services providing registered mail are Airborne Express, Fed Ex, UPS, and U.S. Postal Service (Express Mail, Certified Mail, or Registered Mail). Enclose a self-addressed envelope. Arrange for registered return mail so that your passport has a safe trip home to you.

New! Now you have the option to get an e-Visa. You will find out how to apply on the Embassy website. You’ll need passport and credit card information ready and e-Visa will deliver the visa to applicant’s mailbox for printing. e-Visa also provides applicants with online status check on their visa application. It should take three business days.

Or, if you run out of time, download and complete the visa application, get a passport picture taken, and pay the visa fee in the airport as you enter the country. You must have a passport picture with the application.

The Cambodian Embassy website is a very interesting site to explore. 

Other Required Documents1. Release FromThe TAB office will send you a “Release of Responsibility” form that requires your careful consideration and signature prior to your embarking on our summer program. Please mail this to address noted on the form as soon as possible.

2. Contact InformationPlease send your essential information for the master list. Be sure to include:

Travel plans: Dates, departure and arrival times, airlines, and flight numbers. Emergency Contact: The name and contact number of someone stateside if there

is an emergency (name, email and phone).

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A Few Things to Photocopy (1) Passport(2) Plane Ticket(3) Credit Cards(4) Immunization Records(5) Emergency Numbers

Leave one copy with your emergency contact at home and keep another copy in a place separate from your credit cards and money. Sometimes it’s good to carry photocopies of credit cards with you and keep the real stuff in the hotel lock box.

Consider e-mailing yourself important information such as reservation numbers, credit card numbers, etc.

Health TipsHealth Insurance

Before you leave find out what types of care your health insurance will or will not cover when you are traveling in a foreign country.

Check with your health insurance and your credit card company for information regarding medical evacuation.

If you are not covered, consider purchasing extra coverage that will pay for you to be flown out to a better medical facility or back to your local hospital. Check out www.AirAmbulanceCard.com to learn more about this service.

Immunizations and Medicines Check http://www.cdc.gov/travel/ to find out what immunizations are

recommended for your trip. See your doctor 4-6 weeks before you leave so you can be sure you have enough

time for all immunization courses to be administered. Talk with your doctor about what the best medication is for you. Some malarial medicines are more effective in one part of the world than in

another. Where you go determines the kind of pill. Consider bringing along Cipro or similar antibiotics. Ambien works wonders on

the plane. Use Imodium or Pepto Bismol for common tummy maladies. Some seasoned

travelers take a nip of Pepto Bismol daily to keep the lining of their tummies coated and protected.

Mosquito repellant with deet is a must. Repellent with 30-40 percent deet works. Deet wipes are handy. If you can find Permethrin, you may want to spray your clothes. That spray repels insects for a week.

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If you take any prescription medications bring extra! You can often get your insurance company to override and give you more than one month’s worth if you or your pharmacist a call.

Bring an arsenal of medicines—better safe than sorry. The basics:o Tylenol, Advil, or something similaro Tylenol night time or something similaro Cold medicationo Benadrylo Imodiumo Pepto Bismol (combine with the imodium)

Be sure to pack additional First Aid items:o Neosporin or the likeo Band-Aidso Disinfecting wipes

When You Arrive Drink only bottled water (and always check the seal). Request no ice. Drink a lot of water—you will get dehydrated quickly in the heat. The first sign of

dehydration is a headache—if you have one immediately start drinking more water.

Pack a little powdered Gatorade to protect your electrolytes. Avoid fresh fruit/vegetables unless you can peel it (no salads!) Avoid the poultry section of the markets—people who have suffered from bird flu

handled live birds; however, well-cooked chicken on your plate is just fine to eat. Some people like to eat yogurt to try to keep healthy.

Tax InformationWith regard to tax benefits associated with your participation in the program, we offer the following information. As volunteers participating in a non-profit that is registered as a 501(C)3 organization, you are allowed to deduct as a donation on your 2006 tax form all expenses associated with this trip including but not limited to travel costs both to and from Cambodia and while you are there, educational materials expenses, passport and visa fees, telephone calls, food, lodging, and gifts. Personal travel can probably be deducted under the category of professional expenses. The IRS requires only that you keep good records of the expenses. For purposes of tax deductions, Teachers Across Borders, Inc. non-profit tax ID number is 80-0007455.

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Part IV: What to PackPacking Tips

Count on 95 degrees and humid, very humid. Bring cool, long sleeved shirts. Pack simple, loose fitting clothes and comfortable shoes. Be prepared for anything you bring to get ruined. Bringing quick-dry/easy-to-wash-out clothes is essential as

o Note that cotton takes much longer to dry. o Companies such as Patagonia, North Face, REI, and LLBean all make

clothing designed for travel that is quick-dry, light-weight, and breathable. Select clothes that don’t call attention to yourself. You don’t need to pack a lot of

clothes, and laundry is inexpensive. Pack one “nicer” outfit.

o For women we’ve found that a longer skirt and nice top worked well. This dress can be “modified” by wearing different scarves that can be bought in the market for very little.

o Men should bring along a pair of chinos and nicer shirt that they reserve for events that require nicer dress.

Bring an extra pair of glasses, medicine in their original containers, and a brief medical history.

Pack some sort of folder for business cards.  If you need to bring any electronics, note that the electricity is 220v AC circuit.

Power outlets are two-prong flat sockets. Shoes that dry quickly are essential. It is hot, dirty, and often very wet. If your

feet have a tendency to swell, they will. (Merrill, L.L.Bean, and others make sneakers that are specifically designed to get wet and dry quickly. These work very well if you get caught in a rain storm.)

o Consider wearing sandals. Your feet get dirtier, but they will be cooler. (Chaco, Keene, Teva, and Merrill all work very well.)

o Closed-toe shoes are particularly good for visiting temples, where it is important to have a good sturdy walking shoe. Sneakers will also work.

Bring a poncho. It’s better than a rain coat—it’s not as hot and it covers your bag. Pack light-weight long pants and a long-sleeve shirt in case the bugs are bad. Pack a clothes line and pins. Women’s clothing should cover shoulders and knees.

o As long as you look well put together and are wearing a skirt/dress you can show your knees in the market and classroom if necessary.

o When visiting temples it is considered indecent to show your knees or shoulders.

o It is easy to buy lightweight skirts in the market if you want to buy some when you get there.

Men should wear pants when teaching and visiting temples

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Pack once—then pack again!

Basics You Must Pack Light-weight long-sleeve and pants and shirts in case of bugs Deet bug spray (30% is best)—stick form is easier to transport without

spilling/spraying in your bag Sunscreen A hat if you plan to visit temples or engage in other activities in the middle of the

day Multiple (6 or more) passport size photos—you will need them Purell Hand Sanitizer Wet Wipes Tissues

What’s available in Phnom PenhBelieve it or not, you will be able to buy most things in Phnom Penh. The Lucky grocery store has among its products peanut butter, Pantene shampoo, PopTarts, Blueberry morning cereal etc.

Money• The main currency in Cambodia is the American Dollar, although the official currency is the riel.• Bring plenty of cash—

o very few places accept credit cards and those that do often tack on a 4% charge

o There are very few ATMs in Cambodia Phnom Penh and Siem Reap both have ATMs, but do not rely on

their availability.o Bring small bills! (particularly $1)

Making change is hard for people to doo Bring “new” looking money—people will not always accept old,

crumpled, dirty bills• It is possible to get travelers cheques changed, but there is often a hefty fee• Find out ahead of time if your credit card/atm card will work in Asia and ask what types of exchange rates or additional fees you might be charged. Notify your credit card company/bank that you will be traveling to a foreign location in order to prevent their suspending your account due to unusual activity• Cost of Temple VisitsThe cost for foreign visitors to see the temples is $20 a day or $60 for a week 

Gifts

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Bring a small gift for each of your workshop participants. Gift ideas for your workshop participants include postcards from your hometown, something with a logo from your school/work (pens, notepads,) etc. Bring nice gifts for the students and teachers who are volunteering to act as your workshop interpreters. They are donating a huge amount of time to this project in addition to summer school and work. Ideas for translator gifts include a dictionary or other book, an inexpensive watch, a nice article of clothing (sweatshirt, baseball hat, etc. from the U.S.).

Business CardsYou will receive an electronic copy of the TAB logo. If you transfer the logo to a CD, you can go to a print shop in Cambodia and order business cards for your translator and for yourself with one side Khmer and the other English. They are fairly inexpensive.

Part V: In-Country AdviceHotelThe hotels we usually stay at are modest, but comfortable and very reasonably priced ($25-$35 per night). Most have had good laundry service, lockboxes, money exchange, and eating facilities.

Getting Around TownUntil you know where you are going, always take a hotel business card with you.  If all else fails, you can flag down a cab, hand him the card and he’ll get you home again.

It’s a lot more fun to get lost with a friend—the stories get much better with two telling and elaborating, so take a buddy. Don’t bumble down an empty street, stay public. But do get lost a lot with a friend. You’ll see more.

Tuk Tuks will drop you off and wait for you while you shop, eat dinner, visit a museum and then bring you home.  The Cambodian Daily is an English newspaper. Get a copy or two so you know what’s going on locally.

Safety Tips Carry your money in a safe place. If you go shopping or touring, don’t truck about

alone. There’s safety in numbers. Don’t flash wads of money and don’t bring expensive jewelry. Ten American dollars is more than many folks earn in a month. Should you need a jewelry fix, you can buy a Rolex knock-off for a dollar or two.

If you spot monkeys, hang on to your bright and shiny things. Monkeys love cute little cameras.

Walk on roads or well traveled paths. Land mines are still a problem.

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Keep your belongings close to you. Even if you are seated in a tuk tuk, someone on a moped could drive by and swipe your bag.

TippingTipping is not required, but is greatly appreciated as salaries are very low.

Keeping in touch with folks back homeTime zone: Cambodia is 12 hours ahead Eastern Standard Time.E-mail: Internet service is available at hotels and at very inexpensive internet cafes.Phone: Call from an internet café instead of your hotel for cheaper rater.Skype: Skype service is also available at internet cafes.

Travel within CambodiaWe’re exploring options for weekend adventures. For more information about the Mekong Express Tour Bus from PP to SR, go to http://www.mekongexpresstourboat.com. Tickets are about $12 one way.

Tourist AttractionsGet a good guidebook before you go. In Phnom Penh, don’t miss:

The Royal Palace The National Museum The Silver Pagoda Tuol Sleng and Choeung Ek

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Part VI: Getting to know more about CambodiaCambodia Country ProfileNumerous fact sheets and country profile documents exist. They are all worth investigating. Here is an excerpt from the World FactBook, giving a quick glimpse to life in Cambodia. For the complete profile see: https://www.cia.gov/cia/publications/factbook/geos/cb.html

Introduction

Background:Most Cambodians consider themselves to be Khmers, descendants of the Angkor Empire that extended over much of Southeast Asia and reached its zenith between the 10th and 13th centuries. Attacks by the Thai and Cham (from present-day Vietnam) weakened the empire, ushering in a long period of decline.

The king placed the country under French protection in 1863. Cambodia became part of French Indochina in 1887. Following Japanese occupation in World War II, Cambodia gained full independence from France in 1953.

In April 1975, after a five-year struggle, Communist Khmer Rouge forces captured Phnom Penh and evacuated all cities and towns. At least 1.5 million Cambodians died from execution, forced hardships, or starvation during the Khmer Rouge regime under POL POT. A December 1978 Vietnamese invasion drove the Khmer Rouge into the

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countryside, began a 10-year Vietnamese occupation, and touched off almost 13 years of civil war.

The 1991 Paris Peace Accords mandated democratic elections and a ceasefire, which was not fully respected by the Khmer Rouge. UN-sponsored elections in 1993 helped restore some semblance of normalcy under a coalition government. Factional fighting in 1997 ended the first coalition government, but a second round of national elections in 1998 led to the formation of another coalition government and renewed political stability.

The remaining elements of the Khmer Rouge surrendered in early 1999. Some of the remaining Khmer Rouge leaders are awaiting trial by a UN-sponsored tribunal for crimes against humanity. Elections in July 2003 were relatively peaceful, but it took one year of negotiations between contending political parties before a coalition government was formed.

Geography

Climate: tropical; rainy, monsoon season (May to November); dry season (December to April); little seasonal temperature variation

Terrain: mostly low, flat plains; mountains in southwest and north

Elevation extremes:

lowest point: Gulf of Thailand 0 m highest point: Phnum Aoral 1,810 m

Natural resources:

oil and gas, timber, gemstones, some iron ore, manganese, phosphates, hydropower potential

Land use: arable land: 20.44% permanent crops: 0.59% other: 78.97% (2005)

Irrigated land: 2,700 sq km (2003)

Natural hazards:

monsoonal rains (June to November); flooding; occasional droughts

Environment - current issues:

illegal logging activities throughout the country and strip mining for gems in the western region along the border with Thailand have resulted in habitat loss and declining biodiversity (in particular, destruction of mangrove swamps threatens natural fisheries); soil erosion; in rural areas, most of the population does not have access to potable water; declining fish stocks because of illegal fishing and overfishing

People

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Population: 13,881,427 note: estimates for this country take into account the effects of excess mortality due to AIDS; this can result in lower life expectancy, higher infant mortality and death rates, lower population growth rates, and changes in the distribution of population by age and sex than would otherwise be expected (July 2006 est.)

Age structure: 0-14 years: 35.6% (male 2,497,595/female 2,447,754) 15-64 years: 61% (male 4,094,946/female 4,370,159) 65 years and over: 3.4% (male 180,432/female 290,541) (2006 est.)

Median age: total: 20.6 years male: 19.9 years female: 21.4 years (2006 est.)

Population growth rate:

1.78% (2006 est.)

Birth rate: 26.9 births/1,000 population (2006 est.)

Death rate: 9.06 deaths/1,000 population (2006 est.)

Net migration rate:

0 migrant(s)/1,000 population (2006 est.)

Sex ratio: at birth: 1.05 male(s)/female under 15 years: 1.02 male(s)/female 15-64 years: 0.94 male(s)/female 65 years and over: 0.62 male(s)/female total population: 0.95 male(s)/female (2006 est.)

Infant mortality rate:

total: 68.78 deaths/1,000 live births male: 77.35 deaths/1,000 live births female: 59.84 deaths/1,000 live births (2006 est.)

Life expectancy at

birth:

total population: 59.29 years male: 57.35 years female: 61.32 years (2006 est.)

Fertility rate: 3.37 children born/woman (2006 est.)

HIV/AIDS –: 2.6% (2003 est.) adult prevalence rate

HIV/AIDS - 170,000 (2003 est.) people living with HIV/AIDS

HIV/AIDS - 15,000 (2003 est.) deaths

Major degree of risk: very high

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infectious diseases:

food or waterborne diseases: bacterial and protozoal diarrhea, hepatitis A, and typhoid fever vectorborne diseases: dengue fever, malaria, and Japanese encephalitis are high risks in some locations note: at present, H5N1 avian influenza poses a minimal risk; during outbreaks among birds, rare cases could occur among US citizens who have close contact with infected birds or poultry (2005)

Nationality: noun: Cambodian(s) , adjective: Cambodian

Ethnic groups: Khmer 90%, Vietnamese 5%, Chinese 1%, other 4%

Religions: Theravada Buddhist 95%, other 5%

Languages: Khmer (official) 95%, French, English

Literacy: definition: age 15 and over can read and write total population: 73.6% male: 84.7% female: 64.1% (2004 est.)

Government

Country name: conventional long form: Kingdom of Cambodia conventional short form: Cambodia local long form: Preahreacheanachakr Kampuchea (phonetic pronunciation) local short form: Kampuchea former: Kingdom of Cambodia, Khmer Republic, Democratic Kampuchea, People’s Republic of Kampuchea, State of Cambodia

Government type:

multiparty democracy under a constitutional monarchy

Capital: name: Phnom Penh geographic coordinates: 11 33 N, 104 55 E time difference: UTC+7 (12 hours ahead of Washington, DC during Standard Time)

Independence: 9 November 1953 (from France)

National holiday:

Independence Day, 9 November (1953)

Constitution: promulgated 21 September 1993

Legal system: primarily a civil law mixture of French-influenced codes from the United Nations Transitional Authority in Cambodia (UNTAC)

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period, royal decrees, and acts of the legislature, with influences of customary law and remnants of communist legal theory; increasing influence of common law in recent years; accepts compulsory ICJ jurisdiction, with reservations

Suffrage: 18 years of age; universal

Executive branch:

chief of state: King Norodom SIHAMONI (since 29 October 2004) head of government: Prime Minister HUN SEN (since 14 January 1985)

Great Websites http://www.state.gov/

o This website provides links to the Cambodian Embassy, Travel Advisories, and other important foreign travel information.

http://www.embassyofcambodia.org/ o This link to the official Cambodian Embassy website provides travel

information and logistics as well as information about history and culture. http://www.cdc.gov/travel/

o This site provides information regarding what medical issues you should know about for your trip as well as what immunizations/medications are recommended for your particular location. For Cambodia specifically the link is http://www.cdc.gov/travel/seasia.htm#vaccines.

Guide Books The links below are to various guide books. They provide good background

information about Cambodia—the logistics of travel, history, culture, and what to expect. They also might help you choose what guide book you might want to bring with you.

o Lonely Planet (http://www.lonelyplanet.com/worldguide/destinations/asia/cambodia)

o Rough Guide: (http://www.roughguides.com/website/travel/destination/content/?titleid=66&xid=idh126664296_0101)

o Frommers: (http://www.frommers.com/destinations/cambodia/)

History Guides It is important to have a basic understanding of the history and culture of

Cambodia in order to best understand your students. Many of the sites above have excellent information, but the ones below provide a bit more.

o http://www.geocities.com/khmerchronology/ o http://en.wikipedia.org/wiki/History_of_Cambodia

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Suggested ReadingBelow are excerpts from an extensive list of suggested readings about Cambodia. See http://www.mekong.net/cambodia/reading.htm for the complete list.

When the War Was Over by Elizabeth Becker (Simon and Schuster, 1986.)If you intend to read only one book about Cambodia, read this one. Informative and beautifully written, Becker’s book humanizes the tragedy of Cambodia without ever losing sight of its context. There is an updated edition of this book which discusses the UN role in establishing elections.

Stay Alive, My Son by Pin Yathay with John Man (Simon and Schuster, 1987.)Pin Yathay’s book was one of the first refugee accounts of Cambodia under the Khmer Rouge, and it remains one of the best. It is heartbreaking and absolutely compelling.

When Broken Glass Floats by Chanrithy Him (W.W. Norton, 2000.)Among the many excellent first person accounts of the Khmer Rouge reign, Chanrithy Him’s spellbinding memoir stands out. It ranks alongside Stay Alive, My Son as one of the best.

First They Killed My Father by Loung Ung (Harper Collins, 2000.)Loung Ung’s powerful autobiography is terrifying and emotionally draining. The author’s unflinching eye for detail creates a vivid tapestry of one of history’s darkest revolutions.

Cambodia: Report From a Stricken Land by Henry Kamm (Arcade, 1998.)Pulitzer-Prize winner Henry Kamm has covered Southeast Asia for the New York Times for decades. Just over 250 pages long, Kamm’s book is a marvel of clarity. The book’s description of the corruption and madness of the Lon Nol era is unrivaled.

Sideshow by William Shawcross (Simon and Schuster, 1979.)Essential reading for anyone wishing to understand America’s role in setting the stage for the Khmer Rouge.

The Gate by Francois Bizot (Alfred A. Knopf, 2003.)Written by a French researcher who was held captive by the Khmer Rouge in 1971, The Gate is an exceptional, deeply thoughtful work. It is highly recommended.

A History of Cambodia by David P. Chandler (Westview Press, 1992.)A single-volume history of Cambodia, from the early civilizations of Funan and Angkor, to the early 1990s. Chandler is arguably the West’s foremost authority on Cambodia.

The Death and Life of Dith Pran by Sidney Schanberg (Penguin Books, 1985.)Originally published in the New York Times, this is the true story on which the movie The Killing Fields is based.

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Brother Number One by David P. Chandler (Westview Press, 1992.)A biography of Pol Pot; given the secrecy surrounding the Khmer Rouge leader, this book is an impressive achievement.

A Blessing Over Ashes by Adam Fifield (Perennial Books, 2001)A wonderful account of a Vermont family who opens their home to a Cambodian refugee. At times touching, at times horrifying, at times funny, Blessing is definitely worth reading..

Angkor by George Coedes (Oxford University Press, 1986.)The premier study of the Cambodia’s ancient temples.

Khmer: The Lost Empire of Cambodia by Thierry Zephir (Henry N. Abrams, Inc., 1998.) This small, slender volume makes an excellent guidebook to Angkor, and to Khmer art in general. Beautifully designed and packed with gorgeous photos, it’s less detailed but more accessible than the guides by Coedes or Henri Parmentier. Highly recommended.

Cambodian Folk Stories from the Gatiloke retold by Muriel Paskin Carrison from a translation by Kong Chhean (Charles E. Tuttle Company, 1987.)A collection of 15 traditional Cambodian folk tales, divided into three categories: “Scoundrels and Rascals,” “Kings and Lords,” and “Foolishness and Fun.” The Gatiloke, from which the tales are drawn, is a comprehensive collection of these stories. As the author notes in the introduction, “The folktales of the Gatiloke were used by Cambodian Buddhist monks as ‘speech-teach’ sermons - examples of right and wrong, good and bad. The word ‘Gatiloke’ reflects this: Gati means ‘the way,” and loke means “the world.” Freely translated, ‘Gatiloke’ means ‘the right way for the people of the world to live.’“ And finally, Marc Gilbert, author of a leading world history textbook, recommends:

Sam-ang Sam, Patricia Shehan Campbell, Silent Temples: Songful Hearts: Traditional Music of Cambodia from World Music Press, Danbury CT 06813-2565; 203-748-1131.

“This is not a just music thing. It includes history of Cambodia, maps, customs and traditions, illustrations of Angkor Wat. etc for classroom use, teaching and learning, weddings, lesson plans and exercises, index, bibliography, filmography, and discography. Best of all it has a CD! This is one of a stupendous series of multicultural teaching tools. Everyone should have one. It will make great lesson plan folder for the group and music works as all the teachers will know the music and much more.”

In addition, several videos are worth renting. Among them are The Killing Fields and a documentary titled The Flute Player.

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TAB Core Staff

EXECUTIVE DIRECTORSMarilynn Hitchens (Colorado)

Heidi Roupp (Colorado)

PROGRAM DIRECTORSSarah Peterson (New York)Emily Polidore (New York)

SITE DIRECTORSBrian Allen (Australia)

Joanne Ihrig (Colorado)Jane Steele (Texas)

Web site: www.teachersacrossborders.org

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