In August 2018, Kate Leeming cycled across Ladakh, the Land of High Passes, to help bring light and education to 1100-year-old Ralakung village, the oldest and most remote village in the Indian Himalayas. Nestled in the heart of a remote community, devoid of modern amenities, lies a group of people who have never had the privilege of electricity and education. For Kate, it is crucial to offer this community the opportunity to improve their lives by providing them with the basic necessities that we often take for granted.

health

Good health and well-being

Energy

Affordable and clean energy

Global Partnerships

Partnerships for the goals

Inequality

Reduced inequalities

Cities

Sustainable cities and communities

education

Quality education

Feelings of sadness and grief are normal.

HE.6.S.3.GLE.1.N.3

Identify emotions and feelings associated with loss and grief.

CH.6.3.1.f

Identify feelings and emotions associated with loss and grief

HE.6.3.1.f

Use a map to identify countries or regions where various belief systems, such as Buddhism, Christianity, and Judaism, spread in the ancient world.

SOC.6.SS.6.G.4.In.d

Use a map to recognize a country or region where a belief system, such as Buddhism, Christianity, or Judaism, spread in the ancient world.

SOC.6.SS.6.G.4.Su.d

Recognize achievements of the Mauryan and Gupta empires, such as the spread of Buddhism, science, mathematics, and astronomy.

SOC.6.SS.6.W.4.In.c

Recognize an achievement of the Mauryan and Gupta empires, such as the spread of Buddhism, science, mathematics, or astronomy.

SOC.6.SS.6.W.4.Su.c

Identify situations when assistance is needed when making a health-related decision, such as knowing when to call 911, how to handle grief and loss, and having fears for personal safety.

HE.3.HE.3.B.3.In.b

Recognize selected ways that regular health care can promote personal health, such as having immunizations, using medication appropriately, and getting grief and loss counseling.

HE.5.HE.5.C.1.In.e

Recognize a way that regular health care can promote personal health, such as having immunizations, using medication appropriately, or getting grief and loss counseling.

HE.5.HE.5.C.1.Su.e

Identify the contributions of Indian civilization to religion and philosophy (e.g., Hinduism and Buddhism), art and architecture, and literature (e.g., the Vedas); identify the Mauryan and Gupta Empires.

SOC.8.16.8.56

Understand the origins of Buddhism and fundamental Buddhist beliefs (e.g., the life and teachings of Buddha; origins, beliefs, and writings associated with Buddhism; major leaders and events in Buddhism; how Buddhism spread in India, Ceylon, and Central Asia; how Buddhism compares to other religious systems).

SOC.11.16.11.64

Identify feelings and emotions associated with loss and grief and depression and sadness and explain what it means to be emotionally healthy.

HEAL.4.4.1.3

identify common social and emotional problems (aggression, anxiety, depression, grief) and describe self-management and coping strategies (goal setting, refusal skills, decision making and time management) for addressing these problems

HE.6.1.D.PL-6-PW-S-SMEH3

HE.7.1.D.PL-7-PW-S-SMEH3

HE.8.1.D.PL-8-PW-S-SMEH3

HE.6.PL-6-PW-S-SMEH3

HE.7.PL-7-PW-S-SMEH3

HE.8.PL-8-PW-S-SMEH3

Summarize the major economic, political, and religious developments in Japanese history to 1800 the evolution of Shinto and Japanese Buddhism

SOC.8-12.WHI.25.A

Describe important economic, political, and religious developments in Indian and Central Asian history and evaluate the ways in which they conform to or differ from developments in societies in other regions of the world the Mauryan Empire in the 4th to 2nd centuries BCE and the role of the Emperor Ashoka adopting Buddhism’s moral teachings and the philosophy of non-violence and supporting Buddhist missionaries in North Africa, Central and Southeast Asia, and Mediterranean Europe; the Gupta Empire in the 3rd to 6th centuries CE, sometimes referred to as the “Golden Age of India,” and its Sanskrit classic literature and art

SOC.7.7.T1b.2.d

Describe important economic, political, and religious developments in early Chinese history and evaluate the ways in which they are similar to or different from the characteristics of societies in other regions of the world China’s role in trade across Asia and to and from Africa and Europe along the Silk Roads and the introduction of Buddhism in China starting c. 1st century CE

SOC.7.7.T2b.2.f

Describe the central tenets of Hinduism, Judaism, Buddhism, Confucianism, Christianity, and Islam; create a timeline that shows when and where each religion or belief system began.

SOC.9-12.WHI.T2.2

the Kushan Empire (c. 1st–5th centuries) with its fusion of Greco-Roman and Buddhist culture and imagery in Gandharan sculpture; the Gupta Empire (c. 320–600 CE), uniting multiple kingdoms of North, Central, and Southeast India, religious tolerance for Hinduism, Buddhism and Jainism; highly developed Hindu and Buddhist sculpture and literature

SOC.9-12.WHI.T2.5.a

Identify and describe the experience of different feelings (such as elation, joy, grief, and rage) and how feelings affect daily functioning.

HE.6-8.5.7

Identify the factors that help people deal with grief.

HE.9-12.5.12

Describe the origin, traditions, customs, and spread of the five major world religions (Judaism, Christianity, Islam, Hinduism and Buddhism).

SOC.6-8.H1.[6-8].20

Distinguish how culture traits shape the character of a region, e.g., Buddhism in Southeast Asia or the French language in Quebec.

SOC.9-12.SS:GE:12:4.2

Religions and other belief systems (animism, ancestor worship, Confucianism, Hinduism, Buddhism, Judaism, Christianity, Islam) have both united and divided the peoples of the Eastern Hemisphere.

SOC.6.1.8

Place of origin and major beliefs Buddhism

SOC.9-12.1.E.1.c

Expansion of Christianity, Islam, Confucianism, and Buddhism

SOC.9-12.1.E.2

Ties with China and Korea: cultural diffusion, Buddhism, and Confucianism

SOC.9-12.3.A.3

SOC.9-12.3.A.7

Students will study the belief systems of Judaism, Christianity, Islam, Buddhism, Hinduism, and Confucianism by looking at where the belief system originated, when it originated, founder(s) if any, and the major tenets, practices, and sacred writings or holy texts for each.

SOC.6.4b.1

Students will identify the place of origin, compare and contrast the core beliefs and practices, and explore the sacred texts and ethical codes for Hinduism, Buddhism, Judaism, Christianity, Islam, Confucianism, and Daoism.

SOC.9.2a.1

Students will examine similarities and differences between Hinduism, Buddhism, Judaism, Christianity, Islam, and Confucianism regarding their effects on social order and gender roles.

SOC.9.2b.1

Identify common sources for feelings of grief or loss.

HEAL.NCES.3.MEH.2.1

Summarize how to seek resources for assistance with feelings of grief or loss

HEAL.NCES.3.MEH.2.2

Compare world religions and belief systems focusing on geographic origins, founding leaders and teachings including: Buddhism

SOC.6.2.A.2.a

Modern cultural practices and products show the influence of tradition and diffusion, including the impact of major world religions (Buddhism, Christianity, Hinduism, Islam and Judaism).

SOC.6.G.HS.8

Explain grief and discuss ways to deal with loss.

HE.3.1.M-3.1.4

Examine grief and ways to deal with loss.

HE.6.1.M-6.1.4

HE.9-12.1.M-HS.1.3

HEAL.M-3.1.4

HEAL.M-6.1.3

Define the term crisis, including the stages of loss and grief, signs and risks of depression and anxiety, self-destructive behaviors, and suicide.

HEAL.9-12.M-HS.1.1

Spread of Buddhism from India to China and other parts of Asia, resulting from Asoka’s missionaries and their writings

SOC.9-12.WHII.15a.D.4

Buddhism Founder: Siddhartha Gautama (Buddha)

SOC.9-12.WHII.15a.4.a

SOC.9-12.WHII.15a.4.b

Buddhism Spread of Buddhism from India to China and other parts of Asia, resulting from Asoka’s missionaries and their writings

SOC.9-12.WHII.15a.4.d

Explain emotions associated with disappointment, loss, and grief.

HE.2.2.1.i

Explain healthy ways to express the emotions associated with disappointment, loss, and grief.

HE.2.2.2.l

Identify adults who can help with disappointment, loss, and grief.

HE.2.2.3.h

Identify feelings and emotions associated with loss and grief and their impact on health.

HE.4.1.n

Describe coping skills for handling the emotions of loss and grief.

HE.4.2.j

Identify adults who can help manage feelings and emotions resulting from loss and grief.

HE.4.2.k

Identify strategies and resources to manage feelings that may result from loss and grief.

HE.4.3.i

Describe healthy ways to express emotions, needs, and desires in different situations (e.g., sportsmanship, relationships, death, dying and grief).

HEAL.9-12.HE.16

identify the leaders and distinguish the basic principles and philosophies of the major religions as the emerged and expanded; (e.g., Judaism, Christianity, Islam, Buddhism, Hinduism, Confucianism and Taoism).

SOC.7.SS.7.H.CL1.1

identify or role play healthy ways to express feelings, needs and desires in different situations (e.g., good sportsmanship, ending relationships, death and dying, stages of grief).

HE.9-12.HE.HS.4.02

describe the historical origins, central ideas, and spread of major religious and philosophical traditions, including Buddhism, Christianity, Confucianism, Hinduism, Islam, Judaism, and Sikhism; and

SOC.9-12.WH.22.B

describe central ideas and spatial distribution of major religious traditions, including Buddhism, Christianity, Hinduism, Islam, Judaism, and Sikhism;

SOC.9-12.WG.17.B

describe ways to manage anxiety and grief;

HEAL.6.PIS.12.E

HE.6.10.E

describe major world religions, including animism, Buddhism, Christianity, Hinduism, Islam, Judaism, and Sikhism, and their spatial distribution;

SOC.9-12.3.17.B

describe the historical origins, central ideas, and spread of major religious and philosophical traditions, including Buddhism, Christianity, Confucianism, Hinduism, Islam, Judaism, Sikhism, and the development of monotheism; and

SOC.9-12.3.23.A

explain the significance of the contributions of some societies/civilizations to religion and philosophy (e.g., with reference to animism, polytheism, and monotheism; Judaism, Buddhism, Christianity, Hinduism, Islam; the contribution of religious orders to art and knowledge; schisms;
religious tolerance, persecution, and conflict; the
influence of early schools of philosophy)

E1.4 Social, Cultural, and Political Heritage

compare some key beliefs and practices associated with two or more religious/spiritual traditions (e.g., Judaism, Buddhism, Hinduism, Christianity, Islam, Aboriginal spiritual practices)

B4.2 Culture and Heritage

analyse the role of religion/spirituality in selected societies during this period (e.g., with reference to the spread of Buddhism, Hinduism, Christianity, and/or Islam; the impact of religion/ spirituality on art, music, and/or architecture; festivals and rites; religious conflict such as the Crusades and/or the Spanish Inquisition; monasticism and learning

B4.3 Culture and Heritage

identify some key developments related to religion/spirituality in selected societies during this period, and explain some of their consequences (e.g., with reference to the Protestant and Catholic Reformations; the expulsion of Jews from
Spain; the witch hunts; the founding of Hasidic
Judaism; the adoption of Confucianism during the
Qing Dynasty in China; the adoption of Buddhism
as the state religion in Japan; the spread of Christian
missions in European colonies; challenges to
religious thought during the Enlightenment)

C4.1 Culture and Heritage

identify some key factors that contributed to the establishment of the residential school system (e.g., government and/or settler appropriation of Indigenous land; desire to impose Christianity on Indigenous peoples; government policies and church actions that repressed Indigenous cultures and resistance and/or sought to assimilate Indigenous people; beliefs within settler society about European cultural and race superiority; the drive to expand the British Empire), and explain the impact of this system on Indigenous individuals and communities (e.g., loss of Indigenous language, culture, and identity; disconnection of Indigenous children from family and community; intergenerational trauma and grief; changes in Indigenous children’s relationship to the land; internalization among Indigenous people of the world view of the colonizers; assimilation; exposure to disease; physical, sexual, and emotional abuse)

Grade 8 Understanding Historical Context:
Events and Their Consequences A3.3

demonstrate an understanding of various religious or spiritual beliefs (e.g., Taoism, Buddhism, Hinduism, Judaism, Christianity, Islam, Aboriginal or tribal spiritual beliefs) found within a specific culture and of how they relate to various aspects of that culture (e.g., dietary laws; social hierarchies; attitudes towards gender roles and social inequality; ethics and mores; rituals/practices around birth, marriage, sickness, death; educational practices; practices such as meditation, powwows, pilgrimages, shamanism, t’ai chi ch’uan, voodoo)

Grade 12 Art, Philosophy, and Religion  C1.3

identify strategies for dealing with significant change and/or loss in a relationship (e.g., seeking relationship and/or grief counselling, taking time to grieve, confiding in friends, learning acceptance, believing in oneself, developing self-reliance)

Grade 11 Building Healthy Relationships C4.2

explain why different religions and belief systems prohibit particular cultural forms or activities (e.g., reasons for: the iconoclastic controversy, prohibitions against visual depictions in Judaism and Islam, the common practice of not preserving sand mandalas within Tibetan Buddhism)

Grade 11 Cultural Contexts F1.2

India's Far North

List the factors that determine climate (e.g., altitude, latitude, water bodies, precipitation, prevailing winds, topography).

SCI.9-12.6.2.PO 15

Identify and use the special segments of triangles (altitude, median, angle bisector, perpendicular bisector, and midsegment) to solve problems

MA.9-12.T.2.G.3

Individuals participate safely in physical activity under a variety of environmental conditions such as high altitude, heat, humidity, or cold.

PE.3.S.2.GLE.1.RA.3

Discuss the historical development and impact of major world religions and philosophies. Topics to include but not limited to the Enlightenment and modern changes in Christianity, Islam, Judaism, Buddhism and Hinduism

SOC.9-12.H.3.a

The climate at a location on Earth is the result of several interacting variables such as latitude, altitude and/or proximity to water.

SCI.6-8.5.2.G

Observe, measure, and predict changes in weather using atmospheric properties (wind speed and direction, cloud cover and type, temperature, dew point, air pressure, and relative humidity). Describe how air pressure and temperature change with increasing altitude and/or latitude.

SCI.8.1.1.42

Use cloud characteristics (altitude, composition, and form) to predict the weather. Discuss how different cloud types are indicators of weather and weather systems such as frontal systems and hurricanes.

SCI.8.1.1.50

SCI.8.5.2.1

SCI.8.5.2.11

Identify the height (altitude) in equilateral and isoceles triangles using physical and visual models

MA.9-12.MA.912.G.4.In.b

State and apply the relationships that exist when the altitude is drawn to the hypotenuse of a right triangle.

MA.9-12.MA.912.G.5.2

Compare seasonal climates in major regions of the globe, considering effects of latitude, altitude, and geography. (e.g., 1. Higher altitude generally means colder temperatures and lower air pressure; 2. Places along the equator have a 12-hour day and a 12-hour night every day of the year and do not have strict seasons; 3. Places along latitudes between the equator and one of the earth's poles have seasons and differing amounts of daylight throughout the year: they have a longest day, a shortest day, and two equinoxes on which the daylight lasts for 12 hours; 4. Places along the Arctic and Antarctic circles have one day of exactly 24-hour daylight and one day of exactly 24-hour darkness each year).

SCI.7.12.7.76

Understand that the atmosphere is a mixture of nitrogen, oxygen, argon, and trace gases that include water vapor and carbon dioxide. Understand that atmospheric conditions vary as one changes latitude and altitude. Understand that the atmosphere consists of layers and be able to distinguish the layers and their significance. Understand that the ozone layer protects life on Earth by absorbing ultraviolet radiation from the sun.

SCI.7.12.7.84

Understand the principles of air pressure and fluid dynamics. Understand Archimedes’ Principle and Bernoulli’s Principle. Understand that air pressure decreases as altitude increases. Understand that pressure in a liquid increases as the depth increases. Understand how a hydraulic lift (such as the kind used to raise a car for repairs) confers mechanical advantage.

SCI.11.12.11.77

Apply scientific inquiries or technological designs to research global biomes, identifying the latitude, altitude, soil, temperature and precipitation ranges, and inhabitants of the six major land-based biomes, comparing the salinity, light penetration, nutrients, and inhabitants of aquatic biomes, identifying feeding relationships within biomes, or comparing climatographs of biomes or carbon-fixing/storage productivity estimations.

SCI.8-10.12B.3

Apply scientific inquiries or technological designs to investigate motion and pressure common examples in nature, defining the factors of pressure and its equilibrium, identifying how particles in a fluid can exert pressure as related to altitude and depth, explaining buoyancy and hydraulics in terms of comparative densities, addressing Bernoulli's principles to flight, or relating pressure and gravity to common engineering settings.

SCI.8-10.12D.2

State and apply the relationships that exist when the altitude is drawn to the hypotenuse of a right triangle. Understand and use the geometric mean to solve for missing parts of triangles.

MA.9-12.G.T.7

MA.9-12.G.5.2

Identify the major new religions and relate them to the empires that emerged in the Mediterranean Basin, China, and India (i.e., Christianity, Hinduism, Buddhism, Islam)

SOC.6.39

Know and apply that the volume of a prism is the product of the area of the base and the altitude

MA.9-12.G.G.12

volume of a pyramid equals one-third the product of the area of the base and the altitude

MA.9-12.G.G.13.c

volume equals the product of the area of the base and the altitude

MA.9-12.G.G.14.b

lateral area of a right circular cylinder equals the product of an altitude and the circumference of the base

MA.9-12.G.G.14.c

volume is one-third the product of the area of its base and its altitude

MA.9-12.G.G.15.b

the altitude to the hypotenuse of a right triangle is the mean proportional between the two segments along the hypotenuse

MA.9-12.G.G.47.a

As altitude increases, air pressure decreases.

SCI.5-8.4.P2.1b

Assess the effects of latitude and altitude on biomes.