10th Grade Semester Two
Unit Seven: India
Stage 1: Desired OutcomesTopic / Unit Title: What is the “best” way to solve conflict?
NYS Content Standards:
NYS Content Standards
Standard 1: Key 4
Standard 2: Key 2
Standard 2: Key 3
Standard 2: Key 4 / Common Core Skills:
RH 1, 2, 5, 8, 9
W 1, 4, 9
SL 1, 2, 4, 6
Understandings:
Students will be able to understand and know…
· Foundations of Indian Independence movement.
· Gandhi’s usage of Ahimsa to protest against British Imperialist powers.
· Positives/Negatives Effects of British Imperialism on India.
· Great Migration of Hindus & Muslims (Partition, )
· Civil Disobedience, non-violent protest, boycott, strike, Salt March, hunger strike.
· Creation of Pakistan, Bangladesh, Kashmir (and dispute over/ongoing nuclear conflict).
· Amritsar Massacre, Nehru, Muhammad Ali Jinnah, Muslim League, Indian National Congress, partition, “divide and conquer” / Essential Questions:
· How can non-violence and civil disobedience lead to societal change?
· What are some of the problems created (and solved) by partition and independence?
· What cultural lessons can be learned from the Indian independence movement?
· How did Gandhi’s ideological beliefs influence methods for changing society?
· Why was the Indian independence movement a “turning point” in history?
· Why did Indians want independence from the British?
· Is non-violent protest always the best option for change?
· Was the Great Migration a “solution” or “detriment” to the socio-cultural and religious issues facing India?
Stage 2: Assessments and Tasks
Common Core Literacy Task
· Write a 1-2 page letter from Gandhi to the British Prime Minister explaining the reasons why India should have its independence;
· Pretend you are a chief advisor to the British Royal Crown. Create a 1-2 page dialogue describing how you would advise the British Prime Minister regarding the Indian independence movement.
· RAFT (Role, Audience, Format, Topic): Roles: Prime Minister, Gandhi, a person wounded in the Amritsar Massacre, Indian peasant, wealthy British business owner; Audience: leaders and supporters of Indian Independence movement, American President (and other world leaders), member of Indian National Congress, British and Indian public; Format: Skit, rap, letter, journal entry, cartoon strip, speech; Topic: Amritsar Massacre, Partition, Indian National Congress, Great Migration, Salt March
· Regent’s style thematic essay: Discuss the causes of the Indian Independence Movement and evaluate at least three effects on the people of India/Pakistan. / Performance Task(s) – Other Evidence
· Regents style thematic essay: Discuss the causes of the Indian Independence Movement and evaluate at least three effects on the people of India/Pakistan.
· Draw a political cartoon criticizing the imperialist relationship between the peoples of England and India.
· Propaganda posters against the British
· Gallery walk of problems facing India following independence.
· Analyze graphs and charts regarding the success or failure of the Indian independence movement.
· Evaluate the dangers of conflict between nuclear nations.
· Create and obituary for Gandhi (evaluating his accomplishments and legacy).
Accommodations: Scaffolds and Differentiation
Content / o Modify primary source texts (variety, complexity, length)
o Incorporate alternative materials (visual, video, audio, internet)
o Provide supplementary resources for supports
o Group with a purpose
Process / o Model skills, task and/or product
o Utilize graphic organizers / note taking template
o Provide individual or group intervention and support
o Re-enforce vocabulary / concept development
o Provide choice / variety of activities or tasks
o Group with a purpose
Product / o Assign specific, purposeful assessments to individuals or groups
o Allow students to choose from a variety of assessments
o Provide scaffolds / supports (outlines, templates, models)
o Provide extension activities to expand thinking or understanding
o Group with a purpose
How will students reflect upon and self-assess their learning?
· Students will peer and self edit essays for proper structure and mechanics and evaluate their essay content
· Students will revise 1st drafts of their essays
· Students can self assess learning by attempting another combination in the RAFT
· Students can assess their key term knowledge by attempting to recreate parts of the vocabulary word maps without looking through their notes.
Stage 3: Learning Plan
Instructional Activities and Materials (W.H.E.R.E.T.O.)
Aim: Does imperialist rule cause the growth of nationalism? Or Did British rule plant the seeds for growth of Indian nationalism?
· Identify/define: imperialism, nationalism, Amritsar massacre, Gandhi, Sepoy Rebellion, Salt March
· Discuss and evaluate the impact of British imperial rule on India (i.e., the establishment of English as the official language, development of an infrastructure, such as transportation, health, legal codes and educational opportunities).
· Analyze the reason for the development of the Indian nationalist movement.
· Discuss the goals and activities of the Indian nationalist movement under the leadership of Mohandas Gandhi.
· Discuss Indian efforts to achieve independence (i.e., Salt march, cottage industries, revival of Indian textile industry, boycotts of British made goods).
· Assess the degree to which the British sowed the seeds of their own downfall in Indian nationalist movement were achieved.
AIM: Is non-violence an effective means of achieving change? or Was Gandhi’s philosophy necessary for independence?
· Identify/define: Mohandas Gandhi, civil disobedience, non-violence, passive resistance, Satyagraha, boycott, Indian National Congress.
· Explain Gandhi’s philosophy and beliefs and discuss the concept of no-violent protest as used by Gandhi to gain Indian independence.
· Discuss the influence of Gandhi on other individuals and nations (i.e., Martin Luther King Jr.).
· Evaluate whether non-violent protest is more effective than violent protest or rebellion in effecting change.
AIM: Was partition an effective solution to India’s problems? or Was partition of the subcontinent the best solution to the Hindu-Muslim conflict?
· Identify/define: Nehru, Muhammad Ali Jinnah, Muslim League, Indian National Congress, partition, “divide and conquer”.
· Describe the differences between Hindus and Muslims that led to the Hindu-Muslim hostility and the political conflict.
· Assess the extent to which the British policy of “divide and conquer” contributed to Hindu-Muslim hostilities.
· Differentiate between the different partition plans.
· Discuss the rivalries and territorial claims which have created problems for both India ad Pakistan.
· Assess whether the British and Gandhian “dream” of one united India was possible and whether partition was the only solution to the Hindu-Muslim conflict.
· Evaluate whether partition was an effective solution to India’s problems.
Stage 4: Reflection
Teacher Reflection for Future Planning
Teacher Reflection for Future Planning
· Evaluate exit tickets and response to questions during discussion.
· Explore test results and essay writing skills on class exam to shape future writing lessons/assignments.
· How well did the RAFT work?
Regents Thematic Essays
June 2010Theme: Change — Ideas
The ideas of individuals have had a significant influence on groups, nations, and regions.
Task: Select two individuals and for each
• Explain a specific idea developed by the individual
• Describe the historical circumstances that surrounded the development of the idea
• Discuss how the idea influenced a group or a nation or a region
You may use any individual whose ideas had a significant influence from your study of global history. Some suggestions you might wish to consider include Confucius, Niccolò Machiavelli, Galileo Galilei, John Locke, Simón Bolívar, Karl Marx, Kemal Atatürk, Nelson Mandela, Deng Xiaoping, and Mikhail Gorbachev.
August 2005
Theme: Change
Throughout history, the actions of leaders have changed the society in which they lived.
Task: Identify two leaders who changed the society in which they lived and for each
• Describe one situation the leader attempted to change
• Describe one action the leader took to change this situation
• Discuss the impact of that action on the society in which the leader lived
You may use any leader from your study of global history and geography except Johann Gutenberg and James Watt. Some suggestions you might wish to consider include Martin Luther, Queen Elizabeth I, Toussaint L’Ouverture, Napoleon Bonaparte, Simón Bolívar, Otto von Bismarck, Mohandas Gandhi, Mao Zedong, Ho Chi Minh, Fidel Castro, and Nelson Mandela.
January 2006
Theme: Change
The ideas and beliefs of philosophers and leaders have led to changes in nations and regions.
Task: Choose two philosophers and/or leaders and for each
• Explain a major idea or belief of that philosopher or leader
• Discuss how that idea or belief changed one nation or region
You may use any philosophers or leaders from your study of global history. Some suggestions you might wish to consider include Confucius, John Locke, Adam Smith, Simón Bolívar, Otto von Bismarck, Vladimir Lenin, Mohandas Gandhi, Mao Zedong, Fidel Castro, or Nelson Mandela.
NAME: ______Band______
CHANGE – INDIA
Theme: Change—IndividualsThroughout history, various circumstances have led individuals to develop or modify ideas. These ideas have often affected societies.
Task: Select ONE individuals from your study of global history and for each
• Describe the historical circumstances that led this individual to develop or modify an idea
• Explain an action taken by this individual as a result of this idea
• Discuss how this individual’s idea affected a society
You may use Mohandas Gandhi or Jawaharlal Nehru.
WRITE TWO TEAL PARAGRAPHS (body paragraphs)
Paragraph #1: (Describe the historical circumstances that led to this individual)
______
Paragraph #2: (Explain an action take by this individual and discuss how the idea AFFECTED a society)
______
Rubric / 5: Excellent work. / 3: Acceptable work. / 1: Not AcceptableTASK / All aspects of the task are addressed evenly and in depth. / Most aspects of the task are addressed; or all aspects are addressed, but somewhat unevenly. / Essay is very uneven and/or addresses only a portion of the task.
EVIDENCE / Richly supports the theme with many (2-4) relevant facts, examples, and details. / Includes some (1-2) relevant facts, examples, and details; may include some inaccuracies. / Includes little or no relevant facts, examples, and/or has many inaccuracies.
ANALYSIS / Clearly demonstrates analysis well beyond description. Rich Analysis: evaluates the impact, change, extent of effectiveness for all aspects of the task. / Demonstrates some analysis but is mostly description. Some Analysis: discusses the impact, change, extent of effectiveness for some of the task. / Demonstrates some description and lacks analysis. Lacks analysis of the impact, change, or extent of effectiveness for all aspects of the task.
ORGANI
ZATION / Intro includes strong historical context with a clear, concise thesis.
Paragraphs start with a clear topic sentence. / Intro includes some historical context with a thesis.
Paragraphs start with a topic sentence. / Intro lacks relevant historical context and lacks a thesis statement.
Paragraphs lack a topic sentence.
Multiple Choice
1 Prior to 1947, the Indian National Congress and the Muslim League worked together seeking to end
(1) nonviolence
(2) religious diversity
(3) foreign rule
(4) nonalignment
2 In the 1940s, the leadership of the Indian National Congress and the leadership of the Muslim League supported the goal of
(1) helping the British fight World War II
(2) removing British control from the subcontinent
(3) abolishing caste distinctions and discrimination
(4) establishing a unified government based on religious teachings
3 Which goal was most important to the Indian nationalist movement?
(1) independence from British rule
(2) establishing a laissez-faire economy
(3) forming a totalitarian state
(4) expansion of territory
4 The primary goal of both the Indian National Congress in India and the Mau Mau movement in Kenya was to
(1) establish military rule
(2) colonize lands overseas
(3) remove foreign control
(4) achieve social equality
5 The British reliance on India as a market for its manufactured goods caused Mohandas Gandhi to
(1) run for a seat in the British Parliament
(2) lead the Sepoy Rebellion
(3) support traditional caste divisions
(4) refuse to buy British textiles
Base your answers to questions 6 and 7 on the photographs below and on your knowledge of social studies.
6 The clothes worn by Mohandas Gandhi of India and by Mustafa Kemal Atatürk of
Turkey indicate the desire of these leaders to
(1) conform to traditional religious beliefs
(2) adapt to the cultural norms of urban life
(3) protest the oppression of communist rule
(4) make a political statement to their respective nations
7 Both leaders were known for their commitment to
(1) Islamic fundamentalism
(2) nationalist movements
(3) civil disobedience
(4) five-year plans
8 Which leader is associated with civil disobedience and the Salt March?
(1) Kwame Nkrumah
(2) Jomo Kenyatta
(3) Mohandas Gandhi
(4) Ho Chi Minh
9 What is one way the conflict between India and Pakistan over Kashmir and the conflict between the Palestinians and Israelis in the Middle East are similar?
(1) Both conflicts concern territorial and religious issues.
(2) Hostilities within these regions were provoked by the United Nations.
(3) Both conflicts emerged as a result of the breakup of the Soviet Union.
(4) Tensions in these regions were caused by efforts to remain nonaligned.
10 Which change occurred immediately after the region of British India gained its independence in 1947?
(1) India became an ally of the Soviet Union.
(2) India adopted Islam as the official state religion.
(3) The region was partitioned into two separate states.
(4) A military dictatorship took control of the entire region.
11 Why did large numbers of Hindus and Muslims migrate immediately after India gained its independence?
(1) Many jobs were being outsourced overseas.
(2) The government offered housing incentives in newly developed areas.
(3) Religious pilgrimages to neighboring countries were required based on their beliefs.
(4) The subcontinent was divided into countries based primarily on the location of religious majorities.