2013 British Rule of India Lesson Plan

1. 2013 British Rule of India Lesson Plan Date your papers: Monday, March 18, 2013 Tuesday, March 19, 2013 ***There are changes to this lesson. Have to cross out things in the photocopied lesson plan and make the necessary adjustments.***

2. Monday, March 18, 2013 • 1. Pairs: Type Two Prompt---As our final review of the great Indian Empires, you are going to refer back to your completed History Timeline, and on the “Effects of the Mughal Rulers on India” organizer, write down at least TWO EFFECTS for each of the rulers. • 2. Class: After having the pairs share their effects, how did these changes leave India open or vulnerable to being taken over by the British?

3. Monday, March 18, 2013 • 3. Class: Ms. Barben is going begin part of her British Rule of India Powerpoint and you are to take notes in the graphic organizer. • ****A lot of the information for the graphic organizer is going to come from the homework readings. If you do not do the readings and take notes, you will be missing a lot of information for the second unit test and to complete the Summative Assessment for this lesson plan.****

4. Monday, March 18, 2013 • 4. Homework: Read the following Textbook Pages and download the “British Imperialism in India Timeline and British Rules’ Mixed Blessings” Reading and take notes in the British Rule of India Graphic Organizer. • Monday: • “Turning Point: The British Gain Control of India” and “Europeans Come to India” pages 502-503 and “British Rule of India pages”702-707 and “Indian Independence” pages 832-833 • Tuesday: • “A British Imperialism In India Timeline” from downloaded supplemental“British Rule’s Mixed Blessings” and “The Challenge of Ideas” from downloaded supplemental pages I-2 through I-9.

5. Tuesday, March 19, 2013 • 5. Class: Ms. Barben is going to finish her British Rule of India Powerpoint, while you take notes in the graphic organizer. • 6. Homework: Finish the reading and note-taking. • ***Assigned Summative Assessment for British Imperialism and Gandhi: Due on Monday, April 1, 2013 • Academic A: Hero and Wanted Posters for Gandhi • Accelerated: British Imperialism Political Cartoon

6. Tuesday, March 19, 2013 • Summative Assessment: Academic A Level • Homework: Assignment Summary and Rationale: As we have seen in Africa and now in India, many of the leaders of the independence movements were arrested and viewed as criminals by their colonizers, yet later when freed became the first presidents or prime ministers of their countries. With this homework, we are going to examine how one historical figure can be viewed as a criminal and as a hero…again, it all comes down to perspective. • Writer’s Purpose: You will be creating two OPPOSING posters to show how the independence work of Gandhi developed and the results. This will be done on computer paper, not poster board or oaktag paper. • Writer’s Role: • For the Hero Poster, you will be representing--- • the Indian people who wanted independence from British rule, • the Untouchables or Harijans for who Gandhi fought for, • women who benefited from his views of equality, • and the Muslims he fought for to be treated as equal citizens within independent India. • For the Wanted Poster, you will be representing--- • the British imperialists, • the Hindus who did not want the Caste system changed, • the Hindus who did not want the same opportunities for the Muslims in India, • and the Muslims who were upset that Gandhi did not support the idea of partitioning India into Hindu India and Muslim Pakistan.

7. Tuesday, March 19, 2013 • Audience: The people of India to gain support on the controversy over Gandhi • Hero Poster: • At the top of the poster, Hero is typed out. • Then an image of Gandhi that casts him in a positive light in regards to his work. • Specific details about his work and the positives/benefits of each action. • This is to be done in well-developed sentences and in paragraph format. • For each main action, there should be a separate paragraph. • And you must address at least three different actions. • In each paragraph, the specific groups who benefitted from each action should be identified and explained. • Think of the vocabulary choices you make to support the message. • At the bottom of the poster, there should be a specific title of an award that Gandhi should be given for his work. • Wanted Poster: • At the top of the poster, should be Wanted. • Then under Wanted, there should be a image of Gandhi doing his work that casts him in a negative light, by breaking a law, breaking one of the rules of the Caste system, etc… • Specific details about his work and the negatives and criminal nature of each action. • This is to be done in well-developed sentences and in paragraph format. • For each main action, there should be a separate paragraph. • And you must address at least three different actions. • In each paragraph, the specific groups who were threatened from each action should be identified and explained. • Think of the vocabulary choices you make to support the message. • At the bottom of the poster, it should read Dead or Alive.

8. Tuesday, March 19, 2013 • FCA ONE: The student used appropriate historical information with specific details, examples, and primary source quotes to support the message of each poster. The student did not write vague or general statements. The student provided explanation and analysis of the historical content. Worth 50 Points…25 points per poster. • FCA TWO: The student wrote from the two different historical perspectives and using historical evidence and analysis proved the different viewpoints through strong, persuasive vocabulary. Worth 40 Points…20 points per poster. • FCA THREE: The student used historical images and graphics to help convey the message of each poster. Worth 10 Points…5 points per poster. • NO EXCUSES: The student wrote in well-developed sentences and paragraphs. The student edited for spelling, grammar, and capitalization errors. It was done neatly and on the computer. Worth 10 Points…5 points per poster • Total: /110 Points

9. Tuesday, March 19, 2013 • Summative Assessment: Accelerated Level • Homework: You will be creating a political cartoon on British Imperialism in India. • 2013 British Imperialism in India Political Cartoon Grade Sheet Due on: • Student’s Name: Period: • _________1. It was turned in on time. If not, it is 10% off for each day late up until 5 days late. • _________2. The student created a political cartoon from the chosen historical viewpoint and on ONE of the historical topics. The cartoon contained strong historical content to support viewpoint. Worth 15 Points. • British’s Perspective of Rule of India and Actions of the Indian People • Indian’s Perspective of Rule of India and Actions of the Indian People • Possible Topics for Cartoon: British East India Company, Battle of Plassey, Changes made under British East India Company, Jewel in the Crown reference, Raj, Ram Mohun Roy, Indian National Congress, Famines of the 1800s, Muslim League, Rowlatt Act, Amristar Massacre, or the Salt March • _________3. The student had a caption that was either a few words summing up the point of the cartoon, a title for the cartoon, or a snappy punch-line that drills home the point of the cartoon. Worth 10 Points. • __________4. The student used historical images from Ms. Barben’sPowerpoints on British Rule in India and Gandhi and the Road to Independence uploaded on her teacher page that support the message of the political cartoon. Worth 10 Points.

10. Tuesday, March 19, 2013 • Summative Assessment: Accelerated Level • __________5. The student chose and used appropriately a MINIMUM of TWO DIFFERENT political cartoon strategies from the list below: Worth 20 Points. • Exaggeration or Distortion • Caricatures • Stereotyping • Symbolism • Analogies • Historical Events or Literary References • Labeling • Metaphors • Satire • Parody • Irony • Sarcasm • __________6. The student wrote a MINIMUM of THREE WELL-DEVELOPED PARAGRAPHS on the following: • Remember a well-developed paragraph consists of a minimum of six strong sentences. • A strong sentence should either identify and define, provide examples and explain, or examine historical relationships, connections, with analysis. Worth 45 Points. • Paragraph One: The student explained the chosen historical viewpoint and why he chose to do the political cartoon from that perspective. The student explained the choice for the caption and how it represents the historical viewpoint. The student explained the choice of historical images and how it represents the historical viewpoint. • Paragraph Two: The student identified, defined, and explained how the first political cartoon strategy was used in the political cartoon. Be sure to explain why you chose this strategy over the others. • Paragraph Three: The student identified, defined, and explained how the second political cartoon strategy was used in the political cartoon. Be sure to explain why you chose this strategy over the others • _________7. The assigned was done on computer paper and in color. The writing was typed, spell-checked, grammar-checked, and edit for capitalization errors. Worth 10 Points. • Total: /110 Points