10th Grade Semester Two Unit Seven: India

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10th Grade Semester Two

Unit Seven: India

Stage 1: Desired Outcomes

Topic / 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


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


  • Modify primary source texts (variety, complexity, length)

  • Incorporate alternative materials (visual, video, audio, internet)

  • Provide supplementary resources for supports

  • Group with a purpose


  • Model skills, task and/or product

  • Utilize graphic organizers / note taking template

  • Provide individual or group intervention and support

  • Re-enforce vocabulary / concept development

  • Provide choice / variety of activities or tasks

  • Group with a purpose


  • Assign specific, purposeful assessments to individuals or groups

  • Allow students to choose from a variety of assessments

  • Provide scaffolds / supports (outlines, templates, models)

  • Provide extension activities to expand thinking or understanding

  • 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 2010

 Theme: 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________


Theme: Change—Individuals

Throughout 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.

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