HUMANITIES UNIT OF WORK
Links to National Curriculum
Year
9
Project Title
India
Term
Students should learn
1.To use a range of sources.
Spring 2
Expectations
All/
must
2.To identify differences and similarities
between Britain and India
3 To become familiar with the basic
geographical features of India
Use a range of sources to explore similarities and differences between
the two countries.
Name and locate on a map the UK and India.
Write a letter to a real Indian person.
Make a population density map of india
To locater Bombay and explain why industry is attracted to it.
History - British Empire
CSM – Immigration/emigration
Maths – longitude, latitude,
degrees.
Literacy – letter writing
Art design – contour model of
India
Resources
Special needs support materials
book: Geography book 2, John
Widdowson.
Internet
4.To write a letter to a real Indian person.
5.To explore subsistence farming.
6.To consider preconceptions of the
quality of life in India before and after the
course.
Keywords
Longitude, latitude,
Most/
should
Some/
could
Cross Curricular Links
Use latitude and longitude to locate London and Dehli
Make an accurate 3D model of indian land features based on land
height.
Identify natural features that divide India into regions.
Explore location of cities, relate to landscape features and natural
History - British Empire
CSM – Immigration/emigration
Maths – longitude, latitude,
degrees.
Literacy – letter writing
Art design – contour model of
India
Risk Assessment / Health &
Safety
subsistence farming, poverty urban, rural,
population density, manufacturing,
resources.
To describe tea production from plantation to export
To discuss views on the tea trade.
To consider the quality of life in india and Britain
To consider wealth as a measure of development.
Week
1.
Week
2.
Week
3.
Task
Use atlases to locate UK and india
Use photo cards and worksheets to describe key features of Indian life and
landscape.
Task
Use longitude to locate Dehli and London.
Revise grid references. Cut out shapes of countries and glue to correct place on
map given out.
Use planning sheet to organise questions we would ask a real Indian.
Plan/write a letter, reminding learners of correct layout etc.
Task
Make a relief, ie contour, model of India.
Identify natural features that divide India into distinct regions.
Remind of contour model of imaginary island we made last year. This one must be
truly representational and accurate.
Skills/Understanding
KS Criteria
Independent research
1 6
Literacy / Numeracy
Spiritual Cultural Moral Social
Sentences, vocabulary
Demonstrate an understanding
and appreciation of cultural
aspects of another country.
Skills/Understanding
KS Criteria
Thoughtful discussion
Giving opinion
1 5
Literacy / Numeracy
Spiritual Cultural Moral Social
Numeracy: degrees of a circle,
coordinates, bearings.
Literacy: layout of letter.
Appreciate distances between
the countries.Appreciate
differences/similarities in way of
life
Skills/Understanding
KS Criteria
Scissors used for cutting,
accurate tracing/measuring,
neat use of glue sticks.
3 6
Literacy / Numeracy
Spiritual Cultural Moral Social
Heights on map, guesses at
area each region covers.
Demonstrate an interest in
exploring and understanding
landscape features
Week
4.
Task
Make a population density map of India.
Predict and describe population density in india, dependent on natural features –
relief, climate, soil and resources.
Locate key cities in India on a map.
Explain why the cities are where they are, using words such as resources etc.
Skills/Understanding
KS Criteria
Map reading, understanding of
landscape features affecting
location of cities.
1 2
Literacy / Numeracy
Area, Height
Week
Task
Skills/Understanding
Map reading, understanding of
landscape features
5.
Week
6.
Describe in more detail the location of Bombay.
Explain why industry is attracted to Bombay
Explain why people move to Bombay.
Task
The price of a cup of tea: Describe tea production, from plantation to export.
Investigate people’s views of the tea trade.
Prepare a talk about it to be delivered to the class.
Summarise wealth of the two nations.
Discuss wealth as a measure of quality of life.
Spiritual Moral Social Cultural
Demonstrate an interest in
understanding the way
communities are located eg in
lowlands, near natural resources
etc.
KS Criteria
2 34
Literacy / Numeracy
Spiritual Moral Social Cultural
Extracting relevant information
from text, writing persuasively,
use of paragraphs. PHSE,
citizenship, employability.
Demonstrate understanding of
pressures of survival,
Skills/Understanding
KS Criteria
Arguing a point, seeing positives
and negatives about complex
situations.
4,5
Literacy / Numeracy
Spiritual Moral Social Cultural
Speaking and listening.
Numeracy, price of tea, wages
of workers
Tea trade began during colonial
era. Is it good or bad for India
now?