2013 Modern India Lesson
Date your papers:
Friday March 22, 2013
Monday, April 1, 2013
Tuesday, April 2, 2013
Wednesday, April 3, 2013
Thursday, April 4, 2013
Friday, March 22, 2013
• 1. Quiet Question:
Type Two Prompt--Using your Gandhi
Interactive Notes and
the Gandhi Biography
you should have
downloaded from Ms.
Barben’s Teacher
Page, you are going to
write a Biopoem on
Mohandas Gandhi.
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Format:
Do not repeat information.
Incorporate specific historical concepts like names of organizations, events,
dates, etc…
Incorporate primary source quotes
Cover his whole life/career
Writing a Bio-Poem
Line 1: First name
Line 2: Who is... (FOUR descriptive words that describe the personality traits of
the historical figure)
Line 3: Who is brother or sister of...(Can be any familial relationship like
husband or brother, but it can also be metaphorical like Father of Modern
Science)
Line 4: Who loves...(THREE ideas or people that relates to the historical figure’s
actions and relationships)
Line 5: Who feels...(THREE ideas about the historical figures beliefs and goals)
Line 6: Who needs...(THREE ideas about the resources or strategies used by the
historical figure to achieve goals)
Line 7: Who gives...(THREE ideas about the effects/results of the historical
figure’s actions)
Line 8: Who fears...(THREE ideas about what the historical figure personally
fears or does not fear for himself, his goals, organizations, etc…)
Line 9: Who would like to see...(final objective or goal of work)
Line 10: Who shares...(specific beliefs of historical figure)
Line 11: Who is...(what the historical figure is remembered for)
Line 12: Who is a resident of...(where the historical lived primarily)
Line 13: Last name
Friday, March 22, 2013
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• 2. Pair-Share: Turn to your partner and share each other’s
Biopoems. Make any additions or corrections. Double-check to
make sure they are done completely and correctly. Then
together, based upon what we have learned about India thus far,
make a Historical Prediction with this Type One Prompt----What
changes do you think an independent India will make and what
issues will the face? Explain why.
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• 3. Class: Have pairs share their predictions. Then as a class, as
Ms. Barben reads aloud the short introduction article entitled
“India Since World War Two”, highlight and make notes.
• 4. Class: Ms. Barben will now begin her Powerpoint Lecture on
“The Indian Subcontinent Since 1947: The Legacy of
Independence” and you will take notes in the provided graphic
organizer.
Friday, March 22, 2013
• Homework: Finish up your British
Imperialism Homework due on Monday, April
1, 2013.
• Academic A: Hero and Wanted Posters for
Gandhi
• Accelerated: British Imperialism Political
Cartoon
Monday, April 1, 2013
• Pass up your homework. Grade sheet should
be stapled to front.
• Academic A Order: Grade Sheet, Behind
Grade Sheet Hero Poster, Behind Hero Poster
Wanted Poster
• Accelerated Order: Grade Sheet, Behind
Grade Sheet Political Cartoon, Behind
Political Cartoon Typed Paragraphs
Monday, April 1, 2013
• 5. Class: Ms. Barben is going to go over the
Modern India Photo Essay Directions. Then
you will be broken up into your pairs/triads
to begin work on it.
• 6. Homework: Work on Study Guide for
Second Unit Test on next Block Days of
Wednesday, April 10 and Thursday, April 11.
Period One Pairs:
• Pair One: Kelly Stamer
and Natalie Kirsch
• Pair Two: Brandon and
Kelly Broadbelt
• Pair Three: Jordan and
Heather
• Pair Four: Marik and
Ailey
• Pair Five: Bridget and
Brian
• Pair Six: Jason and
Natalie Armstrong
• Pair Seven: Liz and
Nichole
• Pair Eight: Nick and
Natalie Rosato
• Pair Nine: Maiya and
Jack
• Pair Ten: Kyle and
Nicole DiGiallorenzo
Period Three Pairs:
• Pair One: Evan and Alex
• Pair Two: Chris and Kyle
• Pair Three: Jake Rankin
and Erin
• Pair Four: Laura and
Jacob Wolf
• Triad: Angel, Jack, and
Amanda
• Pair Five: Jameson and
Wade
• Pair Six: Danny and
Megan
• Pair Seven: Emily and
Harry
• Pair Eight: Eamonn and
Dylan
Period Four Pairs:
• Pair One: Brendan and
Marissa
• Pair Two: Aqsa and Eric
• Pair Three: Anna and
Jake
• Pair Four: Miriam and
Sara
• Pair Five: Kenya and
Sioban
• Pair Six: Greg and
Cameron
• Pair Seven: Ashlyn and
Abby
• Pair Eight: Allie and
Scott
• Pair Nine: Courtney
and Lindsey
• Pair Ten: Connor and
Lauren
Period Five Pairs:
• Pair One: David and
Miya
• Pair Two: Alex and Lee
• Pair Three: Clinton and
Cerita
• Pair Four: Connor and
Drew
• Pair Five: Olivia and
Jonah
• Pair Six: Jon and Reiner
• Pair Seven: Sam and
Jasmine
• Pair Eight: Claire and
Steve
• Pair Nine: Max and
Elise
• Pair Ten: Colin and
Samie
Period Six Pairs:
• Pair One: Waris and
Kristen Knaff
• Pair Two: Katie and
Vinnie
• Pair Three: Hannah and
Christina
• Pair Four: Paul and Mady
Haly
• Pair Five: Stefanie and
Ethan
• Pair Six: Laura and
Maddie Duncan
• Pair Seven: Bridget
Morgenweck and Val
• Pair Eight: Bridget Taylor
and Abby
• Pair Nine: Sam and Kara
• Pair Ten: Shannel and Joe
• Pair Eleven: Tommy and
Crosby
• Pair Twelve: Kristen Le and
Andrew
Monday, April 1-Thursday, April 4,
2103
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Procedure:
You will be using Ms. Barben’s Problems and Issues Facing India Powerpoint uploaded on
her teacher page.
You will also be using the internet.
– Newsweek.com Photo Gallery
– Time.com Photo Gallery
– BBC News
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You will need to take notes for all the sections and make sure your graphic organizer is
complete.
You will be creating a Photo Essay in Powerpoint format.
It must be printed up and turned in to Ms. Barben to grade.
You must address the following topics:
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Urbanization
Poverty
Slums
Lack of Infrastructure
Population Issues and Family Planning Policies
Pollution
Economic Strengths
Religious Conflict between Hindus and Muslims and Sikhs and Hindus
Tamil Nationalism and Militarism
Monday, April 1-Thursday, April 4, 2013
• The selected images and presented information must support a theme/thesis on
modern India:
– While India is economically thriving, India is also being torn apart by population,
poverty, and political issues.
– India’s population and natural resources have made it an economic superpower, but
developing country issues and political strife are holding it back.
• You must have a MINIMUM of THREE IMAGES/SLIDES for each topic.---Total of 27
Images/Slides
– On each slide, there should be a title.
– The image, whether a photograph, a map, a chart or graph, or political cartoon should
have caption that connects the image to the theme.
• Of the 27 images, only 17 may be photographs.
• The rest must be made up of maps, charts or graphs, political cartoons, and/or propaganda
posters.
– On each slide, there should be a well-developed paragraph summarizing the
issue/strength using specific information and supportive evidence.
• Remember a well-developed sentence identifies and defines, provide examples and explains, or
examines the historical impact and connections.
• The 5 Ws of Who, What, When, Where, Why, How and Impact/Importance should be addressed.
• You must connect the images and information to the theme/thesis of the photo essay.
Monday, April 1-Thursday, April 4,
2013
• FCAs:
• FCA One: The students had a minimum of 27 photos and other
visuals that addressed the required content and supported the
theme/thesis statement. Worth 30% of the grade.
• FCA Two: The students had well-developed captions that were in
paragraph format providing specific information on the image
and making connections between the image and the
theme/thesis statement. Worth 30% of the grade.
• FCA Three: The students fully supported their thesis
statement/theme through their choices of visuals and their
written analysis and connections. Worth 30% of the grade.
• No Excuses: It was done in powerpoint format. It was organized
in a logical and thematic manner. There was a title for each.
The content was edited for spelling, grammar, and capitalization.
Worth 10% of the grade.
Monday, April 1-Thursday, April 4,
2013
• Work Days: Monday, April 1-Thursday, April
4
• Must do as classwork and homework or will
not complete.
• Due on Monday, April 8, 2013
• Turn in printed up copy of photo essay.
Apartheid Photo Essay Example
Thesis Statement
• The brutality of the enforcement of the unjust
laws of apartheid forced the African National
Congress and other protest groups to stop
practicing non-violent civil disobedience and
become more militant.
African National Congress
The leaders of the anti-Apartheid
movement in South Africa created an
organization known as the African
National Congress (ANC). In 1912, this
organization came into existence in
order to protest discrimination that was
legalized by Apartheid. In the
beginning, the ANC attempted to use
legal means to push for change. They
petitioned the government and held
peaceful protests in the streets. A
delegation of ANC members even went
so far as to travel to England in 1914
with the intention of conveying the
objections of the South African people.
Public Safety Act and Criminal Law
Amendment Act, 1953
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In 1953, the South African
government passed the Public Safety
Act and Criminal Law Amendment.
These acts gave the South African
government the right to declare a
“state of emergency.” This power
allowed the government to increase
punishments for protesting apartheid
laws and raised fines and lengths of
imprisonment. Increasingly ruthless
methods of torture such as whippings
became commonplace. As the 1960s
began, the government began to use
even more drastic measures such as
torture, assassinations and house
arrests. In order to control the antiApartheid movement, the South
African government arrested around
10,000 people in the early part of that
decade. As the political cartoon
depicts to the right, even when the
state of emergency was lifted, the
victims of Apartheid received no
reprieve.
Sharpeville Massacre, 1960
The extreme measures taken by
the South African government
led to extreme responses from
the Black South African
population. In 1960, in the
town of Sharpeville, a large
crowd of Black South Africans
assembled in front of the police
station to protest pass laws
imposed by apartheid. The
protest was organized by ANC
leaders like Nelson Mandela in
order to peacefully protest
apartheid. Before 1960,
protests of this magnitude had
not taken place. The incredibly
tense situation exploded when
the crowd began pelting
policemen with stones, and the
police responded with gunfire.
In the end, sixty-nine
protesters were killed and one
hundred and eighty were
wounded (some shot while
trying to flee).
Impact of the Sharpeville Massacre
The event came to be known as the
Sharpeville Massacre. In response to
Sharpeville, the government outlawed
the African National Congress (ANC).
Nelson Mandela, in reflecting on this
incident, once said “I was made by the
law, a criminal, not because of what I
had done, but because of what I stood
for, because of what I thought, because
of my conscious. Can it be any wonder
to anybody that such conditions make
a man an outlaw of society?” To many
Black South Africans, the Sharpeville
Massacre and the government’s
response to that massacre was just
another example of the extreme
discrimination faced by people of their
race.
Umkhonto we
Sizwe
“Spear of the
Nation”
Due to the violent response of the South African
government to the peaceful Sharpeville Protest,
Nelson Mandela was put in charge of a sub-group
of the African National Congress called the Spear
of the Nation. The abbreviation for the group
was MK. Nelson Mandela and others now
believed only through the use of more militant
actions could they wear down the system of
apartheid. They also knew by provoking more
violence from the South African government, it
only made them look worse in the eyes of the
international community. So in 1969 a new
policy of protest was implemented: “"(e)
Selection of targets to be tackled in initial phase
of guerrilla operations with a view to causing
maximum damage to the enemy as well as
preventing quick deployment of reinforcements.
In its study the Committee should bear in mind
the following main targets: strategic road,
railways and other communications, power
stations , police stations, camps and military
forces , and irredeemable Government stooges."
Some of the examples of their guerrilla warfare
tactics came from a main repertoire of sabotage
to bombings, such as: 190 acts of sabotage
between October 1961 and July 1963, 19761982: 150 attacks, 1980s- 100s of bombings, and
1983- MK bombs air force headquarters where
19 people killed and more than 200 injured.
Soweto Uprising, 1976
As apartheid continued to play
a major role in South African
society, the government began
to force black high school
students to learn the Afrikaans
language. Most students
wanted to learn English
because it was a general
language that people spoke.
Afrikaans was the language of
Apartheid. The blacks were so
angry, they boycotted the
classes and went to protest in
Soweto near Johannesburg.
The result was the largest riot
in South African history. More
than 500 black students killed
by white policemen. More than
a thousand men, women and
children wounded.
Results of Soweto Uprising
This incident further enraged
black South Africans but
also helped to bring
Apartheid under the global
spotlight.In the aftermath
of Soweto, the plan for
schooling in Afrikaans was
dropped and the UN
banned sales of weapons
to South Africa in 1977.
During the 1980s,
Apartheid would become a
major global issue. The
world would respond, and
the South African
government would be
forced to end Apartheid by
the end of that decade.