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.***
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?
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.****
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.
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
Tuesday, March 19, 2013
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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--–
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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.
Tuesday, March 19, 2013
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Audience: The people of India to gain
support on the controversy over Gandhi
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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.
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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.
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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.
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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.
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Think of the vocabulary choices you make
to support the message.
At the bottom of the poster, it should
read Dead or Alive.
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
Tuesday, March 19, 2013
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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
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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’s Powerpoints 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.
Tuesday, March 19, 2013
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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