2014 Partition of India and Pakistan Lesson Plan
Dates:
Essential and Guiding Questions:
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Why is it important to develop an appreciation of other cultures?
How does religion impact the development of cultures?
How has the process of “modernization” affected South Asia?
How does the culture of South Asia impact the global community?
What are the core beliefs of Hinduism and Buddhism?
How have Hinduism and Buddhism affected the development of culture in South Asia?
What events, figures, and processes impacted South Asia from imperialism through
independence?
8. What issues currently affect South Asia?
9. What internal conflicts have shaped the development of South Asia?
10. What factors influence South Asia’s position in the global community?
Lesson:
Day One:
1. Quiet Question: Type Two Prompt---Ms. Barben is going to read aloud Gandhi’s “Quit India”
Speech. As she does, you should be doing Active Reading strategies. Then with your partner,
you will answer the following Reflection Questions.
a) What is the main idea that Gandhi wants to get across in his speech? Provide three either
direct quotes or references within the speech that support this main idea.
b)
How does Gandhi try to unify his audience with this speech? Referring to your notes from the
last lesson, why would Gandhi make a point of doing this in the speech?
2. Class: We are now going to do a Photo Analysis Activity to introduce us to the Partition of
India and Pakistan. Working with visual primary sources, like photographs, is a Social Studies
Literacy Skill that all high school students are expected to master to be the Common Core
Standards. To help you do this, I have provided you with a Photo Analysis Worksheet.
Steps:
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You will be assigned a letter from A through L. The letter corresponds with the historical
photograph assigned to you. Find it in the class set packet.
Read the information within the box under the photograph.
Use the provided Guided Discussion Questions to help you analyze the photo.
Complete the Photo Analysis Worksheet.
3. Class: Students will present summaries of their assigned photographs. Based upon the
different photos, what predications can we made about what happened when India and
Pakistan were partition?
4. Class: Ms. Barben is going to begin her Partition of India and Pakistan Powerpoint. You shold
take notes in the provided graphic organizer.
In class today, we should cover the following topics:
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British View of Independence
Begin Reasons for Partition
5. Homework: Continue to work on your Hero and Wanted Posters for Gandhi.
Day Two:
6. Class: Ms. Barben is going to finish her Partition of India and Pakistan Powerpoint. You
should finish your notes in the provided graphic organizer.
In class today, we should cover the following topics:
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Finish Reasons for Partition
Mountbatten
How Partition Was Handled
Violence
Long-Term Impact
7. Homework: Finish your Gandhi Hero and Wanted Posters. They are due the next class period.
Day Three-Four:
8.
Group Summative Assessment: Because the partition of India and Pakistan was handled so
poorly and was so violent, there are several political cartoons on the event. I have included
this historical examples in my instructional powerpoint. You will refer to them and your
graphic organizer notes to create your own political cartoon on the partition.
Resources for Political Cartoon Summative Assessment:
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Packet on Political Cartoon Strategies with Examples
Ms. Barben’s Partition of India and Pakistan Powerpoint
Partition of India and Pakistan Photo Analysis Packet
Art Supplies
Oaktag
Computers
Internet
Chunking of Political Cartoon:
Day One Classwork and Homework:
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Select what aspect of the partition you want to address. Suggestions are----British attitude
towards the partition, role of Mountbatten, reasons for partition, how the partition was
handled, or the violence.
Then select which political cartoon strategies your group wants to use.
Draw a rough sketch of the political cartoon.
Assign responsibilities to group members:
o Sarcastic Caption and Historical Images
o Assembling/Finishing the Drawing of the Political Cartoon
o Writing the Paragraphs
Day Two Classwork and Homework:
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Group members begin their parts.
Have the class period.
Whatever is not finished, must be finished for homework.
Due the next class period….no time to assemble.
2014 Group Summative Assessment on Partition of India and Pakistan 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.
_________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 the Partition of
India and Pakistan or images from the Photo Analysis Activity we did that is uploaded on her teacher
page that support the message of the political cartoon. Worth 10 Points.
__________5. The student chose and used appropriately a MINIMUM of TWO DIFFERENT political
cartoon strategies from the list below: Worth 20 Points.
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Exaggeration and/or Distortion
Caricatures
Stereotyping
Symbolism
YOU ARE ALREADY USING HISTORICAL IMAGES AS 4., SO IT DOES NOT COUNT AS THE
MINIMUM OF TWO DIFFERENT STRATEGIES.
Labeling
Analogies
Literary References
Metaphors
Satire
Humor
Parody
Irony
Sarcasm
__________6. The student wrote a MINIMUM of THREE WELL-DEVELOPED PARAGRAPHS on the
following:
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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.
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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, spellchecked, grammar-checked, and edit for capitalization errors. Worth 10 Points.
Total:
/110 Points