2013 Modern India Lesson Date your papers:

Friday March 22, 2013Monday, April 1, 2013Tuesday, April 2, 2013

Wednesday, April 3, 2013Thursday, 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.

• 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 nameLine 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• • 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.

• • 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

• 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

• 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:

– 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 CongressThe 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

• 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 anti-Apartheid 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, 1960The 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 MassacreThe 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, 1976-1982: 150 attacks, 1980s- 100s of bombings, and 1983- MK bombs air force headquarters where 19 people killed and more than 200 injured.

Soweto Uprising, 1976As 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 UprisingThis 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.