Name: ____________________________________________________________________ Ms. Reyes/Ms.

Rust; Global Studies

Date: __________________

Mini-Lesson 3: Social Inequality in South Africa and India Aim: How did Gandhi use civil disobedience to protest injustice in South Africa? Do Now: What is civil disobedience? Give examples of how it can be used. Directions: Complete the History Frame according to todays segment of Gandhi. This will count as your Mini-Lesson notes. Be as complete and thorough as possible! Answer the questions that follow.

1. How is Gandhi treated in South Africa and why?

2. Explain Gandhis use of civil disobedience.

3. How are the Indians treated by the British?

4. Describe how the Amritsar massacre happens. What is the British governments response to the violence? OBJECTIVE TWO ACTIVITIES: Choose one. Option 1: Media played a very significant role in the success of Indian National Movement. Write two editorials about Gandhi. One should express opinions that might have appeared in a British newspaper of the 1930s. The other should express opinions that might have appeared in an Indian nationalist newspaper of the same period. Editorials should include information about the conditions that Gandhi opposed, the goals that he had and the methods that he used. Editorials should express different opinions. Option 2: Describe how the system of apartheid works from the perspective of two native South Africans: one African and one European. This should be at least one page in length, and should cite evidence from the film and readings. Option 3: Illustrate the process of apartheid in three cartoon frames. The frames must demonstrate the origin of apartheid and its effect on South African society. Use evidence from the film and your readings to create your cartoon strip.

Mini-Lesson 3: Mini-Lesson 4: Non-Violent Protest in India Date: 3/25/14 AIM: Why was Mohandas Gandhis appeal so great in all colonized areas? DO NOW/Motivation: Do you think it would be difficult to not fight back if someone was hurting you? If you grew up with a certain tradition, do you think it would be very difficult to change if you realized it was an unfair tradition? Activities: Topic: Collapse of Imperialism Objectives: SWBAT identify the social, political and economic issues that led to Indian Nationalism.

CCLS: CCSS.ELA-Literacy.WHST.9-10.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes; CCSS.ELA-Literacy.WHST.9-10.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. CCSS.ELA-Literacy.RH.9-10.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.

1. Aim/Do Now 2. Discussion of Do Now 3. Check for Understanding 4. Complete the History Frame Graphic Organizer while watching Gandhi Movie 5. Answer Review of Movie Questions 6. Summary (Check for understanding) 7. Objective Closure: How did Gandhi use civil disobedience Assessment: Closure and Objective Activity to protest injustice in South Africa? EVIDENCE OF DIFFERENTIATION: There are accommodations and modifications of objectives or assessments for ELL or special education students: Notes are provided to clarify information and check for understanding Directions are chunked and student work is modeled. Students will be able to collaborate to fill in any of the pieces of information they may be missing. HOMEWORK: Vocabulary and Objective Assignment
Common Core Aligned Lesson: Reflection Shift 2 Knowledge in the Disciplines Students build knowledge about the world (domains/ content areas) through Discussion and Film rather than the teacher.

Shift 5 Writing from Sources: Writing emphasizes use of evidence from sources to inform or make an argument.

According to the DOK this task is between a level 2 and 3 on the rigor scale because of the objective activity. Option 1: Media played a very significant role in the success of Indian National Movement. Write two editorials about Gandhi. One should express opinions that might have appeared in a British newspaper of the 1930s. The other should express opinions that might have appeared in an Indian nationalist newspaper of the same period. Editorials should include information about the conditions that Gandhi opposed, the goals that he had and the methods that he used. Editorials should express different opinions. Option 2: Describe how the system of apartheid works from the perspective of two native South Africans: one African and one European. This should be at least one page in length, and should cite evidence from the film and readings. Option 3: Illustrate the process of apartheid in three cartoon frames. The frames must demonstrate the origin of apartheid and its effect on South African society. Use evidence from the film and your readings to create your cartoon strip.

Class discussion will engage students in collaborative learning and enhanced their collaborative skills.

Name: ____________________________________________________________________ Ms. Reyes/Ms. Rust; Global Studies

Date: __________________

Mini-Lesson 4: Non-Violent Protest in India Aim: Why was Mohandas Gandhis appeal so great in all colonized areas? Do Now: Do you think it would be difficult to not fight back if someone was hurting you? If you grew up with a certain tradition, do you think it would be very difficult to change if you realized it was an unfair tradition? Directions: Complete the History Frame according to todays segment of Gandhi. This will count as your Mini-Lesson notes. Be as complete and thorough as possible! Answer the questions that follow.

1. How are the Indians treated by the British?

2. Describe how the Amritsar massacre happens. What is the British governments response to the violence?

3. What are the causes of the Salt March?

4. What are the effects of the Salt March?

5. How is the Salt March an example of civil disobedience?

6. How does Gandhi use the media to further his cause during the Salt March?

OBJECTIVE THREE ACTIVITIES: Option One (Use Sources 1 and 2): Read the document and answer the questions, citing evidence from the text in your answers. 1. Compare Gandhi and Sarojini Naidus view of Indian women. How are they similar? How do they differ? 2. Do Gandhi and Naidu think that Indian independence will change the roles of Indian women? If so, how will womens roles change? 3. List qualities of women that make them suited or not suited for political protest. Support your answer with examples.

Option Two (Use Sources 9 and 10): Read the document and answer the questions, citing evidence from the text in your answers. 1. How do British officials react to womens participation in the 1930s Salt Protests? Describe what they say citing the documents. 2. Describe different classes or categories of women that participate in the movement. What group of women are the British most concerned with in their accounts? 3. How do the British accounts differ from Kamaladevi Chattopadhyays description of the salt protests in the previous section? List differences citing the documents. What might account for the differences?

Name: ____________________________________________________________________ Ms. Reyes/Ms. Rust; Global Studies

Date: __________________

Mini-Lesson 5: India Gains Independence Aim: How did the Indian sub-continent gain independence? Do Now: Based on what you have seen so far, is Gandhi a hero or a trouble maker/publicity monger? Directions: Complete the History Frame according to todays segment of Gandhi. This will count as your Mini-Lesson notes. Be as complete and thorough as possible! Answer the questions that follow.

1. Explain the effects of the partition on the Indian people.

2. What is Gandhis response to the violence?

3. How successful is he?

OBJECTIVE FOUR ACTIVITIES: Option 1: Famous Assassinations: Compare the assassination of Gandhi to other figures through global and explain if his death was more important or symbolic than others. Option 2: Draw a political cartoon about the Amritsar massacre. Your political cartoon should use images, symbols, but few words to convey a point of view. Option 3: Prepare a time line of the events of the history of Indian National Congress from its establishment to Independence. Collect photographs related to it and arrange them. Option 4: Watch the Mahatma Gandhi BrainPop. Take the Quiz and complete the Activity graphic organizer (not the vocabulary graphic organizer).