UNIT #7: ASIA
Lesson #3: History of South Asia
Duration: 90 Minutes
IB FrameworkStatement of Inquiry and Lesson Connection
· Statement of inquiry: Peoples’ beliefs drive their behaviors.
· How it connects to the lesson: The history of a culture drives their beliefs. / Connection to Learner Profile Attribute(s)
· Learner Profile Attribute: Risk Taker
· How it connects to the lesson: Scholars will become less dependent on Guided Notes and more dependent on encapsulating their thoughts on their own.
Lesson Vision
Objective(s):
· SWBAT describe how the Aryan invasion affected South Asia.
· SWBAT list the contributions of some important groups and people in South Asian history. / Key Points:
· The Aryan invasion of South Asia (Indus River Valley) divided people intro three classes (caste) – priests, warriors, and ordinary people.
· The ideas and practices notes religions writings (Vedas) of the Aryans became Hinduism, the world’s oldest religion.
· The smaller kingdoms of South Asia were unified by Chandragupta.
· Asoka, the powerful grandson of Chandragupta, changed his religion to Buddhism and ruled the kingdom peacefully.
· Akbar was a Muslim, and allowed religious freedom throughout the kingdom.
· Shan Jahan, Akbar’s grandson, built the Taj Mahal to honor his late wife. Taking more than 25 years to build, it drained the kingdom of its resources and led to the empire’s collapse.
· India was “the crown jewel” in the United Kingdom when it became a colony in the 1700s.
· Mohandas Gandhi urged Indians to peacefully resist British rule. Using Hindu principles, he preached non-violent civil disobedience, and would inspire MLK and Nelson Mandela in their efforts to change their spheres of influence.
Vocabulary:
Content vocabulary
· caste
· colony
· partition
Skills vocabulary
· describe
· explain
TEKS: 2(b) evaluate the social, political, economic, and cultural contributions of individuals and groups from various societies, past and present; 15(d) analyze the experiences and evaluate the contributions of diverse groups to multicultural societies.
ELPS: 4 (J) demonstrate English comprehension and expand reading skills
Skills (refer to vertical alignment doc and CRS):
· Historical argumentation through comprehension of text/visuals:
Understand and summarize clear main idea of a simple text.
Identify if a text is a primary or secondary source.
Differentiate and provide textual examples of main ideas and supporting details.
Understand the purpose of text features including titles, subtitles, and labels; use them in gathering information.
Annotate a text using a school-agreed upon, vertically aligned strategy such as: Summarizing main ideas in margins, numbering supporting details, circling unknown words, and putting exclamation marks next to the most important pieces.
Circle important information in a visual, chart, or graph and summarize importance in margin
Writing skills:
· Cause and effect relationships:
Using diagrams consistently and correctly, implement cause and effect vocabulary.
Write short answers related to the unit of study.
Listening/Speaking skills:
· Note taking:
Use a combination of “fill in the blank notes” and teaching scholars how to use a template that will help them paraphrase notes in their own words from PPTs, media, and readings (collaborate with other grade level teachers in creating this template).
· Gathering information from presentations:
Enforce the importance of listening while others are speaking
Assessment (ET): Complete the K-W-L Chart
Accommodations/Modifications for Special Populations:
Preferential Seating, Guided notes, Pull outs, Tutoring, Partner/Paired work, Extension activities, Review activities
Materials Needed:
Guided notes, journal, writing utensil, packet, computer, projector, Gallery Walk Posters
Teaching Plan
Do Now
Time: 8 min. / Prepare for the Study Guide quiz.
· Get out your study guide
· Use your book to complete any missing information
· Clear your desk of all other materials
· Use only a pencil or blue/black pen for the quiz
Independent Practice
Time: 25 min. / Study Guide quiz
Hook
Time: 7 min. / Intro Video: History of South Asia (Indian Sub-continent)
https://www.youtube.com/watch?v=g6ELktsICQk
· Teacher will distribute Cornell Notes/Guided Notes
· Scholar will take 5-7 notes on the back side of the Cornell Notes
CFU:
Checks for Understanding and Exemplar Student Responses
CFU:
Potential Misconceptions:
Guided Practice (We Do)
Time: 30 min. / Read and Take Notes
· Scholar will open their text book to page 472.
· As a table group, scholars will read and take notes on Section 3 (South Asia), complete the answers to the two questions on their notes, define the vocabulary terms on their notes, and complete the graphic organizer in their notes.
· Use the headings in this non-fiction reading to guide you in answering the questions.
CFU: What is the first question on your Cornell Notes/Guided Notes?
CFU: In what section of the reading will I find the answer to that question?
Checks for Understanding and Exemplar Student Responses:
CFU: What is the first question on your Cornell Notes/Guided Notes? (Scholar reads the question from their Cornell Notes.)
CFU: In what section of the reading will I find the answer to that question? (In the first section; note the title of the first heading.)
Potential Misconceptions:
Closure and Exit Ticket
Time: 20 min. / Closure: How has South Asia’s past influenced its present?
· Review some of the things learned today about the history of this region.
· Review the answers to the Cornell Notes
Exit Ticket: On a clean piece of paper to turn in,
· Put your hand on the center of the paper
· Trace your handprint
· In the space where you palm was, write your FULL name and period number
· In each finger (and thumb) list something you learned today OR something about which you want to know more
Homework/Extension / Review Notes