Collapse of Imperialism

Common Core Learning Standards: CCLS RI.1, CCLS CCR 7, CCLS W 5, CCLS CCR Speaking and Listening 1, 3, and 4

The first level is REQUIRED. When you complete the C- level to the best of your ability you may complete one activity from the B level and one activity from the A- level. You must complete in order ( C, B, A ).

Layer C: Basic Understanding (450 points MAX)

You must earn 350 points to complete Layer C and move on to Layer B

**Assignments** with asterisks are REQUIRED ACTIVITIES; all students must complete You can earn the remaining points you need in each category using any combination of assignments, including videos, textbook reading, graphic organizers, handouts, and internet activities All assignments will be graded based on an oral quiz given by your teacher, and will be collected at the end of the unit Depending on the assignment you will be graded on both the assignment and the oral quiz Any work that is not completed in class can be completed at home for homework

Essential Questions: When I complete this layer, I will be able to answer the following questions
1. 2. 3. 4. 5. 6. 7. How did the colonial legacy contribute to a growing spirit of nationalism? Is Nationalism a unifying or dividing force in the world? Are Revolutions inevitable or the result of bad governments? How did Gandhi help India gain independence? Is non-violence an effective way to bring peace? What role did various nationalists play in the struggle for independence in Africa? How did the long struggle to end apartheid lead to a new South Africa?

Learning Tasks: These are activities you will complete to show you have learned the objectives. You can accumulate
50 points for each objective activity in Layer C of this unit. You can earn 210 points for the vocabulary activity,

C Layer- Blooms Taxonomy: Objectives (50 points each) and VOCABULARY ARE REQUIRED ACTIVITIES.
Mini-Lesson 1- Changes in the World after WWII and Decolonization Self-Determination Decolonization General Douglas Macarthur Trade Surplus Mini-Lesson 2- India Seeks Self-Rule Mercantilism British East India Company

Raw Materials Sepoy Rebellion

Caste System Sepoy

Mini-Lesson 3- Social Inequality in South Africa and India Indian National Congress Muslim League Amritsar Massacre Mohandas K. Gandhi Mini-Lesson 4- Non-Violent Protest in India THIS

Nationalism Muslim

MINI LESSON WILL BE COLLECTED ALONG

Civil disobedience Rowlatt Act

WITH OBJECTIVES
Hindu Noncooperation Mini-Lesson 5- India Gains Independence Muhammad Ali Jinnah Indira Gandhi Ahimsa Boycotts

Partition Jawaharlal Nehru

Mini-Lesson 6- The Indian Subcontinent Achieves Freedom

Mini-Lesson 7- New Nations in Africa Sovereignty Blood diamond Niger River Tribalism Mini- Lesson 8- The Challenge of Democracy in Africa Kwame Nkrumah African National Congress Pan Africanism Mau Mau Great Liberation Mini-Lesson 9- Apartheid Nelson Mandela

Berlin Conference Gold Coast

Desmond Tutu Racism

Afrikaner

F.W. de Klerk

Mini- Lesson 10- Genocide in Rwanda and Darfur **VOCABULARY ASSIGNMENTS (5 points per word): Product and oral defense is 210 points total. For each MiniLesson, complete one of the following vocabulary assignments. This is to be done at home, or after you finish the assigned classwork for the day. 1 Index Cards: Make index cards for each of the terms. On one side of the card, write the term. On the other side, write definition, examples, location, and any other relevant information. 2 Glossary: on a piece of paper, write a definition, and a sentence for each term Objective One Activities: You must Choose one. 50 points- Read the letter from Gandhi to Lord Irwin, English governor in India, and complete one of the following activities: Option 1. Write a response letter from Lord Irwin, reflecting the British reaction to Indian attempts at gaining independence. Your letter should be at least one page long, should use relevant information from the text, and should use the vocabulary from the mini-lesson. Option 2. Answer the following questions in complete sentences on a separate sheet of paper. a) According to the Note, what was it that the Salt Law prohibited? b) Why would a poor Indian want to manufacture his own salt? c) What is the meaning of civil disobedience? d) What act of civil disobedience did Gandhi propose for March 11, 1930? Objective Two Activities: You must Choose one. 50 points 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. Objective Three Activities: You must Choose one. 20 points

Option 1 (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 2 (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? Objective Four Activities: You must Choose one. 50 points 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). Objective Five Activities: You must Choose one. 50 points OPTION 1: Write a letter from Gandhi to the leaders of these new nations. Consider, what would Gandhi make of the events that occurred since his assassination? Use all of the vocabulary words in the list at the top of the previous page. OPTION 2: Label the map of India after the partition of Pakistan using page 883 in your textbook. Label all the major landforms and new political borders. Label the surrounding countries. Next to each newly formed country on the Indian subcontinent, write a brief summary of the belief systems and major characteristics of that country. Objective Six Activities: You must Choose one. 50 points Option 1: Ghana Case Study- Copy the graphic organizer above on loose leaf to take detailed notes based on the case study of your choice. Describe how each nation gained independence and the reforms and problems that following independence. Option 2: Kenya Case Study- Copy the graphic organizer above on loose leaf to take detailed notes based on the case study of your choice. Describe how each nation gained independence and the reforms and problems that following independence. Objective Seven Activities: You must Choose one. 50 points Option 1: Answer the following questions in complete sentences, citing evidence from the text.

1. Can you think of a time in your life that you or someone you know had a choice between using violence to accomplish a goal? What choice was made? Was it effective? Why or why not? 2. Why did Nelson Mandela support non-violent civil disobedience? 3. What does Mandela mean by purely ethical grounds? 4. Were Mandelas reasons for supporting non-violence civil disobedience the same as Gandhis? Option 2: Write a conversation that might occur between Nelson Mandela and Gandhi regarding the use of non-violence. Include in your conversation each mans perspective on non -violent civil disobedience, and some experiences each had that led them to that perspective. Your conversation should be at least one page long, should cite specific information from the text and notes, and should include vocabulary from the unit list. Option 3: Watch the Apartheid BrainPop. Take the Quiz and complete the Activity graphic organizer (not the vocabulary graphic organizer). OBJECTIVE Eight ACTIVITIES: You must Choose one. 50 points 1.Write a short paper based on research about the effects of economic sanctions in South Africa. What impact did these sanctions have on the South African governments ability to sustain apartheid? Go further by comparing this situation with the current situation in Ukraine (U.S. has placed economic sanctions on Russia for involvement in Ukraine). 2.Why do activists campaigning against repressive regimes often go to great lengths to gain the attention of foreign media, especially media from the United States and Western Europe? How can a nonviolent movement, in its opposition to a government, use international attention? 3.Write a poem/song expressing some aspect of the South African condition of the 1980s and 1990s from an African point of view. You may wish to write about exploitation, resistance, or the growing spirit of selfconfidence.

"B" Layer- Blooms Taxonomy: Application (100 pts.) Multiple Choice Exam "A" Layer-Blooms Taxonomy: Evaluating, Synthesis and Analysis (100pts.) Thematic Essay