Name: ____________________________________________________________________ Ms. Reyes/Ms.

Rust; Global Studies

Date: __________________

Mini-Lesson 2: Nationalism in India AIM: How did World War I undermine the influence and power of European colonialism? DO NOW: What do you know about India? Where is it? What is the culture like? What do you know about its history?

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Introduction: The British Empire, which controlled India, began to show signs of cracking after World War I. The weakening of these empires stirred nationalist activity in India, Turkey, and some Southwest Asian countries. Indian nationalism had been growing since the mid-1800s. Many upper-class Indians who attended British schools learned European views of nationalism and democracy. They began to apply these political ideas to their own country. Indian Nationalism Grows Two groups formed to rid India of foreign rule: the primarily Hindu Indian National Congress, or Congress Party, in 1885, and the Muslim League in 1906. Though deep divisions existed between Hindus and Muslims, they found common ground. They shared the heritage of British rule and an understanding of democratic ideals. These two groups both worked toward the goal of independence from the British. 1. What united the Indian National Congress and the Muslim League, according to the text?

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World War I Increases Nationalist Activity Until World War I, the vast majority of Indians had little interest in nationalism. The situation changed as over a million Indians enlisted in the British army. In return for their service, the British government promised reforms that would eventually lead to self-government. In 1918, Indian troops returned home from the war. They expected Britain to fulfill its promise. Instead, they were once again treated as second-class citizens. Radical nationalists carried out acts of violence to show their hatred of British rule. To curb dissent, in 1919 the British passed the Rowlatt Acts. These laws allowed the government to jail protesters without trial for as long as two years. To Western-educated Indians, denial of a trial by jury violated their individual rights. 2. How did WWI create an atmosphere of political change in India?

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Amritsar Massacre To protest the Rowlatt Acts, around 10,000 Hindus and Muslims flocked to Amritsar, a major city in the Punjab, in the spring of 1919. At a huge festival in an enclosed square, they intended to fast and pray and to listen to political speeches. A small group of nationalists were also on the scene. The demonstration, especially the alliance of Hindus and Muslims, alarmed the British. Most people at the gathering were unaware that the British government had banned public meetings. However, the British commander at Amritsar believed they were openly defying the ban. He ordered his troops to fire on the crowd without warning. The shooting continued for ten minutes. Unable to escape from the enclosed courtyard, nearly 400 Indians died and about 1,200 were wounded. News of the slaughter, called the Amritsar Massacre, sparked an explosion of anger across India. Almost overnight, millions of Indians changed from loyal British subjects into nationalists. These Indians demanded independence. 3. According to the text, what changes resulted from the Amristar Massacre?

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Gandhis Tactics of Nonviolence The massacre at Amritsar set the stage for Mohandas K. Gandhi (GAHNdee) to emerge as the leader of the independence movement. Gandhis strategy for battling injustice evolved from his deeply religious approach to political activity. His teachings blended ideas from all of the major world religions, including Hinduism, Islam, and Christianity. Gandhi attracted millions of followers. Soon they began calling him the Mahatma (muhHAHTmuh), meaning great soul. Noncooperation When the British failed to punish the officers responsible for the Amritsar massacre, Gandhi urged the Indian National Congress to follow a policy of noncooperation with the British government. In 1920, the Congress Party endorsed civil disobedience, the deliberate and public refusal to obey an unjust law, and nonviolence as the means to achieve independence. Gandhi then launched his campaign of civil disobedience to weaken the British governments authority and economic power over India.

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Why do you think the Congress Party supported civil disobedience rather than violent resistance? Cite evidence from the text in your answer

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Boycotts Gandhi called on Indians to refuse to buy British goods, attend government schools, pay British taxes, or vote in elections. Gandhi staged a successful boycott of British cloth, a source of wealth for the British. He urged all Indians to weave their own cloth. Gandhi himself devoted two hours each day to spinning his own yarn on a simple handwheel. He wore only homespun cloth and encouraged Indians to follow his example. As a result of the boycott, the sale of British cloth in India dropped sharply. 5. What strategies did Gandhi use to work for independence from Great Britain? Why are these effective?

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Strikes and Demonstrations Gandhis weapon of civil disobedience took an economic toll on the British. They struggled to keep trains running, factories operating, and overcrowded jails from bursting. Throughout 1920, the British arrested thousands of Indians who had participated in strikes and demonstrations. But despite Gandhis pleas for nonviolence, protests often led to riots. 6. How did Gandhis tactics of nonviolence affect the British?

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OBJECTIVE ONE ACTIVITIES: Read the letter from Gandhi to Lord Irwin, English governor in India, and complete one of the following activities: 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. OR: 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?

Mini-Lesson 2: Nationalism in India

Date: 3/20/14 AIM: How did World War I undermine the influence and power of European colonialism? DO NOW/Motivation: What do you know about India? Where is it? What is the culture like? What do you know about its history?

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.

Activities:

1. Aim/Do Now 2. Notes 3. Check for Understanding 4. Scholar Pair work reading and Qs. 5. Review Questions from class work activity 6. Summary (Check for understanding) 7. Objective Closure: How did World War I undermine the Assessment: Closure and Objective Activity influence and power of European colonialism in India? EVIDENCE OF DIFFERENTIATION: The scholar pairs have been broken up to reflect the heterogeneous nature of our classroom (Flexible Grouping).

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 TEXT 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.

Pair work will engage students in collaborative learning and enhanced their collaborative skills.