TGC Fellow Understanding by Design Unit

Unit Summary: In this unit, students will analyze freedom movements around the world and key leaders in these movements. The big question students
will look at is: What influenced and inspired leaders in the developing world to work toward independence? Student will examine three case studies: 1) The
end of apartheid in South Africa, 2) The end of British colonization in India, and 3) The situation in Israel and Palestine.
Prepared by: Kim Stalnaker

Grade: 10

Unit Title: Freedom Movements

Time Needed: 6 weeks

Stage 1 Desired Results

ESTABLISHED GOALS:
DC Standards
10.11.3: Explain the pan-Africanism movement, the
formation of the Organization of African Unity, and
various independence movements (Congo, Angola,
Mozambique, Zimbabwe) and African American
support.
Supporting standard: Explain the fight against and
dismantling of the apartheid system in South Africa
and evolution from white minority government,
including the role of Nelson Mandela, ANC and
African Americans.
10.12.4: Describe the reasons for and the effects of
the partition of the Indian subcontinent into India
and Pakistan in 1947, as well as the exchange of
more than 12 million Hindus and Muslims.
10.15.2: Explain the United Nations vote in 1947
to partition the western part of the Palestine
Mandate into two independent countries, the
rejection by surrounding Arab countries of the UN
decision to establish Israel, the rise of the PLO, and
the invasion of Israel by Arab countries.
Common Core/Interdisciplinary Standards and C3
Framework Indicators
D1.4: Explain how supporting questions contribute
to an inquiry and how, through engaging source
work, new compelling and supporting questions
emerge.
WHST.9-10.2: Write informative/explanatory texts,

Transfer
1. Students will be able to critically investigate the world.
2. Students will be able to recognize their own perspective and compare it to the perspectives of
others. Students will be able to compare perspectives of historical figures on different sides of an
issue.
3. Students will be able to communicate their ideas and the ideas of others.
4. Students will be able to analyze complex texts.
5. Students will be able to state a claim, back it up with evidence, and explain a counterclaim.
6. Students will be able to relate historical events to current events.
Meaning
UNDERSTANDINGS
ESSENTIAL QUESTIONS
1. Students will understand that perspectives are
1. What common goals caused pan-African
formed through life experiences.
leaders to band together?
2. Students will understand that historical events 2. How did Nelson Mandelas methods and goals
affect current events.
change over time?
3. Students will understand exposure to other
3. What were the causes and effects of the end of
cultures impacts personal perspective.
apartheid?
4. Students will understand the role imperialism
4. How did British imperialism change India?
played in the fight for freedom in Africa, Asia,
5. What role did the Sepoy Rebellion play in the
and the Middle East.
dissatisfaction with British rule?
5. Students will understand the impact Gandhi
6. How did Mahatma Gandhis methods and
had on Nelson Mandela and Martin Luther King goals change over time?
Jr.
7. What were the causes and effects of the end of
6. Students will understand what inspired people British rule in India?
to advocate for their freedom in South Africa,
8. What led to the partition of Palestine?
India, and Israel.
9. What are the different perspectives on the state
7. Students will understand the role cultural
of Israel and/or Palestine?
misunderstandings played in the fight for
10. Why is there still conflict between Jews and
independence in South Africa and India.
Palestinians today?

including the narration of historical events scientific

procedures, or technical processes.
RH.9-10.4: Determine the meaning of words and
phrases as the are used in a text, including
vocabulary describing political, social, or economic
aspects of history/social science.
RH.9-10.9: Compare and contrast treatments of the
same topic in several primary and secondary
sources.
GLOBAL COMPETENCY:
1. Globally competent students investigate the
world
2. Globally competent students recognize
perspectives
3. Globally competent students communicate ideas
4. Globally competent students take action

Acquisition
Students will know..
Students will be skilled at.
1. Students will learn key geography related to
1. Students will be able to read complex texts
South Africa, India, and Israel.
related to decolonization and key leaders in the
2. Students will learn key vocabulary around the movements for independence.
freedom movements in South Africa, India, and
2. Students will be able to recognize, define, and
Israel.
use key vocabulary related to decolonization.
3. Students will learn key ideas and concepts
3. Students will be able to express their ideas
around decolonization and freedom movements.
orally and in writing.
4. Students will learn how these events have
4. Students will be able to communicate with
affected these countries today.
students in another country to get their
perspective on how theyre affected by these
events today.

Resources/Complex Texts:
1. Nelson Mandelas Rivonia Trial speech
2. Videos and articles from The New York Times on
Nelson Mandela
3. Movies Gandhi, The Rising: Ballad of Mangal
Pandey (Bollywood film), and Promises (about
children in Israel and Palestine)
4. Primary sources on the Sepoy Rebellion from the
Stanford History Project
5. Quotes from key leaders
6. Various maps
7. World History textbook, Modern Times by
Glencoe
8. Facing History and Ourselves study guides
9. Field trip to the Newseum and in house lesson
entitled You Cant Say That!?
10. United Nations Declaration of Human Rights
Stage 2 - Evidence
Evaluation Criteria (Learning Target or Student
Will Be Able To)
Students will be able to investigate the world

Assessment
Assessments FOR Learning: (ex. Exit ticket, observation, draft, rehearsal)

beyond their immediate environment.

Students will be able to recognize their own and
others perspectives.
Students will be able to communicate their ideas
effectively with diverse audiences.

Students will be able to investigate the world

beyond their immediate environment.
Students will be able to recognize their own and
others perspectives.
Students will be able to communicate their ideas
effectively with diverse audiences.

Movie/video reflections
Writing of expanded sentences, summary sentences, and the use of appositives and
conjunctions as explained in the Hochman writing program
Map analysis
Complex text analysis and annotation
Turn and talks
Question creation at the beginning of the unit and question answering at the end
Quizzes and tests
The use of graphic organizers for vocabulary and key information
Evaluating personal perspective and relating to current life

Assessments OF Learning: (ex. Performance task, project, final paper)

1. Rivonia Trial Readers Theater: In pairs, students will receive one portion of Nelson Mandelas
Rivonia Trial speech. Students will annotate the text in order to determine the key messages of that
part of the speech. Students will plan a dramatic reading of the text and perform their reading in front
of the class. Words or phrases can be repeated or omitted, but the original text cannot be changed.
2. Illustrated Poem of the phrase British Raj Students will write a poem with illustrations about
British rule of India. Each sentence must begin with the first letter of one of the words in the phrase.
The poem must be illustrated with pictures and symbols that represent both Indian culture and
British imperialism.
3. Mind Map of Nelson Mandela or Mahatma Gandhi: Students will create a mind map of one of
these leaders. The mind map will include 2 quotes, 2 symbols, and 2 facts about his life that
represent his beliefs and actions. In addition, the mind map will include a description of a turning
point in the leaders life that changed his thinking. Lastly, students will write a summary sentence
explaining a key belief of the leaders that inspired him to fight for change in his country.
4. Essay on how the British and Indian opinions differed on what caused the Sepoy Rebellion:
After looking at primary and secondary sources on the Sepoy Rebellion, students will write an essay
on the differences of the two opinions. Considering these cultural misunderstandings will help
students analyze more easily the end of British rule in India.
5. Debate on who should have the right to the land of Palestine after World War I: Students will
take on the role of Palestinians, Jews, the League of Nations, and Great Britain. They will prepare for
a debate on who should have the right to the land.
6. Character Representation from the Movie Promises: Before watching the movie Promises
about the Israeli and Palestinian conflict through the eyes of children, students will choose one

character to represent. Students will carefully follow their character in the movie and write down key
information about them. They will then write journal entries and tweets to other characters in the
movie. Students will converse back in forth in this manner.
7. Virtual Field Trip with Students from South Africa, India, or Israel/Palestine: Students will
engage in a dialogue with students from one of the above countries on how they are affected today
by the events covered in our freedom movements unit.
8. Newseum Field Trip Reflection: Students will complete an assignment in which they reflect
upon what they learned about their rights as a human, the history of the Berlin Wall, and the
relevance of the 1st amendment to the Constitution (based on a mini-lesson done by the museum
staff).
Stage 3 Learning Plan
Summary of Key Learning Events and Instruction (Make this a useful outline or summary of your unit)
Six Week Unit of Three Case Studies: South Africa, India, Palestine Israel. Our school is on a block schedule, so there are 2 to 3 lessons per week.
Week 1:
Students will examine maps of Africa before and after colonization. As an entrance activity, students will consider leaders in their own lives and
what it means to be a leader. Students will research one pan-African or African leader. Using information about their leader, students will participate
in a meet and greet activity in which they learn about other leaders. As an exit activity, students will consider how their leader and the leaders they
meet influenced and inspired others.
Students will learn about South Africa during apartheid and the story of Nelson Mandela by examining a timeline. After watching a New York
Times video of the life of Mandela, students will consider how Mandela maintained hope for his future and the future of his country.
As an entrance activity, students will consider why some people go to jail for speaking out and whether they would take such risks if they were in
that situation. Students will then learn about the Rivonia Trial and be assigned, with a partner, one part of the Rivonia Trial speech. Students will
annotate their section of the speech.
Week 2:
With their partner, students will plan their Readers Theater presentations. (see assessments of learning #1 above).
Students will present their Readers Theater and complete peer reviews of other presentations.
Quiz (maps, vocabulary, key concepts)
Week 3:
As an entrance activity, students will consider something they would like to change in their community or school and then consider what method
they would use to make this change. Then students will analyze a reading about British rule in India and responses to it. Students will then compare
responses to British rule in India to responses in South Africa. As a summary assignment, students will create an illustrated poem of British Raj.
(see assessments of learning #2 above). Time permitting, students will watch part of a Bollywood movie on British imperialism in India.
To begin the lesson, students will consider some times when they think they were misunderstood or discriminated against because of their culture,
race, or age. We will then look at two different reading on the Sepoy Rebellion. One is from a British perspective and the other from an Indian
soldiers perspective. Students will be required to write an essay with a claim stating why they think the rebellion started. (see assessment of

learning #4 above)
Week 4
After learning key vocabulary related to Gandhis protest methods, students will watch and analyze 4 sections of the movie, Gandhi.
Students will examine a photo of a Civil Rights marcher in Selma, Alabama reading a book by Gandhi. Using pictures and text, students will
analyze how Gandhi influenced Nelson Mandela and MLK. Students will then have a choice to create a mind map about Gandhi or Mandela (see
assessment of learning #3 above)
Quiz (maps, vocabulary, key concepts)
Week 5
Using maps and texts, students will analyze what happened to Palestine after WWI. Students will consider how you determine to whom a piece of
land belongs. Students will then take on the role of one of the players during this transition and hold a debate regarding who will get the land. (see
assessment of learning #5 above)
Students will read current articles on the situation in Palestine and Israel today. To understand the conflict from a teenagers perspective, students
will watch the movie, Promises. During the movie, students will take on the role of one character. (see assessment of learning #6 above)
Week 6
Students will participate in a (or several) virtual exchange(s) with students from one of the regions in the case studies. They will first get to know
each other and then have an opportunity to ask questions about how students are affected by the current and historical situations studied in the class.
(see assessment of learning #7 above)
Students will go on a field trip to the Newseum. Students will complete an assignment in which they reflect upon what they learned about their
rights as a human, the history of the Berlin Wall, and the relevance of the 1st amendment to the Constitution (based on a mini-lesson done by the
museum staff). (see assessment of learning #8 above).
Final test and writing assessment on freedom movements in South Africa, India, and Israel/Palestine.

TGC FELLOWS UBD LESSON PLAN

Lesson Title: Palestine after World War I
Submitted by: Kim Stalnaker

Subject: World History II (10th grade)

Materials: Various texts on Palestine after WWI

Global Competency: Student recognize their own and others perspectives.

Where is the lesson going?
(Learning Target or SWBAT)

Students will be able to analyze the perspective of those affected by the British Mandate in Palestine in
1917 by analyzing texts, preparing claims, and preparing to participate in a debate.

Hook:
Students will be given several statements (one from a Jewish perspective and one from a
Palestinian perspective) about why they believe the land of Palestine belongs to their
people. Students will turn and talk with their neighbor and create 2-4 questions they have
about Palestine after World War I based on the quotes.

Tailored Differentiation
Some vocabulary will be pre-taught and certain
parts of the text, which contain more detailed
information than main idea concepts, will be
removed.

Equip:
Students will be split into groups and will receive readings based on their groups. The
groups will include Palestinians, Jews, British representatives of the Mandate, and
members of the League of Nations. Students will read about their groups perspectives on
the status of Palestine after WWI. They will annotate, answer questions, and write an
opening statement.

Some students will be given sentence starters for

their opening statements.
Some students will be given Blooms taxonomy
sentence starters for their question creation to
ensure they are asking higher level questions.

Rethink and Revise:

Organization:
After analyzing texts about their groups perspective on Palestine after World War I,
students will write 3 claims and one counterclaim in preparation for a debate. In the next
class, students will participate in a debate using the materials they have prepared.
Evaluate:
Students will review a short summary of the other groups perspectives on the situation in
Palestine in 1917. Each member of the group will write one question they anticipate
another group might ask and then write the answer to that question. Then they will create
one question they want to ask one particular group during the debate.

Chairs will be placed in groups before students

arrive. A seating chart with assigned groups will
be displayed as students enter the room. Colored
sticky notes will indicate to students their turn
and talk partners.

Notes: