Mistreatment of Dalits in India
6th Grade Social Studies
Dillon Partap
M.S. 137Q America’s School of Heroes
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Introduction |
We have learned about the role of the Dalits in Ancient India, and their exclusion from the Hindu caste system. Their roles were limited to garbage workers, caretakers to cremation sites, and laundry maids. The caste system went as far out to ban Dalits from entering temples and access to human necessities like drinking wells.
For this unit’s project, you and your classmates are going to answer the question: “Why is the mistreatment of Dalits in India an enduring issue?”
For those that cannot remember what an enduring issue is, click here to learn more. |
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Task |
To fully form an answer to this question, you will have three choices on how to demonstrate your answer:
1) The Journal Entry is for those that choose to work individually. 2) The Google Slides Presentation are for groups of four (4). 3) The Flipgrid are for those that choose to work in pairs (2).
At the end of this project, you/your group will be responsible for the following: 1) One completed Student Role sheet (group option only) 2) All outlines for each group member or individual (all options) 3) A completed checklist corresponding with your project type (all options) 4) Your completed project |
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Process/ Resources |
To complete this project,
we are going to work on it in daily phases. The phases are laid out
accordingly with all necessary handouts/ materials:
Day One: Recap/ Intro Goals for today: ❖ Watch documentary on role of Dalits in modern day India ❖ Discuss the role of Dalits in India (modern and ancient) ❖ How to Analyze the Problem of Dalits (IPPA Steps) ❖ Write a five to eight sentence paragraph answering this question “Imagine that you were born into the Untouchable caste in India. Write a paragraph about what your life would be like. Make sure to use the information from the video, your notes and your prior knowledge.” Day Two: Starting the Project Goals for today: ❖ As a class, we review the task and all the options students have. ❖ Students are to discuss how they want to complete the project. Those who choose to work in groups are to assign roles and fill in the student role sheet. ❖ Students are introduced to the checklist and the rubric (see below)
Day Three: Research/ Drafting Goals for today: ❖ As a class, we are going to review the appropriate online resources one can use to complete their projects (see below) ❖ Teacher includes a research organizer to organize the research process. ❖ Students start drafting their respective projects.
Day Four: Drafting/ Submission Goals for today: ❖ Class will continue to work on their drafts and later check it follows the checklist mentioned above and the rubric. ❖ Students then are to submit their projects via google classroom.
Resources
How to find Citation Information in Printed Books and other sources
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Evaluation |
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Conclusion |
In this unit we learned about the role of religion in Ancient Indian society. We came to the conclusion that both are tied together and even influence India today. That even in the modern world, there are inequalities that exist. Your goal was to present research and probable solutions that support the mistreatment of Dalits is still an enduring issue. This was to be done using one of our three choices (google slides presentation, journal entry or flipgrid recording).
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Standards |
ELA Informative/Explanatory Writing - W6.2 - Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
a. Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aid comprehension.
b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
c. Use appropriate transitions to clarify the relationships among ideas and concepts.
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Establish and maintain a formal style.
f. Provide a concluding statement or section that follows from the information or explanation presented.
Social Studies 6.3 EARLY RIVER VALLEY CIVILIZATIONS IN THE EASTERN HEMISPHERE (ca. 3500 B.C.E. – ca. 500 B.C.E.): Complex societies and civilizations developed in the Eastern Hemisphere. Although these complex societies and civilizations have certain defining characteristics in common, each is also known for unique cultural achievements and contributions. Early human communities in the Eastern Hemisphere adapted to and modified the physical environment. (Standards: 2, 3; Themes: ID, TCC, GEO, SOC)
6.3a Humans living together in settlements develop shared customs, beliefs, ideas, and languages that give identity to the group.
6.3b Complex societies and civilizations share the common characteristics of religion, job specialization, cities, government, language/record keeping system, technology, and social hierarchy. People in Mesopotamia, the Yellow River valley, the Indus River valley, and the Nile River valley developed complex societies and civilizations. |
