T.I.P.S: A Public Policy Analyst WEBQUEST

Samuel Gompers Technical & Vocational High School

Created by:

Mr. Bogolub

G$3

Imperialism in India

Sitting in your seat, you count the minutes down. 3…2…1…the bell rings. You quickly grab your bag, Walkman, and hat and leave the classroom. As you head down the stairs to leave school you begin to think about what you are going to do after school. Some friends ask you to hangout, but you are feeling tired and decide to go home. On your way home you think about school and are glad it’s Friday. “Why do I have to learn this stuff anyway?” you ask yourself, thinking in particular about Mr.Bogolub’s history class. “Who cares about Gandhi anyway?” you mutter, almost aloud, as you turn on the Clipse.

Just as the song “grinding” comes to an end, you walk into your room. Taking off your headphones, you lay down to go to sleep. Instantly, you fall asleep and begin to dream.

You find yourself sitting next to Gandhi.

“The Indian people cannot be subject to British Rule. We must find a way to free ourselves from them.” Gandhi says to you.

“What?” You say. You have had many strange dreams before, but nothing quite like this. You fully realize this is a dream and expect to wake up.

Gandhi looks at you sternly and says, “My friend. You have come from another time…another place. You are not dreaming. You cannot return home until you help us.”

You and your advisors (the people in your group) must help Gandhi by finding out how Imperialism began in India and how Gandhi dealt with this issue.

Imperialism is the domination of one country by another. India was under British rule from the 18^th century to the 20^th century. As a result of being under British rule, the general population of India suffered socially, economically, and politically. England attempted to make the people of India think like the English through school. The British exploited the population and became rich, while the population of India became poor. Furthermore, the British controlled India’s government. Imagine if someone from a foreign country took over the U.S.A? How would you react? You would try to get rid of them! And that is exactly what the people of India did.

The Task

Each student is responsible for the completion of the project (see the rubric below). Any student who does not help his/her group will receive an F for their grade. By the end of this project you and your group will have created a poster board with the following information:

1) Each component of the PPA (Public Policy Analyst) must be typed in Microsoft Word on a piece of paper and then placed on the poster board. For more information about the PPA go to

http://www.maxwell.syr.edu/plegal/PPA/ghppai1.html

2) You must create two maps. First, you must create one map indicating trade routes between England and India. The map must also specifically indicate where the British were located in India. Second, you must also have a map of the other country you will research (see Step 6 for greater detail).

3) An oral presentation of the information you found (see step 7 for greater detail).

The process is divided into two parts. First, you will gather the information on each section, and then you will put the information together to present to the rest of the class. This project will take no more than 12 day to complete. Listed next to the steps are the amount of days that you will have.

Step 1 (1-2 days):

Go to the following web page: http://www.maxwell.syr.edu/plegal/PPA/ghppaip1.html and get the worksheet for this step.

What do we do here?

Picture from: http://members.tripod.com/~pearly-abraham/homer/homer-bigdoh.gif

For Step 1 through 5, you will begin the Public Policy Analyst method for solving a problem. Each point below matches the question to help you understand what is expected of you and your group. Failure to complete any part of the steps will affect your grade (See the rubric below). Each step has worksheet that you can get from clicking on the Step.

1. How did Gandhi try to solve the problem of British Imperialism?

Links to help you with this question:

http://www2.lucidcafe.com/lucidcafe/library/95oct/mkgandhi.html

http://meadev.nic.in/Gandhi/satyagrahya.htm

Picture from: http://www2.lucidcafe.com/lucidcafe/library/95oct/mkgandhi.html

2. What is the problem India faces in the late 1800’s-1947?

Links to help you with this question:

http://www.sscnet.ucla.edu/southasia/History/British/EAco.html

http://www.sscnet.ucla.edu/southasia/History/SocialPol/spmove.html

http://members.tripod.com/~INDIA_RESOURCE/britishedu.htm

http://www.fordham.edu/halsall/mod/1871britishrule.html

3. What are some of the effects of this problem on India from the 1800’s-1947?

Based upon the problems that you researched on question 2, what effects can you predict will result from this problem?

4. What themes relate to this problem?

For this question, you must define the theme.

For a list of themes go to http://www.maxwell.syr.edu/plegal/global/themes.html

5. You and your group must come up with a phrase that describes the problem?

For this question, you will have to come up with a phrase that summarizes the problem. The best way to do this is think of a newspaper heading.

Step 2 (1 Day):

Remember each point below matches the question to help you understand what is expected of you and your group.

1. To show evidence that a problem exists, each member of the group must find one web site or book that supports the problem. Therefore, you must have at least 5 different web sites to prove your point.

Links:

Here, you must find your own evidence. DO NOT USE THE WEBSITES GIVEN IN THE PREVIOUS STEPS!!!

Before you go to the search engines, you may go to the site below to help you use search engines:

http://www.askscott.com/tindex.html

You may use the following search engines:

https://www.google.com

Http://www.dogpile.com

http://www.yahoo.com

http://www.iranmania.com/

http://www.maxwell.syr.edu/plegal/ppa/ghppatop.html

Step 3 (1 Day):

Remember each point below matches the question to help you understand what is expected of you and your group.

1. For this question, you are simply explaining how the problem began.

Links:

http://165.29.91.7/classes/humanities/worldstud/97-98/imper/india/risebrit.htm

http://www.sscnet.ucla.edu/southasia/History/British/BrIndia.html

http://65.107.211.206/history/empire/eic.html

http://www.gpc.peachnet.edu/~pcolbens/Imperialism.htm

http://www.uark.edu/campus-resources/mbracy/Imperialism.html

http://members.tripod.com/~INDIA_RESOURCE/eastindia.html

Step 4 (1 Day):

Remember each point below matches the question to help you understand what is expected of you and your group. This step may be done outside of the computer room.

1. For this question, list at least two solutions to the problem.

2. What advantages do you see in the solutions you listed? How effective were these solutions?

3. What disadvantages do you see in the solutions you listed? How would you have done this differently?

4. Based on the research you have done, what do you think could have been done differently? For this question, you must be realistic. For instance, you could not really say that Gandhi could have given all of his men m-16’s and attacked the British. First of all, the m-16 had not been invented. Second, the resources did not exist to provide every Indian with a firearm.

Step 5 (2 days):

Remember each point below matches the question to help you understand what is expected of you and your group.

For the following questions, you must now compare this situation to a similar situation. For example, you could choose Imperialism in (what will be known as) the United States, Latin America, South America, or Africa. You could choose the British in the United States, Spain in Latin America, France in Haiti, France in Africa, or any other situation in which one country used the policy of Imperialism in another country. You must do your own research for this question. What you are doing in this step is exactly the same as steps 1-4, except you will be doing a country other than India.

1. For the first question, you and your group will explain which country used the policy of Imperialism in another country and the date.

2. You and your group must find at least 3 different web sites showing evidence that a problem exists. This should be easy, because when you are doing your research for question 1, you will find evidence of a problem!

3. How did this problem begin? Why did one country use a policy of Imperialism against another?

4. How did the country you chose deal with the problem of Imperialism? What were the advantages of this solution? What were the disadvantages?

5. Finally, what have you learned from this process?

Step 6 (1 day):

For this step you will have a total of 2 maps.

Both Maps must have the following

Þ Trade routes between the two countries

Þ Areas that were colonized by the foreign country

Þ Any battles or places of importance such as where a massacre or revolt occurred.

Step 7 (2-3 days):

You and your group will present an oral presentation on the research you have done. The presentation must meet the following requirements:

Þ Each member of the group will define one theme and how it relates to the subject. Each member must have a different theme. Remember you can go to http://www.maxwell.syr.edu/plegal/global/themes.html for a list of the themes.

Þ Each member must speak for one minute on either India or the other country that the group selected. You should split your group in half so that each topic can be discussed adequately.

Þ Each worksheet and map must be presented on a poster board.

Þ You should dress appropriately. Remember to dress for success!

Resources

The following are a list of links to help you with your research

Search engines:

https://www.google.com

Http://www.dogpile.com

http://www.yahoo.com

http://www.iranmania.com/

http://www.maxwell.syr.edu/plegal/ppa/ghppatop.html

Sites relating to India:

http://165.29.91.7/classes/humanities/worldstud/97-98/imper/india/risebrit.htm

http://www.sscnet.ucla.edu/southasia/History/British/BrIndia.html

http://65.107.211.206/history/empire/eic.html

http://www.gpc.peachnet.edu/~pcolbens/Imperialism.htm

http://www.uark.edu/campus-resources/mbracy/Imperialism.html

http://members.tripod.com/~INDIA_RESOURCE/eastindia.html

http://www.sscnet.ucla.edu/southasia/History/British/EAco.html

http://www.sscnet.ucla.edu/southasia/History/SocialPol/spmove.html

http://members.tripod.com/~INDIA_RESOURCE/britishedu.htm

http://www.fordham.edu/halsall/mod/1871britishrule.html

http://www2.lucidcafe.com/lucidcafe/library/95oct/mkgandhi.html

http://meadev.nic.in/Gandhi/satyagrahya.htm

Sites relating to PPA (Public Policy Analyst)

http://www.maxwell.syr.edu/plegal/PPA/ghppaip1.html (General PPA information)

http://www.maxwell.syr.edu/plegal/PPA/worksheet1gh.doc (Worksheet 1)

http://www.maxwell.syr.edu/plegal/PPA/worksheet2gh.doc (Worksheet 2)

http://www.maxwell.syr.edu/plegal/PPA/worksheet3gh.doc (Worksheet 3)

http://www.maxwell.syr.edu/plegal/PPA/worksheet4gh.doc (Worksheet 4)

http://www.maxwell.syr.edu/plegal/PPA/worksheet5gh.doc (Worksheet 5)

Sites relating to Global History Themes

http://www.maxwell.syr.edu/plegal/global/themes.html

Sites explaining how to do a web search:

http://www.askscott.com/tindex.html

A breakdown of the grades:

1. Oral Report (Step 7) =35%

2. PPA (Steps 1-5)= 50%

3. Maps (Step 6)=15%

Rubric for Oral Report:

Very little work.

Shows little knowledge of subject. Inappropriate clothing (baseball hat, doo rag, etc.)

Some work shown. Some knowledge of subject.

Is able to explain subject but cannot analyze material. You cannot get above a 3 if one of your teammates does not speak. THIS INCLUDES NOT SHOWING UP!

Is able to explain and can analyze the subject in detail.

Is able to fully explain and can analyze the subject in great detail.

Rubric for PPA (Steps 1-5)

1	2	3	4	5
Has only completed one step to the satisfaction of Mr. Bogolub.	Has only completed two steps to the satisfaction of Mr. Bogolub.	Has only completed three steps to the satisfaction of Mr. Bogolub.	Has only completed three steps to the satisfaction of Mr. Bogolub.	Has only completed three steps to the satisfaction of Mr. Bogolub.

Rubric for the Maps

1	2	3	4	5
Has only completed one map very poorly.	Has only completed one map. The map shows trade routes and points of interest.	Has completed one map satisfactorily and partially finished another.	Has completed both maps to meet the minimum standards shown in Step 6.	Both maps exceed the standards shown in Step 6.

Note: for each member of the group who dresses well the group will receive 5 points for this project.

This project counts as 5 quiz grades, 5 homework grades, 2 test grades, and counts as a project.

Conclusion

After completing this WEBQUEST, the student will have—

1. An understanding of the cause of Imperialism by England.

2. An understanding of the effects of Imperialism by England on India.

3. An understanding of Gandhi was and how he achieved his goals.

4. An understanding of how the situation in India was similar to another part of the world.

5. An understanding of a WEBQUEST.

6. An understanding of how to use a search engine.

7. An understanding of how to give an oral report.

8. An understanding of how to synthesize information on to a poster board.

9. An understanding of the PPA (Public Policy Analyst) process.

The students will have met the following New York State English Standards:

E1c Reads and comprehends information materials.

E2a Produce a report of information.

E3b Participate in group meetings.

E6a Critique public documents with an eye to strategies common in public discourse.

E6b Produce public documents.

E7a Critique functional documents with an eye to strategies common to effective functional documents.

E7b Produce functional documents appropriate to audience and purpose.

The students will have met the following New York State Global History Standards:

Standard 1: The study of world history requires an understanding of world cultures and civilizations, including an analysis of important ideas, social and cultural values, beliefs, and traditions. This study also examines the human condition and the connections and interactions of people across time and space and the ways different people view the same event or issue from a variety of perspectives.

Standard 2: Establishing time frames, exploring different periodizations, examining themes across time and within cultures, and focusing on important turning points in world history help organize the study of world cultures and civilizations.

Standard 4: The skills of historical analysis include the ability to investigate differing and competing interpretations of the theories of history, hypothesize about why interpretations change over time, explain the importance of historical evidence, and understand the concepts of change and continuity over time.