Mr

Mr. Edwards

Global Studies and Geography

Lehman High School

Violence is not the Answer

Introduction:

In India the struggle for sovereignty and autonomy has yielded many dramatic outcomes. These actions have had a dramatic impact on India and the world at large. India, “The Jewel in the Crown” sought to become independent from Great Britain. One man who was Instrumental in moving the Indian nationalist movement along was Mahatmas K. Gandhi. Gandhi used an alternate ways of achieving independence for India. His use of passive resistance, civil disobedience and non-violent actions brought the Indian cause to the world stage. Furthermore, his actions served to unite a country of diverse religious beliefs and social structures to fight for the common cause of autonomy and independence. Moreover, his actions have served to influence people such as the Rev. Dr. Martin Luther King Jr. and served as roadmap for other social movements such as the Civil Rights Movement, in the United States during the 1960’s.

Task:

You will have to develop a three page, type-written double spaced paper that discusses what affect Gandhi’s policy of non-violence, passive resistance and nationalist views had on India. You may also develop a PowerPoint presentation to be shared with the class that reflects how India’s use of non-violence affected the people of India and others throughout the world. Discuss some of these views and the foundations for which these views were based.

You must use the 6-step public policy approach:

1. Define and describe the problem (social conditions, players, public policy)

2. Gather evidence for this problem

3. Identify causes for this problem

4. Describe and evaluate the existing policy for this problem

5. Develop solutions/policies for the problems for this existing policy

6. Select the best policy for this problem

Use the Following terms to help you get a better understanding of India:

Non-Violence
Passive Resistance
Hinduism
Muslim
Religious Conflict
Interdependence
Independence
Hunger Strike
Civil Disobedience

Process

Use the following guidelines to complete your product.

Guidelines

You will research religious tensions had a positive or negative effect on India’s quest for independence.
Research the sources listed below in order to come up with an informed decision about how Gandhi’s policy of non-violence affect the people of India and the Government of great Britain.
Use the 6-step public policy analysis work sheets before writing your report or developing a PowerPoint presentation

www.maxwell.syr.edu/plegal/TIPS.htm;

After you complete your six worksheets, begin drafting what issues are significant for your presentation and how they support your stance;

· Write a rough draft of your paper, or develop a preliminary outline of your PowerPoint presentation where you discuss the pros or cons of India’s policy of non-violence.

· Explain how Gandhi and the Indian people use of non-violence and passive resistance affect the rest of the world (i.e. The Civil Rights Movement, Martin Luther King Jr.).

Upon completing your rough draft, submit it to your instructor who will read and offer you feedback to further enhance your paper. Your rough draft should be type and double-spaced. For added safety you should invest in a three and one half floppy disk (31/2) to save your work.
Upon request present your final draft to your instructor for a final grade.

Search: Non-Violence, Gandhi, Indian Independence

www.google.com www.infoseek.com

www.altavista.com www.webcrawler.com

www.dogpile.com www.hotbot.com

www.askjeeves.com www.worldbook.com

www.Regentsprep.org

References:

Search:

www.MKganhdi.org

www.engagedpage.com/gandhi.html

www.mahatma.org.in

www.gandhiserve.com

Evaluation:

You will be evaluated based on your rough draft and final paper or PowerPoint presentation. Your Paper should be a minimum of three pages typed, double spaced with a font no greater than 14 pts. You should pick a side and defend weather Gandhi’s Policies of non-violence and passive resistance affected India’s quest for independence. Discuss some of the key events and social policies held by all the actors involved (i.e. Great Britain, Hindus Muslims) which led to the ultimate show down with Great Britain. Explain what kind of effect this show down had on Gandhi, and India’s social, economic and political policies. You can also use the guided reading questions to help you construct your paper.

Use the following rubric to determine your grade.

Your report will be graded based on the following criteria:

Objective	Unsatisfactory	Satisfactory	Excellent	Earned Points
Identify the Problem	0 points • Does not accurately identify a social problem that existed in India • No worksheet	5 points • Identifies a social problem experienced in India • Partially completed worksheet.	10 points • Accurate description of specific social problem at a specific time in India’s history • Completed worksheet.
Gather the Evidence	0 points • Does not provide evidence of a social problem that existed in India • No worksheet	5 points • Vague or inaccurate evidence to support the existence of a social problem experienced in India • Partially completed worksheet.	10 points • Accurate and complete examples to support the existence of a specific social problem at a specific time in India’s history • Completed worksheet.
Describe the Causes of the Problem	0 points Does not accurately describe the cause of a social problem that existed in India • No worksheet	5 points • Vague or inaccurate description of the causes of a social problem experienced in India • Partially completed worksheet.	10 points • Accurate description of the causes of a specific social problem at a specific time in India history • Completed worksheet.
Evaluate the Policy	0 points Does not identify or evaluate a policy that attempted to address the social problem that existed in India; does not offer alternative policy • No worksheet	5 points • Identifies a policy that attempted to address the social problem experienced in India • Does not evaluate the policy and/or does not offer alternative policy • Partially completed worksheet.	10 points • Identifies and evaluates a policy that attempted to address the specific social problem at a specific time in India history • Offers an alternative policy • Completed worksheet.
			Score:

PowerPoint Rubric

ACTIVITY	4	3		2	1
Research and Note taking	accurately researched varied information sources, recorded and interpreted statements, graphics and questions and evaluated alternative points of view.	recorded relevant information from multiple sources of information, evaluated and synthesized relevant information.		misinterpreted statements, graphics and questions	Did not record information
Introduction	presents the overall topic and draws the audience into the presentation with compelling questions	is clear and coherent and relates to the topic.		shows some structure but does not create a strong sense of what is to follow. is overly detailed or incomplete	does not orient the audience to what will follow.
Content	The content is written clearly and concisely with a logical progression of ideas and supporting information. The project includes motivating questions and advanced organizers that provide the audience with sense of the project’s main idea. Information is accurate, current and comes mainly from * primary sources.	The content is written with a logical progression of ideas and supporting information. Includes persuasive information from *primary sources.		The content is vague in conveying a point of view and does not create a strong sense of purpose. Includes some persuasive information with few facts. Some of the information may not seem to fit. *Primary source use is not always clear.	The content lacks a clear point of view and logical sequence of information. Includes little persuasive information and only one or two facts about the topic. Information is incomplete, out of date and/or incorrect. Sequencing of ideas is unclear.
Text Elements	The fonts are easy-to-read and point size varies appropriately for headings and text. Contains 8 slides Use of italics, bold, and indentations enhances readability. Text is appropriate in length for the target audience and to the point. The background and colors enhance the readability of text.	Sometimes the fonts are easy-to-read, but in a few places the use of fonts, italics, bold, long paragraphs, color or busy background detracts and does not enhance readability. Contains 6 slides		Overall readability is difficult with lengthy paragraphs, too many different fonts, dark or busy background, overuse of bold or lack of appropriate indentations of text. Contains 4 slides	The text is extremely difficult to read with long blocks of text and small point size of fonts, inappropriate contrasting colors, poor use of headings, subheadings, indentations, or bold formatting.
Layout	layout is aesthetically pleasing and contributes to the overall message with appropriate use of headings and subheadings and white space.	The layout uses horizontal and vertical white space appropriately.		The layout shows some structure, but appears cluttered and busy or distracting with large gaps of white space or uses a distracting background.	The layout is cluttered, confusing, and does not use spacing, headings and subheadings to enhance the readability.
Graphics, Sound and/or Animation	Graphics, sound and/or animation assist in presenting an overall theme and make visual connections that enhance understanding of concept, ideas and relationships. Original images are created using proper size and resolution, and all images enhance the content. There is a consistent visual theme.	Graphics, sound/and or animation visually depict material and assist the audience in understanding the flow of information or content. Original images are used. Images are proper size, resolution.		Some of the graphics, sounds, and/or animations seem unrelated to the topic/theme and do not enhance the overall concepts. Most images are clipart or recycled from the WWW. Images are too large/small in size. Images are poorly cropped or the color/resolution is fuzzy.	The graphics, sounds, and/or animations are unrelated to the content. Graphics do not enhance understanding of the content, or are distracting decorations that create a busy feeling and detract from the content.
Writing Mechanics	The text is written with no errors in grammar, capitalization, punctuation, and spelling.	The text is clearly written with little or no editing required for grammar, punctuation, and spelling.		Spelling, punctuation, and grammar errors distract or impair readability. (3 or more errors)	Errors in spelling, capitalization, punctuation, usage and grammar repeatedly distract the reader and major editing and revision is required. (more than 5 errors)
Persuasive Essay and Worksheets	Worksheets are complete Letter is well crafted and demonstrates superior use of the conventions of standard written English		Worksheets are complete Letter contains acceptable usage of he conventions of standard written English	Worksheets are complete Letter contains weak usage of the conventions of standard written English	Worksheets are Incomplete Letter does not use the conventions of standard written English

Conclusion:

By the end of this report you will have identified a social problem that existed in history. You will have examined attempts made by individuals who lived during that time to correct the situation. Using the resources given and any other outside knowledge of social studies you possess, you will detail a plan of your own that you would have implemented had you ruled Athens at that time, improving the situation to keep your people happy and to maintain your rule.

Upon completion of this project, you will have become familiar with some problems faced by rulers in the past, and the means available to them to propose solutions. You will become aware of the difficulties faced by governments at times when people are dissatisfied with their rule, and the lengths to which they are forced to go in order to maintain their power.

Students completing this project will meet the following New York State Standards:

New York State Education Standards

Social Studies Standards

Standard 2: World History

Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives.

Standard 3: Geography

Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live—local, national, and global—including the distribution of people, places, and environments over the Earth’s surface.

Standard 4: Economics

Students will use a variety of intellectual skills to demonstrate their understanding of how the United States and other societies develop economic systems and associated institutions to allocate scarce resources, how major decision-making units function in the United States and other national economies, and how an economy solves the scarcity problem through market and non-market mechanisms.

English Language Arts Standards

Standard 1: Language for Information and Understanding

Students will listen, speak, read, and write for information and understanding. As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to acquire, interpret, apply, and transmit information.

Standard 2: Language for Literary Response and Expression

Students will read and listen to oral, written, and electronically produced texts and performances from American and world literature; relate texts and performances to their own lives; and develop an understanding of the diverse social, historical, and cultural dimensions the texts and performances represent. As speakers and writers, students will use oral and written language that follows the accepted conventions of the English language for self-expression and artistic creation.