Embedded Files
When I first taught this course, I opened with a unit that had students look closely at the nuclear stand off between India and Pakistan. The second time I taught the course I decided I wanted to spend more time with some of the content and shortened my opening unit to discussing issues of violence, and reading a few narratives from Indians and Pakistanis about their thoughts on Partition.
Activity 1:
Take a stand and defend
I opened the course with a discussion using the four corners activity using the following statements
o Humans are violent by nature
o Violence is necessary to secure freedom and safety
o Violence is more effective in bringing about change than passive resistance
o Not using violence in the face of danger is easy
o People of a county have a right to govern themselves
o Countries should be divided according to religion
o People of different religions will always fight
o Vegetarians are less likely to be violent
As homework, I asked students to select one of the statements we discussed in class and respond to in a one-two paragraphs, defending whether or not you agree or disagree with the statement. I encouraged them to use evidence from previous classes or do research online or at the library to find historic or current examples to prove their case.
Activity 2:
Directions for Human Venn Diagram
1. Divide the classroom into segments. One side of the classroom represents India, the opposite side represents Pakistan, and the center of the classroom represents both India and Pakistan.
2. Distribute the following facts to each student by cutting the facts into strips.
3. Allow ten minutes for students to research their fact determining if the fact pertains to India, Pakistan, or both. Students should utilize an atlas, almanac, or the Internet.
4. Fact check the information with a peer buddy.
5. After ten minutes, students then place themselves in the room corresponding to the country pertaining to the fact.
6. Students share fact aloud while the instructor seeks class agreement. Instructor may discuss and reinforce fact while pointing to a large map of the region.
7. Students return to seat and complete Venn diagram handout (provided as Resource ‘A’) for reinforcement of material and review. Save for notes.
Activity 3:
Questions: India and Pakistan Celebrate 60 Years
When India and Pakistan celebrate their 60 years of independence in 2008, there were a series of articles put out by PBS from voices of this generation of high schoolers reflecting back on partition and 1948. Those articles have since been removed. The links are for replications of the articles are from the assignment sheets I created. I think these resources are still powerful and hopeful in introducing the issues that exist between and within these two countries.
Once Bloody Memories of Partition Fade Among Pakistani, Indian Youth
1. According to Sikand, what was the division b/w India and Pakistan based on in the past? How has that changed with the younger generation?
2. How can nationalism be “constructed”? What does it mean if identity is “constructed” in opposition?
3. What evidence in the reading is there that there is hope for India and Pakistan?
4. What evidence is there that there is no hope?
Student Voice: Sixty Years on, Dreams for Pakistan Remain Elusive
1. What are some of the issues in Pakistan that seem to frustrate Shahryar?
2. What is Shahryar’s hopes for India and Pakistan?
Student Voice: Indian Independence is a Day to Celebrate, Remember
1. How does Vishal feel about his country’s history? How do you know?
2. What does he see for India’s future?
Short Answer:
If Vishal and Shahryar were to meet, what would they say to each other about the future of their respective countries?
Activity 4:
Are India and Pakistan Safer or in Greater Danger with Nuclear Weapons?
I though that discussing Nuclear weapons would prove to be an interesting topic. I have to say that some students really got into it and others seemed confused. I utilized the resources in India and Pakistan (Opposing Viewpoints). I have located and replicated the two key articles I utilized from that resource below.
Sources:
Bidwai, Praful, “Courting Nuclear Disaster”, The News International 2002.
Parris, Mathew, “Without Weapons of Mass Destruction, the Subcontinent Would Be a Lot Less Stable,” The Spectator, 2002.
I opened with a discussion that assessed students gut reactions to nuclear weapons, we then shifted to read the articles in class together. I asked students to utilize the research notecard method as a way to introduce what I would be asking them to do for their final papers. Students were tasked with identifying and analyzing key information from the articles that could then be used to complete the following assignment.
Are India and Pakistan Safer or in Greater Danger with Nuclear Weapons?
Write a three-paragraph response answering the following question:
You should use the articles we read together in class to inform your writing. You should use at least 3-4 pieces of evidence to support your position. Your evidence can be provided through quotations of paraphrasing that is then properly cited.
First Paragraph: Establish the background for the situation and your position.
Second Paragraph: Establish the arguments of the opposition and begin your refutation.
Third Paragraph: Provide evidence to support your position.
Activity 5:
The Butter Battle Book
"If we are to reach real peace in the world, we shall have to begin with the children." - Gandhi
The Butter Battle Book was written in response to the arms buildup and nuclear war threat during the Reagan administration. Published in 1984, Butter Battle shed light on the growing threat of war between Yooks and the Zooks. The threat stems solely from the way Yooks and Zooks choose to eat their bread: butter-side up and butter-side down, respectively. The story ends with a blank page, leaving a cliffhanger ending that is open to interpretation. The Butter Battle Book was on the adult New York Times bestseller list for adults. In 1990, a televised version of The Butter Battle Book was shown on Russian television. This cautionary Cold War tale has a lot to teach about intolerance and how tit-for-tat violence can quickly get out of hand. As students watch the animated version of the book have them consider the following questions:1. Why do you think the Zooks and Yooks did not get along?
2. What do you think caused this conflict to get worse?
3. How do you think this happens with your friends or siblings?
4. What do you think the Zooks and Yooks could have done differently to prevent this conflict?
As a reflection assignment, and as a diagnostic of students writing, have students write a paragraph (5-7 sentences) about a conflict in history that they feel most familiar with (something they learned in one of their previous social studies classes). They should describe who was involved? What was the conflict about? What the conflict resolved? Is so how? If not, why not? Do they think this conflict could have been avoided?
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