J.Pedota

B.Barbulean- upon reviewing the work that was was posted here i see a ton of useful information for the common core classroom. I taught Ghandi and the Indian Independence movement two weeks ago with Ms. VanDeMark and it was a success. But i feel upon reviewing the materials that you have posted here that i will definitely take an approach more like the one you used. The documents are great and definitely demonstrate a mastery of the common core standards. 4/28

T.MOUNKHALL- SHARING MEETING RE: INSIGHTS ON 4/18 IN SAME ROOM AS FIRST MEETING FROM 3:30 TO 6:30 P.M.-4/14-T.MOUNKHALL-PLEASE SEE INSIGHT LIST ON MY PAGE-4/14

T.MOUNKHALL- AS OF TODAY, ALL OF YOUR WORK IS DONE. YOU STILL MAY POST ON COLLEAGUES' WORK IF YOU WANT-4/3

T.MOUNKHALL- PLEASE SEE MY NOTE ABOUT THE NEXT TWO WEEKS OF THE WORKSHOP ON MY PAGE- 4/2

T.MOUNKHALL-PLEASE BRING COPIES OF INSIGHTS FOR ALL ON 4/18-THANKS-3/30

T.MOUNKHALL- PLEASE SEE MY COMMENTS ABOUT INSIGHT SHARING FOR 4/18 ON MY PAGE-3/29 3/29 J. Pedota--- I will bring a list of insights based on the categories on your page. Hi Tom, I changed my mind. You can make my page public.-T.MOUNKHALL- OK-3/30

T.MOUNKHALL- PLEASE SEE MY QUESTIONS ABOUT 4/18 ON MY PAGE AND ANSWER THEM HERE=3/28 3/28 Joe Pedota--- I think that our unit plans should not be copied. We can all access the activities on the wiki. 3/29 I also think that the Wiki can be open to all teachers. I will bring a list of insights gained from this workshop. I understand the common core goals in reading and writing in more depth. I think the writing precise claims introduction and conclusion pre-writing model are great tools to use with students for thematic and DBQ essays. The common core encourages teachers to have their students use more primary text documents and answer critical thinking based on the text. I like the idea of defining vocabulary both for social studies content and every day words that students need to know. The unit plan was very challenging to create. However, my unit plan looks at all the important aspects of common core in reading and writing. I am planning on using this unit plan next year with my students. I also enjoyed looking at all of the teachers' unit plans. They have many great ideas I can use with my students.-T.MOUNKHALL- DO WE NEED HARD COPIES OF ANYTHING ON 4/18? We do not need any hard copies of the unit. Everything is on the wiki.=T.MOUNKHALL-OK-3/30

3/27 I added the DBQ documents today. I also added the political cartoons and questions for each.-T,MOUNKHALL- EXACTLY WHERE IS THIS ADDITIONAL INFORMATION ON YOUR PAGE? THANKS. TOM 3/28--- Joe Pedota--- Hi Tom my DBQ documents and DBQ Essay, Lesson Plan, and Writing Precise Claims Introduction, and Conclusion Pre-Writing Model are at the bottom of the page under Assessments. The political cartoons and questions are under Day 5 Cold War Between India and Pakistan.

3/26 I added the lesson plan and DBQ question for the DBQ, and activities that teach Writing Precise Claims Introduction and Conclusion Pre-Writing Models. I created a frame to use for both. T.MOUNKHALL- AS OF TODAY, YOU ARE RIGHT UP TO DATE WITH WORK THROUGH 3/25- 3/23 3/19--- Tom I added Quit India Speech Frame and Hari Singh's Letter to Mountbatten Frame. I also added critical thinking questions to the India/Pakistan Background and Threat Article. I also took your advice on the use of maps in prewriting model and made it three paragraphs (first paragraph writing precise claims introduction, second paragraph the causes, and third paragraph the effects.

Joe Pedota //Common// Core Unit on Indian Independence/ Nationalism T,MOUNKHALL-WELL DONE, I WOULD GIVE IT TO YOUR STUDENTS BEFORE YOU START THE UNIT SO THEY KNOW WHAT TO FOCUS ON-3/16 T.MOUNKHALL- YOU ARE RIGHT UP TO DATE ON ALL YOUR WORK-WELL DONE.-3/17 Hi Tom, I added questions and a writing assignment to Gandhi's Letter. 3/17 3/25- I read //Churchill's Secret War: The British Empire and the Ravaging of India during World War II// by Madhusree Mukerjee last fall. You can read the reviews but the research presented in the book outlines an uncomfortable view of Churchill and his quest to supress the Indian independence movement and mass famine in India that was a result of the British empire's policies. Some excerpts may be applicable to illustrate for students the difficult relationship between empire and colony. K. VanDeMark-T.MOUNKHALL- ONE OF MY FAVOTITE CHURCHILL QUOTES IS PARAPHRASED" I DID NOT BECOME THE QUEEN'S FIRST MINISTER TO PRESIDE OVER THE DISSOLUTION OF THE BRITISH EMPIRE".-3/26

3/27 Joe Pedota--- I have not read Churchill's Secret War. I think this would be a great primary source to use. Thanks for the source.-3/28-T.MOUNKHALL


 * This five-day unit plan would be used in Global Studies 10. This unit focuses on Indian Independence and the rise of nationalism. Students will be given the DBQ on Nationalism at the beginning of the unit.**

3/25- I admire the organization and learning activites for this unit. I think having students write a paragraph reflecting on the Salt March from Nehru's perspective is a valuable activity. This allows students to internalize the event and think critically about the topic. Writing is a good excercise for students but it also lets us know what areas need remediation or what concepts students didn't understand from the lesson. K. VanDeMarkT,MOUNKHALL-IT ALSO IS A GOOD METHOD FOR ADDRESSING MULTIPLE PERSPECTIVES-3/27

Caste System. Review of the Sepoy Mutiny and the direct rule of the English Crown. T,MOUNKHALL-WHAT READING TASKS WOULD YOU GIVE TO YOUR STUDENTS RELATIVE TO GANDHI'S LETTER?-3/16 T.MOUNKHALL- FINE LEARNING ACTIVITY-READING QUESTIONS ADDRESS COGNITIVE SKILLS OF THEME/EXAMPLE, INFERENCE, RELATIONSHIPS OVER TIME AND PLACE. WRITING ASKS STUDENTS TO USE EVIDENCE FROM TEXT AND TO ADDRESS MULTIPLE PERSPECTIVES. SUGGEST REQUIRING A PRECISE CLAIM AT THE BEGINNING OF THE PARAGRAPH-3/18
 * Day 1---** Review of British Imperialism in India. Discussion of Hinduism and the

Homework: Reading of Gandhi's Letter to Nehru and answering review questions.

Students will look at picture of Homespun Movement and answer questions. Read an article about the Salt March. Using the Salt March Article look for themes that were previously taught in Global History (Human geography, cultural diffusion, ethnocentrism, long distance trade, and imperialism). Look for examples of these themes in the reading and complete the chart with themes. (Document as a teaching model)-T.MOUNKHALL- SALT MARCH LEARNING EXERCISE IS WELL PLANNED AND IT USES THE TEXT TO REINFORCE PREVIOUSLY LEARNED WORLD HISTORY THEMES-3/16
 * Day 2---** Homespun Movement and Salt March [[file:Scan 15.pdf]] [[file:Scan 13.pdf]]

Homework: Students will need to read Gandhi’s Quit India Speech, complete the homework reading model, and create a frame that shows the credibility of historical documents. T.MOUNKHALL-WELL DONE- GENERAL AND WORLD HISTORY VOCAB PREPARED-FOCUS ON FINDING MAIN IDEA FROM SOPHISTICATED TEXT-3/16 The frame will look at the credibility of historical documents. Students will include the following information for the frame: author, date of document, place of document, date of event, type of document,intended audience, point of view, gender, race, social class of author, economic involvement of author, political affiliation, religion, geography, and contemporary events.

T.MOUNKHALL- SUGGEST USING THE SAME DISTRIBUTION OF TOPICS EVERY TIME YOU WORK WITH DOCS. SO THAT STUDENTS BECOME FAMILIER WITH THE FRAME.-3/19 Within small groups, students will share their frames based on Gandhi’s Quit India Speech. Groups will present their ideas to the class. We will read Nehru’s speech on the Granting of Indian Independence. Students will create a frame that shows the credibility of historical documents. Students will discuss their frames.
 * Day 3---** Indian Independence

T.MOUNKHALL- SPECIFIC WRITING DIRECTIONS FOCUS ON COMMON CORE WRITING GOALS- MUCH IMPROVED,-3/20 //M.Grande-Do you ever have your students compare maps from the past with the present? I do for pre WWI through Post WWII and was wondering if you have had success with that in the past?-T.MOUNKHALL- THIS IS AN EXCELLENT OPPORTUNITY TO DEVELOP THE THINKING SKILLS OF COMPARE/CONTRAST, MULTIPLE CAUSATION AND RELATIONSHIPS OVER TIME AND PLACE-3/25// 3/27 Joe Pedota--- I do have students compare maps from the past with the present. This is a very important skill especially looking at Africa during the age of imperialism and Africa present day. I also have my students look at a map of Europe during WWI, after WWI, during WWII, Cold War, and compare them to the map of Europe today. My students have difficulty understanding the changes over time with the maps. However, they need to understand geography in order to understand cause and effect relationships over time and themes of global history.-T.MOUNKHALL- YOU COULD ADDRESS COMMON CORE AND GLOBAL STUDIES REQUIREMENTS SIMULTANEOUSLY BY ASKING YOUR STUDENTS TO ADDRESS THE MULTIPLE CAUSES OF MAP CHANGES OVER TIME IN ESSAY FORM- 3/28 3/28 Joe Pedota--- Agreed. This would be a great DBQ or Thematic Essay. This essay could address the multiple causes of change among time and place.-T.MOUNKHALL- THIS ESSAY WOULD ASSESS LEARNIG OF MULTIPLE CAUSATION AND COMPARE/CONTRAST OF MAPS-3/31

Homework: Complete map on India, Pakistan, and Bangladesh. Create a key to label the different countries and their borders. Answer the questions that follow the map. This map will serve as the use of maps in a pre-writing model. Students will write a three-paragraph response on the question, “How did nationalism break up India and what were some of the effects of the division of India?” Students need to include an introduction based on the writing precise claims model and two body paragraphs.

T.MOUNKHALL- FINE LEARNING ACTIVITY- ADDRESSES CAUSATION AND RELATIONSHIPS OVER TIME AND PLACE, REQUIRES EVIDENCE FROM TEXT TRANSLATED INTO VISUAL KNOWLEDGE. WOULD YOU CONSIDER MORE SPECIFIC DIRECTIONS AS TO WRITING SUCH AS:WRITE TWO PARAGRAPHS- ONE ON THE CAUSATION OF THE SPLIT AND THE SECOND ON THE RESULTS, MAKE PRECISE CLAIM AT THE STARTOF EACH=3/17 3/19 Tom I revised the use of maps prewriting model.

Students will read their three paragraph responses. Students will read Maharaja Hari Singh’s Letter to Mountbatten. This letter discusses the conflict between India and Pakistan over Kashmir. Students will work with a partner to create a frame that shows the credibility of historical documents. Students will share their frames. T.MOUNKHALL- HAVING STUDENTS MAKE THEIR OWN FRAME TO DETERMINE DOCUMENT CREDIBILITY AND USING IT IS AN EXCELLENT LEARNING ACTIVITY-3/17
 * Day 4---** Partition of India and the Conflict between India and Pakistan [[file:Scan 17.pdf]] [[file:Scan 18.pdf]]



Homework: Reading on India-Pakistan Background & Threat. Students will use the individual homework reading vocabulary. Students will be given the general vocabulary and the world history vocabulary. T.MOUNKHALL- FINE LEARNING ACTIVITY -IN CLASS READING OF SOPHISTICATED TEXT- RELEVANT DATA BASED QUESTIONS- WOULD YOU CONSIDER ADDING A FEW QUESTIONS THAT ADDRESS SOPHISTICATEDTHINKING SKILLS SUCH AS: WHAT THEMES ARE GIVEN EXAMPLE IN THE NARRATIVE?, COMPARE/CONTRAST THE SITUATION IN KASHMIR WITH THAT OF JERUSALEM?-3/17

Discuss and go over the article India-Pakistan Background and Threat. Students will work in groups of three. Each student will be given a different political cartoon on the Cold War between India and Pakistan. Each cartoon will have questions to answer. Groups will present the cartoons to the class.
 * Day 5---** Cold War between India and Pakistan









Homework: Students were given the DBQ question at the beginning of the unit. Based on the documents and outside information, how was nationalism a unifying force in independence movements? The documents show the influence of nationalism in Latin America, Italy, Germany, Africa, Middle East, and India. For homework, students need to write an introduction using the writing precise claims model.-T.MOUNKHALL- EXCELLENT LEARNING ACTIVITY FOR STUDENTS: MULTIPLE CAUSATION AND RELATIONSHIPS ACROSS TIME AND PLACE ADDRESSED, REGENTS DBQ FORMAT PRACTICE, GROUP READING LED BY TEACHER,TEXTUAL INFORMATION PROCESSED BY GRAPHIC ORGANIZER, PRECISE CLAIM FRAME FOR PRACTICE, EXPANDED CONCLUSION FRAME AS STUDENT GUIDE- 3/27

3/26 The completion of the essay and the documents will take four class periods.
 * Assessment**--- Students will answer the questions that accompany the DBQ and answer the question, how was nationalism a unifying force in independence movements? Students will be given an essay rubric model. Students will use also use the writing conclusions model to write their conclusion.

T.MOUNKHALL- IF STUDENTS USE THESE FRAMES THROUGHOUT THE YEAR, THEI WILL CERTAINLY LEARN HOW TO WRITE PRECISE CLAIMS AND EXPANDED CONCLUSIONS-3/31

Nationalism DBQ--- Documents




 * Common Core Reading Skills--- Document Credibility Model, Documents as a Teaching Model, and Homework Reading Model**


 * Common Core Writing Standards Essay Rubric Model, Maps in Pre-Writing Model, Writing Precise Claims Model Introduction, and Writing Conclusion Model**


 * Thinking Skills--- Multiple Perspectives, Themes and Examples, Compare and Contrast, Multiple Causation, and Interpreting Political Cartoons**

//**MRilley--Hi Joe, I think your unit is well-planned and cohesive. I think it is a great idea that you are doing the partitioning in the same unit. I was outvoted on that in my department! Last year, I put off the between the wars Asia, Africa, Middle East and Latin America because I felt like conceptually for the students, it makes more sense to stay in Europe until at least the end of World War II. Then examine the end of imperialism and independence movements before coming back to the Cold War. I think your students will benefit from your wise planning. Your essay question is excellent and applies to so many eras in world history. They will be well-prepared should this appear on the Regents Exam. 3/10 T.MOUNKHALL-EVEN IF THE TOPIC DOESN'T APPEAR ON THE REGENTS, THE DBQ PRACTICE WILL BE VERY HELPFUL-3/11**// //**3/10/12-K.VanDeMark- I also agree that teaching the partioning of India and Pakistan will crerate a deeper understaning for students. Brian Barbulean and I decided this year to do the same sequencing as M.Riley.. it is nice to see other people think the same way because this is not something we discuss as a department. The January 2009 Regents DBQ addresses the Indian independence movement. The August 2008 Regents DBQ deals with the theme of migration and includes documents that explain the migration of Muslims between Pakistan and India if anyone is looking for documents to use.-T.MOUNKHALL- THIS IS AN EXAMPLE OF PRACTICAL PROFESSIONALISM IN THAT KRISTINA IS USING PAST REGENTS EXAMS FOR PRESENT TEACHING PURPOSES- 3/11**// //**3/11 s. pendley I think you created a great unit plan that incoprates the theme of Nationalism & Independence. I like the fact you have the students examine and write about the different independence movenments. This will also help them compare and contrast the many leaders that they need to write about on the Global Study regents. I also like the fact that you go over the vocabulary words at the beginning of the unit.-T.MOUNKHALL- ADDRESSING REGENTS REQUIREMENTS AND COMMON CORE STANDARDS SIMULTANEOUSLY IS THE WAY TO GO-3/12**// //**T.MOUNKHALL- YOU NEED A MODEL OF DATA DRIVEN INSTRUCTION RELATED TO YOUR UNIT PLAN AND 2 COMMON CORE LEARNING ACTIVITIES FROM THE LIST FOR THIS WEEK-3/15**//
 * World History Understandings--- Nationalism and Independence Movements Across Place and Time, Geography, Imperialism, Cold War, Arms Race, World Religions, and World Conflict- T.MOUNKHALL- EXCELLENT 5 DAY UNIT THAT CONTINUES SURVEY COURSE NARRATIVE, GOALS AT END CAN BE USED FOR SELF ASSESSMENT ON A DAILY BASIS, COMMON CORE READING SKILLS ADDRESSED IN HOMEWORK READINGS WITH GLOSSARY, UNIT ADDRESSES DEVELOPMENT OF SOPHISTICATED THINKING SKILLS, SOPHISTICATED DOCS ARE USED TO REINFORCE WORLD HISTORY THEMES, DOC. CREDIBILITY IS ADDRESSED, DOC. EVIDENCE IS TRANSLATED INTO VISUALS-MAPS, HOMEWORK ASSIGNMENTS EITHER INTRODUCE OR REINFORCE CONTENT IN LESSON, COMMON CORE PRECISE CLAIMS AND CONCLUSIONS ARE ADDRESSED, USE OF REGENTS TYPE DBQ ADDRESSES REGENTS PREP AND COMMON CORE NEEDS SIMULTANEOUSLY, SUGGEST GIVING DBQ AT START OF UNIT SO THAT STUSENTS KNOW WHAT TO FOCUS ON DURING THE 5 DAY UNIT- 3/9**