Jason Bartels 2-5-14 SST 253

History Lesson Plan

Context For Learning: Grade/class: 11th grade world history Lesson title: The Sepoy Rebellion/Mutiny Prior Knowledge/skills needed:

The ability to listen and follow along with a PowerPoint presentation, the ability to read along and possibly aloud, the ability to think analytically and from multiple perspectives, the ability to write, the ability to follow along in discussion of topics just covered. Lesson Rationale: The instructor will be building off of previous lessons introduction on British imperialism in India. Therefore, the students will have an understanding of how the British East India Company first started trading in India in 1599 and how their interests and power subsequently grew. Students will understand that the decline of the Mughal Empire helped the British fill the power vacuum. The students will understand from previous lessons that the British and other European countries were expanding their control through imperialism in other areas of Asia and Africa. Following this lesson we will continue on to see how after the Sepoy Rebellion that the British government intervene and expanded their control in India, replacing the power of the British East India Company. The students will also learn how this furthered Indian nationalism, which would much later lead to a long struggle toward freedom. Content Standards: Standard number: 9.4.3.11.7 Standard: Industrialization ushered in widespread population growth and migration, new colonial empires and revolutionary ideas about government and political power. (The Age of Revolutions: 1750- 1922) Benchmark: Describe European imperialism; explain its effects on interactions with colonized peoples in Africa and Asia. (The Age of Revolutions: 1750-1922)

Content Information: My prior knowledge of this lesson topic predominantly comes from a global history class I took as a freshman in college. However, I took this class over three years ago, so my retention of the topic is lacking. I essentially was aware that India was ruled

by the British Empire for many years, and that it was a long struggle toward freedom for the Indian people. I also am conscious of how the effects of this rule still has on the Indian people. http://www.fordham.edu/halsall/mod/1857Greathed.asp http://www.flowofhistory.com/units/eme/18/FC123 http://www2.newcanaan.k12.ct.us/education/components/scrapbook/default.php?sec tiondetailid=5504 http://wps.pearsoncustom.com/wps/media/objects/2426/2484749/chap_assets/docum ents/doc25_5.html

Learning Objectives: Language Objectives: Key vocabularies the students will need to learn from this lesson are Sepoy, Sepoy Rebellion, Jewel of the Crown, and Raj. The instructor will have these terms written on the board, so that the students will know to be looking to write down information on them once they are clarified. Formative Assessment: Instructional Strategies: The instructor will begin the class period by kindly welcoming the students and asking them to please take their seats and prepare for learning. At this time the instructor will inform and also ask the students of any important information pertaining to upcoming class or other school functions. For example, the instructor will remind the students of upcoming assignments, projects, or presentations in the class, as well as asking students questions like how the previous nights sports and other extracurricular activities went. (2-5 minutes) The instructor will then ask the daily assigned (a clear and continuous rotation) student to come up front to share their current event article. The current event should be of a topic that takes place outside of the United States, but United States involvement or relationship to the topic is fine and should be expounded upon if that were the case. The student will bring a copy of the article, and proper citation of the article (whatever format that school uses) of the article. The presenter will summarize the article to the class and then explain why they chose the article, its importance, and add any further critique or analysis they feel is necessary. The student will then ask if there is any discussion questions or comments from the article or topic. (5 minutes)

The teacher will briefly recap previous class lectures on the progression and components of British imperialism India, which date back to 1599 with the British East India Company. The instructor will pick up where the class last left off, in the mid-1800s. The instructor will then start up the PowerPoint presentation on the Sepoy Rebellion, also known as the Sepoy Mutiny. The PowerPoint will explain who the Sepoy soldiers were, both Muslim and Hindu Indians. This lecture will explain the increasing tensions and frustrations of the Sepoy soldiers and Indian people against the governing British occupiers. The instructor will continue to present what led up to the Rebellion, then Rebellion events, and then aftermath which led to greater British government control over India, but also greater Indian nationalism. The PowerPoint will contain images of Sepoy soldiers, and maps of regional European Imperialism and of British controlled India. (20 minutes) After the presentation lecture, the instructor will hand out copies to all the students of a primary source by Charles Creighton Hazewell called, The Indian Revolt" written in The Atlantic Monthly, December 1857. The document describes what author believes led up to the revolt, his insight on the revolt, and ends with what might lie ahead for the British and India. The article has British sympathies to it throughout, even though it criticizes them. The will read this document out loud. The instructor will ask for volunteers to read, being mindful of the ability of the students and paragraph size. For example giving the longer paragraphs to more advanced readers in the class and smaller paragraphs to students with maybe not as good of reading/speech abilities. (10 minutes) The instructor will then lead a class discussion on what they thought of the article, and the information covered overall. The instructor will ask questions that spark class discussion, like why did the BEIC use ammunition cartridges greased with pork and beef fat, what were the Sepoy solders rebelling for, why did the BEIC use the Sepoy solders, etc. In the article it states But it is to be remembered that for the past thirty years, English rule in India has been, with all its defects, an enlightened and beneficent rule. The crimes with which it has been charged, the crimes of which it has been guilty, are small in amount, compared with the good it has effected. The instructor will then ask the students what they think the author meant by this and if they agreed or disagreed, and does individual/group perspective matter in this (British elite, lesser soldiers, Indian Muslims or Hindus, Indian peasants, Indian elite, etc.) (5 minutes) The instructor will then ask the students to take out a pencil and paper, and begin writing a journal entry from the perspective of Sepoy soldier either leading up to the Sepoy Rebellion, during, or after their defeat. This will give students more freedom to write about what they wish to. The students should be reminded that there were both Hindu and Muslim soldiers. The students should be reminded to include information shared in class and previous lectures about British controlled India in their journals, but to be creative in their writing. The students will be given the last five minutes of class for this, but are free to take home the assignment to finish it up, as some students will write

slower or will not be as creative at the end of a class period. The students will be told that they will be graded upon the content and perspectives of their writings and not the their grammar, since it is handwritten and supposed to be a journal. (5 minutes) The instructor will take the last minute to remind the students of any important school/class information or news. (30 seconds-1 minute) The instructor will need the PowerPoint presentation file and a projector/screen to show the PowerPoint. The students will need pencils to take notes from the presentation. The students will also need a notebook paper, so that they can write their perspective journals. The instructor will need enough copies of the article that the students will be reading in class. The student doing a current event will need a copy of his/her article and a hardcopy of the proper citation of the article.