|Subjects: current events,
social issues, world history, social studies
Time: One class period for Venn Diagram comparing
Pakistan and India. Several extension options included:
issues debate, human timeline, literature option, visual
biography, and visual vocabulary.
Grade level: 9-12
In 2007, India and Pakistan celebrated 60 years of independence from British rule. Students will familiarize
themselves with key differences and similarities between
the two countries, receive an overview of events leading
to independence, and analyze the state of the issues facing
the subcontinent today.
- Compare key differences and identify similarities between
India and Pakistan.
- Analyze the key issues of South Asia today.
- Debate and rank issues in order of importance impacting
- Place historical items in chronological order identifying
- Analyze the differences between Gandhi and Jinnah.
- Create a visual biography display of Jinnah and Gandhi-two
historical figures that impacted the subcontinent.
- Human Venn diagram instructions and facts for classroom
- Venn diagram handout for student completion. Printer-friendly
- Venn diagram teacher key. Printer-friendly
- Almanacs, atlas, or Internet sources for Venn diagram
and issues research.
- Summary of key people involved with the independence
and partition of the two countries and timeline of historical
Correlation to National Standards
Introducing India and Pakistan
Inform students of the significance of India and Pakistan
at 60. In this activity, students will familiarize themselves
with the two countries.
1. Human Venn diagram. 1 class period
(Human Venn diagram instructions and facts attached)
a. Divide the classroom: one side represents India; opposite
side of room represents Pakistan and the center pertains
to both India and Pakistan.
b. Each student receives a slip of paper containing a
fact and allowed ten minutes to research the fact determining
if the information pertains to India, Pakistan, or both.
c. Students place themselves on the side of the room corresponding
to if the fact pertains to India, Pakistan, or both.
d. Each student shares fact while instructor verifies
accuracy and writes on the board.
e. Complete written Venn diagram at desk to review information
and keep for notes. (Handout of Venn diagram provided)
Extension Activities Issues, timeline for additional
Select one extension, or opt to complete all. Choose
from Issues Debate, Human Timeline, Literature Selection,
or Gandhi/Jinnah profile. Issues debate class period: 1-2
periods for research and preparation followed by 1 class
period for the debate.
1. Issues of the subcontinent. Class Activity: South Asia
Forum on Issues.
Each region of the world faces issues that must be given
consideration. Governments and society determine which issues
deserve attention and funding. Reflecting on sixty years
of independence, the class will discuss and determine the
most important issues facing South Asia.
a. Divide the class into groups and assign each group
an issue facing South Asia.
b. The group will utilize research materials to convince
the rest of the class, through debate, that their issue
is the most important deserving the attention and funds.
c. Each group should provide ten researchable facts about
their issue, a graph or chart displaying statistics, and
d. Each student will cast their vote for the issue they
feel is most important. What group made the most convincing
e. Then each student will write a paper ranking the issues
in order of importance and explaining why they ranked
the issue in a particular order. Each justification for
the ranking should be one paragraph in length and give
specific reasons for the ranking.
THE ISSUES: Pakistan and India Nuclear Armed,
Population, Terrorism, Kashmir, Education, Environmental
Pollution, Human Trafficking, Poverty
Discussion Idea: Discuss ranking the issues from
the perspective of a historical figure who played a role
in independence such as Gandhi. How would he rank the issues
today? Would his ranking differ from Muhammad Ali Jinnah.
2. Timeline of historical events
(40 minute activity to reinforce historical events)
a. Each student will receive a historical event pertaining
to the history of South Asia. Utilizing research materials,
students create a placard containing the event, date,
summary, and visual of the event.
b. Students may for human timeline sharing the historical
event, placing themselves in historical order and display
placard for historical reference.
3. Historical Fiction Literature Extension Option for
a. Students may opt to read and respond to this piece
of historical fiction, a love story between a Sikh boy
and Muslim girl set against the backdrop of the partition
of India during the summer of 1947. Originally published
in 1956, this human story brings the tumultuous events
of partition to life.
Khushwant, Singh (1994). "Train to Pakistan."
New York: Grove/Atlantic
4. Jinnah and Gandhi: Two Men, Two Nations A VISUAL
Students create a visual biography using words and symbols
for display. After completion, students "visit"
each biography collecting information to write a summary
of each historical figure.
a. Student pairs research 15 facts about Mohandis Gandhi
and 15 facts about Muhammad Ali Jinah utilizing research
materials or the Internet
b. Student pairs will create a VISUAL BIOGRAPHY of each
man using words and symbols. For example, a picture of
Gandhi and Jinnah may be drawn, cut-out, downloaded, or
any other creative display. Around the picture of the
men, students will identify attributes relating to each
historical figure. The visual biography should be displayed
on any size paper and include the following:
1. Identify the religion of Jinnah and Gandhi
2. Identify the time period they lived
3. How did each man die?
4. Identify the goals each man possessed for the India
5. Did the men achieve their goals?
6. Historically, how are they remembered?
7. How did each man impact history?
Visual Biograph Option: The instructor may assign
a different historical figure to each student pair. After
the visual biographies are complete, display the biographies
and all students examine each biography and write a paragraph
summary of each historical figure using the visual biography
as a research tool.
Other Historical figure options: Earl Louis Mountbatten,
Jawaharlal Nehru, Maharaja Hari Singh
Evaluation: Evaluation will be based on classroom
participation in the human Venn diagram and the ranking
paper students submit following the issues debate. Students
may also be evaluated on the completion of their visual
biographies and summaries of historical figures.
5. Visual Vocabulary: Draw a symbol/picture describing
and showing your understanding of the following vocabulary
terms. Or write a paragraph using the words correctly describing
the key events leading to partition of the subcontinent.
Raj: rule, especially British rule prior to 1947
Subcontinent: a large, relatively self-contained
landmass forming a subdivision of a continent
Viceroy: a governor of a country, province, or colony,
ruling as the representative of a sovereign
Passive resistance: opposition to a government or
to specific governmental laws by the use of non-cooperation
and other nonviolent methods, such as economic boycotts
and protest marches
Salt March: act of non-violent resistance to the
British salt tax in 1930 led by Mahatma Gandhi
to National Standards:
Connection to Standards of the National Council for Social
make these lesson plans better
II. Time, Continuity, and Change
III. People, Places, and Environment
VI. Power, Authority, and Governance
IX. Global Connections
About the Author: Author Lisa Iverson, M.S.,
is a social studies educator at Cascade High School in Turner,
Ore. She serves on the Oregon Council for the Social Studies
To find out more about opportunities to contribute to this
site, contact Leah Clapman at firstname.lastname@example.org.
lesson plans from PBS
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