Introduce this unit on India by informing students of the
places to be studied:
States of Southern India
-Thekkady (Wildlife Sanctuaries)
-Munnar (Tea Plantation )
- Bangalore (Capitol)
Cities in Northern India
After introducing the areas to be studied give students time
to locate these specific places on the India map. Share these
areas on a large wall map or overhead transparency with students
as well to insure correct information and spelling. Also have
students determine the number of states in India and the languages
used in each state.
- Using the overview description from page one of this lesson
plan explain the interactive game and time-line for each site’s
research to the students. Students will also need to have the
grading rubric explained for the mini-projects.
- Students also need to be arranged into small groups of 3
to 4 students.
- At this point explain that each group will need to complete Destination
Info Worksheet for each area. This worksheet
will ask for specific place/site being studied, population, languages
spoken, geography, climate, religions, head of state, capital
and other interesting information of the area.
5. The first state to be explored by students will be Tamilnadu.
For this first mini-project students will use the internet to
research on Hinduism looking at rituals, temples in Tamilnadu.
Students will explore a total of 3 temples in the Tamilnadu
One temple in Chennai, one temple in Thanjavur
(Shiva) and one temple in Madurai (Meenakshi)
Students will need to identify the following information for
- Name of the temple
- When was the temple built
- Name of ruler when temple was built
- Identify God/Goddess of the temple
- To be able to tell the story of the major God/Goddess
go the The Smithsonian Website (Puja)
- Information on a different temple is provided as an example.
- Each teacher will need to decide how this information will
be recorded. Examples would be formal writing, poster presentation
travel brochure, etc.
- The second southern state to be studied will be Kerala,
specifically the city of Thekkady. For the second mini-project
students will use information from web sites provided on the
Hot-List to compare and contrast two major animal sanctuaries
of America and India .
- Students will investigate to find out why the Periyar
Tiger Reserve in India and the Yellowstone
National Park in the United States became wildlife
- Students will also investigate why each country developed
these lands for specific animals: elephants and tigers in India
and buffalos and wolves in the United States.
- Finally students will create a Venn Diagram to illustrate
the similarities and differences between these two sanctuaries/parks.
- The third mini-project will be in the city of Munnar in
Kerala . Tell students to generate answers to the
following questions concerning tea production in the state
- How is tea grown?
- How long does it take to grow tea?
- What do tea plants look like?
- What type of climate is needed to grow tea?
- Why do you think the British grew tea in India ?
- After students have generated answers to these questions
discuss. Once discussion is complete students will make inferences
based on data collected on the history of tea, the process
of farming tea and why the British colonized this area.
- The fourth area to be studied will be the city of Bangalore in
the state of Karnataka. After the D.I.W. is
completed, this stop will focus on the city itself looking
at two issues: industry in Bangalore (IT and other) and the
cosmopolitan atmosphere found there.
- Students first will research and collect data using the
Passage to India hot list as well as other resources
on the number and types of jobs moved/created in the technology/computer
industry and come up with a hypothesis as to why Bangalore
is such a popular destination.
- Secondly, students will view pictures and video clip placed
on the UW South Asian studies website of Bangalore and pick
out at least ten different things that are similar and five
that are different to metropolitan areas within the U.S. (This
could include things such as retail stores, buildings, people,
traffic, vegetation, etc.)
- Students will use the information collected and observations
to complete a travel brochure/pamphlet on Bangalore .
- 17. The fifth mini-project will focus on the life of M.K.
Gandhi and his assassination in Delhi,
- Students will research Gandhi using the Passage to India
hot list and other resources available to create a timeline
of the major points in his life. Such points could include:
his birth, education, life in South Africa , philosophy on
non-violence, political struggles for independence for India
- Students will compare these main points to those of the
life of Martin Luther King Jr. (who followed in Gandhi’s
footsteps by using non-violent protests to help change American
society) looking for similarities. Students may use the
hot list or other resources to gather information about Dr.
- Teachers will hold a class discussion to bring out all of
the students’ ideas in their comparisons. Although
there were many differences, their similarities should be emphasized
and displayed either on a chalkboard or overhead. The
theme of change through peaceful non-violent protest should
come out of this discussion.
- The final area to be studied will be the Taj Mahal, located
in the city of Agra , in the state
of Uttar Pradesh.
- Students will be given a worksheet
to research basic details of the Taj regarding its history,
architecture, etc.) Once completed, they will be asked
to pick out a famous American landmark (examples include Mt.
Rushmore, the Golden gate Bridge, the Washington Monument,
the Sears Tower) and use the worksheet to collect information
about it in order to compare the two. Comparisons can
be made via Venn diagram or other method.
Hot List Web Site:
(Use identified web-sites to locate information for each mini-project
and Destination Info Worksheet.)
Info Worksheet (This sheet will be needed for the
start of each mini-project.)
Diagram Work-sheet (To be used when comparing and
contrasting wildlife sanctuaries and Martin Luther King Jr. to