Social Studies Unit for EDU 383 Social Studies Methods

Social Studies Unit Topic: India

Name Hannah Pyatt

Grade Level: 6th

Enduring Understanding Students will become more knowledgeable about India, a country in Asia. They
will understand how different ethnic, religious, and historical backgrounds help define the culture of India.

TABLE OF SPECIFICATIONS AND UNIT DESIGN

Essential Questions for the Unit (2-5)
What major historical events lead to
Independence in India from Britain and how
did those events help to shape the country?
What landforms or landmarks in India attract
tourist or play an important role in the
economy of India?
What type of government systems are set up
throughout India and how do these differ from
the government of the United States?
How does the countrys religion, language,
educational system, and history help define
the culture of the people?

Background Materials Used:

Introductory Lesson What do we know about India?

Content Areas Addressed

SmartBoard
Internet
National Geographic Website
Online Articles
Pictures
Clay
Paint
Bulletin Board Material
Laptops
Mentor Texts
India Informational Texts

List Learning Targets for Lesson

1) Students will write descriptive phrases for the
pictures of India and will then try to guess which
country it is we will be learning about.

Geography
Sociology
Writing

2) SW pin one card to the KWL bulletin board stating

something they already know about India.
3) SW pose questions they have about India and
place those on the bulletin board.
4) SW know India is a country in Asia and will be able
to recognize it on the map.
Possible Lesson Activities/Integrated Learning
http://travel.nationalgeographic.com/travel/countries/india-photos/#/brigade-road_6723_600x450.jpg
(Link to National Geographic)
Students will be shown pictures of India on the smartboard from the National Geographic website.
They will write descriptions for the pictures, trying to guess which country they will be learning
about.
TW introduce bulletin board explaining the KWL process.
Students will be shown map location of India and learn that it is a country in Asia.
Every student will fill out a card with something they know about India to pin to the bulletin board
as well as a card with something they would like to know.
Day #2 Lesson List Learning Targets for Lesson
1) SW be able to identify characteristics of emperors
of the Mughal dynasty.

Content Areas Addressed

History
Civics
Anthropology

2)SW know about Shah Jahan and the Taj Mahal

3) SW be aware of the events leading to the fall of
the Mughal dynasty.

Economics
Writing
Reading
Speaking

Possible Lesson Activities/Integrated Learning

TW read the introduction to the book Taj Mahal by Elizabeth Mann. This will give students brief
introduction to the Mughal dynasty.
SW research using one of the resource books or the internet to learn more about the Mughal
dynasty.
SW partner up and take the role of reporters. SW write questions they would ask if they were
interviewing Shah Jahan. (What made you want so much power? Why did you build the Taj Mahal?)
They will think of responses for all the questions they write.
SW perform their skit to the class. One student posing as the interviewer and one as the emperor
answering the questions.
Day #3 Lesson Instructional Objectives for Lesson
See Lesson Plan
Possible Lesson Activities/Integrated Learning
See Lesson Plan
Day #4 Lesson Instructional Objectives for Lesson
1) SW be introduced to an Indian folktale.
2) SW participate in stations to learn about culture in
India.

Content Areas Addressed

See Lesson Plan

Content Areas Addressed

Sociology
Anthropology
Economics
Reading
Writing

3) SW be familiar with traditional Indian dancing,

Indians foods, education in India, sports/hobbies
Indian people enjoy, language in India, religion, and
currency
4) With a partner, SW choose one of these topics to
write about as if they were a child in India writing to
America.
Possible Lesson Activities/Integrated Learning
Teacher will start by reading the book Once a Mouse, showing students that there are Indian
folktales just like here.
SW rotate between learning stations in groups of three or four.
Learning Station 1 Students will go through the book Foods of India and will choose their
favorite one. As a group they will write a recipe based on what they think it takes. After the recipe is
complete, they will search online and see how close they were.
Learning Station 2 The SmartBoard will have an Indian Dance video that students can watch and
follow along with. (This will also get them up and moving between stations).
Learning Station 3 Children will have the book Going to School in India or this article about
education http://time.com/2956888/india-education-decline-world-bank-report/ and will complete a
Venn Diagram comparing/contrasting school in India to their own. (Whether they read the book or
article will be based on reading level).
Learning Station 4 SW have India the Culture, India the People, and Country Insights to read
through and make a list of some activities/sports/hobbies that are common in India. What would I
be interested in doing if I were a child in India?
Learning Station 5 - Students will have a Hindi/English translation book they can read and learn a
few common phrases.
Learning Station 6 Students will have a childrens article about Hinduism and the Caste System.
Children will learn that Hindu people do not eat beef. They will have to write a McDonalds menu
without hamburgers (Creating some new ideas). They will get to compare it to the actual Indian

McDonalds menu when they are finished.

Learning Station 7 Optional Girls can practice wrapping a Sari (traditional womens dress).

Day #5 Lesson Instructional Objectives for Lesson

1)SW learn some major landmarks in India and be
able to label them on a map.
2)SW recognize that India is a Peninsula, surrounded
by Indian Ocean.
3)SW research the affect of tourism on the economy
and what other industries support the economy.
Possible Lesson Activities/Integrated Learning
SW be shown pictures of landmarks in India on
the SmartBoard
Students will be given clay. They will shape the
country of India with clay defining rivers,
mountains, placing stars on the capital.
Students will write a key to their map.
Students will read the article about Indias Economy
found on this website.
https://www.cia.gov/library/publications/theworld-factbook/geos/in.html
Students will discuss how tourism and the Taj
Mahal affect the country.
Day #6 Lesson Instructional Objectives for Lesson
1)With a partner, students will choose one topic over
the unit that they wish to know more about.

Content Areas Addressed

Geography
Anthropology
Sociology
Economics
Reading

Content Areas Addressed

History
Geography
Civics

2)SW prepare a presentation for final assessment.

Economy
Sociology
Anthropology
Reading
Writing
Speaking

Possible Lesson Activities/Integrated Learning

Students will be given many book resources and allowed to search online for more information
concerning the topic they have chosen.
Students will be allowed to research online for more information
Students will choose through which media they will present their information (PowerPoint, Video,
Poster Board, etc).
Lastly, SW write the last step of the KWL chart.
Day 7 - Possible Assessments to assess STUDENT
performance
Final Assessment Presentation with partner
Read what they have written on KWL chart as
pre and post assessments.
TW assess students skits of the
emperor/reporter.
TW informally assess during learning stations
and can see childrens final products.
TW assess childrens map of India, making
sure they have all the landmarks correct.

Personal reflection on what was most challenging

and most rewarding for YOU during the planning of
this unit
The most challenging thing for me in
completing this unit was not knowing very
much about the history of India. I know many
Indian people and so I already knew a lot
about the culture but nothing about the
history. However, the rewarding part is that I
got to do some reading and I have broaden
my knowledge on the topic.

List some of the ways you addressed the Cognitive,

List some differentiated instruction techniques you
Affective, and Psychomotor needs of students within have used based on:

this unit plan

C= Students will be reading and writing. Students
will recognize places on the map. They will be
learning events in history.
A=Students will be comparing their own lives to
Indian children. They will be making connections
between our fight for Independence and Indias.
They will discuss in groups and write reflections with
their connections.
P= Students will be up and moving around. We will
make a map out of clay. Students get to learn an
Indian dance. They will get to act out parts in a skit
and present to the class.

Content = Process = Product =

Or based on Student CharacteristicsReadiness = Interest Level = Learning Styles

Students will get a choice what content they

research more in depth for their presentation.
They get to choose how they present.
They can choose how they do their research
(a book in the class or the internet)
There will be different book options based on
reading level.
Students finished early will have enrichment
reading they can do.
There will be many different ways students
are learning through the learning stations.

If you choose to provide a performance event, describe what the event might look like
(if you are NOT planning a Performance Event, leave this section of).
Students will do a presentation at the end of our Social Studies Unit. This will be very openended. They may choose how they would like to present but must have some kind of visual
aid. Students will present with a partner. They must agree on a topic and research together.