Students brainstorm names of non-self-governing territories and then check a map. Then they create a classwide chart of Asian countries and the year they gained independence and relate these dates to the end of World War II. Next they focus on India’s struggle for independence and argue for it as nonviolent or violent. Finally they view a collection of photographs taken during India’s partition, and they write an imaginary diary entry of someone who lived through it.
Students read an introduction to decolonization in Asia and review the lesson objectives. Using a map of non-self-governing territories as a visual reference, they respond to a word cloud prompt by naming a nation that is currently a territory with no self-government or by entering “none” if they are unsure.
Teacher MovesPreview the experience by outlining how students will explore decolonization and independence movements in Asia. Clarify the objectives, then review student word cloud responses, highlighting examples such as U.S. territories and Freely Associated States. Use the map to point out that many non-self-governing territories are islands, often far from any mainland.
Students examine an image from Cambodia and read background text about colonization and independence in southern and southeastern Asia. Each student is assigned (or selects) one Asian country and uses the CIA World Factbook to add an entry to a shared class chart, listing the country, its colonizing nation(s), and its date of independence. After the chart is populated, students read a short explanation about the complexity of decolonization and watch the video Decolonization and Nationalism Triumphant to gain an overview of global independence movements. They then post to a class wall explaining how the dates of Asian independence compare to the end of World War II, using both the chart and the video to support their explanation.
Teacher MovesAssign or help students select countries for the chart, clarifying that the focus is on Asian nations (excluding the Middle East). As entries are added, model how to sort and read the table, and prompt students to observe patterns such as clustering of independence dates, repeated colonizing powers, and countries with multiple independence dates. After students view the video and respond on the wall, share interesting or exemplary posts and guide discussion toward connections between World War II and decolonization, including weakened European powers, resistance to a return to colonial rule, and the emerging role of organizations like the United Nations.
Students view a photograph of Mohandas Gandhi and post what they know about him, including his name if they recognize him. Next, they focus on India’s independence by watching Why was India split into two countries? and reading How Mahatma Gandhi changed political protest to learn about Gandhi’s leadership, nonviolent resistance, and the partition of India and Pakistan. Drawing on these resources, they respond on a class wall to the prompt: whether the Indian struggle for independence is better characterized as nonviolent or as marked by bloodshed, citing evidence to support their claim.
Teacher MovesIntroduce the photograph as Mohandas Gandhi and briefly explain his importance in Indian history and his influence on nonviolent movements, including that of Dr. Martin Luther King Jr. After students engage with the video and reading, invite them to share and compare their wall responses, highlighting how evidence can support either a primarily nonviolent or a violent characterization of India’s independence struggle. Share an interesting or exemplary answer and, if appropriate, note that some historians challenge the simple narrative of a purely nonviolent struggle.
Students read a brief reflection on the difference between historical facts and lived experience, then view a collection of photographs in India’s Partition to consider what life was like during independence and partition. They write a diary entry from the perspective of someone their own age living through that era, describing daily life, challenges, and the situation in their community and the wider world. After posting, they review classmates’ diary entries and respond to at least two with a question or a positive comment.
Teacher MovesEmphasize that history can be understood not only through facts and dates but also through personal stories and perspectives. Encourage students to use the photographs to imagine realistic details in their diary entries and to read peers’ posts thoughtfully. Remind them that memoirs and autobiographies are valuable sources for gaining a personal perspective on historical events and places.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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