ࡱ> U@ =6bjbj ݏ#.RRRR222F   8BDFw& L!(twvwvwvwvwvwvw$yR#|Xw2+J@@++wRRZw000+R2tw0+tw0,00o@2t R `3 /, q6(wLw0wr{|;-{|ltFFRRRRtZ{|2Du@!\$f0'(@!@!@!wwFF '0^FF  Teachers notes  Please refer to the Curriculum Map for learning objectives for the Punjab: Moving Journeys theme. The resources have been designed for students at Key Stage 3 and support the history and citizenship curriculum. Sensitivities The content and activities in this theme require students to express personal views and opinions. This can only be done in an environment where students feel secure enough to discuss their own attitudes and values. You may want to draw up a set of class rules with the students where the values of listening to each others views can be established. You should also be aware of your own values and attitudes and the extent to which you influence students behaviour. You also need to be aware of the language that you and the students are using to discuss sensitive issues. Does everyone have a shared understanding of concepts such as imperialism, empire and exploration? For further support on teaching emotive and controversial issues see the advice from the Historical Association  HYPERLINK "http://www.history.org.uk/resources/secondary_guide_1140,1151_54.html" http://www.history.org.uk/resources/secondary_guide_1140,1151_54.html Activities The activities have been divided into 5 sections which could cover one lesson. Each section includes activities leading to the final section which is to develop a webpage on the partition of the Punjab. This module enables students to critically assess media that is already available online, select and interpret relevant sources from the archives of the RGS and understand the community histories and legacies of the partition both in the subcontinent and in the UK. Students should have some prior understanding of the development of the British Empire in India and the events leading to its partition. Most of the web links come from the BBC 2007 portal  HYPERLINK "http://www.bbc.co.uk/indiapakistan/" http://www.b bc.co.uk/indiapakistan/ but useful links to the broader background and events of partition including maps can be accessed at  HYPERLINK "http://www.bbc.co.uk/history/british/modern/partition1947_01.shtml" http://www.bbc.co.uk/history/british/modern/partition1947_01.shtml Activity One Key question Why was the 60th anniversary of the partition of India and Pakistan marked in the UK in 2007? Resources Activity sheet: Partition Webquest Web links Introduction This section asks students to assess the online contribution to the 60th anniversary of the partition of India and Pakistan by BBC online, in particular to analyse the different source material used and the effectiveness of new media to communicate a wider understanding. Finally, students are asked why this anniversary was commemorated in the UK and to compare an Indian view of the UKs events. Starter This short video clip gives an overview of the events of partition and the main historical figures involved in the decision. Students can also recap on any prior understanding of partition and its impact on the sub-continent and the UK.  HYPERLINK "http://news.bbc.co.uk/player/nol/newsid_6940000/newsid_6943000/6943064.stm?bw=bb&mp=wm&asb=1&news=1&bbcws=1" http://news.bbc.co.uk/player/nol/newsid_6940000/newsid_6943000/6943064.stm?bw=bb&mp=wm&asb=1&news=1&bbcws=1 Main activities Ask the students to use the Webquest activity to analyse specific web links. This could be done in pairs with each pair given different links and can be completed as a homework activity. Were the students aware of the 60th anniversary in 2007 and did they watch or listen to any programmes or attend any events? Why do they think there was a major programme of events and activities to mark the partition? Is it important to commemorate significant historical events? What other historical events are commemorated in the UK? For an Indian view on the UKs making of Indian independence, see  HYPERLINK "http://www.telegraphindia.com/1070819/asp/7days/story_8209301.asp" http://www.telegraphindia.com/1070819/asp/7days/story_8209301.asp. This article could be printed out to discuss the different interpretations of the 60th anniversary in the UK and India. Also  HYPERLINK "http://newsvote.bbc.co.uk/1/hi/world/south_asia/6947602.stm" http://newsvote.bbc.co.uk/1/hi/world/south_asia/6947602.stm for a summary of Indian press opinions. Plenary Students select one of the web links to feedback to the class. They take a vote on which web links are the most effective and most engaging. How did the web pages achieve this? What will their own web pages aim to achieve? Activity Two Key question What was the relationship between the British and the Punjab? Resources Fact sheet: Punjab and Britain Fact sheet: Punjabis in the Army Activity: Plan your web page The online image gallery Websites  HYPERLINK "http://images.rgs.org/index.aspx" http://images.rgs.org/index.aspx Starter Write down the words Punjab on the board and give the students 2 minutes to write down words with a partner to see what they know about the region from their previous research. Add the students words to the board. Highlight the area of present day Punjab on a map or atlas. Download the map of the Punjab, Punjab States and Delhi from 1933 (available within the gallery), to highlight the area pre 1947. Compare the regions using the maps on this page from the BBC  HYPERLINK "http://newsvote.bbc.co.uk/1/hi/in_depth/629/629/6922293.stm" http://newsvote.bbc.co.uk/1/hi/in_depth/629/629/6922293.stm Explain that there are many Punjabis in Britain who migrated for many different reasons. This lesson will focus on Britains historic relationship with the region and its legacies. Main Activities Explain that at the end of this module, they will be drafting a web page to communicate the history and legacy of partition in the Punjab to an audience of young people. Their first section will be the relationship between Britain and the Punjab. Ask the students to read through the fact sheets above and in pairs to decide on 5 key events or facts that they think it is important to include. They can also add images either from the online gallery on the Unlocking the archives website or from the RGS picture library. They must also decide on the best way to present this information without any downloads. If they decide on a slideshow, they must also write the captions for each image and decide on any further description or explanation to communicate their message. Students may also decide to focus their content on the Punjabis in the Army which also illustrates the relationship between Britain and the Punjab. Plenary Return to the words that students gave to describe the Punjab, what words would they add to the initial list to describe the peoples and landscape of the region. Activity Three Key question What can different sources tell us about partition? Resources Fact sheet: Views on Partition Fact sheet: Moving Journeys Activity sheet: Different sources The online image gallery Starter Recap some of the main events and historical figures in the lead up to partition. Show a short clip two of the different types of sources on the Fact sheet: Views of Partition. There are a range of photographs, audio-visual clips of the time and trailers of contemporary films. Ask the students to identify each source and from whose viewpoint we gain an understanding of partition. Main activity Read through the first page of the Fact sheet: Views of Partition to explain how historians are now exploring peoples own experiences and memories of partition to understand the impact and legacy on ordinary people. There are specific stories about the Punjab on the Fact sheet: Moving Journeys. The students will be studying different sources and writing down what they tell us about partition. Explain to the students that they will be making a selection on two types of sources that they can present on their web page. Plenary Ask for feedback from the students. What is their understanding of partition from the range of sources? Activity Four Key question What are the views of partition by people today? Resources Fact sheet: Views of the Punjab community Activity sheet: Interview guidance Digital recording equipment Starter Play the slideshow with audio that some of the students may have analysed in the first lesson. Audio Slideshow: A memory of partition  HYPERLINK "http://news.bbc.co.uk/1/hi/in_depth/629/629/6945591.stm" http://news.bbc.co.uk/1/hi/in_depth/629/629/6945591.stm Explain that the students will be undertaking their own interviews with members of the community. They may be people whose families have migrated to the UK from the subcontinent or may be people who have memories of the time. They may be the students own families or relatives. You may be able to contact community organisations through your local council. You will also need to prepare an Oral History Contract to be signed by the interviewee so that they give their consent for their memories to be used in various ways for the project and possibly in the future. Give advance notice of the project through a letter several weeks before the project begins, inviting parents and carers to make time for interviews or to contribute photographs and artefacts for the project. For further advice on oral history projects for schools, visit  HYPERLINK "http://www.movinghere.org.uk/schools" www.movinghere.org.uk/schools Main Activities Introduce the concept of asking open-ended questions: in pairs or groups, get the children to ask each other questions that cannot be answered with 'yes' or 'no' Develop students' planning skills: as a class, come up with questions that can be asked to find out about different topics (such as sea voyages, special celebrations, or leisure activities) or about a particular time in someone's life (childhood, adolescence, being a parent) Develop the students' listening and recording skills: in pairs, have students ask questions of each other and record each other's answers Discuss with the class the differences between spoken and written language Demonstrate the importance of note-taking: using a five-minute oral history interview audio recording, ask children to take notes including important names, places, dates, and key words or phrases that are mentioned during the interview Go through the Activity sheet on Interview Guidance and read some of the views of people today form Punjab community groups. Which ones would they include on their web page? Plenary Listen to some of the recordings that the students made of each other. What is the importance of the editing and how can this change a persons recording? What should be taken into consideration when editing peoples stories? Further advice from the Oral History Society at  HYPERLINK "http://www.ohs.org.uk" www.ohs.org.uk Activity Five Key question Partition and the Punjab: how would you present this on the web? Resources Activity sheet: Guidelines on creating your webpage The online image gallery Starter Recap on the previous activities in order to assess what the students understand about the process of selection, interpretation and representing places and people. Ask the students to read through the work they have undertaken so far in this unit. They are now ready to plan their webpage. Main Activities Read through the Activity sheet: Guidelines on creating your web page. They can also share their exhibitions on this website by saving them on CD and posting them to Unlocking the Archives, Royal Geographical Society, 1 Kensington Gore, London SW7 2AR Plenary Present these on the IWB. As a class, agree on a set of criteria on which to judge these web pages. 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