Lesson Plan : Gandhi: A Memoir by William Shirer

Teacher Name:
 Paula Lindsay
 Grade 9-10
 Social Studies

 Gandhi's appearance, personality and beliefs, and their contribution to India's Independence.
 Mahandas Gandhi's appearance, personality and beliefs (civil-disobedience), memoir (excerpt) / Teacher generated handout of 31 vocabulary words questioned during reading: radiated, puckish, foibles, deceptivefrugal, brisk, dhoti, cliche, homely, egotism, arouse, lathis, scorn, etc. and FCAT example of short response question, answer and rubric evaluation.
 Historical Awareness II.5.A.a. Understand current and historic events from the perspective of diverse cultural and national person. Cultural Awareness: V.2.A.a Give examples of cultural diffusion in history. Cultural Awareness: V.4.B.a Investigate and analyze the roles of an individual in supporting human rights. Global Perspecivie: VI I.A.a Analyze the influence of a select culture on world civilizations. (Discussion)
 Explain and cite examples of the causes and effects of imperialism. (Question #8) Cite examples that illustrate cultural diffusion. (Question #7) HW As a representative from the UN, write a speech convincing two warring countries of the superiority of civil-disobedience, including an historical exam
 Handouts: Understanding What You Read Handout/Vocabulary and FCAT example answer similar to question 7, rubric provided. White board/marker (Summary of 4 point rubric, later teacher's sample of 4 point answer to question 8.)
 Focus on title and author: Students discuss what they know about Gandhi. Memoir: a record of facts and events written from personal knowledge or special information. Discussion of picture of Gandhi, description. (Read response questions.)
 Teacher reads introductory paragraph and suggests class underline 1931, first meeting Gandhi, favoring nonviolence, achieve independence form Great Britain (discuss where Great Britain is and other names associated with area - United Kingdom includes Ireland and Scotland and England.
 Volunteer and selected students read excerpt aloud while class follows and underlines important numbers, descriptions, unknown vocabulary - emphasis on single word or few word underlining. Discussion after each paragraph of what was underlined and vocabulary.
 Read excerpt aloud. Check for understanding through discussion. Use of board for visual, if necessary.
Checking For Understanding:
 Discussion of multiple choice answers and questions, eliminate two. Review HO with vocabulary and example of short response from FCAT similar to question 7 and its evaluation.
 Read response questions aloud. Explain for focus and expectations (use of quotes). Answer the two response questions.
 (Extended activity - exchange papers and classmate grade according to rubric.) Grade response questions according to rubric. Review example of 4 point rubric answer using quoted text. Check for understanding.
Teacher Reflections:

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