Additionally, if ANYBODY wishes to have a copy of the Social Studies 3 four part curriculum, please email me at keshavkohli@gmail.com
Thank you,
Keshav Kohli
Friday, June 11, 2010
Thank you SILC Community!
As I finish my last year of teaching Social Studies 3 at SILC, I want to sincerely thank everyone who is a member of the SILC community for helping me succeed in the classroom for two years. I will dearly miss the students and faculty of SILC as I enter college and employ the knowledge I have acquired through SILC in the larger world.
Keshav Kohli
Keshav Kohli
Monday, March 29, 2010
Lesson Outline: Unit 4
Title: The Post-American World and India's Post-colonial Identity
Date: 29 March 2010
Creator: Keshav Kohli
Subject: Social Studies level 3
Activities and lesson notes: This unit offers both a rigorous introduction to the theory of post-colonialism and a study of the shifting global economy, thereby investigating and reflecting upon the "rise of the rest (third world)" and India's role in the new global order. In effect, students will discuss and apply the following terms in class: Westernization, outsourcing, parlimentary democracy, imagined community (Benedict Anderson), cultural nationalism, multi-polarity, and the BRIICS acronym as proposed by Goldman Sachs. Through classroom demonstrations, discussion of historiographical texts, and engaging discussion, students will begin to expand their innate worldview and explore modern India.
Sources (websites, books used, etc.): To name a few:·
· India A History by John Keay
· The Post-American World by Fareed Zakaria
· The West and the Third World by Fieldhouse
· http://www.wikipedia.com/
· The World’s History Volume II by Howard Spodek
· Various internet sources for images
Materials needed (markers, scissors, etc): Kohli Bucks (artificial paper money given to students on occasion, allowing them to “purchase” treats—namely candy—in class)
Monday, February 15, 2010
Mid-Year Project
Our video project: http://www.youtube.com/watch?v=FvzHfAbgaU8
Description: Students assume the roles of prominent Indian leaders and historical figures to cooperatively deconstruct some of India's most pertinent overarching issues. Specifically, students--or rather, their characters--grapple with the following concepts: Hindu-Muslim unity, the two-nation theory, economic self-sufficiency, and classism.
For more information, visit the class blog at: www.s1.zetaboards.com/social_studies_3
A special thanks both to the SILC volunteers for organizing the event and to the teachers for making the SILC experience brighter for all students.
Description: Students assume the roles of prominent Indian leaders and historical figures to cooperatively deconstruct some of India's most pertinent overarching issues. Specifically, students--or rather, their characters--grapple with the following concepts: Hindu-Muslim unity, the two-nation theory, economic self-sufficiency, and classism.
For more information, visit the class blog at: www.s1.zetaboards.com/social_studies_3
A special thanks both to the SILC volunteers for organizing the event and to the teachers for making the SILC experience brighter for all students.
Monday, December 7, 2009
Semester 1 Examination
Semester 1 Examination Outline: To view complete, ongoing class discussion, visit http://s1.zetaboards.com/social_studies_3
This short, "fun" test is an opportunity for students to display their intricate knowledge of Indian history. The test is comprised of various multiple choice, matching, and essay questions to amount to 50 points in total. The following is a list of topics which will likely be covered on the exam:
Unit 1 Concepts:
Indus Valley Civilization
Role of science and technology in the Indus Valley CivilizationIndustry
Definition of Government
Role of Commerce
Agriculture
Agrarian Economy
Town Planning
Joint Families
Cash Crops
Caste System
Definition of Tax
Unit 2 Concepts:
Nation State
Role of Sultans
Diagram- Be sure to understand this diagram
Who was called the Gazi? Why?
Delhi Sultanate
Hindu Rajput Confederacy
What was so important about creating a stable government?
Role of Hindu Muslim Unity
Hindu and Muslim Separatists
Role of Mansabers in Akbar’s government
Definition of Bureaucracy
Social hierarchy
Jizya
Din-i-Llahi
Urdu
The Flourishing Market
Definitions of finial, arch, dome, and mina
What is the role of the finial on the Taj Mahal?
Characteristics of Mughal architecture
Name 2 Mughal structures still standing today
This short, "fun" test is an opportunity for students to display their intricate knowledge of Indian history. The test is comprised of various multiple choice, matching, and essay questions to amount to 50 points in total. The following is a list of topics which will likely be covered on the exam:
Unit 1 Concepts:
Indus Valley Civilization
Role of science and technology in the Indus Valley CivilizationIndustry
Definition of Government
Role of Commerce
Agriculture
Agrarian Economy
Town Planning
Joint Families
Cash Crops
Caste System
Definition of Tax
Unit 2 Concepts:
Nation State
Role of Sultans
Diagram- Be sure to understand this diagram
Who was called the Gazi? Why?
Delhi Sultanate
Hindu Rajput Confederacy
What was so important about creating a stable government?
Role of Hindu Muslim Unity
Hindu and Muslim Separatists
Role of Mansabers in Akbar’s government
Definition of Bureaucracy
Social hierarchy
Jizya
Din-i-Llahi
Urdu
The Flourishing Market
Definitions of finial, arch, dome, and mina
What is the role of the finial on the Taj Mahal?
Characteristics of Mughal architecture
Name 2 Mughal structures still standing today
Sunday, October 11, 2009
Lesson Outline: Unit 2
Lesson Title: The Mughal Empire
Date: 23 November 2008
Creator: Keshav Kohli
Subject: Social Studies level 3
Activities and lesson notes: This longer unit is divided into three individual sections, each focusing on different aspects of the Mughal Empire and its effects on India’s culture, geography, political sphere, and economic stability. The first lesson articulates the rise of the Mughal Empire to power, specifying the line of kings leading up to the rule of Jahangir, the cultural provisions made by Akbar the Great, the influence of the Ottoman Empire on Babur’s conquests, the significance of Humayun’s government, and growing threat of opposition such as that of the Hindu Rajput Confederacy. In class, students acquired a detailed understanding of cash economy, Hindu-Muslim unity, syncretism, the nation-state, cultural reform, the bureaucratic system of government, and Mughal architecture through lectures and engaging student activities. Specific emphasis was placed on the role of Akbar’s regime in unifying the northern territory of India—a central premise in analyzing the subsequent fall of the Mughals under Aurungzeb’s administration. In effect, students have become very familiar with social, economic, political, and geographical patterns in early societies during Mughal rule. This study of the Mughal Empire will assist students both in comprehending and identifying the underlying foundation of Indian culture and political policies, as well as in expanding their ability to read, margin note, and concretely understand the text assigned.
Sources (websites, books used, etc.): To name a few:
· India A History by John Keay
· In Spite of the Gods: The Strange Rise of Modern India by Edward Luce
· http://www.wikipedia.com/
· The World’s History Volume II by Howard Spodek
· Various internet sources for images
Materials needed (markers, scissors, etc): Kohli Bucks (artificial paper money given to students on occasion, allowing them to “purchase” treats—namely candy—in class)
Date: 23 November 2008
Creator: Keshav Kohli
Subject: Social Studies level 3
Activities and lesson notes: This longer unit is divided into three individual sections, each focusing on different aspects of the Mughal Empire and its effects on India’s culture, geography, political sphere, and economic stability. The first lesson articulates the rise of the Mughal Empire to power, specifying the line of kings leading up to the rule of Jahangir, the cultural provisions made by Akbar the Great, the influence of the Ottoman Empire on Babur’s conquests, the significance of Humayun’s government, and growing threat of opposition such as that of the Hindu Rajput Confederacy. In class, students acquired a detailed understanding of cash economy, Hindu-Muslim unity, syncretism, the nation-state, cultural reform, the bureaucratic system of government, and Mughal architecture through lectures and engaging student activities. Specific emphasis was placed on the role of Akbar’s regime in unifying the northern territory of India—a central premise in analyzing the subsequent fall of the Mughals under Aurungzeb’s administration. In effect, students have become very familiar with social, economic, political, and geographical patterns in early societies during Mughal rule. This study of the Mughal Empire will assist students both in comprehending and identifying the underlying foundation of Indian culture and political policies, as well as in expanding their ability to read, margin note, and concretely understand the text assigned.
Sources (websites, books used, etc.): To name a few:
· India A History by John Keay
· In Spite of the Gods: The Strange Rise of Modern India by Edward Luce
· http://www.wikipedia.com/
· The World’s History Volume II by Howard Spodek
· Various internet sources for images
Materials needed (markers, scissors, etc): Kohli Bucks (artificial paper money given to students on occasion, allowing them to “purchase” treats—namely candy—in class)
Lesson Outline: Unit 1
Lesson Title: A Glance at History
Date: 27 September 2008
Creator: Keshav Kohli
Subject: Social Studies level 3
Activities and lesson notes: This short lesson, in essence, focuses on the economic, political, and cultural trends that are seen throughout India between the pre-colonial time period—that is, as early as the Indus Valley Civilization— and today. In class, students acquired an understanding of economy, commerce, agriculture, industry, urbanization, gender roles, and the caste system through lectures and engaging student activities. Specific emphasis was placed on the importance of agriculture in early civilizations and the rising presence of technology through town planning efforts. In effect, students have become familiar with social and economic patterns in early societies. This preliminary knowledge will assist them in their future study of modern day economies and political entities.
Sources (websites, books used, etc.): To name a few:
· http://www.sscnet.ucla.edu/
· http://www.wikipedia.com/
· The World’s History Volume II by Howard Spodek
· Various internet sources for images
Materials needed (markers, scissors, etc): None
Date: 27 September 2008
Creator: Keshav Kohli
Subject: Social Studies level 3
Activities and lesson notes: This short lesson, in essence, focuses on the economic, political, and cultural trends that are seen throughout India between the pre-colonial time period—that is, as early as the Indus Valley Civilization— and today. In class, students acquired an understanding of economy, commerce, agriculture, industry, urbanization, gender roles, and the caste system through lectures and engaging student activities. Specific emphasis was placed on the importance of agriculture in early civilizations and the rising presence of technology through town planning efforts. In effect, students have become familiar with social and economic patterns in early societies. This preliminary knowledge will assist them in their future study of modern day economies and political entities.
Sources (websites, books used, etc.): To name a few:
· http://www.sscnet.ucla.edu/
· http://www.wikipedia.com/
· The World’s History Volume II by Howard Spodek
· Various internet sources for images
Materials needed (markers, scissors, etc): None
Monday, September 28, 2009
Welcome!
Hey guys,
This is the Honors SILC Social Studies Lvl 3 class forum, the place where students can share and discuss ideas to further their collective understanding of Indian history and culture. On a weekly basis, students will be required to post once on this forum in response to a question posed and emphasized in class. When necessary, I will mediate discussion and serve as a facilitator of ongoing conversation. Ultimately, we're just here to have a good time and engage in a lively discussion of Indian history.
Note: The class forum has been shifted to www.s1.zetaboards.com/Social_Studies_3
Cheers!
Mr. K
This is the Honors SILC Social Studies Lvl 3 class forum, the place where students can share and discuss ideas to further their collective understanding of Indian history and culture. On a weekly basis, students will be required to post once on this forum in response to a question posed and emphasized in class. When necessary, I will mediate discussion and serve as a facilitator of ongoing conversation. Ultimately, we're just here to have a good time and engage in a lively discussion of Indian history.
Note: The class forum has been shifted to www.s1.zetaboards.com/Social_Studies_3
Cheers!
Mr. K
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