LOOKING AT DIVISION AND INCLUSION FOR GRADE 8-9
They also were taken to the INDIA PAKISTAN border area to experience the real DIVIDE
and try and analyze the reasons for the same. the interesting bit was in their reflection the students brought out
research questions which extended not only their areas of learning were raised pertinent questions for the adult
work too.
The students donated a collected amount to the museum and felt a sense of belonging after realizing all of us had a COLLECTIVE PAST and the OTHER was /should be NO ONE.
BIG IDEA:- Positive global interactions are necessary for creating and maintaining peace.
Initiated through the TUG OF WAR activity ( the teacher divided the class: girls and boys into teams
and made them perform the TUG Of war … keeping a line to separate the two groups )
We started the session with a Tug of War and gathered responses on what does it signify.
Students were able to identify the partition and the apparent unfair division of teams.
The line for them signified an unrepairable division that can’t be questioned as ait was drawn by an
authority. Next, we moved into reflecting on what is home? What do we think of the country where we live?
Upon watching the video on common ancestry children concluded that we keep fighting over an
imaginary boundary whereas humanity has a common genesis.
Students were then given readings to prepare for the next class.
Students response were :
- that there are mindsets, separations, divisions, unfair means, and practices...
- And students also told me nobody thought of breaking the WALL or question the unfairness...
The teacher then led the discussion and leave the class with few inputs and thoughts …..
Discussion steps: Consider the term "boundary." Taking the case study of the Partition of India and the
creation of the Berlin Wall, exploring the emotional aspect: untold stories, struggles and unhealed wounds of
people to inquire into the social, political, economic life of human society.
Activity: drew students contributions on the whiteboard and then asked them to comment on the
Tug of war
Tug of war to tune in .. the students got hooked in with this activity
They were then asked to be mindful of the experience, discuss it in their groups and share their
opinions through various platforms, some of them blogged, some wrote for the class display
opinions through various platforms, some of them blogged, some wrote for the class display
Students blog work ;
http://myhistoryjourneypsn.blogspot.com/search?updated-min=2017-01-01T00:00:00-08:00&
updated-max=2018-01-01T00:00:00-08:00&max-results=10
updated-max=2018-01-01T00:00:00-08:00&max-results=10
They shared information not only with their peers but the parent community and the school adults too
commented on their findings and the opening up plus exchange of thoughts engaged the students
further.
commented on their findings and the opening up plus exchange of thoughts engaged the students
further.
Through individual writing, pair discussions or whole-group discussions, guide students in reflecting
on the following questions in advance of introducing "Fractured Lands." prompts given were -
on the following questions in advance of introducing "Fractured Lands." prompts given were -
- When you think of home, what do you imagine? What makes a place a home for you?
- When you think of your country, what do you imagine? How connected do you feel to your country?
- How would you describe the identity of your country?
- What makes a strong leader? What do people expect from their leaders?
- How do you choose to engage with your government when you disagree with its decisions?
- What has been the most singular event of your life? How did this event change your life?
- What has been a singular event in your country? What was the impact of that event on you directly?
Students spoke of the partition and then we looked at INCLUSION AND DIVISION.
Students were introduced to ORAL HISTORY as a tool in Social Sciences to collect information.
The importance and limitations of Oral history. Audio clips were played and students will be required to
listen attentively to cull out important information from the clips. Next, they were required to collect and
record stories from people directly or indirectly associated with the partition of India.
Students were introduced to ORAL HISTORY as a tool in Social Sciences to collect information.
The importance and limitations of Oral history. Audio clips were played and students will be required to
listen attentively to cull out important information from the clips. Next, they were required to collect and
record stories from people directly or indirectly associated with the partition of India.
As a part of the larger project then, students were made to formulate a research question.
They were encouraged to blog and share their voice …
Students then applied their analytical skills to inquire into the divisions by studying the various oral
history testimonies. Through several interactions with resource people .. the students were able to conclude.
history testimonies. Through several interactions with resource people .. the students were able to conclude.
Physical boundaries have lasting impacts on social, political, economic, emotional and
environmental aspects of human life.
environmental aspects of human life.
Students lead the discussion forums and interactions
Interactions with historians and students interpretations
Students made profiles, explored comforts and discomforts .. while understanding the concepts of
OTHERING AND outsiders. They shared their perspectives with the school and parent community.
Displayed their competencies and their application of knowledge. The planned exhibits that followed were a
a perfect example of their voice and choice.what was planned- kiosks, what students did was a boundary wall,
a gateway pronouncing no man’s land,
OTHERING AND outsiders. They shared their perspectives with the school and parent community.
Displayed their competencies and their application of knowledge. The planned exhibits that followed were a
a perfect example of their voice and choice.what was planned- kiosks, what students did was a boundary wall,
a gateway pronouncing no man’s land,
A wonder wall with no borders, a music piece, a guided tour to all parents and most of all a shared feeling of
CORRECTNESS.
CORRECTNESS.
STUDENTS WORKING ON THEIR CONCEPTS LEARNT: WHO AM I AND CREATING WALLS AND BORDERLESS WORLDS
PARENTS APPRECIATING STUDENTS LEARNING
CULTURAL AND PERSONAL EXPRESSION
The students next interaction with noted historian Urvashi Butalia and a renowned
journalist Mr S.andeep Unnithan
They also were taken to the INDIA PAKISTAN border area to experience the real DIVIDE
and try and analyze the reasons for the same. the interesting bit was in their reflection the students brought out
research questions which extended not only their areas of learning were raised pertinent questions for the adult
work too.
AT THE PARTITION MUSEUM, LISTENING TO FIRST-HAND RECORDS, ANANKLYSIG PRIMARY AND SECONDARY SOURCES. UNDERSTANDING RESPECTIVE PERSPECTIVES AND METHODS OF HISTORICAL RESEARCH
THE WALK TO FREEDOM, ACROSS TEH BORDERLINE
ORAL HISTORIES
The students donated a collected amount to the museum and felt a sense of belonging after realizing all of us had a COLLECTIVE PAST and the OTHER was /should be NO ONE.