India is a land of various cultures and a rich heritage. It is the seventh- largest country by area and the second-most populous country globally. The peacock is
india’s national bird, and the Bengal tiger is the country’s national animal. The national song is named vande Matram (Written by Bankimchandra Chatterji).
ANCIENT INDIA
.Indus valley civilization (3300BCE):
Sophisticated urbanization,
architecture, and Water manegement.
.Vedic period (1500BCE):Emergence
of Hinduism, development of sanskrit
language and literature.
.Mauryan Empire (322BCE):Unifled
india under Chandragupta Maurya,
spread of Buddism.
.Gupta Empire (320CE):Golden age of
india culture, science,and
philophy.
MEDIEVAL INDIA
.Delhi sultanate:lntroduced persian
and Arabic languages,lslamic
architecture.
.Mughal Empire:Built iconic
mounments like Taj mahal, Red Fort,
and Fatehpur sikri.
.Vijayanagara Empire:patronizad arts,
literature, and Hindu culture.
STUGGLE FOR INDEPENDENCE
Title:India’s struggle for Independence
DURATION:1857-1947
INTRODUCTION
India’s struggle for independence was a long and complex journey,spanning nearly a century.from the indian Rebellion of 1857 to the eventual
independence in 1947, the country Witnessed numerous movements, leaders, and events that shaped its path to freedom.
EARIY RESISTANCE(1857-1905)
.Indian Rebellion of 1857: First major uprising against British rule
.Indian National congress (1885):
Founded by A.O.Hume, emerging as a
platform for nationalist sentiments
.swadeshi Movement (1905):Boycott
of British goods, promoting
self-reliance
Non-coopertion and civil Disobedience
(1915-1942)
.Mahatma Gandhi’s Return(1975):
Leading figure in india’s independence
movement
.Non-cooperation Movement
(1920-1922): Gandhi’s first major
campaign
.Salf March (1930): Gandhi’s 24-day
march against salt tex
.Quit India Movement(1942):
Nationwide protests demanding
NON-COOPERATION MOVEMENT(1920-1922)
.Gandhii’s first major campaign against
British rule
.Goals:
1.Wthdrawal of British authority
2.self -rule(swaraj)
.Methods:
1.Boycott of British goods and
institutions
2.non-payment of taxes
3.Resignation from giverment jobs
4.Withdrawel from schools and colleges
CIVIL DISOBEDINCE MOVEMENT(1930-1934)
.Gandhi’s second major campaign
.Goals:
1.Repeal of salt Act(tex on salt)
2.constitutional reforms
.Methods:
1.Salt March(24-day march from Ahmedebad to Dandi)
2.Breaking salt laws
3.Non-violent protests and demonstrations
4.Non-payment of taxes
KEY EVENTS
.Salt march (1930):Gandhi’s 24-day march from ahmedabad to Dandi
.Dandi march (1930):Gandhi and followers break break salt laws
.Karachi session (1931):Gandhi’s address to indian National congress
.second Round Table conference(1931):Gandhi’s negotiatios with British
International Journal of Progressive Education, Volume 15 Number 2, 2019
© 2019 INASED
118
The Impact of Biography-based Values Education on 4th Grade Elementary School
Students’ Attitudes towards Tolerance Value
Halil Taşi
Ministry of Education
Muhammet Baki Minazii
Siirt University
Abstract
This study seeks to determine the impact of biography-based values education on 4th grade elementary
school students’ attitudes towards tolerance value. Within the study, an experimental method with pretest and post-test control group was used to find out the difference between attitudes towards tolerance
value adopted by the students of the experimental group in which biography-based values education
was practised and by the students of the control group in which it was not practised. In addition, in
this study, which includes both quantitative and qualitative techniques, quantitative data were
collected through tolerance attitude scale while qualitative data were collected through interview
forms. All data collection tools were developed by researchers of the study. In this study, quantitative
data were analysed through arithmetic average, frequency, independent samples t-test, Kruskal-Wallis
H test and Mann-Whitney U test, while descriptive analysis approach was given preference in the
analysis of qualitative data. In this study, researchers drew upon biographies of Prophet Muhammad,
Atatürk, Fatih Sultan Mehmet, Hacı Bektaş Veli, Mevlâna and Yunus Emre. These biographies were
presented with the tolerance value and in a manner and a format close to biographical fiction that
brings in sub dimensions of the tolerance value including respect, toleration, harmony, flexibility,
peace, equality, forgiveness, prejudice, modesty and understanding. In this study, it was determined
that after the biography-based values education practice while there was a significant difference in
favour of the experimental group between attitude points towards students’ tolerance value, there was
no significant difference between attitude points of students depending on variables of gender,
education and income level of parents. It was concluded from interviews made with teachers, parents
and students that the biography-based values education turned out to be a successful practice that
concretized the teaching process, catalysed the learning of values, made the teaching environment
enjoyable and positively affected students’ attitudes towards tolerance values.
