A Virtual Field Trip highlighting Stockton Sikh Temple

1.
Political Cartoons and Opinions
A Virtual Field Lesson Highlighting the First Sikh House of Worship in the United
States
Gurdwara Sahib Address:
Stockton Gurdwara Sahib
1930 Sikh Temple
Stockton, CA 95206
Website​:​ ​Gurdwara Facebook ​ ​Phone: ​(209) 625-7500​ ​Email:​ ​stocktongurdwara@gmail.com
K-12 Standards:
● CCSS.ELA-LITERACY.W.5.1
Write opinion pieces on topics or texts, supporting a point of view with reasons and
information.
Learning Objectives:
● This lesson is designed as a skills-based introduction to the Gurdwara Sahib Stockton, the
first Sikh house of worship in the United States. The Stockton Gurdwara was the home of the
Ghadar Party, which called for Indians around the world to fight to end the British occupation
of India. The ​Ghadar​ newspaper, first published in Stockton, was the first Punjabi language
newspaper published in the US. In this lesson, after learning of the mission of the Stockton
Gurdwara, students will learn to persuasively express their views on a social and political
issue through a historic medium of dissent: a political cartoon with text. For scaffolding
purposes, teachers may adjust the assignment to a speech, persuasive essay, or poster.
Materials:
● LP PPT (attached)
● Stockton Record ​articles scanned (attached)
● Political cartoon examples – two attached, others may be added at teacher discretion
● Photos of Stockton Gurdwara – attached
Vocabulary Used:
● Sikh - religion
● Stockton Gurdwara Sahib
● Refugee
● Printing Press
● Dissent
● Activism
● Persuasive
● Cartoon

2. ● Protest
Some developmental considerations that need to be considered are:
● Variable access to resources outside the classroom
● Any IEPs or 504 documents affecting an individual students approach to learning
Appropriate scaffolding of the engagement activity should be allowed on a case-by-case basis for all
students.
Potential Barriers to Overcome:
● Language access – students should be allowed to express themselves in any language they
feel comfortable with
● Access to resources for arts activities, over Zoom – students should be allowed to use any
writing utensils at their disposal and there should be no requirement or special favoritism for
products with color.
● Lack of interest over Zoom – teachers should continuously ask students to think about the
world around and the beliefs they possess as they encourage multimedia-based work, so as
to increase the relevance of the material.
● The possibility that some students are unfamiliar with the concepts of religion, politics, or
● Family-based political beliefs
Total Time : 60 minutes
Beginning of the Lesson:
Time Teacher Actions and Pre-Planned Questions Student Actions/Learning
Activities
5 minutes Intro – Academic Language has been pre-written
on a slide that can be shown at the beginning of
the lesson, or potentially pre-assigned.
● Students are expected to
write down key academic
vocabulary, and respond to
questions either in written
or oral formats.
7 minutes Hook: what do I believe?
Pt1. In their notes, direct students to brainstorm a
list of major news stories that they or their
parents/guardians/friends pay attention to.
Pt2. In a socratic discussion, ask students to
share a major story, and to express how they feel
about that story. Guide students to questioning
how different people may have different opinions
on a story.
● Students work individually
to journal a list of major
news stories that they pay
attention to, or that people
they know pay attention to.
● In a three-four minute
discussion, students share
their major stories, and
eventually begin to reflect
on how different opinions
can be reflected in a story.

3. During the Lesson:
9 minutes Content Delivery pt.1:
Teacher places pre-planned slides on their
remote-learning software’s share-screen.
Introduce the story of the Sikh refugees in early
20​th​
century California. Explain how they formed
a political newspaper to express their dissent and
views on India.
● Students are expected to
take active notes (in the
style dictated by the
educator) and ask
questions, when necessary.
3 minutes Reflection: direct students to journal a reflection
(or think-pair-share if able) an answer to the
question– “have I ever heard this story? How
does this change how I think about Stockton?”
● Students either journal or
TPS a response to the
questions provided.
5 minutes Content Delivery pt2:
Introduce the idea of a political cartoon, using a
Hindustan Times​ drawing, followed by examples
from modern culture.
● Students take note where
directed, and answer the
discussion questions as
asked in the ppt.
25 minutes Engagement:
Direct students to use art supplies and writing
utensils to develop a one or two panel cartoon
expressing their views on one of the stories they
shared at the beginning of class.
● Students work individually
to develop a one-two panel
cartoon expressing their
views on a subject,
attempting to convince the
viewer of their opinion.
Closing the Lesson:
5 minutes Sharing & Reflection
Call on students to share their cartoon with the
class (either via share screen or, depending on
class, tech, have students send a photo of their
cartoon to the educator, which can be uploaded
onto presentation slides).
● Students share their
cartoon with the class,
either via share screen or
by sending photos of their
cartoons to the educator.
7 minutes Reflection: using a slide, direct students to write
in their notes (or discuss in groups, if remote
learning tools allow), a response to this question:
“How would people looking at my poster in the
future think about my identity?”
● Students write a response
to the question in the
prompt. This is also
appropriate for a
think-pair-share activity
with a fellow student.

4.
Stockton Gurdwara Sahib One-Pager
Stockton Gurdwara Sahib
1930 Sikh Temple
Stockton, CA 95206
Description:
The Stockton Gurdwara Sahib holds great
historical significance to the Sikh
community. It is the first Gurdwara Sahib
that was built to serve the Sikh Sangat
living in the United States . The Gurdwara
Sahib came into existence in 1912 with joint
efforts of Sardar Basakha Singh and Bhai
Jawala Singh. A meeting was held in Holt, a
town near Stockton where a committee
was appointed to raise money for the
construction of the Gurdwara.
It was in September of 1912 when land was purchased on South Grant Street in Stockton for the use of
the Gurdwara. A small frame house that was already standing on the lot was used as the main building of
the Gurdwara. This building still stands still where a library is now implemented. A Nishan Sahib was also
hoisted for the first time at the Gurdwara. Baba Vasakha Singh and Baba Jawala Singh Thathian of
Amritsar Sahib were appointed as the first Granthi Singh Jis of the Gurdwara.
More Information:
https://www.facebook.com/Gurdwarasahibstockton/?ref=page_internal
Contact:
Temple Administration:
(209) 625-7500
stocktongurdwara@gmail.com

5.
Political Cartoon: Instruction and rubric
Requirements:
One 8½ X 11 White non-lined sheet of paper (you must use the full sheet)
Hand drawn ( Photoshopped pictures are not acceptable)
One or two panels (see examples)
Must include drawings/images and a text component
How do I begin to create a political cartoon?
First you must ask yourself, “What is the issue I want to write about?” There are so many choices,
so let’s narrow down our choices: Here is a list to help you think about what topic might be
interesting to you, as well as some things to think about as you begin.
Topic Ideas:
Health Care (COVID-19, at-home schooling, vaccine-denial)
Sports (Warriors news, NFL and COVID, rivalries)
The Presidential election: (the election, outcomes, transition)
Immigration (people’s attitudes toward immigrants)
Video-games (favorite games, addiction to games,
“​What do you want to say?​” Choose a topic and find your voice. What is it you want to say about
the topic? Once you select your topic, come up with a summary of what you are trying to get across
to your audience.
“​Can you think of another example of something that symbolizes your summary?​”
Once you have your summary, think of things/images that can symbolize your summary. For
example – If you cartoon was about how a person or country is being sneaky, you might want to
use common symbols that remind people of being sneaky – big sunglasses, a face mask, a mouse,
or the Trojan Horse.
Question(s) to answer:
What is your specific opinion?
● Why should we care?
● What should we do about it?
● Why is this important?
● What does this say about what you believe?
Here is a link for political cartoon examples:
https://www.gocomics.com/comics/political

6.
Political Cartoon Rubric
6 5-4 3-2 1
Meets Basic
Requirements
Student’s project
follows all five
instruction points.
Student’s project
is missing a minor
point from
instructions (for
example: date or
title)
Student’s project
is missing a major
point (for
example: paper is
not 8.5X11) but is
still completed
Student’s project
ignored the
requirements.
Organization &
Preparation
The political
cartoon is of
excellent quality
and it is apparent
that the student
spent time in
preparing it.
The political
cartoon is neat,
and shows
evidence of
preparation
thought.
The political
cartoon is mostly
neat, shows some
evidence of
preparation.
The political
cartoon is messy
and difficult to
decipher – little
preparation or
thought went into
the project.
Creativity of
the Product
The political
cartoon’s style,
and illustration
align perfectly
with the students
ideas.
The political
cartoon’s style,
color, and impact
align well with the
students ideas.
The political
cartoon’s style,
color, and impact
do not align well
with the students
ideas.
The political
cartoon’s style,
illustrations, and
impact seem
rushed or not
taken seriously.
Visual
Expression of
Ideas
The political
cartoon clearly
expresses a point
of view, and goes
beyond a
statement that
just reflects an
opinion. The point
of view is
expressed in the
imagery and text.
The cartoon
actively tries to
convince the
viewer with logic.
Symbolism may
be used.
The political
cartoon
expresses a point
of view and goes
beyond a
statement that
just reflects an
opinion. Textual
and visual
components try to
convince the
viewer of that
point of view.
Symbolism may or
may not be used.
The political
cartoon
expresses a point
of view. Imagery
and text reflect
that point of view.
The political
cartoon does not
express a point of
view. Imagery and
text are either not
used, or extremely
challenging to
understand.