Notetoteachers:
Thefollowingset oflesson plansasbeenpreparedat therequest ofHinduismTodaymagazinetoassist with theteaching ofitseriesonHindu history.
TeachersareinvitedtoimproveupontheplansandoffersuggestionstoArumugaswami,managingeditor ofHinduismToday,.
Notall websiteslisted intheplanshavebeenthoroughly vetted,soteachersshouldexplorethemfirst.
Theplansareprecededby anexplanationof theteachingmethodemployedintheircreation.
DearEducators:
Thefollowinglessonplansaresuggestionsfor how toimplementtheeducationalmaterialsproducedbyHinduismTodayinresponsetothecontroversyoverHinduism’streatmentinCalifornianpublic-schoolhistorytextbooks.ThesematerialsonlyfollowtheCaliforniastandardsforsixth-gradesocialstudiesto theextentthatthesestandardsarehistoricallyaccurate.Hence,Standards6.5.2(“Discussthesignificanceof theAryaninvasions”) and6.5.3(“Explainthemajorbeliefsand practicesof BrahmanisminIndiaandhowtheyevolvedintoearlyHinduism”) havebeendeliberatelyignored,asmostmodernhistorianshaverejectedthetheoriesonwhichtheyarebased.
Thestructure ofthese lessonsisbased on a slightlyreworkedversionoftheworkshopmodelpromotedbyColumbiaUniversity’sTeachersCollege.Itwillbeexplainedindetailbelow,buttheoverall ideaofworkshopmodelisthat sixthgradeteachersaremoreeffectivewhen theyactasfacilitatorsofknowledgewho enablestudentsto learnindependentlyorinsmallgroups.Thispromotesstudentindependence,cooperation,andultimatelyaccountability.Itfreestheteacher tocirculatethroughtheclass, assessstudentunderstanding,andprovide forindividualstudentneeds. Intheoriginalversion ofworkshopmodel, themajorityofeachclassperiod(aboutseventypercent)wasdedicatedtoindependentwork;ourreworkedmodeldevotesmoretimeforwhole-groupdiscussionand scaffolding (definedbelow),so itendsup thatabout halfoftheperiod isdedicated toindependentwork.
Eachlessonisaccompaniedbyaworksheet,whichstudentscompleteduringandafterreadingselectionsfromthetext.Reading forspecificinformation isanimportantskill for studentstoacquire,andcompleting “guided notes” byfillingin blanksand organizinginformationhelpswith comprehension andretention.Ifyourstudentshavethree-ringbinders, you shouldpunch holesintheseworksheetsand,afteryouhavegraded them,they can serveasclassnotes. Ifnot,theworksheetscan gointo asocial studiesfolder,wherestudentscan refertothem attheendofthe chapter,whenitis time fora project onHinduism.
Theselessonsare based on a42-minute period;if you havemoreorlesstimeinyoursocialstudiesclassroom,youcan expandor deletesectionsaccordingly. Thetimeisroughlystructured:
DoNow(2-5mins)
WholeGroup Instruction(10-15mins)Scaffolding(5mins)
IndependentWork(15-20mins)Summary(5-10 mins)
Eachlesson beginswithaLearning Objective.ThepurposeoftheLearningObjectiveisto let studentsknow whatthey areexpected todo duringtheclassperiod.Thelearningobjectiveshouldbevisibletothestudentsatthebeginning ofeach period;itisyourdecision ifyou wanttoread italoud tothe class,have a studentread italoud,orhave
themcopytheobjectiveinto their notebooks,ontolooseleafpaper, orthehandoutsthataccompanyeachlesson.
Thestudentsbegineach lesson by answering aDoNowquestion in writing.Coupledwithreadingthelearning objective, theDoNow providesaneffectiveritual forbeginningtheclassperiod.DoNow questionsareintendedtoonly take afew minutesto answer andshould betwo orthreesentenceresponses. They arecomposedto activatestudents’priorknowledgeonthe subject theyare aboutto learn.Ifthisknowledge waslearnedin apriorlesson,thisiscalledSpiraling.Spiraling,orreviewing previously learntmaterialinpreparationfornewmaterialthatbuildsthereon,isaneffectivemethodtopromoteretentionofinformationandideas.
WholeGroup Instruction typicallybeginswith areview ofstudent answerstotheDoNow.The teachercanchoosetochart studentresponsesbywriting themonthe board orchart paper.Byreturningto thischartduringtheSummary periodat theend ofthelesson,studentscanadd to orrevise theiranswersto the Do Now.Whole GroupInstructiontechniquescan vary,butthisisnotwherethebulkofthelesson contentisgiven.Rather,thisiswheretheteacherbeginstoshape theideasthat areatthecenterofthelesson,whichthestudentdevelopsduringtheIndependentWorkPeriod.TheWholeGroupInstructionshouldtakebetween tenandfifteen minutes, orbetweenone-thirdandone-fourthofclasstime.
Scaffoldingisonlyabout fiveminuteslong,butasitisthetransition betweeninstructionand work time,itcan beoneofthe most crucialpartsofanylesson. Duringscaffolding,theteacherworkswiththeclasstoassist with thebeginning ofanassignment.Thisassistanceisanalogoustothescaffoldingaroundabuilding underconstruction.Oneortwoquestionsaresolved asaclassthrougheffectivequestioning,and theteachermodelshowto answerthem ontheboardorchartpaper.Oncestudentsareconfident that theyunderstandtheassignment, the“scaffolding”isnolonger neededandtheycontinuetowork ontheirownorinsmallgroups.
Teachersmustdecidewhetherstudentsshould work on theirown,with apartner,or insmallgroupsduringIndependentWorkTime.Every classhasstudentswith diverseabilities;ifthetextisfarabovesomestudents’reading levels,useofpeertutoring willbenecessaryduringthisperiod.Itisimportantto ensurethat everystudentparticipates,though.Ifonestudenthasadifficulttimereadingand writing,givethemanotherassignmentwithinthegroup, likeleadingdiscussionsandkeeping otherstudentsontask.Themorestudentsareabletohelp oneanother,themore youwillbefreed uptomakeassessmentsand helpthosewhoarereally struggling.
Just fiveto tenminuteslong,Summary isanothercrucial partofthelesson. Atthistime,studentsreview thework thatthey have doneby sharing itwith theclass. Students shouldfeel freetodisagreewithoneanother, butiftheiranswerisincorrect,theyshouldmakerevisionsat thistime.DuringSummary,itisgoodtolook backattheLearningObjectiveand Do Now tosee what studentslearned duringthecourse ofthe period.
Assessment can beoneofthe trickiest partsofeducation. Anyworkthat youlook over,fromthefew sentencesofa DoNowresponseto acarefullycomposed essaycan bethesubject of FormalAssessment. Formal Assessment isusually writteninagrading book,whetherasanumbergrade,alettergrade,orasimplescalelike“0,√-,√,√+”.
A useful toolforFormalAssessment can betheRubric,whichisamatrixoftheexpectationsforstudentachievement.Therubricsusedin theselessonsarebased onafour-pointscale,wherea“4”indicatesthatthestudent surpassestheexpectationfor agrade-levelresponse, a“3”satisfiesthoseexpectations, a“2”approachesthoseexpectations, anda“1”doesnotmeetthoseexpectations.Thesenumberscanbeaveragedtodetermineanoverallgradefor theassignment.Rubricsaremosteffectivewhenstudentsarefamiliarwith thembeforehand;if you choosetogradewitharubric,you may want toeitherreview thatrubricwith studentsoreven develop therubriccooperativelysothatyourexpectationsareclearlycommunicated.
Informal Assessmentisalso important,andcan beused tograde studentsonfactorslikeparticipation and cooperation.You maywant tohave a column inyourgradebookregularlyassignedforstudentparticipation.
Homeworkisanimportant toolforreinforcingthecontent oftheday’slessonsandreinforcinggoodworkhabitsand writtencommunication.However,teachersmustalwaysusetheirdiscretion intheamount andlength ofassignments. Most ofthequestionsassigned in theselesson plansaredesigned tobe answered inoneortwoparagraphs.Ifyourstudentsarecapableofmore,feelfreetosupplement any ofthesehomeworkassignmentswithquestionsfromthetext, orexpandoneintoafull-lengthcomposition.Ifyourstudentshavedifficultywithwriting,you can simplify thequestionso that itrequiresa shorteranswer,ormodify itsostudentscan respondwith a drawingororalargument.
Withtheeducationaltechnologiesavailabletoday,teachersmaychoosetoworkwithchalkonablackboard,markersonchartpaper,orproject theirnoteswithan overheadordigitalprojector.Eachhasitsadvantages,andthelessonplansmentionsometimeswhenuseofan overhead wouldbeadvantageous.Also,asmoreandmorestudentshaveaccesstocomputers,manyweb-basedResourcesarelistedaswell,whichcouldeffectively beworkedinto eitherwholegroupinstructionortheindependent workperiod.Theadventof search engineslikeGoogleImagesanddigitalstreamingvideomakesiteveneasier foracomputer-enhancedclassroomtomeettheneedsof visuallearners.Ifyouhavelimitedorno accessto theInternetoradigitalprojectorinyourclassroom,youcan also printimageson overheadsor show shortvideoclips from DVDsto supplementthe visualcomponentsofthesematerials.Thesecan beshownduringtheWholeGroupInstructionperiod,orincorporated intoany oftheothersections,suchasthe DoNowortheSummary.
WehereatHinduismTodayhopethattheseeducationalmaterialshelpteachersprovideengaginglessonsthatgivesixthgradestudentsaccurateandappropriateunderstandingsof Hinduism’srichhistory,beliefs,and traditions.
LearningObjective:Studentswillexplainthedifficultyandimportanceofdiscussing violenteventsfromthepast.
CaliforniaStateStandards:
EnglishLanguageArts
2.0Readandunderstandgrade-level-appropriateinformationalmaterials.
2.4Clarifyanunderstandingoftextsbycreatingoutlines,logicalnotes, summaries,orreports.
HistoricalandSocialSciences
HistoricalInterpretation3–Explainthesourcesofhistoricalcontinuityandhow thecombinationofideasandeventsexplainstheemergenceofnewpatterns.
7.2.4DiscusstheexpansionofMuslimrulethroughmilitaryconquestsandtreaties
HinduismToday'sTeachingStandards
1Explainthedifficultyindiscussingviolenthistoricaleventsthatcontinueto impactustoday.
Materials:Blackboard/chalk
or
Chartpaper/markers Text(p.I-2toI-3)
UnderstandingaViolentPastworksheets
MotivationandDoNow(6mins):Beforeclass,createagraphicorganizerontheboard oronapieceofchartpaperjustasitisontheworksheet:writetheword“Violence”with threecolumnsunderittitled“Examples?”“Causes?”and“Whystudyit?”Asyoudistributeworksheetstostudents,informthemthatthisnextchapterdescribesaviolenttimeinHinduhistory,soasanintroductiontothechapter,theclasswillstartoffby havingadiscussionaboutviolence.
“Whatisviolence?Whatcausesviolence?Whyshouldwestudyviolence?”
Tellstudentstotakeaboutthreeminutestofillinthetophalfoftheworksheet.Youcan remindthematanypointthattherearen’tnecessarilyrightorwronganswerstothesequestions,butthemostimportantthinginbrainstormingistogetsomeideasdownon paper.Whilestudentsareworking,youcancirculateandspot-checkwho’sontask.
Whenaboutaminuteremains,letthemknowandaskthemtomakesuretheyaddressthefinalquestion.
DirectInstruction(6mins):Quicklycollectandrecordstudentresponsestothefirstquestion:“Whataresomeexamplesofviolence?”Anyexampleswillwork,butthereshouldbeavariety,fromschoolyardbullyingandfightstodomesticabuse,hatecrimes, andwar.Beforemovingon,youmightwanttoask,“Canyouthinkofanyexamples whentherehasbeenviolence,evenmurder,againstagroupofpeoplebasedontheirreligion?”StudentresponsesmightincludethepersecutionofancientChristians,theHolocaust,orrecentactsofterrorism.
Forthesecondquestion,askstudents,“Whatcausesviolence?”Afterafewresponsesorincaseyouneedtostimulateordirecttheconversation,youcanfollowupontheideaof religiousviolence:“Whatwouldcausepeopleofonereligiontowanttokillmembersof anotherreligion?”Ifanystudentsbringup“revengeforpastwrongs,”thiscouldworkasagoodtransitiontothefinalquestion.
“Whyshouldwestudyviolence?”Somestudentsmayhaveahardtimewiththisquestion.Somestudentsmayanswerjokinglyalongthelines,“sowecangetbetteratit.”Thisisanimportanttimetobeamoralpresence.Somestudentsmaywellcomeup withthisanswerontheirownbut,ifnecessary,guidestudentstowardstheunderstanding thatstudyingtheviolenceofthepastcanhelpcreateamorepeacefulfuture.Trytoelicitexamples.TheymayincludethecreationoftheU.N.afterWorldWarTwo,orhow publicizingthehorrorsofslaveryandcolonialismhelpedtoputanendtothosepractices andcontinuestoillustratetheevilsofcoercivedominationtoday.
Scaffolding(6mins):Tellstudentsthattodaytheyaregoingtostartbyreadingtheintroductiontothetexttogetherandansweringsomequestions.Thisisagoodtimeto modelthereadingstrategyofstartingbyreadingthequestionsfirst.Askstudents,“Why isitagoodstrategytoreadthequestionsaboutashortpassagebeforeyoureadthepassage?”(Elicit:becauseitgivesyoufocusorapurposewhileyouread).Pointouttostudentshowthefirstquestionsaysexactlywheretheanswerwilloccur.“Wherewillwefindtheanswertothefirstquestion?”(Elicit:inthefirstparagraph)
Beginreadingthefirstparagraphoutloud.Afteryoureadthethirdsentence(endingin“.
..exploitationofthesubcontinent”),askstudentswhattheword“subjugation”means. (Elicit:tobringundercontrolbyforce)Followupbyaskingthestudentwherethey foundthedefinition(Elicit:intheglossaryinthemarginofpageI-3).Askthemhow theyknewtolookthere(Elicit:becausethewordwasinboldface).Ifnostudentisabletofindthedefinition,explainthat,intextbooks,thedefinitionsofwordsinboldfaceareusuallyprovidedinaglossary.
Finishreadingthefirstparagraphasaclass.Afterthelastsentence,askstudentsthedefinitionof“famine”(Elicit:extremeshortageoffood).Then,askstudentstoturnto theworksheetandtellthemtheyhaveoneminutetoanswerthefirstquestion.When theyfinish,reviewstudentresponses.(Possibleanswer:Thisisa“difficultperiod”ofIndianhistorybecauseitisfullofdeathanddestruction.)
IndependentWork(10mins):Givestudentsabouttenminutestoreadthesecond paragraphandanswerquestionstwoandthree.Circulatetohelpstudentswhoarehaving difficulty.Theymaynotunderstandtheword“discord”–youcantellthemitisasynonymfor“conflict.”Makesuretheyunderstandwhatthequestionsareasking.If theydon’tunderstandtheword“reconcile,”pointoutthatitisaversionofthevocabulary word“reconciliation”fromthetext.
Ifstudentsfinishearly,tellthemtowriteashortparagraphonthebackaboutwhyitis importanttostudyaboutviolenteventsofthepast,whichtheycanalsoincorporateinto theirhomeworkassignment.Askthemtogiveexamples.
Summary(6mins):Reviewstudentresponses.Makesuretoelicitthefullresponses fromthetext.Ifonestudentonlyhaspartoftheanswer,askotherstudentsiftheyhaveanythingtoaddaswell.Youcanfollowupwithquestionsaboutwheretheyfoundtheinformationinthetextortheirownopinionsonthefinalquestion.
2.HindusandMuslimshavehadoverathousandyearsofdiscord,buttherehavealso beenlongperiodsofharmony,especiallyinvillages.
3.Inordertoreconcileconflicts,peoplemustfacethepasthonestly,forgiveoneanother, respecteachother'straditions,andpromisetomoveforwardpeacefully.
Homework:Doyouthinkitisimportanttostudyviolenteventsinthepast?Why?How doesitaffectpeoplelivingtoday?Giveanexampleandexplainwhyorwhynotitis somethingimportanttostudy.
FormalAssessment:Youmaywantstudentstotaketheirworksheetshomeasareferenceforthehomework.Inthatcase,youcaneitherspot-checkthemintheclassroomorcollectthemthefollowingclass.
InformalAssessment:ParticipationintheDoNowreading,recording,anddiscussionin independentwork.
Resources:
ThisisalessonplanpublishedbytheUnitedNationsonthereligiousviolencein NorthernIrelandthatcontainsaseriesofactivitiesthatwouldalsobeappropriateforthis gradelevel.
AninterestingpageonthecausesofreligiousviolencebytheOntarioConsultantson ReligiousTolerance.Youmaywishtoincorporatesomeoftheseideasintoyour discussionofthecausesofviolence.
HinduismChapterThree
LessonPlan#1–ViolentPasts,PeacefulFutures?
Anarticleabouttheroleofscriptureinreligiousviolence.ItfocusesontheAbrahamicfaiths(Judaism,Christianity,andIslam)butisapplicabletobroaderstudies.Notatgradelevel,andcouldbeacontroversialclassroomreadingifreadinitsentirety,butit’sfood forthoughtandmaycontainpassagesyouwouldliketoadapttosparkdiscussionamong yourstudents.
Name:
Class:
Date:
UnderstandingaViolentPast(p.I-2)
1.Accordingtothefirstparagraph,whatmakesthisa“difficultperiod”ofIndianhistoryto study?
2.HowwouldyoudescribetherelationshipbetweenHindusandMuslimsinIndian history?
3.Accordingtothepassage,whatmustpeopledotoreconcilehistoricconflicts?
HinduismChapterThree
LessonPlan#2–TheGradualConquestofIndia
LearningObjective:StudentswillexplainhowandwhyIndiawasconquered,firstby MuslimsandthenbytheBritish.
CaliforniaStateStandards:
EnglishLanguageArts
2.0Readandunderstandgrade-level-appropriateinformationalmaterials.
2.4Clarifyanunderstandingoftextsbycreatingoutlines,logicalnotes, summaries,orreports.
2.6Determinetheadequacyandappropriatenessoftheevidenceforanauthor's conclusions.
HistoricalandSocialSciences
ChronologicalandSpatialThinking3–Useavarietyofmapsanddocumentstoexplainthehistoricalmigrationofpeopleandtheexpansionofempires.
7.2.4DiscusstheexpansionofMuslimrulethroughmilitaryconquestsandtreaties
HinduismToday'sTeachingStandards
2.DescribesuccessiveinvasionsofIndiabyArabs,Turks,andMughalsandtheunyieldingHinduresistance
3.ExplorethefoundingoftheMughalEmpire,itsexpansionandultimatedecline.
4.ExplaintheoriginsoftheEastIndiaCompanyandhowitgainedcontrolof India.
Materials:Blackboard/chalk(optional)
Text(pp.I-2toI-5)
TheGradualConquestofIndiaWorksheet(twopagehandout–maywanttomakedoublesidedcopies)
DoNow(7mins):Readthe“IfYOULivedThen”onthetopofpageI-2asaclass.Ask studentstowritetheirresponsestothequestiononlooseleaf,intheirnotebooks,oronthebackoftheworksheets.Reviewstudentresponsestothequestion.Eitheranswer(either stayingandfightingofftheinvadersormigratingtoanotherkingdom)isacceptable,so longasitissupportedbyreasoning.Youmaywanttoaskfollow-upquestionslike:Is defendingyourhomelandworthgivingupyourlife?Ifyourfamilyarefarmers,howwillyoubeabletostartanewlifeonceyouleaveyourkingdom?
SpiralingandScaffolding(5mins):RemindstudentswhattheylearnedinLesson3-1 abouttheconquestofIndiabyMusliminvaders.LooktogetheratthemapsonpageI-3.
AskthemhowtheythinkMuslimarmieswereabletotakeoversomuchland,especially inthisperiodbeforemoderntransportation.Readthe“BuildingBackground”sectionon theimportanceofhorsesforarmiesofWesternandCentralAsia,wheretheMuslimarmiescamefrom.
Instructstudentstolookatthetopmap.“WhichtwocitieswerethebirthplacesofIslam?”(Elicit:MedinaandMecca).InformstudentsthatthesecitiesareontheArabianPeninsula,inthemodern-daycountryofSaudiArabia,andlinktheplace“Arabia”totheArabpeople. Iftimeallows,youcancontinuewithareviewoftheregion'sgeography andask,“WheredidIslamspreadbetween632and751C.E.?”(Elicit:IslamspreadfromtheArabianPeninsulatoNorthAfrica,CentralAsia,andthroughouttheMiddleEastorWesternAsia)
Askstudentstolookatthesecondmap.“InwhatpartofIndiadidtheMughalEmpirebegin?”(Elicit:ThenorthofIndia).Iftimeallows,youcanassesstheirabilitytoanalyzedatesandask:“HowlongdidittaketheMughalEmpiretoexpanditsboundaries totheirmaximumextent?”(Elicit:About170years.)
IndependentWork(22mins):Distributeworksheetsifyouhaven'tdonesoalready(this canbedoneduringtheSpiralingandScaffoldingsection).Instructstudentstocompletetheworksheetontheirown,withapartner,orinsmallgroups(teacher'schoice).
Circulateduringindependentworktimetoanswerquestionsandconductinformalassessment.
Summary(8mins):Reviewstudentresponsesasaclass.
1.b)Islamspreadthefastestbetween632and751C.E.Thisisindicatedbytherelativelylargeswathoflightgreenlandthatwasconqueredinjust120years,as opposedtothelargerdarkgreenareathatrequiredanadditional650yearsto obtain.
2.c)between1605and1707C.E.StudentsshouldbeabletofindOrissa,ineast- centralIndia,andtellthatitwasconqueredbetweenthesedatesasitliesbetween theblueandgreenboundaries.
3.MuslimArabsfirstconqueredpartofIndiain712C.E.(whentheytookthetempletownsofDebalandMultanintheSindhregion).
4.Possibleanswersinclude:hewasaTurk,hewasfromCentralAsia,hepersonallyraidedIndia17times,hedestroyedtemples,heenslavedIndians.
5.Possibleanswersinclude:
1.Babur–descendentofGenghisKhanandTimur,attackedIndiafrombasein Kabul,defeatedDelhisultanateandRajputconfederacy,foundedMughalEmpire.
2.Akbar–expandedMughalEmpire,madeallianceswithHindukings,tolerantofotherreligions.
3.Aurangzeb–Akbar'sgreat-grandson,destroyedHindutemples,reinstituted
jizyatax
6.Anumberofregionalpowers,includingtheSikhs,Jats,Rajputs,Marathas,and
nawbabs,becameindependentoftheMughals,leavingIndiawithnostrong centralgovernment.
7.Between1600and1857,theBritishwentfrombeingmerchantsinIndiatobeing rulersofIndia.Theydidthisbybecominginvolvedinlocalpolitics,creating divisionsbetweenlocalrulers,andexploitingthesedivisionstogaincontroland setuppuppetrulers.KeyeventsinthischangeweretheoverthrowoftheNawbabofBengalinthe1757BattleofPlasseyandthecontrolofBengal'sfinances followingtheBattleofBuxarin1764.
8.Possibleanswersinclude:superiormilitaryorganization,strategy,training, weapons,horses,andmobility;BritishmilitaryexperienceinEuropeanwarsand useofproxies.TheIndiankingdomscouldhavebetterdefendedthemselvesiftheyhadworkedtogethertofightofftheinvaders,iftheyhadbettermilitaryorganizationandtraining,andiftheyhadimprovedtheirweaponryandmobility.
9.BashamarguesthatthecastesystemwasnotamajorfactorinthedefeatoftheHindukingdomsbecause,incontrasttoallegationsbyotherhistorians,Hindu armiesweremadeupofpeoplefromallcastes,notjustthewarriorcaste.Also, Muslimarmies,notsubjecttothecastesystem,werealsodefeatedbyother invaders.Answerstotheevaluationsectionwillvary.Studentswhoagreewith Bashamwilldosobecausetheyfindhisreasoningconvincing.Studentswhodo notmustprovidereasonswhy.Eitherpositionisacceptableifwell-reasoned,and willbestrengthenedbysupportingdetailsorexamples.
Homework:Asstudentsmaybeunabletofinishtheworksheetinclass,youmaywantto assignquestions8and/or9forhomework.
FormalAssessment:Collectstudentworksheetsandassignagradebasedontheir responses.EspeciallyifyouwentovertheanswersintheSummary,studentsshould haveacceptableanswerstoallquestions.
InformalAssessment:Groupparticipationinreading,recording,anddiscussionin independentwork.
Resources:
ExtensivesectionsonthecontroversiessurroundingtheoriesofconversiontoIslam, variousperiodsofinvasion,andthevariousMuslimrulersofIndia.Wellbeyond appropriategrade-level,buthighlyinformative.
Grade-levelin-depthreadingaboutthehistoryoftheMughalEmpire.Haslinksto biographiesofmajorfigures,includingMahmudofGhazni,Babur,andAurangzeb.
BriefhistoryofMughalEmpire,includingmorebackgroundregardingthetimeperiod
priortoBabur.
ThishistoryofthetempletownofSomnathfocusesonitsdestructionin1025by MahmudofGhazni,butprovidescontextforitshistorybeforeandafterthisevent, includingitsdestructionagainbyAurangzebin1706.Notatgradelevel,butfullofrich details.
Thiswell-writtenarticleabouthistoryoftheBritishEastIndiaCompanyisataboutaninth-gradereadinglevel,butwouldbeappropriateforstrongreaders.Thefinalsubsection,aboutIndia,containsinterestinginformationabouttheEIC'smilitarizationin India,aswellasitscultivationofopiumtoselltoChina.
Briefandinformativegrade-level-appropriatearticleonthehistoryoftheEastIndiaCompany.
PC-basedcomputerstrategygamewheretheplayerisaGovernorDirectoroftheEIC, tryingtocreateatradeempire.Mightbeinterestingtoshowthedemototheclasstogetthemexcitedaboutthetimeperiod.
TheGradualConquestofIndia(ChapterThree,pp.I-3toI-4)
Answerquestions1and2basedontheinformationpresentedinthemapsonpage I-3.
1.DuringwhichperioddidIslamspreadthefastest?
a)before632C.E.c)between751and1400C.E.
b)between632and751C.E.d)after1400C.E.
2.InwhichperioddidtheMughalEmpireexpandintotheregionofOrissa?
a)before1538C.E.c)between1605and1707C.E.
b)between1538and1605C.E.d)after1707C.E.
3.InwhatcenturydidMuslimArabsfirstconquerpartofIndia?
4.WhataretwowaysthatMahmudofGhaznidifferedfrom earlierArabinvaders?
5.FilloutthechartwithtwoimportantdetailsabouteachoftheseMughalEmperors:
MughalEmperor / DetailOne / DetailTwoBabur
Akbar
Aurangzeb
6.WhatcausedthedeclineoftheMughalEmpire?
TheColonialPeriod(pp.I-4toI-5)
7.Whatchangeoccurredbetween1600and1857regardingtheroleoftheBritishin India?Describetheprocessbywhichthischangeoccurred.
WhyDidtheMuslimsandtheBritishWin?(p.I-5)
8.AccordingtohistorianA.L.Basham,whatweresomeofthereasonswhy foreign armieswereabletoconquerIndiankingdoms?HowcouldtheIndiankingdomshave doneabetter jobdefendingthemselves?
9.Bashamwritesthatthecastesystemwasnotamajorfactor in thedefeat of theHindukingdoms.Whatishisreasoning?Doyoufindhisargumentconvincing?Why orwhy not?
HinduismChapterThree
LessonPlan#3–TimelineoftheInvasionsofIndia
LearningObjective:StudentswillworkingroupstoconstructtimelinesdescribingaperiodduringwhichIndiawasinvadedandruledbyforeigners.
CaliforniaStateStandards:
EnglishLanguageArts
2.0Readandunderstandgrade-level-appropriateinformationalmaterials.
2.4Clarifyanunderstandingoftextsbycreatingoutlines,logicalnotes, summaries,orreports.
HistoricalandSocialSciences
ChronologicalandSpatialThinking1–Studentsexplainhowmajoreventsarerelatedtoeachotherintime.
ChronologicalandSpatialThinking2–Studentsconstructvarioustimelinesof keyevents,people,andperiodsofthehistoricaleratheyarestudying.
ChronologicalandSpatialThinking3–Useavarietyofmapsanddocumentsto explainthehistoricalmigrationofpeopleandtheexpansionofempires.
7.2.4DiscusstheexpansionofMuslimrulethroughmilitaryconquestsandtreaties
HinduismToday'sTeachingStandards:
2.DescribesuccessiveinvasionsofIndiabyArabs,Turks,andMughalsandtheunyieldingHinduresistance.
3.ExplorethefoundingoftheMughalEmpire,itsexpansionandultimatedecline.
4.ExplaintheoriginsoftheEastIndiaCompanyandhowitgainedcontrolof India.
Materials:Blackboard/chalk
or
Chartpaper/markers Text(p.I-3toI-5)
Timeline:InvasionsofIndiaworksheets
6setsofcoloredpencils,crayons,ormarkers(optional) 6ormorerulers(optional)
DoNow(2mins):Studentsshouldbearrangedintosixgroupsforthislesson.Ask studentstolookatthetimelineonpagesI-4andI-5withtheirgroupandbepreparedto answerthefollowingquestions:“Whatisatimeline?Whatisthepurposeofusingatimeline?”
DirectInstruction(2mins):Elicitresponsestothesequestions,whichyoucanwriteon
theboardorchartpaper.(Atimelineisakindofgraphicorganizerthatlistseventsin chronologicalorder.Itisausefulwaytoshowhoweventsarerelatedtoeachotherin timeorhowsomethinghaschangedovertime.)Askstudentstolookatthetimelineon pagesI-4andI-5asanexampleandsaysomethingsthatareeffective(orarenoteffective)aboutthistimeline.Answerswillvary,butmayinclude:thewayeventsarelistedbothaboveandbelowtheline;thescale;thenumberofeventschosentorepresentthetimeperiod;ortheuseofimages.
Youshouldpointoutthatthistimeline(likethechapteritself)coversaverylongperiod oftime.Youcanaskapproximatelyhowlongisthisperiod(Elicit:about750years).
Explainthatinthisclassperiod,studentswillbeworkingingroupstoproducetimelines foraparticularpieceofthistimeperiod.Workingtogether,theclasswillbeableto produceamuchmoredetailedtimelinethantheoneinthebook.
MotivationandScaffolding(6mins):Askstudents,“Whatisthefirstdateonthistimeline?”(Elicit:1030CE).Explainthatwecanstartimprovethistimeline,becausethetextdescribeseventsthathappenedbeforethis.Givestudentsthirtysecondstofindtheearliesteventsinthetextand,whiletheyarereading,drawatimelineontheboardfrom600to1100CE.Labelthedatesinincrementsofonehundredyears.
| / | / | / | / | / |600CE / 700CE / 800CE / 900CE / 1000CE / 1100CE
Askstudentswhatthefirstdateshouldbeonthetimeline(Elicit:636CE).Askwhateventhappenedinthatyear(Elicit:ThefirstMuslimArabattacksonIndia).Askwheretheyfoundthisinformation(Elicit:onpageI-3ofthetext).Askwhereyoushoulddraw 636onyourtimeline(Elicit:Between600and700CE,butcloserto600CE).Thisisagoodopportunitytopointouthowagoodtimelinecanbeusedameasurementtool,likearuler,tomeasurethelengthoftimeperiodsorhowfarapartcertaineventsareintime.
Youcandrawaconnectiontothenumberlinesthattheyuseinmathclass.
Alsopointouttheimportanceofjusttakingthemostrelevantinformationfromthetext. Askif“soonafterIslamwasfounded”shouldgoonyourlabel(Elicit:No,becauseitdidn’tisunclearwhenexactlyIslamwasfounded).Askhowyourtimelinecouldshow howlongitwasbetweenthefoundingofIslamandthefirstMuslimattacksonIndia(Elicit:ByaddingthedatewhenIslamwasfoundedtothetimeline).Youmaywantto say,“IfIslamwasfoundedin622,wherecouldweputthisonourtimeline?”(Elicit:Between600and636CE,butcloserto636).
Continuetofillintheotherdatesfromthatparagraph(theconquestoftheSindhregionin 712andtheArabsconqueringtheHindukingdomsofsouthwesternAfghanistanin870), andaskstudentsaboutthedatesaroundtheyear1000.First,whathappenedaroundthe
year1000(Elicit:thenextwaveofinvasionsbegan).Ifstudentsdon’tmentionwhowas invadingIndiaatthistime,elicitTurksfromCentralAsiawhohadconvertedtoIslam. Askwhatyoushouldwritefortheyear1000CE(Elicit:MuslimTurksfromcentralAsia begantoinvadeIndia).Pointoutthatthetextsays“aroundtheyear1000”andaskif anyoneknowshowtoindicateanapproximatedateonatimeline(Elicit:withtheabbreviation“c.”thatstandsfortheterm“circa”,asin“c.1000CE”).
Finally,askhowtorepresenttheraidsofMahmudofGhazni,whichoccurredoveraperiodoftwenty-sixyears(Elicit:youcanhaveaneventonyourtimelinewitharangeofdates).Ifstudentshavedifficultyanswering,askthemtolookatthetimelineinthetextandwhethertheyseeanyeventsthattookplaceoverarangeoftime(Elicit:Thebuilding oftheSunTempleandthegoldenageofCarnaticmusic).Demonstratethatyoucan writetheyears1001-1027onyourtimelinefortheevent“MahmudofGhazniraided India17times.”Alsoexplainthat,ifyouhaveenoughspace,youcanaddmoredetail:“hisarmieslootedanddestroyedtemplesandkilledorenslavedinhabitants.”
Finally,askstudentsforaneventthathappenedin1030CE(Elicit:Al-Buruniwritesan extensiveaccountofIndianreligion,science,andgeography).Iftheyhavedifficulty findingit,youcangivethemahintthatit’sinthetextbook,butnotinthetext.Ask studentswheretheyfoundthatevent(Elicit:inthetimelineonp.I-3).
IndependentWork(20mins):Assigneachgroupaparticulartimeperiodfromthetablebelow.Explainthateachgrouphastouseboththetextandthetimelineinthebookto findfiveorsixeventstoputonatimelineofthatperiodinHindu-MuslimRelations.If youthinkyourclassmighthavedifficultywiththisassignment,youcanhelpthemby providingthemwiththedateslistedbelowandsimplyinstructthemtofindtheevents thatcorrelatewiththosedates.
Group 1 / TimePeriod 1000-1206 / Dates(optional)c.1000, 1001-1027, 1030, 1192, 1193,1206
2 / 1200-1300 / 1206,c. 1220, 1221, 1230-1260, 1270,1300
3 / 1300-1527 / c.1300, 1350, 1398, 1469, 1504,1526-1527
4 / 1526-1600 / 1526-1527, 1541, 1556, 1574, 1600
5 / 1600-1757 / 1600, 1674, 1688, 1699, 1757
6 / 1757-1857 / 1757, 1764-1770, 1780-1830, 1834, 1835, 1857
Youcansuggestthatthegroupworktogethertofirstlistthefiveorsixdatesonaseparatepieceofpapersothateveryoneagreesontheorderofeventsanddescriptions beforestartingtomarkuptheirworksheets.Alternatively,youcanprovideanextracopy oftheworksheettoeachgrouptouseasaroughdraft.Explainyourexpectationstotheclass.Itisuptoyouwhetheryouwanteverymemberofthegroupproducehisorher individualtimelineorifyou’llallowthemtoworkwithapartnerortheirothermembers toproduceatimelinetogether.
Intermsofgroupdifferentiation,group1istheeasiestinsomewaysasyou’vealready coveredthefirsttwoeventsinthescaffolding.Groups4and5arealsofairly
straightforwardandonlyhavefivedateswhereastheothershavesix.Groups2,3,and6 havemoredifficulttasks,becausetheyhavetointegrateagooddealofinformationfromthetextwitheventsonthetimeline;ofthese,group6mayhavethemostdifficultofall.
Dependingonhowlongthisactivitytakesgroups,youmaywanttohavecoloredpencils, crayons,ormarkersavailableforstudentstoaddcolortotheircompletedtimelineswhilewaitingforothergroupstofinish.Explainthateachgroupmustpresenttheirtimelineto theclassduringthesummaryperiod;again,itisuptoyouwhetheryouwantthegroupto electapresenterorwhetheryouwanteachmembertoreadatleastonedateandeventfromthetimeline.
Duringtheirwork,circulateandmakesurethatthegrouphasidentifiedallofthedates fromthetable(theyneedtouseboththetextandthetimelineinthetext),haswritten accurateandcompletedescriptionsoftheevent,thattheyareproperlyplacingthedates onthetimelineworksheet,andthattheyareneatlyandaccuratelylabelingtheevents. Youmaywanttoproviderulersforstudentstodrawstraightlines.
Summary(12mins):Goaroundtheroom,givingeachgroupaminuteortwotopresenttheeventsfromtheirtimeline.Answersshouldresembletheresponsesbelow.Iftheir answerdiffersgreatlyfromwhatisbelow,andyouhavesufficienttime,youmaywantto askthemwheretheyfoundtheirinformation,gobacktothetextasaclass,andtryand comeupwithabetterlabelfortheevent.Also,pointoutthatseveralofthetimeperiods overlap,sogroupsmayenduprepeatinganeventthatanothergroupalreadymentioned.
Group1: / 1000 / MuslimTurksfromcentralAsiabegantoinvadeIndia1001-1027 / MahmudofGhazniraidedIndia17times
1030 / Al-BiruniwritesextensiveaccountofIndianreligion,
1192 / science,andgeography
MuhammadofGhurdefeatsHindurulersofDelhi-Ajmer
1193 / regionandGangavalley
BuddhistuniversityatNalandaisdestroyed;Buddhism
1206 / beginstoseverelydeclineEstablishmentoftheDelhiSultanate
Group2:
1206
c.1220 / EstablishmentoftheDelhiSultanate
GenghisKhancreatedlargestempiretheworldhadever
1221 / seen
InvadingMongolsunderGenghisKhanreachIndia'sborder
1230-1260 / SuryaTempleisbuiltinKonark,Orissa
1270 / MarathaVaishnavasaintsJnanshvaraandNamdevaare
c.1300 / born
DelhiSultanatesecuredstablerulearoundtheirmain
strongholdsoftheNorthandsentraidingarmiesintotheSouth
Group3: / c.1300 / DelhiSultanatesecuredstablerulearoundtheirmain
strongholdsoftheNorthandsentraidingarmiesintothe
1350 / South
AppayaDikshitar,SouthIndianphilosopher-saint,compiles
1398 / apriestmanualstillusedtoday
Timur,adescendentofGenghisKhan,attackedand
conqueredDelhibecausehefeltitsMuslimleaderwastoo tolerantofHindus.Hisarmieskilledtensofthousandsof
1398 / residentsandcarriedoffgreatwealthandmanyslaves. Kabirisbornandpreachestheunityofallreligions
1469 / GuruNanak,founderofSikhism,isborn
1504 / Babur,descendentofGenghisKhanandTimur,seized
1526-1527 / Kabul,abasefromwherehecouldattackIndia. BaburdefeatsthesultanofDelhiandtheRajput
confederacytofoundtheMughalEmpire
Group4: / 1526-1527 / BaburdefeatsthesultanofDelhiandtheRajput
1541 / confederacytofoundtheMughalEmpire
JesuitmissionarySt.FrancisXavierarrivesinGoa;
eventuallycallsforanInquisitionwhichleadstomany deathsandforcedconversions
1556 / Babur'sgrandson,Akbar,becomesemperor;expands MughalEmpirebyenteringalliancewithHindukings
1574 / TulsidasawritespopularHindiversionofRamayana
1600 / AgroupofEnglishmerchantssetuptheEastIndia
Company
Group5: / 1600 / AgroupofEnglishmerchantssetuptheEastIndia
1674 / Company
ShivajifoundsMarathaEmpire;freeslargeareasfrom
1688 / Muslimcontrol
MughalEmperorAurangzebdemolishesalltemplesin
1699 / Mathura,saidtonumber1,000,andmanyinVaranasiGuruGobindSinghfoundsSikhKhalsaorder,militarizing
1757 / hisfollowers
BattleofPlassey;RobertCliveleadsEastIndiaCompany's
armytooverthrowtheNawabofBengal
Group6: / 1757 / BattleofPlassey;RobertCliveleadsEastIndiaCompany's
1764-1770 / armytooverthrowtheNawabofBengal
BritishEastIndiaCompanytakesdirectruleofBengal;a
devastatingfamineandotherruinresultsfromheavytaxes, unfairtraderestrictions,andcorruptpractices
1834ThefirstindenturedIndiansaresenttoBritishplantations abroad:Mauritius,Guyana,andtheWestIndies
1835LordMacaulaymakesEnglishtheofficiallanguageof schoolsinIndia;theteachingofSanskritwasdrastically curtailed.
1857HundredsofthousandsofIndiansoldiersrevoltin widespreaduprisingcalledIndia'sFirstWarof IndependenceortheSepoyMutiny.Afterbrutalsuppression,theBritishEastIndiaCompanyhaddirectruleovermuchofIndiaandcontrolledtherestthroughpuppetrulers.
Dependingonhowmuchtimeyouhaveremaining,youmaywanttobegindiscussingthehomeworkquestion,whichleadsintolesson3-4.Itisyourchoicewhetheryouwantto collectthetimelinesorallowstudentstofinishthemathomeorusethemtoanswerthehomeworkquestion.
Thisassignmentmakesforagooddisplayonabulletinboardoronthechalkboard.You canlineupallofthegroup’stimelinesinorderandyouwillhaveadetailedtimelineof about750ofIndianhistory.Ifyoumakeonebasedonthedatesfromthescaffolding exercise,itwillcoverover1000years.Thisisalsoanextensionactivity,ifyouwould liketospendmorethanoneclassperiodontimelineconstruction.
Homework:Basedonyourreadingandyourtimeline,summarizethehistoryofyour timeperiod.WhathappenedtoHindusandHinduismduringthisperiodwhenIndiawas invadedandconquered?
FormalAssessment:Completionofacomprehensive,accurate,neattimelineoutlining theappropriateeventslistedabove.
InformalAssessment:ParticipationintheDoNow,questioning,discussion, independentwork,andsummary.
Resources:
Free,easytousewebsitewhereyoucanmakeprintabletimelineswithuptosixevents– ifyouhaveInternetaccessinyourclassroom,youmaychoosetohavestudentstypeup theirtimelinesinsteadofdoingthembyhand.
Acolorfultimelineoftheworld’sreligions.YoumayfinditusefultoprojectthisfortheclasstoshowtherelativeyouthofIslam,especiallywhencomparedtoHinduism.
AverybroadtimelineofIndianhistory,coveringaboutfourthousandyearsfromleftto right.
ThiswebsiteforafreepieceofsophisticatedMac-basedtimelinesoftwarehasan interestingexampleofaverydetailedtimelineoftheKennedyassassinationonthetopof itspage.Thefulltimelineisaccessiblebyclickinganddragging,andeacheventis supportedbytextualevidencebyclickingonit.Furthermore,theentirescaleofthetimelineisvisibleonthebottom,whereasdetailsareshownonthetop.Ifyouchooseto showthetimelinetostudentsasanexample,pointouthowthescalechangesfromincrementsofdaystoincrementsoftenminutestobetterillustratethedayofNovember
22.Also,thetimelineiseasiertoreadifyouclickthe“switchtheme”buttonontheright.
Name:
Group:
Class:
Date:
Timeline:InvasionsofIndia
HinduismChapterThree
LessonPlan#4–HinduismUnderNon-HinduRule
LearningObjective:StudentswillexplainhowtheriseofdevotionalHinduism,called theBhaktiMovement,helpedHindusresistpersecutionbyMuslimrulers.
CaliforniaStateStandards:
EnglishLanguageArts
2.0Readandunderstandgrade-level-appropriateinformationalmaterials.
2.3Clarifyanunderstandingoftextsbycreatingoutlines,logicalnotes, summaries,orreports.
HistoricalandSocialSciences
HistoricalInterpretation2–Studentsunderstandanddistinguishcause,effect,sequence,andcorrelationinhistoricalevents
HinduismToday'sTeachingStandards
5.DescribehowthesaintsoftheBhaktiMovementwereabletoinspireHindus tonewlevelsofreligiousdevotion.
6.GiveexamplesofhowloyaltyandreligiousdevotioninspiredHindustoresistconversionandalienrule.
Materials:Blackboard/chalk(optional)
Text(pp.I-6toI-8)
HinduismUnderNon-HinduRuleWorksheet
DoNow(7mins):Readthe“IfYOULivedThen”onthetopofpageI-6asaclass.Ask studentstowritetheirresponsestothequestiononlooseleaf,intheirnotebooks,oronthebackoftheworksheets.Reviewstudentresponsestothequestion.Eitheranswer(either convertingornotconverting)isacceptable,solongasitissupportedbyreasoning.
Extendthediscussionbygivingdetails:thetax(calledthejizyatax)fornon-Muslims wasuptoone-halfthefamilyincome.ConvertstoIslamandtheirdescendentswerecalledAjlafs(oneofthevocabwordsforthenextlesson)andstillsuffered discrimination.
Spiraling(3mins):RemindstudentswhattheylearnedinthelessonssofarthatMuslims weren'ttheonlyforeignforcestosetupruleinIndia.Europeanpowersalsosetup coloniesand,whiletheBritishlargelylettheirsubjectspracticetheirreligionsfreely, othercolonizersdidnot.Readaloudthe“BuildingBackground”abouttheGoaInquisitionasanexampleofthepersecutionofIndianreligionsbyChristianEuropeans.
IndependentWork(22mins):Distributeworksheetsifyouhaven'tdonesoalready. Instructstudentstocompletetheworksheetontheirown,withapartner,orinsmallgroups(teacher'schoice).Circulateduringindependentworktimetoanswerquestions andconductinformalassessment.
HinduismChapterThree
LessonPlan#4–HinduismUnderNon-HinduRule
Summary(10mins):Reviewstudentresponsesasaclass.Askfortextualevidenceto backuptheiranswers.
1.False–“He[al-Biruni]describedHindubeliefs,scriptures,andpracticesthatwerelittledifferentthanthosetoday.”
2.True-“He...praisedIndia'sreligioustolerance.”
3.False-“Al-Biruninoted,withapproval,thattheMuslimraidshad'utterlyruined theprosperityofthecountry.'”
4.True-“HindussurvivedthislongperiodofadversitythroughdevotiontoGod andcontinuedloyaltytocommunityandtradition.
5.One'spersonalrelationshipwithGodisatthecenteroftheBhaktiMovement. ExamplesofBhaktipracticesinclude:chantingGod'sname,singingbhajanaor meditatingonGod.ThesepracticesgaveHindusspiritualstrengthtoendurehardships.
1.c
2.g
3.b
4.a
5.f
6.e
7.d
Forthe“SaintandKing”prompt,studentanswersmayvary.Possibleanswer:ThereligiousdevotionoftheMarathapeopletoLordRamainspiredtheMarathastofightfor theirindependencefromMuslimrule.Thisisexpressedthroughthepopularmantra, “VictorytoLordRama.”Shivaji'stolerancetowardstheIslamicfaithencouraged Muslimstoalsoservehimwithzeal.ThedevotionofhisHinduandMuslimfollowers wereimportantfactorsinhismilitaryvictoriesovertheMughals.
Homework:Youcanassignquestions1and2onpageI-9forhomework,oraskstudents torewritetheirresponsestothe“SaintandKing”promptaftertheclassdiscussionduring theSummary.
FormalAssessment:Collectstudentworksheetsandgiveagradebasedontheir responses.EspeciallyifyouwentovertheanswersintheSummary,studentsshould haveacceptableanswerstoallquestions.
InformalAssessment:Groupparticipationinreading,recording,anddiscussionin independentwork.
Resources:
ThisisanIndianhistorytextbookthatissomewhatofanapologistaccountoftheperiod ofMuslimrule,buttheyhavesomeinterestingprimarysources.Forexample,pages
HinduismChapterThree
LessonPlan#4–HinduismUnderNon-HinduRule
124-125hasinformationaboutAl-Biruni'sanalysisofHindutexts,includingatranslation ofhisaccountofthevarnasystem.140-152and161-165havevaluablesupplementary informationabouttheBhaktisaints.
AbriefpieceontheBhaktisaintRamanandathatincludessomeofhisownwritings.
AcollectionofstorieswrittenforkidsabouttheSikhGurus.Story1isaboutNanakand stories10-12areaboutGobindSingh(whotheycallGobindRai).
SomeIndian-madeEnglishlanguagefilmsaboutShivaji'slife,includingfifteen-minuteand37-minuteanimatedversions.
Name:
Class:
Date:
HinduismUnderNon-HinduRule(p.I-6)
IndicatewhetherthefollowingstatementareTrueorFalse:
1.Thewritingsofal-BirunisuggestthatthebeliefsandpracticesofHinduismhavesignificantlychangedinthelast1000years.
2.Al-Biruniadmired Hinduism'sreligioustolerance.
3.Al-BirunimournedthedestructionofHindutemples.
4.Hinduismenduredcenturiesofviolentpersecution.
RespondingwithDevotion(pp.I-6toI-8)
5.WhatrelationshipisatthecenteroftheBhaktiMovement?GiveanexampleofaBhaktispiritualpractice.HowdidthispracticehelpHindusendurehardship?
MatcheachIndiansaintwiththedetailfrom thetextthatcorrespondstohisorherlife.
1.
2.
3.
4.
5.
6.
7.
Jayadevaa.taughtthatallreligionsworshiponeGod Ramanandab.ecstaticworshipofapersonalGodMirabai c.wrotetheGitaGovinda
Kabird.influentialsaintfromSouthIndia
GuruNanake.executedfordefendingreligiousfreedom TeghBahadurf.foundedtheSikhreligion
Meykandarg.encourageddisciplesofallcastestoworshipHari
SaintandKing(p.I-8)
Howdidreligiousdevotionandreligioustolerancehelpmake Shivajiapowerfulleaderandachievemilitaryvictory overtheMughals?
HinduismChapterThree
LessonPlan#5–ConversionAttempts
LearningObjective:StudentswillexplainhowandwhyMuslimandChristianrulersin IndiaattemptedtoconvertHindustotheirownreligions.
CaliforniaStateStandards:
EnglishLanguageArts
2.0Readandunderstandgrade-level-appropriateinformationalmaterials.
2.3Clarifyanunderstandingoftextsbycreatingoutlines,logicalnotes, summaries,orreports.
HistoricalandSocialSciences
HistoricalInterpretation2–Studentsunderstandanddistinguishcause,effect,sequence,andcorrelationinhistoricalevents
7.2.4 DiscusstheexpansionofMuslimrulethroughmilitaryconquestsandtreaties
7.9.6UnderstandtheinstitutionandimpactofmissionariesonChristianityandthediffusionofChristianityfromEuropetootherpartsoftheworldinthemedievalandearlymodernperiods
HinduismToday'sTeachingStandards
7.AnalyzetherationaleandstrategiesbehindattemptstoforciblyconvertHindustoIslamandChristianity
Materials:Blackboard/chalk(optional)
Text(pp.I-8toI-9)
ConversionAttemptsWorksheet
DoNow(3mins):Distributeworksheets.Askstudentstoturntop.I-8andusethefirsttwoparagraphstodefinethefirsttwokeyterms:“kafir”and“polytheism.”Circulatewhilestudentsworkand,iftheyhavedifficultyfindingadefinitionfor“polytheism,”ask themwheretheycanfindthedefinitionsofboldfacedvocabularyinatextbook(Elicit:in theglossaryor,inthiscase,inthemargin).Ifstudentsfinishquickly,youcanencouragethemtofinishthekeytermsonthenextpage.
ScaffoldingandSpiraling(6mins):Ask,“Wheredidyoufindthedefinitionof'jizya'?”(Elicit:inthefirstsentenceofthesecondparagraph)Askwhatthedefinitionis(Elicit:non-believers).Askifanystudentswrote“lowlynonbelievers.”Regardlessoftheir response,ask,“Whydoesn'ttheword“lowly”belonginthedefinition?”(Elicit:becauseit'sanopinion).Askwhatotherinformationcangointhedefinition.(Answerscan include:“aMuslimterm,”“usuallyderogatory”).Ifstudentshaveahardtimedeveloping additionalinformationforthedefinition,guidethemwithquestionslike,“Whomight
haveusedthisterm?”and“Wasthistermacomplimentoraninsult?”Agoodfinaldefinitionmightbe:AMuslimtermfornon-Muslims;derogatory.
For“polytheism,”stressthedifferencebetweenabeliefandafollower.Thedefinition for“polytheist”inthe“AcademicVocabulary”inthemarginmustbealtered.Givetheexampleofhow“Christianity”referstoawholereligioussystemofbeliefandworship, while“Christian”referstoasingleperson.Agooddefinitionfor“polytheism”mightbe:ThebelieforworshipofmorethanoneGod.
RefertotheLearningObjectiveandaskstudentsiftheycanrememberwhenyou previouslydiscussedconversions.(Elicit:intheDoNowfromthepreviouslessonorin the“WhatWouldYOUDo?”frompageI-6).LookbackatthetopofI-6andreviewthejizyataxforkafirsaswellastheGoaInquisition.AskstudentshowHinduswereableto resisttheseattemptstoconvertthemtoIslamorChristianity.(Elicit:theyusedtheir spiritualstrengthfromthedevotionalreligiouspracticesknownastheBhaktiMovement).
InformstudentsthattherestofthissectionwilldescribewaysthatMuslimandCatholicrulerstriedtoconvertHindusandexplainthereasoningbehindtheseconversion attempts.
IndependentWork(22mins):Instructstudentstocompletetheworksheetontheirown, withapartner,orinsmallgroups(teacher'schoice).Circulateduringindependentwork timetoanswerquestionsandconductinformalassessment.
Summary(10mins):Reviewstudentresponsesasaclass.Askfortextualevidenceto backuptheiranswers.SomestudentresponsesmightsparkdiscussionthatcouldseguewaynicelyintotheHomeworkquestion.
PossibledefinitionsfortheKeyTerms:
Sufism:AmysticaltraditionwithinIslamwithsomeelementssimilartotheBhaktiMovementinHinduism
Ajlaf:ApersonwhohasconvertedtoIslamfromHinduism.
1.Musliminvadersreligiouslydominatedthepeopletheyconqueredbyforcingthem toconverttoIslam.
2.TheymadeanexceptionforChristiansandJewsbecausetheyconsiderpartsoftheTorahandtheBibletoberevealedscripture.ChristiansandJewswerenotforcedtoconvert,buttheywerestillhumiliatedandforcedtopaythejizyatax.
3.Asmonotheists,MuslimsandChristiansfindpolytheismunacceptable.Even thoughHindusworshipOneSupremeGodinadditiontotheGodsand Goddesses,theyareconsideredtobepolytheisticbyMuslimsandChristians, whichledtotheviolentpersecutionofHindusduringthisperiod.
4.TheArabswerethefirstinvadersofIndiawhowerenotabsorbedinto
mainstreamsociety;theylargelymadeattemptstoconverttheHindustotheir ownreligion.
5.Possibleanswersinclude:Threats,violence,thejizyatax,persuasion,legaldiscrimination,destroyingandlootingHindutemples,enslavement,persuasion (especiallybySufis).
Homework:Basedonthereading,theirresponsestotheworksheet,andtheclass discussion,studentsshouldwriteaparagraphrespondingtothequestions:“Whydid MuslimandCatholicrulersinIndiatryandconvertHindus?Whataresomestrategies thattheyusedintheirconversionattempts?”Ifyouwanttoletthembringtheworksheetshome,theycanwritetheirresponsesonthebacksoftheworksheets.
FormalAssessment:Collectstudentworksheetsandgivegradesbasedontheir responses.EspeciallyifyouwentovertheanswersintheSummary,studentsshould haveacceptableanswerstoallquestions.
InformalAssessment:Groupparticipationinreading,recording,anddiscussionin independentwork.
Resources:
HighlyinformativepageonforcedconversionofHindustoIslam.Includesprimary sourcesaswellassecondaryanalysisbymodernhistorians.Followingthebibliography, thereisawholesectionontheroleofSufis,includingexcerptsfromthelettersofAhmad Sirhindi.
HighlyinformativepageonpersecutionbyMuslimrulersandhasalinktoapageontheGoaInquisition.
ThesetentipstomodernevangelicalChristianmissionariestryingtoconvertHindus mightmakeaninterestingextensionopportunityaboutproselytization.
Name:
Class:
Date:
Key Terms
kafir(p.I-8):
polytheism(p.I-8):
Sufism(p.I-9):
Ajlafs(p.I-9):
TheConqueror'sReligousGoals(pp.I-8toI-9)
1.HowdidMuslim invadersreligiously dominatethepeoplewhom they conquered?
2.Whydidn'tMuslimrulersforceChristiansandJewstoconvert?Howdidtheytreatthese“PeopleoftheBook”?
3.HowdidthereligiousbeliefsofMuslimsandChristiansleadtotheviolentpersecution ofHindusduringthisperiod?
CenturiesofConversionAttemptsandTheCommonMan'sPlight(p.I-9)
4.Accordingtothefirstparagraph,howweretheMuslimswhoinvadedIndiadifferentfromtheforeigninvaderswhoprecededthem?
5.Basedonthesetwosections, describefourdifferentwaysthatHindusunderMuslimrulewerepressuredtoconverttoIslam.
LearningObjective:StudentswilldescribehowIslamiccultureinfluencedsomeforms ofIndianart,whileotherwentlargelyunaffected.
CaliforniaStateStandards:
EnglishLanguageArts
1.4Monitorexpositorytextforunknownwordsbyusingword,sentence,and paragraphcluestodeterminemeaning.
2.0Readandunderstandgrade-level-appropriateinformationalmaterials.
2.4Clarifyanunderstandingoftextsbycreatingoutlines,logicalnotes, summaries,orreports.
WorldHistoryandGeography:AncientCivilizations
6.5.7DiscusstheimportantaestheticandintellectualtraditionsofIndiaHistoricalandSocialScienceAnalysisSkills
HistoricalInterpretation3–Studentsexplainthesourcesofhistoricalcontinuityandhowthecombinationofideasandeventsexplainstheemergenceofnewpatterns.
HinduismToday'sTeachingStandards
8.DescribetherelationshipbetweenHinduismandtraditionalformsofIndian art,includingmusic,dance,drama,painting,andarchitecture
9.ExplainhowtheMuslimconquestsinthesubcontinentinfluencedthepaintingandarchitecturalstylesofnorthernandcentralIndia.
Materials:Blackboard/chalkorChartpaper/markers Text(pp.I-13toI-16)
IndianArtsWorksheet(twopages–youmaywanttomakedouble-sided copies)
DoNow(2mins):Displaythequestions,eitherontheblackboardoronchartpaper:“Canartbeinfluencedbyreligion?Canartbeinfluencedbytheartisticstylesofother cultures?Trytogiveexamplesofeach.”Youcaneitheraskstudentstowriteresponses intheirnotebooksoronlooseleafpaper,orsimplyhavethemrespondorally.
ScaffoldingandSpiraling(6mins):Reviewstudentresponses.Youmaywanttohaveexamplesofartsinfluencedbyreligion,eitheronaprojector,asposters,oras reproductionstopassaround.Thesecanincludeimagesofpaintings,sculptures,or architecture,aswellasmusicorvideosofperformancearts.
Examplescouldinclude:
-FamouspiecesofEuropeanJudeo-Christianart,suchasDaVinci's“LastSupper,”Michaelangelo's“CreationofAdam”or“David,”oneofChagall'spaintingsofMoses
-Buddhistsculptureorpainting
-Religiousarchitectureanddesign,suchascathedralsortemples,stainedglass,etc.
Thenaskforexamplesofartsinfluencedbythetraditionsofanotherculture.Youshould haveafewexamplestoshoworplay.
GandharaBuddhiststatues( ofthoseinthisvideoclip)areoftennudes–youmaywanttopreparestudents beforehandifyouchoosetoshowthisclip
Earlyreggaemusic(likeBobMarley’sfirsthit,“SimmerDown,”recordedin 1962
Jay-Z's2003single“BewareoftheBoys”featuringPanjabiMC(
TellstudentsthattheyaregoingtobecomeexpertsonaparticulartypeofIndianartduringtheperiodofMuslimrule.Makesuretheyunderstandthattheywillberesponsibletoteachtherestoftheclassabouttheirartforms.Tellstudentstopay particularattentiontowhetherornottheirartformwasinfluencedbyIslamduringtheperiodofMuslimrule.
IndependentWork(20mins):Dividetheclassinhalf.Onehalfoftheclasswillfillouttheworksheetpagetitled“IndianMusicandDance”andtheotherhalfwillfilloutthepagetitled“IndianPaintingandArchitecture.”
Basedonyourclass,youmaychoosetohavestudentscompletetheworksheetsontheir own,withapartner,orinsmallgroups.Circulateduringindependentworktimeto answerquestionsandconductinformalassessment.
Summary(14mins):Reviewstudentresponsesasaclass.Asonehalfoftheclass answersthequestions,theotherhalfshouldbebusyfillingouttheirblankworksheets.
Possibleanswers:IndianMusicandDance
Bhajana:AdevotionalHindusongwithcall-and-responseKhata:Apopularformofstorytelling,oftenspanningmanydaysRaga:Apatternofnotesonwhichamelodyismade
Tala:Arhythmicpattern
Mudras:Sacredorsymbolichandgestures
1.Singingcanmakeworkeasierbycoordinatingeffortandaccompanyingdailytasks.
2.TraditionalIndianmusicisconnectedtoHinduismbecausemanysongsand storieshavereligiouscontentandthemes.Also,danceandmusicwereconsideredtobeofferingsmadeduringHinduworship.
3.IndianclassicalmusicismorelikejazzthanWesternclassicalmusicbecauseitincludesimprovisation,soeachperformanceisaspontaneouscreationwithinthegivenragaandtala.
4.ClassicalIndiandancecanbea“religiousexperience”becauseitwasoneoftheoriginalofferingsofthepujaritual,andalsobecausethedancersarereenactingreligiousstories.
IndianPaintingandArchitecture
Gooverthesequenceinalphabetical/chronologicalorder(i.e.,ask“Whichoftheseeventshappenedfirst?”(Elicit:2.ChineseartistswerebroughttoPersiabytheconqueringMongols.)Thenyoucanreadthecommentarybelow.After,ask,“Whathappenednext?”(Elicit:4.MuslimleadersbroughtPersianartiststoIndiatoillustratehandwrittenbooks.) Andsoon.
1.E–UnemployedartistsfromtheBureaufoundworkillustratingHindutexts.
2.A–Eventhoughit'snotthefirstthinginthenarrative,thishappenedbeforethePersianartistscametoIndia.
3.D–AurangzebdisbandedtheBureaufoundedbyhisgreat-grandfather,Akbar.
4.B–Persianartists,influencedbyChinesepaintingstyles,werebroughtintoIndia.
5.F–Duringthecolonialperiod,“theCompany”referredtotheBritishEastIndiaCompany.
6.C–AttheRoyalBureauofBooks,PersianstylessynthesizedwithIndianstyles
7.ThereweremanyartisticadvancementsmadeinIndianpaintingduringtheMughalperiod.Someinclude:thedevelopmentofthree-dimensionalperspective,moredelicatebrushlines,betterlightingeffects,greaterrangeanddepthofcolor.Studentsmightsay thatChinese,Persians,orMughalswereresponsiblefortheseinnovations;aslongas theirresponseisbackedupwithreasoning,anyoftheseanswersareacceptable.
8.WhilebothNorthandSouthIndiahadspectacularachievementsintemplearchitecture
HinduismChapterThree
LessonPlan#6–Hinduism,Islam,andtheArtsofIndia
inthisperiod,SouthIndianarchitecturecontinuedtofollowprinciplesfoundintheancientAgamatexts,whileNorthIndianarchitecturewasstronglyinfluencedbyPersian design,suchasthedomeandthearchThesedifferenceswerecausedbythepresenceofMuslimrulers.
[Ifstudentshaveahardtimefiguringoutwhatcausedthesedifferences,directthemto themaponpageI-3,andaskthemwhatwasdifferentaboutNorthIndiaandSouthIndiaatthetime(Elicit:NorthIndiawasunderMughalcontrolstartinginthe16thcentury,butmostofSouthIndiawasnotconqueredforcenturies).]
9.TheTajMahalmightbeconsideredagoodexampleofNorthIndianarchitecturefrom theperiodbecauseitdemonstratestheblendingofHinduandPersianstyles.
Homework:Studentsshouldwriteaparagraphortwoononeofthefollowingprompt:Pickanexampleofartthatiseither:a)influencedbyreligion,b)influencedbyanother culture,orc)both.Itcanbeapieceofpainting,sculpture,architecture,music,dance,or literature.Explainwhyyouchosethispiece,andwhatitsinfluencesare.
FormalAssessment:Collectstudentworksheetsandgradetheirresponses.Especiallyif studentswentovertheiranswersduringtheSummary,everyoneshouldhaveacceptableanswerstoallquestions.
InformalAssessment:Groupparticipationinreading,recording,anddiscussionin independentwork.
Resources:
level,butitprovidesmoreinformationaboutIndianclassicalmusic,especiallyCarnaticmusic,whichisdescribedinthetext.
Indianpainting
HinduismChapterThree
LessonPlan#6–Hinduism,Islam,andtheArtsofIndia
beautifulexamplesofMughalart,includingpaintingsofHinduthemes.Theformerisup to1600,thelatterisafter1600.
forclassroomuse.
Key Terms
IndianMusicandDance
bhajana(p.I-12):
katha(p.I-13):
raga(p.I-13):
tala(p.I-13):
mudras(p.I-15,box):
ARichHistoryofMusic(pp.I-12toI-13)
1.Howcansinginghelpmake work easier?
2.HowaretraditionalIndianmusicandstorytellingconnectedtotheHindureligion?
3.IsIndianclassicalmusicmorelikeWesternclassicalmusicormorelike jazz?Why?
India'sSacredDance:ReligionThroughMovement(p.I-15)
4.Basedonthepassage,describetworeasonswhy classicalIndiandancecanbe describedas“areligiousexperienceforboththedancerandtheaudience.”
IndianPaintingandArchitecture
AMeetingofArtStyles(pp.I-13toI-14)
Usethepassagetoputthefollowingeventsinthecorrectorder.Write'A'nextthefirstevent,'B'nextthethesecondevent,andsoon.
1.HinduandMuslimartistsusedtheMughalstyletoillustrateHindutexts.
2.ChineseartistswerebroughttoPersiabytheconqueringMongols
3.EmperorAurangzebdismissedroyalartistsandbannedmusicanddance
4.MuslimleadersbroughtPersianartiststoIndiatoillustratehandwrittenbooks
5.IndianstylesofpaintingwereblendedwithEuropeanstylestocreate“Companystyle”
6.EmperorAkbarcommissionedtheRoyalBureauofBooks
7.Incomparisontoearlierstyles,whatadvancementsweremadeinIndianpaintingduring theMughalperiod?Whodoyouthinkwasmostresponsiblefortheseinnovations?Why?
Architecture(p.I-14toI-15)
8.ContrastthedevelopmentsofSouthIndianandNorthIndianarchitectureduringthisperiod.Whatdoyouthinkcausedthesedifferences?
9.WhymighttheTajMahalbeconsideredtobeagoodexampleofNorthIndianarchitecture fromthisperiod?