TheHistoryofHinduIndiaChapter4
LessonPlan#1–TimelineIndia1857-‐1947
LearningObjective:
StudentswillbegintodiscusshowtheBritishjustifiedthecolonialempireinIndia in1858andidentifyeventsthatledtofightforindependenceof1947.
HINDUISMTODAY’STeachingStandards:
2.ExplainhowtheuprisingagainsttheEastIndiaCompanyledtotheestablishment oftheBritishRaj.
Materials:
Dryeraseboardorchartpaper/marker
Text(previousassignedreading:Section1,Chapter4)
Journals/notebooks
Handoutsofothertimelines
Independentworksheet
Previouslyassignedhomework/readingofChapter4,Section1
DoNow:Yougrewupinavegetarianhome.Yourparents,yoursistersandbrothersandyourentirefamilyhavenevereatenmeat.Youhavealotofanimalsaspetsand youfinditcrueltoharmanimals,letaloneeatthem!Yournewschoolonlyoffers ham,roastbeefandturkeysandwichesforlunch.Youarenotallowedtobringyourownlunch.Youare hungryandthe teacherstellyouto“eatyourlunch”.You protestbutaregivennochoiceandyouareeventhreatenedwithdetentionifyoucomplainagain.Howdoyoufeel?Whatdoyoudo?Journalyourresponse.
WholeGroupInstruction:
BasedontheDoNow,discusstheresponsestothescenarioandcomparethiswiththe1857RevoltfoundinthereadinginChapter4(pg.62-‐63).Haveonevolunteerreadthe“ifyoulivedthen…”passage(onpage62)out-‐loudtotheclass.
Collectivelyanswerthefollowingquestionwiththeclass:
1.Whowerethesepoys?
2.WhydidHindusandMuslimsrefusetousethecartridgesintheriffles?
3.DoyouthinktheBritishconsideredthethoughtsandbeliefsofthesepoys?
4.Whatwastheresult oftheRevoltof1857?
5.DidtheviolentrevoltworktobenefittheHinduandMuslimsituations?
PassoutthedifferentcopiesoftimelineshavingtodowiththestruggleforIndia’s Independence.Alsohandoutatimeline,whichchroniclestheUSCivilRights movement.Breaktheclassintogroupsof2-‐3studentsandaskeachgrouptowrite
downthreeeventswhichwherehappeningsimultaneouslyinbothcountries(it doesn’thavetobeexact,justapproximate).Alsohavethemcompareproteststhat wereoccurringinbothcountries.Studentsmayusethetextstimelineonp.64aswell.
Groupssharefindingscollectivelywithclass.Onefindingpergrouporastimepermits.
Scaffolding:
AfterpassingoutWorksheet#4.1,askthestudentstodefinethevocabularywordsasitwasusedintextreading.(Protest,mutiny,raze,partition).Allowthemtocomeupwithdefinitionsintheirownwords.Asthesedefinitionsflushout,writethemon chartpaperfortheclasstosee.Discusssomeofthequestionsbelowandencouragestudentstousesomeofthevocabularywordsintheirresponses.
WhateventpropelledtheBritishgovernmenttoimposeimperialruleoverIndia?
WhowerethesepoysandwhateventsaretheyknownforintheRevoltof1847?Whatdidtheydoandwhy?
WhatwasoneunfortunateresultthathappenedsoonaftertheindependenceofIndia?
Askthestudentstocopytheircomposeddefinitionsontotheirworksheetandleadthemintoindependentworktime/completionofworksheet.
IndependentWorkTime/Worksheet:
Instructstudentstoanswerthequestionsindependently(usingthetextisfine).Ifsomestudentsfinishearly,quicklyassesstheirresponses,andpairearlyfinisherstogethertoreviewtheirresponses.
Summary:
Havingtheworksheetquestionswrittenoutontheboard,begintoelicitstudentresponses,whichtheyshouldgleanfromtheirwork.Askforexplanationswhentheymakeconnectionsbetweenevents.Share3-‐5responsesundereachquestion.
Concludethediscussionbyelicitingresponsesfor
WhywouldtheBritishwanttocolonizeandruleIndia?
Whateventscausedtheup-‐riseagainstBritishrule?
Doyouthinksatyagrahainfluencedotherglobalprotestsinhistory?Whichonesandhowso?
Homework:
Createtwotimelines,whichchronicleatleast5-‐6significanteventsinMahatmaGandhi’slifeandSwamiVivekanada’slife.Usetheresourcesbelowor,betteryet,findyouown.Remembertokeepyoutimelineclear,factualandeasytoread.What commonthreadswillyourtimelinedisplay?
Assignreadingfornextlessonifappropriate.
Resources:
Assessment:
FormalAssessment:
Spot-‐check“DoNow”workinstudentjournals.Theuseofjournalentriesshouldbecollectedsporadicallytoassessstudentworkthroughoutthesemester.Itisagoodplaceforstudentstobegingatheringcomposingtheirreflectionsonthesubjectsdiscussedinclassandthetextreadings.Itisalsoagoodplaceforthemtoreflectbackupondevelopmentandunderstandingofissuesdiscussed.
Collectworksheetsforassessmentbeforestudentsleaveclass. Informalassessment:Participationandgroupwork/discussion.
WORKSHEET#4.1
Name______Date______
1.Definethefollowingvocabularywords:
protest: mutiny: raze: partition:
2.TheIndianpeoplereceivedanEnglisheducation,newrailwaysandroadsduringBritishrule,whataresomereasonsthattheyprotestedBritishcolonization?
3.Accordingtothetimeline(pg64-65),whateventsmayhavefurthercausedreasonforprotestagainstBritishrule?
4.HowdidGandhiandhisfollowers fightfortheindependenceofIndia?Wasthisaffective?Didtheysucceed?
5.WhendidWWIIbegin?CouldithaveaffectedtheoutcomeofBritishruleinIndia?Howso?
TheHistoryofHinduIndiaChapter4
LessonPlan#2–ReligiousTolerance
LearningObjective:
StudentswillbeabletodiscusstheimpactthatfreedomofreligionhadonregainingIndia’sindependenceandtheywillidentifyhowtheRajtriedtousereligionasawayofstrengtheningitsruleoverIndia.
HINDUISMTODAY’STeachingStandards:
5.DescribetheconflictofideasbetweenprominentHindus,includingVivekananda andGandhi,andtheBritishmissionariesandcolonists.
Materials:
Dryeraseboardorchartpaper/marker
Text(previouslyassignedreading:Section2,Chapter4)
Journals/Notebooks
WorksheetHandouts
DoNow:
Chooseyourfavoritesport.List3-‐5reasonswhichmakeitthebestsport(fullyexecutedsentences).Supportyourclaim,becausethissportmaybechosenastheonlysporttobeplayedduringrecessandgymperiods.Journalyourresponses.
WholeGroupInstruction:
Afterbriefassessmentofthestudent’sworkduringtheDoNow,quicklygrouptheclassunderfoursub-‐groups:thetopthreesportsandamiscellaneousgroup,asthefourthgroup.Instructeachgrouptocomeupwith3-‐4reasonswhytheirsportisthebest.Givethem5minutestoanecdoteresponsescollectivelyintheirgroup.
Actingasthemoderator,alloweachgrouptodefendtheirsportasifitwillbetheonechosenastheONLYsportplayedinschool.Allowthefourthgrouptodefendtheirsportsaswell.Letthestudentsdefendtheirfavoritesandcountereachotheraswell.
Wrapupthediscussionbyproclaimingyourfavoritesport(somethingnoonehasmentioned)andnominatingTHATasthefinalandBESTresult.Afterallthatdebate,thestudentswillbeshocked.
-‐Isthisfair?
-‐Istheteacherbeingtolerant?Itcertainlyisn’tthemajoritychoiceorevenclose!
-‐Tellthemthatyoursportisthebestandtheirsareinferior.Howdoesthismakethemfeel?Discuss.
-‐ComparethisexampletothebeliefsofthemissionariesandcolonistswhotriedtoconverttheHindusandMuslims.
-‐Discussimposedreligiousbeliefsandthecolonizedmind.
Scaffolding:
Reviewvocabulary,whichshouldbepreparedaheadoftimeonchartpaperorwrittenontheboard:Tolerance,impertinence,theological,egalitarian
Ingroupsof3-‐4,havethestudentscomeupwithsolutionsforthescenarioabove.Howcanwecreateatolerantclassroomorschool?Remindthemthattolerancehaslittletodowiththeirpersonalopinion.Givethem5minutestodiscussamongst themselves.Howcantheymakeeveryone’ssportrepresentedthroughouttheweek?Whywouldwedo this?
IndependentWorkTime/Worksheet:
Passoutworksheet#4.2.Instructstudentstoanswerthequestionsindependently(pg66-‐68).Ifsomestudentsfinishearly,quicklyassesstheirresponsesandpairearlyfinisherstogethertodiscusstheirresponses.
Summary:
Reviewthevocabularywordsandansweranyremainingquestionsandreview SwamiVivekanandaviewsonreligionfrompage67intext.Collectworkforassessment.
Homework:
Assignreadingfromtext(pg76-‐79).Complete/respondtoquestions#1and#3onpage79,inyourjournal.Ifyoudonotknowofanymonumentsthenresearchsomeonlineandthencomplete#1.Thinkofsomeoneinourhistorywhoyourespectsomuchthatitwouldmeritamonument.Why?
Assignreadingfornextlessonifappropriate.
WORKSHEET#4.2:
Name______Date______
1.WhatwasthemainjoboftheBritishmissionary?WhydoyouthinkmissionariesweresenttoIndiatodothis?
2.HowdidSwamiVivekananda’sviewhisreligionandthereligionofothers?Howdidtheworldviewhispointofviewonreligion?
3.WhenSwamiVivekanandasaid“…asthedifferentstreamshavetheirsourcesindifferentplaces,allmingletheirwaterinthesamesea…”whatwashereferringto?(Pg.67)Explain.
4.Whataretwowaysinwhichtoleranceinreligionisexhibitedinoursocietytoday?Listtwoexamplesthatcometomind.
TheHistoryofHinduIndia
Chapter4
LessonPlan#3-‐Satyagraha
LearningObjective:
StudentswillbeabletocompareandcontrasttheuseofsatyagrahaintheAmericancivilrightsmovementandIndia’sfightsforindependenceinGandhi’stime.
HINDUISMTODAY’STeachingStandards:
7.Explainhowtheprinciplesbehindsatyagrahahaveimprovedthelivesofpeoplearoundtheworld.
Materials:
Dryeraseboardorchartpaper/marker
Text
Worksheet/Handouts
Resourcesforstudentstouseforhomework(below)
DoNow:
GivestudentsasynopsisoftheSaltMarch(printedout)andaskthemtoreaditastheDoNowandbepreparedtodiscuss.
SaltMarchsynopsislink: WholeGroupInstruction:
Definesatyagraha:“forceoftruth”,(pg.65),usingchartpaperorboardandallowthestudentstoexpandonthedefinitionusingtheirownwordsinaddition totheunderstandingreceivedviahandout.
Createatableontheboardorchartpaper.Onecolumnforcharacteristicsof‘violentprotest’,theother‘non-‐violentprotest’.Usethetabletolistcharacteristicsofbothtypesofprotests.Usethe1857RevoltandtheSaltMarchaspointsofcomparison (studentswillalreadyhavereadbotheventintextreadings).Comparetheshortandlongtermeffectsinbothinstancesandhowtheworldreactedtoboth.
Scaffolding:
Usingtheworksheet,completethefirsthistoricaleventlisted.Useanoverheadprojectororsimplyallowthestudentstofillinthefirsteventcollectivelyasaclass, asyouguidethewordingontheboard.Allowthestudentstofindtheimmediateandnon-‐immediateresponses(exampleprovided).
Respondtoanyquestions.Aftercompletingthefirstscenariolistedontheworksheet,allowthestudentstocompletetheremainingworksheetindividually.
IndependentWorkTime/Worksheet:
StudentswillreviewscenariosintheIndianstruggleforindependencewheresatyagrahawasimplemented.Theywilldeterminetheimmediateandlong-‐term effectsoftheviolentand/ornon-‐violentprotests/actions.Assistanystudentswhomayneedhelp.
Summary:
ReviewtheworkcompleteonworksheetandreviewtheSaltMarchsignificanceonIndia’sfightforindependenceandthestrengthwhichnon-‐violencehadinIndiaandtheworld.
Homework:
Studentsshouldfinishthefirst3eventsinclass.Afteraquickspotcheckforunderstanding,assignthelastsegmentsoftheworksheettobecompletedforhomeworkusingresourcelinksprovided.Again,encouragestudentstofindtheirownresourcestofindotherformsofnon-‐violentprotests(satyagraha)inhistory(U.S.Historylinksbelow).
Assignreadingfornextlessonifappropriate.
Resources:
WORKSHEET#4.3:
Name______Date______
HistoricalEvent/Protest / ImmediateResults / LongtermResults / Satyagraha?1. 1857revolt / ManyIndiansandBritishdieduetounjustdemandsontheSepoyswhorefusedtojeopardizetheirbeliefsandasaresultmutinytheBritishArmy / WhiletheBritishwerenotintheright,theybrutallysquashtheuprisingandtheformalstartofimperialrulebeginsinIndia / No
2.TheSalt March
3.Birmingham,Alabama1963
4.
5.
6.
TheHistoryofHinduIndiaChapter4
LessonPlan#4–IndianFoodTradition
LearningObjective:
Studentswillresearchdifferentformsofculturalcustomsspecifictoacontinent.
HINDUISMTODAY’STeachingStandards:Materials:
Dryeraseboardorchartpaper/marker
Text(pages70-‐71)
Chopsticks,agumballormarble,andtwopapercupsforeachstudent
PreparedCulturalFactdiscoverycards(8-‐10shouldsufficeforeachtableorgroup)
Handouts
DoNow:
Preparechopsticks,andagumball/orsomeroundobjectinacupateachstudent’sdeskastheywalkintoclass.Asecondcupwillbeplacesonothercornerofdesk.
Donowinstructions:Using/touchingonlythetwosticks/chopsticksonyourdesk,Pickuptheobjectinthecuponyourdesk.Thisistheonlywayyoumaymoveit.Ifyousucceed,placechopsticksdownandraisehand.Youhavetwominutes.
WholeGroupInstruction:
Brieflydiscussthedonow.Whatisdifficult?Thenaskthestudentsiftheythinkthetaskcouldhavebeeneasierwithaspoon.Discussdifferencesinthewaypeopleeatandhowthisisaculturaldetailspecifictopeopleofasharedtraditionorcustom.Havestudentsturntopage70-‐71intext.Discusstheirreactionstothephotograph.Thenhavevolunteersreadout“Fingers,ForksandChopsticks”whileentireclassfollowsalong.Discusswhilefosteringasafeenvironmentinwhichtodiscussdifference/differentculturalexperiences.
Clearly,differentcommunitieshavedifferentcustomsortraditions.Wedon’thavetogotoofartowitnessthis.However,theimportanceofcultureliesinthecustoms, whichmayincludethewaypeopleeat,dress,speak,celebrate,pray,etc.
Define:Custom,culture,segregation,integration,tolerance
Usingthelinksprovidedbelowprepareabstractsof2-‐3customsfromdifferentpartsoftheworld.(Suggestionsbelow).Workinginpairs,provideeachpairwithshortpassage.Allowstudentstoreadthendiscussoneofthecustoms(ex.Dayof
Dead,Hajj,orPurim).Remindthemthatdifferenceisfine,andevenshockingsometimesbuttoleranceisessentialinanintegrated,peacefulsociety.
Afterafewminutesofdiscussioninpairwork,passoutfactsheetsandaskstudentstofilloutthesheetbasedontheirreading.Askthemtobeasconciseaspossible.
IndependentWorkTime/Worksheet:
Eachstudentwillfillouttheworksheet(#4.4)usingculturalfactdiscoveriesfrompreviouspairworkdiscussion.Ifsomestudentsfinishearlytheymaytakea differentreadingandcompleteasecondcustom.
Resources/Suggestions:
Summary:
Reviewtheanswersfortheworksheetwithclass.Reviewthatideaofculturalcustomsinmanyformswhetherobservedbythewaypeopleeat,dress,celebrate,pray,etc.Noteverycustomisreligious.Aftersummaryofclass,assignhomework.
Homework:
Assignaresearchprojectashomework.Eachstudentwillresearcha‘typical’meal foraspecificcountry.Theywillfilloutaresearchsheet(ontheircountry).TheywillneedthelibraryandInternettodotheirresearch.Givethemafewdaystocomplete.
Itisfinetoassigntwostudentswiththesamecountryandthenhavethemcomparetheirresultsandseewhatdifferencescanbefoundviaindependentresearch.
Themainobjectiveinassigninghomeworkasaresearchprojectis1)tohavestudentspracticeindependentresearchand2)tosharetheimmensevarietyofdietaryandeatingcustomsfromaroundtheworld.Atfirststudentsmightthinkeatingoffofabananaleafwithyourhandsisextremelystrangeordifferent,butbythetimetheymakeotherdiscoveries,theywillseethatdifferenceinwhatandhowpeopleeatchangeseverywhereinvariousculturesaroundtheglobe!
Createarandomlyassignedcountry,printedonpapershouldbepassedouttoeachstudentalongwitharesearchsheet(below).Foldedpiecesofpaperareanicewaytomakeitalittlemoreinteresting.
CountrySuggestions:China,Japan,Korea,Mali,Ethiopia,Egypt,Guatemala, Columbia,Samoa,Ireland,Iceland,Laos,Tajikistan,Georgia,Italy,TrinidadandTobago,etc.
Assignreadingfornextlessonifappropriate.
Worksheet#4.4FACTSHEET
Name______Date______
Worksheet#4.4a
Name______Date______
DifferentFoodCulturefromAroundtheWorld!
ResearchSheet
Topic:MainIdea:
Vocabulary:(newfoodterms?)
Fact#1:(what?) / Fact#2(how?)
Fact#3(why?) / Fact#4(when/otherdetail)
TheHistoryofHinduIndiaChapter4,Section
LessonPlan#5
LearningObjective:
StudentswillbeabletoidentifytheritesofpassageandtheirsignificanceinHindusociety.
HINDUISMTODAY’STeachingStandards:
8.DescribetheRitesofPassageforHindusincludingthesamskaraof childhood,puberty,marriageanddeath.
Materials:
Dryeraseboardorchartpaper/marker
Text(previouslyassignedreading:Section3,Chapter4)
Journals/Notebooks
Worksheet/Handouts
DoNow:
Whenyouread/hear“ritesofpassage’or“initiations”Whatdoyouthinkof?Whatisaninitiation?Whydoyouthinkyouwouldbeaskedtofollowsuchapathofinitiation?Journalyourresponse.
WholeGroupInstruction:
HindutraditionsarequiteoldyetstilladheredtotodaybymillionsinIndiaandaroundtheworld.Inspiteof100+yearsofBritishrule,missionarycampaigns,andagreatdealofloss,theHinducultureis aliveandwell.Many peopleattributethestrongphilosophyandculturaltraditiontoIndian’ssurvivalandstrengthtoday.A largepartoftheHindutraditionfollowsthe‘riteofpassage’foreachperson.
Afterhavingstudentsre-‐readpages72-‐75,definethefollowingtermstogetherasteachercreatesdefinitionsonboard/chartpaper:samskara,disksha,Angi,mantra
AskstudentstolistthefirstHinduritesofpassage:1)childhood,2)comingofage,3)marriage,and4)deathandcremationandsometimes5)monastic.Explainingthat eachareamayhavevariousrituals/customsthatareperformedandsometimeseven varyfromstatetostate.
Scaffolding:
LetstudentsknowthatwearegoingtocomparetheHinduritesofpassagewithcustomswemighthaveinourownlives,whicharesimilar.
BegintheexercisebyHandingoutworksheet#4.5.Beginwiththefirstrite:naming achild.Answerallthecorrespondingenquiriesaboutthisriteasstatedinourreading.Thenaskstudentswhatcustomstheymayhaveintheirfamilies,whicharesimilartotheseritesofpassage.
IndependentWorkTime/Worksheet:
Allowstudentstocompletethefirstpartoftheworksheettogetherwithapartnerseatednexttothem.Monitordiscussionanddiscussionmayencouragethemtofeel comfortablewiththetopics.Remindthestudentstokeepatolerantandrespectful mindtothesecustoms.
Whentheyhavecompletedthefirstpartoftheworksheetsletthemcompletethesecondpartindividually.
Summary:
Reviewthefirstpartoftheworksheetwiththeclass.RespondtoanyoutstandinginquiriesabouttheritesofpassageforHindus.Iftimepermitsallow2or3studentstosharetheirresponsestothesecondpartoftheworksheet.Collectinclassworkforassessment.
Homework:
Assignreadingfornextlessonifappropriate.
WORKSHEET#4.5
Name______Date______
Whichriteofpassageisright?
I.ChooseONE:Childhood,ComingofAge,Marriage,DeathandCremationorMonastic
1.Namingofachild
2.Walkingaroundafire7times
3.Disksha
4.Wearingthesariforfirsttime
5.Upanayana
6.Earpiercing
7.VowofChastity
II.Canyouthinkofsimilar‘ritesofpassage’ortraditionthatyoumaysharewithyourfamilythatissimilartotheHindu‘ritesofpassage’?Whatisitcalledandhowdoyoucelebrateit?Describetwo.
A)
B)