HINDUISMTODAY Steachingstandards

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______

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

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)