Content Area: Global Studies



Content Area: Global Studies Grade Level: 9th GradeTitle of Module: 3 little Indian godsTime Allowance: 10 daysName: Mr. N. E. S. TausEmail Address: mysterytaus.This page under construction:Rationale: Students will discover the world, in its spatial and historical significance. Students will also uncover the tools and applications of history, anthropology, sociology, & geography. During these lessons, students will develop greater literacy skills as they prepared for end of coarse testing, while focusing on the standards associated with global studies. Through art, music, projects, memorization, and test preparation students will grow through a better understanding of the continuity of history, human origins, migratory patterns, and the basic characteristics of civilization. Lesson Key: The beliefs, culture, & characteristics of Indian civilization leading to stagnation, corruption, and eventual conflict between Hinduism & Buddhism. Objectives: Chapter 3: India BC/BCE through AD/CEGoals/Objectives: After this unit of study, students should be able to:Explain the impact of geographyDescribe the significance of religionIdentify the characteristics of early Indian civilizationIdentify the major beliefs of HinduismExplain the effects of Hindu beliefs and practices on daily lifeIdentify the major principles of BuddhismExplain the changes that occurred as a result of Buddhist teachings as well as Buddhism’s influence on culture and politicsStandards:South Carolina Standard GS-1.4: The student will explain the impact of religion in classical Indian civilization, including Hinduism and the effects of its beliefs and practices on daily life, changes that occurred as a result of Buddhist teachings, and the influence of religion on culture and politicsNCSS (National Professional Organization Standards Addressed): Curriculum Standards for Social StudiesNCSS-I (Culture): The study of culture prepares students to answer questions such as how belief systems and political ideals influence economic choices. Culture includes areas of Religion, Political Ideals, Geography, history, sociology, and anthropology.NCSS-II (Time, Continuity, and Change) Human beings seek to understand their historical roots and to locate themselves in time. Knowing how to read and reconstruct the past allows on to develop a historical perspective and to answer questions such as: Who am I? What happened in the past? How am I connected to those in the past? How has the world changed and how might it change in the future? Why does our personal sense of relatedness to the past change?NCSS III: People, Places, and Environments - The study of people, places, and human-environment interactions assists students as they create their spatial views and geographic perspectives of the world beyond their personal locations. NCSS IV: Individual Development and Identity - Personal identity is shaped by one’s culture, by groups, and by institutional influences.NCSS-X (Civic Ideals and Practices): An understanding of civic ideals and practices of citizenship is critical to full participation in society and is a central purpose of the social studies.Critical Vocabularyascetic - A person who leads a life of contemplation and self-denial.austere - Stern, harsh, morally strict.Brahman - The one divine being of Hinduism - God.dharma - One's proper path in life.guru - Spiritual teacher.karma - The effect of actions of past and present lifetimes, both good and bad on one's present life.mantra - A word or phrase to be repeated while meditating to quiet the mind.proselytize - To make converts from one religion or opinion to another.puja - Worship.raga - Sacred musical composition usually for the sitar and tabla.transmigration - The passing of the soul into another form at death.Vedas - Ancient sacred texts of Hinduism.Day One: Focus Question: Identify the characteristics of early Indian civilizationStarting Point: Hindus are Indians, Native Americans are NOT. Understanding the difference between Indians & Native Americans. Columbus didn’t expect to hit Central America during his attempt to find a way to Asia. People wanted to find a water route to Asia to avoid the Middle Men in the Middle East, and the Holy Wars between Christians & Muslims. Bell Ringer: Pull up & have students copy questions into their notes, or hand out, “What do I know about Hinduism preview,” students will answer questions to turn in as class work before they leave class. Start the PowerPoint “Ancient Indian Civilization and Society.” Students will title their notes & then take notes on each slide. Vocabulary: Pull up “HINDUISM Vocabulary,” and have students copy into their notes.Geography: Pull up “HINDUISM Map Practice,” or handout, and have students label the map, utilizing the map on page RA16 (Asia Political Map) of their textbooks & the Index at the back of the book (because the map in the front is a modern map, and some of the locations are ancient). What students don’t finish (vocabulary & map) will be homework. I gave students five minutes (number paper 1-12, skipping lines) and write vocabulary word first, so that if they don’t finish in time they will finish for homework. To keep from having to do homework, students usually take advantage of having it in front of them & speed up. Day Two: Describe the Significance of religion & Identify the characteristics of Hinduism. Bell Ringer: Pull up or hand out “HINDUISM Bell Ringer 2” students will answer questions to turn in as class work before they leave class. They must write questions & answer in complete sentences. Start the PowerPoint “Hinduism.” Students will take notes on each slide. It’s important to draw a parallel between the Hindu Triad & the Christian Triad. This is because Hindus do not consider themselves Polytheists, but rather they say (like Christians) that all their gods are really manifestations of the same god; Brahma. It’s respectful to call people what they wish to be called, therefore, Monotheists. But on the test, as this is a complicated concept, I accept both answers. Pair & Share: Separate students into five groups (castes), then hand each member of each group the same copy of “Caste System descriptions.” Each group must then spend several minutes reading their groups caste description, before building a list of details so they can explain their groups’ characteristics to the other groups. Instructor presents “Background” page. Notes: Pull up “Caste System Background Information,” and have students volunteer to read & explain, or instructor may read and have students break it down to everyone else (not volunteered). If they are reluctant, they usually play nice if it’s hinted at that the option is writing all of this in their notes. Writing it isn’t necessary, but reviewing it with them is. Graphing: Pull-up or handout “Social Structures Pyramid” & have students complete it according to the instructions. The answers are ““Social Structures Pyramid GSI”. Students should finish it for homework if they are unable to complete it in class. I draw a pyramid when I go over this. I have them draw little drawings next to each level. A smiley face with a cross & a pope hat. A smiley face with a fury-horned Viking hat & holding a sword/battle-axe. A smiley face with $ $ eyes & arm holding money. A smiley face with dirty spots on cheeks & a shovel. And a smiley face with an arm holding an arm (they handle the dead). Day Three: Identify the major principles of Buddhism. Explain the changes that occurred as a result of Buddhist teachings as well as Buddhism’s influence on culture and politicsBell Ringer: Pullup “The Caste System Writing assignment” and randomly assign students Castes as they enter the room. They must then write a page response…quickly. You can also print, cut, & hand out slips to each student. Power Point: “Buddhism.” Students will title & then take notes on each slide.Power Point: “Hinduism and Buddhism.” Students will title & then take notes on each slide.SINGALONG: The final slide in “Hinduism and Buddhism” is a sing along. Teacher sings it once, then teacher & students sing, then teacher monitors students singing. It should be noted that if they can remember the song, they will have all the information for the essay memorized. Pair & Share: Pullup “Indian Religions.” Students will complete the chart, using their notes & books. Students can work in pairs.Day Four:Bell Ringer: Pull up, or handout, “Bellringer Caste System.” This part shouldn’t last a second. Power Point: “INDIA REVIEW.” Pre Test Review: Pass out “Hinduism Quiz.” Completed with Notes & books. Map Review: Pull up “India Map Quiz” & have students come up & point to locations. Final Test Review.Day Five:TESTInstructional ActivitiesBell ringers5. Journal EntriesKWL6. Integrated Arts (skits, music, art work)Class Discussion7. United Streaming Video ClipsConcept Map Book8. Graphic OrganizersAssessment TechniquesQuizzes3. Performance AssessmentTest ................
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