Download Lesson Plan Format – MSSE 570/470/571/471

Lesson Plan Format – MSSE 570/470/571/471
modified by Dr. Cude 9/06; Dr. Stern 9/07
Teacher’s name: Amanda Scanlon
E-ID: 103328065
Date: 10/3/2007
Subject: World History
Grade Level: 11th grade, 90 minute class period
Topic: Hinduism and South Asia
Essential Questions/Big Ideas:
Big Idea:
This unit is designed for students to understand the religious ideology of
Hinduism, along with the geography and distribution of Hinduism across major
geographic regions. The goal of the lesson is for students to understand that
religious displacement is a current event and affects the lives of many people.
Essential Questions:
What are the beliefs and ideologies of Hinduism?
Where is Hinduism found in the world currently and in the past?
How has Hinduism changed throughout history?
What affect did the Partition of 1947 have on the Hinduism religion?
How does religious displacement relate to today’s current events?
General Objective[s]:
The objectives of this lesson are designed for a heterogeneous world history class. The
objectives are meant to fit the needs of each individual student.
1. Students will understand the principles and beliefs of the Hindu religion
2. Students will identify the location and displacement of Hinduism
3. Students will understand and accept all religions.
SOL Standards:
WHII.1
The student will improve skills in historical research and
geographical analysis by
b) using maps, globes, artifacts, and pictures to analyze the physical and cultural
landscapes of the world and to interpret the past since 1500 A.D.;
c) identifying geographic features important to the study of world history since
1500 A.D.;
d) identifying and comparing political boundaries with the location of
civilizations, empires, and kingdoms from 1500 A.D. to the present;
e) analyzing trends in human migration and cultural interaction from 1500 A.D. to
the present.
WHII.2
The student will demonstrate an understanding of the political,
cultural, and economic conditions in the world about 1500 A.D. by
c) describing the distribution of major religions
NCSS Standard
II. Time, Continuity, and Change
b. demonstrate an ability to use correctly vocabulary associated with time
such as past, present, future, and long ago; read and construct simple
timelines; identify examples of change; and recognize examples of cause
and effect relationship
d. identify and use various sources for reconstructing the past, such as
documents, letters, diaries, maps, textbooks, photos, and others.
e. demonstrate an understanding that people in different times and places
view the world differently.
f. use knowledge of facts and concepts drawn from history, along with
elements of historical inquiry, to inform decision-making about and
action-taking on public issues.
Learning Outcomes:
As a result of this lesson students will:
Understand that:
 The historical and present day affects of Hinduism
 Hinduism plays a vital role on today’s culture
 The change and continuity in the Hindu religion
Know
 the religious ideology of Hinduism
 the cultural conditions of Hinduism
 Where Hinduism was developed and the displacement of this religion
Be Able to
 Identify the South Asian countries
 The regions where Hinduism can be found today and in the past
 Create a map that will show the location of Hinduism
Value
 Understand and accept all religions.
 Understand that all religions play a part in the world today
The understands, knows, and dos of this lesson will reflect important attitudes and values
needed to be a successful social studies student and an active participant in society.
Assessment: Methods of Evaluating Student Progress/Performance:
Pre-Assessment: The teacher will show an interactive map of religions, which will
activate their prior knowledge on religion and Hinduism. As the teacher introduces the
lesson, he/she will ask questions that will connect their prior knowledge on Hinduism to
this lesson. The teacher will use the student’s responses to judge the student’s abilities
and knowledge of the subject matter.
Formative Assessment: This lesson contains numerous formative assessments, both
formal and informal. The purpose of this type of assessment is to judge the student’s
understanding of the content presented in the lesson.
 Students will be asked high and low level questions to check their
understanding of the information
 Exit Pass: at the end of the lesson the students will be given an exit pass
that will check their understanding from this lesson and identify what
needs to be revisited in the next class.
Content Outline:
I.
HinduismA. most forms of Hinduism are henotheistic religion. They recognize a single
deity, and view other Gods and Goddesses as manifestations or aspects of that
supreme God.
B. Hinduism has roots in Aryan culture
C. Hinduism is generally regarded as the world's oldest organized religion
II. BeliefsA. believe in reincarnation: rebirth of the soul after death
B. Karma: moral consequences of a person’s action
1. Karma helps determine how a person is reincarnated.
III. Caste SystemA. a corner stone of Hinduism
B. caste system: a system of four social classes
C. four castes:
1. Brahmans- priests/scholars
2. Kshatriyas- rulers/warriors
3. Vaisyas- farmers/merchants
4. Sudras- artisans/ laborers
a. outside of these four castes were the dalits- untouchables (lowest
status)
b. over time casts were further divided
c. later the dalists caste was eliminated in India’s constitution
D. Each person is born into a caste and has moral duties called dharma.
E. One can only more castes through reincarnation.
IV. Present day factsA. Today’s third largest religion; behind Islam and Christianity- 837 million
followers - 13% of the world's population
B. It is the dominant religion in India, Nepal, and among the Tamils in Sri Lanka.
Arreola, Daniel; Deal, Marci; Petersen, James; Sanders, Rickie. (2003). World
Geography. Evanston, IL: McDougal Lettell. p. 571-572.
Religious Tolerance. (2006). Hinduism: Third Largest Religion. Retrieved on 10/2/07
from http://www.religioustolerance.org/hinduism.htm.
DEAN
D: (definition) Hinduism: a henotheistic religion
E: (example) A Hindu is a person who believes in reincarnation, karma, and dharma
A: (attribute) Hinduism recognizes a single deity, and view other Gods and Goddesses as
manifestations or aspects of that supreme God
N: (non-example) Hinduism differs from Christianity and other Western religions in that
it does not have a single founder, a specific theological system, a single system of
morality, or a central religious organization. It consists of thousands of different religious
groups that have evolved in India since 1500 BCE.
Student and Teacher Activities with Estimated Time Blocks:
1. Hook: (time: apx. 10 minutes) the teacher will go to the following website,
http://mapsofwar.com/ind/history-of-religion.html, and play the interactive map
for students. This map is meant to actively show students the spread of different
religions throughout history. After showing the map to students, ask the students
their thoughts.
 What surprised you about the interactive map and spread of religion?
Potential answer: I did not know that Christianity was that small in
the beginning.
I did not know that Islam was that large.
 What was the first religion represented on the interactive map?
Potential answer: Hinduism
 Great! That is what we are going to be studying today. What region
or country was Hinduism represented on the map?
Potential answer: India
 Yes! The big idea of this unit will be studying South Asia and India.
 What do you know about Hindu in today’s world? (this is a higher
level question)
2. State Objectives: (time: apx. 3 minutes) during this unit we will be studying
South Asia and India. In order to understand the big picture we will start with
learning about Hinduism.
3. Think Pair Share: (time: apx 10 minutes) students will separate into groups of
two people. Together they should come up with information they previously know
about Hinduism.
While students are working with pairs the teacher will circulate the room
to insure that all students are working and focused on key issues. Also,
4.
5.
6.
7.
while students are working, the teacher will break students up into groups
of three or four based on their readiness.
Whole Class Activity: (time: apx. 10 minutes) Students will return to a whole
class activity to discuss what each pair has brainstormed. As a class we will make
a list of previous knowledge on the board. (this could be written on something
permanent if the teacher wanted to keep it)
Potential Answer:
Teacher: What previous information did you and your partner come up
with?
Student: Hinduism believes in Karma.
Teacher: Is Hinduism only practiced in one area? (Higher level question)
Student: No, the religion can be found everyone.
Teacher: Yes, Hinduism is displaced all around the room, and later I will
show you a map of the most populated Hindu regions.
Small Group Activity: (time: apx. 20 minutes) Students will be broken into
groups based on readiness for a map skills activity. Students with low readiness
will be given a map with countries already marked (please see the attachment for
this map). This group will be required to use their book or a map to color each
country and identify high populations of Hinduism. The textbook will have this
information for students to look at. The students with high readiness will be
given a blank map to identify the countries and the high populations of Hinduism
(please see the attachment for this map). Although these maps are different, each
student will be given the opportunity to visually see a representation of South
Asia and the Hindu population. The process of located the region will be different
but the outcome will be the same.
While the students are working in small groups the teacher will circulate
and be sure that students are working on track and focusing on key issues.
Whole Class Activity: (time: apx. 10 minutes) the class will come back together
and discuss the map that they have labeled. The teacher will post his/her copy of
the map for students to look at together. The following website has a great map to
show the class:
http://images.google.com/imgres?imgurl=http://www.mapsofworld.com/worldtop-ten/maps/world-top-ten-countries-with-largest-hindu-populationsmap.jpg&imgrefurl=http://www.mapsofworld.com/world-top-ten/world-top-tencountries-with-largest-hindu-populationsmap.html&h=539&w=800&sz=85&hl=en&start=1&um=1&tbnid=Gp84poCJwQ
dgtM:&tbnh=96&tbnw=143&prev=/images%3Fq%3Dhindu%2Band%2Bmap%2
6svnum%3D10%26um%3D1%26hl%3Den. Or see the attachment.
Whole Class Activity: (time: apx. 20 minutes) the teacher will present a formal
lecture on Hinduism. During this lecture a PowerPoint presentation will be
presented. The teacher may give students with special needs a print out of the
slides to help them stay focuses.
During the lecture, the teacher will ask the students comprehension
questions to check their understanding. This will include one finger under
the chin for “yes, I understand” and two fingers under the chin for “no, I
do not understand.”
Please see the Content section for the content that will be covered during this
lecture and the attachment for the PowerPoint slides.
8. Short Video Clip: (time: apx. 5 minutes) at the end of the lecture the students
will watch a 5 minute video clip on Hinduism from Discovery Education. This
will recap the information presented in the lecture and visually show students the
Hindu culture, dress, and principles of the religion. This will be a great recap of
all the information that was discussed in this lesson.
Discovery Education Streaming.(2007).Hinduism. Retrieved on 10/1/07 from
http://streaming.discoveryeducation.com/search/assetDetail.cfm?guidAssetID=00B39
AB3-DEA3-43F7-BE1B-354A84519D65
9. Exit Pass: (time: apx. 2 minutes) Students will be given a note card and asked to
write down three things they learned today, two connections they made from the
video or two new things they learned from the video, and one question they still
have.
Materials Needed for the Lesson:
The following Materials are needed for this lesson:
1. The teacher will need to present the interactive map from the following
website, http://mapsofwar.com/ind/history-of-religion.html
2. Maps of South Asia. Two versions of this map will be distributed; one for
students with low readiness and the second for students with high readiness.
3. After the map activity, the teacher will display a world map of Hinduism. The
map can be found on the following website,
http://images.google.com/imgres?imgurl=http://www.mapsofworld.com/worldtop-ten/maps/world-top-ten-countries-with-largest-hindu-populationsmap.jpg&imgrefurl=http://www.mapsofworld.com/world-top-ten/world-top-tencountries-with-largest-hindu-populationsmap.html&h=539&w=800&sz=85&hl=en&start=1&um=1&tbnid=Gp84poCJwQ
dgtM:&tbnh=96&tbnw=143&prev=/images%3Fq%3Dhindu%2Band%2Bmap%2
6svnum%3D10%26um%3D1%26hl%3Den.
4. PowerPoint for the lecture
5. Video clip to present after the lecture. The video can be found on the following
website
http://streaming.discoveryeducation.com/search/assetDetail.cfm?guidAssetID=00
B39AB3-DEA3-43F7-BE1B-354A84519D65
Please see the attachments for the maps.
References:
Arreola, Daniel; Deal, Marci; Petersen, James; Sanders, Rickie. (2003). World
Geography. Evanston, IL: McDougal Lettell. p. 571-572.
Religious Tolerance. (2006). Hinduism: Third Largest Religion. Retrieved on
10/2/07 from http://www.religioustolerance.org/hinduism.htm.
Discovery Education Streaming.(2007).Hinduism. Retrieved on 10/1/07 from
http://streaming.discoveryeducation.com/search/assetDetail.cfm?guidAssetID=00
B39AB3-DEA3-43F7-BE1B-354A84519D65
Differentiation:
Several activities are designed to meet the needs of individuals and their learning style.
 Activities will be broken into pair share, small group, and whole group
activities. These activities are designed to ensure that students feel safe in
the classroom. Students will also have the opportunity to hear what their
partner and group chose and build from that information. The teacher will
feel comfortable calling on students because they have thought about their
answers, written them down and discussed them with another student. It
will also require students to think at a higher level.
 The map activity will be differentiated by distributing two versions of the
map; one for students with low readiness and the second for students with
high readiness. Although these maps are different, each student will be
given the opportunity to visually see a representation of South Asia and
the Hindu population. The process of located the region will be different
but the outcome will be the same.
 The interactive map, PowerPoint, map of Hinduism, and video will help
ELL students and visual learners. This information will also be discussed
verbally to meet the needs of audio learners.
 The essential questions and questions throughout the lesson will be broken
up into higher and lower level thinking questions; therefore, those students
who are higher level thinking will be able to benefit from high order
questions, while lower level thinkers can benefit from lower level
questions.
Subject Matter Integration/Extension:
This is an introductory lesson of a unit that will focus on understand the religious
ideology of Hinduism, along with the geography and distribution of Hinduism across
major geographic regions. The goal of the lesson is for students to understand that
religious displacement is a current event and affects the lives of many people.
By the end of the unit, students will understand the change and continuity of Hinduism
within its origin and today.
Reflections on Lesson Plan:
During and after presenting any lesson it is important for a teacher to reflect on their
lesson. It may be necessary for a teacher to revise the lesson during the lesson if it does
not seem to be going as planned or if students are not responding as expected. After the
lesson, the teacher may look back and revise what was done in order to better reach all
students or to meet the individual needs of the students.
This particular lesson meets my philosophy for several reasons. First, I believe
understanding and acceptance of all religions is an important value an active citizen
needs. Second, this lesson uses a great deal of technology including, an interactive map,
PowerPoint, and video. I believe technology is a necessity in any classroom. It helps
meet the needs of students, actively engages them, and helps bring history to life!