Download Beginnings of Major Religions: Early Judaism, Hinduism, Buddhism

Grade 6 World History, Quarter 3, Unit 1 of 3
Beginnings of Major Religions:
Early Judaism, Hinduism, Buddhism, and
Confucianism in Comparative Perspective
Overview
Overall days:
14 (1 day = 50-55 minutes)
Purpose
The era in world history from about 1200 BCE to 300 CE is remarkable for the rise of new religious
traditions, or belief systems, that embraced larger numbers of people than in earlier times. Until this
period, people worshipped deities and followed moral codes mostly on a local scale. This unit invites
students not only to think about where and how the Judaic, Hindu, Buddhist, and Confucian traditions
emerged, but also to consider why certain belief systems came to unite people across boundaries of
ethnicity, language, and social class. This unit introduces the fundamental teachings of these four belief
systems and considers the wider historical contexts within which they arose, keeping the large framework
of Afroeurasia always in mind.
Content to be learned
Processes to be used

Understand distinctions between polytheistic
and monotheistic belief systems.

Compare the approaches of different belief
systems to the numbers and types of their gods.

Describe the following: brahmin, moksha,
reincarnation, karma, and dharma.

Research and define the basic teachings and
practices of early Buddhism.

Examine the relationships between
Brahmanism and Buddhism.

Identify basic teachings of Brahmanism (early
Hinduism) and Buddhism.

Assess the nature and philosophy of
Confucianism.

Contextualize the basic teachings and practices
of Confucianism.

Distinguish among the teachings and practices
of the Jewish, Hindu, Buddhist, and Confucian
traditions.

Compare and contrast the tenets of the major
Afroeurasion religions of the first millennium
BCE.
Essential questions students should be able to answer by end of unit

What are basic similarities and differences in
the teachings and practices of Judaism,
Hinduism, Buddhism, and Confucianism?

What factors contributed to the rise of these
four belief systems in these regions?
Providence Public Schools, in collaboration with the
Charles A. Dana Center at the University of Texas at Austin

How did these religions unify people across
large areas?
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Grade 6 World History, Quarter 3, Unit 1
Version 2
Beginnings of Major Religions (14 days)
Written Curriculum
Grade-Span Expectations
HP 1: History is an account of human activities that is interpretive in nature.
HP 1 (5-6)-1 Students act as historians, using a variety of tools (e.g., artifacts and primary and secondary
sources) by…
c. asking and answering historical questions, organizing information, and evaluating information in terms of
relevance.
National Standards for History (World History, Grades 5-12)
Era 3: Classical Traditions, Major Religions, and Giant Empires, 1000 BCE-300 CE
Standard 1: Innovation and change from 1000-600 BCE: horses, ships, iron, and monotheistic faith
1B The student understands the emergence of Judaism and the historical significance of the Hebrew
kingdoms.
Standard 3: How major religions and large-scale empires arose in the Mediterranean basin, China, and India, 500
BCE–300 CE
3C The student understands how China became unified under the early imperial dynasties. Therefore,
the student is able to
Assess the significance of the Zhou dynasty for the development of imperial rule and the concept of the
Mandate of Heaven. [Analyze cause-and-effect relationships]
Describe the life of Confucius and explain comparatively the fundamental teachings of Confucianism and
Daoism. [Compare and contrast differing sets of ideas]
3D The student understands religious and cultural developments in India in the era of the Gangetic
states and the Mauryan Empire. Therefore, the student is able to
Explain the major beliefs and practices of Brahmanism in India, and how they evolved into early Hinduism.
[Appreciate historical perspectives]
Describe the life and teachings of the Buddha and explain ways in which those teachings were a response
to the Brahmanic system. [Analyze cause-and-effect relationships]
Standard 5: Major global trends from 1000 BCE-300 CE.
5A The student understands major global trends from 1000 BCE to 300 CE. Therefore, the student is
able to
Analyze how new religious or ethical systems contributed to cultural integration of large regions of AfroEurasia. [Analyze cause-and-effect relationships]
Common Core State Standards for Literacy in History/Social Studies
Reading
Key Ideas and Details
RH.6-8.2
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Determine the central ideas or information of a primary or secondary source; provide an
accurate summary of the source distinct from prior knowledge or opinions.
Providence Public Schools, in collaboration with the
Charles A. Dana Center at the University of Texas at Austin
Beginnings of Major Religions (14 days)
Grade 6 World History, Quarter 3, Unit 1
Version 2
Writing
Text Types and Purposes
WHST.6-8.1
WHST.6-8.2
Write arguments focused on discipline-specific content.
a.
Introduce claim(s) about a topic or issue, acknowledge and distinguish the
claim(s) from alternate or opposing claims, and organize the reasons and evidence
logically.
b.
Support claim(s) with logical reasoning and relevant, accurate data and evidence
that demonstrate an understanding of the topic or text, using credible sources.
c.
Use words, phrases, and clauses to create cohesion and clarify the relationships
among claim(s), counterclaims, reasons, and evidence.
d.
Establish and maintain a formal style.
e.
Provide a concluding statement or section that follows from and supports the
argument presented.
Write informative/explanatory texts, including the narration of historical events,
scientific procedures/ experiments, or technical processes.
a.
Introduce a topic clearly, previewing what is to follow; organize ideas, concepts,
and information into broader categories as appropriate to achieving purpose;
include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia
when useful to aiding comprehension.
b.
Develop the topic with relevant, well-chosen facts, definitions, concrete details,
quotations, or other information and examples.
c.
Use appropriate and varied transitions to create cohesion and clarify the
relationships among ideas and concepts.
d.
Use precise language and domain-specific vocabulary to inform about or explain
the topic.
e.
Establish and maintain a formal style and objective tone.
f.
Provide a concluding statement or section that follows from and supports the
information or explanation presented.
Production and Distribution of Writing
WHST.6-8.4
Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience.
Notes, Clarifications, and Prerequisites
New to the grade span is having students ask historical questions and evaluate the relevance of
information to those questions. Instruction should include examples of how to formulate a historical
question and how to attach relevance to the information taught.
These units include Common Core literacy standards in reading and writing and Historical Thinking
Standards. The impact on instruction of these new and additional standards is noted in the Planning and
Instructional Delivery Considerations Section and the assessment section of each unit.
Providence Public Schools, in collaboration with the
Charles A. Dana Center at the University of Texas at Austin
D-47
Grade 6 World History, Quarter 3, Unit 1
Version 2
Beginnings of Major Religions (14 days)
Taught Curriculum
Learning Objectives
Resources
Students will be able to:
History of Our World, Pearson, 2008 (pp. 51-60,
114-123, 144-148)





List and differentiate the characteristics of
Jewish monotheism as compared to polytheistic The Analects, by Confucius, Internet East Asian
History Sourcebook,
religions in Southwest Asia. (3 days)
http://academic.brooklyn.cuny.edu/
Describe basic concepts of Brahmanism (early
core9/phalsall/texts/analects.html
Hinduism), including brahman, moksha,
reincarnation, karma, and dharma. (3 days)
Assessment Rubrics (p. 8)
Explain the basic teachings of the Buddha and
ways in which Buddhism represented a
response to ideas and practices of Brahmanism.
(3 days)
World History for Us All,
http://worldhistoryforusall.sdsu.edu

Big Era 4, Landscape Teaching Units 4.1 and
4.2
Describe the basic teachings of Confucius and
his followers and assess whether Confucianism
should be described as a religion, a
moral/ethical system, or both. (2 days)

Big Era 4, Closeup Teaching Units 4.2.1 and
4.4.1
Compare and contrast basic teachings and
practices of the Confucian, Hindu, Buddhist,
and Jewish traditions. (3 days)

Step Up to Writing, Sopris West, 2008
Writing to Compare and Contrast (pp. 373-377)
Tool 9-3a to 9-3K

Expository Paragraph Scoring Guide
Tool 10-15a
Instructional Considerations
Key Vocabulary
ahimsa
monotheism
brahman
moral
dharma
philosophy
ethical
polytheism
karma
reincarnation
moksha
unify
D-48
Providence Public Schools, in collaboration with the
Charles A. Dana Center at the University of Texas at Austin
Beginnings of Major Religions (14 days)
Grade 6 World History, Quarter 3, Unit 1
Version 2
Planning and Instructional Delivery Considerations
This unit examines the historical origins of the Judaic, Hindu, Buddhist, and Confucian traditions and
how these belief systems came to unite people across boundaries of ethnicity, language, and social class.
This unit introduces the fundamental teachings of these four belief systems but also considers the wider
historical context within which they arose, keeping the large framework of Afroeurasia always in mind.
Students will engage in comparative forms of historical analysis and develop an understanding of how
religions reflect historical and cultural contexts.
Select from the activities and readings in the Pearson text to provide students with background
information and critical thinking opportunities that align to the learning objectives. The strategies listed
below represent a menu of choices and possibilities to support each learning objective.

To ensure that students will be able to list and differentiate the characteristics of Jewish
monotheism as compared to polytheistic religions in Southwest Asia (3 days):
Based on information in the textbook, have students work in groups to fill in a graphic organizer
comparing similarities and differences between Jewish monotheism and polytheistic religions.
Standard 3: Historical Analysis and Interpretation.

To ensure that students will be able to describe basic concepts of Brahmanism (early
Hinduism), including brahman, moksha, reincarnation, karma, and dharma (3 days):
Compare and contrast Judaism and Hinduism by teaching World History for Us All, Big Era 4,
Landscape Teaching Unit 4.1 (From the Mediterranean to India: Patterns of Power and Trade 1200–
600 BCE), Lesson 6: Religion: Judaism and Hinduism.
The students will create informational charts/foldables representing visuals, artifacts, and pertinent
elements related to the basic concepts of Brahmanism. Standard 2: Historical Comprehension

To ensure that students will be able to explain the basic teachings of the Buddha and ways in
which Buddhism represented a response to ideas and practices of Brahmanism (3 days):
Introduce the basic ideas and practices of Buddhism by teaching World History for Us All, Big Era 4,
Closeup Teaching Units 4.2.1 and 4.4.1.
Using information from the textbook, students work in groups to recognize and identify a minimum
of three similarities and differences between Buddhism and Hinduism, defining and explaining these
similarities and differences. Standard 2: Historical Comprehension

To ensure that students will be able to describe the basic teachings of Confucius and his
followers and assess whether Confucianism should be described as a religion, a moral/ethical
system, or both (2 days):
Teach basic ideas of Confucianism by using World History for Us All, Big Era 4, Landscape
Teaching Unit 4.2 (Emergence of Complex Society in East Asia, 1200–200 BCE), Lesson 3:
According to Master Kung.
The students will analyze an excerpt from The Analects by Confucius and determine whether
Confucianism is a religion or a moral/ethical system. A version of The Analects can be found at the
Internet East Asian History Sourcebook at http://academic.brooklyn.cuny.edu/core9/
phalsall/texts/analects.html. Standard 3: Historical Analysis and Interpretation
Providence Public Schools, in collaboration with the
Charles A. Dana Center at the University of Texas at Austin
D-49
Grade 6 World History, Quarter 3, Unit 1
Version 2

Beginnings of Major Religions (14 days)
To ensure that students will be able to compare and contrast basic teachings and practices of
the Confucian, Hindu, Buddhist, and Jewish traditions (3 days):
Compare Confucianism and Buddhism in China by teaching World History for Us All, Big Era 4,
Closeup Teaching Unit 4.2.1 (Belief Systems in China: Confucianism, Daoism, and Buddhism
581 BCE–1368 CE), Lesson 1: What Are Belief Systems? Differences Between a Religion and a
Philosophy, and Lesson 2: Three Main Belief Systems of China: Confucianism, Daoism, and
Buddhism.
In groups, students create posters of the basic teachings and practices of Confucian, Hindu, Buddhist,
and Jewish traditions by extracting information from classroom resources. Each student has a task
within the group (e.g., organize and gather material, write, illustrate, present, etc.). When the posters
have been completed, each group will present their work. Standard 3: Historical Analysis and
Interpretation
Assessed Curriculum
Formative Assessments
Provide feedback to students through daily monitoring of student understanding using a variety of
methods. For example, use exit cards. Have students answer questions on paper before they leave the
class. Keep the activity prompt specific and brief to check for understanding of the day’s concepts. For
instance, to check students’ comprehension of the concepts of Brahmanism, ask students to respond to the
following question: “How does dharma relate to a person’s attainment of moksha?”
To assess the progress of understanding:

how to list and differentiate the characteristics of Jewish monotheism as compared to
polytheistic religions in Southwest Asia, have students refer to the graphic organizer from the
lesson, their notes, the text, and any other resources you choose to provide to respond to the following
prompt: What are three key differences between Jewish monotheism and the polytheistic religions of
Southwest Asia? Standard 3: Historical Analysis and Interpretation. When students answer this
question, take the opportunity to implement writing standard for literacy in history/social studies
WHST.6-8.2.

how to describe basic concepts of Brahmanism (early Hinduism), including brahman, moksha,
reincarnation, karma, and dharma, have pairs of students create posters that illustrate how each of
these concepts relates to the others. All drawings should be heavily captioned. When all groups are
done, students will present one relationship (the connection between two concepts) to the class.
Encourage discussion of any differences that arise. Standard 2: Historical Comprehension

how to explain the basic teachings of the Buddha and ways in which Buddhism represented a
response to ideas and practices of Brahmanism, have pairs of students refer to their notes from the
lesson to write three or four sentences in which they summarize the relationships between Buddhism
and the ideas and practices of Brahmanism. Standard 2: Historical Comprehension

how to describe the basic teachings of Confucius and his followers and assess whether
Confucianism should be described as a religion, a moral/ethical system, or both, have students
refer to their notes from the analysis of The Analects and write an expository paragraph in which they
assess whether Confucianism is a religion, a moral/ethical system, or both. Students will cite specific
evidence from the document to support their claims Provide Step Up to Writing Tool 10-15a to guide
student work. Use the same rubric to score the work. Standard 3: Historical Analysis and
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Providence Public Schools, in collaboration with the
Charles A. Dana Center at the University of Texas at Austin
Beginnings of Major Religions (14 days)
Grade 6 World History, Quarter 3, Unit 1
Version 2
Interpretation. This is a good opportunity to implement reading standard for literacy in
history/social studies RH.6-8.2.

how to compare and contrast basic teachings and practices of the Confucian, Hindu, Buddhist,
and Jewish traditions, have students use information gathered from the posters to fill in a graphic
organizer that compares and contrasts the basic teachings and practices of Confucian, Hindu,
Buddhist and Jewish traditions. Collect the paragraphs and score them using Step Up to Writing,
Writing to Compare and Contrast (pp. 373-377 and Tools 9-3a to 9-3k). This is a good opportunity to
implement writing standards for literacy in history/social studies WHST.6-8.1 and WHST6-8.4.
Standard 3: Historical Analysis and Interpretation
Other Formative Assessments
Assess using Student Handout 2.6 from World History for Us All, Big Era 4, Closeup Teaching Unit
4.2.1. The chart includes Daoism, so, for the purposes of this assessment, exclude Daoism. Completion of
the chart merits full credit for the assessment.
Summative Assessment
Students write two paragraphs comparing/contrasting Judaism, Hinduism, Buddhism, and Confucianism.
In the first paragraph, they should give the similarities within the religions and belief systems. In the
second paragraph, they should state the differences among the four. Use Step Up to Writing resources for
Writing to Compare and Contrast (pp. 373-377 and Tool 9-3a to 9-3K) to provide structure and use the
Writing Assignments Rubric to score the essay (Assessment Rubrics, p. 8). This is a good opportunity to
implement writing standard for literacy in history/social studies WHST.6-8.1 and WHST.6-8.4.
Notes
Providence Public Schools, in collaboration with the
Charles A. Dana Center at the University of Texas at Austin
D-51
Grade 6 World History, Quarter 3, Unit 1
Version 2
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Beginnings of Major Religions (14 days)
Providence Public Schools, in collaboration with the
Charles A. Dana Center at the University of Texas at Austin