WS/FCS Unit Planning Organizer Subject(s) Social Studies Conceptual Lenses Grade/Course 6 th Grade Social Studies Religion Unit of Study Classic India Society Structure Unit Title Karma, Krishna, and Castes Cultural Expression Pacing 13 days Unit Overview This unit will focus on classic India from 1000 B.C. to 500 A.D. The major concepts that will be covered are social and religious structures influence political systems and cultural expressions reflect the values of a civilization. Hinduism and the Caste System- Hinduism developed as a blend of Aryan and Indian indigenous beliefs. There is no founder of the religion- the prayers, hymns and ceremonies of Hinduism developed over centuries. There are four main beliefs that most Hindus share: 1. Brahman is the supreme and eternal spirit within the universe (all lesser deities are believed to be forms of Brahman). The Hindu Trinity is comprised of Brahma, Vishnu, and Shiva- three faces of the same being. 2. The goal of every soul is to unite with Brahman after death, which requires a human be free of human desires- a journey that may take multiple lives to accomplish. This cycle of death and rebirth is called reincarnation. 3. Karma, or a person s behavior, determines his or her place in society in the next life. Good behavior was rewarded with a higher placement in society after rebirth. 4. Karma is determined by following dharma. Dharma is the set of rules and expectations for each level of society. How well a person followed these expectations determined their placement in the next life. Hinduism has social as well as religious importance to the lives of Indians. Hinduism made social mobility almost impossible. The ruling class and the wealthy enjoyed security as they did not have to worry about being pushed out by people working their way up in society. The promise of reincarnation gave the poor hope for a better life. Reincarnation also worked to maintain order as those in the lowest levels were inclined to accept their role in hopes of a higher placement the next time around. The levels of this social structure were called castes. The caste system consisted of the Brahmans (Priests), Kshatriya (rulers, warriors, land owners), Vaishya (merchants), Shudra (artisans, agriculture), and Untouchables or those outside the Caste. The Untouchables were given the undesirable jobs in society- butchers, tanners, street cleaners, etc The Aryans usually occupied the highest two castes (because they were conquerors) while the native Indians were most often members of the lowest castes. The caste system had a dramatic effect on the quality of life for people living in India. Buddhism- Buddhism was created by a Hindu prince, who after a life of being sheltered from pain, discovered the harsh realities of life. Many of Siddhartha Gautama s teachings were based on his Hindu upbringing. Buddhism includes the belief in reincarnation until a person s soul achieves Nirvana, or enlightenment, by ending their humanly desires. The main teachings of Buddha are considered to be the Four Noble Truths. In the fourth truth, Buddha outlines a plan of action
called the Eightfold Path for his followers- a set of instructions for how to end suffering Golden Age- During the Golden Age of India trade along the Silk Road increased economic prosperity which made enabled the Guptas to focus on other things. The Gupta made advances in architecture, literature, mathematics and science. Gupta mathematicians came up with the concept of the zero, decimal and number systems used today. Physicians made advancement in herbal remedies and even created a small pox vaccination. Buddhist shrines called stupas were built to honor holy people. Gupta folklore, written in Sanskrit, became the basis for stories like Ali Babba and the Forty Theives and Aladdin and His Magic Lamp. Unit Enduring Understanding(s) o Religion influences the way people live their lives. o Civilizations keep social order in different ways. Cultural expressions reflect values of a civilization. Unit Essential Question(s) How did religion influence the way people lived their lives? How did religion and social structure influence political systems? How did a civilizations culture reflect its values? Essential State Standards Priority Objectives 6.C.1.2 Explain how religion transformed societies 6.C.1.3 Summarize system of social structure within various civilizations Supporting Objectives 6.H.2.4 Explain the key historical figures and groups in transforming society 6.C.1.1 Analyze how cultural expressions reflected the values of civilizations. Unpacked Concepts (students need to know) Unpacked Skills (students need to be able to do) COGNITION (RBT Level)
6.C.1.2 o Religion transformed societies 6.C.1.3 o System of social structure within various civilizations 6.C.1.2 Explain (transformed societies) 6.C.1.3 Summarize (social structure) 6.C.1.2 Understand 6.C.1.3 Understand Essential Vocabulary o Religion o Class o Polytheistic o Outcast o Legacy o Enlighten Enrichment Vocabulary o Pariah o Reverence Enrichment Factual Content Indus River Valley Ganges River devas Vishnu Shiva Holi Diwali Puja Reverence for cows Monks Monasteries Additional Gupta Achievements; advances in surgery, setting broken bones, mapped the stars and planets, discovered that Earth was a sphere and revolved on an axis around the sun Meditation Mandalas Spread of Buddhism Tibetan Buddhism Dali Lama Unit Chunking & Enduring Understandings Essential Factual Content Suggested Lesson Essential Questions H G C & G E C
Hinduism Religion influences how people live their lives. Caste System Civilizations keep social order in different ways. Hinduism Vedas Aryan Karma Dharma Reincarnation moksha Caste system Brahmans Kshatriya Vaishya Shudra Untouchables How did Hinduism reflect the culture of the Aryans? What are the main beliefs and practices of the Hindu religion? What was the social structure set up by the Caste system? What was the quality of life like for members of each caste and the untouchables? Why did people accept their place within the Caste system? 1.2 1.2 1.3 1.3 1.3 Buddhism Religion influences how people live their lives. Buddhism Prince Siddhartha Gautama Buddha Enlightened One Four Noble Truths Eightfold Path Nirvana Asoka What events prompted Prince Gautama to search for truth? What are the main teachings of Buddhism? How did Hinduism and Buddhism differ? What role did Emperor Asoka have in the spread of Buddhism in Asia? 2.4 2.4 1.2 1.2 Golden Age Cultural expressions the reflect values of a civilization. Golden Age Gupta Empire Sanskrit Zero Decimal system Number system Small Pox vaccine stupas folklore How did the strong economy of the Gupta empire lead to the Golden Age of India? What were the major achievements of the Gupta Empire? What are the lasting legacies of the Golden Age of India? 2.4 1.1 1.1 Sub Concepts HISTORY GEOGRAPHY CIVICS & GOVERNMENT ECONOMICS CULTURE Leadership Change Migration Movement Societies Power Trade Standard of living Values &Beliefs Identity
Language Objective EXAMPLES Key Vocabulary LO: SWBAT define and explain the terms outcast, enlighten, legacy and polythesitic. Language Functions LO: SWBAT explain how religion can influence societal structure. Language Skills LO: SWBAT read two passages about Hinduism and Buddhism and identify the similarities and differences between the two. (Reading passages should be chosen/modified in accordance with the LEP students zone of proximal development). Grammar and Language LO: SWBAT use comparatives in writing assignments (more than, less than, greater, shorter, longer, etc.) by comparing Hinduism and Buddhism. Lesson Tasks LO: SWBAT read and summarize a passage about the Caste System and explain this summary to a group. Language Learning Strategy LO: SWBAT develop a cause/effect graphic organizer analyzing and identifying the causes and effects of particular laws in a society. (The linguistic load will vary from LEP student to LEP student. Level 1-2 LEP students may need a word bank or other supplement to complete this activity using this strategy). Historical Thinking and Geography Skill Resources Straight Ahead Uphill Mountainous Historical Thinking Geography Skills 6.H.1.1 Construct charts, graphs & historical narratives to explain particular events or issues over time. Students can use this activity and chart to discuss and write about the different levels in the Caste system. www.okbar.org/public/lre/lessonplans/caste.pdf 6.G.2.1 Use maps, charts, graphs, geographic data and available technology tools to draw conclusions about the emergence, expansion and decline of civilizations, societies and regions. Use the following timeline to make conclusions about the rise and fall of the Gupta Empire. Timeline of Indian kingdoms 6.H.1.2 Summarize the literal meaning of historical documents in order to establish context. Students can use this document and activity to explain the teachings of Buddhism. As well as summarize the meaning of these teachings. Buddhism printable 6.G.2.2 Construct maps, charts and graphs to explain data about geographic phenomena (e.g., migration patterns and population, resource distribution patterns, etc.) Use data to create charts about population, etc. Map of the spread of Buddhism
6.H.1.3 Use primary and secondary sources to interpret various historical perspectives.
General Unit Resources Straight Ahead Uphill Mountainous Basic information about Gupta Empires from Mr. Donn. Brief overview of Buddhism KidiPede India Online text about India and the Caste System Chart comparing and contrasting Hinduism and Buddhism: http://fellensdv.yolasite.com/resources/hinduism%20vs%20buddhism%20map.doc Text about Hinduism and Buddhism Information about religions Interactive map of Hinduism and Buddhism Text differentiation symbols: Texts will be categorized in teacher resource documents as Straight Ahead (less challenging for struggling readers), Uphill (having some challenging words and more complex sentence structure that is appropriate for on-grade level readers), or Mountainous (containing challenging vocabulary, complex sentences, and more abstract ideas).
Performance Assessments Item # 1 2 3 Formative Assessments Summative Assessment Task Description 4 Culminating Task
Performance Task #1:
Scoring Guide for Performance Task #1 Advanced Proficient Progressing Beginning Student includes all of the Proficient criteria PLUS an example of higher level thinking. For example: Student includes of the Proficient criteria in written response. Student includes the Proficient criteria in written response. of Proficient: Student gives a solid, consistent performance and demonstrates competency of knowledge and skills included in assessed objectives. Advanced: Student demonstrates mastery of Proficient requirements AND evidence of self-directed higher level thinking/sophistication. This criteria does not apply to MORE work it implies a deeper understanding. Progressing: Student is close to Proficient and could reach those criteria with simple 5 minute fix-up to their work. Beginning: Student has missed Proficient and could not reach criteria with simple 5 minute fix-up. Re-teaching needed to correct misconceptions or reach understanding.
Performance Task #2:
Scoring Guide for Performance Task #2 Advanced Proficient Progressing Beginning Student includes all of the Proficient criteria PLUS Proficient: Student gives a solid, consistent performance and demonstrates competency of knowledge and skills included in assessed objectives. Advanced: Student demonstrates mastery of Proficient requirements AND evidence of self-directed higher level thinking/sophistication. This criteria does not apply to MORE work it implies a deeper understanding. Progressing: Student is close to Proficient and could reach those criteria with simple 5 minute fix-up to their work. Beginning: Student has missed Proficient and could not reach criteria with simple 5 minute fix-up. Re-teaching needed to correct misconceptions or reach understanding.
Performance Task #3:
Scoring Guide for Performance Task #3 Advanced Proficient Progressing Beginning Student includes all of the Proficient criteria PLUS an example of higher level thinking. For example: Student includes of the Proficient criteria in written response. Student includes of the Proficient criteria in written response. Proficient: Student gives a solid, consistent performance and demonstrates competency of knowledge and skills included in assessed objectives. Advanced: Student demonstrates mastery of Proficient requirements AND evidence of self-directed higher level thinking/sophistication. This criteria does not apply to MORE work it implies a deeper understanding. Progressing: Student is close to Proficient and could reach those criteria with simple 5 minute fix-up to their work. 1. Beginning: Student has missed Proficient and could not reach criteria with simple 5 minute fix-up. Reteaching needed to correct misconceptions or reach understanding.
Unit 2 Culminating Performance Task:
Scoring Guide for Culminating Performance Task: Advanced Proficient Progressing Beginning Student includes all of the Proficient criteria PLUS an example of higher level thinking. For example: Student includes of the required Proficient items and has only minor issues with the quality criteria in written response. Student includes the required Proficient items and has multiple issues with the quality criteria in written response.
Unit Reflection What worked well? What didn t work well? Suggestions for Change