James Madison University – College of Education
Social Studies Lesson Plan Format
Name: __Susan Grove________________________
Date: _July 13, 2011____________
Subject/Class: _Honors World History & Geography I_Grade Level: _9_ Topic: Aryan Migration
NCSS Theme #_2_ : Time, Continuity, and Change
Subthemes: Knowledge : _Bullets 4, 5,6_________
(Remember NCSS is focused on Knowledge, Process and Product—be specific)
Essential Questions/Big Ideas:
How did the migration of the Aryans into India change the life of the Harappans, both
negatively and positively?
SOLs/Standards addressed:
WHI.4
The student will demonstrate knowledge of the civilizations of Persia, India, and China in
terms of chronology, geography, social structures, government, economy, religion, and
contributions to later civilizations by
b) describing India, with emphasis on the Aryan migrations and the caste system
Learning Outcomes/Objectives:
 SWBAT describe how the Aryans built a new civilization in India.
 SWBAT interpret how the caste system developed in India
Assessment alignment chart: How will you know they know the objectives listed above?
Objective
Assessment (formative and summative)
U 1: SWBAT describe how the
Aryans built a new civilization in
India.
Formative – Teacher Generated Questions
Formative – Pop Up Book Activity
Formative – Sequencing Activity
Summative – Unit Test on Ancient India
U2: SWBAT interpret how the
caste system developed in India
Formative – Teacher Generated Questions
Formative – Pop Up Book Activity
Summative – Unit Test on Ancient India
Dept. of Middle, Secondary, and Math Education
modified by Dr. Cude & Dr. Stern 8/10
Background Content Outline:
The Aryan Invasion
I. The Aryans
A. Came from
1. Europe
2. Asia
B. Reasons for migration into India
1. Seek water
2. Seek pasture
C. The Vedas
1. A collection of hymns, prayers and other religious teachings
2. Memorized by priests for 1000 years before written down
3. Sometime referred to as Vedic Age
II. Aryan Society and Religion
A. Caste System
1. 4 basic groups
a. Brahmins – priests
b. Kshatriyas – warriors
c. Vaisyas – herders, farmers, merchants, artisans
d. Sudras – non-Aryan laborers, farm laborers
2. Reflected social and economic roles more than racial differences
B. Belief in one god with many forms
1. Gods and goddesses based on
a. Nature
b. Animals
2. Major gods
a. Indra – god of war
b. Varuna – god of order and creation
c. Agni – god of fire
3. Mysticism
A. People who devote their lives to seeking spiritual truth
B. Yoga, meditation, etc – seeking communication with divine
Forces
III. Expansion and Change
A. Rajah
1. Chief of a tribe or kingdom
2. Strongest warrior – elected by tribesmen
B. Settled down
1. Begin farming and cattle raising
2. Settled in the Ganges Basin
3. Learn to make iron weapons
4. Develop Sanskrit
IV. Literature
A. Mahabharata
1. The greatest Indian epic
Dept. of Middle, Secondary, and Math Education
modified by Dr. Cude & Dr. Stern 8/10
2. Almost 100,000 verses
3. Told of Aryan tribal fights for control of Ganges Basin
4. Bhagavad Gita
a. Part of Mahabharata
b. Reflect important Indian religious beliefs
B. Ramayana
1. Tells story of hero Rama and his bride Sita
2. Very similar to the Greek epics by Homer
DEAN CHART
Concept word
Caste
D=define
Class of person
in Ancient India
based on
occupation
E=examples
Class system
A=attributes
Based on
occupation
Still in place
today though
illegal
N=non-examples
Instructional Plan:
What the Teacher Will Do
Hook/
1. Teacher will give out “Sherando Invades”
Introduction
reading about SHS closing and their students
10 minutes
coming to James Wood and ask students to read
and be prepared to reply.
2. Teacher will ask for student’s reaction.
Lecture/
Discussion
20 minutes
Activity
50 minutes
Closing
10 minutes
3. Teacher will introduce the lesson on the Aryan
migration.
1. Teacher will lead a lecture/discussion on the
Aryan migration checking for understanding with
guided oral questions.
1. Teacher will handout laptops and direct students
to www.zooburst.com.
2. Teacher will handout instruction sheet and
explain how to login to website and create a popup book that tells the story of the Aryan
migration or explains the workings of the caste
system. The instructions will include a rubric for
the pop-up book.
3. Teacher will move throughout classroom
assisting as needed as students create project.
1. Teacher will hand out placards with an event
concerning the Aryan migration listed on each
placard.
2. Teacher will give students instructions to stand
Dept. of Middle, Secondary, and Math Education
modified by Dr. Cude & Dr. Stern 8/10
What the Students Will Do
1. Students will read
“Sherando Invades.”
2. Students will share reactions
with class.
1. Students will take notes on
lecture/discussion.
1. Students will log on to
laptops.
2. Students will listen to
instructions and ask
pertinent questions.
3. Students will create a pop up
book on www.zooburst.com.
1. Students with placards will
arrange themselves in
chronological order.
2. Students will explain how
and place themselves in chronological order.
3. Teacher will ask students remaining in seats to
explain how one event relates to the next.
the first event connects to
the next in chronological
order.
Materials Needed for the Lesson:
Sherando Invades Handouts
Lecture Notes
Laptop Cart
Zooburst Directions and Rubric Handouts
Sequencing Placards
Bibliography/Resources Used (using APA):
Edgerton, Roxanne (6/30/11). Hands on History. Content Academy History K-12. Lecture conducted
from James Madison University, Harrisonburg, VA
Woolever, Tara (6/28/11). Tools, Tips, Technology to Teach Politics. Content Academy History K12. Lecture conducted from James Madison University, Harrisonburg, VA
Adaption/Differentiation:
ELL/struggling
Notes given through handouts or fill in the blank worksheets.
readers
ADHD
Adjust notes portion of lesson to a student led smart activity that keeps
students moving in the classroom.
Gifted
This lesson was created for an honors class.
Explanation of Instructional Strategies Used:
The Sherando Invades Activity allows students to imagine what it would be like to have outsiders
come in and essentially overrun their home. It makes them think about how they would react and
allows the teacher to throw up roadblocks to their plans so that they are forced to come up with new
solutions. The lecture provides the opportunity to present material while honors students work on note
taking skills we have begun working on at this point of the year. It also allows for the teacher to check
for understanding as the material is being presented. The pop up book allows for students to use
technology to create a creative interpretation of the topic of the Aryan migration. The sequencing
activity is a chance to make sure students have the information and also to pick up on any weak areas
that may need further review during the next class period.
Dept. of Middle, Secondary, and Math Education
modified by Dr. Cude & Dr. Stern 8/10