Hinduism
22 indicative hours
The focus of this study is the contribution of significant people, ideas, practices and ethical teachings to an understanding of
Hinduism as a living religious tradition. The study of Hinduism is to be of the WHOLE tradition where applicable.
Syllabus Outcomes:
H1
H2
H4
H5
H6
H7
H8
H9
explains aspects of religion and belief systems
describes and analyses the influence of religion and belief systems on individuals and society
describes and analyses how aspects of religious traditions are expressed by their adherents
evaluates the influence of religious traditions in the life of adherents
organises, analyses and synthesises relevant information about religion from a variety of sources, considering
usefulness, validity and bias
conducts effective research about religion and evaluates the findings from the research
applies appropriate terminology and concepts related to religion and belief systems
coherently and effectively communicates complex information, ideas and issues using appropriate written, oral and
graphic forms.
Incorporating a Catholic emphasis:
In approaching the teaching of this unit within the context of a Catholic Religious Education program it is expected that:
1. Each lesson would begin with prayer that is meaningful for students and pertinent to current local and global occurrences. Where possible
prayer should incorporate references to Church teachings and lived experience that relates to the content of the unit.
2. At some stage in this unit Catholic teaching regarding interfaith dialogue should be referred to. Catechism of the Catholic Church:
842 The Church’s bond with non-Christian religions is in the first place the common origin and end of the human race: All nations form but one
community. This is so because all stem from the one stock which God created to people the entire earth, and also because all share a common
destiny, namely God. His providence, evident goodness, and saving designs extend to all against the day when the elect are gathered together
in the holy city.
843 The Catholic Church recognises in other religions that search, among shadows and images, for the God who is unknown yet near since he gives
life and breath and all things and wants all men to be saved. Thus the Church considers all goodness and truth found in these religions as
‘preparation for the Gospel and given by him who enlightens all men that they may at length have life.’
856 The missionary task implies a respectful dialogue with those who do not yet accept the Gospel. Believers can profit from this dialogue by
learning to appreciate better ‘those elements of truth and grace which are found among peoples, and which are, as it were, a secret presence
of God.’
3. At the conclusion of this unit of study students will complete an activity on how the study of Hinduism has assisted them to reflect on their Catholic faith
in relation to such areas as personal witness, commitment to liturgical practice and awareness of Church teachings on issues of interfaith dialogue.
Students learn
about:
Students learn to:
Significant People and
Ideas

–
–
–
–
–
–
–
–
–
the contribution
to Hinduism of
ONE significant
person OR
school of
thought, other
than the Vedas,
drawn from:
Shankara
Ramanuja
Madhva
Mirabai (Mira Bai)
Bhakti Movement
Ram Mohan Roy
Ramakrishna
Mohandas Gandhi
Purva Mimamsa
school of thought
– Vedanta school of
thought
– another person or
school of thought
significant to
Hinduism
Suggested Teaching and Learning Strategies/Resources
Preliminary link: Identify the contributions of the individual or school of thought in regard to beliefs, sacred
texts, core ethical teachings and expression of faith.

–
–
–
–
–
–
–
–
–
–
–
explain the
contribution to
the development
and expression
of Hinduism of
ONE significant
person OR
school of
thought, other
than the Vedas,
drawn from:
Shankara
Ramanuja
Madhva
Mirabai (Mira
Bai)
Bhakti Movement
Ram Mohan Roy
Ramakrishna
Mohandas
Gandhi
Purva Mimamsa
school of thought
Vedanta school
of thought
another person
or school of
thought
significant to
Hinduism
1. Provide details about the life of the individual or the establishment of the school of thought.
(See bibliography for a list of sites relating to the individuals named in the Syllabus)
a. Examine the social, cultural and historical context of the individual or the establishment of the school
of thought
- Students research the social and cultural contexts of the individual using the internet or library
based research. This could be done by dividing the class into three groups and having them
separately research cultural context, social context and historical content
- Use textbooks or Class handout to provide an overview of the principal historical and religious
development of Hinduism up to the time of the individual or school of thought
- Use visual media to inform an understanding of the cultural and historical context
- Outline the initial relationship of the individual or school of thought to Hinduism.
b. Clarify the issues, events, situations which the individual or school of thought addressed
-
List the significant issues of the religious tradition at the time of the individual or school of thought
Align these issues in relation to the characteristics of religion studied in the Preliminary course:
beliefs, sacred texts, ethics and ritual.
Discuss reasons why the issue(s) was seen as significant by the individual or school of thought.
Writing task: Describe the context that gave rise to the teachings/reflection of X.
2. Describe the teachings of the individual or the school of thought.
a. Establish the role of the individual or school of thought within the Hinduism
-
Outline the position held by the individual or school of thought within Hinduism
Discuss the importance of this role in regard to its potential to bring about change.
b. Examine gender issues where applicable in relation to the individual or school of thought
c. Clarify the central teachings of the individual or school of thought.
- Students use a variety of sources to list the main teachings of the individual or school of thought
- Develop a comparison table using two columns, one showing the innovation of the individual or
school of thought and the other the beliefs or practices of Hinduism that were addressed.
3. Examine the contribution/changes made by the individual or school of thought to the development and
expression of Hinduism
-
Students discuss which of the contributions/changes were more significant and analyse why they
this was the case
Students align the changes brought about with the key teachings of the individual or school of
thought
Students examine the use of sacred texts in support of these contributions and changes
Assessment: PowerPoint presentation:
In small groups students synthesis material to complete a ppt summary:
The contribution of X to the expression of belief in Hinduism
4. Analyse the impact of this person or school of thought on Buddhism

the effect of that
person OR
school of
thought on
Hinduism

analyse the
impact of this
person OR
school of thought
on Hinduism
a. Immediate impact of the individual or school of thought on Hinduism
-
Summarise available resources in regard to the immediate impact
Summarise resources under the headings:

contribution made,
 significance at the time of the change,
 significance to the development of the tradition
b. Continuing impact today on Hinduism


-
Discuss the boundaries of the individual or school of thoughts impact – was it confined to one part
of the tradtion and if so, where? Was it universal in application?
Debate – ‘Hinduism was indelibly changed because of X ’
Affirmative: Individual or school of thought brought change to Hinduism. This may not have been
across the whole tradition but is significant enough to have brought a response from a large sector
of believers. For example it may be confined to one expression (Vaishnava, Shaiva ) or one region.
Negative: Individual or school of thought merely responded to what would have been inevitable
changes in Hinduism. The change was confined to such a small percentage of the Muslim
population that it did not have far-reaching impact.
Peer assess the debate using a criteria to ascertain what were the strengths and weaknesses of
both sides, indicating what arguments were missed by either side.
Writing task: Analyse the role of X in contributing to the understanding and expression of Hinduism
5. Describe ethical teachings of Hinduism
Ethics
Preliminary link:


the four Varnas
Ashramas or stages of life
Look back to the characteristics of Hinduism as outlined in the Preliminary Course. How are the
beliefs and texts related to a Hindu’s view of a moral life?
Firstly the students needs to understand that there is no one central ethical system within Hinduism
but rather they need to look at dharma and karma and the four stages of life in order to gain an
understanding at how a Hindu might look at living a moral life.
They also need to look at the role of sacred texts in determining a person’s moral outlook. For
example verses from Smriti texts might be used in daily meditations in order to inspire moral living.
The Gita is often used as an ethical text, being consulted for its advice on proper conduct.
Hindu saints and heroes also provide guidelines exemplifying virtues such as truthfulness, nonviolence, purity, generosity and compassion
Preliminary link review task:
Writing task: Explain the basis of decision making for the Hindu adherent.

ONE of the
following areas
of ethical
teaching in
Hinduism:
– bioethics
– environmen
tal ethics
– sexual
ethics

describe and
explain Hindu
ethical
teachings on
bioethics OR
environmental
ethics OR
sexual ethics
a. The principal teachings of Hinduism on bioethics, sexual ethics or environmental ethics
b. Examine specific examples which illustrate the central teachings of Hinduism on bioethics.
It is suggested that two areas be studied. For example cloning, IVF, abortion, euthanasia,
stem cell research
OR
Examine specific examples which illustrate the central teachings of Hinduism on
environmental ethics. It is suggested that two areas be studied. For example global
warming, deforestation, issues of population (growth, regional shift), desalination,
alternative energies
OR
Examine specific examples which illustrate the central teachings of Hinduism on sexual
ethics. It is suggested that two of the following areas be studied. For example, pre-marital
sex, homosexuality, gender roles and discrimination, intimacy, contraception
Writing task: Describe the ethical teachings of Hinduism in relation to X. Using references from sacred texts
Significant practices
in the lives of
adherents

ONE
significant
practice within
Hinduism other
than daily
prayer drawn
from:
– Marriage
ceremony
– Pilgrimage
– Temple
Worship
6. Significant Practice
The place of public worship in Hinduism is different to many other religious traditions.

describe ONE
significant
practice within
Hinduism
drawn from:
– Marriage
ceremony
– Pilgrimage
– Temple
Worship
Writing task: Explain the importance of public worship to Hindu adherents.
a. Marriage ceremony:
- Describe the main stages of this samskara:
 the sacred fire
 the Seven Steps
b. Pilgrimage:
- Describe the place of pilgrimage in Hinduism
- Describe the stages of Hindu pilgrimage. For example:
 to Varanasi
 Mount Kailash
c. Temple worship
- Describe Temple worship. For example:
 frequency of visits,
 location
 principal deity
 decoration
 rituals
- Describe a typical mandir. For example:
 What happens at the temple?
 What is the murti and its role and importance in worship
 What is the role of the priest?
 What are prasad and jal?
 What is the purpose of offerings?
 What is the arti ceremony?

demonstrate
how the chosen
practice
expresses the
beliefs of
Hinduism
7. Expression of belief: Examine one significant practice in relation to the beliefs of Hinduism
a) Demonstrate how particular aspects of the Marriage ceremony the beliefs of Hinduism. For example:




symbolism of the marriage ceremony
role of the community
recitation from sacred texts
role of priest
b) Demonstrate how particular aspects of Pilgrimage express the beliefs of Hinduism. For example:




reasons for pilgrimage
the nature of Divine assistance
ritual actions. For example: purification
offerings to the deity
c) Demonstrate how particular aspects of Temple Worship express the beliefs of Hinduism. For example:






the role of the Brahman
the use of musical instruments, dance, adornment
hymns, prayers and offerings
ritual actions
purification and dressing of Divine figures
significance of Divine figures for the individual adherent
8. Significance of the chosen practice for individuals and the Hindu community

analyse the
significance of
this practice for
both the
individual and
the Hindu
community
Students work in small groups. Each group develops a response to one of the following areas. In order to do this,
groups must synthesise information in relation to the practice (X) that has been studied as a lived expression of the
beliefs of Hinduism. After sharing of information in a class forum, students complete the individual writing task.
a) What purpose does X fulfil in expressing the beliefs of Hinduism?
b) If X did not exist in Hinduism what difference would it make to the way in which individual believers were able
to express their faith?
c) If X did not exist in Hinduism what difference would it make to the way in which the community is able to
express its faith?
Assessment task: Analyse one significant Hindu pilgrimage: See task at end of unit
Unit Reflection: How has the study of Hinduism assisted me to reflect on my own faith and the
support offered by my membership of the Catholic Church (or other for non-Catholic students)
Bibliography
Ram Gidoomal & Robin Thomson, A Way of Life, Introducing Hinduism, Hodder & Stoughton, London, 1997 RESOURCES
Clarke, E., (Ed), The World’s Religions, Understanding the Living Faiths, Reader’s Digest, Montreal, 1993
Clemmons, N., snjm, Exploring the Religions of the World, Ave Maria Press, Indiana, USA, 1999
Hitchcock, S. T., with Esposito, J. L., Geography of Religion, Where God Lives, Where Pilgrims Walk., National Geographic, Washington, D.C.,
Jordan, M., Eastern Wisdom, The Philosophies and Rituals of the East, Carlton, 1997
Oxtoby, W.G. (ed) World Religions, Eastern Traditions, Oxford University Press, Toronto, 1996
Smith, H., The Illustrated World’s Religion, A Guide to Our Wisdom Traditions, Harper, San Franciso, 1991
Vanished Civilisations, Reader’s Digest, Sydney, 1983
Voiels, V., Hinduism, An Approach for GCSE
WEB SITES
ABC: The Sacred Site
Virtual Religion
http://www.net.au/compass/explore/hindu.htm
www.hindu.org
http://virtualreligion.net/vri/hindu.html
Film: Gandhi
Significant People
Shankara http://www.hinduweb.org/home/general_sites/kogee/adi.html
Ramanuja http://www.ramanuja.org/ramanuja/ramanuja.html
Madhva
http://www.madhva.net/
Mirabai (Mira Bai) http://www.womeninworldhistory.com/heroine12.html
Bhakti Movement http://www.kamat.com/indica/faiths/bhakti/
Ram Mohan Roy
Ramakrishna
http://www.ceeby.com/people/rajarammohanroy.cfm
http://www.ramakrishna.org/rmk.htm
Mohandas Gandhi
http://www.mahatma.org.in/index.jsp
Purva Mimamsa school of thought
http://www.experiencefestival.com/a/Purva_Mimamsa/id/23121
Vedanta school of thought http://www.vedanta.org/wiv/overview.html
Ethics
General
http://www.hinduism.co.za/ethics.htm
Sexual Ethics http://www.bbc.co.uk/religion/religions/hinduism/features/hindu_lives/script2.shtml
Bioethics http://www.bbc.co.uk/religion/ethics/abortion/relig_hinduism1.shtml
Environmental ethics
http://environment.harvard.edu/religion/religion/hinduism/index.html
Significant Practices
Marriage ceremony
Pilgrimage
http://www.redhotcurry.com/culture/hindu_wedding.htm
http://re-xs.ucsm.ac.uk/re/religion/hinduism/pilgrimage.html
Temple Worship
http://www.shaivam.org/siddhanta/mistemwr.html
Studies of Religion
Religious Tradition Depth Study: Hinduism
Sample Assessment Task
OUTCOMES TO BE ASSESSED :
H1
H4
H5
H6
H7
H8
explains aspects of religion and belief systems
describes and analyses how aspects of religious traditions are expressed by their adherents
evaluates the influence of religious traditions in the lives of adherents
organises, analyses and synthesizes relevant information about religion from a variety of sources, considering
usefulness, validity and bias
applies appropriate terminology and concepts related to religion and belief systems
coherently and effectively communicates complex information, ideas and issues using appropriate written, oral and graphic
forms
WEIGHTING:
NATURE OF THE TASK: Research task: Significant practice
Analyse the significance of Marriage OR Pilgrimage OR Temple Worship for the individual and the
Hindu community
1. Students are to research individually one significant practice of Hinduism
2. In small groups, students discuss the key aspects of the chosen significant practice in Hinduism.
3. Individuals submit their research paper - 1000 words, including:
- an annotated bibliography
- visual material highlighting significant aspects of the chosen practice
DATE DUE:
All papers must be submitted on this date.
ASSESSMENT CRITERIA:
You will be assessed on your ability to:

analyse the significance of the significant practice to Hinduism

organise, analyse and synthesizes relevant information about religion from a variety

of sources, considering usefulness, validity and bias

apply appropriate terminology and concepts related to religion and belief systems

coherently and effectively communicates complex information, ideas and issues using appropriate
written, oral and graphic forms



















CRITERIA
comprehensively analyses the significance of the practice to Hinduism
effectively organises, analyses and synthesizes relevant information about religion
from a variety of sources, considering usefulness, validity and bias
applies appropriate terminology and concepts related to religion and belief
systems
coherently and effectively communicates complex information, ideas and issues
using appropriate written, oral and graphic forms in a group presentation
Mark
17-20
competently analyses the significance of the practice to Hinduism
shows clear organisation, analysis and synthesis of relevant information about
religion from a variety of sources, considering usefulness, validity and bias
mostly applies appropriate terminology and concepts related to religion and belief
systems
coherently and effectively communicates information, ideas and issues using
appropriate written, oral and graphic forms in a group presentation
13-16
outlines the significance of the practice to Hinduism
generally organises, analyses and synthesizes relevant information about religion
from a limited number of sources, considering usefulness, validity and bias
applies appropriate terminology and concepts related to religion and belief
systems
generally communicates information, ideas and issues using appropriate written,
oral and graphic forms in a group presentation
8-12
describes a practice in Hinduism
organises some relevant information about religion from a variety of sources,
considering usefulness, validity and bias
applies limited terminology and concepts related to religion and belief systems
communicates general information, ideas and issues using appropriate written,
oral and graphic forms in a group presentation
4-7
attempts to describe the practice in Hinduism
little evidence of effective research
communicates some information in a group presentation
1-3
Comment:
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Mark:
/20