Teach India!
2012-2013
Table of Contents
Unit Objectives
Why this Unit?
Time and Materials
Author
Lesson 1: The Varnas/Class System in India (PowerPoint presentation included)
tT
Lesson
2: Hindu Mandalas (PowerPoint presentation included)
Resources
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Correlations to State Standards
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Unit objectives
Upon completing this unit, students will be able to:
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Explain the significance of the Varnas/class system in India.
Use the Rig Veda and Bhagavad Gita to identify evidence of class system values in
primary sources.
Synthesize knowledge about Hinduism and the Varnas/class system to create and
explain a Hindu Mandala.
Compare the patterns between Hinduism and other world religions by writing a
paragraph with specific examples.
Why this Unit?
This unit introduces the concept of Varnas or the class system of social stratification in
ancient India. Students should have already been introduced to the core beliefs of
Hinduism in previous lessons. This unit will function to deepen their knowledge of how
religious beliefs influence and support the system of social hierarchy in both ancient and
modern day India.
In this unit, students will be introduced to the four main social classes, also known as
Varnas: Brahmin, Kshatriaya, Vaisya, and the Shudras. Outside of these four main
Varnas are the Dalits also known as Untouchables or Outcastes. The Portuguese term
“caste” was adopted during British rule to represent one’s social status based on their job
or jati.
The Indian system of social stratification affects all aspects of a Hindu’s life including
how they practice religion, who they can marry, what they can eat and what kind of job
they are allowed to have. While the class system creates a sense of order and social
belonging for every Hindu, it also tends to justify the exploitation of the lower Varnas by
the higher Varnas. Article 15 of the Indian Constitution explicitly prohibits
discrimination based on castes, but much discrimination against the Dalit population still
exists today.
Time and materials
This unit should take about a week to a week and a half of class time to complete.
Teachers need a computer and LCD project to show the PowerPoint presentations created
for this unit. Teachers will also need colored pencils for students to complete the Hindu
Mandala activity at the end of the unit.
Author
Linda Cargile has been a world history teacher at Bancroft Middle School in Long Beach
Unified School District for over 13 years. Linda is her school’s GATE coordinator and
has given many professional presentations on strategies teachers can use to differentiate
their lessons for advanced learners. Over the years, Linda has served as a collaborating
master teacher mentoring many student teachers enrolled in the credentialing program at
California State University, Long Beach. She is member of the World History for Us All
team, a web based curriculum which presents the human past as a single story rather than
unconnected stories of many civilizations. Linda is a curriculum writer and gives
presentations at history conferences on how teachers can incorporate strategies and unit
plans from World History for Us All in their classrooms.
Lesson 1
The Varnas/Class System in India
Preparation
Students should have a general understanding of Hinduism and its core beliefs prior to
their study of the Varnas/class system.
Introduction
In this lesson, students will learn about the Varnas/class system in India through listening
and taking notes on a mini lecture and class discussions and by reading excepts from the
Rig Veda and Bhagavad Gita and answering questions.
Activities
This lesson includes a PowerPoint on the Caste System in India for the teacher to use as a
class lecture. It is accompanied by a handout for students to take notes during lecture
using the cloze method (fill in the blank). After giving students background information
on the Varnas/class system, the class will read and answer questions from two primary
source readings to deepen their understanding of the topic.
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Lesson 1
Student Handout 1.1: The Varnas/Class System in India
Origins of the Varnas
 Varnas/Class System in India was/is a system of social _________________that
determines social _____________. All people in India are born into one of the four
major Varnas known as ____________.

According to Hindu belief, the four Varnas were formed from the body of the god
______________.
Varnas/Class
Part of Purusha
Jatis/Castes
Brahmin
head
Priests, teachers
Kshatriaya
shoulders
Warriors, rulers
Vaisya
thighs
Commoners, Farmers.
Merchants, artisans
Shudra
feet
servants
Outcastes- the
Untouchables
Dalit
none- considered
outside the caste
system
Did the work that was
the most unclean,
“polluted labor”
Duties
Big Ideas
• The idea of different classes of people is supported by Hindu ideas of ___________,
dharma, and _________________. Being born into a particular caste was thought of
as reflecting good or bad deeds of the previous life.
• The class system allows people to find a unique _________________in Indian society.
But it also facilitated _____________________ of the poor by the wealthy and
powerful.
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Changes Over Time: The Class System Today
 Article 15 of Indian ________________, passed in 1950, prohibits any
discrimination based on caste.

The government has set up the “________________” system (positive
discrimination) which sets up quotas for certain jobs. However this has led to
protests as people complain of reverse _________________.

The Untouchable/Dalit population is about __________of the total population of
India, around 165 million. There is still much discrimination and
______________committed against them.
Questions for Discussion
1. What are the patterns between the class system in India and other systems of
social hierarchy?
2. How does the class system contribute to order in Indian society?
3. What are the major ethical issues of dividing people in classes?
4. Do you think that Hindus would have the same perspective of the “fairness” of the
class system as Americans today would? Explain.
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Teacher’s Key to Student Handout 1.1: The Varnas/Class System in
India
Origins of the Varnas
• Varnas/Class System in India was/is a system of social hierarchy that determines
social status.
•
All people in India are born and ranked into one of the four major Varnas. Each
Varna contains a variety of jati (castes) that are associated with occupation and
fluctuate with changing economic and social conditions
•
According to Hindu belief, the four Varnas were formed from the body of the god
Purusha.
Varnas/Class
Brahmin
Part of Purusha
head
Jatis/Castes
Priests, teachers
Duties
Teach people about
Hinduism
Kshatriaya
shoulders
Warriors, rulers
Protect society
Vaisya
thighs
Commoners,
Farmers. Merchants,
artisans
Work the land
Shudra
feet
servants
Serve classes higher than
them
Not allowed to hear,
repeat the Vedas
Outcastes- the
Untouchables
Dalit
None- considered
outside the caste
system
Did the work that
was the most
unclean, “polluted
labor”
Cremating corpses,
handling the skins of
dead animals, sweeping,
cleaning latrines (toilets)
Big Ideas
• The idea of different classes of people is supported by Hindu ideas of karma, dharma,
and reincarnation. Being born into a particular caste was thought of as reflecting good
or bad deeds of the previous life.
• The class system allows people to find a unique identity in Indian society. But it also
facilitated exploitation of the poor by the wealthy and powerful.
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Changes Over Time: The Caste System Today
• Article 15 of Indian Constitution, passed in 1950, prohibits any discrimination
based on class.
•
The government has set up the “reservation” system (positive discrimination)
which sets up quotas for certain jobs. However this has led to protests as people
complain of reverse discrimination.
•
The Untouchable/Dalit population is about 16% of the total population of India,
around 165 million. There is still much discrimination and crimes committed
against them.
Questions for Discussion
1. What are the patterns between the class system in India and other systems of
social hierarchy?
2. How does the class system contribute to order in Indian society?
3. What are the major ethical issues of dividing people in classes?
4. Do you think that Hindus would have the same perspective of the “fairness” of the
class system as Americans today would? Explain.
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Lesson 1
Student Handout 1.2: The Rig Veda on the Origin of the Varnas
A thousand heads hath Purusha, a
thousand eyes, a thousand feet.
He covered earth on every side and spread
ten fingers’ breadth beyond.
All creatures are one-fourth of him…
He formed the creatures of the air, and
animals both wild and tame.
When they divided Purusha, how many
parts did they make?
What do they call his mouth, his arms?
What do they call his thighs and feet?
The Brahmin was his mouth, of both his
arms was the kshatriya made.
His thighs became the vaishya, from his
feet the shudra was produced.
The moon was born from his mind, and
from his eye the sun had birth;
Indra and Agni [the god of fire] from his
mouth were born, and Vayu [the wind]
from his breath.
Forth from his navel came mid-air; the sky
was fashioned from his head;
Earth from his feet, and from his ear the
regions.
Thus they formed the worlds.
SOURCE: Ralph T. Griffth, trans. The Hymns of the Rigveda, 4 vols., 2nd ed. Benares: E.J. Lazarus, 1889-92, 4:289-93.
Questions for Discussion
1. What does this story explain to Hindus?
2. What is the symbolism of assigning different Varnas to different parts of the
body?
3. How is the Hindu origin story similar to others you know about?
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Lesson 1
Student Handout 1.3: Caste Duties According to the Bhagavad Gita
As a man, casting off old clothes, puts on others and new ones, casting off
old bodies, goes to others and new ones. Weapons do not divide the self into
pieces; fire does not burn it; waters do not moisten it; the wind does not dry
it up. … Even if you think that the self is constantly born and constantly
dies, still, O you of mighty arms, you ought not to grieve thus. For to one
that is born, death is certain; and to one that dies, birth is certain. Therefore
about this unavoidable thing, you ought not to grieve…
Having regard to your own duty, you ought not to falter, for there is nothing
better for a kshatriya than a righteous battle. Happy those kshatriyas who
can find such a battle—an open door to heaven! But if you will not find this
righteous battle, then you will have abandoned your own duty and your
fame, and you will incur sin. All beings, too, will tell of your everlasting
infamy; and to one who has been honored infamy is a greater evil than death.
Warriors who are masters of great chariots will think that you have
withdrawn from the battle through fear, and having been highly thought of
by them, you will fall down to littleness. Your enemies, too, will speak much
about you that should not be spoken. And what, indeed, could be worse than
that? Killed, you will go to heaven; victorious, you will enjoy the earth.
Therefore arise, to engage in battle. Looking on pleasure and pain, on gain
and loss, on victory and defeat as the same, prepare for battle, and thus you
will not incur sin.
SOURCE: the Bhagavad Gita. Trans. By Kashinath Trimbak Telang in F. Max Muller, ed. The
Sacred Books of the East, col. 8. Oxford: Clarendon Press, 1908, pp. 45-48.
Fill in the box below using evidence from the text above.
Hindu Belief
Evidence from the text
Karma
Dharma
Reincarnation
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Lesson 2
Hindu Mandalas
Preparation
Students should have a general understanding of the core beliefs of the Varnas/Class
System and Hinduism in order to create pictures and symbols for their mandala.
Introduction
In this lesson, students will use what they have learned about Hinduism from previous
lessons and the Varnas/Class System to illustrate and explain an original Hindu Mandala.
Activities
This lesson includes a PowerPoint on Mandalas to be shown to students. After looking at
actual mandalas and example work from other students, your students should be able to
create their own mandala. By showing the slides of the PowerPoint, the class will learn
the definition of a mandala and different examples of what they look like. This project
may be worked on as an independent project or in pairs. Depending on how you
implement the project, students may need several class periods to plan, design and then
explain the significance of their mandalas. This activity may be used as an assessment for
what they learned about Hinduism and the Caste System.
Materials
Students will need an outline of a mandala or they may need a compass to create their
own. Students should have colored pencils for coloring.
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Student Handout 2.1
Project: Hindu Mandalas
Objective: You will you use details you have learned about Hinduism and Varnas/Class
System to create and explain a mandala.
What is a Mandala?
The word "mandala" is from the ancient Indian language of Sanskrit.
Loosely translated to mean "circle," a mandala is far more than a
simple shape. It represents wholeness, and can be seen as a model
for the organizational structure of life itself--a cosmic diagram that
reminds us of our relation to the infinite, the world that extends both
beyond and within our bodies and minds.
Mandala Requirements
 You must have 5 different pictures to symbolize 5 different Hindu beliefs we have
learned about in class. Each belief must be labeled.

Your mandala must be neatly colored and cut out (if using the outline given in
class).

You should use colored pencil to color your mandala; no markers or highlighters
please.
Paragraph Requirements
 Language of the Discipline: You need at least one paragraph which explains each
of the 5 Hindu beliefs you made pictures for on your mandala (minimum 5
sentences).

Patterns: You need a paragraph which compares at least 3 patterns between
Hinduism and any other world religion we have studied this year. (minimum 5
sentences).

Both paragraphs need to be either typed or neatly written in blue or black ink.

Name(s)/period/appear on the upper right hand corner of your paragraphs.
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Resources
Resources for teachers
Mines, Diane. Caste in India: Key Issues in Asian Studies. Association for Asian
Studies: Ann Arbor, 2009. An short concise guide to the history of the caste
system in India which includes information on how caste functions in
contemporary India.
Trautmann, Thomas. India: Brief History of a Civilization. New York: Oxford
University Press, 2011.
Resources for students
Chatterjee, Manini. India (Eyewitness Books). Dorling Kindersley: London, 2002.
This is a wonderful series that explains key topics about India in two
pages each through pictures and short concise paragraphs.
Genera, Anita. What Do We Know About Hinduism? Hotter Wayland Children’s, 1999.
Each chapter begins with a different question about one of the key concepts or
beliefs in Hinduism and answers questions with student friendly explanations.
Patel, Sanjay. A Little Book of Hindu Deities. Penguin Books Ltd.: London, 2006. A
beautifully illustrated book. Each has a page summary on each of the major gods
and goddesses with an illustration.
Patel, Sanjay. Ramayana: Divine Loophole. Chronical Books: San Francisco, 2010. A
visual feast! A beautifully illustrated abridged version of the Ramayana that both
children and adults will enjoy.
Penney, Sue. World Beliefs and Cultures: Hinduism. Heinemann Library: Chicago,
2001. A kid friendly overview of all the major aspects of the Hindu religion
including core beliefs, celebrations and family occasions.
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Correlations to State Standards
California: History-Social Science Content Standard
Standards for Grade Six
6.5 Students analyze the geographic, political, economic, religious, and social structures
of the early civilizations of India.
2. Discuss the significance of the Aryan invasions.
3. Explain the major beliefs and practices of Brahmanism in India and how they evolved
into early Hinduism.
4. Outline the social structure of the caste system.
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