PART I – PRIMARY SOURCE SET – enter the components of your

PRIMARY SOURCE SET

1.

Teacher’s Guide

LIBRARY OF CONGRESS TEACHING WITH PRIMARY SOURCES

LESSON PLAN TEMPLATE FOR A STANDARDS-ALIGNED SYSTEM

Hinduism.

This primary source set will allow you to learn about the most prominent religion on the Indian subcontinent.

By analyzing the following primary sources, you will be able to infer different aspects of the Hindu belief system.

2.

Historical Background

Hinduism is a religion that dates back thousands of years. Despite its very old heritage, it is still the third largest religion in the world with over one billion adherents. The majority of these adherents live in India, but

Hindus can be found throughout much of the world. Hinduism plays a major role in shaping the cultural identity of the Indian people.

TPS_CALU Lesson Plan Template

Teacher Name: Chris Morales



3.

Primary Sources

Title of Primary Source – Use MLA citation style and record the

Digital ID/Permanent URL

Keystone View Company. A Hindu bridal party

Photographs Online Collection

<http://hdl.loc.gov/loc.pnp/cph.3c22783 >.

Hindu Priest – India

Collection

. 1915.

. Lib. of Congress. 11 Oct. 2012

. Lib. of Congress. 11 Oct. 2012

<http://hdl.loc.gov/loc.pnp/ggbain.10065>.

Keystone View Company.

1922.

Congress. 11 Oct. 2012

. 1922. Prints and

Prints and Photographs Online

Hindu children of high caste, Bombay

Prints and Photographs Online Collection . Lib. of

<India.http://hdl.loc.gov/loc.pnp/cph.3c03634>.

.

Annotations for instructional use – how will you use this primary source with your students?

I will have the students view the photograph and analyze elements that stand out to them. They will determine how Hindu bridal customs differ from the west.

The students will analyze this image of a high priest in India. They must evaluate how this priest is being treated in comparison to the people who are serving him. They should infer how this affects the social stratification system.

The students will see an image of young children from a high class in India. They are dressed in traditional Hindu garb.

The students should analyze the dress of the children and compare this to how children of a lower class may dress.

“Republic Proclaimed in India.” Union . 01 Jan. 1922. American

Memory-cultural . Lib. of Congress 11 Oct. 2012

<http://dbs.ohiohistory.org/africanam/page1.cfm?ItemID=1545>.

Heck, Johann.

<

Images of Hinduism and Buddhism and Photographs Online Collection http://hdl.loc.gov/loc.pnp/cph.3c15361 >.

. 1851. Prints

. Lib. of Congress 11 Oct. 2012

The students could view this short article to supplement their views on Hinduism.

The students can speculate how Gandhi’s principles of nonviolence reflect Hindu beliefs and customs.

The students can view this print in order to compare and contrast Buddhism and

Hinduism. By analyzing the different images, the students can determine how

Buddhism and Hinduism may be related.

The should develop justifications for their responses based on the images.





STANDARDS ALIGNED LESSON PLAN

1. Lesson Plan Code SS.10.1

2. Subject: Social Studies

3. Grade Level/Course: 10/World Cultures

4. Title of Lesson: Hinduism

5. Teacher(s) name(s): Chris Morales

6. Alignments

CC.8.5.9-10.A Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.

7. Vocabulary (Tier III)

Hinduism, Hindu, Muslim, Sari, Bhagavad-Gita, Brahmin, Buddhism

8. Objective(s) for Learning

The students will be able to

Analyze the differences in the standard of living between Indians of different castes.

Evaluate how Hinduism and Buddhism are related and how these belief systems may have influenced

Gandhi.

9. Essential Questions (includes guiding investigative and other essential questions)

What do these primary sources reflect about Hinduism and Indian society?

10. Duration

50 minutes

11. Materials

The students will all have

A personal laptop for their use (the students will have a wireless Internet connection)

A worksheet containing questions that relate to each primary source

Pencils/pens





12. Instructional Strategies (include the WHERE TO and Stripling Model of Inquiry as you describe your instructional procedures) .

5 minutes Introduction

I will begin by assessing the students’ prior knowledge. I will ask them to list what they know about India,

Indians, or Hinduism. The students will come to the front of the room to write their responses on the board, and we will compile a list. Due to the demographics of the Pittsburgh area, it is likely that some of the students have Indian friends or are Indian themselves. They can share their personal experiences as we place this information of the board. I will ask the students to analyze what has been written on the board to see if they agree or disagree with the information. Having personally lived with Indians, I will share a few of my experiences to supplement the information that the students develop. As the students are analyzing Indian culture based upon the primary sources, I will ask them to keep in mind what they have written on the board to determine if both thinking patterns line up.

10 minutes Instructions and Preparation

I will separate the students into groups of three or four based upon class size, achievement level, and personality. The groups will be pre-selected in order to save time and prevent groups that do not work well together from forming. Once the students are placed into their groups, the students will form an orderly line to come to the front of the class to retrieve a computer from the portable cart. I will pass out worksheets to all the students with questions about each specific primary source.

After the students have all of their materials, I will explain the directions. The students must use the computers to go to the Library of Congress’s website to locate the five primary sources that correspond to questions on their worksheet. The students will have used the Library of Congress’s website before, so they should already have some familiarity with it. There will be instructions on the worksheet concerning how to specifically locate all five of the primary sources. By using the computers to have the students locate the primary sources, the students will develop even better skills with using the Library of Congress’s website.

This can help them in future classes or in college.

Once the groups have been formed, the worksheets and computers have been distributed, and the instructions have been given, the students will be able to begin their work.

25 minutes Student Analysis

The students will have 25 minutes to work with their group members to answer the questions on the worksheet. They should discuss with their group members and look to each other for insights and assistance. If any additional help is needed, the group can call me over for help. During the students’ work time, I will travel to each group to help guide the learning process, monitor for the appropriate behaviors, and ask analytical questions.





10 minutes Conclusion

When there are only 10 minutes left in class, I will tell the students to finalize their answers, turn off their computers, and place them back in the cart. For the remaining time in class, I will ask the students questions concerning what they wrote on their worksheets. After the students respond, I will ask other students to comment on the opinions of their peers. Once students have responded to these questions I will ask them to refer to what they wrote on the board at the beginning of class. They must compare and contrast the answers on the worksheet to items that they have written on the board.

WHERETO

W: The students will understand the role that the caste system played in India. They will also be able to compare and contrast the relationship between Hinduism and Buddhism. They should also determine the role religion played in Gandhi’s life. Once the lesson is complete, the students should realize that Hinduism is a very ancient, complex religion that continuously evolved. Its effects on groups, individuals, and modern day people are complicated, but the religion still plays a major role in contemporary society. The students will be evaluated through the formal questioning on their worksheet, as well as the informal questioning during class discussions.

H: At the beginning of the class, I will ask the students to list some items that they know about India, Indians, or Hinduism. The students will come to the board to write down their ideas. As a result of the demographics of Pittsburgh, most of the students will probably know some Indians, so they can include their first hand experiences.

E: The students will view primary sources on the Library of Congress’s website. By discussing with their group members and answering analytical questions they will participate actively in the learning process. By referencing actual perceptions or experiences that the students have had with Indians, their learning will be more authentic.

R: The students will reflect upon their answers to the worksheet questions at the end of class. They will revisit the preconceptions that they had about Indian culture after the completion of the worksheet. They will revise any beliefs that may have had that did not accordingly line up to what they learned through the primary sources. They will rethink their opinions through the discussion about the primary sources and modern Indian culture at the end of the class.

E: The students will express their self-evaluation in two ways. They will communicate with their group members when they analyze the primary sources. During this process, they must engage in self-reflection upon their own opinions. At the end of class, the must also express if they believe ancient Hindu customs line up with modern beliefs of Indians.





T: The students will be working in groups, so they can rely upon each other’s strengths and weaknesses when answering the questions. The primary sources include both photographic and written sources. Some students will likely be better at analyzing one type of source, so the students can work off each other to develop an overall greater analysis.

O: The students will analyze the primary sources in groups. They will only receive assistance from the teacher if they ask for help. As a result, this lesson will be predominantly student-centric. Additionally, the analysis of these primary sources requires higher levels of Bloom’s Taxonomy. Students will use abstract knowledge when completing this activity.

Stripling Model of Inquiry

Connect: At the beginning of the lesson, the students will be asked about their experiences with Indians to assess their prior knowledge and have them connect to past experiences.

Wonder: Before the students begin examining the primary sources, they must develop some internal questions based upon their prior knowledge. They will wonder how their perceptions of Hinduism and India actually align with the reality.

Investigate: Through the analysis of primary sources, students will investigate Hindu society and beliefs. They will determine if their pre-conceived notions were accurate or inaccurate.

Construct: The students will construct new ways of thinking about Hinduism and draw new conclusions that they can connect to their prior experiences.

Express: The students will express their new knowledge in their small groups through discussion about the primary sources. At the end of class, all students will have the chance to participate in a larger group discussion concerning Hinduism as a whole.





Reflect: Once the lesson has concluded, the students can use their new knowledge to reflect upon what they have learned and reorganize their thinking about Hinduism and Indian society.





Assessment

1. Formative Assessment

The students will be given these instructions to help guide them in the completion of their performance task. They must follow these instructions to navigate to the Library of Congress’s website. After they find the site, they must locate the primary sources and complete the associated performance task. The performance task requires them to analyze five primary sources in detail. They can work with their group members to develop their answers. The performance task appears below along with the matching rubric.





Instructions for Performance Task

1. Go to the Library of Congress Website - http://www.loc.gov/index.html

2. Click on the Prints & Photographs Online Catalog

3. Type the following titles into the search bar to locate the appropriate images. If you have trouble finding the images, permanent URL addresses have been provided.

A. A Hindu bridal party . 1922 - http://hdl.loc.gov/loc.pnp/cph.3c22783

B. Hindu Priest India . 1915 - http://hdl.loc.gov/loc.pnp/ggbain.10065

C. Hindu children of high caste, Bombay . 1922 - India.http://hdl.loc.gov/loc.pnp/cph.3c03634

D. Images of Hinduism and Buddhism . 1851 - http://hdl.loc.gov/loc.pnp/cph.3c15361

4. To find the short article on Gandhi, type “Republic Proclaimed in India” into the search bar on the Library of Congress’s website. Click the first result that appears. Click “View this item,” and the article will appear.





Performance Task

A Hindu bridal party. 1922

1. What kinds of clothes are these people wearing? What artifacts are in the image? What level of society do you think these Indians are from? Why?

Hindu Priest India. 1915

1. How is this Hindu Brahmin being treated? What does this say about the caste system in India? Does such a stratification system still affect modern Indians?

Hindu children of high caste, Bombay. 1922

1. What kinds of clothes are these children wearing? Describe how the children look. How would these children appear different from children of lower castes?

Images of Hinduism and Buddhism. 1851

1. Compare and contrast these images of Hinduism and Buddhism. Do these religions look similar in any way? How would you describe Hinduism based upon this primary source?

“Republic Proclaimed in India”

1. What is Gandhi’s policy on non-violence? Does his policy reflect Hinduism or other religions such as

Buddhism? Why or Why not?





Performance Task Rubric

CATEGORY 4 3 2 1

Quality of Work Provides work of the highest quality that analyzes every question.

Provides high quality work that analyzes most questions.

Provides work that occasionally needs to be checked/redone by other group members to ensure quality.

Only some questions are analyzed.

Provides work that usually needs to be checked/redone by others to ensure quality.

Most questions are not analyzed.

Contributions Routinely provides useful ideas when participating in the group and in classroom discussion. A definite leader who contributes a lot of effort.

Usually provides useful ideas when participating in the group and in classroom discussion. A strong group member who tries hard!

Sometimes provides useful ideas when participating in the group and in classroom discussion. A satisfactory group member who does what is required.

Rarely provides useful ideas when participating in the group and in classroom discussion. May refuse to participate.

Focus on the task Consistently stays focused on the task and what needs to be done. Very self-directed.

Focuses on the task and what needs to be done most of the time. Other group members can count on this person.

Focuses on the task and what

Rarely focuses on the task and needs to be done

Other group members must what needs to be some of the time. done. Lets others do the work. sometimes nag, prod, and remind to keep this person on-task.





Working with

Others

Primary Source

Evidence

Almost always listens to, shares with, and supports the efforts of others.

Tries to keep people working well together.

Usually listens to, shares, with,

Often listens to, shares with, and and supports the supports the efforts of others. efforts of others,

Does not cause

\"waves\" in the group. but sometimes is not a good team member.

Rarely listens to, shares with, and supports the efforts of others.

Often is not a good team player.

Always uses specific evidence from the primary source to support his/her opinion.

Usually uses from the primary source

Sometimes uses specific evidence specific evidence from the primary source to support

Rarely uses specific evidence from the primary source to support to support his/her opinion. his/her opinion. his/her opinion.

____/20



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