Unit title
[his]Stories of God
Teacher(s)
Kelly Schneider
Subject and grade
level
Social Studies – 6th Grade
Time frame and
duration
6 weeks
Stage 1: Integrate significant concept and unit question
Unit question
Significant concept
How have world religions shaped the world
I live in?
Religions share many similarities and
differences, and collectively they have
shaped the world we live in today.
Assessment
Summative Assessments:
Quizzes (Individual)
Group project: mapping a religion. (Small group)
Portfolio (Individual)
Post-Assessment (Whole class)
Formative Assessments:
Pre-Assessment (Whole class)
Interview a religious leader (Individual)
Daily in-class assignments and occasional homework (portfolio evidence) (Individual)
All students should participate in classroom discussions (Whole class)
Grading
Quizzes – 10 points each
40 points (lowest score will be dropped)
Portfolio (In-class assignments and homework)
100 points
Unit project
60 points
Total
200 points
1
Stage 2: Backward planning: from the assessment to the learning activities
through inquiry
Content: Learning Targets
Standards:
Students will describe and compare major religious systems and practices. (World History: Classical
Civilizations and World Religions 1000 BC – 600 AD, III.B.4)
Benchmarks: Judaic monotheism, Greek and Roman religions, early Christianity, the origins of
Buddhism; Hinduism
Students will analyze the spread of Islamic civilization to western Europe, India and Africa. (World
Civilizations, Expansions of Cultural, Commercial an Political Contacts, 600 AD - 1500 AD, III.D.1)
Benchmarks: Islamic law, family life, government, architecture, science
Students will locate and map areas of major world religions and how they have changed geographically,
including Judaism, Hinduism, Buddhism, Confucianism, Christianity, Islam, and indigenous religious
traditions. (Geography: Maps and Globes, V.B.2)
Learning Targets:
I can compare and contrast major religious systems.
I can outline the significant aspects of Judaism.
I can describe Greek and Roman religions.
I can illustrate the early history of Christianity.
I can restate the story of the origination of Buddhism.
I can illustrate the life of Confucius.
I can detail the major themes of Hinduism.
I can outline the major ideas of Islam.
I can summarize the major points of Islamic law.
I can describe Islamic family life.
I can diagram Islamic governments.
I can distinguish Islamic architectural traits.
I can identify Islamic contributions to science.
I can describe indigenous religious traditions.
I can analyse the similarities and differences among the major world religions.
I can locate and map areas of major world religions.
I can locate and map the history of the Jewish people.
I can locate and map the growth of Hinduism.
I can locate and map the influence of Confucianism.
I can locate and map the expansion of Christianity.
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I can locate and map the Islamic world.
I can locate and map the spread of Buddhism.
I can show how religions have changed geographically over time.
I can illustrate the spread of Judaism and Christianity in the ancient world.
I can analyze the spread of Islamic civilization to western Europe, India and Africa.
I can create a visual history of the conflicts between Christianity and Islam in Africa.
I can diagram the influence of Hinduism and Islam in India.
I can evaluate the geography of Buddhism and Hinduism.
I can chart the decline of indigenous religions traditions around the world.
Vocabulary:
Buddhism
Hinduism
Judaism
Religion
Christianity
Indigenous
Monotheism
Symbol
Confucianism
Islam
Practices
Tradition
Notes on worksheet activities:




The worksheets utilize a variety of reading comprehension strategies.
All could be completed individually, in pairs, or in small groups.
Students with language or reading difficulties may need the assistance of another student, small
group, or teacher.
Worksheet activities should be observed and monitored. Depending on observations, you may
want to review “correct” answers as a whole class or with individual students, especially since
students can use these on their quizzes. Give verbal feed back to students during observation,
and written feedback during periodic portfolio reviews.
Resources
Local religions leaders – Christianity, Judaism, Buddhism, Hinduism, Muslim, Native American (Lakota)
About guest speakers: Give guest speakers 10-15 minutes to explain the history and important
beliefs of the religion they represent. This is an informational speech, not persuasive. Students
should take notes on Note Taking for Guest Speaker worksheet. Allow for 5 minutes for student
questions.
Classroom maps
Library and computer lab
Room(s) for small groups to work
Colored pencils and markers for map work
Appendix for all worksheets
3
Ongoing reflections and evaluation
Which activities worked well? Which did not?
How did the portfolio work out?
How did the group projects go? What needs to change for next time?
What additional scaffolding, instructions, or support did students require?
4
ORGANIZE and SEQUENCE what you learned
I can compare
and contrast
major religious
systems.
Judaism and
Christianity
Islam
Hinduism
Buddhism &
Confucianism
Indigenous
Synthesis
I can outline
the significant
aspects of
Judaism.
I can outline
the major
ideas of Islam.
I can detail the
major themes
of Hinduism.
I can restate
the story of the
origination of
Buddhism.
I can describe
indigenous
religious
traditions.
I can analyse
the similarities
and
differences
among the
major world
religions.
I can describe
Greek and
Roman
religions.
I can illustrate
the early
history of
Christianity.
I can
summarize
the major
points of
Islamic law.
I can illustrate
the life of
Confucius.
I can describe
Islamic family
life.
I can diagram
Islamic
governments.
I can
distinguish
Islamic
architectural
traits.
I can identify
Islamic
contributions
to science.
I can locate and
map areas of
major world
religions.
I can locate and
map the history
of the Jewish
people.
I can locate
and map the
Islamic world.
I can locate
and map the
growth of
Hinduism.
I can locate and
map the
expansion of
Christianity.
I can show how
religions have
changed
geographically
over time.
I can illustrate
the spread of
Judaism and
Christianity in
the ancient
world.
I can analyze
the spread of
Islamic
civilization to
western
Europe, India
and Africa.
I can locate and
map the spread
of Buddhism.
I can locate and
map the
influence of
Confucianism.
I can evaluate the geography of
Buddhism and Hinduism.
I can create a visual history of the
conflicts between Christianity
and Islam in Africa.
I can diagram the influence of
Hinduism and Islam in India.
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I can chart the
decline of
indigenous
religions
traditions
around the
world.
[W1D1] Pre-Assessment
[W1D2-W2D1] Section 1: Judaism and Christianity
W1D2: Greek and Roman Religions
W1D3: Judaism
W1D4: Christianity
W1D5: Judaism and Christianity geography
W2D1: Begin Unit Project
[W2D2-W3D1] Section 2: Islam
W2D2: Islam – Major ideas and family life
W2D3: Islam – Islamic law and government
W2D4: Islam – Contributions to science, art and architecture
W2D5: Christianity and Islam geography
W3D1: Research day
[W3D2 – W3D4] Section 3: Hinduism
W3D2: Hinduism
W3D3: Hinduism and Islam geography
W3D4: Research day
[W3D5-W4D4] Section 4: Buddhism, Confucianism
W3D5: Buddhism
W4D1: Buddhism and Hinduism geography
W4D2: Research Day
W4D3: Confucianism
W4D4: Research Day
[W4D5-W5D1] Section 5: Indigenous Religions
W4D5: Indigenous Religions
W5D1: Research Day
[W5D2-W6D4] Section 6: Synthesis
W5D2: Sharing interviews
W5D3: Group Work
W5D4: Group Work
W5D5: Presentations
W6D1: Presentations
W6D2: Presentations
W6D3: Portfolio review
W6D4: Wrap-up and Post-Assessment
[W6D5] Bonus Day
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[W1D1] Pre-Assessment
What might you expect to learn in a unit about world religions? Ask students to contribute their ideas, and
share the names of world religions that might be included in the unit.
Hook
Small group concept maps: See Appendix for 7 concept maps (religious symbols in circles). Place these
around the room. Divide students into as many groups as you have symbols (7). Have students put words
or phrases that relate to the symbol/religion in bubbles around the symbol. Give each group 90 seconds,
then rotate groups. This is an active exercise; students should be standing up and conversations should be
noisy. Continue until every group has done every symbol. Collect and display via document camera.
Discuss. Add ideas if students have more to share.
Ask: How does what we believe shape how we act towards others and toward other belief systems?
Continue with this discussion question, and invite students to pair-share their ideas for two minutes before
opening the discussion to the class for three minutes.
Assign interview (see Appendix). It is due W5D2 (before group work and presentations).
Exit ticket:
Have students write down one question they have about world religions. Collect these as students
leave class.
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[W1D2-W2D1] Section 1: Judaism and Christianity
Learning Targets:
I can describe Greek and Roman religions.
I can outline the significant aspects of Judaism.
I can illustrate the early history of Christianity.
I can locate and map the history of the Jewish people.
I can locate and map the expansion of Christianity.
I can illustrate the spread of Judaism and Christianity in the ancient world.
W1D2: Greek and Roman Religions
W1D3: Judaism
W1D4: Christianity
W1D5: Judaism and Christianity geography
W2D1: Begin Unit Project
W1D2: Greek and Roman Religions
Hand out Self-Tracking Sheet, World Religions Summary and Study Guide, and Portfolio assignments (see
Appendix). Explain that these items are tools that will be used throughout the unit. Review instructions and
clarify expectations.
Lecture/review on Greek and Roman Religions.
Worksheet (see Appendix).
W1D3: Judaism
Guest speaker (15 minutes):
See Appendix for Note Taking for Guest Speaker handout.
Textbook and worksheet (see Appendix).
W1D4: Christianity
Guest speaker (15 minutes):
See Appendix for Note Taking for Guest Speaker handout.
Textbook and worksheet (see Appendix).
Check-in:
Remind students to fill in World Religions Summary and Study Guide.
W1D5: Judaism and Christianity geography
Textbook and worksheet (see Appendix).
Use the Think-Aloud technique to model how students should fill out this worksheet, as there are
several like it throughout the semester.
Quiz
At end of class: 10 point quiz. Students are allowed to portfolios (but not textbooks).
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W2D1: Begin Unit Project
Introduce group project (see Appendix). Divide into groups. Have groups select religion. Go over
expectations, how to work in a group.
Note: Groups should be discouraged from selecting an indigenous religion
Team Building Activity:
After groups come up with a name, give each group a selection of toy building materials (Lincoln
Logs, Legos, Play-Doh, wooden blocks, Tinkertoys, etc.). Have each group create their name with
the materials without talking to each other.
9
[W2D2-W3D1] Section 2: Islam
Learning Targets:
I can outline the major ideas of Islam.
I can locate and map the Islamic world.
I can summarize the major points of Islamic law.
I can describe Islamic family life.
I can diagram Islamic governments.
I can distinguish Islamic architectural traits.
I can identify Islamic contributions to science.
I can analyze the spread of Islamic civilization to western Europe, India and Africa.
Connecting to Section 1: I can create a visual history of the conflicts between Christianity and Islam
in Africa.
W2D2: Islam – Major ideas and family life
W2D3: Islam – Islamic law and government
W2D4: Islam – Contributions to science, art and architecture
W2D5: Christianity and Islam geography
W3D1: Research day
W2D2: Islam – Major ideas and family life
Guest speaker (15 minutes):
See Appendix for Note Taking for Guest Speaker handout.
Textbook and worksheet Major Ideas of Islam (see Appendix).
W2D3: Islam – Islamic law and government
Textbook and worksheet Islamic Law (see Appendix).
W2D4: Islam – Contributions to science, art and architecture
Lecture with slideshow (images of art and architecture, scientific innovations); notes sheet for students to
fill out.
Check-In:
Remind students to fill in World Religions Summary and Study Guide.
W2D5: Christianity and Islam geography
Map activities (see Appendix – 2 maps).
Quiz
At end of class: 10 point quiz. Students are allowed to portfolios (but not textbooks).
Quickwrite:
Learning about Christianity and Islam geography is important because…
W3D1: Research Day
Check-In:
By the end of class, groups should have assigned roles and created a research plan.
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[W3D2 – W3D4] Section 3: Hinduism
Learning Targets:
I can detail the major themes of Hinduism.
I can locate and map the growth of Hinduism.
I can diagram the influence of Hinduism and Islam in India.
W3D2: Hinduism
W3D3: Hinduism and Islam geography
W3D4: Research day
W3D2: Hinduism
Homework due:
Textbook reading on Hinduism.
Check-In:
Remind students about religious leader interview due W5D2.
Pre-Assessment:
Develop with the class a list of terms and concepts associated with Hinduism that the students
already know and are able to explain.
Guest speaker (15 minutes):
See Appendix for Note Taking for Guest Speaker handout.
Class Discussion:
1.
2.
3.
4.
5.
6.
Explain at least two ways a typical Hindu might begin his/her religious day.
What are the Vedas? What role do they play in Hinduism today?
What is reincarnation?
What were Buddhism and Jainism reacting against within the Hindu faith?
What is the caste system?
In the period from 500 B.C.E. to 800 C.E., how did the Hindus deal with the challenges of the
Buddhists and the Jains?
7. Who is Shankara and what is significant about his teachings? Is his position one that is commonly
accepted by most Hindus today?
8. What important Hindu lesson does the warrior Arjuna learn from the god Krishna in the Bhagavad
Gita?
9. What are the Hindu stages of life that a man should expect to pass through in his lifetime in the
pursuit of spiritual fulfillment?
10. What is the role of astrology in Hinduism?
11. What is the significance of the Ganges River in Hinduism?
12. Which day of the week is traditionally considered the Hindu Sabbath?
13. Where did the term “Hinduism” originate and when?
14. What are some of the major contributions made to Hinduism by such modern thinkers as Ram
Mohun Roy or Bal Gangadhar Tilah?
15. What are the most important effects that Gandhi had on modern Hinduism?
16. Why did Gandhi use the tactic of nonviolence against British rule in India?
For their portfolios, have students include their Speaker Notes.
11
Activity:
In the United States, Hatha Yoga is the most widely known of the four primary Hindu yoga systems.
Using readily available sources (libraries, web sites, books, etc.), teach students two or three easy
poses and try them out as a class.
Check-In:
Remind students to fill in World Religions Summary and Study Guide.
W3D3: Hinduism and Islam geography
Activity:
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
Quiz
Using a wall map of the world, have students identify the areas of the world in which one might
expect to find Hinduism as the predominant faith.
Worksheet: Mapping Religions in India (see Appendix).
At end of class: 10 point quiz. Students are allowed to portfolios (but not textbooks).
W3D4: Research Day
Check-In:
By the end of class, groups should have determined a presentation format and begun research.
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[W3D5-W4D4] Section 4: Buddhism, Confucianism
Learning Targets:
I can restate the story of the origination of Buddhism.
I can illustrate the life of Confucius.
I can locate and map the influence of Confucianism.
I can locate and map the spread of Buddhism.
Connecting to Section 3: I can evaluate the geography of Buddhism and Hinduism.
W3D5: Buddhism
W4D1: Buddhism and Hinduism geography
W4D2: Research Day
W4D3: Confucianism
W4D4: Research Day
W3D5: Buddhism
Homework Due:
Textbook reading, worksheet (see Appendix).
Guest speaker (15 minutes):
See Appendix for Note Taking for Guest Speaker handout.
Explain to students that the Buddhists who wanted to share their beliefs with people who had never heard
anything about Buddhism often used art. At first there were no images of the Buddha. His message,
symbolized by a wheel, was important, not the messenger. He had achieved nirvana and became the
Buddha, "one who has woken up," and that meant that the person who had been Siddhartha was no more.
(Read about Buddhism in the National Geographic MapMachine Student Edition.) "Waking up" was
symbolized by picturing an empty seat (on which he was sitting when he became the Buddha) or by a
footprint.
Gradually, images of the Buddha were made with specific hand gestures symbolizing such concepts as
charity, fear not, meditation, and teaching. This might have happened to attract people who were used to
seeing images of gods and goddesses and to help them understand Buddha's message even if they could
not understand the language. Explain that in this lesson students will look for other examples of how
Buddhist art adapted so people could better understand the message.
Give each student a map showing the spread of Buddhism in Asia and have them cross-reference it with an
Asian historical time line. Have students note on their maps when Buddhism reached particular areas. Have
them note how long it took to get from India to Japan. Explain that as Buddhism spread, it adapted to new
geographic environments and different ideas and beliefs.
Display a list of Buddhist ideals:
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



To express reverence for sacred mountains
To express reverence for ancestors
To bring people comfort in their everyday lives
To give special reverence to nagas (divine serpents)
To enhance the authority of the rulers
To protect the country from external threats
To unite the country
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Activity:
Create a piece of art (drawing, cut and paste from magazines, computer aided) to use as a way to
spread Buddhism or explain Buddhist beliefs.
W4D1: Buddhism and Hinduism geography
Map Activity:
Worksheet (see Appendix).
Compare and Contrast Activity:
1. Give students examples of how to create a Venn diagram.
2. Students use text, notes or other materials to gather information on the religions of Hinduism and
Buddhism and take notes or create lists to help them organize their findings before they create a
Venn diagram.
3. Students make lists from their notes of the various traits of the two religions (i.e., founders, sacred
texts, gods).
4. Students create Venn diagrams by placing the different traits in different sections and the similar
traits in the shared section.
5. Students take their gathered information and write a paragraph showing their knowledge of the
similarities and differences between the religions of Hinduism and Buddhism. The short essay
should give an example and explanation of how differences affect the interpretation and writing of
history. The students should focus on the religions' founders, holy books, caste system beliefs and
other important factors that make up each religion. The diagram and paragraph should be added to
their portfolios.
6. Classroom discussion occurs on students' findings. The instructor should direct students into how
Hindus and Buddhists view things differently based on their beliefs. For example, what happens to
you when you die, how Hindus earn merit for the next life but Buddists reject the caste system, etc.
Check-In:
Remind students to fill in World Religions Summary and Study Guide.
W4D2: Research Day
Check-In:
By the end of class, groups should have gathered the images they need, and continue with
research. They should be reminded to review the rubric to make sure they are following the
instructions.
W4D3: Confucianism
Check-In:
Remind students that interview with a religious leader is due W5D2.
Lecture.
Textbook and worksheet (see Appendix).
Quiz
At end of class: 10 point quiz. Students are allowed to portfolios (but not textbooks).
W4D4: Research Day
Check-In:
By the end of class, groups should have completed most of their research.
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[W4D5-W5D1] Section 5: Indigenous Religions
Learning Targets:
I can describe indigenous religious traditions.
I can chart the decline of indigenous religions traditions around the world.
W4D5: Indigenous Religions
W5D1: Research Day
W4D5: Indigenous Religions
Guest speaker (15 minutes):
Lakota or other American Indian tribe of local significance/influence.
See Appendix for Note Taking for Guest Speaker handout.
Textbook and worksheets (see Appendix).
Check-In:
Remind students to fill in World Religions Summary and Study Guide.
Remind students of interview with a religious leader due W5D2 (2 days).
Quiz
At end of class: 10 point quiz. Students are allowed to portfolios (but not textbooks).
W5D1: Research Day
Check-In:
By the end of class, groups should have completed all of their research and have all of the resources
they need to work on the presentation aspect of the project. Remind them to check the rubric for
guidance.
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[W5D2-W6D4] Section 6: Synthesis
Learning Targets:
I can analyse the similarities and differences among the major world religions.
W5D2: Sharing interviews
W5D3: Group Work
W5D4: Group Work
W5D5: Presentations
W6D1: Presentations
W6D2: Presentations
W6D3: Portfolio review
W6D4: Wrap-up and Post-Assessment
W5D2: Sharing interviews
Group students by the religious leader they chose to interview (limit 4 per group – break larger groups into
several smaller ones). In groups, share interviews (5 minutes per person). Then, break into groups of 3-4,
with each person representing a different leader (jigsaw style). Share your findings (5 minutes per person).
Turn in interviews at end of class.
W5D3: Group Work
Check-In:
By the end of class, groups should have identified how each group member will participate in the
presentation and have an outline of how they will spend their 10 minutes. They should also work
on all visuals they wish to include.
W5D4: Group Work
Check-In:
By the end of class, groups should be done preparing their presentations.
Activity:
Depending on the personalities and strengths of the students, you may wish to have a short
discussion at the end of class to encourage everyone and help out those who are afraid of public
speaking or express other fears.
W5D5: Presentations
Activity:
Depending on the personalities, strengths, and experiences of the students, you may wish to go
over appropriate behavior during presentations.
Groups 1-4
W6D1: Presentations
Groups 5-8
W6D2: Presentations
Groups 9-?
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Exit Ticket:
Ask the following: If you were going to help to publish the most important statement about world
religions and how they shape a person's life and actions, what would that statement be? Have them
write their answers in three sentences or less and pass in before they leave class.
W6D3: Portfolio Review
See Portfolio assignment in Appendix.
W6D4: Wrap-up and Post-Assessment
Semantic Question Map (see Appendix).
Whole class discussion:
What did we learn? What things surprised us? Which activities did we like the best?
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[W6D5] Bonus Day
Save for catch up if necessary.
Alternative plan: watch movie or play “World Religions” Jeopardy.
18