HPI
KAUAI, HAWAII, March 23, 2012 (HPI): In 2005 Hinduism Today with the collaboration of Dr. Shiva Bajpai set out to produce a better history book to improve the teaching of Hinduism and the history of India in American schools. Five individual chapters were included in Hinduism Today magazine over several years. These have been incorporated into a book, “The History of Hindu India,” published in 2011.
Now, with the help of two professional middle-school teachers, Justin Stein and Esther Llamas, we have a complete set of lesson plans, one for each of the book’s five chapters (download for free here). They are based on the “workshop model” of teaching for sixth grade, a combination of guided independent work and group discussion. Each lesson is based on a 42-minute teaching period divided into five sections: do now (2 to 5 minutes); whole group instruction (10 to 15 minutes); scaffolding (5 minutes); independent work (15 to 20 minutes) and summary (5 to 10 minutes). Scaffolding is the transition between instruction and work time during which the teacher assists with the assignment, such as by solving a sample question.
There are five plans for each chapter, making a total of 25 classes for the book. Each plan lists the learning objectives, then outlines each of the five sections above (do now, etc.). Additional material, such as maps and biographies, drawn from other sources (often Wikipedia) are provided for the teacher. Suggested homework is given and at least one worksheet for use in class. The supplemental material has been selected to be appropriate for sixth grade level.
The lesson plans were prepared for US schools, but should be easy to adapt to other countries. They are a work in progress, and suggestions for changes or additions are welcome.
The follow is an example of “Whole Group Instruction,” this for the section on religious tolerance in the fourth chapter. It is an exercise to challenge students and get them engaged in thinking about tolerance in a situation where they have a personal stake. A worksheet (below right) in the same chapter’s lesson checks the student’s understanding of key points made in the lesson and the class discussion.
Example of Whole Group Instruction:
Chapter 4, Teacher’s Lesson Plan #2:
Topic: Religious Tolerance
After brief assessment of the student’s work during the Do Now period, quickly divide the class into four groups, each representing one of the top four sports in their school. Instruct each group to come up with 3-4 reasons why their sport is the best. Give the students 5 minutes to anecdote responses collectively in their group.
Then, acting as moderator, allow each group to defend their sport as if it will be chosen as the ONLY sport played in school. Let the students defend their favorites and counter each other as well.
At the end of their discussion, announce your favorite sport (picking something no one has mentioned) and nominate THAT as the FINAL and BEST result. After all their debate, the students will be shocked. Then ask:
Tell them that their sports are inferior. How does this make them feel? Discuss.
Is this fair?
Is the teacher being tolerant? It certainly isn’t the majority choice or even close!
Compare this exercise to the actions of the missionaries and colonists who tried to convert the Hindus and Muslims.
Discuss imposed religious beliefs and the colonized mind.
Example of an Exercise:
Chapter One
“Independent Work (15 minutes): Ask students to write a short story that incorporates Hindu ideas, such as dharma, ahimsa, karma and reincarnation. It can be about a page long. The main point is that the character commits an action and then experiences the consequences of that action either in this life or a future life.”
Example of a Worksheet
Chapter 4
Worksheet #4.2 Religious Tolerance
Name _____________________ Date __________
1. What was the main job of the British missionary? Why do you think missionaries were sent to India? ______________________________________________________________________________________________________________________________________
2. How did Swami Vivekananda view his religion and the religion of others? How did the world respond to his point of view? _____________________________________________________________________________________________________________________
3. When Swami Vivekananda said, “As the different streams have their sources in different places, all mingle their water in the same sea,” what was he referring to? (p. 67) Explain. _________________________________________________________________________________________________________________________