Grade 6
Social Studies
Unit: 09
Lesson: 02
Suggested Duration: 5 days
Grade 06 Social Studies Unit 09 Exemplar Lesson 02: Cultural Traits of South Asia
This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to
customize this lesson by supplementing with district-approved resources, materials, and activities to best meet the needs
of learners. The duration for this lesson is only a recommendation, and districts may modify the time frame to meet
students’ needs. To better understand how your district may be implementing CSCOPE lessons, please contact your
child’s teacher. (For your convenience, please find linked the TEA Commissioner’s List of State Board of Education
Approved Instructional Resources and Midcycle State Adopted Instructional Materials.)
Lesson Synopsis
This lesson helps students differentiate between religions, culture and traditions of the region. Through a map analysis,
data and graphic organizers, students make connections between culture and religious traditions.
TEKS
The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of
Education, which are required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that
portion of the standard is taught in a previous or subsequent unit. The TEKS are available on the Texas Education
Agency website at http://www.tea.state.tx.us/index2.aspx?id=6148.
6.18
Culture. The student understands the relationship that exists between the arts and the
societies in which they are produced. The student is expected to:
6.18A Explain the relationships that exist between societies and their architecture, art, music,
and literature.
6.18B Relate ways in which contemporary expressions of culture have been influenced by the
past.
6.19
Culture. The student understands the relationships among religion, philosophy, and culture.
The student is expected to:
6.19A Explain the relationship among religious ideas, philosophical ideas, and cultures.
6.19B Explain the significance of religious holidays and observances such as Christmas, Easter, Ramadan, the
annual hajj, Yom Kippur, Rosh Hashanah, Diwali, and Vaisakhi in various contemporary societies.
Social Studies Skills TEKS
6.21
Social studies skills. The student applies critical-thinking skills to organize and use
information acquired through established research methodologies from a variety of valid
sources, including electronic technology. The student is expected to:
6.21B Analyze information by sequencing, categorizing, identifying cause-and-effect
relationships, comparing, contrasting, finding the main idea, summarizing, making
generalizations and predictions, and drawing inferences and conclusions.
6.21C Organize and interpret information from outlines, reports, databases, and visuals,
including graphs, charts, timelines, and maps.
6.22
Social studies skills. The student communicates in written, oral, and visual forms. The
student is expected to:
6.22B Incorporate main and supporting ideas in verbal and written communication based on
research.
Last Updated 05/10/13
Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISD
page 1 of 9 Grade 6
Social Studies
Unit: 09
Lesson: 02
Suggested Duration: 5 days
GETTING READY FOR INSTRUCTION
Performance Indicators
Grade 06 Social Studies Unit 09 PI 02
Create a storyboard about Diwali that explains the religious and cultural significance of the holiday and how it is celebrated.
Standard(s): 6.19A , 6.19B , 6.21C , 6.22B
ELPS ELPS.c.1C , ELPS.c.1G
Key Understandings
Religious traditions and institutions play a strong role in the development of culture and shape how a society
functions.
— How do religious traditions and institutions shape culture and societies in South Asia?
Vocabulary of Instruction
religion
Materials
Articles, books, pictures of South Asian cultures
Markers
Pencil colors
textbook
Attachments
All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading
or student assessment, attachments that are connected with Performance Indicators or serve as answer keys are
available in the district site and are not accessible on the public website.
Handout: Culture Traits Matrix of South Asia
Handout: Postcard Template
Resources
Advance Preparation
1.
2.
3.
4.
5.
Become familiar with content and procedures for the lesson.
Refer to the Instructional Focus Document for specific content to include in the lesson.
Select appropriate sections of the textbook and other classroom materials that support the learning for this lesson.
Preview available resources and websites according to district guidelines.
Prepare materials and handouts as needed.
Background Information
The cultures and religions of South Asia are as diverse as the physical landscape. Several major world religions originated in South Asia,
including Hinduism, Buddhism and Sikhism. These religions have diffused to other parts of the world. The cultural diversity of South Asia is
the defining characteristic of the region in many ways, from Hindu gods to Buddhist temples to the Muslim Taj Mahal (Islam will be part of
the next unit). However, cultural diversity has been a dividing force in South Asia as well.
Last Updated 05/10/13
Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISD
page 2 of 9 Grade 6
Social Studies
Unit: 09
Lesson: 02
Suggested Duration: 5 days
Religion – the belief in and worship of a superhuman controlling power, especially a personal God or gods
Hinduism, Buddhism, and Sikhism are the focus in this lesson.
Based on the CIA World Factbook, as of 2009, the world population consisted of 33.35% Christian (of which Roman Catholic 16.83%,
Protestant 6.08%, Orthodox 4.03%, Anglican 1.26%), 22.43% Muslim, 13.78% Hindu, 7.13% Buddhist, 0.36% Sikh, 0.21% Jewish, Baha'i
0.11%, other religions 11.17%, non-religious 9.42%, atheists 2.04%.
Sources:
Definition courtesy of Oxford Dictionaries. (2013). Religion. Retrieved from http://oxforddictionaries.com/definition/english/religion Data
courtesy of the Central Intelligence Agency:
CIA. (2013). The world factbook. Retrieved from https://www.cia.gov/library/publications/the-world-factbook/
GETTING READY FOR INSTRUCTION
Teachers are encouraged to supplement and substitute resources, materials, and activities to meet the needs of
learners. These lessons are one approach to teaching the TEKS/Specificity as well as addressing the Performance
Indicators associated with each unit. District personnel may create original lessons using the Content Creator in the
Tools Tab. All originally authored lessons can be saved in the “My CSCOPE” Tab within the “My Content” area.
INSTRUCTIONAL PROCEDURES
Instructional Procedures
Notes for Teacher
ENGAGE – How much do I know?
NOTE: 1 Day = 50 minutes
Suggested Day 1 – 20 minutes
1. Begin lesson by listing the following religions on the board:
Buddhism, Christianity, Hinduism, Islam, Judaism, and Sikhism.
Purpose
Students review world religions.
2. For each of the religions, students draw a bubble map (See
Instructional Note) and list facts about each of the religions using
TEKS: 6.19A
their background knowledge. Students draw one bubble map per
Instructional Note
religion with the religion written in the center and the characteristics A suggested bubble map template
in the outer circles.
3. After about 10 minutes, collect the handouts and quickly skim
through them as a pre-assessment tool.
4. Explain to students that it is okay for them to not know all the details
about these religions.
5. Also tell students that this lesson focuses on Hinduism, Buddhism,
and Sikhism and in the next unit, the other religions will be
explored.
EXPLORE – Foundations
Suggested Day 1 (continued) – 30 minutes
of Three Religions
1. Group students into Materials
threes. Each
textbook
student within the
Maps of the distribution of religions of South Asia at
group researches
http://www.columbia.edu/itc/mealac/pritchett/00maplinks/overview/religions/religions.html
and reads about
or from other sources.
one of the three
religions (Hinduism,
Purpose
Buddhism, and
Last Updated 05/10/13
Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISD
page 3 of 9 Grade 6
Social Studies
Unit: 09
Lesson: 02
Suggested Duration: 5 days
Sikhism) from their
textbook or other
district-approved
resources.
2. Display a map of
the distribution of
religions in South
Asia.
3. Explain to groups
that while they are
researching/reading
they are to focus on
answering the
following questions:
Students learn about the foundations and traditions of three religions.
TEKS: 6.18B; 6.19A, 6.19B
Instructional Note
The bubble map/graphic organizer has five circles, one for each of the important aspects of the religion as
noted in the bulleted list.
Misconceptions:
Students may not realize that South Asia is one of the most linguistically, ethnically, and
culturally diverse areas on the planet.
Students may hold a number of misconceptions about South Asian religions, and may
not realize that Buddhism originated in South Asia.
Who/What is
the historical
foundation of
the religion?
Where in
South Asia is
this religion
practiced?
What are the
core beliefs?
What are the
traditions or
celebrations?
How do the
religious
traditions
influence the
culture?
Provide
examples.
4. Students may
record their findings
on a bubble map
such as the one
that was used
previously in Day 1.
(see Instructional
Note)
ENGAGE – World Religions and Predictions
Suggested Day 2 – 10 minutes
1. List the following groupings on the board. Students write the list
and rate which group they think has the most members in the world
with 1 having the most members and 7 being the one with the least
members.
Purpose
Students make predictions.
TEKS: 6.21B
Sikhism
Judaism
Non-religious
Hindism
Last Updated 05/10/13
Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISD
page 4 of 9 Grade 6
Social Studies
Unit: 09
Lesson: 02
Suggested Duration: 5 days
Islam
Buddhism
Christianity
2. Facilitate a discussion based on student predictions.
EXPLORE/EXPLAIN – Data
Suggested Day 2 (continued) – 40 minutes
1. Arrange students in eight groups and assign them one of the
Materials
nations in South Asia – India, Pakistan, Bangladesh, Nepal, Bhutan,
Markers or Pencil Colors
Sri Lanka, Afghanistan, and the Maldives.
2. Students research the most current percentages of religious
Purpose
affiliations in the world as well as the assigned country in South
Students transfer data from one
Asia. They may include more affiliations than the list in the previous
medium to another.
activity.
3. Develop a classroom consensus of the percentages and write them TEKS: 6.21C
on the board.
Instructional Note
4. Students create a bar graph or a pie chart that illustrates the
percentages.
5. Students write a short summary that explains the pie graph or bar
graph.
EXPLORE/EXPLAIN
The percentages are approximations
and will change through time.
Additionally, students may include
additional religious affiliations. Conduct
an Internet search for the most recent
data.
The regional designation of nations is
somewhat arbitrary including
determining if Afghanistan is part of
South Asia of Southwest Asia.
Currently, the UN, CIA Factbook, and
National Geographic incorporate
Afghanistan as part of the region of
South Asia.
Suggested Day 3 – 50 minutes, Suggested Day 4 –
15 minutes
1. Continue with the grouping from the previous day.
2. Provide each group a copy of the Handout: Culture Traits Matrix
of South Asia.
3. Groups read from their textbook or other classroom resources to
investigate the culture traits for the same nation in South Asia
students investigated from the previous day.
Materials:
Articles, books, pictures of South Asian
cultures
Markers
Pencil colors
Attachments
Handout: Culture Traits Matrix of
South Asia
Purpose
Students gather information relevant to
the culture traits of South Asia.
TEKS: 6.18A, 6.18B; 6.22B
ELABORATE
Suggested Day 4 - 35 minutes
1. Using the completed Handout: Culture Traits Matrix of South
Materials:
Last Updated 05/10/13
Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISD
page 5 of 9 Grade 6
Social Studies
Unit: 09
Lesson: 02
Suggested Duration: 5 days
Asia, facilitate a classroom discussion establishing similiarities and
difference among nation of the region. Ask if any trait was a
surprise to the group.
2. Using the completed Handout: Culture Traits Matrix of South
Asia, each student writes a response to the following question:
How do religious traditions and institutions shape culture
and societies in South Asia?
Completed Handout: Culture Traits
Matrix of South Asia
Purpose:
Students compare key cultural
characterstics of South Asia.
TEKS: 6.18A, 6.18B; 6.22B
3. Students exchange and discuss their answer with a student from a
different group. (five to seven minute activity)
4. Once students reconvene, they may now begin to work on their
ongoing project using the Handout: Postcard Template.
EVALUATE
Suggested Day 5 – 50 minutes
Grade 06 Social Studies Unit 09 PI 02
Create a storyboard about Diwali that explains the religious and cultural
significance of the holiday and how it is celebrated.
Standard(s): 6.19A , 6.19B , 6.21C , 6.22B
ELPS ELPS.c.1C , ELPS.c.1G
Last Updated 05/10/13
Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISD
page 6 of 9 Grade 6
Social Studies
Unit: 09 Lesson: 02
Cultural Traits of South Asia
Nation investigated:
Cuisine (food)
Educational System
Celebrations
Government
Art
Language/s
Family structures
Music
Traditions and
Customs
©2012, TESCCC
05/10/13
page 1 of 2
Grade 6
Social Studies
Unit: 09 Lesson: 02
Location of
population centers
Clothing/Dress
Economic System/
Economic Activity
Religion/s
Architecture/
Buildings
Holidays and
Observances
Festivals
Games/Sports
Popular Visual
Media – Film, TV,
Theater, Dance
©2012, TESCCC
05/10/13
page 2 of 2
Grade 6
Social Studies
Unit: 09 Lesson: 02
Postcard Template
Postcard
Back
Postcard
Front
©2012, TESCCC
10/03/12
page 1 of 1