Fall Lesson Plan Template.
Title: Comparing Classical Religions
Lesson Author: Laura McBride & Ben Bishop
Key Words: World History, Religion, Culture
Grade Level: 9
Time Allotted:40 minutes
Rationale/ Purpose (so what?)
Nature and scope of topic. Why is this significant to the mission of educating future citizens?
The rational for this topic is to impart upon students the differences and
similarities between classical religions. It is important for students to
recognize the importance religion plays in culture. Studying different
cultures and religions exposes students to different ideas, which is
necessary in today’s diverse world.
Background/Context: How does this lesson fit into a unit of study?
Looking
backwards, looking forwards
This lesson ends the unit on classical civilizations. The class has already learned about
each religion in the context of the civilizations covered. Through this lesson students
should be able to recognize different cultures through comparing and contrasting
ancient religions.
Key Concept(s) include definition:
Buddhism: Originated in India by Buddha, and holds that life is suffering
caused by desire and to end suffering one must reach enlightenment,
which ends reincarnation.
Confucianism: Originated in China by Confucius, is a system of ethics,
education, and statesmanship that stresses love for humanity, ancestor
worship, reverence for parents, and harmony in thought and conduct.
Hinduism: Originated in India, is a religion with many religious texts
(Vedas) and is made up of different schools of thought.
Taoism: Originated in China by Lao-tzu and Chuang-tzu, is a belief in
simplicity, naturalness, and noninterference with natural events, which will
lead to harmony with the Tao.
Greek Mythology: The mythology of ancient Greece, polytheistic in nature.
Roman Mythology: The mythology of ancient Rome, polytheistic in nature.
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Fall Lesson Plan Template.
NCSS Standard(s)
SOL Information
*As written in the Virginia SOL “Curriculum Framework” for the grade level
NCSS Theme (s) with indicators: Culture
The study of culture will help students understand questions such as: How
do various aspects of culture such as belief systems, religious faith, or
political ideals, influence other parts of a culture such as its institutions or
literature, music, and art?
SOL* :
WHI.4 The student will demonstrate knowledge of the civilizations of Persia, India, and China in terms
of chronology, geography, social structures, government, economy, religion, and contributions
to later civilizations by
c) describing the origins, beliefs, traditions, customs, and spread of Hinduism;
d) describing the origins, beliefs, traditions, customs, and spread of Buddhism;
f) describing the impact of Confucianism, Taoism, and Buddhism
WHI.5 The student will demonstrate knowledge of ancient Greece in terms of its impact on Western
civilization by
b) describing Greek mythology and religion
WHI.6 The student will demonstrate knowledge of ancient Rome from about 700 B.C. (B.C.E.) to
500 A.D. (C.E.) in terms of its impact on Western civilization by
b) describing Roman mythology and religion;
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Fall Lesson Plan Template.
Essential Knowledge
(minimum for SOL Resource Guide)
WHI.4 c
• Belief in many forms of one God
• Reincarnation: Rebirth based upon
karma
• Karma: Knowledge that all thoughts
and actions result in future
consequences
• Vedas and Upanishads: Sacred
writings
• Spread along major trade routes
WHI.4 d
Buddhism
• Founder: Siddhartha Gautama
(Buddha)
• Four Noble Truths
• Eightfold Path to Enlightenment
WHI.4 f
• Belief that humans are good, not bad
• Respect for elders
• Code of politeness (still used in Chinese society
today)
• Emphasis on education
• Ancestor worship
Impact of Taoism in forming Chinese culture and
values
• Humility
• Simple life and inner peace
• Harmony with nature
WHI.5 b
Greek mythology
• Based on polytheistic religion
• Offered explanations of natural
phenomena, human qualities, and
life events
Greek gods and goddesses
• Zeus, Hera, Apollo, Artemis,
Athena, Aphrodite
• Symbols and images in Western
literature, art, and architecture
WHI.6 b
Roman mythology
• Based on the Greek polytheistic
religion
• Explanations of natural phenomena,
human qualities, and life events
Roman gods and goddesses
• Jupiter, Juno, Apollo, Diana,
Minerva, and Venus
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Essential Skills
(minimum for SOL Resource Guide)
Use maps, globes, artifacts, and pictures
to analyze the physical and cultural
landscapes of the world and interpret the
past.
Identify, analyze, and interpret primary
and secondary sources to make
generalizations about events and life in
world history.
Analyze trends in human migration and
cultural interaction. (WHI.1e)
Fall Lesson Plan Template.
• Symbols and images in literature, art,
and architecture
Guiding Question(s): MUST BE SHARED WITH STUDENTS AT BEGINNING OF EACH
LESSON- Visible in lesson procedure and materials.
The day’s big question:
What are the similarities and differences between the classical religions and
how is it relevant to the world today?
Lesson Objective(s): clearly emerges from big question and rationale and standards
and will align with your assessment in Procedure and Process
Obj. 1 Students should be able to identify key aspects of each
classical religion.
Obj. 2 Students should be able to group aspects of religions based
on similarities and differences.
Assessment Tool(s) to be used- Everything above- goes to what you want them
to know/understand do- So what assessments are you going to use to help you manage and
monitor that they have got it-informal and formal—make one over-riding assessment connect to
your closure.
Assessment 1. Anticipation guide/exit slips
Assessment 2. Explanation card activity
Assessment 3. Fishbowl activity (if time permits)
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Fall Lesson Plan Template.
Materials: Historical Source(s):
List here and
include copies in materials section below
Additional
Materials/Resource
s: List here and include
copies in materials sectiontextbooks etc page numbers,
websites etc
Websites:
www.religionfacts.com/big_religion_chart.htm
(Used for teachers background knowledge to
teach lesson)
http://www.religionfacts.com/buddhism/index.ht
m
http://www.religionfacts.com/a-z-religionindex/confucianism.htm
http://www.religionfacts.com/hinduism/index.ht
m
http://www.religionfacts.com/taoism/index.htm
http://www.religionfacts.com/grecoroman/index.htm
Picture sources: See in PowerPoint slides
(Material B)
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*Anticipation Guide
(See material A)
*PowerPoint Slideshow
(See material B)
*Explanation Cards
(See material C)
*Study Guide
(See material D)
Fall Lesson Plan Template.
Procedure/Process:
1) JUST DO IT! The “Hook”: A high-interest activity that introduces new content with
connections to students’ prior knowledge. Between 1-5 minutes. You could also introduce the
days guiding question- could help with assessment of student needs
the hook
2) Instructional sequence:
Processing Activity and Procedure –
Obj #
See
above.
include directions, question frames,
assignment details, to be given to students
(these should all be made into explicit
materials (e.g. see material A) Do you have
opportunities for direct/guided instruction and
independent practice/engagement when
appropriate and time estimates.
Include pace/time for each activities e.g. (5
mins)
Check for Evidence of
Understanding
-Either Formal or Informal e.g.
assessments- question frames,
quiz, choice activities, discussion
with frame and your THAT’s A
WRAP.
(Checks Essential Knowledge
and Skills should be in line with
assessment tools above)
Anticipation Guide
Students will complete true/false questions
Just do it. concerning the classical religions to assess
the knowledge they have already learned.
(See material A) -5 minutes
“Using your anticipation guide, lets discuss the specifics of each classical
Transition:
religion.”
Students should be able to identify key
Informal discussion
aspects of each classical religion.
Objective
Short review of the classical religions
#1
through PowerPoint slides of pictures (See
material B) -8-10 minutes
Transition:
Objective
#2
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“Now that you can identify individual aspects of the classical religions,
we’re going to break into groups to compare and contrast the religions.
Students should be able to group aspects
of religions based on similarities and
differences.
Using explanation cards to group
similarities and differences between the
religions. (See material C)
Teachers will give prompts to students to
create specific groups:
Informal observation of
groups and students share
their results
Fall Lesson Plan Template.
1. Group the cards into each separate
religion
a.) Why did you group the cards the way
you did?
b.) Did you find it easy to differentiate
between the various religions? Why or why
not?
2. Group the cards based on
western/eastern beliefs
a.) Why did you group the cards the way
you did?
b.) What similarities did you see between
western beliefs? What about eastern
beliefs?
c.) What are the differences between the
east and west in viewing their deities?
-20 minutes
3) Closure- THAT’S A WRAP that goes to opening question- and also in part to assessment
tools –at least one key assessment tool. (Do you need a rubric)
Exit slips in the form of the original anticipation guide with the addition of a
short answer question, “How is the study of different cultures and religions
important in today’s world?”
(See material A) -5 minutes
Study guide handed out when they turn in their exit slips (See material D)
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Fall Lesson Plan Template.
Modifications/Accommodations for Diverse Learners:
Include reference and acknowledgement of IEP plans for specific students- that is easy.
Additionally, highlight how you have designed materials/sequences that pay attention to preassessment evidence to address readiness, interest, and learning preference needs, including
attention to student groupings, use of time and materials, variance in whole class and small
group instruction, varied task complexity. Can you delineate key instructional strategies and
scaffolds that are effective for responding to student needs? Do you provide rubrics to explain
what good work looks like? Do you provide room for direct instruction/guided instruction
(including read alouds and think alouds), independent practice. (Use Cruz and Thornton, and
Tomlinson and McTighe).
 Bullet your details and explanations.
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Anticipation guide to assess readiness
Learning preference needs: visual, auditory, written
Whole class discussion with PowerPoint slides
Small group work activity with explanation cards
Common closure for all students: opportunity to reflect on their
thinking (exit slip)
For students with learning disabilities, time can be extended for the
review activity
For gifted students, additional activity (see below)
Open fishbowl activity discussing tolerance then and now
1. Prompts: How do you think tolerance of other religions is viewed
in the classical religions? What is the purpose of studying different
cultures and religions?
a. Select prompt that transitions best with the explanation card
activity. (or both if time)
2. Allow students to discuss on their own only interjecting to keep
students on topic or add information they may not know
3. Directions:
a. Select three volunteers (or select three participants if no
volunteers) to sit in the middle of the class while their peers
surround them in a circle. Give opening prompt to students
b. Only students in the circle can speak and the rest of the
class must stay silent
c. If students wish to speak they may join the circle at any
time by taking the place of someone already in the circle
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Fall Lesson Plan Template.
Materials (one resource per page- so it becomes a teacher or student handout, or overhead
directions or ppt presentation. Include photocopies if need be. Can you provide elements of
choices in materials or enrichment or support/anchor materials for different students?.
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