Unit Plan
Grade Level:
Unit #:
Unit Name:
6
2c
Major River Systems (India)
Major Religions / Hinduism & Buddhism
Big Idea/Theme:
Indian societies developed culturally, socially, and politically and the Indus River
played a pivotal role in this development.
Two major religions developed in ancient India -> Hinduism and Buddhism.
Culminating Assessment:
Hinduism & Buddhism
Students will research, create, and present an illustrated Double Bubble poster
comparing Hinduism to Buddhism.
Unit Understanding(s)
Students will understand that…
Students will understand that India
can easily be described using the
following acronym.
o G – Geography
o R – Religion
o A – Achievements
o P – Politics/Government
o E – Economy
o S – Social Order
Natural environment, including the
Indus and the Ganges rivers,
played a major role in the
development of India.
Early civilizations had their own
political, social, and cultural
features.
Early civilizations had their own
trade networks that contributed to
their economy.
Early civilizations developed their
own forms of government.
Major religions and philosophies of
India, specifically Hinduism and
Buddhism, emerged and expanded.
Unit Essential Question(s):
What are the G.R.A.P.E.S of the
classical Indian civilization?
How did the river systems play a
role in the development of early
civilizations?
Hinduism: What was the origin?
Who was the founder? What were
the basic principles of Hinduism?
How did Hinduism spread?
Buddhism: What was the origin?
Who was the founder? What were
the basic principles of Buddhism?
How did Buddhism spread?
What are the important features of
the Indian societies including the
caste system and the arts?
Features of Indian civilizations
including caste systems and the
arts.
Students will know… / Students will be able to…
 Explain the role of the Indus River in shaping early civilizations
 Identify and discuss the cultural, social, and political features and
contributions of the Indus River Valley civilization
 Explain the role of economics in the development of the Indus River Valley
System
 Identify the origins, founding leaders, basic principles, and diffusion of
Hinduism and Buddhism.
 Summarize the caste system and contributions to the arts
South Carolina Academic Standards:
6-1.3: Use maps, globes, and models in explaining the role of the natural
environment in shaping early civilizations, including the role of the river systems
of the Nile (Egyptian), Tigris-Euphrates (Sumerian, Babylonian, Phoenician),
Huang He (Chinese), and Indus (Harappan); the relationship of landforms,
climate, natural resources to trade and other economic activities and trade; as
well as ways different human communities adapted to the environment. (G, H, E)
6-1.4: Compare the cultural, social, and political features and contributions of
civilizations in the Tigris and Euphrates, Nile, Indus, and Huang He river valleys,
including the evolution of language and writing systems, architecture, religious
traditions and forms of social order, the division or specialization of labor, and the
development of different forms of government. (H, P, E, G)
6-1.5: Explain the role of economics in the development of early civilizations,
including the significance and geography of trade networks and the agriculture
techniques that allowed for an economic surplus and the emergence of city
centers. (E, G, H)
6-2.1: Compare the origins, founding leaders, basic principles, and diffusion of
major religions and philosophies as they emerged and expanded, including
Judaism, Christianity, Islam, Buddhism, Hinduism, Confucianism, and Taoism.
(H, G)
6-2.5: Summarize the significant features of the classical Indian civilizations,
including the caste system and contributions to the modern world in literature, the
arts, and mathematics.
Key Criteria (to meet the standard/rubric)
Poster and presentation rubric
The students will put together a poster to show during their oral presentation. The poster will
contain information that the students collected regarding world religions The group
presentation must be aligned with the poster.
Keywords: GE208 poster presentation
Categories: Subjects: English Geology Social Sciences
Types: Project
Presentation
Grade Levels: 6
Project/Presentation
Exceeds
5 pts
Poster Content
Work
quality/effort
Style/Mechanics
Fair
3 pts
Poor
2 pts
Exceeds
Good
Fair
Poor
The poster includes
all information
relevant to the topic
in an organized
fashion.
Poster includes all
relevant
information;
however, it does not
is not wellorganized.
Does not have all of
the relevant
information of the
poster. There is not
enough information
presented.
Information is
presented in an
unorganized fashion
The poster is
lacking in elements
required. There are
many gaps in
information
presented.
Exceeds
The work done
exceeds all
expectations and
shows that the
learner is proud of
his/her work. The
effort that was put
into this task is the
best it can be by
the learner.
Exceeds
The poster has an
element of
creativity and style,
and is not just a list
of facts. The poster
is presented in a
clear and concise
manner with full
understanding of
the subject.
Presentation
Good
4 pts
Good
The work was done
with good effort
that shows what the
learner is capable
of. It is evident that
time was put into
this poster and
presentation.
Good
The poster is clear
and logical and
contains facts as
well as very few
mistakes. Good
clear presentation.
Fair
Work is done with
fair effort, but the
quality is still not
what the learner is
capable of. It is
evident that the
work was rushed.
Poor
Work is done with
little effort, quality
is not what the
learner is capable
of. It is evident that
the work was
rushed and little
time was spent on
the final product.
Work is incomplete.
Fair
Poor
The poster lacks
style and reads
more like a list of
facts than an oral
presentation. The
poster lacks
neatness and clarity
The poster lacks a
clear understanding
of the subject
matter and their are
many errors. Poster
is not creative.
Exceeds
Good
Fair
Poor
The student speaks
clearly and puts
their information
with complete
understanding of
The student speaks
clearly presents a
good amount of the
information
expected.
There are several
confusing moments
and the information
presented is not
completely shared
No preparation was
done for the
presentation and
the information that
is presented lacks
their information. It
is evident that the
student has
prepared what will
be said.
during the
presentation. The
student has not
practiced what is to
be said.
many elements of
what is expected.