LIBRARY OF CONGRESS TEACHING WITH PRIMARY SOURCES
LESSON PLAN TEMPLATE FOR A STANDARDS-ALIGNED SYSTEM
PRIMARY SOURCE SET
1.
Teacher’s Guide
Hinduism.
This primary source set will allow you to learn about the most prominent religion on the Indian subcontinent.
By analyzing the following primary sources, you will be able to infer different aspects of the Hindu belief
system.
2.
Historical Background
Hinduism is a religion that dates back thousands of years. Despite its very old heritage, it is still the third
largest religion in the world with over one billion adherents. The majority of these adherents live in India, but
Hindus can be found throughout much of the world. Hinduism plays a major role in shaping the cultural
identity of the Indian people.
TPS_CALU Lesson Plan Template
Teacher Name: Chris Morales
LIBRARY OF CONGRESS TEACHING WITH PRIMARY SOURCES
LESSON PLAN TEMPLATE FOR A STANDARDS-ALIGNED SYSTEM
3.
Primary Sources
Title of Primary Source – Use MLA citation style and record the
Digital ID/Permanent URL
Keystone View Company. A Hindu bridal party. 1922. Prints and
Photographs Online Collection. Lib. of Congress. 11 Oct. 2012
<http://hdl.loc.gov/loc.pnp/cph.3c22783 >.
Hindu Priest – India. 1915. Prints and Photographs Online
Collection. Lib. of Congress. 11 Oct. 2012
<http://hdl.loc.gov/loc.pnp/ggbain.10065>.
Keystone View Company. Hindu children of high caste, Bombay.
1922. Prints and Photographs Online Collection. Lib. of
Congress. 11 Oct. 2012
<India.http://hdl.loc.gov/loc.pnp/cph.3c03634>.
“Republic Proclaimed in India.” Union. 01 Jan. 1922. American
Memory-cultural. Lib. of Congress 11 Oct. 2012
<http://dbs.ohiohistory.org/africanam/page1.cfm?ItemID=1545>.
Heck, Johann. Images of Hinduism and Buddhism. 1851. Prints
and Photographs Online Collection. Lib. of Congress 11 Oct. 2012
<http://hdl.loc.gov/loc.pnp/cph.3c15361 >.
Annotations for instructional use – how
will you use this primary source with
your students?
I will have the students view the
photograph and analyze elements that
stand out to them. They will determine
how Hindu bridal customs differ from the
west.
The students will analyze this image of a
high priest in India. They must evaluate
how this priest is being treated in
comparison to the people who are serving
him. They should infer how this affects
the social stratification system.
The students will see an image of young
children from a high class in India. They
are dressed in traditional Hindu garb.
The students should analyze the dress of
the children and compare this to how
children of a lower class may dress.
The students could view this short article
to supplement their views on Hinduism.
The students can speculate how Gandhi’s
principles of nonviolence reflect Hindu
beliefs and customs.
The students can view this print in order
to compare and contrast Buddhism and
Hinduism. By analyzing the different
images, the students can determine how
Buddhism and Hinduism may be related.
The should develop justifications for their
responses based on the images.
TPS_CALU Lesson Plan Template
Teacher Name: Chris Morales
LIBRARY OF CONGRESS TEACHING WITH PRIMARY SOURCES
LESSON PLAN TEMPLATE FOR A STANDARDS-ALIGNED SYSTEM
STANDARDS ALIGNED LESSON PLAN
1. Lesson Plan Code SS.10.1
2. Subject: Social Studies
3. Grade Level/Course: 10/World Cultures
4. Title of Lesson: Hinduism
5. Teacher(s) name(s): Chris Morales
6. Alignments
CC.8.5.9-10.A Cite specific textual evidence to support analysis of primary and secondary sources, attending to
such features as the date and origin of the information.
7. Vocabulary (Tier III)
Hinduism, Hindu, Muslim, Sari, Bhagavad-Gita, Brahmin, Buddhism
8. Objective(s) for Learning
The students will be able to
Analyze the differences in the standard of living between Indians of different castes.
Evaluate how Hinduism and Buddhism are related and how these belief systems may have influenced
Gandhi.
9. Essential Questions (includes guiding investigative and other essential questions)
What do these primary sources reflect about Hinduism and Indian society?
10. Duration
50 minutes
11. Materials
The students will all have
A personal laptop for their use (the students will have a wireless Internet connection)
A worksheet containing questions that relate to each primary source
Pencils/pens
TPS_CALU Lesson Plan Template
Teacher Name: Chris Morales
LIBRARY OF CONGRESS TEACHING WITH PRIMARY SOURCES
LESSON PLAN TEMPLATE FOR A STANDARDS-ALIGNED SYSTEM
12. Instructional Strategies (include the WHERE TO and Stripling Model of Inquiry as you describe your
instructional procedures).
5 minutes Introduction
I will begin by assessing the students’ prior knowledge. I will ask them to list what they know about India,
Indians, or Hinduism. The students will come to the front of the room to write their responses on the board,
and we will compile a list. Due to the demographics of the Pittsburgh area, it is likely that some of the
students have Indian friends or are Indian themselves. They can share their personal experiences as we place
this information of the board. I will ask the students to analyze what has been written on the board to see if
they agree or disagree with the information. Having personally lived with Indians, I will share a few of my
experiences to supplement the information that the students develop. As the students are analyzing Indian
culture based upon the primary sources, I will ask them to keep in mind what they have written on the board
to determine if both thinking patterns line up.
10 minutes Instructions and Preparation
I will separate the students into groups of three or four based upon class size, achievement level, and
personality. The groups will be pre-selected in order to save time and prevent groups that do not work well
together from forming. Once the students are placed into their groups, the students will form an orderly
line to come to the front of the class to retrieve a computer from the portable cart. I will pass out
worksheets to all the students with questions about each specific primary source.
After the students have all of their materials, I will explain the directions. The students must use the
computers to go to the Library of Congress’s website to locate the five primary sources that correspond to
questions on their worksheet. The students will have used the Library of Congress’s website before, so they
should already have some familiarity with it. There will be instructions on the worksheet concerning how to
specifically locate all five of the primary sources. By using the computers to have the students locate the
primary sources, the students will develop even better skills with using the Library of Congress’s website.
This can help them in future classes or in college.
Once the groups have been formed, the worksheets and computers have been distributed, and the
instructions have been given, the students will be able to begin their work.
25 minutes Student Analysis
The students will have 25 minutes to work with their group members to answer the questions on the
worksheet. They should discuss with their group members and look to each other for insights and
assistance. If any additional help is needed, the group can call me over for help. During the students’ work
time, I will travel to each group to help guide the learning process, monitor for the appropriate behaviors, and
ask analytical questions.
TPS_CALU Lesson Plan Template
Teacher Name: Chris Morales
LIBRARY OF CONGRESS TEACHING WITH PRIMARY SOURCES
LESSON PLAN TEMPLATE FOR A STANDARDS-ALIGNED SYSTEM
10 minutes Conclusion
When there are only 10 minutes left in class, I will tell the students to finalize their answers, turn off their
computers, and place them back in the cart. For the remaining time in class, I will ask the students
questions concerning what they wrote on their worksheets. After the students respond, I will ask other
students to comment on the opinions of their peers. Once students have responded to these questions I
will ask them to refer to what they wrote on the board at the beginning of class. They must compare and
contrast the answers on the worksheet to items that they have written on the board.
WHERETO
W: The students will understand the role that the caste system played in India. They will also be able to
compare and contrast the relationship between Hinduism and Buddhism. They should also determine the
role religion played in Gandhi’s life. Once the lesson is complete, the students should realize that Hinduism
is a very ancient, complex religion that continuously evolved. Its effects on groups, individuals, and modern
day people are complicated, but the religion still plays a major role in contemporary society. The students
will be evaluated through the formal questioning on their worksheet, as well as the informal questioning
during class discussions.
H: At the beginning of the class, I will ask the students to list some items that they know about India, Indians,
or Hinduism. The students will come to the board to write down their ideas. As a result of the
demographics of Pittsburgh, most of the students will probably know some Indians, so they can include their
first hand experiences.
E: The students will view primary sources on the Library of Congress’s website. By discussing with their
group members and answering analytical questions they will participate actively in the learning process. By
referencing actual perceptions or experiences that the students have had with Indians, their learning will be
more authentic.
R: The students will reflect upon their answers to the worksheet questions at the end of class. They will
revisit the preconceptions that they had about Indian culture after the completion of the worksheet. They
will revise any beliefs that may have had that did not accordingly line up to what they learned through the
primary sources. They will rethink their opinions through the discussion about the primary sources and
modern Indian culture at the end of the class.
E: The students will express their self-evaluation in two ways. They will communicate with their group
members when they analyze the primary sources. During this process, they must engage in self-reflection
upon their own opinions. At the end of class, the must also express if they believe ancient Hindu customs
line up with modern beliefs of Indians.
TPS_CALU Lesson Plan Template
Teacher Name: Chris Morales
LIBRARY OF CONGRESS TEACHING WITH PRIMARY SOURCES
LESSON PLAN TEMPLATE FOR A STANDARDS-ALIGNED SYSTEM
T: The students will be working in groups, so they can rely upon each other’s strengths and weaknesses when
answering the questions. The primary sources include both photographic and written sources. Some
students will likely be better at analyzing one type of source, so the students can work off each other to
develop an overall greater analysis.
O: The students will analyze the primary sources in groups. They will only receive assistance from the
teacher if they ask for help. As a result, this lesson will be predominantly student-centric. Additionally, the
analysis of these primary sources requires higher levels of Bloom’s Taxonomy. Students will use abstract
knowledge when completing this activity.
Stripling Model of Inquiry
Connect: At the beginning of the lesson, the students will be asked about their experiences with Indians to
assess their prior knowledge and have them connect to past experiences.
Wonder: Before the students begin examining the primary sources, they must develop some internal questions
based upon their prior knowledge. They will wonder how their perceptions of Hinduism and India actually
align with the reality.
Investigate: Through the analysis of primary sources, students will investigate Hindu society and beliefs. They
will determine if their pre-conceived notions were accurate or inaccurate.
Construct: The students will construct new ways of thinking about Hinduism and draw new conclusions that
they can connect to their prior experiences.
Express: The students will express their new knowledge in their small groups through discussion about the
primary sources. At the end of class, all students will have the chance to participate in a larger group
discussion concerning Hinduism as a whole.
TPS_CALU Lesson Plan Template
Teacher Name: Chris Morales
LIBRARY OF CONGRESS TEACHING WITH PRIMARY SOURCES
LESSON PLAN TEMPLATE FOR A STANDARDS-ALIGNED SYSTEM
Reflect: Once the lesson has concluded, the students can use their new knowledge to reflect upon what they
have learned and reorganize their thinking about Hinduism and Indian society.
TPS_CALU Lesson Plan Template
Teacher Name: Chris Morales
LIBRARY OF CONGRESS TEACHING WITH PRIMARY SOURCES
LESSON PLAN TEMPLATE FOR A STANDARDS-ALIGNED SYSTEM
Assessment
1. Formative Assessment
The students will be given these instructions to help guide them in the completion of their performance
task.
They must follow these instructions to navigate to the Library of Congress’s website. After they find
the site, they must locate the primary sources and complete the associated performance task. The
performance task requires them to analyze five primary sources in detail. They can work with their group
members to develop their answers. The performance task appears below along with the matching rubric.
TPS_CALU Lesson Plan Template
Teacher Name: Chris Morales
LIBRARY OF CONGRESS TEACHING WITH PRIMARY SOURCES
LESSON PLAN TEMPLATE FOR A STANDARDS-ALIGNED SYSTEM
Instructions for Performance Task
1. Go to the Library of Congress Website - http://www.loc.gov/index.html
2. Click on the Prints & Photographs Online Catalog
3.
Type the following titles into the search bar to locate the appropriate images. If you have trouble finding
the images, permanent URL addresses have been provided.
A. A Hindu bridal party. 1922 - http://hdl.loc.gov/loc.pnp/cph.3c22783
B. Hindu Priest India. 1915 - http://hdl.loc.gov/loc.pnp/ggbain.10065
C. Hindu children of high caste, Bombay. 1922 - India.http://hdl.loc.gov/loc.pnp/cph.3c03634
D. Images of Hinduism and Buddhism. 1851 - http://hdl.loc.gov/loc.pnp/cph.3c15361
4. To find the short article on Gandhi, type “Republic Proclaimed in India” into the search bar on the Library
of Congress’s website. Click the first result that appears. Click “View this item,” and the article will appear.
TPS_CALU Lesson Plan Template
Teacher Name: Chris Morales
LIBRARY OF CONGRESS TEACHING WITH PRIMARY SOURCES
LESSON PLAN TEMPLATE FOR A STANDARDS-ALIGNED SYSTEM
Performance Task
A Hindu bridal party. 1922
1. What kinds of clothes are these people wearing? What artifacts are in the image? What level of society
do you think these Indians are from? Why?
Hindu Priest India. 1915
1. How is this Hindu Brahmin being treated? What does this say about the caste system in India?
a stratification system still affect modern Indians?
Does such
Hindu children of high caste, Bombay. 1922
1. What kinds of clothes are these children wearing? Describe how the children look. How would these
children appear different from children of lower castes?
Images of Hinduism and Buddhism. 1851
1. Compare and contrast these images of Hinduism and Buddhism. Do these religions look similar in any
way? How would you describe Hinduism based upon this primary source?
“Republic Proclaimed in India”
1. What is Gandhi’s policy on non-violence? Does his policy reflect Hinduism or other religions such as
Buddhism? Why or Why not?
TPS_CALU Lesson Plan Template
Teacher Name: Chris Morales
LIBRARY OF CONGRESS TEACHING WITH PRIMARY SOURCES
LESSON PLAN TEMPLATE FOR A STANDARDS-ALIGNED SYSTEM
Performance Task Rubric
CATEGORY
4
3
2
1
Quality of Work
Provides work of
the highest
quality that
analyzes every
question.
Provides high
quality work
that analyzes
most questions.
Provides work
that occasionally
needs to be
checked/redone
by other group
members to
ensure quality.
Only some
questions are
analyzed.
Provides work
that usually
needs to be
checked/redone
by others to
ensure quality.
Most questions
are not analyzed.
Contributions
Routinely
provides useful
ideas when
participating in
the group and in
classroom
discussion. A
definite leader
who contributes
a lot of effort.
Usually provides
useful ideas
when
participating in
the group and in
classroom
discussion. A
strong group
member who
tries hard!
Sometimes
provides useful
ideas when
participating in
the group and in
classroom
discussion. A
satisfactory
group member
who does what is
required.
Rarely provides
useful ideas
when
participating in
the group and in
classroom
discussion. May
refuse to
participate.
Focus on the task Consistently
stays focused on
the task and
what needs to
be done. Very
self-directed.
Focuses on the
task and what
needs to be
done most of
the time. Other
group members
can count on
this person.
Focuses on the
task and what
needs to be done
some of the time.
Other group
members must
sometimes nag,
prod, and remind
to keep this
person on-task.
Rarely focuses on
the task and
what needs to be
done. Lets others
do the work.
TPS_CALU Lesson Plan Template
Teacher Name: Chris Morales
LIBRARY OF CONGRESS TEACHING WITH PRIMARY SOURCES
LESSON PLAN TEMPLATE FOR A STANDARDS-ALIGNED SYSTEM
Working with
Others
Almost always
listens to, shares
with, and
supports the
efforts of others.
Tries to keep
people working
well together.
Usually listens
to, shares, with,
and supports the
efforts of others.
Does not cause
\"waves\" in the
group.
Often listens to,
shares with, and
supports the
efforts of others,
but sometimes is
not a good team
member.
Rarely listens to,
shares with, and
supports the
efforts of others.
Often is not a
good team
player.
Primary Source
Evidence
Always uses
specific evidence
from the
primary source
to support
his/her opinion.
Usually uses
specific evidence
from the
primary source
to support
his/her opinion.
Sometimes uses
specific evidence
from the primary
source to support
his/her opinion.
Rarely uses
specific evidence
from the primary
source to support
his/her opinion.
____/20
TPS_CALU Lesson Plan Template
Teacher Name: Chris Morales