Docstoc

Hinduism M1 - Beliefs and values

Document Sample
Hinduism M1 - Beliefs and values Powered By Docstoc
					    Hinduism M1 - Beliefs and values

1. Religion as sanatan dharma – 1 week

2. The origin and nature of human beings – 2 weeks

3. Beliefs about God – 3 weeks
          M1 - Hindu beliefs and values
In this unit we will study the following:

   The concept of religion as sanatan dharma

   The origin and nature of human beings including:
      o atman
      o samara
      o karma
      o moksha
      o the significance of the three gunas

   Beliefs about God/Brahman including:
      o The significance of OM
      o The trimurti of Brahma, Vishnu and Shiva
      o The avatars of Vishnu (Krishna and Rama)
      o Shakti
      o Some other popular gods (Ganesha, Parvati &
         Lakshmi)




We will also visit the Swaminarayan Mandir to view the sacred
murtis (images of the gods).
        Hinduism Section M1 - Beliefs and values

1. The significance of religion as sanatan dharma
Discuss student ideas about the essential nature of Hinduism perhaps by using a
spidergram.

Explain the concept of sanatan dharma and the key principles. Read Voiels page 3.

Refer to what students learned about Gandhi in the 3rd year and how his life illustrates
the idea of religion as sanatan dharma.

Copy definition and summary into exercise books.

Quick Assessment: Learn definition of sanatan dharma and the four key principles.


2. The origin and nature of human beings
Atman

Try to describe the “real” you – perhaps the you that others don’t see.

Introduce the concept of the true self or atman.

Read Voiels 1st edition page 40.

Consider the analogy of the driver in the vehicle (Heart of Hinduism p.8)

Summarise key aspects of this concept in exercise books.

Homework Task – Voiels 1st edition page 41 Question 1-3

Samsara

Discuss what aspects of the natural world show the process of life, death & rebirth.

Introduce Hindu concept of samsara by reading Voiels 1st edition pages 47/48


Students to write definition of samsara and summarise key aspects of this concept in
exercise books.

Tell the story of the caterpillar on the blade of grass from the Upanishads. Students
can illustrate and summarise the story and its significance.
Karma

Discuss examples from everyday life of cause and effect.

Look at snakes and ladders board on Voiels 1st edition page 49. Then read textbook
pages 48/49.

Students to write definition of karma in exercise books.

Students can make their own version of the game of snakes and ladders to illustrate
the idea of karma and human destiny.

Use diagram of reservoir to illustrate the action of karma (Hinduism for Today page
34). Draw on the board and students copy. Underneath they can explain the meaning
of the diagram.

Classwork/Homework: Voiels 1st edition page 49 Questions 1-5

Moksha

Discuss ultimate students’ aspirations.

Introduce concept of moksha. Refer to the analogy of the drop of water in the ocean
(The Heart of Hinduism p. 18)

Read Voiels 1st edition page 50. (See also Watton 4th edition page 42.)

Students to write definition of moksha and summarise key aspects of this concept in
their exercise books.

Quick assessment: Test students on definitions and significance of all key Hindu
concepts studied so far.

The relationship between atman and Brahman

Read the stories from the Upanishads on Voiels 1st edition page 42 (fig seed and salt
water).

Students can illustrate these 2 stories and underneath write an explanation of what
they teach about atamn/Brahman.

Use separate worksheet on Advaita Vedanta. See also Voiels 1st edition page 41.

Classwork/Homework: What did Shankara teach? How does this differ from other
Hindu philosophers?
The three gunas

Use the Three Gunas Personality Test (from the Heart of Hinduism CD-Rom) Discuss
what shapes character. Also refer to the analogy of the three primary colours (Heart of
Hinduism p.14)

Examine the concept of the three gunas. (See Voiels 1st edition page 42.) Use separate
sheet for more detailed explanation.

Students to copy definitions and summarise the key features of each guna.


3. Beliefs about God
The nature of Brahman

Brainstorm “God”. Discuss. Introduce the question of whether Hindus worship many
gods or just one.

Read Voiels 2nd edition page 24-26. Draw diagram of the qualities of God, using
quotes p.26.

Students to write the definition of Brahman and summarise the origin of the concept.

The symbol Om

Discuss the symbols around us. Why are they sometimes more helpful than words in
communicating a message?

Show the OM artefact. Look at the OM symbol on Voiels page 27.

Students to draw symbol and explain its significance.

The Trimurti

Voiels page 28-31. Use artefacts representing Hindu gods held in the department.
Photocopy and distribute to boys line drawings of each god with symbols.

      Brahma – Read Voiels page 28-29. Discuss symbolism. Stick picture into
       exercise books, label and summarise.

      Shiva – Read Voiels pages 29-30. Discuss symbolism and the three different
       forms of Shiva. Stick pictures into exercise books, label and summarise.

      Vishnu – Read Voiels page 30-31. Discuss symbolism. Stick picture into
       exercise books, label and summarise.
The avatars of Vishnu

Voiels page 34-39. Use artefacts representing Hindu gods held in the department.
Photocopy and distribute to boys line drawings of each god with symbols.

        Krishna – Read Voiels page 37-40. Discuss symbolism. Stick picture into
         exercise books, label and summarise.

        Rama – Read Voiels page 40. Discuss symbolism. Read the story of the
         Ramayana on separate sheet. Or act out the role play. Stick picture into
         exercise books, label and summarise. Students to explain why Rama & Sita
         are seen as ideal figures.

Shakti

        Use separate sheet on Shakti & Navaratri

        Durga – Read Voiels page 32. Discuss symbolism. Stick picture into exercise
         books, label and summarise.


Other popular gods

        Parvati – Read Voiels page 31. Discuss and summarise significance.

        Lakshmi – Voiels page 33. Discuss symbolism. Stick picture into exercise
         books, label and summarise.

        Ganesha – Read Voiels pages 41-42. Discuss symbolism. Watch Video 103
         Stick picture into exercise books, label and summarise.

Additional resource: Video 108 – God in Hinduism


End of unit assessment – GCSE examination question




Last updated August 2005
 Hinduism M2 – Community and tradition

1. The nature and meaning of the caste system – 2 weeks

2. Hindu scriptures – 3 weeks

3. The role of the brahmin, swami and guru – 1 week
     M2 - Hindu community and tradition
In this unit we will study the following:

   The origins of the caste system

   The significance of the caste system

   Hindu scriptures including:
      o The distinction between shruti and smriti
      o The Vedas
      o The Upanishads
      o The Mahabarata
      o The Bhagavad Gita
      o The Ramayana

   The roles of religious leaders including:
      o brahmins
      o swamis
      o gurus
  Hinduism Section M2 - Community and tradition

1. The nature and meaning of caste
Introduce concept with a discussion about what gives a person a sense of identity.
Include social class. Move on to discover what the boys already know about the caste
system. (Hindu boys may have particular insights.)

Introduction - Varnashramadharma - read Voiels pages1- 4

The varnas – pages 6-7. Draw a triangular diagram of the four main castes. Students
copy this into exercise books. Label and correctly define the role of each caste.

Origins of the caste system:

      For racial and religious explanations read Voiels 1st edition pages 12/13 Use
       diagram of Primal Man. Students stick this into exercise books, identifying
       each caste with the correct area of the Primal Man’s body. Summarise each
       explanation in exercise books.

      For social origins read Voiels 2nd edition pages 4. Discuss the benefits of
       organising society in this way. Discuss implications for marriage. Summarise
       this explanation in exercise books.

Additional material in The Heart of Hinduism p.82

Responses to the caste system – Read Voiels pages 8-9. Discuss Gandhi’s views about
discrimination towards the untouchables.

Use additional material on talk given by Mr Lakhani.


2. Hindu scriptures
      The distinction between shruti and smriti. Introduce the 2 terms and define
       them.

      The Vedas – Read Voiels pages 71-72

       Use additional worksheet on The Vedas.

       Copy diagram of The Vedas and answer questions on the worksheet.

Quick assessment: Learn the definitions of shruti & smriti and the contents of the
Vedas.

      The Upanishads – Read Voiels pages 72-74
       Use additional sheet on The Upanishads. Answer set questions.

       Remind students of the stories of a) the fig seed; b) the salt in water c) the
       caterpillar on the blade of grass. Students could illustrate each story and
       explain underneath if they did not do this in Unit M1.

      The Mahabharata – Read Voiels pages 74-75

       Summarise the story using teacher’s information sheet. Students could draw a
       picture to illustrate the story or as a front cover to an Indian comic version.
       Show extracts from the DVD.

      The Bhagavad-Gita – Voiels pages 75-77.

       Show video extract of the Mahabarata (just before the battle when Krishna
       reveals his true identity to Arjuna).

       Show copies of the Gita from departmental library.

       Summarise key teachings using teacher’s information sheet and Fact sheet
       from The Heart of Hinduism CD Rom. Focus on teaching about atman, karma,
       devotion to Krishna and the importance of bhakti.

       Discuss the reasons for popularity of the Bhagavad-Gita. Show comic
       versions. Some boys may be able to bring in Indian videos of the story for the
       class to sample. Show extracts from the DVD.

Classwork/Homework Voiels page 79

      The Ramayana - Remind students of the significance of Rama and his story
       (only brief reminder required as already covered in unit 1)


3. The role of the brahmin, swami and guru
      Brahmin – priestly role. Refer back to caste and the Vedas. Explain role in
       rites of passage such as naming ceremony, sacred thread, marriage. Use
       additional worksheet.

      Swami/guru – teaching role. Refer to Lord Swami Narayan as an example of a
       swami. Guru particularly important in student stage. Use additional worksheet.

Summarise roles of each leader in exercise books.

DVD 33 Programme 5

End of unit assessment – GCSE examination question

Last updated August 2005
Hinduism M3 – Worship and Celebration


1. The practice, meaning and significance of puja in the
   home and temple – 3 weeks

2. How and why Hindus celebrate Holi, Navaratri and Divali
   – 2 weeks

3. The practice, meaning and significance of yatra – 1 week
       M3 - Hindu worship and celebration
In this unit we will study the following:

   What happens when Hindus worship at home

   What worship in the home signifies

   What happens when Hindus worship at the temple

   What worship at the temple signifies

   How and why Hindus celebrate festivals, including:
      o Holi,
      o Navaratri
      o Divali

   Why Hindus go on pilgrimage

   What Hindus do on pilgrimage

   The significance of particular pilgrimage sites
 Hinduism Section M3 – Worship and Celebration


1. The practice, meaning and significance of puja in the home
Discussion about why people worship. What motivates them, what do they hope to
achieve etc.

Read Voiels pages 45/46 on the significance of puja.

Hand out worksheet with plan of family shrine. Students to label features and provide
explanatory key.

Read Voiels pages 47-50 on puja in the home.

Show arti tray artefacts. Draw and label the items.

Classwork/Homework:

1. What is puja?
2. Who performs puja?
3. When does puja take place?
4. Draw a table with two columns. In the left-hand column make a list of the objects
   found at a family shrine. In the right-hand column describe how each object is
   used in puja.
5. Describe in detail the arti ceremony.
6. How do the actions performed during puja show that Hindus regard the deity as an
   honoured guest in the home?


2. The practice, meaning and significance of puja in the temple
Read Voiels pages 51-53 on the significance of temple design.

Refer back to temple visit. Use worksheet on Hindu Temples. Students to draw
outline from bird’s eye view and side elevation. Label key features and provide a key
summarising their significance. Answer questions on worksheet.

Read Voiels page 54-58 on worship & activities in the temple.

Use worksheet with interior of a mandir. Label and provide explanatory key.

Summarise key features of temple worship from Voiels.

Examine use of music and sound. Use Audio CD from The Heart of Hinduism to
illustrate.
Classwork/Homework:

1.   What is havan and what does it involve? (page 66)
2.   What is the most important part of temple worship?
3.   Explain what happens.
4.   What is a murti?
5.   Why do Hindus believe it is more than just a statue?
6.   How is music used in Hindu worship?


3. How and why Hindus celebrate Holi, Navaratri and Divali
Read Voiels pages 60 on the significance of festivals. Summarise key points.

Holi
Read Voiels pages 60-64 on Holi. Hindu boys can explain how Holi is celebrated in
U.K.

Raksha Bandan
Read Voiels pages 64-65 on Raksha Bandan. Invite Hindu boys to share their own
experiences.

Students answer questions: What is a rakhi? In what ways does Raksha Bandan
strengthen family ties?

Navaratri
Read Voiels pages 65-66 on Navaratri including durga puja. Invite Hindu boys to
share their own experiences. Students summarise how and why Hindus celebrate
Navaratri.

Divali
Read Voiels pages 67-70 on Divali. Invite Hindu boys to share their own experiences.

Watch the opening of Video 127. Students to note down key features of the first three
days.

Quick assessment: Learn how and why Hindus celebrate the above festivals.

4. The practice, meaning and significance of yatra
Introduction - Discuss students’ experiences of pilgrimage

Read Voiels page 90 - Why Hindus go on pilgrimage

List main reasons in exercise books

Focus on the following places of pilgrimage: the Ganges, Ayodhya, Varanasi and
Vrindavan.
Read Voiels pages 92-93 for general overview.

For more detail on the River Ganges read chapter 1 pages 7-10 of Pilgrimages
textbook.

For more detail on Varanasi read chapter 1 pages 11-16 of Pilgrimages textbook

Copy map of pilgrimage sites on page 7.

Summarise the significance of key sites using notes on separate sheet.

Read Voiels pages 93-94 - What do Hindus do on pilgrimage?

Additional resources:
   Fact sheets on Ayodhya, Puri, Varanasi and Vrindavan from The Heart of
   Hinduism CD Rom
   Video 134 – Pilgrimage to Hardwar
   Video 150 – Kum Mehla 2000

Classwork/Homework

1. Why do Hindus go on pilgrimage?
2. Explain the importance of the Ganges as a pilgrimage site.
3. Using the index in your text books and other resources find out why the following
   places are considered sacred by Hindus: Vrindavan, Varanasi and Ayodhya.
4. What might Hindus do on pilgrimage?


End of unit assessment – GCSE examination question




Last updated August 2005
      Hinduism M4 – Living the Hindu life

The nature, meaning and significance of the 4 ashramas – 1
week

The significance of samskars – 2 weeks

Paths to moksha – 1 week

The importance of truthfulness, non-attachment and ahimsa – 1
week
               M4 - Living the Hindu life

In this unit we will study the following:

   The nature, meaning and significance of the 4 ashramas
    (traditional stages in life):

        o   Brahmachrya
        o   Grihastha
        o   Vanaprastha
        o   Sannyasa

   Key rites of passage (samskars)

        o Naming ceremonies
        o Sacred thread
        o Cremation

   Paths to Moksha

   The importance of truthfulness, non-attachment and
    ahimsa
     Hinduism Section M4 – Living the Hindu life

1. The nature, meaning and significance of the 4 ashramas
Ask students to list what they consider to be the key stages in human life.
Which is the worst/best? Why?
Do any of the stages carry particular responsibilities?


Hand out ashrama illustrated worksheet with 4 boxes. As each stage is covered
complete the worksheet.

Read Voiels page 10 on Brahmacharyi or student stage

Read page 11 on Grihasta or householder stage

Read page 12 on Vanaprastha or retirement stafe

Read page 12 on Sannyasin or renunciation stage


Classwork/Homework:

Brahmachryi - What are the advantages/disadvantages to the traditional student stage?
Grihastha – Would you want to change any of the duties traditionally associated with
this stage? Do you agree that marriage should be a sacred duty?
Vanaprastha – How is old age for Hindus different from old age for many people in
the West?
Sannyasa – What difficulties might someone face on entering this stage? Is it worth
all the sacrifices?


Quick assessment: Learn the correct spelling, definition and main duties of each
ashrama.

2. Samskars – Naming ceremonies, Sacred thread and
Cremation
Discuss with students their experience of rites of passage.

Read Voiels pages 13-14 as an introduction to samskars

Classwork/Homework:
Explain the importance of the samskars..

Read Voiels page 14-15 on naming ceremonies. Summarise main points in exercise
books.
Read Voiels page 16-17 on the sacred thread ceremony

Classwork/Homework:
Explain the meaning of the Sacred Thread ceremony.
Summarise what happens in the ceremony.

Read Voiels pages 19-20 on cremation

DVD 33 Programme 3

Classwork/Homework
Write an outline of Hindu death rites.
Do you think the rituals for the dead help the family with their grief, or make the
situation more difficult to bear?

Additional resource: Video 108 – The family in Hinduism

Quick assessment: Learn the correct spelling, definition and main features of each
samskar.

3. Paths to Moksha
Read Voiels page 51.

Handout worksheet with diagram showing samsara, karma, paths of yoga, moksha.
(Original in Hinduism - A pictorial guide) Complete with students.

Students to summarise the 4 paths to moksha in exercise books.

4. The importance of truthfulness, non-attachment and ahimsa
Have a general discussion on the importance of these principles. Refer back to sanatan
dharma. Particular reference may be made to the following topics from the textbook:

      Sacred cow – Voiels page 87
      Abortion – Voiels page 83
      War & peace – Voiels page 99
      Gandhi – Voiels page 101 (Use clips from 3rd year video)
      Environment – Voiels pages 84
      Vegetarianism – Voiels page 88

Create a spidergram to identify these key principles. Students to write an essay on the
importance of these principles as an extended homework task.

End of unit assessment – GCSE examination question


Last updated August 2005

				
DOCUMENT INFO
Shared By:
Categories:
Tags:
Stats:
views:63
posted:4/20/2010
language:English
pages:19