Lesson Plan

(integrated approach)

Pupil teacher’s Name: ARUSHI BHATIA

Topic: DEVOTIONAL PATHS TO THE DIVINE
VII
Class:
Sub topic: THE IDEA OF SUPREME GOD
Subject: SOCIAL SCIENCE
Duration: 40 MINUTES
Date: 09.11.21 (offline)

 Subject skills-
1. Explanation skills
2. Classification skills
3. Observation skills

 Integration with other subjects-

a) English-
The students will learn new words and build their vocabulary like Bhakti,
salvation, devotion, divine, doctrine etc.
* General Objectives/Learning Outcomes:

 highlight the major religious ideas and practices that began during this
period
 understand how Kabir challenged formal religions
 illustrate how traditions preserved in texts and oral traditions are used to
reconstruct history.

 Specific Objectives:
Students will be able to-
I. Cognitive Domain

Knowledge:
- Identify various religious groups and movements.
- Recognize the

Understanding:
- Compare the religious ideas of various groups.

Application:
- Relate the religious ideas of that time with today.
HOTS:
II. Affective Domain
-ANALYZE THE RELIGIOUS IDEAS AND THE MESSAGE
THEY SPREAD

III. Psychomotor Domain

1.Mark the religious formed in both north and south India on a
map.
Content Enrichment:

 Methods/Approaches used:
-Integrated Approach
- Discussion Method
  Teaching Learning Resources used:

 Concept Map:

 PREVIOUS KNOWLEDGE ASSUMED-

It is assumed that the
 Instructional Process:
TEACHING PUPIL-TEACHER ACTIVITY STUDENT’S ACTIVITY
POINTS
(5 minutes) SET INDUCTION- The students will listen
The pupil teacher will ask the following carefully and then respond-
questions-
Yes / No
2. Do you believe in God?

3. Any particular God that Mixed Responses

you believe or associate
with?
Mixed Responses
4. What are your ways of
showing devotion towards
God?
 5. Do you know how the Problematic Question
people in medieval India
showed devotion?

Announcement of the Topic:

The pupil teacher will then announce- Students, today we will learn about the
various religious ideas followed by the people during medieval times. We will
study chapter- Devotional Paths to the Divine.

TEACHING PUPIL-TEACHER’S ACTIVITY STUDE

POINTS NTS’
ACTIVI
TY
THE IDEA
OF The pupil teacher will explain- The
SUPREME students
GOD  Before the 7th century, Buddhist, Jain, and other will
(7-8 minutes) faiths in the Indian sub-continent believed that all are
observe
carefully
equal and all have the right to live and to become free.
and
 Before the formation of empires, people respond
worshipped different gods and goddesses, but as per
as kingdoms grew into empires, the idea that all living their
things pass through cycles of birth, rebirth, observati
and karma became widely accepted. ons.
 One of the beliefs that developed from the 7th
century onwards was that human beings are not equal,
not even at birth, and social privileges are for those
who are born in a higher caste.
 Many people did not believe in
this idea and turned to Buddhism or Jainism, where
the path to salvation lay through personal effort.
 Other people followed the idea of a supreme Students
god, where salvation (nirvana, moksha, freedom from will take
birth and death) could notes.
be achieved through devotion to one God (bhakti), and
this is advised in the Bhagavadgita.
 Shiva, Vishnu, and Durga became supreme
deities, and their myths and legends became a
part of Puranic stories.
 The Puranas introduced methods of worship in local
cults, and said that all devotees could get the
blessings of the gods, regardless of their caste.
NAYANARS  Between the 7th and the 9th centuries, there was an The
AND emergence of new religious movements students
ALVARS led by Nayanars  (saints devoted to Shiva) will listen
(7-8 minutes) carefully
and Alvars  (saints devoted to Vishnu),
and try to
who came from all castes, including those considered understan
'untouchables', such as the Pulaiyar and the Panars. d the
 They detested Buddhists and Jains and preached that  concept.
love for Shiva and Vishnu was the
path to salvation. They believed in
the ideals of love and heroism from
the Sangam literature and mixed them with values of
bhakti.
 Nayanars and Alvars
wandered from place to place and composed unique
poems and music in praise of their deities.
 Between the tenth and the twelfth centuries, the
Chola and Pandya kings built splendid temples around
the shrines  visited by these saint-poets.
 Their poems were compiled and
their hagiographies (religious
biographies)  were composed, and even today, they
are sources of history for modern researchers .

PHILOSOPH
Y AND Shankara
BHAKTI
(10 minutes)  Shankara,  born  in  Kerala  in the  eighth century,  was a
very influential thinker of India. Students
 He was an advocate of Advaita  or the doctrine of the will take
oneness of the human soul and the Supreme Soul which notes.
is formless and is the Ultimate Reality.
 He advised people to give up worldly things because
they are an illusion or maya, and to follow the path of
knowledge because it is the true path of salvation.

Ramanuja 

 He was born in Tamil Nadu in the eleventh century, and

he was highly influenced by the philosophy of
the Alvars.
 He thought that the path to salvation was through
intense devotion to Lord Vishnu because the grace of
the Lord helps devotees  attain permanent
 bliss (freedom and happiness).
 He also
suggested the theory of Vishishadvaita  or qualified
oneness which says that even if a soul unites with
the Supreme Soul, it remains distinct and under the
blessing of the Supreme Soul. This ideology inspired a
new form of bhakti in northern India.

Basavan  The Tamil bhakti movement and temple worship came Students

na's together to create the Virashaiva will
Virashai movement that began in Karnataka in the mid-twelfth observe
vism century. carefully.
 It was initiated by Basavanna  and
other virashaivas such as Allama
Prabhu and Akkamahadevi. Students
They fought for the equality of all human will take
beings and against the Brahmanical notes.
ideas of caste and poor treatment of women.
 They were also against religious rituals and idol
worship.

 Recapitulation and Assessment:

- Recap will be done questions in between and assessment
will be based on student’s responses and participation.

 Extension of Learning Experience/Home task:

q.1 Who were the Nayanars and the Alvars and what did they
preach?
Q.2 Write a short note on shankara and his teachings?

 Miniature of Teacher-Learning Resources:

 Miniature of Black board: