SCHOOL FOR CONTEMPORARY AND ISLAMIC LEARNING

Lesson Plan (Social Studies)

Subject: Social Studies Grade: VI Week: 28, LP (1-2) Date: 20th – 24th Feb, 23
History
Unit Title 7: Topic: Time Duration: 80 mins
Ancient religions of the o Ancient religions of the
subcontinent. o Subcontinent
Pg. 70-73 o Hinduism
o Jainism
Student Learning Outcome (SLO):
• Explain the importance of reincarnation and the caste system in Vedic religion.
• Assess how far Jainism challenged the power of the Brahmin cast.
Islamic Perspective:
“But those who are faithless and deny Our signs, they shall be the inmates of the Fire and they
shall remain in it
forever” (Q 2:39)
Muslim first kalma is LA ILAHA ILLALLAH, MUHAMMADAR RASULULLAH
Translation: “There is none worthy of worship except Allah and Muhammad is the messenger of
Allah.”

Assessment criteria:
Verbal Discussion, written work , an activity

Materials/Resources:
text book, board, world map,
Skills:
Listening, speaking, reading, writing, critical thinking skills etc.
Key Vocabulary:
Enthusiastically, Missionaries, Invasions, Hinduism, temple, treasury, reincarnation, caste
system, Jainism, vegetarianism,
Methodology:
Warm up: (Time:5 min)
The lesson will begin with IP.
• The teacher will begin the lesson by initiating discussion based on their prior knowledge.
➢ Without asking students who is right and who is wrong, get them to talk about
the idea of religion.
➢ What are some common aspects of religion?
➢ What characteristics do religions have that are different?
• Students’ responses will be taken and the teacher introduce the topic further.
Demonstration & Explanation: (Time:35 min)

• In continuation of the warm up, the students will do the following activity.
• Activity:
✓ The teacher will write the word ‘Influence’ on the board.
✓ Ask the students in pairs to give synonyms for this word.
✓ Words like power, authority, position, effect, impact, etc.
✓ Ask the students what factors can make a person influential?
 • Their answers might be = wealth, gender, social class, age, occupation, talent, religious
position, status in a family, etc.
• The teacher will further explain them that apart from personal qualities and wealth, religion
influence the lives of people as a community and society.
• They could make a note of their ideas before reading pages 70–71.
• The students will do silent reading of pg. 70-71 followed by discussion and key points.
• Teacher will draw a web on the board and will elicit about the information they read in the
textbook.

Terracotta Figurines
and Vedas, Aryans
Origin

Hinduism

Temples Baths

• Class discussion will be done by taking responses from the students and listing them down
on the board in the form of web
• Further points to be discussed will be:
➢ Padmanabha
➢ Temples (belonging to the god and gods who live there.)
➢ Treasury (remain untouched and forever forbidden)
➢ Indus valley civilization
➢ Terracotta Figurines of goddesses and evidence of the sacrifice of animals.
➢ Figures on seals
➢ Rig Veda, source of information about Aryans.
➢ Brahmin Priests wrote commentaries on Vedas.
➢ Mahabharata, Ramayana
➢ Vedic religion
➢ Reincarnation
• Students will take class notes
• The teacher will consolidate by explaining :
✓ that the Hinduism is the oldest religion on the subcontinent.
✓ the Vedic culture of the Aryans influenced the development of Hinduism.

• Similarly students will do Silent reading of page 72 and 73 followed by explanation and
discussion along with key points.
• The students should look at the illustration of the cycle of reincarnation on page 72.
• The teacher will explain that it shows how one form of life can take on another form in the
next life. (a touch upon incarnation)
 • Activity:
➢ The teacher will lead a discussion by dividing class into two groups.
➢ The emphasis on doing good deeds and bad deeds to determine the next life in the
cycle of reincarnation.
• The teacher will point out that the concept of good and bad is fundamental to all religions.
✓ What is different in the case of belief in reincarnation is that it is believed that the
birth of a person into a certain caste is determined by his or her deeds in the
previous life.
✓ It was for this reason that people belonging to lower castes became unhappy and
frustrated about their social status.
✓ no matter what they did in their current life, their fate was determined by what they
had done in their previous life (over which they literally had no control)
• Consolidation by the Teacher.
✓ Immortal souls.
✓ Beliefs of reborn according to good and bad deeds.
✓ Islamic teachings about afterlife (Islam teaches that there is life after death, and this is
known as Akhirah .
✓ In Islam, it is Allah who decides when a person dies and most Muslims believe that when
they die, they will stay in their graves until Yawm al-din , the Day of Judgement .)
✓ Brahmins and Untouchables.
✓ Start of Jainism
✓ Features of Jainism
Guided practice: (Time: 20 min )
Written work:
Assessment Pg. 78
Q3.
Q3: In what ways did Jainism challenge Brahmin power?
Support points:
Jainism claimed that Vedic rites and ceremonies had become too elaborate and expensive.
It undermined belief in the Vedic gods
Taught that the behavior of Brahmins was not pure or holy enough to justify their status.
Jains tried to demonstrate greater virtue, strict moral code and practices.

Wrap up: (Time: 5 min)

Exit Slip:
Each student will tell one fact about the topics they have studied.

Homework:
Assessment Pg. 78,
Q 1-2

Self -Evaluation*:

Post Lesson Reflection: