Unit #2
October 10th
Students will have a work day to catch up on their assignments which are due next week. Tomorrow we will be starting Unit 3.
October 9th (club day - short day)
The class will go over the various ways that Hindus can find salvation. Students get into groups and answer set of questions. Discuss the answers as a class. They will then have time to work on their Sacred Rite Assignment. Finish up interviews.
October 8th
The class will start by looking at the Linear and Cyclic views of life. Discuss. Next students watch the brief video on Hinduism and make notes. The teacher will then review the video with the students and discuss the important concepts in the video: Samsara / reincarnation; maya; moksha; Atman; Brahman; and karma. The class will create Success Criteria for the activity. The class will have time to work on their Sacred Rites assignment. While they are doing their Sacred Rites Assignment, they will be called up to talk about their Learning Skills and Work Habits video with the teacher.
October 7th (exam day 3- short day)
The class will start by creating Success Criteria on the previous day's lesson. Next the class will discuss what they think cultural identity and religious expression means to them. Then the class will look at the SlideShow: Culture VS Religion. When finished the class will need to read The Royal Canadian Mounted Police and answer the questions. If time, students can work on a project of their choice.
Ganesha
October 4th
The class will be introduced to and discuss Polytheism. The class will then look at the idea of polytheism in Hinduism by looking at two readings: The Riddle of God and Ganesha. Using The Riddle of God, the class will see how Hinduism could be considered a monotheistic religion. After the class will discuss what they think of when they think of polytheistic religions. They will then read about Ganesha and answer the questions. Discuss the answers. When finished, students can work on their Sacred Rites assignment. While they are doing their Sacred Rites Assignment, they will be called out to talk about their Learning Skills and Work Habits with the teacher.
October 3rd
The class will make Success Criteria about the Central Tenet of Hinduism discussed yesterday. Then using the prezi and two readings (Main & Secondary) students need to fill in an organizer about the Caste System. They should also add notes on additional information from either reading. They will have one hour of class time to work on this. The class will then review the Caste System by making the Success Criteria for the lesson. When finished, students can work on one of their projects.
October 2nd (short day - club day)
The class will use the Success Criteria from yesterday to review Hinduism. Next the class will look at the Agunah Sources so that they have an idea of the format of reference notes expected, the amount of reference notes needed for a Level 3, and cross referencing. Then students will create a list of people who have influenced or taught them a lesson about life. The class will discuss how this topic is related to Hinduism. Then the teacher will introduce the Hindu Caste System using a prezi. When finished, the class will have work time.
HRT3m Hyms 2024.mp4October 1st
Students will then need their map from the other day for the next activity. The teacher will go over the map and explain how the different parts of the map impacted the development of the Hindu religion. The teacher will talk about the Aryan invasion and how that impacted certain aspects in Hinduism like the caste system, the different types of Hinduism (north, south), the polytheistic nature of the religion; as well as the importance of the Himalayan Mountains, Indus River and the Ganges River in the development of Hindu beliefs and practices. The class will then create Success Criteria for this activity. Check to see if you understood the lesson today by completing the Hinduism wevideo activity. If you are able to answer this easily, you have mastered the learning goals and success criteria for this lesson. If you can answer some, you should review the lesson again. If you can't answer anything, you should ask questions of your classmates and myself.
After students can have time to work their Sacred Rite Assignment.
September 30th
The class will start by having 15 to 20 minutes to practice their hymn. After the groups will present their songs to the class.
Next individuals put down everything that they know or think that they know about Hinduism in a K.W.L organizer. They will share with a partner and then the class. Students add extra information that they did not know. The class will then write a map of the Indian subcontinent. They will be required to complete B.O.L.T.S.S for the map. Students will be required to add certain physical and political aspects of the Indian continent. (the Himalayan Mountains, Ganges River, Indus River, Cities: Calcutta, Mumbai (Bombay), Bangalore, and Pondicherry). Students can use the mapping resources found below to help them place the aspects in the correct location
When finished, students can work on their Sacred Rites or their Final Bibliography and Questions projects.
September 27th
Students will complete Success Criteria for the Amesha Spentas. Next students will go and complete the Edpuzzle exercise on Hinduism (found in Google Classroom). When finished, students will be able to work on their hymn.
September 26th
The class will finish up the last two Amesha Spentas. Students can copy the short reading below to finish up the lesson.
Even though Zoroastrians consider themselves believers of one god they do believe that their god has many god-like beings that help in his fight against the evil spirit called Ahriman. There are seven divine beings that are seen as the most powerful of these helpers. They are called the Amesha Spentas. One way to look at them is to think of them as being similar to Christian archangel.
The name of the lower "gods" were Yazata and were also considered to be beings of worship. Some of the more powerful Yazata are: Mithra (the god of light and order, sometimes referred to as the son of Ahuramazda), Mah (angel of justice and last judgment as well as righteousness), and Vata (responsible for wind).
Students will create success criteria for the activity. The class will then discuss two questions: REASONING WITH EVIDENCE: Claim Support Question Why do you think that religions including both Zoroastrianism and Christianity have helpers for their one deity? Do you believe that these religions are true monotheistic ones? Students will then be given the 101 Names of Ahuramazda. The class will be put into groups. The groups will be responsible for creating a Zoroastrianism hymn based on criteria (5 English translation of the names of Ahura Mazda, 3 qualities of Ahura Mazda, 2 Amesha Spentas and some of their qualities, , 2 ideas of their cosmology, & 3 forms of worship) given to them. The hymns need to be ready to present on Monday. Here are some examples from previous years.
Hymn examples
September 25th (short day)
Students will review hymns and prayers (what are they and why they may be effective tools for religions.) This is looking at religion through the theological approach.
Students will be introduced to the Sacred Rites Assignment. Students can view the rubric here. The class will look at how to create Research Notes.
Next the class will view the prezi, Amesha Spentas, and use the information to fill in the organizer. Students will need to create a chart with a title, Amesha Spentas; made of 5 columns and 8 rows; across the first row should be the subtitles from left to right: Amesha Spentas, English Translation, Personification, Dedicated to, Daevas (opposite / enemy).
September 24th
The class will make Success Criteria on the scriptures exercise. Next the class will discuss what they think are some of the roles of hymns and prayers (practices / forms of worship) in religion. Then students will listen to a hymn and a prayer. Discuss how these can impact believers, what tenets do they convey, what teachings? Then the class will discuss what approach of studying religion is it when you study the religion through their hymns and prayers. Students can use the study of religion page to help them answer the question.
Students will then do an activity based on Avesta hymns to find out about Zoroastrian views on emotions conveyed, good qualities, cosmology, and types of worship.(theological approach). ORGANIZERS.
September 21st (open day - short day)
The class will have time to work on one of their projects as I will be away for the majority of the class doing the Open Day Presentation.
September 20th
The class will do a Think, Pair, Share exercise on what they think a deity looks like, acts and powers. Does your picture look like this? Discuss as a class. The class will then discuss the idea of monotheism. How can Zoroastrianism claim do be a monotheistic religion, if they believe in dualism? Discuss as a class. Create Success Criteria for the activity.
The class will next discuss scriptures and what do they think will learn from scriptures. The class will then look at the scriptures of Zoroastrianism below and as a class go over parts of them to see how the scriptures reinforce one of the main tenets of Zoroastrianism that we studied the other day and other information about the religion.
The class will go over the Elements of our Case Study together. Students will have time to go work on their bibliography and research questions for their final. They can review the three types of questions: factual, causal, and comparative, here: three types of questions.
September 19th
The class will be introduced to the Jainism self-study section of this unit. Some things they can concentrate on when they are going through the reading are:
What are the central tenets? e.g. Atomism Be able to explain them NOT just name them.
What are some of the practices of the religion? e.g. Sallekhana Be able to explain them NOT just name them.
What are some of symbols? What do they mean?
Who are some of the important figures? What did they do?
What are some of the sects? How do they differ from each other?
What is your image of a deity? What does 'it' look like?
They will create Success Criteria for the Zoroastrianism activity from yesterday. The class will use the Success Criteria to review Zoroastrianism. .Then class will take a quick quiz on Zoroastrianism. The class will be introduced to the idea of using the bottom up method(s) to proofread their work. Read backwards by word & then sentences. The students will then be introduced to the deity of Zoroastrianism, Ahura Mazda, through a proof reading exercise. The class will discuss what they learnt about Ahura Mazda from the proof reading exercise.
Students can then have the rest of the period to work on their Final project.
September 18th
We will start Unit #2. To start with the class will come up with a definition of good and evil. Next they will discuss what these definitions mean for the idea of a deity. The students will then be introduced to Zoroastrianism with a short reading. Discuss. (historical approach) Students can find out more about Zoroastrianism at the following web page:
BBC: Religions: Zoroastrianism
A few videos to help you understand Zoroastrianism are found at the bottom of this lesson.
The club will discuss the theological study of religion.
They will then be introduced to the Jainism self-study section of this unit. Some things they can concentrate on when they are going through the reading are:
What are the central tenets? e.g. Atomism Be able to explain them NOT just name them.
What are some of the practices of the religion? e.g. Sallekhana Be able to explain them NOT just name them.
What are some of symbols? What do they mean?
Who are some of the important figures? What did they do?
What are some of the sects? How do they differ from each other? .
October 11th (club day - short class)
The class will start by getting into small groups. In the small groups, they will discuss the following questions. They should record their answers.
Will they get married in the future?
When do they think they will get married?
Would you consider marrying someone from a different culture, religion or with a different first language? Explain
How will you determine your partner?
Will you allow your parents to help you choose your partner? Why, why not?
Would you allow your parents to determine your partner without asking you?
The class will then get back together and discuss their answers. The teacher will introduce Arranged Marriages. Discuss as class. Students then need to read Exploring Issues: Arranged Marriages and answer the questions. When finished, they can work on their hymn for Monday.
Groups
Group 1 - Shunsuke, Yoshiharu, Anna, Riku, Samantha, Thomas
Group 2 - Haku, Isaac, Riana, Kai, Neo, Minami
Group 3 - Yuga, Shingo, Kasumi, KaiYin, Doris, Sho
Group 4 -
Group 5 -
Link to the Ahuramazda reading Ahura Mazda,
January 28th (exam day 3 - short class)
The class will do a short lesson on Symbolism in Christianity for the field trip on Friday.
January 29th
The class will continue to work on the Symbolism in Christianity. The class will then be introduced to the assignment for the field trip. The class will next go over the various ways that Hindus can find salvation. Students get into groups and answer set of questions. Discuss the answers as a class. When finished, they can study for their test.
February 1st
The class will go on a field trip to the art museum.
February 5th
The class will have time to work on their Religious Recipe Assignment. While they are doing this, the last couple of student interviews will be completed.