Miss Cameron/ World History/????

I. TOPIC:
Introduce the India’s caste system.

II. OBJECTIVES/ STANDARDS:

Use charts, discussion, and group work TSWBAT to locate, define, and describe members and
implications of India’s caste system in order to present briefly to the class to teacher’s
satisfaction
6.3 WB, 6.4 WC, 7.3 WA
III. TEACHING PROCEDURES:
Set:
A. Direct students to the Sidney Poitier quote projected the SmartBoard.
B. Ask Background Probe: Who has encountered the caste system in a history class before?
How did it impact Indian society?
C. Have students use prior knowledge to fill out “Caste Pyramid” worksheet to gauge prior
knowledge.
D1-
A. Direct students to the PowerPoint on The Caste System
B. Slide One: What is the Caste System? Ask students how they feel the caste system
would impact daily life in India
C. Continue through slide show, describing each caste and its function
i. Brahmins

-Embodiment of purity

-Priests, teachers, judges

-Literate

-Often lived in temples

-Had no contact with lower castes

ii. Khsatriyas
-Ran the government
-Made everyday decisions about the
government
-Could be overthrown by Brahims
iii. Vaishyas
-Skilled merchants and famers
-Could have local government positions
-Employed Sudras
iv. Sudras
-Unskilled workers
-Worked for Vaishyas
-Attracted to Islam
v. Untouchables
-Outcasts
 Miss Cameron/ World History/????

-5th class in society

-Jobs that exposed them to disease and
pollution
-Unable to speak to anyone outside their class
-“Filthy”
-Forbidden to enter churches, schools,
wells,etc.

IP1:

A. TPS- Quiz a Partner: Have students name and define each caste.

D2-

A. Divide students into 5 pre-assigned groups, pairing advanced students with struggling
students, have them sit together
B. Have one student from each group sign out a laptop from the laptop cart
C. Assign each group a caste:
Group One: Brahmins
Group Two: Khsatriyas
Group Three: Vaishyas
Group Four: Shudras
Group Five: Untouchables

IP2:

A. Using computers, have each group of students independently research the role of
different caste systems. Suggested Websites:
http://www.mrdowling.com/612-caste.html
http://www.friesian.com/caste.htm
http://ngm.nationalgeographic.com/ngm/0306/feature1/

B. Have students take notes on their finding to present to the class

C. Have each group come to the front of the class and give a brief description of their caste

IP2:

A. Pass out a new hole punched “Caste Pyramid” worksheet for the students to fill out
B. Have them place the correct copy in their Notes Binder

D4:

A. Spilt the room into 2 sections down the center, have one student be the score keeper on the
wipe board in the front of the room
B. Have each section pick a team name
C. Project “Rags to Riches” game on the SmartBoard
 Miss Cameron/ World History/????

http://www.quia.com/rr/10103.html
D. The teams will compete against each other the win the most points, whoever raises their
hand first will be called on
E. The team with the most points at the end of the game will receive 2 bonus points on the
next exam

GP1:

A. Ask students about how the caste system would have affected the daily life of Indian citizens
B. Ask students if they can think of an example of something that occurred in American history
that was similar to the caste system. (Segregation)

Closure: Have students do a brief journal entry as an exit slip about the caste that they became an
‘’expert” on, have them write from the prospective of someone living in that particular
caste. Students will turn this in and receive 5 pts. Graded on completion.

IV: MATERIALS:

2 copies of “Caste Pyramid” Worksheet (one hole punched) for each student, laptops,
SmartBoard, Notes Binder, Journal, Caste System Power Point, wipe board, markers

V: ADAPTIONS/PLAN MODIFICATIONS:

Do not face the board for student with HI

Repeat things for student with HI

Make sure that students with vision problems are sitting in the front

Make a set of guided notes for the HI student

Have an interrupter present for HI student

VI: EVALUATION:

1) Formative- student’s respond to reflection questions, presentation in front of the class,

background probe “Caste Pyramid” chart
2) Summative- Students have the ability to earn bonus points by winning “Rags to Riches”,
there will be a chapter quiz and a unit test

VII: REFLECTION:

1) Did the background probe enable the majority of students to recall information on previous
history lessons on the caste system? Were students engaged and actively participating in
group work and “Rags to Riches?,” Did students seem to get more out of the lecture, group
work, or the game? Did the game seem to reinforce what was taught for the students?
 Miss Cameron/ World History/????

2) Did I structure my lesson in a way that appealed to all learning styles? Did I adequately
describe each caste and its function? Did I spend enough time on each caste? Did I allow
enough time for students to ask questions? t