Miss Cameron/ World History/????

I.
II.

III.

TOPIC:
Introduce the Indias caste system.
OBJECTIVES/ STANDARDS:
Use charts, discussion, and group work TSWBAT to locate, define, and
describe members and implications of Indias caste system in order to
present briefly to the class to teachers satisfaction
6.3 WB, 6.4 WC, 7.3 WA
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.
D1A. 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.

iii.

iv.

v.

Khsatriyas
-Ran the government
-Made everyday decisions about the
government
-Could be overthrown by Brahims
Vaishyas
-Skilled merchants and famers
-Could have local government
positions
-Employed Sudras
Sudras
-Unskilled workers
-Worked for Vaishyas
-Attracted to Islam
Untouchables
-Outcasts
-5th class in society
-Jobs that exposed them to disease
and pollution

Miss Cameron/ World History/????

-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.
D2A. 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
http://www.quia.com/rr/10103.html

Miss Cameron/ World History/????

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- students 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