Teaching Team: Elena Propst, Hayes Ewald,  Lesson Topic/Title: Social Inequality in India  

Jennifer Lopez, Avery Kells, Olivia Heinze    

   
   
  Date(s): 5/4/16
Subject Area/Grade Level: 
India’s culture 6 & 8 graders

Objectives/Standards (refer to specific TEKS): 

(3) Reading/Comprehension of Literary Text. Students analyze, make inferences and draw conclusions about
theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to
support their understanding. Students are expected to:
(A) infer the implicit theme of a work of ​Nectar in a Sieve​, distinguishing theme from the topic
(B) analyze the function of stylistic elements in traditional and classical literature from various cultures

(2) History. The student understands the influences of individuals and groups from various cultures on Indian
culture, historically and contemporary.
(B) evaluate the social, economic, and cultural contributions of individuals and groups from various
societies(colonizers and religious leaders), past and present.
 
(E) analyze the similarities and differences among various world societies
(19) Culture. The student understands the relationships among religion, philosophy, and culture. The student is
expected to:
(A) explain the relationship among religious ideas, philosophical ideas, and cultures

 
 
 
 
 
Essential Learnings (What do you want the students to learn about your culture?) 
 
 
We want them to learn about the social inequalities that people face in India. We also want them to learn 
about the causes and effects of inequality that plague India specifically gender inequality and the modern day 
social caste system. We want them have a taste of Indian culture.
Activities:   
   
What will the students be doing? Create a step by step list  What will the teachers be doing? How will 
of activities that will appeal to a variety of learners:  you check for understanding or assess 
  learning? 
• Students will be working on warm-up for 3 minutes   
• Students will asked to share warmup  • Introduce ourselves 
• Students will be given a brief intro to India and the subjects  • Explain TFAD 
that will be covered  • Assign warm-up; monitor students while they 
There will be six stations; Each will be 5 minutes with 30 sec  are working on the warm-up 
transition  • Have the students share 
Station 1: Food  • Introduce india and the stations 
-Eat traditional Indian food  Station 1: Food 
-Discuss ingredients  -serve traditional Indian food 
-Read excerpt from ​Nectar in a Sieve  -tell the students the ingredients and have 
-Analyze the text  them discuss them. 
-Discuss the excerpt  -share a couple of statistics about food in 
  India 
Station 2: Gender Inequality   -Have students read excerpt 
-watch movie clip from ​Water  -Discuss the excerpt with students 
- fill in the blank   
-Fill out venn diagram comparing treatment of women in USA  Station2: 
and India  -Talk about Gender inequality and give 
  statistics  
-show movie clip to students (start at 8:25) 
Station 3: World Lit. Studies  -have a quick group discussion on what these 
-Analyzing 1 or 2 quotes from our book (Nectar in a Sieve)  show about gender inequality  
-Analyzing a poem and discuss different literary devices used.   -have them fill out venn diagram   
   
Station 4: Social Studies  Station 3: World Lit. Studies  
-view map of india  -Read out loud from the passage and share 
-View cultural photographs  most of the plot with them.  
-discuss imperialism and colonialism  - Read out loud from the poem (I am a woman 
-create a timeline of important historical events  in India by chandi singh) . Then discuss the 
  background and symbolism.   
Station 5: Caste System   
-​ Discuss caste systems in india in the early 20th century    
- Discuss caste systems in india now  Station 4: Social Studies 
-match up the house to the caste, Game  -Will show and explain maps  
  -WIll show and explain cultural images 
  -Will explain topics of Imperialism and 
  consumerism 
-​at the end of class, play kahoot over what they learned   -Will tell about important historical events 
   
  Station 5: Caste System 
  - ​will be reading and pointing things out in 
  packet to help students understand content 
  -ask questions to help them understand  
  -explain game 
   
  -​Close the lesson; put on Kahoot 
   
 
Interdisciplinary Connections: (What part of your lesson involves English? What types of activities relate 
to Social Studies?) 
 
english: ​Film analysis, excerpt from story analysis, poem analysis and writing prompt for warm-up  
 
 
Social studies: ​Food, cultural connection between USA and India, Caste system 
 

Levels of Thinking in Lesson:  Closure: 

  Closing with class discussion on​ w
​ hat they​ l​ earned, 
_____ Knowledge (Remember)    and the Kahoot. 
_____ Comprehension (Understand)  
_____ Application   
__X__ Analysis  
_____ Evaluation (Critique) 
__X__ Synthesis (Create) 

Teaching Team Roles and Responsibilities: (Who will teach which aspect of the lesson? What is each 
person responsible for preparing/bringing/researching/creating?) 
 
Opener/closer of lesson: Elena, Olivia, Jennifer 
 
Station1-Food: Jennifer 
Responsible for: planning station, creating activity, bring/make traditional foods from india 
 
Station2-Gender Inequality: Elena 
Responsible for: planning station, creating activity, research statistics on gender inequality, make food   
 
Station3-World Lit. Studies: Avery 
Responsible for: planning station, Dissecting a quote about caste system/gender inequality, watch a clip 
involving the social inequalities, follow up with discussion questions after the clip. 
 
Station4-Social Studies: Olivia 
Responsible for: planning station, creating activity 
 
Station5-Caste system: Hayes 
Responsible for: planning station, creating activity, planning game