Instruction and Management Plan

1) The unit was designed in a logical fashion. We began with the

oldest belief system, Hinduism. We then stayed with the eastern
beliefs and moved on to Buddhism, an offshoot of Hinduism. After this,
we moved westward and began with the oldest western belief system,
Judaism. Chronologically, Christianity, an offshoot of Judaism, was then
the next belief system to be studied. Islam, also an offshoot of Judaism
but younger, was the next and final topic of study in this unit.
2) This unit is entirely cohesive as we learned about major modern
belief systems, dedicating each lesson to one of the 5 major beliefs.
An introductory and closing day was spent discussing the belief
systems as a whole. In order to maintain this cohesiveness the same
content standard was used for each lesson plan. Similar standards
were used for each lesson in regards to 21st century skill as well as
literacy and numeracy. The unit essential question align with the topic
studied discussing either the impact of belief systems as a whole upon
modern society or of their impacts autonomous from one another.
Each lesson ties into both the previous lesson and the lesson to come,
ultimately culminating in students understanding the
interconnectedness of these belief systems and their impacts upon the
modern world.
3) The unit is relevant because students will use this knowledge in
their daily lives, as they are part of an ever increasingly global culture
in which these belief systems hold dominion. These belief systems
have a huge impact on the lives of people all over the globe. Many
students practice one of these belief systems, but all have been
impacted by them. Having in-depth and extensive content knowledge
of these beliefs systems help students to understand the historic
origins of these beliefs systems as well as how they were able to
maintain relevance and prestige over the years. In order for students
to truly achieve the goals, objective, and standards for this unit a high
level grasp of content is necessary. Without the content there is no
context for the value of this unit.
4) My objectives are aligned with all of the standards and skills.
Content, Literacy and numeracy, and 21 century skills standards have
all been considered and adhered to in each step of the development of
this unit. The integration of technology, simulations, as well as
interactive and engaging lessons help to strengthen the relevance and
retention of material within the unit.
5) Several different models of teaching were used throughout this unit.
Some of these models include, but are not limited to, direct instruction,

independent practice, cooperative learning, peer teach, group

discussion.