Unit of Instruction

AUM & Advaita: An Introduction to

Nonduality
1.Unit Goals
After this unit of instruction (three hour-long lessons, one day a week),
learners should be able to discuss, interpret, write about, and create projects
related to the philosophical concept of nonduality/nondifference (advaita in
Sanskrit, meaning not two)the idea that all is one and there is a single
universal truth or reality, manifested in many names and many forms. A word
and symbol for that oneness in Hinduism and Buddhism is OM, or A-U-M.
This unit is part of an ongoing comparative religion course for young people
(K-12). It fits into the long-range goals of the course by explaining one of the
central concepts of Advaita Vedanta, a branch of Hinduism, which is just one
of the major religionsalong with Judaism, Christianity, Islam, Buddhism, and
othersstudied and compared in the course. Goals of the course as a whole
are parallel to goals for this unitto be able to discuss, interpret, write about,
and create projects related to concepts within and across religions. The
ultimate purpose of the course is for students to recognize and understand
the fundamental similarities across different faiths from different parts of the
world.

2.How Goals Relate to Instructional Framework

This instruction situates in a private learning environment that is not
associated with any larger curriculum or learning system. Hour-long classes
meet once a week. Although not affiliated with any religious organization,
one might describe the program as an alternative Sunday School. The
curriculum could be implemented by parents independently or adopted by a
group of interested individuals.

There are no state standards for such a program, although many English
Language Arts Common Core State Standards would apply to the learning
objectives of this instruction.

3.Characteristics of Learners
This unitand the course as a wholeis intended for students who might not
otherwise receive instruction in various religions. As this topic is banned in
public schools, there is a need for instruction in some other context in order
to provide a cultural and literary basis for key concepts and mythology from
religious texts. Traditional Sunday Schools and programs run by religious
communities tend to teach about just one religion. This course provides a
well-rounded education in diverse religions without bias toward any one in
particular.
Students could be from any walk of life. One commonality would be having
open-minded parents. It may be that the instruction serves a social as well as
cognitive need for students by bringing them together to talk about ideas
that they may otherwise not have the opportunity to express.
This unit is appropriate for all school-age youth, ranging from kindergarten
through Grade 12. While students in high school will likely generate a deeper
understanding of the philosophical concepts taught, elementary students will
learn and comprehend at their own level. It cant be known in advance what
will click or connect with individual students. The instruction will be
presented in a respectful way that breaks concepts into their most basic
elements without insulting any student with babyish language or
methodology.

4.Students Present Level of Performance and

Knowledge
Students do not need a previous foundation in religious studies, but it is not
detrimental to have one. In a group setting, this prior knowledge could
contribute depth to class discussions, as long as every student maintains an
open mind and tolerance of diverse viewpoints and beliefs.
Students should have basic literacy, but older students can help younger
students with reading content they do not understand. Most instruction and
discussion will be oral and visual, although students may be asked to read
something online or write on a topic. They will not be evaluated against one
another, and their skills and knowledge will be considered individually
relative to their age and ability. Students should have basic computer skills,
and it will be beneficial for them to have the ability to conduct research
online, recognize and use credible sources, and draw examples from their
own lives. In a group setting, older students will have the opportunity to
utilize their prior skills and knowledge to help younger students.

5.Classroom Layout and Grouping of Students

Classes could take place in the students home, with a parent or guardian as
the teacher, or in a group setting. If there are enough interested people living
in the same area, classes could meet in a yoga studio while parents have the
option of attending a yoga class in the same building.
A studio in Colorado whose owner has expressed interest in such a class is a
potential location. The studio has two well-lit smaller rooms with doors
branching off of the back of the main yoga room. Students could meet in one
of these rooms and sit in a circle on the hard-wood floor on yoga mats,
bolsters, meditation pillowswhatever makes them comfortable. The teacher
would be part of the same circle and could use a laptop and projector to
display visuals.
Most instruction will be whole class, but students could be divided into small
groups by age (for example, elementary and middle/high school) if a project
warrants it. They could also be given the opportunity to work in same-skilllevel pairs for a project, or a younger and older student could partner in a
mentoring scenario.

6.Introductory Procedures
The unit and its goals are introduced at the start of the first lesson, using the
ARCS (Attention, Relevance, Confidence, Satisfaction) motivational
strategies. The students will already have some idea of what to expect from a
mention of this new unit at the end of the previous lesson. The unit
introduction will clearly outline the content of each of the three lessons and
each lessons learning goals. Goals will be explained in a way that is familiar
to students from previous lessons.

7.Materials and Media

There will be one teacher for this unit, either a parent/guardian in the
students home or any person interested in teaching in a classroom setting.
The teacher does not need to be an expert in comparative religions, just
someone with an open mind, interest in the content, communication skills,
and rapport with kids. Guest experts could be brought in, perhaps from a
local Hindu or Buddhist templeor even just a member of one of those
religious communities. Guest speakers will be encouraged in every unit in
order to give students more perspectives and a real-world connection.
The teacher will work from a website that provides all instructional content
needed to teach the course, including lesson plans for each of the three
lessons. All instructional resources and links are provided on this site, in
addition to suggestions for projects and extension activities.

In a classroom setting, the teacher will need either a computer lab, devices
that students bring, or a way to project the websites graphic visuals (see #8
below), related videos, and other information for all students to see clearly. A
laptop, speakers, and a projector are recommended. An Internet connection
is required wherever the instruction situates and will be used for research as
well as for teachers and students to share and discuss via a secure online
forum. It may be possible to have students bring their own devices, but the
instruction does not make that assumption.

8.Graphic Visuals
Instruction for this unit includes the following nine static graphic visuals,
organized here in order of appearance in the lessons:
Presented in All Lessons
1. Three-leaved shamrocka visual illustrating Saint Patricks explanation
of the trinity using a three-leaved shamrock; although there are three
distinct leaves, they are all the same plant; this visual ties each lesson
in the unit together
Presented in Lesson 1
2. Four quarters equal a dollara visual of four quarters, or something
composed of four quarters, demonstrating how those four separate
parts constitute a whole
3. Step-by-step illustration of how four quarters equal a dollarprovided
to both reinforce the concept of parts=whole and to guide students in
creating their own graphic
4. Atman is Brahman/That art Thoua visual showing the concept that
the true individual self or soul (Atman) is actually one with the
absolute reality (Brahman), which is everywhere and inside each living
being.
Presented in Lesson 2
5. Watermelon labeled in three different languagesa visual to illustrate
the story of three children who all wanted to buy the same thing (a
watermelon) but argued about it because they were calling the fruit by
different names and did not realize their goal was the same.
6. The blind men and the elephanta visual showing how blind men
touching various parts of an elephant thought that the thing they were
touching was all sort of different things, including a rope, a tree trunk,
a horn, a snake, etc.

7. A visual of an elephant with a monkey swinging from its tail and a man
leaning against its legthe man and the monkey will be shown first,
cropped out of the big picture to demonstrate how a part taken out of
context of the whole can be easily confused (as a man leaning against
a tree trunk and a monkey swinging from a vine).
Presented in Lesson 3
8. Art, Utterances, and Musica visual breaking the Sanskrit symbol OM,
composed of three sounds (A-U-M), into three concepts that are
expressions of the highest reality and the essence of the Goddess
Sarasvati
9. Hindu and Christian trinitya visual showing how the Christian and
Hindu trinities are parallel, differing only in name (Father/Brahma,
Son/Vishnu, and Holy Ghost/Shiva) and appearance (how these
characters are portrayed in art), and demonstrating that the three
make up the whole, as a triangle is made up of three sides

9.Assessment and Evaluation of Learner

Understanding
Formative assessment begins with a survey at the start of the unit to gauge
students prior understanding of the concept of nonduality. At the start of
each subsequent lesson in the unit, there will be a review/check for
understanding to see what students remember, as well as an opportunity for
students to ask questions or discuss related thoughts that arose in the time
between lessons.
There is plenty of time and opportunity for informal evaluation in each lesson
through class discussion and individual reflection. There will also be an online
forum where students and the teacher can discuss, share, and inquire
outside of class.
Formal assessment will come in the form of the project at the end of the
lesson, and the criteria will be simply that the student followed the direction
given. Although no score will be assessed, the successful completion of the
project will indicate that the learning objective has been met. At the end of
each lesson there will also be an opportunity for an extension activity, and
remediation suggestions are provided in each lesson plan.
During the final lesson in the unit, students will demonstrate understanding
through a formal evaluation and closing survey, which will serve as the
summative assessment and inform future implementations.

10. How Assessments Relate to Outcomes in Goals

Through the survey, reviews/checks for understanding, ongoing discussions,

and project-based learning outlined in #9, learners will demonstrate the
outcomes in the unit goalsdiscussing, interpreting, writing about, and
creating projects related to the philosophical concept of
nonduality/nondifference. It is hoped that learners will relate this concept to
something in their own lives as a result of this instruction.