TGC Fellow Unit Template *

Prepared by: Ms. Suzie Q Teacher School/Location: Queens, NY The School of Scholarship PS 38
Subject: Comparative Religion Grade: 10 Unit Title: The Religious Divide
Time Needed: Four – Five Weeks
Unit Summary: Students will be learning about major religious groups, religious conflicts and religious themes. Specifically they will
be researching the partition of India and Pakistan and the impact that has on young people today. They will address their own
perceptions of religion and stereotypes about Pakistan and India.
Stage 1 Desired Results
ESTABLISHED GOALS: Transfer
Students will be able to independently use their learning to…(real world purpose)
G1. Describe major ethnic and religious groups T1. Investigate the world beyond their immediate environment.
in various countries in Asia and Europe. T2. Recognize Perspectives.
G2. Research and build knowledge. T3. Communicate ideas effectively with a diverse audience.
G3. Produce and distribute writing with
evidence supporting a claim. Meaning
G4. Explain the causes and effects of the UNDERSTANDINGS ESSENTIAL QUESTIONS
partition of the Indian subcontinent into India Students will understand that…
and Pakistan in 1947. E1. What characteristics do various world
U1. Religious differences are a major factor in religions share?
GLOBAL COMPETENCY: global conflicts throughout history.
Communicate Ideas U2. Members of different cultures have E2. What effects does the partition of India
Weigh Perspectives different perspectives, but can share common and Pakistan have today?
ideology.
RESOURCES:
History Project Acquisition
http://www.thehistoryproject.org Students will know… (Content) Students will be able to… (Skills)

K1. Specific beliefs and traditions of two world
religions.
K2. The causes and effects of partitions of the
Indian Subcontinent.
K3. Similarities between major world religions.
S1. Analyzing various sources.
S2. Crafting a research question.
S3. Raising awareness about a global issue
with thoughtful and globally engaged
language.
 Stage 2 - Evidence
Assessment Evaluation Criteria (Learning Target or Student Will Be Able To)
Assessments FOR Learning: (ex: kwl chart,
exit ticket, observation, draft, rehearsal) 1. Growth of knowledge on KWL chart.
2. Thorough research methods gathering evidence.
_ KWL Chart: World Religions 3. Collaborative listening skills.
_ Research Expert Texts/Websites on Pakistan 4. Demonstrated knowledge of the effects of the partition of the Indian Subcontinent.
and India 5. Detailed and informative editing following outlined criteria.
_ Observation of Group Work
_ Draft of Letter from Pakistani or Indian
Student
_ Editor Role Play

Assessment OF Learning: (ex: performance

task, project, final paper) 1. Content addressing at least two different perspectives on India and Pakistan, the
history or the partition and the effects it has today.
_ RAFT letter 2. Organized letter format with correct spelling and grammar.
Role- Pakistani or Indian Student 3. Thoughtful and creative voice.
Audience-American Student
Format- Letter
Topic- Address the stereotypes that exist
about Pakistan and/or India and explain the
history and culture.

Stage 3 – Learning Plan

Summary of Key Learning Events and Instruction ( Make this a useful outline or summary of your unit, your daily lesson plans will be separate)

Week One: Students will be introduced to five major world religions; they will identify their own perspective on religion, sacred spaces and world
religions.

Week Two: Students will understand the connection between religion and conflict. Specifically they will research the India and Pakistani partition;
its causes and effects. They will use various media sources such as newspaper articles, online journals and the history project website.

Week Three: Students will collect evidence for their RAFT letters and write the first draft.
Week Four: Students will edit RAFT letters in partner groups and write final drafts.

Week Five: Students will present RAFT letters to classmates or a larger audience if appropriate. (There is potential to turn this into an awareness
raising project within your school across classes or grades)

*adapted from Understanding by Design Model