year 4 unit b1 living as a hindu - fronter home - itslearning -...

Unit Y4 B1: Living as a Hindu © 2007 Enfield SACRE

YEAR 4 Unit B1 – Living as a Hindu Teacher's note:

This unit is part of a scheme of work designed to deliver the Agreed Syllabus. It has been written by a joint Hackney & Enfield curriculum development group. The teaching objectives and learning outcomes are based on Agreed Syllabus level descriptions which are nationally agreed. Teaching and learning activities plan for the two attainment targets for religious education - learning about and learning from religion. The

planning promotes the spiritual, moral, social and cultural development of all pupils whether or not they are from a religious tradition. On the right of this page is the full KS2 Hinduism programme of study from the Agreed Syllabus. The material picked out in bold features in this unit. Within each unit some of the content picked out in bold is a

major focus, other content is a minor focus. A minor focus, and material alluded to by the teacher in one unit, will normally be revisited more fully in other units during the key stage. Model individual, paired, group and whole class activities and tasks are included in the planning which teachers will need to adapt and differentiate to meet pupil needs

Enfield Agreed Syllabus 2007 - KS2 Hinduism programme of study: make connections between stories about eg Krishna and Rama, and the Hindu belief that God

descends to earth when evil threatens to overcome good make connections between Hindu stories (eg Krishna and Sudarma, Krishna dancing with the gopis)

and belief in a personal, devotional relationship between God and the individual make connections between Hindu belief in one God and the diverse forms in which God is worshipped

eg Krishna, Rama, Lakshmi, Ganesha make connections between service (seva) to others and devotion to God make connections between Hinduism and other religions in relation to, for example, teachings about loving

God and a responsibility to care for others, which motivate individuals, communities and Hindu aid

agencies (eg Sewa International) make connections between the existence of well-established Hindu communities in Britain and the building of

traditionally-designed mandirs in London and other cities make connections between devotion to God and how this is expressed in worship in the Hindu home

and mandir eg puja, arti, prashad make connections between the belief that God is in everyone and everything and the implications for

how Hindus should live their lives make connections between the themes of Hindu narratives about the gods and the parallel

experiences for humans trying to live a good life eg the struggles to overcome evil in the Ramayana,

Ganesha helping to overcome obstacles Teaching and learning should involve pupils in developing the skill of: using specialist vocabulary in communicating their knowledge and understanding of Hindu beliefs,

teachings, practices and symbols Teaching and learning should involve pupils in using and interpreting: a range of sources including the Hindu scriptures, stories from the Hindu tradition, murtis, the mandir,

artefacts, pictures and symbols, songs and music, festival food; the media and ICT/the internet, to gain knowledge and understanding of Hindu beliefs, teachings and practices

Unit Y4 B1: Living as a Hindu © 2002 Hackney/Enfield SACRE

LEARNING OBJECTIVES TEACHING ACTIVITIES LEARNING OUTCOMES POINTS TO NOTE Children should learn: Children: that Hindus believe that God is in everything and everyone to reflect on the different aspects of their own character about the Hindu idea of God in many forms

SESSION 1 Whole class: Show the BBC video: Pathways of Belief- Hinduism, Programme 1.God – One God, Many Aspects. Stop after Anuj’s father has tasted the salty water and he has explained that Hindus believe “there is One Supreme God too vast to see, so the many Hindu gods give them a glimpse of the One. God is in everything in living things and in us and always with you.” What do we see Anuj doing at the beginning of the video? Why does Anuj say he goes to the dancing classes? Anuj tells us he is many different people in one day. Who are some of those people? How can he is all of these things and still be Anuj? (Because he is different things for different people). The teacher gives examples of the different people s/he is in a day. (eg I am…the teacher. I am…the friend. I am…the car driver etc) What sort of different people are you in one day? When Anuj asked his Dad to chose the glass of water without salt in, he picked the wrong glass. Why do you think that was? How do you think this shows Hindus that God is everywhere? As Anuj says: Hindus believe “there is One Supreme God too big to see, so the many Hindu gods give them a glimpse of the One. God is in everything in living things and in us and always with you but can’t always be seen.” The class agrees a simple way of saying this and the teacher records it on the board/flipchart. Individual activity: Have prepared a little folded paper booklet. Inside on one half, children list some of their many roles eg I am …the daughter. I am ….the sister. I am … the friend. I am …the pupil etc. I am all these things and I am still one person …… On the other half children copy the definition of Hindu belief in One God and many forms which they agreed earlier.

use a Hindu analogy to show awareness of the Hindu belief that God is in everything show understanding of the idea that one person has many characteristics make links between the idea that one person has many characteristics and the Hindu belief that One God has many forms

Teacher Note: Names of some Hindu gods (eg Ganesha, Rama, Ravana) are written with a final 'a' which is not sounded eg written 'Ganesha', pronounced 'Ganesh' Resources: Video: Pathways of Belief- Hinduism, (Programme 1.God – One God, Many Aspects) Publisher: BBC Schools


LEARNING OBJECTIVES TEACHING ACTIVITIES LEARNING OUTCOMES POINTS TO NOTE Children should learn: Children: about some of the ways that Hindus show devotion to God that actions in worship often have symbolic meanings many Hindu families set aside a place and time in the home for worshipping God

SESSION 2 Whole class: Return to the BBC video: Pathways of Belief- Hinduism, Programme 1.God – One God, Many Aspects from the point where it was stopped last lesson. Stop after the explanation of puja and the sharing of blessed food. This is immediately before Anuj starts to tell us about the festival of Janamashtami. What are some of the things people do to show that a visitor is welcome to their home? What are some of the things Anuj’s family do to show how special God is in their home? (the family has a shrine devoted to God, they

welcome God with food as they would a guest, they put a mark on the figure of God and on themselves to show respect). What do the family do with the food after they have offered it to God? Can you think of another time when people say thank you to God for food, offer food to God and then share food with others? (eg Christian Harvest Festival, Sikh langar etc) Hindus use all their senses (sight, sound, touch, taste, smell) in worship. What are some of the ways you noticed? (sight: the bright colours, flowers, murtis – or ‘image’ of the deities; sound: chanting of Om, ringing of a bell, reciting of prayers; touch: cleaning, dressing and caring for the murtis, receiving God’s blessings in the arti flame; taste: sharing the blessed food; smell: the sweet incense and flowers) What does Anuj say Hindus ask in their prayers? (Hindus pray first to Ganesha to take away anything getting in the way of their prayers; they pray to God to remove the bad things in their lives and to strengthen the good in them; they ask for Gods blessing.) Paired activity: Children label a picture of a Hindu shrine, explaining how each of the artefacts is used and what they symbolise. Bearing in mind any sensitivities, one group using their labelled pictures for reference, set up a classroom-display shrine and label the artefacts as before.

describe some of the usual features of a shrine in a Hindu home and explain their meanings describe how the actions of puja show Hindu devotion to God

Resources: Video: Pathways of Belief- Hinduism, (Programme 1.God – One God, Many Aspects) Publisher: BBC Schools Artefacts: Puja set - bell, spoon, incense holder and incense sticks, diva, pots for water and offerings of flowers and fruit, arti lamp, kum kum Murtis – Ganesha, Krishna Key vocabulary: Puja Om Murti Arti shrine


LEARNING OBJECTIVES TEACHING ACTIVITIES LEARNING OUTCOMES POINTS TO NOTE Children should learn: Children: there is symbolic meaning in murtis which reflects Hindu belief about God that Ganesha is that aspect of God which helps Hindus overcome obstacles that people give and receive help in overcoming obstacles in their lives

SESSION 3 Whole class: In the video we have been watching, Anuj explains that the many different Hindu gods teach Hindus about the One God. He told us that Ganesha teaches Hindus how wise God is. Show the Folens poster or murti of Ganesha. This is a picture of Ganesha. Explain that for Hindus Ganesha is very special and so all the class must treat the picture with respect. Introduce the term 'murti' - a figure used to help Hindus think about God when they worship. In the video, Anuj said Hindus pray to Ganesha to help them take away anything getting in the way of their prayers. Ganesha is sometimes called the remover of obstacles. What do you think makes Ganesha good at removing obstacles? When do you think are some of the times Hindus might turn to Ganesha for help? What things do you find are obstacles? Discuss a wide range of physical, emotional and spiritual obstacles eg lack of skill, fears, lack of confidence Think about the beginning of a new school day. What obstacles might you meet? What could be done about them? Why do you think that?

Focus on how obstacles might be overcome especially with the help of others. This reflects the Hindu belief that Ganesha will not necessarily remove the obstacle but might provide a believer with the power to overcome it. Individual activity: On a sheet of paper folded into two, children write down things they see as obstacles they would like help in 'sorting out' or 'removing'. And on the other half, what might help them to overcome the problems themselves.

identify characteristics of Ganesha and the Hindu beliefs about God these reflect reflect on obstacles in life and ways of overcoming them consider how Hindus may turn to God in the form of Ganesha and who they themselves turn to for help in overcoming obstacles

Resources: Poster of Ganesha from Poster Pack: Folens Primary RE 5-7, Publisher: Folens ISBN: F418X


LEARNING OBJECTIVES TEACHING ACTIVITIES LEARNING OUTCOMES POINTS TO NOTE Children should learn: Children: about some of the ways that Hindus show devotion to God in the mandir that actions in worship often have symbolic meanings Hindus believe Krishna is an avatar of God

SESSION 4 Remind the class that the last time they watched this video they heard about Anuj’s family worship – puja – at home. Then in the last lesson we learnt about Ganesha and why Hindus begin their puja with Ganesha. In the next clip of video we are going to see worship – puja – in the mandir, Hindu temple. Return to the BBC video: Pathways of Belief- Hinduism, Programme 1.God – One God, Many Aspects from the point where it was stopped in session 2 (at the end of puja in Anuj’s home). Show the rest of the video. What are some of the different ways in which Hindus offer worship to God? (ringing the bell at the temple as worship begins, offerings of food – usually fruit or sweets, singing, dancing, rocking Krishna’s cradle, arti) In the story of the birth of Krishna what signs show Hindus that he was no ordinary child? (Krishna was rescued, the sea parted for him) What do Hindus believe Krishna was like as a little boy? (fun-loving, mischievous, charming) Anuj says that he wants to be as loving as Krishna and as wise as Ganesh. How do you think this makes a difference to how Anuj lives his life? At the end of the video Anuj said that Krishna is a very loveable god who returns the love that Hindus show him. In the next lesson we will hear another story which teaches Hindus about how loving Krishna is.

describe how the actions of puja show Hindu devotion to God describe what is involved in Hindu worship in a mandir

Resources: Video: Pathways of Belief- Hinduism, (Programme 1.God – One God, Many Aspects) Publisher: BBC Schools


LEARNING OBJECTIVES TEACHING ACTIVITIES LEARNING OUTCOMES POINTS TO NOTE Children should learn: Children: Hindus believe Krishna is an avatar of God Krishna shows Hindus how to love God and how God loves them

SESSION 5 Whole class: At the end of the video we have been watching, Anuj said that Krishna is a very loveable god who returns the love that Hindus show him. In this lesson we will hear another story which teaches Hindus about how loving Krishna is. Children take parts and read aloud the script of the story of Krishna and Sudama. Why did Sudama take the puffed rice to his friend? Who do we give things to? Why? How can we show love if we can’t buy presents? Why couldn't Sudama tell Krishna what was worrying him? How did Krishna know what the problem was even without being told? Do you sometimes know that someone is unhappy or worried even without them telling you? How? This story about Krishna helps Hindus understand how God loves them. How? How do you think Hindus believe that God knows what is troubling people? How should Hindus love God? What sort of things can they do to show this? Paired activity: Krishna is a model or example for Hindus of the way to love others and to love God. Children use the script of Krishna and Sudama to build up a ‘character sketch’ of Krishna. They should draw on the text to exemplify their statements.

identify characteristics of Krishna and the Hindu beliefs about God these reflect reflect on their own experiences of giving as an act of showing love

Resources: Script of Krishna and Sudarma The story of Krishna and Sudarma is an important one for Hindus. It teaches amongst other things that:

• A friend is neither rich nor poor. Krishna showed that a true friend realises when someone needs help and shows kindness without expecting anything in return.

• One of the divine attributes is God the True Friend. Hindus believe that God is their most trusted friend who will never let them down.

• Sudarma was poor but he his gift to Krishna was precious because it was food and he had little of that. Hindus believe that they should offer their best to God.

• Krishna is a very loveable god who returns the love that Hindus show him


LEARNING OBJECTIVES TEACHING ACTIVITIES LEARNING OUTCOMES POINTS TO NOTE Children should learn: Children: the festival of Raksha Bandhan reminds Hindus of the importance of the family giving and receiving can be a way of showing love and valuing friendship

SESSION 6 Whole class: Show the C4 video Water (Hinduism) from the Stop, Look, Listen series: Water, Moon, Candle, Tree and Sword. Which of the murtis did you recognise in the shrines at the mandir or in Vansheeka’s home? (Ganesha, Rama and Sita, Hanuman, Krishna and Radha) Vansheeka says that the murtis are different ways of showing God. Which is her favourite? (Hanuman) Can you remember the name of the festival when Hindus tell the story of how Rama rescued Sita with Hanuman’s help? (Divali) What is Vansheeka making to give to her brother? (a rakhi, decorating a tray for puja, a card). What is the festival called when sisters give brothers a rakhi? What does Vansheeka do and give to her brother on Raksha Bandhan? (mark on the forehead to show love and respect, a prayer, ties a rakhi around his wrist, puts a sweet in his mouth to make him sweet!) What does Vansheeka pray for as she ties the rakhi? (“Dear bhai – brother - may you forever have happiness, love, health, wealth and a special place for your dear sisters in your heart. God bless you and may all your dreams come true.”) Group activity: Make a poster to explain what happens at Raksha Bandhan and how this shows the importance Hindus give to developing love between brothers and sisters. Extension activity: Using Vansheeka’s prayer as a model, write a hope or prayer (as appropriate) for a brother/sister/friend.

describe what happens in a Hindu family at Raksha Bandhan and explain its significance reflect on how they value relationships with family and friends in the light of what they’ve learnt about Raksha Bandhan

Resources: Video: Stop, Look, Listen - Water, Moon, Candle, Tree and Sword. (Programme 1. Water) Publisher: C4 Schools Artefacts: Rakhis (available from Articles of Faith) Raksha Bandhan – ‘raksha’ meaning ‘protection’ & ‘bandhan’ meaning ‘to tie’

Rachel Bowerman & Karl D’Cruz Page 1

Information for Teachers: HINDU WORSHIP IN THE HOME

Hindus believe in One God (Brahman), worshipped in many forms because Brahman is too great for the human being to comprehend. Most Hindus recognise three aspects to Brahman: Brahma the Creator, Vishnu the Preserver and Shiva the Destroyer. Sometimes this trinity is referred to as Generator, Operator and Destroyer – spelling G-O-D. All three aspects are necessary to maintain balance and continuity in the universe. Hindus explain this concept of One God in many forms using the analogy of the prism. One beam of light refracted through a prism reveals that light is made up of a spectrum of many colours. Thus One God, many aspects. When the world is in danger of being overcome by evil, God descends to earth as an avatar (incarnation). Some of these forms of God, for example Rama and Krishna, will be seen in the shrine, both in the Hindu home and the mandir (temple). For Hindus the home is central to religious life and worship. Usually there is a shrine, a place for worship and prayer. The shrine may simply be a shelf or a cupboard displaying pictures or murtis of various deities, especially those revered by the family. These images, whether plastic, brass or marble are beautiful to the believer because through worship they become invested with presence of God. The shrine may also contain symbols - such as the lingam, which represents the creative energy of Shiva, the swastika and the Om sign – and perhaps a sacred text.

In the home, when offering puja, the worshipper acts as host. God is treated as an honoured guest, invited in and given the best hospitality and reverence that the family can offer. Puja is the worship of God through various offerings such as incense, flowers, fruits, light and mantras (a sacred verse or word used in prayer). Many things may be in the heart of the person offering puja. S/he may be praying for family or friends, asking for a blessing or for good health or


thanking God for answering a prayer. S/he may be offering praise and worship through sheer devotion, because God is worthy of it. Puja may be elaborate or simple and vary according to the region and family tradition. However the Bhagavad Gita offers Hindus this explanation of the nature of puja:

If anyone gives me with devotion a leaf, a flower, a fruit or water, I accept that gift devotedly given from the giver who gives himself.

This quotation from Hindu scripture indicates that through the act of puja the worshipper is in fact offering her/himself to God, showing reverence and asking for God’s blessing. Through pranama – bowing, kneeling or prostrating before the deity – and namaskara – offering the greeting ‘namaste’ – believers offer reverence and humility. These actions and gestures embody the believers intention of surrendering the self, body and mind, to God by involving the whole person. Prior to puja, incense sticks and lamps may be lit. The fragrance is offered to the murtis and then to members of the family. The murtis are anointed with kum kum, sandalwood and haldi and guests may be given tilaks (a mark on the forehead) too as a sign of wishing them well. The shrine and murtis are decorated with flowers and offerings are made of fruit, nuts and perhaps a selection of the food to be eaten at the family meal. This is a way of thanking God and sanctifying God’s bounty. Worshippers might sing a prayer, devotional song or mantra. Worship therefore involves sight, sound, smell and taste: all of the human senses. Often the puja will continue with the arti ceremony. The lights of the arti lamp - reflections of God’s own light and purity – are offered to the deities and also to family and friends. Devotees pass their hands over the flames and bring God’s blessings to themselves. At the end of puja, the blessed food, prashad, (sacred or sanctified food) is shared.

On the puja tray are some of the artefacts which are used in Hindu worship.


Bell to let God know that worship is to begin

Diva lamp with five openings. Ghee (clarified butter) is used to keep cotton wicks burning while prayers are being said

Incense stick holder

Spoon for giving water or milk after it has been offered to God

Container for haldi which is purifying

and cleansing and so may be offered to God

Rachel Bowerman & Karl D’Cruz

HINDU WORSHIP IN THE HOME Here is a picture of a shrine in a Hindu home. Hindus welcome God into their home. Label 3 things Hindus offer to show God is welcome. Hindus welcome God with.....

Label 3 things which Hindus offer to God to show they are offering themselves. Explain how some of the objects offered in worship use sight, smell, sound, touch or taste. To show that they love God with all their mind and body Hindus offer.... because.....


THE STORY OF KRISHNA & SUDAMA

Narrator 1: Krishna and Sudama had been friends many years ago when they were at school. Since then, Krishna had become lord of the kingdom and lived in a fine palace with Princess Rukmini. His friend Sudama was a poor man and lived a very simple life with his wife, Sushila and their children.

Narrator 2: Sushila could not bear to see her children hungry and cold. So she begged

her husband to visit his old friend, Krishna. Sudama: I will go and see Krishna but I cannot ask for anything. Sushila: Even a visit to Lord Krishna will bless us. (To herself): Lord Krishna will understand. My husband need not even ask. Narrator 3: Sudama and his wife knew that he must take Krishna a present. But they

were so poor. What could he take that would be worthy of Lord Krishna? Narrator 4: Then Sudama’s wife remembered that Krishna loved puffed rice. (Sushila wraps up a small parcel of puffed rice)

Narrator 5: So Sudama set off and his journey was such an interesting one that he soon

came to Lord Krishna’s palace. Narrator 6: He walked through room after room until he found Krishna and Rukmini.

Krishna was so pleased to see his old friend. Krishna: Oh, Sudama, you have come to see me at last. What’s wrong? Are you ill? Sudama: No, just tired. I’ve been walking for miles and my feet are blistered. Narrator 5: Krishna washed his friend’s tired feet. The palace guards wondered what

good deed Sudama had done to deserve such a welcome from Krishna. Krishna: I’d like you to meet my wife, Rukmini. (To Rukmini): This is Sudama. You know, the boy I was at school with. Rukmini: My husband has told me a lot about you and you are very welcome. Krishna: I want to hear all about your life since we last met, old friend. Have you a

family and have they come with you? (Sudama sits down and as he does, he drops a parcel onto the floor).

Sudama: Yes. I have a wife called Sushila and six children. They are at home. Rukmini: Sudama, you’ve dropped this. Is it important? Sudama: It was a present for you and Krishna but it’s all squashed now. (To himself): How can I give such a small gift to someone who has everything?


Narrator 6: Krishna knew that Sudama was ashamed to give him the parcel. Krishna: The poorest of gifts given to me with love is dearer to me than the richest of

gifts given without love. (Krishna opens the parcel) Uum! Puffed rice! My favourite. You couldn’t have given me

anything better. Rukmini: Don’t eat it all Krishna. Save some for me! Krishna: How did you know that we love puffed rice? Sushila: It was really Sushila’s idea. Krishna: There’s so much I want to hear about but you must rest first. Narrator 7: Sudama spent the night in the palace and the next day he set off home. Krishna (smiling secretly): Don’t forget us Sudama, when you get back home. Narrator 8: As Sudama walked home he thought about Krishna. Sudama: It was so good to see my old friend again. He was pleased to see me, he

showed me great hospitality! But why couldn’t I tell him how things really are – how Sushila and the children are cold and hungry?

Narrator 9: When Sudama got home he saw that his little house had been knocked

down and a big new palace had been built. Sudama: Oh Sushila. I’ve let you die. I was too afraid to ask Krishna for help.

Narrator 10(Sudama knocks): He hardly recognised his wife and children in their new

clothes. Sudama: How well you look and where did you get those beautiful clothes? Sushila: Where do you think I got them? From you, of course! Well from the money

Krishna sent. Sudama: Krishna sent you money? Sushila: Yes! You must have told Krishna everything for him to help us in this way

and build us this beautiful palace. Sudama: I asked for nothing. Krishna showed me such love and kindness. But I

couldn’t ask for anything. But Krishna knows all that is in our minds. Thank you Krishna!

Narrator11: And so Sudama and his wife and children never forgot the kindness of

Krishna and talked all the time about what a good friend he was.

year 4 unit b1 living as a hindu - fronter home - itslearning -...

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