Module 1 - The Bhagavad Gita: An Individual Battle

HUMANITIES PART I – UNIT 2

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Module 1 - The Bhagavad Gita: An Individual Battle

LIST OF CONTENTS

Information Sheet

Section 1: What Task and Standards?

Teaching Task

Common Core State Standards

Reading Standards for Informational / Explanatory Tasks

Speaking and Listening Standards

Writing Standards for Informational / Explanatory Tasks

Content Standards from State or District

Speaking and Listening Rubric

Writing Rubric for Informational / Explanatory Tasks

Section 2: What Skills?

Skill Cluster Overview

Section 3: What Instruction?

Instructional Ladder

Skill Cluster 1: Preparation for Module

Skill Cluster 2: Reading Process

Skill Cluster 3: Dialogue Process

Skill Cluster 3: Transition to Writing

Skill Cluster 4: Writing Process

Materials, References and Supports

Teacher Work Section

Module Appendix

Seminar Plan

Text

Vocabulary List

Seminar

Speaking and Listening Checklist



Module 1 - The Bhagavad Gita: An Individual Battle (continued)

FOR INFORMATIONAL / EXPLANATORY

Information Sheet

Module Title (Title should Include text title and key ideas)

The Bhagavad Gita: An Individual Battle

Module Description (Overview to state course subject, key ideas, text, written product and audience)

As part of the Humanities Course Part I, this module is focused on the The Bhagavad Gita a seminal writing from India. Students will read two segments from two different translations and write a comparison of the way that concentration is explained.

Template Task (The writing assignment with blanks; include number, type, level)

Collection 2, Task 23: [Insert optional question] After reading ________ (literature or informational texts), write ________ (an essay, report, or substitute) that compares ________ (content). Support your discussion with evidence from your research (Informational or Explanatory/Comparison)

Teaching Task (FIll in the blanks and be sure there is a clear connection between the question, task and text)

• How does one master one’s self?• After reading segments from The Bhagavad Gita, write a

speech to your peers that explains what the two translations say about self-discipline. Support your discussion with evidence from the texts.

Big Ideas, Values (see Ideas and Values list on page 19 in the Paideia Course Manual)

•Conflict• Individual• Perspective

Grade(s)/Level 9-10

Discipline(e.g., ELA, science, history, other?)

Humanities

Course Humanities

Author(s) Laura Billings, Terry Roberts

Contact Information • [email protected]• [email protected]




Section 1: What Tasks and Standards?

TEACHING TASK

Teaching Task (Before finalizing, draft your own response to text and revise)

• How does one master one’s self?• After reading segments from The Bhagavad Gita, write a

speech to your peers that explains what the two translations say about self-discipline. Support your discussion with evidence from the texts.

Reading Texts (See Paideia Text Rubric on page 20 in the Paideia Course Manual for text selection rubric; provide text title here and include link to exact version or whole text in Appendix)

Two segments from The Bhagavad Gita:• Chapter 4, 19• Chapter 6, 19-29

(both in Appendix)

Background to Share with Students(Justify why it is important for students to read and study this text)

The Bhagavad Gita is India’s most important gift to the world and gives instruction for individual peace and consciousness. It is part of a larger work and like The Iliad it may have been based on true events occurring around 1,000 BC. It can an be seen as anallegoryandthebattlefieldisactualthehumanbeingwithgood and bad tendencies.

Extension (Note the written product, the audience and how the audience might respond)

In a peace jam (reader’s workshop) format, students will deliver their speeches to each other. After each sppech, students will complete a short feedback form.




COMMON CORE STATE STANDARDS (refer to grade level standards)Reading Standards vary by module type.

Section 1: What Tasks and Standards? (continued)

READING STANDARDS for INFORMATIONAL / EXPLANATORY

“Built-in” Reading Standards

“When Appropriate” Reading Standards

1. Read closely to determine what the text says explicitly and to make logical inferences from it;citespecifictextualevidencewhenwritingorspeaking to support conclusions drawn from the text.

3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

5. Analyze the structure of texts, including how specificsentences,paragraphs,andlargerpor-tions of the text (e.g., section, chapter, scene, or stanza) relate to each other and the whole.

4. Interpret words and phrases as they are used in a text, including determining technical, connota-tive,andfigurativemeanings,andanalyzehowspecificwordchoicesshapemeaningortone.

7. Integrate and evaluate content presented in di-verse formats and media, including visually and quantitatively, as well as in words.

6. Assess how point of view or purpose shapes the content and style of a text.

8. Delineate and evaluate the argument and spe-cificclaimsinatext,includingthevalidityofthereasoningaswellastherelevanceandsufficien-cy of the evidence.

10. Read and comprehend complex literary and in-formationaltextsindependentlyandproficiently.

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.




COMMON CORE STATE STANDARDS (refer to grade level standards)Speaking and Listening Standards are the same for all three module types.


SPEAKING AND LISTENING STANDARDS

for ALL MODULE TYPES

“Built-in” Speaking and Listening Standards

“When Appropriate” Speaking and Listening Standards

1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and express-ing their own clearly and persuasively.

2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

4. Presentinformation,findings,andsupportingevidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

6. Adapt speech to a variety of contexts and com-municative tasks, demonstrating command of formal English when indicated or appropriate.

5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.




COMMON CORE STATE STANDARDS (refer to grade level standards)Writing Standards vary by module type.


WRITING STANDARDS for INFORMATIONAL / EXPLANATORY

“Built-in” Writing Standards

“When Appropriate” Writing Standards

2. Write informational/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoningandrelevantandsufficientevidence.

4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

9. Draw evidence from literary or informational textstosupportanalysis,reflection,andresearch.

7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

10. Write routinely over extended time frames (time forresearch,reflection,andrevision)andshortertime frames (a single sitting or a day or two) for a range of tasks, purposes, and audience.

8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.





CONTENT STANDARDS from STATE OR DISTRICT

Standards Source:

NUMBER CONTENT STANDARDS




SPEAKING AND LISTENING RUBRIC

This is the same for all three module types.


SCORING ELEMENTS

Not Yet Approaches Expectations /Meets Expectations Adanced

1 1.5 2 2.5 3

Attention • Does not look at the person speaking.

• Occasionally turns and talks to person sitting nearby while another person is speaking.

• Looks at the person speaking during most of the discussion.

• Rarely talks while another is speaking.

• Looks at the person speaking during the discussion.

• Does not talk while another is speaking.

Engagement • Does not take notes related to the ideas being discussed.

• Occasionally takes notes related to the ideas being discussed.

• Gives way to another as a way of sharing the talk time.

• Consistently takes notes related to the ideas being discussed.

• Gives way to another as a way of sharing the talk time.

Articulation • Makes barely audible statements.

• Makes clear and accurate statements; generally speaks at appropriate pace, volume; uses relevant vocabulary and grammar.

• Makes clear and accurate statements; consistently speaks at appropriate pace, volume; uses relevant vocabulary and grammar.

Explanation • Makes simple, somewhat unrelated or repetitive points/ statements.

• Provides points/ statements about the discussion topic noting details related to sequence, category, purpose, or point of view.

• Provides insight related to fallacies within the text; tests assumptions and explores inferences.

• Refers to the text or another relevant source.

Table continues on next page




SPEAKING AND LISTENING RUBRIC (continued)


SCORING ELEMENTS

Not Yet Approaches Expectations /Meets Expectations Adanced

1 1.5 2 2.5 3

Expansion • Draws conclusions based on a single perspective.

• Refers to the text or another relevant source.

• Illuminates relevance; Notes positive/negative implications

• Acknowledges difference in own perspectives—before and now.

• Adds to previous statement by offering a more global/ holistic interpretation.

Connection • Does not ask questions.

• Does not refer to what else has been said.

• Considers another point of view and acknowledges personal bias.

• Asks authentic questions.• Paraphrases what else

has been said.

• Refers to another facet of an idea or another’s comment.

• Considers multiple points of view and acknowledges personal bias.

• Asks authentic, thought-provoking, open-ended questions.




WRITING RUBRIC for INFORMATIONAL / EXPLANATORY TASKS

Writing Rubrics vary by module type.


SCORING ELEMENTS

Not Yet Approaches Expectations

1 1.5 2 2.5

Focus • Attempts to address prompt, but lacks focus or is off-task.

• Addresses prompt appropriately but with a weak or uneven focus.

Controlling Idea

• Attempts to establish a controlling idea, but lacks a clear purpose.

• Establishes a controlling idea with a general purpose.

Reaading/Research

• Attempts to present information in response to the prompt, but lacks connections or relevance to the purpose of the prompt.

• Presents information from reading materials relevant to the purpose of the prompt with minor lapses in accuracy or completeness.

Development • Attempts to provide details in response to the prompt, including retelling,butlackssufficientdevelopment or relevancy.

• Presents appropriate details to support the focus and controlling idea.

Organization • Attempts to organize ideas, but lacks control of structure.

• Uses an appropriate organizational structuretoaddressthespecificrequirements of the prompt, with some lapses in coherence or awkward use of the organizational structure.

Conventions • Attempts to demonstrate standard English conventions, but lacks cohesion and control of grammar, usage, and mechanics.

• Sources are used without citation.

• Demonstrates an uneven command of standard English conventions and cohesion.

• Uses language and tone with some inaccurate, inappropriate, or uneven features.

• Inconsistently cites sources.

Content Understanding

• Attempts to include disciplinary content in explanations, but understanding of content is weak.

• Content is irrelevant, inappropriate, or inaccurate.

•Brieflynotesdisciplinarycontentrelevant to the prompt.

• Shows basic or uneven understanding of content.

• Minor errors in explanation.

Table continues on next page




WRITING RUBRIC for INFORMATIONAL / EXPLANATORY TASKS (continued)


Meets Expectations Advanced

3 3.5 4

• Addresses prompt appropriately and maintains a clear, steady focus.

• Addresses all aspects of prompt appropriately and maintains a strongly developed focus.

• Establishes a controlling idea with a clear purpose maintained throughout the response.

• Establishes a strong controlling idea with a clear purpose maintained throughout the response.

• Presents information from reading materials relevant to the prompt with accuracy and sufficientdetail.

• Accurately presents information relevant to all parts of the prompt with effective selection of sources and details from reading materials.

•Presentsappropriateandsufficientdetailstosupport the focus and controlling idea.

• Presents thorough and detailed information to strongly support the focus and controlling idea.

• Maintains an appropriate organizational structuretoaddressthespecificrequirementsof the prompt.

• Maintains an organizational structure that intentionally and effectively enhances the presentation of information as required by the specificprompt.

• Demonstrates a command of standard English conventions and cohesion, with few errors.

• Response includes language and tone appropriate to the audience, purpose, and specificrequirementsoftheprompt.

• Cites sources using appropriate format with only minor errors.

• Demonstrates and maintains a well-developed command of standard English conventions and cohesion, with few errors.

• Response includes language and tone consistently appropriate to the audience, purpose,andspecificrequirementsoftheprompt.

• Consistently cites sources using appropriate format.

• Accurately presents disciplinary content relevant tothepromptwithsufficientexplanationsthatdemonstrate understanding.

• Integrates relevant and accurate disciplinary content with thorough explanations that demonstrate in-depth understanding.




Module Templates – Section 2: What Skills?

SKILL CLUSTER OVERVIEW

Skill Definition

SKILL CLUSTER 1: PREPARATION FOR MODULE

Task Analysis Ability to understand and explain the task’s prompt and rubric.

SKILL CLUSTER 2: READING PROCESS (PRE-SEMINAR)

Background Information Ability to identify contextual information.

Inspectional Reading Ability to identify structural components of the seminar text.

Essential Vocabulary Ability to identify and master terms essential to understanding a text.

Analytical Reading Ability to read for meaning and inferences.

SKILL CLUSTER 3: DIALOGUE PROCESS (PAIDEIA SEMINAR)

Pre-Seminar Process Abilitytoreflectonpersonalcommunicationhabitsandselectappropriatespeaking and listening goals.

Seminar Ability to think critically and collaboratively in a group about concepts and ideas of a text through a structured Socratic seminar or other discussion-based strategy.

Post-Seminar Process Ability to self-assess on speaking and listening skills practiced in the seminar and note relevant communication goals for future discussions.

SKILL CLUSTER 4: WRITING PROCESS

Note-taking Ability to select important facts and passages for use in one’s own writing.

Initiating the Task (Controlling Idea)

Ability to establish a controlling idea and consolidate information relevant to task.

Planning Ability to develop a line of thought and text structure appropriate to the task type.

Initial Draft and Development

Ability to construct an initial draft with an emerging line of thought and structure. • Ability to explain relevant and plausible implications.• Ability to address the credibility and origin of sources in view of your research

topic. • Ability to identify gaps or unanswered questions.

Revision Abilitytorefinetext,includinglineofthought,languageusage,andtoneasappropriate to audience and purpose.

Editing Ability to proofread and format a piece to make it more effective.

Completion Abilitytosubmitfinalworkthatisontask.




Section 3: What Instruction?

INSTRUCTIONAL LADDER

Pacing Skill & Definition

Product & Prompt Criteria for Scoring

Instructional Strategies

SKILL CLUSTER 1: PREPARING FOR THE TASK

Day 1 Task Analysis• Ability to

understand and explain the task’s prompt and rubric.

Bullets• In your own words,

what are the important features of a good response to this prompt?

• No scoring • Share examples of types of compositions students will produce (either from past students or from professional writers).

• Identify or invite students to identify key features of examples.

• Pair students to share and improve their individual bullets.

• Create a classroom list: Choose one student to share a few ideas on the board, and ask others to add to it.

SKILL CLUSTER 2: READING PROCESS (PRE-SEMINAR)

Day 1 Background Information• Ability to iden-

tify contextual information.

Notes• Describe the con-

text for the text (The Bhagavad Gita): names, dates, places; keyinfluencesandevents.

• Add notes about text genre and struc-ture.

• Complete and accurate back-ground informa-tion is noted.

• Share essential facts (out-lined in Teacher Section) to help students understand context.

• Have students practice pronouncing text title: The Bhagavad Gita.

• Invite students do addi-tional research as they are inclined.

Days 1-2

Inspectional Reading• Ability to iden-

tify structural components of the seminar text.

Labeling Text & Paraphrase• Label parts of the text

by numbering the paragraphs.

• _____(Sketch or restate) the opening scene described in this essay.

• Structural fea-tures of the text are visible and clear.

• Distribute copy of the printed text.

• Have students label each segment: Segment 1; Translation 1&2; Segment 2; Translation 1&2.

• Have students read sloud thefirstsegment,twotranslations.

• Read the second segment, one translation at a time, aloud.




Section 3: What Instruction? (continued)

INSTRUCTIONAL LADDER (continued)


Product & Prompt

Criteria for Scoring


SKILL CLUSTER 2: READING PROCESS (PRE-SEMINAR) (continued)

Days 1-2 Essential Vocabulary• Ability to identify

and master terms essential to understanding a text.

Vocabulary List• In your notebook,

list words and phrases essential to the texts.

•Adddefinitions,and (if appro-priate) notes on connotation in this context.

• Lists appropriate phrases.

• Provides accurate definitions.

• Post vocabulary list and have students note on their texts.

Days 2-3 Analytical Reading• Ability to read

for meaning and inferences.

Notes• Respond to key

aspects of the text in writing using our graphic organizer.

• Captures key ideas of text in writing.

• Direct students to read the text in pairs a second time.

• Have one person sketch out and label what the text says.

SKILL CLUSTER 3: DIALOGUE PROCESS (SEMINAR)

Day 4 Pre-Seminar Process•Abilitytoreflect

on personal communication habits and select appropriate speaking and listening goals.

Self-Assessment• Based on the

list of speaking and listening behaviors, note in writing a goal for your personal participation in the upcoming dialogue. See Appendix.

• Chooses appro-priate individual process goal based on past seminar perfor-mance.

• PLEASE use the Seminar Plan/Seminar Process Script in Appendix along with the Speaking and Listening Checklist.

• Teacher should identify a collection of appropriate speaking and listening goals for the group.

• Students select what they will work on individually and note it in writing on the Seminar Process As-sessment sheet included in the Module Appendix.

• The group participation goal is discussed and posted where all can see.







Product & Prompt

Criteria for Scoring


SKILL CLUSTER 3: DIALOGUE PROCESS (SEMINAR) (continued)

Day 4 Seminar• Ability to think

critically and col-laboratively in a group about con-cepts and ideas of a text through a structured Paideia seminar.

• Participate in the Seminar and focus on your goals.

• No scoring • PLEASE use the Seminar Plan in Appendix.

Day 4 Post-Seminar• Ability to self-as-

sess on speaking and listening skills practiced in the seminar and note relevant communication goals for future discussions.

Self-Assessment•Reflectbackon

your participation goal,thenfinishfillingouttheSpeaking and Listening Check-list; write a short reflectiveworkon your seminar performance in detail.

• Answers task by fillinginformcompletely.

• Writes in detail about seminar participation.

• PLEASE use the Seminar Plan/Seminar Process Script in Appendix.

• Have a few representative students share their goal for speaking and listening and their performance.

• Likewise, may ask the entire classtoreflectontheentiredialogue process, i.e. the group effort.

• In whatever format is pre-ferred, both individual and groupreflectionsshouldbearchived for reference at the beginning of the next Semi-nar.








SKILL CLUSTER 3 – TRANSITION TO WRITING

Days 4-5

Capturing Ideas from Discussion• Ability to cap-

ture in writing the ideas (and words used to name and discuss ideas) from the semi-nar discussion.

Short Response• In a quick write, note your firstreactiontothetaskprompt.

• Add some notes of things you know about this issue.

• After re-examining the prompt, note everything that you heard, said, or thought during the sem-inar that is related to the task. (Do not worry about grammar, punctuation, or spelling at this point.)

• No scoring • Link this task to earlier class content.

• Remind students that these notes will feed directly into the writing process.

• Clarify timetable and support plans for the task.

SKILL CLUSTER 4 – WRITING PROCESS

Day 5 Note-taking• Ability to select

important facts and passages for use in one’s own writing.

Notes• From each text, make a list

of the elements that look most important for answer-ing the prompt. Do what you need to do to avoid plagiarism.

• What strategies will you use to discern “credible sources”?

• What implications can your draw? (Tasks 11,12)

• Why is it important in the process of inquiry to “iden-tify gaps” or “unanswered questions” about the topic?

•Identifiesrele-vant elements.

• Includes information to support accu-rate citation (for example, page numbers for a long text, clear indication when quoting directly.)

• Teach a model format for note taking.

• Check that early student work is in the assigned format (or in another format that gathers the needed information effectively).










SKILL CLUSTER 4 – WRITING PROCESS (continued)

Days 5-6

Initiating the Task (Controlling Idea)• Ability to establish

a claim and consol-idate information relevant to task.

Opening Paragraph• Write an opening

paragraph that in-cludes a controlling idea and sequences the key points you plan to make in your composition.

• Writes a concise summary statement or draft opening.

• Provides direct an-swer to main prompt requirements.

• Establishes a con-trolling idea.

•Identifieskeypointsthat support devel-opment of argu-ment.

• Offer several ex-amples of opening paragraphs.

• Ask class to discuss what makes them strong or weak.

• Review the list that students created earlier to identify needed elements.

Day 6 Planning• Ability to develop

a line of thought and text structure appropriate to the task type.

Outline/Organizer• Create an outline

based on your notes and reading in which you state your claim, sequence your points, and note your supporting evidence.

• Creates an outline or organizer.

• Supports controlling idea.

• Uses evidence from texts read earlier.

• Provide and teach one or more exam-ples of outlines or organizers.

• Invite students to generate questions in pairs about how the format works, and then take and answer questions.

Days 6-7

Inital Draft and Development• Ability to construct

an initial draft with an emerging line of thought and struc-ture.

Draft• Write an initial draft

complete with open-ing, development, and closing; insert and cite textual evidence.

• Address the credi-bility and origin of sources in view of your research topic.

• Identify gaps or un-answered questions.

• Provides complete draft with all parts.

• Supports the open-ing in the later sec-tions with evidence and citations.

• Encourage students to re-read prompt partway through writing, to check that they are on-track.









SKILL CLUSTER 4 – WRITING PROCESS (continued)

Day 7 Revision•Abilitytorefinetext,

including line of thought, language usage, and tone as appropriate to audi-ence and purpose.

Multiple Drafts•Refinecomposition’s

analysis, logic, and organization of ideas/points.

• Use textual evidence carefully, with accu-rate citations.

• Decide what to include and what not to include.

• Provides complete draft with all parts.

• Supports the open-ing in the later sec-tions with evidence and citations.

• Improves earlier edition.

• Model useful feedback that balances support for strengths and clarity about weaknesses.

• Assign students to provide each other with feedback on those issues.

Day 7 Editing• Ability to proofread

and format a piece to make it more effective.

Correct Draft• Revise draft to have

sound spelling, cap-italization, punctua-tion, and grammar.

• Adjust formatting as needed to provide clear, appealing text.

• Provides draft free from distracting surface errors.

• Uses format that supports purpose.

•Brieflyreviewselect-ed skills that many students need to improve.

• Teach a short list of proofreading marks.

• Assign students to proofread each oth-er’s texts a second time.

Day 8-9

Completion•Abilitytosubmitfi-

nal piece that meets expectations.

Final Work• Turn in your com-

plete set of drafts, plusthefinalversionof your piece.

• Demonstrates that composition is on task and ready for evaluation.

• Celebrate!




Materials, References, and Supports

FOR TEACHERS

Adler, Mortimer J. and Charles Van Doren. (1972). How to Read a Book. New York: Simon and Schuster.

Adler, Mortimer. How to Speak and How to Listen.

Dougherty, Billings, Roberts, ASCD 2014. Teaching Writing for Enduring Understanding.

National Paideia Center (2010). Teaching Thinking Through Dialogue: Paideia Seminar Manual. 2nd Edition.

Roberts, Terry and Laura Billings. (2011). Teaching Critical Thinking: Using Seminars for 21st Century Literacy. New York: Eye on Education.

FOR STUDENTS

Dictionary: http://www.merriam-webster.com/

Timeline: http://www.tiki-toki.com/

World Map: http://www.nationalgeographic.com/kids-world-atlas/maps.html




Teacher Work SectionAdded Thoughts About Teaching This Module

The texts provided are from two translations. You may want to simplify this module/seminar by focus on just one translation.

Introducethismodulebyaskingstudentstodefineanddescribetheirunderstandingofmeditation.

Talk about what it means to be in a state of concentration. Invite students to give examples when they feel like they have experienced such—when they are thinking about nothing other than exactly what they are doing at the moment. Discuss why it isdifficulttoconcentrate.

Have students work in small groups to brainstorm the similarities and differences between Hindu religion/philosophy and Christianity. Highlight the comparisons with your World Map and Timeline.

Post the title of the text: The Bhagavad Gita. Pronounce and have students practice pronouncing.

Share as much or little of the following Background Information you deem appropriate:

To the Hindu, the Gita is part of holy scripture.

The Vedas mean knowledge – the Bible is Veda; the Torah is Veda.

The Bhagavad Gita ‘the Song of God’ is part of the Mahabharata.

Post illustration of Krishna and Arjuna in chariot. Share the symbolic importance of the conch shell as a battle horn. The conch is an emblem of power and authority and is believed to drive away evil.

The Gita outlines the fundamental beliefs of Yoga philosophy. This is part of a larger work.




Teacher Work Section (continued)

Background Information (continued)

The Gita is dialogue between Arjuna and Krishna at the beginning of a huge battle among family. First of all, there were two brothers: one blind and the other fair-skinned ruling a kingdom in ancient India. The fair-skinned one was cursed and couldnothavechildrenhowever,throughablessingfromGod,hehadfivesons.The blind brother had 100 sons. The fair-skinned one died young and his smart and brave sons (Pandavas) were taken in by the blind one’s family (Kauravas). The many boys grew up together and a terrible jealousy arose among them. They split and lived in different areas. Pandavas ruled themselves well and kept the agreement of living apart. After the agreed time was over, the Kauravas denied the Pandavas’ their righteously earned land.

Both sides wanted the help of Krishna. So one day, Arjuna and Durya decided to seek Krishna’s help. Knowing they were coming Krishna went into his bedroom and pretended to be sleeping (Krishna is usually very playful). Before he reclined, he set a comfortable chair behind the head of his couch. Then he lay down.

Durya arrived just before Arjuna. They met in the lobby and Durya went into theroomfirstandsatinthechairbehindKrishna’sheadwaitingforhimtowakeup. Arjuna walk in and being a good devotee, went near Lord Krishna’s feet and stood there waiting patiently.





Background Information (continued)

The Indian custom is that a younger brother will site before an older one, let alone his father or older relative. This is a sign of respect.

Arjuna stood there patiently. And after a few minutes, Krisha woke up and saw Arjunafirst.

He said hello… then turned and saw Durya and said When did you come? I cameherefirsttoaskyourhelp.KrishnalookedatArjunawhonoddedasiftosay he had also come for help. Krishna said to Durya that he believed him, but hesawArjunafirstandthereforewouldhelpthemboth.

To be fair, he said, I’ll give you both something and you two can choose.

One of you can have my entire army and the other can have just me—unarmed andIwon’tfight.Now,theyoungerofyoutwocanchoosefirst.

Durya was thinking: don’t let him choose the army.

Without you, Sir, said Arjuna, what can I do with your army. Its enough just to have you. And he fell to the feet of Krishna.

You get what you want.

That’sfinewithme,Duryasaid.

Please drive my chariot. Take the reins.

That’s have the supreme Lord Krishna became the charioteer of the warrior Arjuna.

Notes:

Krishna represents Atman.

Thewarchariotisthebodyandthefivehorsesarethefivesensesandthereins that control the horses are the mind. If the intellectu is in the hands of conscience, which is God in you, then your chariot runs well.





A collection of quotes from other sections of the Gita

Gita 5:18 – Those who have realized the Self see that same Self equally in a humble scholar, a cow, a dog or a dog-eater.

Gita 6:12 – Then sit and calm the mind and senses by concentrating on one thing;thusyoupracticeYoga(meditation)forself-purification.

Gita 6:10 – A yoga practitioner should continue to concentrate his mind until he masters his mind and body, and thus experiences a state of solitude wherever he may be; then desire and possessiveness drop away.

Gita 5L 27-28 – By withdrawing attention from external things, mentally focusing back between the eyebrows and equalizing the in and out breaths thus you control the mind, the sense and the discerning intellect. By aiming for nothing else but absolute and unconditional freedom, personal desires, fear, anger naturallydropaway,andyouundoubtedlyexperiencefinalliberation.

Gita 6:6 – As you gain control of your mind, with the help of your higher Self, then your mind and ego become your allies. But the uncontrolled mind behaves as an enemy.




seminar plan for: The Bhagavad Gita:An Individual Battle

Ideas: Conflict, Individual, Perspective




From The Bhagavad GitaTRANSLATED BY EKNATH EASWARAN

Chapter 4

19 The awakened sages call a person wise when all his undertakings are free from anxiety about results;allhisselfishdesireshavebeenconsumedinthefireofknowledge.Thewise,eversatisfied,have abandoned all external supports. Their secu-rity is unaffected by the results of their action; even while acting, they really do nothing at all. Eknath Easwaran

Chapter 4

19 Whoever does things without personal desire for the results is called wise by the sages. That person’s actions are pure and he knows the truth. Sri Swami Satchidananda

Chapter 6

19 When meditation is mastered, the mind is unwav-eringliketheflameofalampinawindlessplace.Inthe still mind, in the depths of meditation the Self reveals itself. Beholding the Self by means of the Self, an aspirant knows the joy and peace of com-pletefulfillment.Havingattainedtheabidingjoybeyond the senses, revealed in the still mind, they

never swerve from the eternal truth. They desire nothing else and cannot be shaken by the heaviest burden of sorrow.

23 The practice of meditation frees one from all affliction.Thisisthepathofyoga.Followitwithde-termination and sustained enthusiasm. Renouncing wholeheartedlyallselfishdesiresandexpectation,use your will to control the senses. Little by little, through patience and repeated effort, the mind will become still in the Self.

26 Wherever the mind wanders, restless and diffuse in its search for satisfaction without, lead it within; Train it to rest in the Self. Abiding joy comes to those who still the mind. Freeing themselves from the taint of self-will, with their consciousness uni-fied,theybecomeonewithBrahman.

28TheinfinitejoyoftouchingBrahmaniseasilyattained by those who are free from the burden of evil and established within themselves. They see the Self in every creature and all creation in the Self.Withconsciousnessunifiedthroughmedita-tion, they see everything with an equal eye.

PRE-SEMINAR




From The Living GitaTRANSLATED BY SRI SWAMI SATCHIDANANDA

PRE-SEMINAR

Chapter 6

19 The well-trained mind of a yogi, concentrating on theSelf,isassteadyasaflameinawindlessplace.

20 Disciplined by yoga practices, the mind be-comes calm and tranquil. Then the individual self-beholds the true Self and is completely satis-fied.

21 Once your intelligence actually experiences this greatest joy—which surpasses all pleasures of the senses—you become consciously established in absolute reality, and never slip from that again.

22 Once you are established in this (reality), there’s absolutely nothing else to achieve, nor will anything ever shake you again—not even the worst possible affliction.

23Yogaisameanstodisconnectyouridentifica-tion with that which experiences pain. Therefore, be determined to steadily practice yoga with a one-pointed mind.

24 Completely let go all personal desires and expec-tation. Then with your own mind, you can withdraw the senses from all sides.

25 Little by little your mind becomes one-pointed and still, and you can focus on the Self without thinking of anything else.

26 However your mind may wander away, continue to draw it back again to rest in the true Self.

27 The yogi who learns to calm his mind and quell his passions unquestionably experiences the great-estjoy,becomesonewiththeBrahman(infiniteconsciousness) and is free of sin.

28 All sins fall away from a yogi who continually directs his mind this way; he naturally ascends to experiencetheinfiniteblissofBrahman.

29 As your mind becomes harmonized through yoga practices, you begin to see the Atman in all beings and all beings in your Self; you see the same Self everywhere and in everything.




Brahman member of the highest Hindu caste- the priesthood; the ultimate reality underlying all phenomena.

yoga a Hindu discipline aimed at training the consciousness for a state of perfect spiritual insight and tranquillity. Literally: yoke.

Atman the individual soul or essence; The essence that is eternal, unchanging, and indistinguishable from the essence of the universe.

aspirant a person who has ambitions to achieve something.

diffuse spread out over a large area; not concentrated.

affliction something that causes pain or suffering.

renounce formally declare one’s abandonment of (a claim, right, or possession).

abiding lasting a long time; enduring.

taint contaminate or pollute (something).

consciousness the quality or state of being aware especially of something within oneself.

VOCABULARY LIST

PRE-SEMINAR




PRE-SEMINAR

Content

BACKGROUND INFORMATION

• Determine essential facts necessary to understand context of key text.

• Share with students either via short lecture, power point, video, or reading.

• Have students do additional research as appropriate.

INSPECTIONAL READING

• See that each student has a copy of the printed text or can closely view.

• Havestudentstakefirstlookattextstructure.

• Direct students to label the parts of the text for common referencing.

• Readthetext(orthefirstsection)aloudwithstudents.

VOCABULARY

• Have students work with categories of words.

• Defineforthemrareorcontextualterms.

• Havestudentsdefineandpracticeusinghighfrequencywords.

ANALYTICAL READING

• Coach students in reading the text a second and third time responding in detail to the key ideas.

• Provide graphic organizer for notes when appropriate.




PRE-SEMINAR

ProcessPrepare participants to participate in seminar discussion with a version of the following script.

DEFINE SEMINAR

• “A Paideia Seminar is a time when we talk with each other about important ideas.”

• “The main purpose of seminar is to arrive at a fuller understanding of the textual ideas and values in this speech of ourselves, and of each other. We are going to work together and practice thinking about (list great ideas).”

FACILITATOR AND PARTICIPANT RESPONSIBILITIES

• “As participants, I am asking you to think, listen, and speak candidly about your thoughts, reactions, and ideas. You can help each other do this by using each other’s names.”

• “You do not need to raise your hands in order to speak; rather, the discussion is collaborative in that you try to stay focused on the main speaker and wait your turn to talk.”

• “You should try to both agree and disagree in a courteous, thoughtful manner. For example, you might say, ‘I disagree with Joanna because…,’ focusing on the ideas involved, not the individuals.”

• “As the facilitator, I am primarily responsible for asking challenging, open-ended questions, and I will take a variety of notes to keep up with the talk turnsandflowofideas.Iwillhelpmovethediscussionalonginaproductivedirection by asking follow-up questions based on my notes.”




PRE-SEMINAR

Process (continued)

INDIVIDUAL SELF-ASSESSMENT / GOAL SETTING

• “Now, think about how you usually talk in a group. How do you usually talk?”

• “Consider this list of personal participation goals that are listed on the board.” (OR on the Speaking and Listening Check List.)

Possibilities:

Speak at least three times

Ask a question

Look at the person speaking

Use others’ names

Agree and disagree respectfully

• “Please choose one goal from the list and commit to achieving it during the discussion we are about to have and write your personal goal in your name tent.”




Reiterate that our purpose is to discuss important ideas and values including: Conflict, Individual, and Perspective. Arrange seats so that everyone can see each other’s face.

Opening Question(s) – Identify main ideas from the text

• Whichsentenceismostdifficult?(roundrobin–justthesentence)

• Whyisthatsentencedifficult?(spontaneousdiscussion,referringbacktosentenceidentified)

Core Questions – Focus/analyze textual details

• Whatdoyouinferismeantby“thefireofknowledge?”

• What are “external supports?” (then and now)

• What do you imagine it means to “see the Atman in all beings?”

• What do you think the Chapter 6 collection of sentences mean?

• What is the relationship between the segment of Chapter 4 and Chapter 6?

Closing Question(s) – Personalize and apply the textual ideas

• What is worth remembering about these segments of The Bhagavad Gita?

SEMINAR




POST-SEMINAR

ProcessAssess individual and group participation in seminar discussion.

ASSESS INDIVIDUAL / GROUP GOALS

• “Thank you for your focused and thoughtful participation in our seminar.“

• “Aspartofthepost-seminarprocess,Iwouldfirstliketoaskyoutotakeafewminutestoreflectonyourrelativesuccessinmeetingthepersonalprocess goal you set prior to beginning the discussion. Please review the goalyousetforyourselfandreflectinwritingtowhatextentyoumetthegoal. In addition, note why you think you performed as you did. (Pause for reflection.)

• “Would several volunteers please share your self-assessment and reflection…”

• Note goals for next seminar:

– “Given your performance today, please jot down what goal you might productively set for yourself in our next seminar.”

– “As always, our goal is continuous improvement: both as individual seminar participants and as an evolving seminar group. Thanks again for your participation.”




Content

UNDERSTANDING THE ASSIGNMENT

• How does one master one’s self?

• After reading segments from The Bhagavad Gita, write a speech to your peers that explains what the two translations say about self-discipline. Support your discussion with evidence from the texts.

BRAINSTORMING CONTENT

• From each text, make a list of the elements that look most important for answering the prompt. Do what you need to do to avoid plagiarism.

• Note in particular quotes that you can use to illustrate your response to the writing task.

STRUCTURING THE COMPOSITION

• Create an outline based on your notes and reading in which you state your claim, sequence your points, and note your supporting evidence.

• Provide and teach one or more examples of outlines or organizers.

• Invite students to generate questions in pairs about how the format works, and then take and answer questions.

WRITING THE FIRST DRAFT

• Write an initial draft complete with opening, development, and closing; insert and cite textual evidence.

• Address the credibility and origin of sources in view of your research topic.

• Identify gaps or unanswered questions.

• Encourage students to re-read prompt partway through writing, to check that they are on-track.

POST-SEMINAR




POST-SEMINAR

Content (continued)

REVISING

• Refinecomposition’sanalysis,logic,andorganizationofideas/points.

• Use textual evidence carefully, with accurate citations.

• Decide what to include and what not to include.

• Model useful feedback that balances support for strengths and clarity about weaknesses.

• Assign students to provide each other with feedback on those issues through a writer’s workshop approach.

EDITING

• Revise draft to have sound spelling, capitalization, punctuation and grammar.

• Adjust formatting as needed to provide clear, appealing text.

• Brieflyreviewselectedskillsthatmanystudentsneedtoimprove.

• Teach a short list of proofreading marks.

• Assign students to proofread each other’s texts a second time.

PUBLISHING THE FINAL COPY

• Turninyourcompletesetofdrafts,plusthefinalversionofyourwork.

• Celebrate!




Speaking and Listening Checklist Before SeminarSelect (underline or circle from left column) one or two skills that you will focus on during this seminar.

After SeminarSelf-assess your participation in this Paideia Seminar by circling the number you would rate yourself.

0 = I did not do this during Paideia seminar. 5 = I did this well during Paideia seminar.

To summarize, I feel my participation in seminar today was: __________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

PAIDEIA SEMINAR SELF-ASSESSMENT

SKILLS SPECIFIC SKILL RATING

Attention • I look at the person speaking during the discussion.• I do not talk while another is speaking. 0 1 2 3 4 5

Engagement • I take notes related to the ideas being discussed.• I give way to others as a way of sharing the talk time. 0 1 2 3 4 5

Articulation • I make clear and accurate statements.• I speak at appropriate pace & volume.• I use relevant vocabulary and grammar.

0 1 2 3 4 5

Explanation (Justifica-tion)

• I provide insight about the discussion topic.• I refer to the text or another relevant source. 0 1 2 3 4 5

Expansion • I consider another point of view.• I add to a previous statement by offering a more

global/holistic interpretation. 0 1 2 3 4 5

Connection • I refer to another comment.• I consider multiple points of view.• I ask thought-provoking, open-ended questions.

0 1 2 3 4 5

Documents

Module 1 - The Bhagavad Gita: An Individual Battle