Talk:California standards on Hinduism and India for Grade 6

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The California State Assembly last updated the history social science standards in 1998. In the 6th grade, they include the following for India & Hinduism:

The standards purpose is to serve as a guide to the eras and civilizations to study. Students are required to not only to acquire core knowledge in history and social science, but also to develop the critical thinking skills that historians and social scientists employ to study the past and its relationship to the present. The California State Board aims to have students learn to distinguish the important from the unimportant, to recognize vital connections between the present and the past, and to appreciate universal historical themes and dilemmas.

Their aim is to ensure that students understand common and complex themes throughout history, making connections among their own lives, the lives of the people who came before them, and the lives of those to come.

In grade six, a particular emphasis is put on:

  • Chronological and Spatial Thinking
    1. Explaining how major events are related to one another in time.
    2. Constructing various time lines of key events, people, and periods of the historical era they are studying.
    3. Using a variety of maps and documents to identify physical and cultural features of neighborhoods, cities, states, and countries and to explain the historical migration of people, expansion and disintegration of empires, and the growth of economic systems.
  • Research, Evidence, and Point of View
    1. Framing questions that can be answered by historical study and research.
    2. Distinguishing fact from opinion in historical narratives and stories.
    3. Distinguishing relevant from irrelevant information, essential from incidental information, and verifiable from unverifiable information in historical narratives and stories.
    4. Assessing the credibility of primary and secondary sources and draw sound conclusions from them.
    5. Detecting the different historical points of view on historical events and determine the context in which the historical statements were made (the questions asked, sources used, author's perspectives).
  • Historical Interpretation
    1. Explaining the central issues and problems from the past, placing people and events in a matrix of time and place.
    2. Understanding and distinguishing cause, effect, sequence, and correlation in historical events, including the long-and short-term causal relations.
    3. Explaining the sources of historical continuity and how the combination of ideas and events explains the emergence of new patterns.
    4. Recognizing the role of chance, oversight, and error in history.
    5. Recognizing that interpretations of history are subject to change as new information is uncovered.
    6. Interpreting basic indicators of economic performance and conduct cost-benefit analyses of economic and political issues.

Content Standards on Grade six, India & Hinduism

  • Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of India. </li>
    1. Locate and describe the major river system and discuss the physical setting that sup-ported the rise of this civilization. </li>
    2. Discuss the significance of the Aryan invasions. </li>
    3. Explain the major beliefs and practices of Brahmanism in India and how they evolved into early Hinduism. </li>
    4. Outline the social structure of the caste system. </li>
    5. Know the life and moral teachings of Buddha and how Buddhism spread in India, Ceylon, and Central Asia. </li>
    6. Describe the growth of the Maurya empire and the political and moral achievements of the emperor Asoka. </li>
    7. Discuss important aesthetic and intellectual traditions (e.g., Sanskrit literature, including the Bhagavad Gita; medicine; metallurgy; and mathematics, including Hindu-Arabic numerals and the zero). </li>