This lesson is designed for your students to learn about the different religions of the World in a variety of ways. Use primary source images and visuals to help your students master content in this fun activity. Students will start with a vocabulary activity with beautiful Word Wall images. They will then preview the assignment by analyzing art work representing one of the religions of the world. What next? Depends on you! Your students can jigsaw the readings and notes with expert groups, or tie religion with art in a Skill Builder. In a hurry? Do a quick gallery walk! When you are done, you will have 3 different formative assessments, including a game on Boom Learning™. All of the resources are also available on Google Slides™!
With this resource, you will receive:
–Word Wall images to teach the vocabulary
-An image analysis preview activity,
–11 pages of content readings on Hinduism, Islam, Christianity, Buddhism, Sikhism, Judaism, and Confucianism with Stop and Discuss questions,
–Doodle Notes for Hinduism, Islam, Christianity, Buddhism, Sikhism, Judaism, and Confucianism,
-Images for a Skill Builder focusing on art and architecture,
–Cover Pages for expert group folders,
–True/False formative assessment,
–Scenario based assessment,
–Boom Cards digital game,
-a mosaic processing activity designed to tie in the strand on artwork and architecture, and
-an answer key.
⭐Please download the preview to see a portion of the resource. The video will also give you a description of the resource and how to use it in your classroom.
⭐A separate subscription is required for Boom Learning to access data from the games, but you can allow your students to play for free with Fast Play.
6th Grade Social Studies TEKS
(2) History. The student understands the influences of individuals and groups from various cultures on various historical and contemporary societies. The student is expected to:
(A) identify and describe the historical influence of individuals or groups on various contemporary societies; and
(B) describe the social, political, economic, and cultural contributions of individuals and groups from various societies, past and present.
(14) Culture. The student understands that all societies have basic institutions in common even though the characteristics of these institutions may differ. The student is expected to:
(A) identify institutions basic to all societies, including government, economic, educational, and religious institutions;
(16) Culture. The student understands the relationship that exists between the arts and the societies in which they are produced. The student is expected to:
(A) explain the relationships that exist between societies and their architecture, art, music, and literature;
(C) identify examples of art, music, and literature that convey universal themes such as religion, justice, and the passage of time.
(17) Culture. The student understands the relationships among religion, philosophy, and culture. The student is expected to:
(A) explain the relationship among religious ideas, philosophical ideas, and cultures; and
(B) explain the significance of religious holidays and observances such as Christmas, Easter, Ramadan, the annual hajj, Yom Kippur, Rosh Hashanah, Diwali, and Vaisakhi in various contemporary societies.
(21) Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:
(A) differentiate between, locate, and use valid primary and secondary sources such as computer software; interviews; biographies; oral, print, and visual material; and artifacts to acquire information about various world cultures;
(B) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;
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