The Hindu Caste System: From Brahmins to

Untouchables
by Jared Muha

Dr. Scott Waring

Teaching with Primary Sources

Source: Library of Congress World Digital Library

https://www.wdl.org/en/item/3081/view/1/4/

Grade 6 World History

Topic: In this unit, students will learn about the caste system, one of
the most codified social structures in World History and one that goes
back thousands of years and still exists today. Students will employ the
use of primary and secondary sources in order to explore this social
structure, the religion that encapsulates it, and Indian society.
 Table of Contents

Content Summary 3-5

Objectives 6-7

Day 1 and 2

Procedures 8-10

Materials 10-15

Modifications 16

Day 3

Procedures 17

Materials 18-19

Modifications 20

Day 4

Procedures 21

Materials 22

Modifications 23

Day 5

Procedures 24

Materials 25

Modifications 26

Supplemental Materials 27
 Content Summary

A fundamental component to understanding world history, and the World

History course standards, is the existence of social structures within societies

the ways in which people are stratified in order to develop a body politic that

would assign tasks so that the society would operate as intended by its designers.

Students first learn about social structures in their first unit on civilization:

Mesopotamia.

The Indian social structure is known as the caste system. The caste system,

however, is perhaps one of the most complex social structures in the world. It is

inextricable from the Hindu religion and is extremely stratified. For the purpose of

this lesson, though, the social structure has been simplified to the following:

Source: Pinterest user Lindsey Davis

https://uk.pinterest.com/pin/338755203193711037
 As shown in this image, the caste system is: (1) segmented apart from gods

and untouchables, (2) both inherently religious and social, and (3) a way to both

designate jobs and delineate statuses in Indian society. Students will demonstrate

competency by understanding those three components. In order to fully master

the unit, students need to understand that neither gods nor Untouchables

belonged to the caste system though their status was indeed determined by it.

Furthermore, students must understand that the caste system was upheld by

contemporary religious beliefs which Ancient Indians used to rationalize the

existence of the caste system as a predetermined selection by the gods. The caste

system was further rationalized by the notion of karma, which is a universal force

that determines a persons position in the caste system when they are

reincarnated, or reborn, into a new life. Therefore, though it may seem foreign or

strange to Western students, mastery will be obtained when students can

articulate the contemporary rationalization of the caste system both religiously

and socially as well as a competent understanding of the design of the social

structure itself.
 The controversy of the caste system, however, should not be ignored. In

order to fully understand this topic, students should be able to engage in a critical

critique of the caste system with an understanding of the social ramifications of

stratifying people so strictly, while also understanding that this system was a way

to provide structure and responsibility to a large number of people in ancient

times. Additionally, although this subject is chiefly studied in an ancient historical

setting, students should also be aware that the system existed until the twentieth

century A.D. and still de facto exists today. In raising this awareness, students

should be able to grapple with the controversy of such a social structure in their

own world.
 Objectives
Unit Learning Goal: The student will understand the different
elements/factors that encouraged the growth of Ancient Indian civilizations
and their contributions to other civilizations.
Specific benchmarks:
o SS.6.W.4.5 Summarize the important achievements and
contributions of ancient Indian civilization. Level 1 Cognitive
Complexity Recall and Reproduce.
o SS.6.W.4.2 Explain the major beliefs and practices associated with
Hinduism and the social structure of the caste system in ancient
India. Level 2 Cognitive Complexity Skills and Concepts.
o SS.6.W.2.4 Compare the economic, political, social, and religious
institutions of ancient river civilizations. Level 2 Cognitive
Complexity- Skills and Concepts.
o CCSS.ELA-LITERACY.RH.6-8.1 Cite specific textual evidence to
support analysis of primary and secondary sources.
o CCSS.ELA-LITERACY.RH.6-8.2 Determine the central ideas or
information of a primary or secondary source; provide an accurate
summary of the source distinct from prior knowledge or opinions.
Pre-requisite knowledge:
o SS.6.W.2.4 Compare the economic, political, social, and religious
institutions of ancient river civilizations. Level 2 Cognitive
Complexity Skills and Concepts.
Taught throughout entire quarter though an understanding
of social classes should be achieved already.
o SS.6.W.1.3 Interpret primary and secondary sources. Level 2
Cognitive Complexity Skills and Concepts.
Taught throughout entire year though an understanding of
what each is and their differences should be achieved already.
Students will be able to answer:
o What is the Hindu caste system? (1)
o Explain the relationship of the Untouchables to the caste system. (2)
o Explain the various rationales for the caste system. (2)
o Explain how the caste system compares to the Mesopotamian social
structure noting its similarities and differences. (2-3)
 Day 1 and Day 2

Step-by-Step

- Bellwork: Review pre-requisite knowledge Think back to last unit What is

a social structure? Write your best description on your Bellwork sheet and be
prepared to share your answer!
o Students will have roughly 3 minutes at the start of class to write their
best answer and will then be randomly selected to share them with the
class after that 3 minutes is up.
o Discuss until adequate information is provided by the students and
open the floor to any remaining questions on the subject.
- Move on to explain that today students will be learning about a social
structure in another society the Indian subcontinent!
o On projector, show a world map with India highlighted and a close up of
the Indian subcontinent.
- Directions: At each group, students will examine sources created by Mr. Streif,
a fellow teacher at the school, that will introduce them to the components of
the Indian caste system.
o Check if students are following/Pre-requisite knowledge review: The
sources were made by Mr. Streif. Does that make them primary or
secondary sources? Pause for think time. Randomly select a student,
address any questions, and move on if, from this assessment, the
students seem to understand that they will be looking at secondary
sources today.
- Students will rotate between 2 of the 4 stations today completing a concept
map on the Hindu caste system. Each station contains a hand out on one
component of the Hindu caste system. Students will read the hand out and
extract the two (2) most important details and add them to their concept
map.
- Students will receive roughly 12 minutes per station, not including rotations
between stations.
- After students have visited both stations, engage in group processing.
Students will discuss 2 separate prompts with their group, one at a time:
 o First prompt: What is one thing you learned about the caste system
that surprised you? which students will share with their group.
o Second prompt: Today, we are using secondary sources to get
introduced to the caste system. What are some primary sources we
could use to learn about the caste system, though? which students will
answer doing a rally-robin, where pairs come up with one item to
answer the question one-by-one until time is up.

Day 2 (Day 1 continued)

- Bellwork: Think back to how we ended class yesterday Try to remember

what you and your partner discussed about the caste system. Write down
something you remember.
o Students will have roughly 3 minutes at the start of class to write
their best answer and will then be randomly selected to share them
with the class after that 3 minutes is up.
o Discuss until adequate information is provided by the students and
open the floor to any remaining questions on the subject.
- Directions: Students will continue yesterdays activity, visiting the two
stations they have not yet visited. Today, students will complete their concept
map. Procedure, time, etc. are the same as yesterday.
- After students have visited both stations, engage in final group processing.
o Task students with reviewing their concept map and writing a 2-3
sentence summary of what they learned. Give students roughly 5
minutes to do this, then share. Correct any misconceptions and
answer any questions.
o Once you are finished going over the concept map summaries,
collect the concept maps and use them as a formative assessment
of student understanding.
- Conclude class by opening up a discussion on the topic: Did we just finish
learning about the caste system? Was what we did enough to adequately
understand the lives and nuance of the caste system?
 o Encourage students to think about the types of sources we used to
engage the caste system and if they can be used to fully represent
the society.
o End class by noting that by having only used secondary sources that
we have not yet fully done the work of a historian and that we will
begin that tomorrow.

Day 1 and 2 Materials

1. Map projections of India:

 2. Station handouts (Made by Nicholas Streif with modifications made by
Jared Muha)

Station #1:
Station #2:
Source #3:
Source #4:
3. Concept Map:

4. Projector
 Day 1 and Day 2 Modifications

ESOL Modifications: Beginning English Language Learners will have access to a

device that they can use to translate unknown words. More proficient English
Language Learners will be expected to read the text, but can have parts of the
text read to them upon request (of which they will be reminded by the teacher).
 Day 3

Step-by-Step

- Bellwork: Remembering the differences between primary and secondary

sources If someone came from a society but also studied it, would they be a
primary or secondary source?
o Students receive roughly 3 minutes to write down question.
o Preface that we are looking for guesses and that all answers will be
accepted, have students share answers, discuss disagreements, and
argue those disagreements if possible.
o Explain to students that some sources can be both depending on
how they are used.
- Introduce Dr. Deepa Nair, Professor of History at University of Central Florida.
o Dr. Nair is a historian of Indian history and comes from India so she
can speak on both her research on and experiences of the caste
system. She is both a primary and secondary source!
o Dr. Nair will be speaking today about the Hindu beliefs that uphold
the caste system, how people view and justify the caste system, and
why the social structure is so important to understanding Indian
history and in doing so will provide us a firsthand perspective of
the Hindu caste system.
o (This part of the lesson plan can be adapted with videos or other
guest speakers to achieve a similar outcome.)
- While Dr. Nair talks, students will complete a Guest Speaker notetaking sheet
that will help them remember important ideas and details, ask good
questions, and will be a study resource as we continue the unit.
- Students will submit Guest Speaker notetaking sheet as a formative
assessment of their progress and understanding.
 Day 3 Materials

1. A guest speaker or video that can provide a firsthand, verbal testimony.

a. The caste system is difficult for Western students to understand, as it
is extremely different from the social structures they are used to and
the religions in their own society. For that reason, a personal
testimony will be a most effective first primary source.
2. Guest Speaker notetaking sheet:
Guest Speaker notetaking sheet
Answer following questions about your guest speaker:

1. Todays date: _____________________

2. Guest speakers name: ____________________
3. Guest speakers Job title: __________________________
4. List 4 significant points that you learned from the guest speaker:
a. _________________________________________________
_________________________________________________
_________________________________________________
b. _________________________________________________
_________________________________________________
_________________________________________________
c. _________________________________________________
_________________________________________________
_________________________________________________
d. _________________________________________________
_________________________________________________
_________________________________________________
5. What did you like the most about the presentation?
a. _________________________________________________
_________________________________________________
_________________________________________________
6. Come up with at least one question that you could ask:
a. _________________________________________________
_________________________________________________
 Day 3 Modifications

ESOL Modifications: ESOL students will receive proximity control

accommodations. During the guest talk, ESOL students will be grouped within
proximity of the teacher who can provide additional explanation when needed.
Beginning English Language Learners will only be expected to list two (2)
significant things they learned from the speaker as part of a shortened workload
accommodation.
 Day 4

Step-by-Step

- Bellwork: Think back to yesterday Why was Dr. Nair such a valuable source
to learn from?
o Give students roughly 3 minutes to write down their answer.
o Have students share answers after they are finished writing.
- Remind students that by using primary sources, we can try to get close to
actually imaging what life was life from the perspective of the people we are
studying.
- Today, we will be studying a lot of primary sources in order to do that!
- Students will each be given an individual iPad and 3 document analysis sheets.
- Students will be directed to a World Digital Library illustrated manuscript that
depicts people of various castes:
https://www.wdl.org/en/item/3081/view/1/4/
- Students will be instructed to complete 3 document analysis sheets on any of
the images in this manuscript. Specifications for how much needs to be
written will be differentiated based on the classes aggregate academic
readiness.
- With 10 minutes left in class, students will be paused for a group
conversation. Students will share their general impressions, using their
document analysis sheets to guide their responses. If students do not pick up
on some of the nuances of the pieces (i.e., skin color, profession, clothing),
the teacher should bring it up and ask for student responses. Students can
add notes from the conversation to their document analysis sheets and
continue browsing the collection for the remainder of class.
 Day 4 Materials

1. Class set of iPads or electronic devices that can view images.

2. Collection link: https://www.wdl.org/en/item/3081/view/1/4/
3. Document analysis sheet for images 3/student:
https://www.archives.gov/education/lessons/worksheets/photo.html
 Day 4 Modifications

ESOL Modifications: Beginning English Language Learners will have the option to
complete their document analysis sheets in their native language; and Spanish
speakers will be provided with the Spanish-language document analysis sheet.
More proficient English Language Learners will be asked to do the task the same,
but will be allowed to ask for assistance with grammar, spelling, wording, etc.
 Day 5 (Summative Assessment)

Step-by-Step

- Bellwork: Retrieve your concept map, Guest Speaker notetaking sheet, and
your document analysis sheets.
- Directions: Using these 3 items, write an explanatory essay on the Hindu
caste system. In order to get full credit you must:
o Describe the caste system
o Describe the differences between different castes
o Explain the relationship of the Untouchables to the caste system
o Explain the various rationales for the caste system
o Cite evidence from your concept map, Guest Speaker notetaking
sheet, and at least one (1) document analysis sheet.
o Give students approximately 30 minutes to complete the assignment.
- Conclude with a class talk about how nearly every society has a class system,
but each has their own unique components
o Engage in a class talk comparing the caste system to Mesopotamia
and offer extra credit on the summative assessment for students
who are able to verbally make strong comparisons.
 Day 5 Materials

1. Students need:
a. Concept map
b. Guest Speaker notetaking sheet
c. Document analysis sheets
d. Writing utensils
e. Writing paper
 Day 5 Modifications

ESOL Modifications: English Language Learners will be provided with an iPad in

order to translate. Beginning English Language Leaners will be permitted to write
in their native language if they so choose. All English Language Learners will
receive extended time upon request and help while writing upon request.
 Supplemental Materials
The following can be used as extensions for students who finish work early, want enrichment
work outside of school, or who need more challenging material with which to manage.

- BBCs The Story of India on the caste system

o https://www.youtube.com/watch?v=Oh_xvKLhZHg
- Kids Discover unit on the caste system
o https://online.kidsdiscover.com/unit/ancient-india/topic/the-caste-
system
- Article about the caste system today and affirmative action measures for low-
caste members
o http://www.economist.com/blogs/banyan/2013/06/affirmative-
action