Grade

HINDU AMERICAN TEMPLE SCHOOL (HATS)

Curriculum for Grade PreK through Grade 12 and for Adult School

GradeAgeCurriculum NameCurriculum DescriptionPedagogical Rationale / Assumptions/ Notes

PreK4-5Devas and AsurasVisual introduction to Hindu Deities, Asuras, Festivals through videos, art and crafts.

Class teaches kids to recognize basic patterns and conventions. E.g., Krishna is painted blue, but his clothing is painted yellow.

Each class starts with the Namaste gesture and recitation of Om!Children do not know alphabet or counting. Short attention span. They like to color and do fun activities. They also like to differentiate between good guys and bad guys. Note: This class has no chanting. Classrooms for this grade need not have a board and kids can sit on the floor.

K5-6ABC of DharmaIntroduce some key moral values through the alphabet and stories from Hindu scriptures. Teach the recitation of OM, Gayatri Mantra. Teach the Om Jai Jagadish Hare Arati.

Kids start learning the alphabet in their regular school. Note: This class introduces children to content of grades 1-4

16-7Hindu ParablesInstructive narratives from Panchatantra, the Puranas, Hitopadesha, Jain scriptures etc. Use the game Snakes and Ladders.Learn the general Shlokas used in the Temple Liturgy.

Kids become more familiar with numbers in this grade. Note: This class reinforces the values that they learned in the earlier religion class.

27-8RamayanaUse the animated Ramayana DVD to start the year. Cover the main episodes in the story of Ramayana. Each class should have an activity.

Teach the Hanuman Chalisa.

The sacred narrative of Ramayana is simple and does not have too many sub-plots. The characters are also black and white. This makes it easy for students to distinguish Dharma from Adharma.

38-9Bhagavata Purana and Shiva PuranaDevoted to teaching about the 10 Avataras of Lord Vishnu and the major episodes from the Shiva Purana (including the deities Ganesha and Karttikeya).Teach simple Mantras connected to different deities such as Om namah shivaaya; Om namo bhagavate vaasudevaaya

This class acquaints the students with the major sacred narratives from Hindu sacred literature.Note: Time permitting, narratives of the Devi could also be incorporated (e.g., battle with Mahishasura)

49-10MahabharataGive a connected account of this scripture covering the major episodes. Use these episodes to reinforce moral values and to highlight evils to be avoided. Long didactic sections such as the Shanti Parva should be avoided.

The Mahabharata is much more complex than the proceeding scriptures and is best taught after them.

510-11Living Hindu Values & Lives of great HindusInspiring life stories of Hindu/Jain Sages and Saints (such as Mahavir Swami, Tulsidas), Kings (e.g., Shivaji), political leaders (e.g., Mahatma Gandhi). Use these biographies to teach Hindu values such as Ahimsa, compassion, Bhakti and so on. Note: Use of Power Point and other professional presentation means in this and all higher grades is desirable.

611-12God in Hindu DharmaStudents should also learn how the different Pauranik Deities are related to each other, their hierarchy, main sacred narratives about them. Explain the symbolism of each Deity.Explain how different Deities are aspects of the same Supreme Being.

Students will memorize the main shlokas for each Deity.

Note: Take tours of Mandir to show them each Deity.

712-13Hindu Religious Ceremonies and FestivalsExplain the origin of festivals as they come during the year. Celebrate them in the class through crafts. Students of this grade play an active role in temple celebrations and major worship ceremonies. Explain the different steps of Puja, and their significance. Explain other forms of Hindu worship such as Homa, Japa. These should be taught in between the festival classes (depending on the timing of festivals that year).

Students should memorize Samkalpa Mantra and Shodashopachaara Mantras.

Grades 7-8 are crucial years because kids become busier with their regular schools. Involving them in temple worship will give them visibility and enhance their enthusiasm.

Note: Teacher will have to consult the religious calendar and the schedule of temple activities for that year.

813-14History and Geography of HindusDescription of different parts of India, Nepal, Bangladesh and other parts of the world where Hindus live or have lived. Covers history (including the Aryan Invasion theory), geography, pilgrim centers, prominent temples, major monuments, historical figures etc. Hinduism should be taught as a global spiritual tradition.Explain how we can live as good Hindus in the United States.

Teach major shlokas enumerating holy rivers and pilgrimage centers.

Students study about the history and geography of India in this grade in their regular school. The preceding few religion classes have already covered some reinforcing material. Note: Peer pressure starts becoming important with this grade and relationships matter a lot. Divide students into pairs or small groups.

914-15Key doctrines and important symbols of Hindu DharmaExplain through discussion the key concepts of Hinduism Purusharthas, Dharma, Karma, Caste, Rebirth, Samsara, Atman, Paramatman, Brahman, Ishvara, Yoga, Moksha etc. Followed by a discussion of important Hindu symbols such as the cow, bindi, conch shell etc.

Students actively start dropping out after this grade. They need to know these concepts before they drop out. They have the intellectual maturity to understand these concepts at this age and enjoy discussion and arguments.Note:This class foreshadows the last class in this entire program in some respects.

1015-16The Bhagavad GitaShould start with situating the Gita in the Mahabharata and explaining its popularity in the world.

Not a chapter by chapter study but a thematic study of key concepts Karmayoga, Rajayoga, Bhaktiyoga, Jnanayoga, Gunas etc. Suggested chapters for study are 2, 3, 6, 12, 13, 16, 17, 18 etc.Key verses of the Gita should be recited and memorized during this year.

Note: Each class should start with the recitation of Geeta Dhyanam

This and the following classes are for the dedicated and mature students. Enrolment is expected to be low as students get busy with their regular school work. Teaching the Gita in the sequence of the verses can be confusing. Therefore a thematic approach is preferable.

1116-17The Sacred Scriptures of Hindus Start with a description of the uniqueness and greatness of the Vedic literature. Detail the praises of Upanishads by scholars all over the world.

Explain the division of the Vedic literature into the Karma Kanda, the Upasana Kanda and the Jnana Kanda. Teach the shorter Upanishads or passages from them. Suggested texts: Ishavasya Upanishad, Kathaka Upanishad, Sadvidya (from Chhandogya Upanishad), Aitareya Upanishad, Mundaka Upanishad (selections).If the class is ambitious, the Shanti Mantras of Upanishads may be memorized and explained by the teacher.

Explain the main contents of Agamas, Puranas, Itihasas, Dharmashastras etc. Select portions from these scriptures may be taught.

Give an overview of Darshanas. Explain the major tenets of different schools of Vedanta.

Discuss selections from writings of Bhakti saints and modern Hindu saints (such as Swami Dayanand and Swami Vivekanand)

Give an overview of the sacred literature of Jains and teach select portions from these scriptures.

Classes 1-10 cover practically all the popular Smriti scriptures of Hindus. This class should focus on Shruti literature which is more difficult to understand. Interrelationships between different scriptures and their complementary nature can also be taught through this class. Jain scriptures are also introduced in this class.Notes: Guest speakers specializing in specific genres of Hindu and Jain scriptures can be invited. In particular, speakers who can recite Vedic scriptures with accents should be invited to give a demonstration.

12 & Adults17 and upThe Heart of Hindu DharmaFocus on giving an overview of Hindu Dharma to understand the location of individual parts in the whole. Emphasis is on whys - concepts, philosophy, rationales. Compare and contrast Hinduism to other religions. Class is taught largely through instruction supplemented with discussions and debates, and a few class excercises.

It is recommended that guest speakers specializing in specific areas are invited.

Second generation teenagers need to understand their religion in relationship to the surrounding Judeo-Christian environment. This is the last time we can teach our Dharma to them from our own perspective. Once they go the University, they may study Hinduism from hostile outsider perspectives.Many adults (even first generation immigrant Hindus) do not often know enough about Hindu Dharma. This class will cater to their needs as well.

This class fulfills the pedagogical principle that the final stages of learning involve the ability to evaluate and synthesize, and the ability to see different teachings as complementary part of one whole.

References:

1. PURAVIDY Curriculum developed by Arsha Vidya Gurukulam

2. BLAVIHR Teachers Handbook(s) developed by Darshana Nanavaty of Chinmaya Mission

3. Chinmaya Mission publications such as Bla-Bhgavatam and Bla-Rmyaa

4. Garden of Life series of booklets

5. Explaining Hindu Dharma by Vishwa Hindu Parishad (UK)

6. Hinduism for Schools by Seeta Lakhani, Vivekananda Center (London)

7. What is Hinduism by Himalayan Academy (Hawai)