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AS and A LEVEL Curriculum Planner H173, H573 For first teaching in 2016

Developments in Hindu Thought (H573/07) Version 1

www.ocr.org.uk/religiousstudies Introduction across years. thetwo wish. You may wishto complete thecourseone componentatatime, orrunthem inparallel you areIf studentsfor notentering theASLevel, you are free asyou thematerial to arrange topics) inthefirst year, before moving onto theA Level onlycontent inthesecond. to teach theASandALevel commoncontent to (indicated the inthisdocumentby *next in oneclassyou willneedto ‘co-teach- courses. thetwo Therefore you would beadvised approach willdiffer. thismaterial If you are ofASandA teaching amixture Level students The for material linearALevels ofways, andhow canbetaughtinawidevariety teachers tomaterial suitbothyour needsandthoseofyour learners. their students. Please doadapttheamountofhoursassigned elementsof to thevarious teacher to dependingonthestrengths to teacher context, andcontext of theteacher and andlearners. context The weighting ofhoursallocated to content may from alsofluctuate accordingin revision, to recap their andassessmentpreparation deemnecessary asthey This plannerisintended to ‘unpack’ thespecificationcontent only. Teachers shouldbuild course. is innoway prescriptive ordefinitive; itisjustonesuggestionofhow a teacher may planthe three componentsoftheALevel beingtaughtin100hoursoverall (50for theASLevel). This mock exams, schoolevents etc., andsowe have designed thisplannerbasedoneachofthe hours across years. two We recognise thatinreality someofthesehoursare lostto revision, Hours’ inthespecification,generally recommended time for thestudyofanA Level is360 constraints. Whilst OCR’s ALevel inReligious Studiesdoesnothave stated ‘Guided Learning to ensure thatfullspecificationcoverage canbetaughtinasettimeframe, given timetabling specification is ofthespecificationand outhowto muchtime work to allocate to eachpart into ateaching scheme. Oneofthefirstthingswhich teachers are required to dowithanew ofthiscourseplanistoThe demonstrate purpose how thespecificationmightbetranslated approaches andsources ofwisdomandauthority. teachers andstudents, andprovides detailsofusefulresources, views, academic scholarly aims to address thecontent itmanageableforIt ofthiscomponentinaway whichmakes Component 07ofOCR’s ASandALevel inReligious Studies; planisintended andguidancefor toThis provide curriculum teachers delivering support Developments in Hindu Thought Hindu Developments in RELIGIOUS STUDIES AS andALevel Religious Studies AS AS and A LEVEL A Development inHinduThought Development . 2 resources available to themandofcoursetheirstudents’ academicneedsandabilities. develop theiryear inlightofprevious plansandschemesofwork successfulapproaches, the are many possibleapproaches andcentres are and encouragedto reflectongoodpractice is intended to illustrate oneway to deliver thiscomponentover year atwo course. There intention to suggestthatcentres mustfollow thisplaninorder to besuccessful. This plan to note thatthisisonlyaproposed wayimportant through teaching theALevel. isn’t It the It is in thespecification;thisis by nomeanstheonlyway canbetaught. thismaterial The following plansuggestsanorder ofteaching curriculum basedontheorder ofmaterial Curriculum PlannerCurriculum © OCR 2016 AS and A Level Religious Studies Curriculum Planner

Approximate Suggested resources, scholarly views, academic approaches Topic Content Point Suggested Teaching and Learning Hours of teaching and sources of wisdom and authority

Development and The Indus Valley 3 The Indus Valley Civilisation (also called Harrappan Historical summaries and theories: Diversity* Civilisation Civilisation) 3300-1300 BCE http://history-of-hinduism.blogspot.co.uk/2010/11/beginnings- • people of-.html • theories of Migration/invasion and cultural http://www.ancient.eu/hinduism/ transformation A basic timeline: in the Indus Valley: http://hinduism.about.com/od/hinduism101/a/origin.htm • of religious practices in the Indus Valley An overview of religion in the Indus Valley: – seals (e.g. the Pashupati seal), figures, http://www.hinduwebsite.com/history/indus.asp bathing • differing interpretations of evidence Looking at the Pashupati seal: http://varnam.org/2007/07/the_posture_of_proto_siva/ Klostermaier, Klaus K (2000) Hinduism: A Short History, Oneworld Doniger, Wendy (2010) The , An Alternative History, Oxford University Press The 2 Structure and composition of the An overview of structure and content: • Rig Veda http://www.ancient.eu/The_Vedas/ • Samar Veda Description of important Vedic and reasons for : • Yajur Veda • Atharva Veda http://www.hinduwebsite.com/hinduism/vedicgods.asp Curriculum planner Curriculum • The Klostermaier, Klaus K (2000) Hinduism: A Short History, Oneworld

Vedic and modern deities: • , and • (commonly identified with ) • (commonly identified with )

3 © OCR 2016 AS and A Level Religious Studies Curriculum Planner

Approximate Suggested resources, scholarly views, academic approaches Topic Content Point Suggested Teaching and Learning Hours of teaching and sources of wisdom and authority

Development of 5 Vaishnaivism A summary of forms of Hinduism and how they differ: theistic traditions • Vishnu as the supreme http://factsanddetails.com/world/cat55/sub354/entry-4151.html • (devotion) and ritual worship A comparison of four : • (forehead marks) https://www.himalayanacademy.com/readlearn/basics/four-sects A collection of essays on different aspects of Shaivism: • Shiva as the supreme deity http://www.hinduwebsite.com/siva/sivaindex.asp • Bhakti and ritual worship An online dictionary of Hindu terms: • https://www.himalayanacademy.com/view/lexicon • / as the supreme principle Klostermaier, Klaus K (2000) Hinduism: A Short History, Oneworld • Bhakti and ritual worship (‘right-hand’ shaktism) Klostermaier, Klaus K(2000) Hindu Writings: A Short Introduction to • (‘left-hand’ shaktism) the Major Sources, OneWorld Wisdom and Hindu Scriptures 3 Nature of Shruti (heard) and (remembered) texts Essays on ‘Sources of Sacred Knowledge’ and the Vedas: Authority* http://www.hinduwebsite.com/hinduintrod3.asp Popularity and significance for modern Hindus of: http://www.hinduwebsite.com/hinduintrod4.asp • the Vedas • the A personal Hindu perspective on the importance of scriptures: • the https://western-hindu.org/2012/04/11/the-hindu-view-of- Curriculum planner Curriculum • the scriptures/ An overview of Hindu traditions of scriptural interpretation: http://www.indiadivine.org/tika-parampara-the-tradition-of- interpretation/ An online dictionary of Hindu terms: https://www. himalayanacademy.com/view/lexicon

Klostermaier, Klaus K(2000) Hindu Writings: A Short Introduction to the Major Sources, OneWorld

4 © OCR 2016 AS and A Level Religious Studies Curriculum Planner

Approximate Suggested resources, scholarly views, academic approaches Topic Content Point Suggested Teaching and Learning Hours of teaching and sources of wisdom and authority

Holy Persons 3 The importance and role of holy persons: A section of websites about different Hindu saints and : • ascetics or mendicants (/sadhvis) http://www.hinduwebsite.com/links/hinduism/guru.asp • practitioners of (/) A collection of articles about different holy people and their • teachers (Gurus/Swamis) – diksa (), practices: sharing spiritual traditions and , link with the and ashramas http://www.indiadivine.org/category/saints-and-gurus/ • renunciates (sannyasi) – renouncing the world, http://www.indiadivine.org/holy-men-of-india-sadhus-nagas- link with the sannyasin and-babas/ Information about sadhus and their diverse practices: Forms and aims of their practice http://factsanddetails.com/world/cat55/sub354/item1345.html • liberation • devotion Western and Hindu understandings of the term ‘’: http://www.chakranews.com/who-is-a-yogi/3100 An online dictionary of Hindu terms: https://www. himalayanacademy.com/view/lexicon Hartsuiker, Dolf (1993) Sadhus, Inner Traditions International and the Conceptualising 3 Ways of conceptualising Brahman: Concepts of Brahman in relation to two schools of : Self* Brahman • Being-Consciousness-Bliss (sat-chit-ananda) http://www.hinduwebsite.com/hinduism/essays/brahman_ • Not this, not this () duality.asp • That thou art (tat tvam asi) Curriculum planner Curriculum The Sandilya • -consciousness-no consciousness (sat-chit- achit) The V1.11-14 The II The Bhagavad Gita II.13-28 The relationship of 4 Concept of The Sandilya Vidya Brahman and atman • atman, and self The Chandogya Upanishad V1.11-14 • relationship to the body The Katha Upanishad II • relationship to Brahman The Bhagavad Gita ii.13-28 Introduction to concepts of samsara and : The Atma Upanishad: • the cycle of life, death and rebirth http://www.vedarahasya.net/atma.htm • moksha as the ultimate aim Knott, Kim (1998) Hinduism, A Very Short Introduction, Oxford • jivanmukti (liberation while alive) and videhamukti University Press (liberation after death)

5 © OCR 2016 AS and A Level Religious Studies Curriculum Planner

Approximate Suggested resources, scholarly views, academic approaches Topic Content Point Suggested Teaching and Learning Hours of teaching and sources of wisdom and authority

Samsara and The Cycle of 3 Developing understanding of samsara and moksha: An essay on the concept of liberation: * Samsara • the cycle of life, death and rebirth http://www.hinduwebsite.com/hinduism/essays/liberation.asp o rebirth and karma An essay on reincarnation from Vedantic perspectives: o importance of human rebirth o moksha as freedom from rebirth http://www.indiadivine.org/vedantic-perspectives-on- • moksha as the ultimate aim reincarnation/ o link to the Purusharthas The Bhagavad Gita II.47-51, IV.14023 o moksha as the end of the margas/moksha The Chandogya Upanishad VII.4 and yoga The IV.4.5-6 • jivanmukti (liberation while alive) o rejected by vishistadvaita • videhamukti (liberation after death)

Achieving Liberation: • four margas – bhakti (devotion), (knowledge), karma (action), Raja/Ashtanga (eight-limbed) • anugraha (grace) • prapatti (taking refuge) Karma 4 The concept of karma: Bullet points summarising the concept of karma: Curriculum planner Curriculum • karma as action and the consequences of action http://www.hinduwebsite.com/hinduism/essays/fifty-shades-of- • karma and human rebirths karma.asp • sakam (selfish/attached) and nikam (desireless/ An essay summarising connections between karma and rebirth: fruitless) karma • sanchita karma – accumulated through all past https://www.himalayanacademy.com/readlearn/basics/karma- lives reincarnation • parabdha karma – past experienced in the The Bhagavad Gita II.47-51, IV.14-23 present incarnation The Chandogya Upanishad VII.4 • kriyamana karma – karma in the process of being The Brihadaranyaka Upanishad IV.4.5-6 made The Katha Upanishad The relationship between karma, rebirth and liberation An online dictionary of Hindu terms: https://www. himalayanacademy.com/view/lexicon

6 © OCR 2016 AS and A Level Religious Studies Curriculum Planner

Approximate Suggested resources, scholarly views, academic approaches Topic Content Point Suggested Teaching and Learning Hours of teaching and sources of wisdom and authority

The Concept of and 4 The concept of dharma: An essay on the concept of dharma: Dharma* Adharma • as righteousness http://www.hinduwebsite.com/what-is-hindu-dharma.asp • as cosmic order (rta) An essay exploring the idea of universal dharma: • as being/inherent nature • as universal/eternal truth (sanatana dharma) http://www.indiadivine.org/understanding-sanatana-dharma/ • as ethics (sadharana dharma) A summary of dharma as dealt with in the Bhagavad Gita: • as (in the Dharma ) http://www.krishna.com/dharma-bhagavad-gita • as social duty (ashrama dharma and The Bhagavad Gita IV.5-8 dharma) • as personal duty (svadharma) The Shanti Parva 109.9.11 and Parva 69.58 An online dictionary of Hindu terms: https://www. The concept of adharma: himalayanacademy.com/view/lexicon • the opposite to dharma Righteous Living 6 The purusharthas (aims of life): An outline of the four purusharthas and their impact on Hindu • dharma society: • https://hinduperspective.com/2013/03/17/purusharthas-the- • four-great-aims-of-life/ • moksha A Vedantic perspective on the purusharthas: The concept of (virtue/merit) and its http://www.vmission.org.in/vedanta/articles/4puru.htm Curriculum planner Curriculum relationship to: A Hindu identifies their basic moral values: • papa (wickedness/demerit) http://www.religioustolerance.org/rath01b.htm • Ddharma An outline of ten and their opposites: • karma http://www.hinduismtoday.com/modules/smartsection/item. Virtues: php?itemid=1659 • non-violence () An article illustrating how Hindu principles can be applied to an • detachment () ethical issue: • self-restraint (dama) and the yamas (ethical rules http://www.chakranews.com/why-hindus-dont-eat- which guide it meat%e2%80%8f/487 The Bhagavad Gita IV.5-8 The Mahabharata Shanti Parva 109.9.11 and Karna Parva 69.58

7 © OCR 2016 AS and A Level Religious Studies Curriculum Planner

Approximate Suggested resources, scholarly views, academic approaches Topic Content Point Suggested Teaching and Learning Hours of teaching and sources of wisdom and authority

Living in Varnasharama- 3 • society An essay considering virtues and varnashramadharma: Accordance with dharma o duties of each varna http://www.hinduwebsite.com/hinduism/essays/the-four-virtues- Dharma* o duties of each ashrama of-varnashrama-dharma.asp o interdependence of the ashramas (e.g Brihadaranyaka Upanishad IV.4.5-6 Householders produce the wealth that sustains the other ashramas) The Sukta • personal dharma o ashramas not necessarily progressive (e.g. young sannyasin) o varna related to suitability not birth • moral actions o virtuous/righteous action and rta o current age as the yuga • the purusharthas o aims associated with specific ashramas o likelihood of achieving moksha in current life o karma and successive lifetimes Curriculum planner Curriculum

8 © OCR 2016 Introduction AS andALevel Religious Studies Vedanta Topic Schools of Vedanta Schools of VedantaFocus Content Point 6 4 Hours ofteaching Approximate • of Vedanta: Meaning Suggested Teaching andLearning liberation How eachschoolunderstandsBrahman,atmanand • • • Three schoolsof Vedanta: • • of Vedanta: Influence • • based primarily onideasintheUpanishads based primarily literally ‘end ofthe Vedas’ –philosophicalschools the Dvaita the ofMadhva the ofRamanuja the ofSankara the universal religion developments of Vedanta as includingHinduism Neo-Vedanta (contested for term modern mission andtheRamakrishna Vivekananda world atman andtheempirical interestedprimarily inthenature ofBrahman, philosophy schools ofHindu onthe (orthodox/based Vedas)one oftheastika 9 Bartley, (2015) Christopher .asp http://www.hinduwebsite.com/hinduism/essays/me-myself-and- ongettingto grips withAdvaita:A Hindu http://www.indiadivine.org/philosophy-of-dvaita-vedanta/ An essay onDvaita Vedanta: http://www.belurmath.org/Ideology.htm Mission: The ideologyoftheRamakrishna the-problem-with-hindu--frank-gaetano-morales/ https://bharatabharati.wordpress.com/2012/02/15/neo-vedanta- neo-vedantic universalism: critiques A Hindu http://www.hinduwebsite.com/hinduism/essays/vedanta.asp of A summary Vedanta: and sources ofwisdomandauthority Suggested resources, scholarlyviews, academicapproaches s , Bloomsbury Academic , Bloomsbury Curriculum PlannerCurriculum © OCR 2016 AS and A Level Religious Studies Curriculum Planner

Approximate Suggested resources, scholarly views, academic approaches Topic Content Point Suggested Teaching and Learning Hours of teaching and sources of wisdom and authority

Hinduism as Origins of the term 5 Historical origins and uses of the term Hinduism Some different reflections on the term and its origins: ‘Religion’ ‘Hinduism’ http://www.stephen-knapp.com/about_the_name_Hindu.htm Hinduism today: http://www.hinduwebsite.com/hinduism/essays/the- • Sanatana Dharma construction-of-Hinduism.asp o literally ‘Eternal Truth’ o Hinduism as the Universal religion http://www.indianscriptures.com/vedic-society/myths-about- o modern origins of this idea (neo-Hinduism) indi/origin-of-the-word-hindu-1 and rejections of it http://www.shraddhananda.com/Meaning_and_Origin_Of_The_ • Sadharana Dharma Word_Hindu.html o universal ethics or moral principles http://www.hinduwebsite.com/history/an-alternate-view-of- o distinct from specific of varnas and -religious-history.asp ashramas o multiple possible lists; divide into yamas (restraints, things to avoid) and An essay explaining ‘Why I am not a Hindu’: (positive actions) http://infidels.org/library/modern/ramendra_nath/hindu.html o vommonly includes (truthfulness), A summary of Neo-Hinduism: ahimsa (harmlessness), asteya (not stealing) http://what-when-how.com/religious-movements/neo- and (self discipline) hinduism-religious-movement/ The concept of Neo-Hinduism

Curriculum planner Curriculum • modern developments within Hinduism o responses to Western thought and to o Hinduism as Sanatana dharma o Work of Gandhi, Vivekananda, Aurobindo Ghose, () • conceptual connections with Neo-Vedanta o presentation of Advaita Vedanta as the core of all Hinduism • knowledge and practice of

10 © OCR 2016 AS and A Level Religious Studies Curriculum Planner

Approximate Suggested resources, scholarly views, academic approaches Topic Content Point Suggested Teaching and Learning Hours of teaching and sources of wisdom and authority

Criticisms of the 4 Concepts of religion in relation to Hinduism: Some of the challenges of defining ‘religion’: Concept ‘religion • Hinduism as different http://www.religioustolerance.org/rel_defn1.htm • Hinduism as a ‘way of life’ An article arguing Hinduism is not a religion: • Hinduism as a Western construction • Hinduism as a path to liberation http://isha.sadhguru.org/blog/yoga-meditation/demystifying- • Hinduism as overcoming maya yoga/hinduism-not-religion/ An article arguing Hinduism is the universal religion: https://western-hindu.org/2008/05/28/hinduism-is-the-eternal- way-and-the-true-religion/ Hinduism and as a Holy land 4 India and Hinduism: Some reflections on : India • origins of http://www.chakranews.com/meaning-hindutva-from-hindu- • India as a holy land – sacred places and living-as-minority/5190 mythology http://www.chakranews.com/musings-on-hindutva/3597 Hindutva Eck, Diana (2012) India - A Sacred Geography, Three Rivers Press • ‘Hinduness’ • ‘’ Diversity of religions 4 Modern India as a secular state: A blog post examining different religions in an Indian context: in India • Different religions in Indian society http://learningindia.in/indias-by-religion/

Curriculum planner Curriculum • Religious equality in Indian Law A summary of the Indian on equality: • Experience of religious minorities http://www.iloveindia.com/constitution-of-india/right-to- Religion and the Law equality.html • Scheduled – historically disadvantaged News reports of religious discrimination: social groups http://scroll.in/article/731392/religious-apartheid-india-has-no- • Hindu personal law or Modern – law-to-stop-private-sector-from-discriminating-on-grounds-of- constitutional recognition of personal and family of Islamic, Christian, Jewish, and Hindu http://www.csw.org.uk/2006/12/31/report/8/article.htm religions. An overview of personal law in India: http://www.archive.india.gov.in/citizen/lawnorder.php?id=16 An essay summarises the issue of scheduled castes: http://www.faqs.org/minorities/South-Asia/Scheduled-Castes-of- India.html

11 © OCR 2016 AS and A Level Religious Studies Curriculum Planner

Approximate Suggested resources, scholarly views, academic approaches Topic Content Point Suggested Teaching and Learning Hours of teaching and sources of wisdom and authority

Hinduism and the Hinduism outside 6 Western perceptions and understandings of Hinduism: A list of blogs by Western Hindus: West India • Hindu communities outside India https://western-hindu.org/westerners-following-hinduism/ • Hinduism in popular culture A post on identifying as a Hindu outside of India: • Hinduism in Western media http://www.patheos.com/Resources/Additional-Resources/Call- Hinduism and Western philosophy Me-Hindu-Padma-Kuppa-08-25-2011 • in relation to religious practice; An article on the relationship between Hinduism and the Western Western distinctions between philosophy and world: religion http://www.chakranews.com/assault-india-partitioning- hinduism/5387 Hinduism and science Blog posts on Hinduism in popular culture: • range of Hindu views on modern science • scriptural literalism in Hinduism https://ladygeekgirl.wordpress.com/2012/06/03/oh-my-pop- • creation in Hinduism; ‘old earth’ creationism culture-vishnu-hinduism-in-pop-culture/ • the cyclical universe and the cycle of samsara http://www.worldreligionnews.com/religion-news/hinduism/ hinduism-subtle-influence-hollywood-movies Articles about misrepresentations of Hinduism in the media: http://indiafacts.org/misrepresentations-hinduism-media/ http://www.hinduismtoday.com/modules/smartsection/item. php?itemid=1009 Curriculum planner Curriculum Comparing Hinduism with Western /philosophy: http://www.hindunet.org/Moksha/a1v2i005.html http://www.indiadivine.org/ancient-western-philosophy-hindu- wisdom-birds-eye-view/ Klostermaier, Klaus K (2000) Hinduism: A Short History, Oneworld Practising Hinduism 3 Varna and ashrama in relation to wider society: Hindu statements about discrimination: outside India • interdependence of the varnas and ashramas http://www.hafsite.org/media/pr/statements-caste-hindu-leaders • support of society for vanaprastha and sannyasin Reflections of a Western Hindu on Western and Indian culture: Traditional practices: https://western-hindu.org/2009/06/10/hinduism-and-indian- • open funeral pyres culture/ • religious festivals Information about the Neasden Mandir: • sacred sites and places of worship http://londonmandir.baps.org/about/

12 © OCR 2016 AS and A Level Religious Studies Curriculum Planner

Approximate Suggested resources, scholarly views, academic approaches Topic Content Point Suggested Teaching and Learning Hours of teaching and sources of wisdom and authority

Influences 6 People who influenced Western Perspectives; the live Biographical information: and teachings of: http://www.chakranews.com/origin-and-development-of-iskcon- • Vivekananda society--consciousness/1911 • http://www.belurmath.org/swamivivekananda.htm • Gandhi http://www.om-guru.com/html/saints/ramakrishna.html http://peopleof.oureverydaylife.com/hindu-beliefs-shaped- gandhi-2402.html Equality and Hindu 6 Hindu perspectives on equality and discrimination Hindu statements about caste discrimination: Discrimination Understandings http://www.hafsite.org/media/pr/statements-caste-hindu-leaders and : A report on caste and its relationship with Hinduism: • varna and jati • caste as applied to non-Hindus http://www.patheos.com/Resources/Additional-Resources/ • social issues arising from untouchability – Caste-Aways-Hinduism-and-Social-Discrimination-Patton- education, employment, access to services, Dodd-08-21-2011 marriage between castes, equal treatment before A summary of concerns about caste and the of women: the law http://www.religioustolerance.org/hinduism4.htm • overcoming prejudice and discrimination An essay on caste within other : http://www.hindunet.org/home/social_contemporary_issues/ Gender roles: hinduwoman/casteism.html Curriculum planner Curriculum • traditional roles of men and women • stridharma – importance of marriage and children A blog on : • sons and daughters – duties, value and the issue http://hinduismbeliefs.blogspot.co.uk/2008/12/role-of-women- of in-hinduism.html • social issues arising from gender issues – education, employment, medical matters (contraception, infertility etc), , equal treatment before the law

13 © OCR 2016 AS and A Level Religious Studies Curriculum Planner

Approximate Suggested resources, scholarly views, academic approaches Topic Content Point Suggested Teaching and Learning Hours of teaching and sources of wisdom and authority

Social Reform 4 Culture-specific concerns: A blog about the status of Hindu widows: and women’s • http://www.womenundersiegeproject.org/blog/entry/the- movements • rights of widows, wives and daughters ongoing-tragedy-of-indias-widows • women’s education An article outlining social injustices concerning women: • protection of women’s rights http://www.chakranews.com/our-most-shameful-practices- Feminism and Hinduism female-feticide--and-corruption/1711 • and the status of women An article summarising Hindu feminism: • women’s dharma and cultural tradition http://what-when-how.com/love-in-world-religions/feminist- • Sadhvi, e.g. , Sadhvi thought-in-hinduism/ Rithambara A blog post about : http://www.patheos.com/Hindu/Ending-Violence-Padma- Kuppa-01-10-2013 An article about Western feminism from a Hindu feminist perspective: http://www.dailyo.in/politics/hindu-feminism-womens-rights- mens-rights-sexism-misogyny/story/1/10380.html An article about Hindu feminism http://swarajyamag.com/culture/hindu-feminism-and-indian- Curriculum planner Curriculum society Sharma, Arvind and Young, Katherine K (eds) (1999) Feminism and , State University of New York Press Jacobs, Stephen (2010) Hinduism Today, Continuum

14 © OCR 2016 AS and A Level Religious Studies Curriculum Planner

Approximate Suggested resources, scholarly views, academic approaches Topic Content Point Suggested Teaching and Learning Hours of teaching and sources of wisdom and authority

Dalit movements 4 Religious and cultural attitudes to untouchability: An international organisation: • who are Dalits? http://idsn.org/about-us/ • varna and jati A look at the work of a dalit-focussed media channel: • the caste system across religions • legal protections (scheduled castes) http://www.thehoot.org/media-practice/dalit-voices-loud-and- • untouchability not supported in the Vedas clear-9148 A summary of dalit movements in India: http://www. Dalit education yourarticlelibrary.com/notes/useful-notes-on-dalit-movement-in- • importance of access to education india-1412-words/6147/ • work and example of Dr Ambedkar including the A dalit organisation website: Bahishkrit Hitakarini Sabha http://navsarjan.org/navsarjan/aboutus Dalit solidarity networks Dalit blogs: • equality laws and social reality http://dalitsvoice.blogspot.co.uk/ • discrimination, social exclusion, physical abuse http://dalitdiscrimination.tumblr.com/ • awareness raising and political campaigning http://dalitliberation.blogspot.co.uk/ • Ambedkar’s rejection of Hinduism and the Dalit Buddhist Movement Jacobs, Stephen (2010) Hinduism Today, Continuum Curriculum planner Curriculum

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