Buddhism: a Tale of the Dalai Lama a Teacher’S Resource Guide

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Buddhism: A Tale of the Dalai Lama A Teacher’s Resource Guide

Content Area Relevance: World History, World Religions Grade Level: Grades K-5 Duration: 4, 60-minute class periods Content Standards: See Appendix C below

Authors: Shruthi Nagarajan, Cassidy Charles, and Arjun Kaul Email: [email protected]

Driving Question ● How does learning about different religions help us develop our cultural awareness, and increase our understanding of global complexities?

Learning Objectives: - Students will be able to identify and locate Tibet on a map. - Students will be able to identify Buddhism as a religion and list at least two or three teachings of Buddhism. - Students will learn about the Dalai Lama and core aspects of his teachings. - Students will learn about the spread of Buddhism to East Asia and the U.S.

Quick Facts:

- Buddhism began in India after Prince Siddhartha Gautama freed himself from the cycle of desire and suffering over 2500 years ago - The religion is based on the Buddha’s teachings of the Four Noble Truths and The Eightfold Path which allow us to reach Nirvana and end suffering - The three main tiers of the Eightfold Path are Wisdom, Morality, and Meditation - The three main sects of Buddhism are Theravada, Mahayana, and Vajrayana Buddhism which each spread to different regions of Asia - Tibetan Buddhism follows a mix of Mahayana and Vajrayana Buddhism - The Dalai Lama is essential to Tibetan Buddhism as the head monk of the religion and a crucial part in Tibetan politics

TABLE OF CONTENTS

1. Background Information………………………..……………………….……3-4

2. Teacher Guidance…………………………………………………………… 5-9 a. Learning Activities

3. Appendix …………………………………………………………………...10-12 a. Appendix A: Resources for Students and Teachers b. Appendix B: Content Standards

Background Information

Buddhism is an ancient religion based on the teachings of the Buddha. The term Buddha means “Awakened One” and was given to Prince Siddhartha Gautama after freeing himself from the cycle of desire and suffering over 2500 years ago. Buddhism began in India and then spread to central and southeastern Asia, China, Korea, and Japan. The Religion’s main beliefs are shaped around the Buddha’s teachings, known as the Four Noble Truths. The First Noble Truth is that life is made up of pain and suffering. We see this through pain, disease, frustration, and fear. The Second Noble Truth says that the cause for this suffering is craving the need to control things or desires. Examples include the desire to be wealthy or desiring to not be angry. The Third Noble Truth is that there is an end to suffering. By letting go of our desires and learning to live in the moment, then we can live free and happy on our way to reaching a state of Nirvana. The Fourth Noble Truth says that following the Eightfold Path is necessary to ending suffering.

The Noble Eightfold Path outlines how followers should live their lives if they hope to free themselves of suffering similarly to how the Buddha did. The Path focuses on being mindful of your actions and thoughts. Also, the Buddha says that we should not live our lives with too much or too little, but instead should live in the middle with a balance. The Path to Nirvana follows the development of Wisdom, Morality, and Meditation. Right Understanding, Right Thought, and Right Speech fit under the category of Wisdom. The branch of Morality covers Right Action, Right Livelihood, and Right Effort. The tier of Meditation focuses on Right Mindfulness and Right Concentration. Through these three categories, the Eightfold Path teaches us to live the right way to reach Nirvana.

Buddhism began in India and then spread throughout Asia in countries like Thailand, China, Korea, Japan, Malaysia, and Tibet. There are many different types of Buddhism because the religion blends with the country’s cultures and customs. Theravada Buddhism is the oldest division and is found in countries like Burma, Thailand, Sri Lanka, Laos, and parts of Indonesia, Vietnam, and Malaysia. Mahayana Buddhism is another major sect, and it is found in China, Japan, Korea, and Vietnam. Vajrayana Buddhism is found in Nepal, Mongolia, Tibet, and Bhutan.

Tibet’s history with Buddhism dates back to the 7th century under king Songsten Gampo when his marriages led to the introduction of Buddhist scriptures and statues. The teachings started to merge with local culture and in the 10th century, Lamaism, Tibetan Buddhism was founded and spread to other regions. Tibetan Buddhism focuses on Yoga and is categorized under the Mahayana sect but also incorporates the symbolic ritual practices of the Vajrayana sect. The religion also uses features of the local native Tibetan Bon religion in its Buddhist practices. Tibetan Buddhism stands out because of its influences by symbolism from the Vajrayana sect and Bon religions, as well as relying on ritual postures, sacred speech, and sacred art.

Tibetan Buddhism is also special through its position of the Dalai Lama. The Dalai Lama, meaning Ocean of Wisdom, is the head monk of the religion and has been responsible for governing Tibet until 1959. Tibetan Buddhists believe that the Dalai Lama is the god of compassion who comes to Earth to help people. Tibetan Buddhism believes in reincarnation, which is the idea that after death, a person’s soul is born again into a new body. Thus, each Dalai Lama is a reincarnation of a past lama who decided to be reborn again to continue his important work, instead of moving on from the wheel of life. When a Dalai Lama dies, high-up government officials search for a boy born around the same time as the death of the Dalai Lama. The officials perform a series of tests to confirm the eligibility of the next reincarnation. The first is a dream in which one of the High Lamas may dream about some mark or location that will identify the boy. If the previous Dalai Lama was cremated, the next test is smoke where High Lamas will watch the direction of the smoke and search accordingly. The third test is Oracle Lake where High Lamas go to a holy lake, called Lhamo Lhatso, in central Tibet and watch for a sign from the lake itself. This may be either a vision or some indication of the direction in which to search.

The current Dalai Lama, Tenzin Gyatso, was identified with the help of a vision from the Oracle Lake test. The vision led the officials to look in the direction of Gyatso’s village as it showed a three-story monastery with a gold and turquoise roof, and another vision of a small house with odd guttering. Once the high Lamas found Gyatso’s house, they presented him with a bell from the previous Dalai Lama to which he identified and shouted, “It’s mine, it’s mine.” Gyatso was enrolled in training and crowned at the age of 15 in 1950. As China planned to bring Tibet under its official rule, the new Dalai Lama fled from Tibet to India with thousands of followers. The Indian government allowed the Dalai Lama to form The Tibetan Government in Exile in Dharamshala in India. This allowed for the further exchange and spread of Tibetan language, culture, and religion in India. The Dalai Lama has gone on to travel to the west and promote ideas of Tibetan independence and peace. In 1989 he received the Nobel Peace Prize for maintaining a policy of non-violence with the Chinese government.

References

1. Barrow, M. (2013). Buddhism Religion. Buddhism for Children. http://www.primaryhomeworkhelp.co.uk/religion/buddhism.htm 2. Encyclopædia Britannica, inc. (n.d.). Buddhism. Encyclopædia Britannica. https://kids.britannica.com/kids/article/Buddhism/352887 3. BBC. (n.d.). Buddhist Beliefs. BBC News. https://www.bbc.co.uk/bitesize/guides/zf8g4qt/revision/2 4. BBC. (2006). Religions - Buddhism: Dalai Lama. BBC. https://www.bbc.co.uk/religion/religions/buddhism/people/dalailama_1.shtml

Teacher Guidance

This lesson will be effective if students already have some background information and familiarity with the Tibet region. Students do not require extensive knowledge as this lesson will be an introductory lesson. This lesson can be one part of a World Religion theme. To help your students build background knowledge, you could share the below videos and readings with them.

Videos: ● Is Tibet a country? ● A day in the life of Tibetan Kids

Articles: ● The Dalai Lama, BBC. ● All About Buddhism

In preparation for this lesson, teachers will need to:

● Ensure students have access to a tablet or a similar device with internet access. ● Ensure students have access to learning materials in the format that suits their learning needs (hard copies or digital copies). ● Accessibility: Please ensure that captions are turned on for YouTube videos to support ESL and other students who might benefit from it. Teachers can also try to look for alternative options for learning materials to support different kinds of learners. Example: Look for software (e.x., Wideo, Kukarela, etc.) to convert an article/text into an audio file for auditory learners.

Learning Activity

*Note to teacher: The time breakdown is provided as a rough estimate. Please change the times to meet your classroom needs.

Topic Student Activity Teacher Guidance

Day 1 Students will learn the geographical location of Learning Objectives for this day: Students will be able to locate and

About Tibet and some basic facts about Tibet. identify Tibet on a Map. Tibet <20-30 Students will participate in activities as required. Materials: World Map, Tibet’s Map, Glossary list, all readings and Minutes> videos required, activity worksheets. Handouts: ● World Map (Handout 1) ● Tibet’s Map The teacher will begin the class by asking questions about Tibet to ● Tibet Basic Facts (Handout 2) activate students' background knowledge. Examples: ● Glossary (Handout 3) “Have you visited Tibet?”, “Have you heard of Tibet before?” Read: Tibet “Where is Tibet located?” Watch Videos: *Questions can be changed based on the students’ answers. ● Is Tibet a country? [07:50] ● A day in the life of Tibetan Kids [04:31] The teacher will explore the world map and begin by locating the United States (familiar region to the students) and pointing out the Activity 1: On a world map, students will identify states students have lived in or visited. Explain how states, countries the geographical location of Tibet and color it. Students will also complete the Basic facts Q&A on and continents are divided through borders, land, oceans, etc. the worksheet. The teacher will then locate Tibet on the map and explain the distance Homework: Complete the Glossary list worksheet (e.g., # of miles) between the U.S. and Tibet. Explain how one can and bring it with you to the next class. travel to Tibet. The teachers will then display the enlarged map of Tibet, identify its capital, and provide some basic facts. This can be followed by Activity 1. Access all the learning materials for Day 1. The teacher will provide instructions to complete the activity. This activity helps teachers assess if students are able to recall and retain the information taught.

The teacher will send the ‘Glossary Worksheet’ as Homework.

Day 2 Students will learn about one of six main religions Learning Objective for the day: Students will be able to identify Buddha in the world, Buddhism, and its teachings. Buddhism as a religion and list at least two or three teachings of and Buddhism. Buddhism Read:

<40 ● All About Buddhism, The teacher will begin the class by introducing Buddhism as one of the Minutes> ● Story of the Buddha- Interactive Storybook six main religions in the world. The teacher will then play the “What is Videos: Buddhism?” video from 0:00 to 3:58. After watching the video, the ● What is Buddhism? [19:52] teacher will engage students in Activity 1 and answer any questions ● Virtual Tour of Tibetan Temple [02:14] they may have.

Activity 1: Watch the video What is Buddhism? The teacher will then introduce the Four Noble Truths [Image 1] and [0:00 to 3:58] and write on the worksheet what is Eightfold path [Image 2] with the help of the images and provide real- Buddhism and What do Buddhists believe? Discuss world examples that elementary grade students can relate to. The your answers with the whole class. teacher will then play the “What is Buddhism?” video from 4:00 to 10:15. Students will then engage in a fun Kahoot Quiz in pairs. Activity 2: Watch the video What is Buddhism? [4:00 to 10:15] and complete the Kahoot Quiz: Four The teacher will encourage students to watch the virtual tour of the Noble Truths and Eightfold Path in pairs. Tibetan temple and read the Story of Buddha Interactive-Storybook at home and complete the homework. Homework: Watch the virtual tour of Tibetan temple- Interactive Storybook and draw a picture of Buddha and Tibetan Temple. Bring it with you to Use the below resources to learn more about Buddhism: class to share with your peers. ● All About Buddhism ● Buddhism: An Introduction ● History.com- Buddhism History ● Buddhism Access all the learning materials for Day 2. ● Basics of Buddhism - Lecture Series [46:28] ● The Buddha’s Teachings on Buddhism - ○ Four Noble Truths ○ Eightfold Path

Day 3 Students will learn about the Dalai Lama’s history Learning objective for the day: Students will learn about the Dalai The Dalai and role. Lama and his teachings. Lama <40 Read Minutes> ● The Dalai Lama, BBC. The teacher will begin class with a Read Aloud Activity of the book ● Who is the Dalai Lama by Dana Meachen Who is the Dalai Lama by Dana Meachen Rau and Who HQ. Engage Rau and Who HQ [Book]? the students by asking questions about the cover page. As you read the ● The Seed of Compassion, by His Holiness book, engage students by asking them questions about the illustration; the Dalai Lama [Book] check for comprehension by asking questions about a previous page; develop critical thinking by asking students what might come next in Video the story. ● Dalai Lama’s Advice for Children [1:07] The teacher will play the video to the whole class. After watching the Activity 1 video, the teacher will engage students in a small discussion to share ● Complete Worksheet on Dalai Lama what they learned from the video and answer any questions they might have. Activity 2 ● Draw your vision of the Dalai Lama and his Use the below resources to learn about the Dalai Lama: environment. (Provide a few images of Dalai ● Dalai Lama Biography [1:19:24] Lama in different settings as a model) ● Book: The Dali Lama: Foreword by His Holiness The Dalai Lama Access all the learning materials for Day 3. ● His Holiness The 14th Dalai Lama of Tibet [Official Website]

Day 4 Read Learning objective for the day: Students will learn how Buddhism Spread of ● Spread of Buddhism on the Silk Road spread across different countries such as Japan and the U.S. Buddhism ● Buddhism in Japan <40 The teacher will begin class by playing the digital timeline of the spread Minutes> Video of Buddhism video to help students visually analyze how Buddhism has ● Digital Timeline of the Spread of Buddhism spread across countries and continents. The teacher can use the Silk Note: This [3:14] Road as a reference to explain the spread of Buddhism. lesson can ● How did Buddhism come to Japan? [7:49] be used as Buddhism in Japan: The teacher explains the spread of Buddhism to

9 an extended Japan through the Trade Route in the 6th century and Buddhism was topic for the Activity 1: Engage students in a guided Zen Den well established in Japan by the priests in the 7th century. The teacher upper meditation practice [5:35]. After practicing, ask will then play the Zen Buddhism in Japan video. After watching the elementary students to share their experiences. video, the teacher will engage students in a discussion on the grade differences between Zen Buddhism from Tibetan Buddhism. students. Activity 2: Plan a visit to a Buddhist Temple or Community center. Buddhism in the U.S.: After introducing Zen Buddhism, it is a perfect segue to introduce the spread of Buddhism to the west. The teacher can Buddhist Communities in the U.S.: talk about when Buddhism came to North America through the Chinese ● Buddhist Churches of America immigrants who settled in the Western parts of the U.S. in the 1840s. ● Zen Center of Los Angeles Then the teacher talks about the Chicago World’s Fair (1893) as a key ● San Francisco Zen Center event in the transmission of Buddhism to the West. The teacher then ● Shambhala Centers in North America talks about the spread of Zen Buddhism in 1898 by followers of ● Providence Zen Center in Rhode Island Japanese Buddhism. [Refer to How Buddhism came to the West by Maia Duerr to learn more about the spread of Buddhism to the west] Virtual Tours: ● Miu Fat Buddhist Monastery ● Gaomin Temple Use the below resources to learn about the spread of Buddhism to other countries: After the visit students will write a 1-page reflection ● Migration of Buddhism or draw what they saw and learned about the ● Spread of Buddhism to Central Asia and China Buddhist Temple. ● Buddhism in Japan ● Zen Buddhism in Japan, What is Zen Buddhism? ● How Buddhism came to the West by Maia Duerr Access all the learning materials for Day 4.

Appendix A: Teaching Resources

[Books for Students]

● The Seed of Compassion: Lessons from the Life and Teachings of His Holiness the Dalai Lama by H.H. the Dalai Lama and Bao Luu. ● Read Aloud of The Seed of Compassion by Monique Noel.

[Books for Teachers]

● Geoffrey Samuel: Introducing Tibetan Buddhism (Routledge, 2012) ● Melvin C. Goldstein: The Snow Lion and the Dragon: China, Tibet, and the Dalai Lama (University of California Press, 1997) ● The Buddha and His Teachings ● Buddhism: A Very Short Introduction by Damien Keown ● The Heart of Buddha by Thich Nhat Hanh ● What Buddha Taught by Walpola Rahula

[Websites for Teachers]

● Buddhist Studies by Buddha Dharma Education Association and BuddhaNet ● Free Presentations on Buddha and Buddhism ● His Holiness the 14th Dalai Lama of Tibet ● Resources on Tibet by GW East Asia National Resource Center

Appendix B: Content Standards

Sustainable Development Goals - Education

4.1 By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and Goal-4 effective learning outcomes.

Maryland

[Grades 1-5] Standard 5.0 History - Students shall inquire about significant events, ideas, beliefs, and themes to identify patterns and trends and to analyze how individuals and societies have changed over time to make connections to the present in their communities, Maryland, the United States, and the world.

Virginia

[Grade 1]

1.1. The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by 1.1.G. making connections between past and present; 1.1.J. developing fluency in content vocabulary and comprehension of oral, written, and visual sources.

1.10. The student will apply the traits of a good citizen by 1.10.A. focusing on fair play, exhibiting good sportsmanship, helping others, and treating others with respect; 1.10.B. recognizing the purpose of rules and practicing self-control; 1.10.D. taking responsibility for one’s own actions; 1.10.E. valuing honesty and truthfulness in oneself and others

[Grade 3]

3.1. The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by 3.1.A. identifying artifacts and primary and secondary sources to understand events in world cultures 3.1.B. using geographic information to support an understanding of world cultures; 3.1.C. interpreting charts, graphs, and pictures to determine characteristics of people, places, or events in world cultures; 3.1.D. summarizing points and evidence to answer a question; 3.1.E. comparing and contrasting ideas and perspectives to better understand people or events in world cultures

[World History]

WHII.1 The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by WHII.1.A. synthesizing evidence from artifacts and primary and secondary sources to obtain information about events and life in world history.

WHII.15 The student will demonstrate knowledge of the influence of Judaism, Christianity, Islam, Buddhism, and Hinduism in the contemporary world by WHII.15.A. describing their beliefs, sacred writings, traditions, and customs; and WHII.15.B. locating the geographic distribution of religions in the contemporary world.

District of Columbia

[Grade 2]

2.4. Students understand the importance of individual action and character, and they explain, from examining biographies, how people who have acted righteously have made a difference in others’ lives and have achieved the status of heroes in the remote and recent past.

[Grade 4]

4.1. Students describe the different peoples, with different languages and ways of life, that eventually spread out over the North and South American continents and the Caribbean Basin, from Asia to North America (the Bering Strait).