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RD 071 937 SO 005 072 AUTHOR Payne, Judy Reeder TITLE Introduction to Eastern , :Jocial Studies: 6414.23. INSTITUTION Dade County Public Schools, Miami, Fla. PUB DATE 71 NOTE 39p.; An Authorized course of instruction for the Quinmester Program

EDRS PRICE MF -S0.65 HC -93.29 DESCRIPTORS Activity Units; Asian Studies; Behay.aral Objectives; ; Curriculum Guides; Grade 10; Grade 11; Grade 12; *Non Western Civilization; *Philosophy; *; Resource Units; Secondary Grades; *Social Studies Units; Values IDENTIFIERS Flcrida; *Quinmester Program ABSTRACT Major Eastern and/or col sisting of , , , , and Shintoism are investigated by 10th through 12th grade students in this general social studies quinmester course. Since Eastern philosophical ideas are already influencing students, this course aims to guide students in a universal search for values and beliefs about the . Through suggested activity learning, the five major religions are compared and contrasted for their differences, similarities, and .are examined for their influences upon Non Western and Western civilizations. Lastly, students trace contemporary ideas to Eastern philosophies. The course is arranged, as are quinmester courses, with sections on broad goals, course content, activities, and materials. (SJM) AUTHORIZED COURSE OF INSTRUCTION FOR THE Uo

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Spcial Studies : INTRODUCTION TO EASTERNPHILOSOPHY

64111.23 6448.69

DIVISION OF INSTRUCTION1971 ED 071937

INTRODUCTION TO SOCIAL STUDIES mMZ17,MmM5,13,0-mmgg25.±:1"21' c 6448.696414.23 74oviSollAmstoz.3:14mmw_pm..zwoom .momoo-'m Z o zmy., 5,7, 09c by CmzQrfi7!!4mmzocon>owao5zar4o--4m-5).35o5mt7zom mzsimm .740Olapm g;,T, JUDY REEDER PAYNE for the 0,517,ZE5c0m2.00'T00z0m'10 OM m, 23-DOM'.00m zMrs :;CS-, 2..I Dade CountyDivision Public ofSchools Instruction Miami, Florida 1971 DADE COUNTY SCHOOL BOARD

Mr. William Lehman, Chairman Mr. G. Holmes Braddock, Vice-Chairman Mrs. Ethel Beckham Mrs. Crutcher Harrison Mrs. Anna Brenner Meyers Dr. Ben Sheppard Mr. William H. Turner

Dr. E. L. Whigham, Superintendent of Schools Dade County Public Schools Florida 33132

Published by the Dade County School Board

Copies of this publication may be obtained through

Textbook Services 2210 S. W. Third Street Miami, Florida 33135 arequinmester meant to administrativebe neither all-inclusive organization of This course of study was written noras prescriptive;a part of a total but rather,effort toan reviseaide to curriculum teachersschools.INTRODUCTION The materials and in th;s guide to fit theas they content,resources,plan instructional teaching and other strategies, programs, factors. class activities, The major intent of this publication taking into account student needs and is 'to provide a broad framework of goals characteristics, available and objectives, porateof study. into their lessons. The guide is divided into I) Teachers may then accept the model a broad goals section, 2) a content outline, 3) framework in total orand draw materials ideas fromall relatedit to a described course objectives to incor- majorprovide.,ororientedand corequisite learningsubdivisions informationa total activities, . ofpicture thefor course. theandof theteacher;4) materials.concept "indicators The content outline illustrates, in The objectives and learning activities or main idea and specific behavioral objectivesThe first for section provides descriptive of success" refers to suggested general terms, tLe scope and section, hopefully, prerequisiteand goal- course:a mentaryplacecategories: of of givenstudent or in learning additionresources. activities. to the aforementioned; e.g., pretests, readings, vocabulary, et.e.essential textual or other material; alternate The appendix may include other material The materials section of the guide lists supplementnry teacher resources; and supple- classroom materials to use in appropriate for a specific resources in four and send to Anyone having recommendations relating : Social Studies Office, Room 306, Lindsey Hopkins, to this publication is urged to write them down A-1. SocialJames A.Studies Fleming Consultant COURSE DESCRIPTION: BUDDHISM,THOUSANDSA BRIEF INTRODUCTION OFCONFUCIANISM, YEARS. TO TAOISM,THE WAYS . OF SOME SYSTEMS OF PHILOSOPHY WHICH BELIEVING WHICH HAVE SHAPED EASTERN BE STUDIED ARE: HINDUISM, THINKING FOR GRADE LEVEL:' .'TER: GENERAL SOCIAL STUDIES 10-12 COURSE RATIONALE: EasternandIn communication,the philosophicalnarrowing ofas thewellideas world's is felt as the impact of the War, the influence boundaries through modern advances in today by American youth. transportation of studentsmajorofpeople youth philosophies areinvolvement.in thesearching universal and/or for searchreligionsa philosophy for of the This course attempts to introduce values and beliefsto guide about their the lives meaning seems evident in in order to help guide systematically the five That the youtig of life. evcry area 1. THECOURSE STUDENTS GOALS: WILL EXAMINE AND GATHER BACKGROUND DATA ON THE FIVE MAJOR 3.2. THETHE STUDENTS STUDENTS WILL WILL INVESTIGATE INVESTIGATE BUDDHISM HINDUISM AND DESCRIBE ITS INFLUENCE AND RELATE IT TO HINDUISM. UPON . EASTERN PHILOSOPHIES. 5.4. THETHE STUDENTS STUDENTS WILL WILL T,v7ESTIGATE INVESTIGATE TAOISM CONFUCIANISM AND INFER ITS INFLUENCE UPON AND MAKE A GENERALIZATION OF ITS PHILOSOPHY. . 7.6. LOVEFORTHE EXAMPLE:STUDENTSOF , ,WILL , DISCOVERINVESTIGATEBROTHERHOOD, AND CIVIL SOME SHINTOISM DISOBEDIENCE.OF TODAY'S , ANTI-, NON-COMPETITIVENESS, ANTI- AND COMPARE IT TO THE OTHER FOURYOUTH IDEAS THAT CAN BE TRACED TO RELIGIONS. EASTERN PHILOSOPHIES. , I.COURSE OUTLINE: Background of the Five Major Eastern Philosophies III. (cont.) A. Definitions1. Philosophy IV. ConfucianismD. Today's relevance B. Geographical2. Religion Data of B.A. ' Writings Life D.C. Population1.Population Asia data statistics on Eastern of Asiareligions D.C. Today'sComparison relevance and contrast with Buddhism II. Hinduism 3.2. WorldNorth TotalAmerica V. A.Taoism The mystery B.A. BeliefsChronological base of all Eastern thought C.B. LifeChain-argument of Lao-Tse-Ching D.C. SacreaVocabulary Books E.D. SacredBeliefs Writings F.E. MahatmaToday's Ghandi relevance G.F. YogaConfucianismCoMparison and contrast with Buddhism and III. A.Buddhism Buddha's Life VI. ShintoismH. Today's relevance B.C. VocabularyBeliefs A.B. TraditionsSynonomous and with beliefs Japanese culture (cont.) COURSE OUTLINE: (cont.) VI. C. (cont.) VII. A.Growth of Eastern TransportationCeremonies, festivals, , philosophical beliefs , and C.B. DrugVietnamCommunication Usage War GOAL 1: THE STUDENTS WILL EXAMINE AND GATHER BACKGROUND DATA O.I THE FIVE MAJOR EASTERN PHILOSOPHIES. I. PHILOSOPHY AND RELIGION AS TERMS. FOCUS A. The student will define the two terms. OBJECTIVE 1. ferencesHave the betweenstudents the orally two LEARNING ACTI'ITIES terms:recall philosophythe likenesses and religion. and dif- 3.2. OntwoHave thetwo terms. theblackboard,words. students develop compare orally their definitions of a class unde-standing of the the 4. givebeliefs,writetheyAsk in theonmay one symbols,the studentshave or board twosuch prophetto sentencessome ideas somesuggest such philosophical as some , Western , idea religions etc. Then ask the pupils and tofaith, S. CompareofReview the thetwowith concepts.terms. the students the Discussas broCaerhood, the following peace, quiestions: love, differences and likenesses war, etc. c.b.a. izedCanWhat(Example:If thenotreligion.)is twotheconcomitant, Christtermsdifference Why? and'his which between of ever be synonomous? philosophy, then formal- the two comes first?the two terms? Give examples. ). mously.generallyosophydifferencesHave the and students inreligion. andthe similaritiescourse write thein Then explain to the class one or twoterms sentences willof bethe used two synono-terms: thatphil- B. The student will define classify terms. and 1. List on the board the look up the definitions: ethicsprinciples valuesaesthetics following words and ask the pupils metaphysicsprophet to 1 moralsconductnature worshipbeliefsfaith disciplesagemaster I. (cont.) FOCUS B. (cont.) OBJECTIVE 1. (cont.) LEARNING ACTIVITIES NoteIt isto suggestedthe teacher: that 2. Divide the class in three ceremonylogic symbolsideas groups and assign the task of course,referenceduotangthe pupils since as forkeepa num- studythe a 3. Have each group leader reportortheirclassifying both.back classification the above list. terms under religion, Allow the students to suggest to the large group philosophy, sophies.oftobackserous thestudy arebooksfive the to - andcontentbe usedpaper- 4. Have each student make a correctedforcorrections future classification stud.or additions. chart 5. Suggest that several pupilsshareGivegraphically may thedemonstratewith pupii the (charts, total these class.graphs, pictures) or in a week to produce these items and then Place displays on bulletin poetry. terms C. The student will gather thegeographical East. nate about 1. What encompasses the East inboards terms and of: in individual notebooks. Countries?? 3.2. InDisplay brief mapsoutline of Asia,form, China,haveboard a the India,volunteer Faror onEast., the pupil overheadand draw Indonesia. projector a general outline cf on the 4. Have another2 pupil draw in the major countries and label. FOCUS OBJECTIVE LEARNING ACTIVITIES I. (cont.) C. (cont.) 5. Give ditto of map outlinetofill relate in the the names areas of to the the religions major countriesto each in orderpupil toand have them or philosophies to 6. Have the students look countryEncyclopediabe studied. in order the to square grasp mflesthe up in the Atlas, Almanac, or vastcontained expanse in ofeach Asia. major D. The student will gat countriesconcerningpopulation thestatistics major A the East. 1. Have the students researchPakistan.)major countries /Japan, China, population statistics for the India, Vietnam, , 3.2. Assign Have thegroups students to break down the population figures to his compare the statistics and each add population statistic,map to ditto. the followingfive(see major Almanac). form: ASIA Have them present NORTHtheir AMERICAstudy in to be studied in this course WORLD TOTAL the 4. Refer to maps, transparencies,discuss thea. following questions: nextWilltinue tenthe to years?population grow Why,at the inv:hy the.approxtmate not? Eastern and statistical charts same rate in the countries con- to c.b. ernCanoftheHow Eastern ideasmedia Westerndoes stillcommunicationphilosophy?the world? Eastern further? Would flow?pop,dation spreadCive this examples. theaffect growth rate compare with the spread of East.- I. (cont.) FOCUS D. (cunt.) OBJECTIVE 4. (Cont.) d. Does the have LEARNING ACTIVITIES e. Doandcurrentof you EasternWestern have ideas any philosophy?religions? thatidea mayof have WhichnumberCan youreligion comparison name anow few hasin ofany influence on thecome spread from this area? Eastern the over 5. Show the film, Major #1-13416) one-fifth(This shouldof the involveworld Religions of the World (Dade more research by volunteerpopulation pupils) as its followers? County 6. Discuss the film with sty-lestatistics of thea. andfollowing followers questions: the pupils. of each major religion. Review the population Ask c.b. Whichlowing?Which ofone of the orthe fivetwo five isreligions religionsgaining has isthe the largest oldest? fol- d. WhichUnited ones States? stress: ritualsmeditation symbolsreincarnation in acceptance in the personalone prophet God e. Howthuphilosophy.Discuss do newer you the thinkones? relevance theGive oldestmany examples. of Godsthese morals religions have influenced terms to religion or 4 GOAL 2: FOCUS THE STUDENTS WILL INVESTIGATE OBJECTIVE HINDUISM AND DESCRIBE ITS INFLUENCE UPON INDIA. LEARNING ACTIVITIES A. The students will inves- tigate Hinduism. 2.1. Show Have film, the studentsAsian read (seedescription of Hinduism. Earth, 111-12040. Bibliography) a general 4.3. Have Write the Santana students Dmarma find (TheIndiaGive oral translation, Hinduism. Eternal Religion) on the board.on their ditto, map ana have 5. Construct a chronologicalHinduismthethem spread drawis the arrowsof basic the toreligion. China, source of all Eastern religions. chart on theJapan, board and to Indonesiashoo that to show 6. Have the students Haveassign them them date the at task this of time dating copy the chart (see below) and then HINDUISM- Hinduism at 5000 BC the various religions. CONFUCIANISM I \ BUDDHISM I 7. Ask the pupils to refer SHINTOISM TAOISM to their list of definitions and / ofthistake Hinduism. order)notesa. whilethe following the teacher ideas: World's oldest . These should include (not necessarily discusses the basic precepts in 5 b.C. No practicesecclesiastical Jr beliefs organization. universal.

I' FOCUS OBJECTIVE LEARNING ACTIVITIES . (cont.) 7. (cont.)d. Polytheistic: hundreds of thousands of Gods. g.f.e. :.AnimalSiva andworship.(not (popular just the Gods of today) deeds in previous life. cow as commonly thought) J.h.i. ProgressUltimateabsorbedCaste: ingoal: by goal the realeased notabsolute. due tofrom study cycle of ofdogma rebirths but indicates spiritual status. to and k.1. NomateYoga:worship fixed goal. andcanons human of .sacred books (see below). and discipline help achieve ulti- m. Vocabulary: OMBRAHMANATMAN - Symbol- God- Unapproachable within,of , Self. translated creative spiritloosely peace, peace, peace. or God. as . HinduThe student writings. will read 1. forIntroduce Hinduism and (See show Bibliography). the class various paperback readings 2 elationspupilsWritethe primary onthat andthe these inspirationalhoardsource are the of ancient wordall verse. HinduVEDAS accounts spiritualand explainof mystical guidance. They are considered to the rev- They 3. Haveweretime pupilswritten thought read in to Sanscrit Upsanishadshe when atthe approximately (p.Aryan 64) tribes silencly. 1500arrived B.C. in (the India). 4. 6 mysticthemHave totheterminology. note whole the class musical read rhythm the page of theorally words together and the and ask strange FOCUS OBJECTIVE LEARNING ACTIVITIES B. (cont.) 5. Open for b.discussionc.a. the following questions: WhatWho is doesare Brahman? theChandogya three requirements?say about the will of man? Can you describe him? e.d. WhatExplain does theit sayterms: about (in immortality? your own words)illuminedpurified mindconsciousness . Divideing parables the pupilsa. in Upsanishads:into three groups to read the follow-Satyakama (pp 65-68) Havereading them task:b.notec. the following information during theirBoy NaradaSvetaketa (pp (pp71-74) 68-71) e.d.b.a.c. HowMannerWhat how onedoes docan ofis they animalone writing.to say]earnattain life about about .fit Brahman, intooneself? the subtle picture? ? G. The students will discusslearning.ideasand clarify of God theand Hindulove of 1. examplestheIn aboveclass from questions.discussion their readings. review the three groups' ideas on Encourage the groups to give 3.2. TheAssignchapter teacher the Chandogya classshould silent encourage(pp 64-78);reading the Brihadar instudents Upsanishads Anyaka to relax the(pp and79-81). 4. Havelisten(pp the81-86) while pupils inhe Upsanishads.doreads a choral Gargya reading aloud toof them.Ajatasatru FOCUS OBJECTIVE LEARNING ACTIVITIES C. (cont.) 5. Discussaffective withb. a.responses: the class afterwards the DoesHow didit remindyou feel you when of somethingyou read theyou've dialogue? following read be- mystic,scripture)TheNote Vedas to it the is is teacher:nec- so very ( or Hindu d.c. Doinmean?What youfore? Hinduism? dothink How?you there thinkWhat? isthe a wordsway to "meditate" reach and "self" How? Do you believe any part of immortality choraldentsessarytheread feel to silently,readfor listen, of theto the getstu- and f.e. memorizeWouldCanthis youyouyourself? for findlike the ato fewclass? read lines more? that you would choose Which part? to ideas.Asian wording and 6. recording,Givechoicesthey the studentsin or reproduction dramatic the assignmentplay. such as choral reading, may memorize as a class assignment. to choose a few lines Gi-ve them tape 7. wordsBrahman.inHave Upsanishads. whatthe studentsthey know read so farsilently about Kaivalyathe (pp Then ask them to write in their own attainment of 114-116) D. great HinduThe leader students and willhis see a 1.8. VW,Thewith Encourage1-12457). classthe class. will the viewpupils the to film share Mahatma their Ghandiparagraph (Dade writings County, usesophical of the ideas.ancient philo- 2. Leading aquestions: classa. discussion on the film including theWas GLandi's life meditative of active or both? follow- 8 b. WhatExplain is a yourMahatma? answer. FOCUS OBJECTIVE LEARNING ACTIVITIES NoteFor toaccelerated the teacher: D. (cont.) 2. (cont.)d.c. DidWhat you Hindu see Vedaany subtledoctrines changes shine in through his philosophy? his life? Lifepupilstheial andpupilsassignment, or Message as reada spec- forHishave e. vidualCanthink one wayso? find or throughimmortality special in Hinduismsteps? Why in do an indi- you liography).the World; (see bib- g.f. HasuseWhathow any thisdidis evidence the civil-disobedienceYogaas Gita?part play of of athis hispart reachedpolitical-religious in and Ghandi's howthe didUnited life? the States? Mahatmalife? 4.3. InspecialReadthe introducing GitaLord readings. (ppor Celestial 141-143)the sacred toSong); book,the classlecture Bhagavad-Gita and on the following suggest other ( of points:b.c.a. VendantaEpicSacred poem bookphilosophy with of propheticthe ofHindus the verse. Universe.written around 5-6 B.C. f.e.d. Though20,000ConsideredCollection verses.younger the of thanlongestnarratives, poem oftenin (perhapsthe in world, parable by over25 form. cen- 5. inHave Upanishads. pupils read tintroduction"by (ppportance. turies)11-22) considered equal in spiritual gospel im- 6. 0 Leadalready class learned. discussion and build on ideas of Hinduism FOCUS OBJECTIVE LEARNING ACTIVITIES D. (cont.) 7. boardDuring new the a.vocabulary. discussion, have e. Some of these are: a volunteer write on the d.b.c. KarmaYogaVedaSanskrit Yogi h.g.f. MayaDivineVendantaVishnu Ground k.1.j.i. OMAtmanGunasNirvana 9.8. DividelookingHave thethe up pupilsclass the meanings. incopy three the list groups and assign each and give the assignment of group one of theb.c.a. following readings Upanishads:Gita: pp. 79-85.56-62. pp. 118-123. on and/or Yoga. 10. HavetoAssign attaineach the group Yoga. task recorder for each readgroup the stepsto list his the steps group formu- necessary 11. bettertoAsklated give for doneto Yogavolunteerthe in class.demonstrationsan open students outside (or to the group. placeinvite or ain Yoga the instructor)gym with This might be 12. Leadthe (Athecooperation number class ofin ofDadeat theleast Community physical 15 Schools have Yoga classes.)minutes of OM oral ,education instructors. 10 stressingb. a.oneness, DoHow you did think you feelit has while value? doing peace, and thoughtlessness. this? FOCUS OBJECTIVE LEARNING ACTIVITIES E. The students will view thea modernHindu tradition.Indian in . BW,Have 1-04766). the class view the film, A Hindu Family, (Dade County, ofAfterwards, the followinga. lead questions: the class in a discussion usingHinduism?What parts (cow, of the shrines, old are temples, left in rivers,the traditional some b.c. WhatphilosophicaloverHowl-live universal 5000 socialyears? ideas? and(God, (,economichave self, been women's changespeace, able torole, brotherhood).affected live Yoga) active Yoga). onHindu for . ideasnonmaterialism.Havetheylife, the remindthink peace, students theythem brotherhood, knowofdiscuss the and ancient whatfeel self, ideasthese Hindugovernment, they beliefs have and Get them to decide which of their same credos today. nature, and today on why own GOAL 3: FOCUS THE STUDENTS WILL INVESTIGATE BUDDHISM AND RELATE IT TO HINDUISM. OBJECTIVE LEARNING ACTIVITIES BUDDHISM A. The students will inves- tigate Buddhism. . locationReviewFar East. the and ditto. number maps of andpracticing population Buddhists graphs todayto see in the the AmericanNote to teacher: youth have . include:alreadyThen lead know an aboutinductive the mandiscussion or religion. on what the pupils Some of these may manyChinese.oneideas vague,being about thatincorrect Buddha, he is They have d.c.b.a. Viethisreligioncaste appearanceNam and and reincarnation ceremonies confusedbutbols,been most exposedpictures inof theirit to etc.is sym- 3. explanationsDiscuss withe. ofthe Buddha. class where(Posters, and howBeetles, they haveMia Farrow,seen lotuspictorial Viet blossom mindthisexcellentson'sconceptions. and Buddhism full source of ismis- for an John- 4. notatedThenNamthem media,ask compare as the ChineseExport-Import pupils their in todrawings origin draw stores a which (notepicture etc.) isthat incorrect).of hethe is Buddha. usually con- Have 6.5. Readstatues,Have tothe the posters,pupils class visit thepictures child-likean Export-Import etc. forbut themystic Storebulletin story or bring board.of Buddha's in 7. DiscusslearnedLife, Thewith about the Buddha class Who justGavesome fromUpof athe thisThrope. new simple ideas (see story. theybibliography) have Some of these are:c.b.a. He wasis aIndian. ofHindu. the highest caste. 12 e.d. Heno temples.hadworshipped disciples. no idols, started no formal religion, built FOCUS A. (cont.) OBJECTIVE 8. Assign choices in readings LEARNING ACTIVITIES on the Buddha. (see bibliography) B. The students will do groupBuddha. work on the life of 1. someBuddha.Divide of thethea. classfollowing: into four Outline form The group tasks should be groups to discuss the life of by choice and may include e.d.c.b. MusicPoetryDramaPictorial 2. moredisplayHave than the their onegroups day's work share preparation.on thetheir bulletin information with the class and Extra creditboard. should be This may take C. The students will late learnings of Buddha trans- 1. Contactongiven Buddha's to Dade individuals life Junior for Collegethewho class.would or the University of Miami and like to do something creative es.from readings and speech- 2. Listontoask histhe the if viewsfollowing students:a Buddhist of the terms studentreligion. on the boardmight and visit assign the definitions class and speak d.b.c.a. ZenLawEightNirvana of KarmaFold Path h.g.f.e. TheFourSiddhartha BoEnlightened Noble Tree TruthsGautama One 3. pointHaveclass outstudent discussion.the e. mysticalvolunteers give definitions Middle Way Encourage different interpretations and i. Mahayama of terms and lead 13 vagueness of the Buddhist doctrine. FOCUS C. (cont.) OBJECTIVE 4. Lecture to the class and have them take LEARNING ACTIVITIES notes on some of the followinga. : a condition of Wherefrom was the he world.supposed philosophical ideas of Buddhism: enlightenment and detachmentHow did Buddha attain to have found Nirvana? this? b. Middle Way: Path beyond ofNirvana?Did successive he mention rebirths God What does Nirvana do sorrow and suffering... as a condition to finding in Hinduism? etc. to the cycle d.c. Love:Eight Fold Path and Buddhacanbetween be helddestroyed austerity everything by and Eight Fold Existance: Suffering from sensuality.in the Universe with Path. craving 5. "goodPhilosophicalRead andlife?" discuss Systems, Buddha's enfolding love. pp. 2-4. "Sermon at Denares" in What did he say about the Religious - 7.6. 1-00297.ShowWorldRead the toViews, theclass classpp the 45-66 aboutfilm, (see theThe bibliography).four kindsBuddhist of Buddhism World, in Dade County, Four 8. questions:Lead the studentsa. in Is Buddhism today a simple faith a film review with the following or formalized religion? c.h. HowWhy?DoesGive does examples.Buddhism true Buddhism contribute conflict to man's competitive nature? 14 e.d. HowIs doesa Buddhist the sacred materialistic by cow tie in with Buddha's teaching? faith? with war? FOCUS D. The student will inBuddhism the Far to East. current life OBJECTIVE relate 1. Afterfour completingor five library groups to discussLEARNING and present ACTIVITIES research, divide the class to the entire into insearch,SpecialNote current to particularlylibrarythe period- teacher: re- group theb. c.relationshipa. of Buddhism Civil-disobedienceTheVietnam new China.War. in India and to modern day :Pakistan. ofdent'saicals mcderngreat understandingcan dealday contribute to stu- E. The student will alize on the historical gener- 1. Lead the classe.d. in CurrentRic2 -e usage industrialization of drugs. a review of beliefs, ceremonies, and materialism. and Buddhism. ancientgrowth ofHinduism. Buddhism from 2. growthHaveIlinduism.understandings the of studentsBuddhism of write fromthe relationship ancientan Hinduism. explaining the historical of Buddhism with ancier

15 GOAL 4: THE STUDENTS WILL INVESTIGATE CONFUCIANISM AND INFER ITS INFLUENCE UPON CHINA. CONFUCIANISM FOCUS A. The student will investi- gate Confucius' writings. OBJECTIVE 1. Reviewnote the the closeness chronological of time chart in the(p.5) rise with of Buddhism LEARNING ACTIVITIES the students and 2. TapefollowingConfucianism. the following verses. or put on Give one to each pupil, have him read separate slips of paper the and follow-upit and beb.a. activity.ready to discuss with the class. BeA scholarslow to shouldspeak andserve quick the to act. crown. See item #3 for e.d.c. HoneyedAllgreat.Courage hangs wordswithout on faithfulnessand sense flattering of right,and looks fellow-feeling. make seldom rebels speak of the of love. h.g.f. StudykeenisServeThrough dangerous. questionswithout your wide parents thought learningand searchings with is and vain;courtesy singleness ofthought hear- whilL ofwithout aim, -e come_ney tolive. love. through study k.j.i. noughtwillBadExaltf behateit to loyal. is thetaxevil when straight,the speaking a .man eats setcloaked asidehis fillin the honesty. allcrooked, day and the has people m.n.1. worldTheBewareLoveless chaseall of streams oflivingmen gain cannot together. inis a rich hearsink; inneed wherehate. long. the filth of the q.p.o. haveLoveAPoetry learned of rouses,courage tolays trust courtesywithout no burdenhim. learningupholds on the us,sinks people music into until is turbulance. they our crown. 16 r. dutyShow toyou your first . your duty to your father, then your FOCUS OBJECTIVE LEARNING ACTIVITIES B. The students will broadsify Confuciuscategories. sayings clas- in 1. ormightsayingsHave Parent theinclude: andpupils Devotion, put listthem and Government, Duty, Learning, onsome the broad blackboard. categories of the above Some of these Love, Ancestor 2. Givecategor4es.Orallythem the to studentsclassify thecheck sayings the classifications a dittoed list of the . under one or more broad verses and ask and open dis- 3. toAssignagreements them.choose readings two to or discussion. ofmore Confucius verses to memorize, which to the students and ask them may appeal C. The students will read record the basic facts onand 1. informationDiscusson the Confucius'meaning (see ofbibliography). lifethe and Have selected students lead verses. include some of the following a class discussion the life of Confucius. d.b.c.a. CourtPublicChina,From of ateacher.6 familyChou.B.C of fame but no wealth. h.g.e.f. ChineseForWonLostStudied over admirationcourt classics. 2000ancient support years from andhis wandered and emperors and people after death. sayings have been considered music. throughout the country. 2. presentationoral,After written, reading ofi. tapes,andConfucius' library Transparencies, life.research, Temples, shrines, disciples all have the pupilscame giveafterroleplay, his death. or art form 3. 17 andcius'Lead Different. classlife. discussion in comparison Write on the board under two headingsSome of the following should he of Buddha and Confu- considered: The Sa7,e FOCUS OBJECTIVE . (cont.) LEARNING ACTIVITIES 3. (cont.) a. ofsolvedTheteacher, lifeSame humaninterested , problems, leftin philosophy, family, influence accent on love, disciples, time no notion of God, on court, b. innationality,Differentindisliked religion. learning, war, caste, ambitious shrines one andquietHindu, temples. and classic sayings, interest one talkative, interest 5.4. Follow-upHave(Dade the County, thepupils film 1-13103)view viewing the filmwith China some of these the Old and The New thoughtb. questions:a. WhatWhichcarded? do of the Confucius' new Chinese doctrines think of Why? seem to have been dis- learning and , 6. Assign(collection thec. pupils of five to readclassics) and Whatpublic has schooling? changed from Confucius' views parts of their choice in Ching on government? D. The students will infer the 2000 years of in- 1. Confucius'Dividesayings theof Confucius.)influenceclass into five on the following five relationships: groups and have them determine Shih Shu (four books of philosophy.ingfluence due toin ConfuciusChinese think- (See b.Fourc.a. Views of the World) Friend/FriendRuler/CitizenParent/Child 18 e.d. Husband/WifeSister/Brother FOCUS OBJECTIVE D. (eont.) . Read the following verse and lead a clacs discussion LEARNING ACTIVITIES on ConfucianismReaduntoConfucius' theme, followingI ideaslikewise and oflearning: verseLove:wish andnot "To leadto hear do a untomuch,class others." choosediscussion what is "What I do not wish to have done on Confucius'Readthangood, the a and fiercefollowing ideasfollow tiger." on it; government: to see and "Bad read government much and remember."is verse and lead a class discussion on worse . sonalchildandbeliefsThen why. askambition,relationships, have the survivedpupils and drug forpeace, modern theirusage. materialism, day, ideas what on hashow learning, beenmany discardedof per-Confucius' Be sure to include thoughts on government, parent- GOAL 5: FOCUS THE STUDENTS WILL INVESTIGATE TAOISM AND MAKE A GENERALIZATION OF ITS PHILOSOPHY. TAOISM A. The students will inves- OBJECTIVE . LEARNING ACTIVITIES tigate Taoism. cfSchools,Show the thefollowing a.l-l259q)film, Ancientquestions: Orient Where did the tea Lead the class in ceremony originate? - The Far East (Dade County discussion with some Do you think b.c. DoWhat youConfucianism?it hasevidencefeel any a mysteryreligious did you see of Hinduism, Buddhism,significance?about the old East and see d. Dochanging?East youfromsome com7aredsee theof a itWhy? film. still to in the New East? our world? in the value system of the Do you think this is Give examples PronounceNote to the Teacher: lide . AssignorRead The portions outsideWay and ofreadingIts the Power in (seethe bibliography) introduction in The Wisdom of same section of the book. to the class. Laotse "cow." . ReviewTaoisminformation with a later the of studentsphilosophypreviously the stemming studied religions. chronological and geographical from all the others Note that bookcussionHavethat assigned a came panelconcerning before. inof itemstudents the 2. reading conduct of the class thein anintroduction oral dis- in the . tionsdescribetwoRead or tomight three thethe be: pupilsformchain-arguments metaphor of a Taofew writings. abstract,verses from lelative, the book. analogy, or on the board. Some of these descrip- Have the pupils Then write con- 20 choices.chain-argumenttradictory. and encourage them to read Have the students find more examples of the and explain their FOCUS A. (cont.) OBJECTIVE 6. LEAR' NG ACTIVITIES WesterntheyaffectWritethe can board. thephilosophy.the find wordunderstanding any "Mystery" examples ofand of Have the pupils discuss how these Ask the questions: Eastern philosophy.then the thisword kind"Paradox" of thinking in words may See if on c.b.a. WhatConfucius?DoDoes youdo the youfeel form think that of Taoyouwriting isunderstand trying affect Tao Why or why not? Give some examples. tothe say? meaning? How? as well as 7. cfGive Tao the writings: pupilsa. a dittoed sheet YetIs Heavenlike a andbellows Earth and all that of the following examples lies between b. WeNeverIn should that Fails. itrecognize is empty, the but usefulness gives a supply that of what is not. d. c. WeDoesHe put whonot 30 takeswalk spokes thethe together fastest.longest andstrides, call it a wheel. e. ButWeThatBut turnit it theis clayis onusefulness on theto the makespace spac adepends. wherevessel, there is where there is nothing f. ThatAndWe pierce itthe is usefulness ondoors these and spaces depends.ofwindows the wherehouse to make theredepends. is a house nothing 21 g. Do nothing and everything is done. FOCUS A. (cont.) OBJECTIVE 7. (cont.) LEARNING ACTIVITIES h. FrontPitchHighLongDifficult andand shortlowhackmodeand determine easygivetest completeoneharmony another. sequence to one another; one another. toone one another, another. 8. eachWiththe examplethemode same of and writing,verses have on thethe the studentsintent, overhead Therefore the relies on actionless activity.and discuss the mystery.try to determine whatprojector, is go through 9. ThenRewrite explain the a. words:to the "Paradox,"pupils the "Mystery," Yin and the Yang Dualist Theory including: and add "Balance." Have the pupilsd.c.b. offer other examples weakopendark and and the closedthe strong light of contradictory but 10. Discussbalancing Tao a.observations teachings and in includelife. the 6c B.C., some say at the same time of Confucius, following: WritingsNote to teacher: of the d.b.c. Lao-Tze-ChingIndianCouldtime not beinfluence; aclear. reactionary. or Tao i.e. Te The Chingresponse Mountain said Nan. to Confucianism. to be the prophet. beMountaingiftedteresting especially pupil.Men to may in-the See saytextThesetheLegend it gatekeeper which waswritings has written becameit thatareasked inthe saidbefore 3c himbasic B.C.to to leaving be Taowriteby Tao thegospel. his Indians. -on Tehhis -wanderings, King, the verses on the wall. Anthologists Cold Mountain Poem. 22 f.e. Polyestic:orTao The - TeBeing - Ching (non-translatable). can mean The Way, The said to have 1000's of Gods. Power, The Road, FOCUS A. (cont.) OBJECTIVE 10. (cont.) LEARNING ACTIVITIES h.i.g. Anti-materialisticDualistictrees,Naturistic: flowers, bees etc., fire, earth, , , k.j.1. Anti-learningTwoAnti-competitive movements:Tao or Chia: anti-knowledge or industrial basic philosophy (probably from Lao-_ze- Taoploredliterate,radical,Ching) Chiaco: passion, ; ancestorincluded polyistic, no worship,personalYoga. Yoga, passivity,simplicity, ends,shrines, harmony, temples, mystic, many - modern day version by mainly semi-il- B. The student will investi- 1. Read to the students the following: andtigers, ; stay undermagic, water, superstitous increase (charm life span).snakes, gate and practice Yoga. AllThisAllLetBlock dust all tanglesis the smoothed...shrr,Jnesscalled eassages, untied, the bemysterious allshut blunted; glare the doors,leveling.tempered; Then:explanation:Ask the students what this might mean. LikeYou seema log able of wood,to make Your your mind body like for dead the embers.time being Then read another 2. Havethese the phrases pupils mightwrite beingon the to board mind. different words thatPonder with the whole essenct of your being... Some of these may be 23 meditation,notetc. only the mystery, body but quietness, the mind. peace, still body and mind Have the students discover that true Yoga involves FOCUS OBJECTIVE LEARNING ACTIVITIES B. (cont.) 3. oforiginFurtherHave trance volunteers and explain induction. concentrated thatlead Yogathe on group isfixed probably in staring various Buddhist Yoga (dbyana)practices. It is thought that a Tso-wang originat- or the eye method in C. The students will com- pare the use of drugs 1. Placeed Tao on trance the overhead induction projector with the the use following of breath control.The practice of Tao consists in subtracting day by quote: day. withtion. Tao trance-induc- 2. Ask the followinga. questions: WhatSubtracting might this and mean yet toagain a Taoist? subtracting... e.d.c.b. CouldIsHow it does ?youthis thiscall mean conflictthis a form selflessness, ofwith Yoga? Buddhism, passivity? Confucianism? Why? Explain. h.g. f. DoDoesAftereffects? some athe Taoistdrugs use ofmakerecommend drugs the producesenses the use over-react?the of samedrugs? effects? What is different, the same? Is this j.i. WhichHowcombine thedoes do goal youthein oftheprefer?use a artificialofYoga drugs from and theattempts the East? Viet at NamEastern War Yoga. Why? Why not? D. The student will general- 1. k. WhichStates: do youEastern think passivity will grow or in drug usage use? in the United Why? Taoize philosophy. on the meaning of TaoistthemGive readtophilosophers the it pupilssilently area dittoed andtrying write copyto aboutsay of to thewhat man. following. they thinkOne maythe think of it as the mother of all things under . Have 24 ItGreatIts can true Taogo namethisis like Iway, do a notitboat canknow. that go that.drifts; FOCUS D. (cont.) OBJECTIVE 1. (cont.) LEARNING ACTIVITIES YetItIf ifisone oneinexhaustahle. listenslooks uses for it;for Tao, to hear. it, there is nothing loud enoughthere is nothing solid to see. 2. historicalandations.Havethe Government. theprevious pupilsdevelopment, religionsvol,alteer Love, in the Then ha,e them compare to read sections of their explan- Nature,areas of:Peace, God, Materialism, Learning,ano contrast Taoism with GOAL 6: THE STUDENT WILL INVESTIGATE SHINTOISM AND COMPARE FOCUS OBJECTIVE IT TO THE OTHER FOUR RELIGIONS. LEARNING ACTIVITIES SHINTOISM A. The student will inves tigate Shintoism. . JapaneseHaveall): the culture.pupils write ten or more things they know Some of these might include (but accept about d.b.c.a. playskimonasbathslowliness and the of usewomen of masks h.g.e.f. formalismemperorlovetea drinkingof gardens k.1.j.i. harikarilovewaterJudo, of Karatepaintings intricacies . mightclass.Let volunteers have Then to ask do read thewith classand religion discuss if they or some Easternthink of anytheir philosophy. of itemsthese things to the Put undermayconcerningthe twobe classboth includedcolumns columns). participating,manners, onin the Japanese ceremony,board: list religion. tradition,under one nature should be Religion and Philosophy. (Almost anyor bothitem which items With . maybewriteAssign readyinclnde: two theto or share classmore theparagraphsthe informationfollowing concerning reading with the theirchoices class. readings and Historicalhave and them and population statistics on Shintoism today. These ShintoTeaJapaneseShinto drinking ShrinesTemples GodsEmperors ceremony 26 JapaneseJapanese Festivals ArtAncestoral Worship FOCUS OBJECTIVE LEARNING ACTIVITIES A. (cont.) . observepainting,Ask the thelibrarian artifacts collection. to etc. set andup ahave display the pupilsof Tapancse visit books.and . religionDiscussShintoHave the thereadings.and/or pupils following philosophy: give importantildividual information or group reports concerning on their Shinto Notes should be taken. b.c.a. ManyMostAncestralBuddhist, cultsShintoist orreligion Taoistsmovements are in etc. other religions as well, i.e., g.e.d.f. ShintoEarliestNaturalisticPrimitive means records "The appearway of inthe the Gods" Sixth Centure B.C. j.h.i. UntilthatCeremonies,HeavensPolyistic 1q47,remain (Kamithe fairlyrituals, Emperor or intactGods), and was festivals Sunconsidered =Ruler are Divine the only of thethings m.k. 1. NationalTeaNotEmphasis drinking,ethical, heroes, is moral,mainlybody family cleanliness, oron religiousformspirits, kimonaancientin content dress emperors today. n.o. sourcesPilgrimagesdeifiedFamily God-Shelf: and worship of trees, villages, and water wooden holding tablets bear- B. The student will compare and contrast Shintoism 1. ofHave Shintoism the students with thecompare other and Eastern contrast religions the following alreadying areas taughtancestor and national hero's names withtaught the previously religions. 27 byin discussion, the course. pictorally, or in written form. However, the This can be done in small group assignments, FOCUS OBJECTIVE LEARNING ACTIVITIES B. (cont.) 1. products(cont.) shoulda. be shared with the entire class. Love of learning e.b.d.c. VietSacredChronologicalIdeas Nam writingsWaron God and ana historical prophets development h.i.g.f. Anti-CompetitionAnti-MaterialismPeaceLove m.k.1.j. UseAnti-GovernmentPassivityLove of ofdrugs nature and/or or stimulants and Yoga

28 GOAL 7: THE STUDENTS WILL DISCOVER SOME OF TODAY'S YOUTH YOGA,EXAMPLE: AND CIVIL-DISOBEDIENCE.LOVE, BROTHERHOOD, PEACE, ANTI-GOVERNMENT, NON-COMPETITIVENESS, IDEAS THAT CAN BE TRACED TO EASTERN PHILSOPHIES. ANTI-MATERIALISM, LOVE OF NATURE, FOR RELATIONSHIP OF FOCUS A. The student will predict OBJECTIVE 1. Have '-he students review the population statistics and the LEARNING ACTIVITIES TODAY'SEASTERN YOUTH. IDEAS ON philosophy.Cie growth of Eastern EasternstateHavedictmodern the thempersonally advances ideasfuture judge or growth whetherinrejectwhether communication of this theyEastern isaccept good andphilosophical onetransportation or mor^ ideas. of theand or bad. Ask them to pre- Note to the teacher: . The students will discuss 1. Have the students in small group or individual debate dis- them and their why. probablyEasterninalsoThe the Koreana great spreadholdsthought War influence littleof wasbut hasEasterntionscritically had theon philosophy. theViet the spread Namimplica- War of Easterncuss the philosophy implications and ofreligion. the Viet Nam War on the spread of agerinterest today. to the teen- . passivity.ernofandThe drugsidealstudentcontrast withof willpeace today'sthe compare East-and use 1. groupEasternusageDividethe othershouldis theway similar classto ofcome listnatural tointoup the thewith two body waysEastern agroups: greateranddrug spiritualideal usage number of negates peace on the andcompletely list.) passivity; one to list the ways drug peace. (The second the D. The student will dis- 1. Haveclass.Have each the studenttwo group write leaders a paragraph share the on informationat least three with mod- the osophicaltoday'stracedcover andideasto thought. Easternwrite that some mayphil- ofbe 2. Havehaveern daythethat ideasstudents are similaror commitmentsshare and this may information today'she traced American towith Eastern theteenagers whole philosophy. class. 29 MATERIALS: 1. Massialas,RECOMMENDED Byron BASIC and TEXT: Zevin, Jack. (Plus teacher's manual) Religious-Philosophical Systems. State Adopted. Chicago: Rand McNally and Co., 1970. 2. *1. RECOMMENDED TEACHER REFERENCE: Isherwood, Christopher and Prabbhavanda, Swami. The Song of God: *3. 2. Manchester,Mac Hovec, Frank Frederick J. and Prakhavanada The Vendanta of Southern California. 1Q51 (pnnerback).The Book of Tao. Mount Vernon,Swami. A,u, York: The Upanishads, Breath of the Eternal. 19 48 (paperback). The Peter Pruner Press, 1062.Bhagavad-Gita. Hollywood, California: Hollywood, California: *4. 7.6.5. Wood,Waley,Watts,New YorkErnest. Arthur.Alan Times. W. Dictionary.TranslationsThe Wav of TheZen. fromNew Yorkthe Chinese.Times Encyclopedia Almanac. :New York: PhilosophicalPantheon Library Books Inc., Inc., 1962. 1966. New York: AlfredNew York: A. Knopf, Inc., 1941. N.Y. Book and Educational Division, 1970. 3. A.RECOMMENDED STUDENT REFERENCE: Easy Reading; B. Class2.1. Usage: Gaer,Serage, Joseph. Nancy. The AdventuresThe Prince of Rana. Who Gave Up a Throne. New York: New York:Little Brown & Co., 1954. Thomas Y. Crowell Co., 1966. 3.2.1. Creel,Chen,Barrett, KennethHerrlee. William. K.S. Buddhism, The Light of Asia. & Co.,Inc., 1Q56 (paperback). Zen Buddhism (Selected writings of D.T. Suzuki). Woodbury, N.Y.: Barron's Educational Series, Inc., 106n.Garden City, N.Y.: Doubleday 4.5. Parkinson,Johnson, Everett Thomas. B. ThomasPublications, Y. Crowell 1969. Co., 1961 (paperback). Confueiwi, The Man and The Myth.A CasebookBuddhism on the Beat.(Asian Studies Inouiry Program) San Francisco: (Cold Mountain Poems by Kanzan or Han-Shan). New York: Harper and Row, 1060. Field Educational New York: * Student reference 6. Reps, Paul. Charles Tuttle Co., Inc.,Zen Flesh,1965. Zen Bones ( a collection of Zen and Pre-Zen writings ). Rutland, Vermont: MATERIALS: (cont.) 3. 8.7.(cont.) Sze,Runes, Mai-Mai. Pagobert D. The Way ,,f ohinese Painting. Pi_torial History of Philosophy. New York: New York: Random House, Inc., 1959 (paperback). Philosophicla Library Inc. of N.Y., 1962. 11.10. 9. Yutang,Waley,Tudisco, Lin.Arthur. A. Jeff. Confucianism and Taoism. The Wisdom ofEducational Laotse.The Publications,Way and Its Power 1969. (A Study of the and Its Place in Chinese Thought). New York: (Asian Studies Inquiry Program) Srl Francisco:Random House, Inc., 1948 (paperback). Field 13.12. Weitzman, David L. York:Publications, 1969. . Grove Press, Inc., 1958 (paperback). (Asian Studies Inquiry Program) San Francisco: Field Educational New Weitzman, David L. Educational P. . Chinese Popular Fiction. .(Asian Studies Inquiry Program) L cations, 1969. San Francisco: Field 15.14. World , Inc.,. 1954. Ghandi,Four World His LifeViews. and Message for the World. Boston: Allyn & Bacon Inc., 1971. New York: State Adopted.New American Library of 4. AUDIO1. VISUAL MATERIALS: Ancient Orient, The Far East (All can be found in Dade County Public School Film Library) 1-12599 All B/W 5.4.3.2. AsianFamilyChina:Buddhist Farth of World India The Old and The New 1-120431-131031-002971-12040 9.8.7.6. MajorMahatmaIndia'sHindu Religions FamilyGandi His ory: of the World Early civilization 1-134161-124671-052101-04766