Introduction to the Dalai Lama for Children 12 Years and Under

Introduction to the Dalai Lama For children 12 years and under

Introduction: This curriculum was designed in 2013 anticipating the arrival of His Holiness the Dalai Lama to New Orleans, Louisiana. It was created with the intention of introducing New Orleans youth to some of the common themes of the Dalai Lama’s teachings, as well as to the Dalai Lama himself.

Learning Goals: Through participation in this curriculum, children will: 1. Know who the Dalai Lama is. 2. Become acquainted with the concepts of compassion, tolerance, forgiveness, resilience, and happiness. 3. Engage in age-appropriate social-emotional games that allow them to connect to their friends and classmates.

Facilitator’s Notes: This curriculum was designed to be used with individual or groups of children under age 12. Each lesson should take approximately 30 minutes to complete. Facilitators need no prior knowledge of the Dalai Lama or his teachings, as each lesson provides a scripted plan. It is suggested that facilitators read the lessons prior to presenting and gather any necessary materials. Materials needed for each lesson are listed and any attachments can be found directly after that day’s lesson plan.

Written by: Laura Hasenstein Diana Winingder Karaline Zeigler

His Holiness the Dalai Lama Volunteer Outreach Team, 2013

Day One: Who is the Dalai Lama?

Materials: Photograph of the Dalai Lama (found on page 5)

Who are we? Facilitators will introduce themselves and explain their purpose for being there. Be sure to tell the children how many times you will be meeting together, how often, and what topics will be covered.

Who are you? Children will stand in a circle and introduce themselves. Children will say their name and perform a corresponding movement/motion of their choice. The group will repeat the child’s name and action. Each time another child introduces him or herself, the group will start at the beginning again and add the most recent child’s name and movement at the end, until everyone in the circle has had a turn.

Who is the Dalai Lama? Show His Holiness the Dalai Lama’s picture (see page 5). Have children call out some words that come to mind when they look at his picture. You may find it helpful to read the following:

“What if you became the leader of your people when you were just 15 years old? That’s what happened to Lhamo Thondup, better known as the Dalai Lama. In 1950 he became the political leader of Tibet, now a part of China. But the Dalai Lama is more than just the head of his government. Promoting peace, compassion, and tolerance, he is also the spiritual leader of millions of people.” (National Geographic Kids, 2013)

Other information you may want to include:

The Dalai Lama is a leader and a teacher to millions of people all over the world. He will be coming to New Orleans in May and will be sharing his ideas with the people who live here. We will spend five more sessions together learning about some of the words and ideas that he teaches. In May you will have the opportunity to watch the Dalai Lama as he speaks to the people of New Orleans.

Some of the words we will be learning about are compassion, tolerance, forgiveness, resilience, and happiness. Raise your hand if you know some of these words.

Questions for Discussion: 1. Who is someone that inspires you to be a better person? 2. What are some of the characteristics of that person?

Thank the children for participating in what will hopefully be an exciting few weeks. Tell them that every session will end with a closing ritual. Have them practice the following ritual two or three times.

Closing Ritual (call and repeat): May all beings be safe (hug yourself!) May all beings be healthy (rub your tummy) May all beings be happy (cheering arms) May all beings be filled with loving-kindness (hands to heart) Facilitator: “Hold the loving-kindness that it inside of you, now share that loving-kindness with every being in this room (offer hands), now gather some more of your loving-kindness (hands to heart), now share your loving-kindness with all beings in the universe! (hands to the sky)

Day Two: Compassion

Materials: picture of prayer flags (example on bottom of page 7) or actual prayer flags, prayer flag coloring sheet (on page 8)

Welcome children and tell them today’s session number and how many sessions remain. Ask children to share one thing they remember from the previous class. After doing a brief check in to see how students are doing, tell them that today’s session will be about compassion and share with them the following quote.

Compassion “Recognize others as brothers and sisters who have every right to overcome their problems— just like you do.” (National Geographic Kids, 2013)

Questions for Discussion: 1. After hearing this definition, how would you describe compassion in your own words? 2. Describe a time when you have shown compassion to someone. 3. Can you think of a time when someone else has shown compassion to you? 4. What do you think is the opposite of compassion and why might some people act in that way? 5. What are some ways that you could be more compassionate in your life?

Prayer Flags Show children a picture of Tibetan prayer flags (see bottom of page 7) or have actually prayer flags that may be passed around to each child. (Explain that it is important to the Dalai Lama and his followers that the flags not touch the ground, so please hold them very carefully). Explain that Tibetan prayer flags contain holy prayers and images on them that wish for peace and prosperity for all people. People hang these colorful flags in the wind and believe that the wind carries the prayers to all people across the Earth.

Coloring Sheet Distribute copies of the prayer flag coloring sheet (page 8). Explain that each flag is a different color, and that color will represent a different type person to send wishes to. Color the flags the appropriate color and write the names of those people (or draw the picture of someone!) in your life to whom you wish to send more compassion.

The instructions are as follows: (Flag 1: Blue) Someone you love (Flag 2: White) Someone that has been kind to you (Flag 3: Red) Someone that you have had difficulties with (Flag 4: Green) People who are sick or suffering (Flag 5: Yellow) All sentient beings (This can include bugs, plants, animals, and people in other countries)

[Depending on the age of the group and your time constraints, consider having the kids write names or draw pictures only and not color the flags.]

Have kids share the names they wrote down if they wish to. Have them stand in a circle with their sheets and act like the wind (waving their arms and blowing) to send their prayers out to their loved ones. You may wish to play some music and have them dance with their papers as well.

Closing Ritual (Call and repeat): May all beings be safe (hug yourself!) May all beings be healthy (rub your tummy) May all beings be happy (cheering arms) May all beings be filled with loving-kindness (hands to heart) Facilitator: “Hold the loving-kindness that it inside of you, now share that loving-kindness with every being in this room (offer hands), now gather some more of your loving-kindness (hands to heart), now share your loving-kindness with all beings in the universe! (hands to the sky)

Day Three: Tolerance

Tolerance Tolerance refers to the acceptance of people, situations and ideas. Sometimes we might not agree with someone, enjoy a situation we are in or think the same way as other people, but if we are tolerant we try to see the other side, stay positive and be accepting.

“You won’t always agree or get along with everyone. But your future is with these people. So develop a sense of caring, tolerance, or compassion for everyone, even those you don’t get along with.” (National Geographic Kids, 2013)

Questions for Discussion: 1. What do you think it means to be tolerant? 2. Can you think of a time when you showed tolerance to someone? 3. What are some things that make tolerance difficult? 4. What are some ways you can become more tolerant?

Activity: “The Wind Blows...” Children will sit in a circle (preferably in chairs or in front of their desks) and one child will stand in the middle. There should be one desk fewer than the total number of participants. The person in the middle will say “The wind blows on anyone who … (something that applies to them, ex: has younger siblings) ….” If the statement applies to anyone else, they will cross the circle and find a new seat anywhere except the seat next to them. The last person standing is now in the middle and will make a new statement. Continue this process until most children get a chance to be in the middle. Thank the students for participating.

If time permits, pose the following discussion questions: 1. What did you learn about your friends from this game? 2. How did it make you feel when other people shared something in common with you? Reinforce how finding commonalities with others can lead to greater tolerance.

Day Four: Forgiveness

Welcome children and tell them today’s session number and how many sessions remain. Ask students to share one thing they remember from the previous class. After doing a brief check in to see how students are doing, tell them that today’s session will be about forgiveness and share with them the following quote.

Forgiveness “Learn from mistakes—whether they are yours or others’—and try not to repeat them in the future. Forgive yourself and others so that mistakes are not repeated.” (National Geographic Kids, 2013)

Questions for Discussion: 1. Why can it be difficult to forgive someone? 2. What does it feel like when you are angry with someone and are having trouble forgiving them? 3. What does it feel like to make a mistake? 4. What are some things you can say or do to let someone know you have forgiven them?

Activity: Forgiveness Role Play Break children up into groups of 3-4. Allow them to come up with, practice and perform their own skits related to forgiveness, or distribute the following scenarios:

Skit 1: You told your best friend a secret that was very important to you. She promised she wouldn’t tell anyone but later that day you found out that she told three other people. You are very upset with her.

Skit 2: You were watching your favorite T.V. show when your mom came in and turned it off. She told you to do your homework now, even though you were planning on doing it in an hour. You got into a fight and said some really hurtful things to her.

Skit 3: You were having a VERY bad day (stubbed your toe, forgot your homework, hated the cafeteria food). Then your friend broke your favorite toy, and in your anger you broke one of her’s as well.

If time permits, pose the following discussion questions:

1. How did it feel to act out the skits? 2. How might it be helpful to practice forgiving someone, even if it’s just for play?

Closing Ritual (Call and repeat): May all beings be safe (hug yourself!) May all beings be healthy (rub your tummy) May all beings be happy (cheering arms) May all beings be filled with loving-kindness (hands to heart) facilitator “hold the loving-kindness that it inside of you, now share that loving-kindness with every being in this room (offer hands), now gather some more of your loving-kindness (hands to heart), now share your loving-kindness with all beings in the universe! (hands to the sky)

Day Five: Resilience

Welcome children and tell them today’s session number and how many sessions remain. Ask them to share one thing they remember from the previous class. After doing a brief check in to see how students are doing, tell them that today’s session will be about resilience and share with them the following quote.

Resilience “The ability to keep going during hard times. A resilient person does not give up when things are challenging. Resilient people have courage, are good problem solvers, and are motivated.” (National Geographic Kids, 2013)

Questions for Discussion: 1. What are some other words or images that “resilience” makes you think of? 2. Share a time when you wanted to give up but you didn’t. What was the outcome? 3. Who is the most resilient person you know and why? 4. What are some strategies you use when things are difficult?

Activity: All Tangled Up Divide the children into small groups of up to twelve people and have them form a circle. Instruct the children to take one hand and grab the hand of anyone in the group except the person next to them. The students take their other hand and grab the hand of anyone in the group except standing next to them and the person they are already holding hands with. The challenge is to get untangled without letting go of each other’s hands. Emphasize that untangling requires a lot of communication and cooperation. If the children are struggling you might ask, “has anyone discovered any secrets that might help the rest of the group get untangled?”

Questions for Discussion 1. How did people feel when they found it hard to get untangled? Were you ever tempted to just let go of a hand? 2. Can you share a time where you were in a difficult situation but you didn’t give up? 3. What did you learn or what skills did you use to move forward in the game?

Closing Ritual (call and repeat): May all beings be safe (hug yourself!)

May all beings be healthy (rub your tummy) May all beings be happy (cheering arms) May all beings be filled with loving-kindness (hands to heart) facilitator “hold the loving-kindness that it inside of you, now share that loving-kindness with every being in this room (offer hands), now gather some more of your loving-kindness (hands to heart), now share your loving-kindness with all beings in the universe! (hands to the sky)

Day Six: Happiness

Materials: blank paper, markers/colored pencils/crayons

Welcome children and tell them today’s session number and how many sessions remain. Ask children to share one thing they remember from the previous class. After doing a brief check in to see how they are doing, tell them that today’s session will be about happiness and share with them the following quote.

Contentment/ Happiness “It’s a mistake to place all our hopes for happiness on material gains. So be satisfied with whatever you have, and you will have more inner peace” (National Geographic Kids, 2013).

Questions for Discussion: 1. How do you feel in your body when you are happy? 2. What are some of the things that make you happy? 3. What are some of the things that make other people happy?

While sitting in a circle, ask each child to share one non-material thing they are grateful for and why. You may want to have a ball or another object they can pass around as they speak. The ball may go around more than once. Then ask the children one thing they will do that day to make someone else happy.

Activity: Happiness Cards Explain that one thing that often makes other people happy is just letting them know you are thinking of them. Hand out paper and colors or markers and tell the children that they will be making cards for a family member or friend today. Encourage them to include pictures, colors, and words that the family member or friend will enjoy. Allow them to share their cards at the end if they choose to.

Wrap Up Remind the children that this is your last session together. Review all the concepts you have covered in the past six sessions and ask them to name highlights. Thank them for the time you have spent together.

Closing Ritual (call and repeat): May all beings be safe (hug yourself!) May all beings be healthy (rub your tummy) May all beings be happy (cheering arms) May all beings be filled with loving-kindness (hands to heart) facilitator “hold the loving-kindness that it inside of you, now share that loving-kindness with every being in this room (offer hands), now gather some more of your loving-kindness (hands to heart), now share your loving-kindness with all beings in the universe! (hands to the sky)