Subject: History and Social Studies
Topic or Unit of Study: Chinese Buddhism
Grade/Level 6 - 12 : 6th
Objective
Develop the ability to focus listening and writing on the background information needed to explore a specific question.
Summary
Teacher will pose two questions about Chinese Buddhism for the class. Then the teacher will model focused listening and writing to identify information needed to explore these and other questions about Chinese Buddhism and its place in the larger culture. During the last part of the class, students will write a GIST (Generating Interactions Between Schema and Text) summary of information presented and an essay exploring the question they choose to respond to.
Learning Context
Students have had little experience with systematically addressing complex questions. This highly structured lesson will support their exploration of two complex questions. The first question explores the relationship between government, religion and family on a single issue and the other question the basic nature of the relationship between government and religion.
Teaching Strategies
KWL
Semantic Web
Think Pair Share
CLOZE
GIST Exit Ticket
Time Allotment
55 minutes
Sample Student Products
Discussion Points (oral)
Semantic Web
KWL Charts
GIST
Essay on some aspect of the relationship between family, government and religion
Author's Comments & Reflections
Every society around the world faces the challenge of balancing population and economic growth. Every couple faces that same challenge when they consider having a child. Can they support themselves and a new child? Governments and parents all over the world have found balancing these interests difficult. China's 1-child per family and related policies, including abortion, have been in place for decades and have been difficult for many Buddhists to support. Similarly the United States has had policies in place for decades to limit population growth, including birth control and abortion. Just as the Buddhists have found themselves at odds with the Chinese government on some aspects of population control, many Catholics have found themselves at odds with their Western governments as well. Thus the history of the relationship between Buddhists and the Chinese government has many parallels to the historical relationship between Catholics and western governments. Like students here at St. Martin de-Porres, many soon-to-be teenagers in both China and the West will soon find themselves having to choose sides between civil societies that encourage the use of contraceptives and abortion and religions that discourage or prohibit their use.
Anticipatory Set
Begin by relating this lesson on a major world religion to the students' own families and experience with bullies. Note that I come from a large family, but that families in my area were even larger when my grandmother was young. Encourage them to volunteer how large their families are. Then pose the first question, if they were a Buddhist living in China, would they support the Chinese government's one-child per family policy, recently relaxed to a two-child policy? Then I will introduce the second question to students telling about the discriminaiton against my greatgrandfather during the first world war ostensibly because his heritage was German but actually because a competing doctor wanted to bully him into giving up his practice. Also tell them that few insurance companies would sell to Catholics at that time. Discrimination against Catholics by insurance companies was a major reason the Knights of Columbus formed. Then encourage the children to volunteer to describe any experience they or their friends or families may have had with discrimination. Then pose the second question, why do they think governements in China have oscillated between promoting and persecuting Buddhists? As the students come into the classroom, hand them a KWL chart and ask them to fill out the K (Know) and W (Want to Know) columns. When they turn in their KWL chart, hand them a copy of the Buddhist chant playing in the background and ask them to either meditate or do a QuickWrite about what they know of Buddhism. End the meditation or QuickWrites after reviewing the KWL charts and possibly identifying additional background information needed for the lesson. (10 minutes)
Modeling
Introduce the semantic web mind organizer. Note the six main categories:
1) Beliefs
2) Ethics
3) Government Views on Buddhism
4) Popular Views on Buddhism
5) Timeline and
6) Art, Architecture and Icons. (2 minutes)
Then with the associated PREZI presentation, discuss three topics:
1) Ethics
2) Timeline of Buddhism in China
3) Art, Architeture and Icons.
Point out that Buddhist views on death and compassion are relevant to the exploration of the two guiding questions posed for this lesson. During each oscillation of the government between support of and opposition to Buddhists, discuss the reasons for shifting support by the government or the governed. Then display a representative sampling of the art, architecture and icons associated with Buddhism, including personal icons, libraries, ornate temples, and massive statues. Note that many of these items were expensive. (15 minutes)
Guided Practice
Ask the students to choose the question they will summarize background information for in their GIST. Then pair up students that choose the same question. Instruct each pair to discuss the types of information they have that will be useful to include in their GIST. Then instruct the student pairs to work together to complete the CLOZE from the point of view of a devout Buddhist living in China today. Finish the guided practice by reading the original text of the CLOZE and asking for students to comment on the difference in their text and the original. (10 minutes)
Independent Practice
After completing the CLOZE, instruct each student to compose a GIST of the information most relevant to the question they chose. If they took notes, the information they need for the GISTwill be on their Semantic Web Organizer. Information from their own experience may be appropriate for the GIST. (10 minutes)
Closure
While the Buddhist Mantra Om Mani Padme Hum (Sacred Jewel of the Lotus Flower Enlighten Me) plays, ask the students if the semantic web organizer made it easier for them to use their information to write the GIST. Note that the semantic web organizer is simple and that they could create their own categories while they listened to a lecture or participated in a discussion. Then review information that was relevant to each question. While the beliefs of devout Buddhists prohibit abortion but are silent on birth control, it would appear that devout Buddhists could support China's one- or two-child policy. More research could reveal whether they do or not. Regarding the second question, note that if a large number of people are excluded from the government, resentments will build against any institution closely associated with a bullying government. Such resentments have built up repeatedly against Buddhists when they were associated with various Chinese governments, leading the next government to persecute the Buddhists and often destroy their temples and statues. As optional homework, ask them to consider if they have any resentment against their teacher, school, city, state or the federal government? If so, they might want to talk to a trusted adult about their resentment or risk becoming a bully and feeding resentment, rather than curing it. Finally return the KWL charts to the students and ask students to complete the Learned column and resubmit them as an exit ticket as they leave. (5 minutes)
Follow-Up
Follow-up for this lesson could occur in a number of disciplines, including religion, science, English, art, music and social studies. This statement by E. F. Schumacher in his "Buddhist economics" (1973) would stimulate discussions in both religion and economics classes. "Buddhist economics must be very different from the economics of modern materialism, since the Buddhist sees the essence of civilisation not in a multiplication of human wants but in the purification of human character." In his encyclical letter Laudato Si, Pope Frances expressed serious concern that modern materialism will multiply human wants until the planet is exhausted.
Instructional Materials
1. KWL Chart focused on Buddhist terms (one for each student)
2. Texts of Buddhist Great Compassion Mantra (one for each student) and
3. Om Mani Padme Hum Buddha Mantra
4. Semantic Web Organizer - Beliefs, Ethics, Views of Government and Populace, Timeline, Art-Architecture-Icons (one for each student)
5. CLOZE (one for each student)
5. GIST Outline (one for each student)
6. Video of Great Compassion Mantra
7. PREZI presentation on Buddhism in China
Resources
1. Chinese Buddhism, Wikipedia. Accessed on 23 May, 2016. https://en.wikipedia.org/wiki/Chinese_Buddhism
2. Buddhism and the scientific methods, Wikipedia. Accessed on 22 May, 2016. https://en.wikipedia.org/wiki/Buddhism_and_science
3. Buddhist Ethics, Wikipedia. Accessed 22 May, 2016. https://en.wikipedia.org/wiki/Buddhist_ethics#Killing
Standards
CCSS.ELA-LITERACY.RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
CCSS.ELA-LITERACY.RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
CCSS.ELA-LITERACY.RH.6-8.10 W.1 1. Write arguments to support claims with clear reasons and relevant evidence.
Assessment Plan
1. Compare the Learned column in the KWL charts with the Know and Want to Know for input from students on what they learned from the lesson.
2. Use the Semantic Web to assess their ability to determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions and to organize evidence clearly.
3. Use the GIST summary to assess their ability to determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions and to write arguments to support claims with clear reasons and relevant evidence. Use all of the listed student products to assess their ability to determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
4. Use student essays to assess their ability to write arguments to support claims with clear reasons and relevant evidence.
Assessment/Rubrics
Students will self-assess their understanding of key concepts with their final ratings of their vocabulary when they complete their Vocabulary Knowledge Rating Organizer at the end of the lesson. Teacher will confirm student's self-assessment based on verbal definitions and on their use of words in their GIST. Teacher will assess their ability to identify central themes and provide an accurate summary distinct form prior knowledge or opinions based on their GIST. Essays will be used to assess their ability to write and support arguments and to identify themes.
Standard CCSS.ELA-Literacy.RH.6-8.2 Determine central ideas and provide an accurate summary
Beginning: Refers to at least two of the central ideas in discussion, GIST or in essay
Developing: Describes at least one central idea accurately
Qualified: Describes several central ideas accurately
Exceptional: Describes several central ideas and compares and contrasts them with prior knowledge or opinions
Standard CCSS.ELA-LITERACY.RH.6-8.4 Determine the meaning of words and phrases used to describe Buddhism
Beginning: Recognizes words that describe Buddhism and its history
Developing: Can define some words that describe Buddhism and its history
Qualified: Can give examples of all key words that describe Buddhism and its history
Exceptional: Uses all key words in Semantic Web, GIST, or essay that describe Buddhism and its history
Standard CCSS.ELA-LITERACY.RH.6-8.10 W.1 1. Write arguments to support claims with clear reasons and relevant evidence
Beginning: Unsupported claims
Developing: Claims supported by arguments based on unclear reasons and irrelevant evidence
Qualified: Claims supported by arguments based on clear reasons and relevant evidence
Exceptional: Claims supported by arguments based on complex reasoning and extensive evidence
Topic or Unit of Study: Chinese Buddhism
Grade/Level 6 - 12 : 6th
Objective
Develop the ability to focus listening and writing on the background information needed to explore a specific question.
Summary
Teacher will pose two questions about Chinese Buddhism for the class. Then the teacher will model focused listening and writing to identify information needed to explore these and other questions about Chinese Buddhism and its place in the larger culture. During the last part of the class, students will write a GIST (Generating Interactions Between Schema and Text) summary of information presented and an essay exploring the question they choose to respond to.
Learning Context
Students have had little experience with systematically addressing complex questions. This highly structured lesson will support their exploration of two complex questions. The first question explores the relationship between government, religion and family on a single issue and the other question the basic nature of the relationship between government and religion.
Teaching Strategies
KWL
Semantic Web
Think Pair Share
CLOZE
GIST Exit Ticket
Time Allotment
55 minutes
Sample Student Products
Discussion Points (oral)
Semantic Web
KWL Charts
GIST
Essay on some aspect of the relationship between family, government and religion
Author's Comments & Reflections
Every society around the world faces the challenge of balancing population and economic growth. Every couple faces that same challenge when they consider having a child. Can they support themselves and a new child? Governments and parents all over the world have found balancing these interests difficult. China's 1-child per family and related policies, including abortion, have been in place for decades and have been difficult for many Buddhists to support. Similarly the United States has had policies in place for decades to limit population growth, including birth control and abortion. Just as the Buddhists have found themselves at odds with the Chinese government on some aspects of population control, many Catholics have found themselves at odds with their Western governments as well. Thus the history of the relationship between Buddhists and the Chinese government has many parallels to the historical relationship between Catholics and western governments. Like students here at St. Martin de-Porres, many soon-to-be teenagers in both China and the West will soon find themselves having to choose sides between civil societies that encourage the use of contraceptives and abortion and religions that discourage or prohibit their use.
Anticipatory Set
Begin by relating this lesson on a major world religion to the students' own families and experience with bullies. Note that I come from a large family, but that families in my area were even larger when my grandmother was young. Encourage them to volunteer how large their families are. Then pose the first question, if they were a Buddhist living in China, would they support the Chinese government's one-child per family policy, recently relaxed to a two-child policy? Then I will introduce the second question to students telling about the discriminaiton against my greatgrandfather during the first world war ostensibly because his heritage was German but actually because a competing doctor wanted to bully him into giving up his practice. Also tell them that few insurance companies would sell to Catholics at that time. Discrimination against Catholics by insurance companies was a major reason the Knights of Columbus formed. Then encourage the children to volunteer to describe any experience they or their friends or families may have had with discrimination. Then pose the second question, why do they think governements in China have oscillated between promoting and persecuting Buddhists? As the students come into the classroom, hand them a KWL chart and ask them to fill out the K (Know) and W (Want to Know) columns. When they turn in their KWL chart, hand them a copy of the Buddhist chant playing in the background and ask them to either meditate or do a QuickWrite about what they know of Buddhism. End the meditation or QuickWrites after reviewing the KWL charts and possibly identifying additional background information needed for the lesson. (10 minutes)
Modeling
Introduce the semantic web mind organizer. Note the six main categories:
1) Beliefs
2) Ethics
3) Government Views on Buddhism
4) Popular Views on Buddhism
5) Timeline and
6) Art, Architecture and Icons. (2 minutes)
Then with the associated PREZI presentation, discuss three topics:
1) Ethics
2) Timeline of Buddhism in China
3) Art, Architeture and Icons.
Point out that Buddhist views on death and compassion are relevant to the exploration of the two guiding questions posed for this lesson. During each oscillation of the government between support of and opposition to Buddhists, discuss the reasons for shifting support by the government or the governed. Then display a representative sampling of the art, architecture and icons associated with Buddhism, including personal icons, libraries, ornate temples, and massive statues. Note that many of these items were expensive. (15 minutes)
Guided Practice
Ask the students to choose the question they will summarize background information for in their GIST. Then pair up students that choose the same question. Instruct each pair to discuss the types of information they have that will be useful to include in their GIST. Then instruct the student pairs to work together to complete the CLOZE from the point of view of a devout Buddhist living in China today. Finish the guided practice by reading the original text of the CLOZE and asking for students to comment on the difference in their text and the original. (10 minutes)
Independent Practice
After completing the CLOZE, instruct each student to compose a GIST of the information most relevant to the question they chose. If they took notes, the information they need for the GISTwill be on their Semantic Web Organizer. Information from their own experience may be appropriate for the GIST. (10 minutes)
Closure
While the Buddhist Mantra Om Mani Padme Hum (Sacred Jewel of the Lotus Flower Enlighten Me) plays, ask the students if the semantic web organizer made it easier for them to use their information to write the GIST. Note that the semantic web organizer is simple and that they could create their own categories while they listened to a lecture or participated in a discussion. Then review information that was relevant to each question. While the beliefs of devout Buddhists prohibit abortion but are silent on birth control, it would appear that devout Buddhists could support China's one- or two-child policy. More research could reveal whether they do or not. Regarding the second question, note that if a large number of people are excluded from the government, resentments will build against any institution closely associated with a bullying government. Such resentments have built up repeatedly against Buddhists when they were associated with various Chinese governments, leading the next government to persecute the Buddhists and often destroy their temples and statues. As optional homework, ask them to consider if they have any resentment against their teacher, school, city, state or the federal government? If so, they might want to talk to a trusted adult about their resentment or risk becoming a bully and feeding resentment, rather than curing it. Finally return the KWL charts to the students and ask students to complete the Learned column and resubmit them as an exit ticket as they leave. (5 minutes)
Follow-Up
Follow-up for this lesson could occur in a number of disciplines, including religion, science, English, art, music and social studies. This statement by E. F. Schumacher in his "Buddhist economics" (1973) would stimulate discussions in both religion and economics classes. "Buddhist economics must be very different from the economics of modern materialism, since the Buddhist sees the essence of civilisation not in a multiplication of human wants but in the purification of human character." In his encyclical letter Laudato Si, Pope Frances expressed serious concern that modern materialism will multiply human wants until the planet is exhausted.
Instructional Materials
1. KWL Chart focused on Buddhist terms (one for each student)
2. Texts of Buddhist Great Compassion Mantra (one for each student) and
3. Om Mani Padme Hum Buddha Mantra
4. Semantic Web Organizer - Beliefs, Ethics, Views of Government and Populace, Timeline, Art-Architecture-Icons (one for each student)
5. CLOZE (one for each student)
5. GIST Outline (one for each student)
6. Video of Great Compassion Mantra
7. PREZI presentation on Buddhism in China
Resources
1. Chinese Buddhism, Wikipedia. Accessed on 23 May, 2016. https://en.wikipedia.org/wiki/Chinese_Buddhism
2. Buddhism and the scientific methods, Wikipedia. Accessed on 22 May, 2016. https://en.wikipedia.org/wiki/Buddhism_and_science
3. Buddhist Ethics, Wikipedia. Accessed 22 May, 2016. https://en.wikipedia.org/wiki/Buddhist_ethics#Killing
Standards
CCSS.ELA-LITERACY.RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
CCSS.ELA-LITERACY.RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
CCSS.ELA-LITERACY.RH.6-8.10 W.1 1. Write arguments to support claims with clear reasons and relevant evidence.
Assessment Plan
1. Compare the Learned column in the KWL charts with the Know and Want to Know for input from students on what they learned from the lesson.
2. Use the Semantic Web to assess their ability to determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions and to organize evidence clearly.
3. Use the GIST summary to assess their ability to determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions and to write arguments to support claims with clear reasons and relevant evidence. Use all of the listed student products to assess their ability to determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
4. Use student essays to assess their ability to write arguments to support claims with clear reasons and relevant evidence.
Assessment/Rubrics
Students will self-assess their understanding of key concepts with their final ratings of their vocabulary when they complete their Vocabulary Knowledge Rating Organizer at the end of the lesson. Teacher will confirm student's self-assessment based on verbal definitions and on their use of words in their GIST. Teacher will assess their ability to identify central themes and provide an accurate summary distinct form prior knowledge or opinions based on their GIST. Essays will be used to assess their ability to write and support arguments and to identify themes.
Standard CCSS.ELA-Literacy.RH.6-8.2 Determine central ideas and provide an accurate summary
Beginning: Refers to at least two of the central ideas in discussion, GIST or in essay
Developing: Describes at least one central idea accurately
Qualified: Describes several central ideas accurately
Exceptional: Describes several central ideas and compares and contrasts them with prior knowledge or opinions
Standard CCSS.ELA-LITERACY.RH.6-8.4 Determine the meaning of words and phrases used to describe Buddhism
Beginning: Recognizes words that describe Buddhism and its history
Developing: Can define some words that describe Buddhism and its history
Qualified: Can give examples of all key words that describe Buddhism and its history
Exceptional: Uses all key words in Semantic Web, GIST, or essay that describe Buddhism and its history
Standard CCSS.ELA-LITERACY.RH.6-8.10 W.1 1. Write arguments to support claims with clear reasons and relevant evidence
Beginning: Unsupported claims
Developing: Claims supported by arguments based on unclear reasons and irrelevant evidence
Qualified: Claims supported by arguments based on clear reasons and relevant evidence
Exceptional: Claims supported by arguments based on complex reasoning and extensive evidence