Buddhism Preliminary Draft Program

Buddhism22 indicative hours

The focus of this study is Buddhism, one of the major religious traditions, as a living religious system.

Syllabus Outcomes: P3 investigates religious traditions and belief systems

P4examines significant aspects of religious traditions

P5describes the influence of religious traditions in the life of adherents

P6selects and uses relevant information about religion from a variety of sources

P7undertakes effective research about religion, making appropriate use of time and resources

P8 uses appropriate terminology related to religion and belief systems

P9effectively communicates information, ideas and issues using appropriate written, oral and graphic forms

Origins

• the historical and cultural context in which Buddhism began

• the Buddha

• the formation of the Sangha

• the early councils, including the first council at Rajagaha and the second council at Vesali

• Buddhism

Principal Beliefs

• The Three Jewels

• The Four Noble Truths

• the marks of existence

• Karma, Samsara, Nirvana

Sacred Texts and Writings

• Tripitaka
• Lotus of the Good Law
• Tibetan Book of the Dead

Core Ethical Teachings

• The Five Precepts

• The Vinaya

• Puja

• outline the historical and cultural context in which Buddhism began

• examine the principal events of the Buddha’s life, including the enlightenment

• explain why the Buddha is the model of Buddhist life

• describe the early formation of the Sangha within the first five years, including Mahapajapati’s request for a female Sangha

• identify the importance of the first two councils in the development of Buddhism

• outline the unique features of:

• define The Three Jewels

• describe the significance of The Four Noble Truths

• examine the beliefs of

• recognise the connection between Karma and Samsara

• outline the importance of Nirvana in Buddhism

• identify the importance of:

• examine extracts from the Tripitaka, the Lotus of the Good Law and the Tibetan Book of the Dead which demonstrate the principal beliefs of Buddhism

• outline the principal ethical teachings in Buddhism

• describe the importance of ethical teachings in the life of adherents

• outline puja as celebrated in the home

1. Introduction of topic - Students to brainstorm their current understanding of Buddhism and teacher to illustrate this in a mind-map on the board.
2. Refer to introductions given in text and compare/contrast these with the information generated through the brainstorming activity.
3. Students research the following websites in order to construct a timeline of the historical background to Buddhism:

1. Students research the Library and/or the following websites to prepare a biography/recount of the life of Buddha. For example: family history, important dates.

1. Class discussion: What is important about the biographical sources of the life of the Buddha? Does it matter whether they are legendary or not? Living Religion, Pg. 27.

1. Extension/Group Activity: The life of the Buddha through use of Sacred Text. Prepare a summary sheet which is to be distributed to the rest of the class:

1. Debate: The Buddha is the model of Buddhist life. See Living Religion p27.

1. Examine extracts from the first sermon of the Buddha:

1. Explore the life of Mahapajapati using the following website:

1. In groups develop an exposition justifying the need for a female Sangha. Group presentations which are to be critiqued through peer assessment.

1. Writing task: Use a range of sources to outline the development of the Sangha. Visuals must be included. Sample presentation style may include: a wall chart, collage, powerpoint. Living Religion pp28-30, Studies of Religion pp16-17.

1. Use texts, Living Religion pp30-32, Studies of Religion pp18-19 and other sources to provide students with a range of materials relating to this outcome.

1. After reading material on their own, students work in pairs to develop a graphic summary (mindmap, flowchart…) identifying the details of the first two councils.

1. Class discussion: Without the first two councils Buddhism as we know it would not exist.

1. Explore Theravada and Mahayana using texts and information at the following website: Make a summary of each of these two schools of Buddhism. Living Religion Pg. 32-35, Studies of Religion Pg. 19-20.

1. Explore Vajrayana using texts and information at the following website: Make a summary of this school of Buddhism. Living Religion, Pg. 36, Studies of Religion Pg. 19-20.

1. Divide the class into groups. Allocate a school of Buddhism to each group. List key features of the designated school of Buddhism, including its geographical distribution. Exchange information.

1. Students are to compile a list of the similarities and differences that exist between the three schools of Buddhism.

1. Writing task: “Though there are three distinct schools of Buddhism, there is only one religious Tradition known as Buddhism.” Discuss. Teacher to model the scaffold for a discussion response.

1. In groups students develop short presentations to define their understanding of the Three Jewels: The Buddha (Enlightened One) is the Dhamma (Truth) revealed in human form. The Sangha is the lived experience of the Truth of the Dhamma through the everyday life of the monks and nuns. Living Religion pp37-38, Studies of Religion pp21-21.

1. Examination of the images of the Lord Buddha: the images show the interconnectedness of the Buddha, the Dhamma and the Sangha – The Buddha is composed (ordered, symmetric, well proportioned, alert) signifying the Dharma and is clothed in the robes of the monk. For example use images at

1. Students are to prepare a group tutorial using PowerPoint to explain a selection of images demonstrating the interconnectedness of the Buddha, the Dharma and the Sangha.

1. Teacher to demonstrate the various concepts of happiness through the use of stimulus material. For example: images of wealth, family and other relationships, harmony with nature. Students then attempt to define happiness, followed by a class constructed definition of the concept of happiness.

1. Small groups answer the question: ‘Is there such a thing as perfect happiness in life?’ Groups report back to the class and share responses.

1. Explain how the four Noble Truths define the reasons as to why there is no perfect happiness in life; what causes suffering; the means to avoid suffering and the final goal of human endeavor. Living Religion pp37-44, Studies of Religion pp22-24.

1. Investigate the features of the Noble Eight-fold Path of Perfection by using the model diagram to create a diagram of their own, incorporating everyday language to illustrate their understanding of the concepts. Provide examples for each of the Eight aspects.

1. Writing task: As a means of showing their understanding of the Four Noble Truths. students are to prepare the marking criteria for the following question:

1. Outline and discuss the events in the Buddha’s life which convinced him to seek the Truth: old age, pain, death and peacefulness. Living Religion p39, Studies of Religion pp24-25.

1. Students give a one minute presentation: ‘I am finally awake’. Explain this assertion in Buddhist terms using the concepts of Anicca, Dhukka and Anatta. Studies of Religion p25

1. Extension/Peer Review Activity: Students write a description of life without the marks of existence. Class selects the best response and provides reasons for choice.

1. Teacher tolead students through a series of simple Yoga movements incorporating stretching and breathing exercises. Use background music such as Thai meditation music or similar.
2. Illustrate for students the formation of a river system from droplet of water to entry into the ocean. Stress that through many transformations from droplet to stream to swift flowing cascades, to meandering river and entry into ocean, water is still water. The river stops at the ocean, but water becomes and remains water. You may like to use a small water feature, or a glass bowl and jug of water to create the atmosphere and continue the soft music being used from the first activity.

1. Class discussion:Nirvana is the belief the reality remains reality after it has lost all its forms. Karma are the acts of the will which gives form to who we are and create consequences, like land shaping water. Samsara is the form which survives death as a re-birth. Students develop examples of these concepts.

1. Use image resources such as mandalas and the structure of temples to illustrate the various realms of re-birth: hells, heavens and the natural world.

1. Extension Activity:Students provide further examples which illustrate Samsara, e.g., symphonic music, dance, pigment to art work, seed to tree and so on, and are to include a short written justification for their choice of illustration.

1. The following websites provide links to the texts of Buddhism:

1. Use texts to make summary notes on the Five Precepts as Core Ethical Teachings for the Buddhist; the 10 Precepts for those seeking further advancement in Buddhist practice; and the Vinaya for monks and nuns, Living Religion pp50-51, Studies of Religion pp27-30.

1. Define the precepts using texts and information at the following website:

1. Group Task: To explain the interconnectedness of the dimensions of Buddhism.

1. Class Debate: Students argue for the inter-connectedness of the Life of the Buddha, the Principal Beliefs, Sacred Texts and Core Ethical Teachings OR using the characteristics of Religion (The Nature of Religion and Beliefs Preliminary) describe the significance of Ethics for Buddhism

1. Access information on Puja in textbooks, Living Religion pp52-53, Studies of Religion pp30-31and at the following website:

1. Use extracts from films to illustrate the main concepts of Buddhism. For example: Seven Years in Tibet, Kundun.
2. ‘He who sees me sees the Dhamma’. Explain why the Buddha is the model of the Buddhist life.
3. Using three sources, which may include electronic sources and Sacred Texts, demonstrate the importance of ethics in the life of Buddhist adherents.
4. Define each of the Eightfold Path of Perfection. Give reasons why Right Understanding is the basis for the other seven paths.

Bibliography

Texts and Teacher Background

Beck, M et al. Exploring Religions. OUP: 1997.

Breyer, M. Ancient Civilizations Brain Teasers. Hawker Brownlow: Australia, 1999.

Buddhist Meditation Centre, Camperdown, NSW. Living Buddhism.

Dhammika, Ven S. Good Question, Good Answer.

Eliade, M. Essential Sacred Writings from Around the World, Harper Collins, San Francisco, 1992

Farrington, K. Historical Atlas of Religions Thalamus Publishing, 2002

Harvey, P. An Introduction to Buddhism.CambridgeUniversity

Lovat, McGrath, et al. Studies of Religion (3rd Ed.). Thomson: Australia, 2005.

Morrissey, Mudge, et al. Living Religion (3rd Ed.). Pearson Longmans: Australia, 2005.

Second Vatican Council Nostrae Aetate (Declaration of the Relationship of the Church to Non-Christian Religions)

Films

Seven Years In Tibet (1997)

Kundun (1997)

Internet Sites:

Historical Context:

Life of Buddha:

Formation of the Sangha

Schools of Buddhism

The Three Jewels

Sacred Texts

Ethics

Puja