Download Answers Chapter 7 Religions of ancient origin Activities (p. 158) 1

Answers
Chapter 7
Religions of ancient origin
Activities (p. 158)
1
On a map of South America locate the region that is believed to be the Aztec Empire.
Correction: This task should read ‘On a map of North America locate the religion that is believed
to be the Aztec Empire.’
This is a hands-on activity. Information is readily available on the Internet. Maps already
displaying this information can be found under ‘google images’ or ‘google maps’. See page 157
of text, Fig.7.1
2
Describe the Aztec society.
Students’ answers will vary, but they should summarise information about the physical
attributes of the location, the cultural and scientific achievements (such as calendars, writing),
the basics of the religion (the pantheon of gods, creation myths, importance of temples), etc.
3
Research on the internet to find a third creation myth. Write a concise account of the
story.
Student research activity. Students will need to be clear on the two myths discussed in the
textbook in order to recognise the third myth.
Activities (p. 159)
1
Explain what is meant by saying that the universe was built in layers.
Include in your answer the following information:

top 2 layers belonged to the gods of creation

middle layer was earth, where the forces of heaven and the underworld came together
at the great temple in Tenochtitlan

bottom layer: underworld
Oxford Studies of Religion ISBN 9780195568011 © Oxford University Press Australia
2
Describe the five stages in creation.
Research is required. Student descriptions should include the following information:

these stages are known as ‘suns’

each ‘sun’ was 2028 years long

each sun began and ended with a natural disaster

different humans were destroyed or transformed in each period.

the fifth sun is the final sun and the Aztecs believed that was the era they were living in.
It is described as the time of recreation when Tezcatlipoca and Quetzalcoatl reformed
the heavens and the earth and al people.
Activities (p. 160)
1
Explain how the Aztecs’ religious beliefs influenced their daily lives.
The pantheon of gods meant that there was a deity for every conceivable event or need. Every
aspect of daily life was regulated by the performance of rituals dedicated to the appropriate
god.
2
How did warriors reach ‘Eagle’ status?
By taking four or five prisoners in a single battle.
Activities (p. 163)
1
Referring to the manuscript in Fig 7.10, what can you discern about the Aztec way of
life?
Students should note activities in the manuscript, such as weaving, making bread, dough rising,
washing, etc.
2
What can you find out about the role of the god Teotleco?
Students will have individual responses
3
What is the significance of Xipe Totec in Aztec ritual?
After conducting independent research, students will develop their own sense of what is
significant.
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4
Aztec warriors were regarded very highly in their society. The most impressive were the
Eagle warriors and the Jaguar warriors. Explain their role in Aztec society.
In Aztec society they were regarded as the elite, the nobility, and were full time warriors.
5
What was the significance of the temple in Aztec society? Refer to Fig 7.11 in your
response.
It was the central architectural feature, usually approached by a long and impressive avenue as
seen in Fig 7.11 All life centred around the temple. The bigger the community was, the bigger
the temple would be. It was the centre of sacrifice, where offerings from the harvest were
brought for the gods. The community school was attached to the temple.
Activities (p. 165)
1
What does the complexity of the Mayan calendar indicate about Mayan society in
general?
Mayan society showed appreciation and encouragement of great knowledge and
sophistication. It was an ordered society.
2
Describe the image these masks portray. What does this tell us about the Mayan search
for meaning?
These masks depicting warriors promote the feelings of fear, savagery, and confidence. They
impart the message of the warriors having power over life and death.
Activities (p. 167)
1
Use the photograph of the mummy (Fig. 717) as a stimulus to research the Incan
practices of human sacrifice and burial. You will find some interesting articles at the
National Geographic website.
Students will have individual answers.
Oxford Studies of Religion ISBN 9780195568011 © Oxford University Press Australia
2
Why is the isolation of Machu Picchu (see Fig 7.16) significant for understanding the
Incan people? What are some of the significant facts that the study of this site has
revealed about Incan society and religious beliefs?
Such geographic isolation would mean that Machu Picchu would provide a microcosm of Incan
society unchanged by the influence of other peoples. The Mexicans never found Machu Picchu.
Archaeologists found the Intihuata stone, which researchers believe was as astronomic clock or
calendar. The buildings of both the urban and religious areas were constructed in the ashlar
method of dry stone wall constructions.
Activities (p. 168)
1
How was the current Shinto religion formed and what role did Buddhism have in its
development as a religion?
Shinto evolved from the indigenous animist belief system present in Japan c. 500 CE. Over time,
these older belief systems developed into the modern religion of Shinto. Buddhism came to
Japan between the 6th and 8th century. Followers of Shinto wouldn’t have anything to do with
that which they considered unclean, therefore death and disposal of the body was a problem as
it was consider ritually unclean. This was not a problem for Buddhists who took care of
everything to do with death and funerals. It was thus fact that was the basis for the symbiotic
relationship that developed between the two religions.
2
Why were these two religions so compatible?
Together they met all the needs of their followers in their life cycle. In both, there is an
emphasis on the natural world.
Activities (p. 169)
1a
Outline the four different forms of Shinto.
Koshitsu is the State/Imperial Shinto. In this form of Shinto the Japanese Emperor is responsible
for carrying out the rituals.
Jinja is also known as Shrine Shinto and is the most popular form of Shinto, and is associated
with State Shinto.
Shuma/Kyoha consists of thirteen different sects, each centred around a particular deity, often
almost monotheistic.
Minzoku/Folk Shinto is the traditional non-institutionalised Shinto practised by the ordinary
person.
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1b
Which is important today, and to whom in Japanese society is it important?
Koshitsu is enshrined in the Japanese constitution and rituals are performed by the emperor;
Shuma/Kyoha has 13 different sects centred around their own deity. Minzoku/Folk is found in
rural communities. Jinja Shrine Shinto is the most popular group.
2
How has the importance of the four forms of Shinto changed over time?
Students will have individual responses.
Activities (p. 170)
1
Who or what is In and Yo?
In and Yo were the deities that heaven and earth were comprised of.
2
Outline in point form the formation of the universe according to Shinto beliefs.





In and Yo made an egg shaped mass.
The cleaner more pure part of this mass was drawn out of the egg-shaped mass to form
heaven.
The rest settled to the bottom to become the earth.
The impurities contained within the earth required more work.
Next, the 8 deities were formed.
3
What is the role of ‘spirits’ in this religion?
Spirits or kami are associated with particular places and may be the spirits of ancestors,
emperors or military figures, important animals or elements of nature. They are usually
benevolent, but can be angered and may need to be placated. Their role is that of a protector.
Activities (p. 171)
1
Is the Shinto religion an oral tradition, a written tradition or both? Explain your answer,
and the good and bad aspects associated with each.
Although Shinto has four texts, they do not give instructions or rules. They contain myths and
traditional teachings, but these teachings were passed down orally rather than being read by
followers. With such importance on the oral tradition it would be expected that these teaching
would change over time. Students will have different opinions about what is good and bad
about each.
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2
What are the four aspects of the Shinto religion?




tradition and family
love of nature
physical cleanliness
festivals and ceremonies.
3
Purification and cleanliness also form part of Buddhism. How has this been incorporated
into Shinto?
Buddhist rituals of purification have been incorporated into Shinto in the form of mantras and
talismans.
4
What is the importance of community to Shinto followers?
Community is still very important as it brings together ancestors, descendants and individuals
with worship of the associated kami.
Activities (p. 173)
1
Why are shrines important to the followers of Shinto?
Shrines are places where kamis reside. They are places where followers will go to worship the
kami.
2
What is the importance of shrines if they can be anything? Or can they be anything?
Shrines give followers of point of focus for worship. They are regarded as a place where the
kami reside. Apart from buildings, shrines are usually aspect of nature (plants, rocks, etc.)
3
How can this be a gate (Fig 7.24) if it is surrounded by water?
The torii or gateway defines the sacred space. In this case the sacred space is the water.
Miyajima, the island itself is a god. The torii marks the gateway to a place where gods and
people live together
4
How is sumo wrestling part of this religion?
Sumo wrestling has its basis in the Shinto religion. It started around 1500 years ago, originally to
ensure good harvests.
Oxford Studies of Religion ISBN 9780195568011 © Oxford University Press Australia
Activities (p. 173)
1
Why is it incorrect to call the kami gods?
The term ‘god’ implies supernatural power, whereas the kami are spirits.
2
Explain the importance of ritual purity to Shinto and how is it practised.
Ritual purity is essential for the adherents coming to worship at the shrine or temple. It is
practised by a person rinsing their mouth and washing their hands with water ladled from the
source of running water at the entrance to the shrine.
3
Write an account of a year in the life of a Shinto family.
Students will have individual accounts. They should include such things as:

rites of passage of individual members of the family

visits to shrines for offerings of thanks and praise.

writing prayers on ema boards

festivals and celebrations that they may be involved in

how their various activities aid in their search for meaning.
Activities (p. 175)
1
The double-headed snake is a creature of Norse mythology. What can you find out about
its meaning?
Using the library and the Internet, students should investigate the following to help them with
this activity:

the Scar Viking boat burial in the Orkneys

the Ladbyskibet Viking burial in Denmark

the Oseberg ship in Norway
Oxford Studies of Religion ISBN 9780195568011 © Oxford University Press Australia