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Unit 5: We Search
20 Hours
Unit Description
This unit uses a survey of the religions of Hinduism, Buddhism and Sikhism to examine the various
searches for meaning humans undertake. An examination of the differences between the worldviews of
oriental and occidental religion introduces the search. In the study of Hinduism, the four paths to salvation
are explored: the yoga of worship, the yoga of wisdom, the yoga of mediation, and the yoga of good
works. The study of Buddhism is framed around “The Three Jewels”: the Buddha, the Dharma, and the
Sangha. Students learn the life of the Buddha, using the film, Little Buddha. Students then study the Four
Noble Truths and the Eightfold Path. These teachings are explored in context of the students’ own life
experiences. The section on Buddhism concludes by an exploration of the features and messages of the
different Buddhist communities. Sikhism is covered as an Independent Study Project. The history of the
Church is rejoined from Unit 4 in an exploration of missionary activity and modern interfaith dialogue. A
guided meditation illustrates how interfaith dialogue can help Christians retrieve elements of their
heritage. The culminating activity is the creation of a set of pamphlets that summarize the teachings of
Hinduism, Buddhism and Sikhism.
Unit Synopsis Chart
Activity
Title
1
Hinduism:
East Meets
West
Time
in
min.
75
Learning
Expectations
Assessment
CGE7f,
Knowledge/
Understanding.
PFV.07, RBV.02,
PF1.04, PF3.01, RB2.02.
2
Hinduism:
Paths of
Salvation
300
CGE7g,
SCV.03, SCV.04, SCV.05,
PFV.05, CMV.10, PSV.12,
FLV.02, FLV.07, RBV.03,
RBV.04, HEV.03,
SC1.06, PF1.04, PF2.03,
PF3.01, PF3.05, CM1.07,
CM2.06, CM2.07, CM3.06,
CM3.07, PS1.08, FL1.05,
FL1.10, FL3.04, RB1.03,
RB1.04, RB2.02, RB2.03,
RB2.04, RB2.05, RB2.06,
RB2.07, RB2.08, RB2.09,
RB2.10, RB3.01, RB3.02.
1
Knowledge/
Understanding;
Thinking/Inquiry;
Application/
Making
Connections.
Tasks
Teacher Presentation on
the Context of
Hinduism; Student
Reading Exercise on the
Hindu View of Reality;
Group Analogy
Exercise.
Teacher Presentation on
Yoga and Worship;
Group Research into the
Yoga of Worship;
Teacher Presentation on
the Yoga of Wisdom;
Exercise on the Gita;
Guided Meditation;
Exercise on Raja Yoga;
Karma Yoga as
Illustrated by the Film,
Gandhi; Journaling.
3
4
5
6
Buddhism:
The Life of
Siddhartha
Gautama
150
CGE1I,
SCV.03, SCV.04, SCV.05,
PFV.03, FLV.07, RBV.03,
RBV.04,
Buddhism:
The Four
Noble
Truths &
The
Eightfold
Path
75
Buddhism:
Sangha and
the
Branches
of
Buddhism
150
Sikhism:
Independent Study
Project
150
Knowledge/
Understanding;
Thinking/Inquiry.
SC1.07, PF1.04, PF2.03,
PF2.05, PF3.01, CM1.07,
CM2.06, CM3.06, CM3.07,
RB2.06, RB2.07, RB2.09,
RB3.01, HE1.01, HE4.01.
CGE1e,
Knowledge/
Understanding;
SCV.03, SCV.04, SCV.05,
Application/
PFV.03, FLV.07, RBV.03, Making
RBV.04,
Connections.
SC1.07, PF1.04, PF2.03,
PF2.05, PF3.01, CM1.07,
CM2.06, CM3.06, CM3.07,
RB2.06, RB2.09, HE1.01,
HE4.01.
CGE 5e,
Knowledge/
Understanding;
PFV.07, SSV.01, RBV.02, Thinking/Inquiry;
RBV.04,
Communication.
PF1.04, PF2.03, PF2.05,
PF3.01, CM1.07, CM2.06,
CM3.06, RB2.02, RB2.03,
RB2.04, HE1.01.
CGE1h,
Knowledge/
Understanding;
SCV.03, SCV.04, PFV.05,
Thinking/Inquiry;
PFV.07, CMV.10, RBV.01, Communication.
RBV.03, RBV.04, SSV.01,
SC1.06, PF1.04, PF2.03,
PF3.05, CM1.07, CM2.06,
CM2.07, CM3.06, CM3.07,
RB1.02, RB1.03, RB1.04 ,
RB1.05, RB2.03, RB2.05,
RB2.06, RB2.07, RB2.08,
RB2.09, RB3.01, RB3.02,
RB3.03, HE1.01, HE2.01,
HE3.01, HE3.02, HE4.01.
2
Viewing and Review of
All or Parts of Little
Buddha.
Journaling; Teacher
Presentation on the Four
Noble Truths and the
Eightfold Path; Chart on
the Eightfold Path.
Teacher Presentation on
the Notion of Sangha;
Journal Activity on
Community; Class
Discussion; Group
Exploration of Branches
of Buddhism.
Independent Study of
Sikhism; Class
Presentation.
7
8
9
The
Catholic
Church of
the West
Encounters
the
Religions
of the East
150
Prayer:
Guided
Meditation
75
Unit
Culminating
Activity
75
CGE1a,
Knowledge/
Understanding;
Communication.
PFV.01, PFV.04,
PF1.05, HE2.02, HE2.03.
CGE1f,
Communication.
PSV.02, RBV.04,
PS3.03, RB2.05; RB3.03.
CGE 2c
ISV.05, ISV.06,
IS1.04, IS1.05, IS2.02.
Knowledge/
Understanding;
Thinking/Inquiry;
Communication;
Application.
Teacher Presentation on
the History of Catholic
Missionary Endeavors;
Student Timeline
Construction;
Journaling; Discussion
on Inter-Faith Dialogue
and Student Timeline
Construction; Round
Table Discussion.
Guided Meditation;
Journaling; Teacher
Unit Summary.
Students Create
Pamphlets.
Note: Expectations originating from the Institute for Catholic Education are italicized. Normal font is
used for the Ministry of Education’s expectations.
Activity 1: Hinduism: East Meets West
Time: 75 Minutes
Description
The concept of worldview from the first unit is reviewed in order to help students understand the some of
the differences between Eastern and Western viewpoints. The Hindu cosmography and search for
meaning is presented and contrasted with Western viewpoints.
Strand(s) & Learning Expectations
Ontario Catholic Graduate Expectation: CGE7f: The graduate is expected to be a responsible citizen
who respects and affirms the diversity and interdependence of the world’s peoples and cultures.
Strands: Profession of Faith; Religious Beliefs.
Overall Expectations:
PFV.07 demonstrate an understanding of the human search for meaning as found in the Hindu, Sikh, and
Buddhist traditions;
RBV.02 analyse the similarities and differences between the central beliefs of various religions.
Specific Expectations:
PF1.04 examine the human search for meaning and purpose as found in the belief systems of Hinduism,
Sikhism, and Buddhist traditions (i.e. China, Japan, Tibet);
PF3.01 articulate ways in which people search for the sacred in life;
RB2.02 specify the responses of some religions to questions associated with the search for spiritual
meaning common problems and questions.
3
Prior Knowledge & Skills
Students should understand the concept of worldview from the first unit. Students should know the basic
geographic, historic and demographic situation of Hindus.
Planning Notes
You may wish to compile a list of vocabulary that will be encountered in this lesson.
Teaching/Learning Strategies
The teacher reviews the concept of worldview from the first unit by describing key concepts of the
Western worldview (i.e. time as linear, life as procession from conception to afterlife, God as
monotheistic, etc). The teacher introduces Hinduism by describing the Hindu worldview: time as circular,
life as subject to reincarnation, the sacred as monistic, etc.). The teacher explains that these contrasting
perceptions of reality raise important questions. Using the Major Religions of the World Assignment from
the introductory unit, the teacher reviews the geographic, historic and demographic situation of Hinduism.
Students record this information in their notes.
Individually, students read Appendix 1 (The Hindu View of Reality). From this document they answer
the associated questions.
Assessment & Evaluation of Student Achievement
Students will be assessed for Knowledge/Understanding in a quiz at the end of the section on Hinduism.
Accommodations
In the small group assignment, students needing assistance may be given a diagram and be asked to label
it. Students can be helped to learn new terminology terms by the teacher preparing and providing a
crossword of new vocabulary. For the quiz on Hinduism, students can be given increased time and further
clarification as per the students’ IEPs. For enrichment, students can prepare an illustrated glossary of
terms to be included in their responses to the questions on the handout. This glossary can be used with the
students needing assistance in this class and in the future.
Resources
For student texts see: Brodd, Jeffrey. World Religions: A Voyage of Discovery Winona, MN: Saint
Mary’s Press, 1998, Chapter 3; Trafford, Larry. World Religions: People and Faith Toronto: Maxwell
Macmillan Canada, 1994, Chapter 6; Religions on File. Facts on File: New York, NY: 1990, pp. 5.165.21, 5:37 (ISBN 081602240).
For Internet resources see: Hindu Basic Facts at www.himalayanacademy.com/basics/point/index.html;
The Hindu Universe at www.hindunet.org/; Hinduism Today at www.hinduism-today.com/.
Appendix
Appendix 1: The Hindu View of Reality
Activity 2: Hinduism: Paths of Salvation
Time: 300 Minutes
Description
Students explore the four types of yoga found in Hinduism: devotion (Bhakti), wisdom (Jnana),
meditation (Raja), and action (Karma). These are paths of salvation or ways that Hindus search for the
sacred. Students are challenged to articulate their own stances in response to the questions raised by the
Hindu beliefs.
4
Strand(s) & Learning Expectations
Ontario Catholic Graduate Expectation: CGE7g - The graduate is expected to be a responsible citizen
who respects and understands the history, cultural heritage and pluralism of today’s contemporary
society.
Strands: Scripture, Profession of Faith, Christian Moral Life, Prayer and Sacraments, Family Life,
Religious Beliefs, Religion and Human Experience.
Overall Expectations:
SCV.03 express an understanding of the sacred writings of Islam, Hinduism, Buddhism, and Sikhism and
their importance for life decisions of adherents;
SCV.04 show reverence for the sacred writings (e.g. creation narratives) of the world's major religions;
SCV.05 describe the relationship between the life questions of the various world religions and their
Scriptures (e.g. the existence of God, family life, medical ethics, environmental concerns, war and peace);
PFV.05 identify traditional and contemporary examples of people of faith and integrity;
CMV.10 identify traditional and contemporary examples of moral living as found in the various religious
traditions of the world;
PSV.12 understand the use of prayer and worship within the various Hindu paths to salvation;
FLV.02 describe the stages of faith development, recognizing that the person and life of Christ is the
primary guide for the spiritual journey;
FLV.07 explore the root causes of violence, its impact within relationships, and sources of help;
RBV.03 analyse and describe the connection between the human experience and sacred writings and oral
teachings;
RBV.04 demonstrate how practice, ritual, and symbolism are external representations of the beliefs and
principles of religion;
HEV.03 analyse the significance of religion or other belief systems in the lives of various historical
figures.
Specific Expectations:
SC1.06 describe the role of the sacred writings of Hinduism and Sikhism in the life decisions of their
adherents;
PF1.04 examine the human search for meaning and purpose as found in the belief systems of Hinduism,
Sikhism, and Buddhist traditions (i.e. China, Japan, Tibet);
PF2.03 show reverence for the various dimensions of the sacred as found in Hinduism, Buddhism, and
Sikhism;
PF3.01 articulate ways in which people search for the sacred in life;
PF3.05 name traditional and contemporary examples of people of faith and integrity;
CM1.07 demonstrate an understanding of the moral precepts found in the religions of Hinduism,
Buddhism, and Sikhism;
CM2.06 recognize the importance of moral precepts for the religions of Hinduism, Buddhism, and
Sikhism;
CM2.07 appreciate traditional and contemporary examples of moral living as found in the various
religions of the world;
CM3.06 examine the importance of moral precepts for daily living in the religions of Hinduism,
Buddhism, and Sikhism;
CM3.07 suggest both traditional and contemporary examples of moral living as found in the various
religions of the world;
PS1.08 understand the use of prayer and worship within the various Hindu paths of salvation;
FL1.05 state the stages of human faith development (i.e. from ego-centric to group-centred orientation,
and eventually towards acceptance of universal principles and values);
FL1.10 identify the root causes of violent behaviour, the requirements for appropriate psychological and
spiritual healing, and the sources of help that are available;
5
FL3.04 assess the very serious impact of violence within relationships (dating violence, date rape,
spousal abuse);
RB1.03 identify influential personalities (e.g., Abraham, Baha’ullah, Christ, Confucius, Dalai Lama, Guru
Nanak, Moses, Muhammad, Siddhartha Gautama, Zoroaster) and summarize their contributions to the
development of selected religions;
RB1.04 evaluate the impact of key concepts and events (e.g., ahimsa, resurrection, jihad, Pesach,
fundamentalism, revelation, salvation) on contemporary religions;
RB2.02 specify the responses of some religions to questions associated with the search for spiritual
meaning common problems and questions;
RB2.03 demonstrate an understanding of the concept of the supernatural in various belief systems (e.g.,
those of Native peoples);
RB2.04 describe the role of faith in systems of belief;
RB2.06 identify significant sacred writings and/or oral teachings from various religions;
RB2.07 explore the origins and development of sacred writings;
RB2.08 compare and contrast the roles sacred writings and oral teachings have in various religions;
RB2.09 identify key principles from relevant passages of sacred writings and oral teachings in various
religions;
RB2.10 examine the influence of sacred writings and oral teachings from various religions on life in
modern society;
RB3.01 categorize the practices and rituals of various religions (e.g., adhan, almsgiving, asceticism,
atonement, anointing, covenant, sacrifice, holy days, dietary laws, vision quest);
RB3.02 identify the origin and significance of various practices, rituals, symbols, and festivals;
HE1.01 identify the basic role and/or responsibility of the individual adherents of a religion;
HE2.01 identify religious leaders who used religion to oppose prejudice and discrimination (e.g., Martin
Luther King Jr., Mohandas K. Gandhi, Marcus Garvey, Jesus Christ, Guru Nanak, Muhammad), and
describe the ways in which they did so;
HE3.01 identify significant figures from a range of belief systems;
HE3.02 describe how significant individuals have been motivated by the belief systems studied to
influence events, create movements, and challenge the status quo of their day.
Prior Knowledge & Skills
Students should understand the context of Hinduism developed in the first unit and the previous activity.
Planning Notes
This activity will require four classes - one for each variety of Yogic practice. Prepare support material
for the lesson: the videos (Mahabharata and/or Gandhi); the three handouts; source material for the
Bhakti Yoga exercise; and art material for the Bhakti Yoga exercise. Choose a script for the guided
meditation from the resources listed below. Create guided viewing questions for excerpts from Gandhi. .
If the class is using the textbook by Brodd, only three paths are mentioned. Brodd places Raja Yoga
under the “path of knowledge.” This profile, however, follows most texts in interpreting yoga in its
widest sense. The path of Raja Yoga is, thus, regarded as a distinct path. If the teacher would prefer to
use Brodd’s classification then, the lessons below would need to be adapted.) Develop or find a rubric
that assesses the three worksheets.
Teaching/Learning Strategies
The teacher reviews the concept of yoga as a set of paths that lead to Moksha. The four paths are briefly
described. The teacher notes that these paths are not exclusive, but adherents may prefer one path to
another. The teacher explains the Hindu notion of the sacred using the terms: monism, Trimurti, Brahma,
Vishnu, Shiva, avatar, and puja.
Students record this information in their notebooks.
6
Students are divided into groups in which they research the following concepts pertaining to Bhakti
Yoga: home puja, pilgrimage, temples, Brahma and avatars, Vishnu and avatars, Shiva and avatars. Each
group produces a labeled diagram that explains the objects and symbols associated with each aspect of
Bhakti Yoga. These diagrams are assembled into a class poster and are stored in the class portfolio for use
in the kiosk.
The teacher outlines the development of sacred writing in Hinduism.This will include: the Vedas, the
Upanishads, and the Mahabharata and Ramayana. The teacher explains the importance of the BhagavadGita and its story. The teacher may choose to show excerpts from the Mahabharata on video to
supplement this explanation.
Individually, students complete the exercise on the Bhagavad-Gita (Appendix 2).
The teacher introduces the concept of guided meditation as a form of Raja Yoga and then leads the class
in a guided meditation. Sources for this meditation are listed in the Resources section. After the exercise,
the teacher asks students to reflect on the elements that lead towards meditative state. These would
include posture, breathing, relaxation, and an object for concentration. The teacher should introduce the
concept of mantra and review the concept of mandala at this point.
Individually, students complete the exercise on Raja Yoga (Appendix 3).
The teacher introduces the concept of Karma Yoga. The teacher stresses that Hindus see life as
composed of various stages; what is considered good action depends upon one’s stage in life. The teacher
illustrates these concepts using excerpts from the film Gandhi.
Students complete the reading and questions on Karma Yoga (Appendix 4).
In journals, students reflect on how the concept of non-violence can be applied to situations of personal
and structural violence in Canada by looking at the causes of violence and how the ideas supported by
Gandhi could be applied. Students can use the material from “Quotations by Gandhi” (Appendix 5) to
formulate their responses.
Assessment & Evaluation of Student Achievement
Expectations associated with Knowledge/Understanding categories will be evaluated using a quiz. A
rubric to assess Thinking/Inquiry and Application/Making Connections categories can be constructed to
assess the answers to the three worksheets. The journal response is marked using the ongoing checklist in
the Application/Making Connections categories.
Accommodations
Students requiring assistance can use the simplified material found in Mercier, Carrie Hinduism for
Today. Toronto: Oxford University Press, 1998 (ISBN 0199172544). Students requiring enrichment can
create an annotated bibliography of web sites that would support student investigation of Hinduism. An
alternative would be that they investigate gender roles within Hinduism and report to the class.
7
Resources
For student texts see: Brodd, Jeffrey. World Religions: A Voyage of Discovery Winona, MN: Saint
Mary’s Press, 1998, Chapter 3; Trafford, Larry. World Religions: People and Faith Toronto: Maxwell
Macmillan Canada, 1994, Chapter 6; Eck, Diana. Darsan - Translations from the Asian Classics New
York City: Columbia University Press, 1998 (ISBN 0231112653).
For guided mediations see: The series on guided mediations from St. Mary’s Press, e.g. Ayer, Jane.
Guided Meditations for Ordinary Time: Courage, Loss, Gratitude and Needs. Winona, MN: Saint Mary’s
Press (ISBN 0884895866). These are also available on tape.
For video resources see: Gandhi Columbia Pictures, 1982; Mahabharata MK2 Diffusion, 1989.
For Internet resources see: Hinduism at smith2.sewanee.edu/Rayid/261/hinduism.html; for Gandhi see
The Eight Blunders at www.gandhiinstitute.org/8blunders.html; see Quotations at
www.gandhiinstitute.org/quotations.html. For a teaching guide to Gandhi, see Teach With Movies:
Gandhi http://www.teachwithmovies.org/guides/gandhi.html
Appendices
Appendix 2: The Bhagavad-Gita
Appendix 3: Raja Yoga
Appendix 4: Karma Yoga
Appendix 5: Quotations from Gandhi
Activity 3: Buddhism: The Life of Siddhartha Gautama
Time: 150 Minutes
Description
Students are introduced to the founder of Buddhism, Siddhartha Gautama, and trace his search from the
privileged circumstances of his birth to the Bodhi Tree experience wherein he becomes the Buddha - the
Enlightened One.
Strands(s) & Learning Expectations
Catholic Graduate Expectation: CGE1i - a discerning believer formed in the Catholic faith community
who integrates faith with life.
Strands: Scripture; Profession of Faith; Christian Moral Development; Family Life, Religious Beliefs;
Religion and the Human Experience.
Overall Expectations:
SCV.03 express an understanding of the sacred writings of Islam, Hinduism, Buddhism, and Sikhism and
their importance for life decisions of adherents;
SCV.04 show reverence for the sacred writings (e.g. creation narratives) of the world's major religions
SCV.05 describe the relationship between the life questions of the various world religions and their
Scriptures (e.g. the existence of God, family life, medical ethics, environmental concerns, war and peace).
PFV.03 demonstrate an understanding of the ultimate questions about life as found in the Christian
tradition, in some of the major world religions, and in Canadian Native Spirituality;
PFV.05 identify traditional and contemporary examples of people of faith and integrity;
PFV.07 demonstrate an understanding of the human search for meaning as found in the Hindu, Sikh, and
Buddhist traditions;
CMV.10 identify traditional and contemporary examples of moral living as found in the various religious
traditions of the world;
FLV.07 explore the root causes of violence, its impact within relationships, and sources of help;
RBV.01summarize the major historical influences on and events in the development of various religions;
8
HEV.03 analyse the significance of religion or other belief systems in the lives of various historical
figures.
Specific Expectations
SC1.07 demonstrate an understanding of the foundational importance of the life and teachings of
Siddhartha Gautama in the Buddhist way of life;
PF1.04 examine the human search for meaning and purpose as found in the belief systems of Hinduism,
Sikhism, and Buddhist traditions (i.e. China, Japan, Tibet);
PF2.03 show reverence for the various dimensions of the sacred as found in Hinduism, Buddhism, and
Sikhism;
PF2.05 recognize the centrality of human dignity and personhood to the world's religious traditions
PF3.01 articulate ways in which people search for the sacred in life;
PF3.05 name traditional and contemporary examples of people of faith and integrity;
CM1.07 demonstrate an understanding of the moral precepts found in the religions of Hinduism,
Buddhism, and Sikhism;
CM2.06 recognize the importance of moral precepts for the religions of Hinduism, Buddhism, and
Sikhism;
CM2.07 appreciate traditional and contemporary examples of moral living as found in the various
religions of the world;
CM3.06 examine the importance of moral precepts for daily living in the religions of Hinduism,
Buddhism, and Sikhism;
CM3.07 suggest both traditional and contemporary examples of moral living as found in the various
religions of the world;
FL1.05 state the stages of human faith development (i.e. from ego-centric to group-centred orientation,
and eventually towards acceptance of universal principles and values);
FL1.10 identify the root causes of violent behaviour, the requirements for appropriate psychological and
spiritual healing, and the sources of help that are available;
FL3.04 assess the very serious impact of violence within relationships (dating violence, date rape,
spousal abuse);
RB1.03 identify influential personalities (e.g., Abraham, Baha’ullah, Christ, Confucius, Dalai Lama,
Guru Nanak, Moses, Muhammad, Siddhartha Gautama, Zoroaster) and summarize their contributions to
the development of selected religions
RB2.06 identify significant sacred writings and/or oral teachings from various religions;
RB2.07 explore the origins and development of sacred writings;
RB2.09 identify key principles from relevant passages of sacred writings and oral teachings in various
religions;
RB3.01 categorize the practices and rituals of various religions (e.g., adhan, almsgiving, asceticism,
atonement, anointing, covenant, sacrifice, holy days, dietary laws, vision quest);
RB3.03 demonstrate an understanding of the role of sign and symbol in various religions.
HE1.01 identify the basic role and/or responsibility of the individual adherents of a religion;
HE2.01 identify religious leaders who used religion to oppose prejudice and discrimination (e.g., Martin
Luther King Jr., Mohandas K. Gandhi, Marcus Garvey, Jesus Christ, Guru Nanak, Muhammad), and
describe the ways in which they did so;
HE3.01 identify significant figures from a range of belief systems;
HE3.02 describe how significant individuals have been motivated by the belief systems studied to
influence events, create movements, and challenge the status quo of their day;
HE4.01 demonstrate an understanding of the influence of religion on individuals in society.
Prior Knowledge
Students should understand the context of Buddhism as established in the first unit. Students should also
be able to critique a movie.
9
Planning Notes
Obtain a copy of Little Buddha. If time is constrained, you may wish to cue to those sections of the
movie which deal explicitly with the Life of Gautama. Develop or find a rubric to assess the movie
critique.
Teaching/Learning Strategies
Students view all or part of Little Buddha. The teacher highlights the presentation of the life of
Siddhartha Gautama by stopping the film as significant events/concepts in Siddhartha's life take place,
(i.e. his privileged youth, the Four Sights, his asceticism, the middle way and, especially, the Bodhi Tree
experience). The film's presentation of the Bodhi Tree experience must be accompanied by teacher
explanation and commentary to be accessible to students.
Students write a movie critique in which they explain the film's presentation of each of the following: a)
the Prince Siddhartha, b) the Four Sights, c) Siddhartha's Asceticism; d) the Middle Way; e) the Bodhi
Tree experience. For each stage of Siddhartha’s life, students are asked to explain what he learned and
how this learning moved him closer to Bodhi (enlightenment). Student work is stored in the individual or
class portfolio for use in the kiosk at the end of the course.
Assessment & Evaluation of Student Achievement
Student film critiques are assessed for Knowledge/Understanding and Thinking/Inquiry using a rubric
developed by the teacher, especially based on PFV.07 and HEV.03. A quiz at the end of the section on
Buddhism is used to evaluate Knowledge/Understanding components.
Accommodations
Students with special needs might illustrate each of the periods of Gautama's life. Students requiring
enrichment could write a comparative essay contrasting the Buddha's enlightenment with Hinduism's
understanding of Nirvana or comparing the life of Jesus with the life or Gautama.
Resources
For student texts see: Brodd, Jeffrey. World Religions: A Voyage of Discovery Winona, MN: Saint
Mary’s Press, 1998; Trafford, Larry. World Religions: People and Faith Toronto: Maxwell Macmillan
Canada, 1994.
For video resources see: Bertolucci, Bernardo Little Buddha Miramax, 1994.
On the Internet, see: Learning Guide to Little Buddha, http://www.teachwithmovies.org/guides/littlebuddha.html
Activity 4: Buddhism: The Four Noble Truths and The Eightfold Path
Time: 75 Minutes
Description
Students examine the Four Noble Truths and the Eightfold Path as the Buddha's contribution to the
human search for meaning and enlightenment. Students see the relation between religious belief and
ethical obligation, as the Eightfold Path is the natural outgrowth of the insight of the Four Noble Truths.
Strands(s) & Learning Expectations
Catholic Graduate Expectation: CGE7e - A responsible citizen who witnesses Catholic social teaching
by promoting equality, democracy, and solidarity for a just, peaceful and compassionate society.
Overall Expectations:
SCV.03 express an understanding of the sacred writings of Islam, Hinduism, Buddhism, and Sikhism and
their importance for life decisions of adherents;
10
SCV.04 show reverence for the sacred writings (e.g. creation narratives) of the world's major religions;
SCV.05 describe the relationship between the life questions of the various world religions and their
Scriptures (e.g. the existence of God, family life, medical ethics, environmental concerns, war and peace);
PFV.03 demonstrate an understanding of the ultimate questions about life as found in the Christian
tradition, in some of the major world religions, and in Canadian Native Spirituality;
FLV.07 explore the root causes of violence, its impact within relationships, and sources of help;
RBV.03 analyse and describe the connection between the human experience and sacred writings and oral
teachings;
RBV.04 demonstrate how practice, ritual, and symbolism are external representations of the beliefs and
principles of religion.
Specific Expectations:
SC1.07 demonstrate an understanding of the foundational importance of the life and teachings of
Siddhartha Gautama in the Buddhist way of life;
PF1.04 examine the human search for meaning and purpose as found in the belief systems of Hinduism,
Sikhism, and Buddhist traditions (i.e. China, Japan, Tibet);
PF2.03 show reverence for the various dimensions of the sacred as found in Hinduism, Buddhism, and
Sikhism;
PF2.05 recognize the centrality of human dignity and personhood to the world's religious traditions
PF3.01 articulate ways in which people search for the sacred in life;
CM1.07 demonstrate an understanding of the moral precepts found in the religions of Hinduism,
Buddhism, and Sikhism;
CM2.06 recognize the importance of moral precepts for the religions of Hinduism, Buddhism, and
Sikhism;
CM3.06 examine the importance of moral precepts for daily living in the religions of Hinduism,
Buddhism, and Sikhism;
CM3.07 suggest both traditional and contemporary examples of moral living as found in the various
religions of the world;
RB2.06 identify significant sacred writings and/or oral teachings from various religions;
RB2.09 identify key principles from relevant passages of sacred writings and oral teachings in various
religions;
HE1.01 identify the basic role and/or responsibility of the individual adherents of a religion;
HE4.01 demonstrate an understanding of the influence of religion on individuals in society.
Planning Notes
In preparation, refer students to a presentation of the Four Noble Truths and the Eightfold Path in their
textbooks (e.g. Brodd, Jeffery, World Religions: A Voyage of Discovery pp. 73-76). Prepare copies of the
chart in Appendix 6. Develop or find a rubric to assess the chart.
Teaching/Learning Strategies
In journals, students reflect on suffering in their own lives, using questions such as: When have I
suffered physically and emotionally? Why was it painful? What have I learned from the experience?
Students should write about events that they do not mind sharing with the class.
The teacher very briefly reviews the events of in the life of the Buddha and how the Four Noble Truths
represent the fruit of his search for enlightenment. In turn, the teacher presents each component of the
Eightfold Path as the moral or ethical obligation of one dedicated to this search. During this presentation,
the teacher can refer to incidents of suffering from the students’ own lives.
Students consider the universalism of Buddhism (everyone has the Buddha-Nature and is capable of
attaining enlightenment) and then complete the chart “The Eightfold Path” (Appendix 6).
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Assessment & Evaluation of Student Achievement
The journal activity is assessed according to the Application/Making Connections category. The teacher
may wish to develop a rubric to assess the chart for Understanding and Making Connections/Application.
A quiz at the end of the section on Buddhism is used to evaluate Knowledge/Understanding components.
Accommodations
Students with special needs may not be required to do the essay. Instead they may illustrate several
components of the Eightfold path. Students requiring enrichment may be challenged to answer the
following question: "Does changing our behaviour change our consciousness or must we change our
consciousness in order to change our behaviour?"
Resources
For student texts see: Brodd, Jeffrey. World Religions: A Voyage of Discovery Winona, MN: Saint
Mary’s Press, 1998; Trafford, Larry. World Religions: People and Faith Toronto: Maxwell Macmillan
Canada, 1994.
Activity 5: Buddhism: Sangha and the Branches of Buddhism
Time: 150 Minutes
Description
Students examine the importance of the Sangha - the spiritual unity of all Buddhist monks and nuns and,
by extension, the entire Buddhist world. Students explore the distinctions between Mahayana and
Hinayana Buddhism. In groups, students research the distinctive features and spirituality of various
branches of Buddhism in the search to live out the messages of Buddhism.
Strands(s) & Learning Expectations
Catholic Graduate Expectation: CGE5e - The graduate is expected to be a collaborative contributor
who respects the rights, responsibilities and contributions of self and others.
Strands: Profession of Faith; Religious Belief.
Overall Expectations:
PFV.07 demonstrate an understanding of the human search for meaning as found in the Hindu, Sikh, and
Buddhist tradition;
SSV.01 summarize the ways in which religions and the development of civilizations are interconnected;
RBV.02 analyse the similarities and differences between the central beliefs of various religions;
RBV.04 demonstrate how practice, ritual, and symbolism are external representations of the beliefs and
principles of religion.
Specific Expectations:
PF1.04 examine the human search for meaning and purpose as found in the belief systems of Hinduism,
Sikhism, and Buddhist traditions (i.e. China, Japan, Tibet);
PF2.03 show reverence for the various dimensions of the sacred as found in Hinduism, Buddhism, and
Sikhism;
PF2.05 recognize the centrality of human dignity and personhood to the world's religious traditions;
PF3.01 articulate ways in which people search for the sacred in life;
CM1.07 demonstrate an understanding of the moral precepts found in the religions of Hinduism,
Buddhism, and Sikhism;
CM2.06 recognize the importance of moral precepts for the religions of Hinduism, Buddhism, and
Sikhism;
CM3.06 examine the importance of moral precepts for daily living in the religions of Hinduism,
Buddhism, and Sikhism;
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RB2.02 specify the responses of some religions to questions associated with the search for spiritual
meaning common problems and questions;
RB2.03 demonstrate an understanding of the concept of the supernatural in various belief systems (e.g.,
those of Native peoples);
RB2.04 describe the role of faith in systems of belief;
HE1.01 identify the basic role and/or responsibility of the individual adherents of a religion.
Prior Knowledge & Skills
Students should be able to do research in cooperation with other group members.
Planning Notes
Make resources available to students in consultation with the teacher-librarian. (Note: Web resources
might also be used, especially sites belonging to particular temples representing various Buddhist
traditions.) Arrange for students to have Internet access. Develop or find a rubric to assess the group
presentations.
Teaching/Learning Strategies
The teacher introduces the Sangha as one of the “Three Jewels” of Buddhism.
Students complete a journal reflection in which they respond to the question: “Do you consider
yourself primarily an individual or as a member of a community?” Students should explain the reasons for
their answer.
The teacher then asks several students to share their responses with the rest of the class.
The teacher outlines the basic distinction between Mahayana and Hinayana (Theravada) Buddhism,
using examples from the class discussion.
In groups, students are assigned to research one of the following branches of Buddhism: Theravada,
Pure Land, Zen, Tibetan, Nicheren. They use the research materials provided or recommended by the
teacher. The groups present their findings to the rest of the class in a bristol board presentation. This
stored in the individual or class portfolio for use in the kiosk at the end of the course.
Assessment & Evaluation of Student Achievement
The journal reflection is assessed using a rubric emphasizing Thinking/Inquiry. The group presentations
are assessed using a rubric emphasizing Knowledge/Understanding and Communication.
Accommodations
Students requiring modification might be given responsibility for showing some important symbols or
images of their group’s respective Buddhist tradition. Students requiring enrichment should be given
responsibility for more challenging concepts, such as the relationship of Taoism to Zen Buddhism.
Students could also be asked to view Kundun or Seven Years in Tibet to supplement class discussion of
Tibetan Buddhism.
Resources
For student texts see: Hawkins, B.K., Buddhism London: Routledge, 1999. (ISBN 041521162X); Powers,
John, A Concise Encyclopedia of Buddhism Oxford: Oneworld Publications, 2000 (ISBN 1851682333).
For Internet resources see: for Buddhism see Buddhism in Canada at buddhismcanada.com/; Buddhism
Resources at users.iems.nwu.edu/%7ecwshen/buda-net.html; for Theravada Buddhism see: What is
Theravada Buddhism? at www.accesstoinsight.org/theravada.html; Theravada Related Links at
www.tricycle.com/links/theravadalinks.html; for Pure Land Buddhism see Pure Land Related Sites at
www.tricycle.com/links/purelandlinks.html; for Shin Buddhism see Shin Buddhism at www.chamshanca.org/; for Zen Buddhism see Zen at www.do-not-zzz.com/; Zen Related Sites at
www.tricycle.com/links/zenlinks.html; for Tibetan Buddhism see Dharma Haven at www.dharma-
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haven.org/; Tibet Related Sites at www.tricycle.com/links/tibetlinks.html; for Nicheren Buddhism see
Soka Gakkai at www.sgi-usa.org/; Nicheren Related Sites at www.tricycle.com/links/nichirenlinks.html.
Eastern Religions.com www.easternreligions.com For teaching guides see Teach With Movies: Kundun
http://www.teachwithmovies.org/guides/kundun.html
For video resources see: Kundun Disney/Buena Vista, 1997; Seven Years in Tibet Tristar, 1997.
Activity 6: Sikhism Independent Study Project
Time: 150 minutes
Description
Students complete an Independent Study Project on Sikhism. In this project, students examine Sikhism
under the categories: Fundamentals of Sikhism, In the News and, The Sikh Worldview. Students offer a
brief presentation on their Independent Study Project for the class.
Strands(s) & Learning Expectations
Ontario Catholic Graduate Expectation: CGE1h - A discerning believer formed in the Catholic faith
community who respects the faith traditions, world religions and the life-journeys of all people of good
will.
Strands: Scripture; Profession of Faith; Christian Moral Living; Religious Beliefs; Social Structures;
Religion and Human Experience.
Overall Expectations:
SCV.03 express an understanding of the sacred writings of Islam, Hinduism, Buddhism, and Sikhism and
their importance for life decisions of adherents;
SCV.04 show reverence for the sacred writings (e.g. creation narratives) of the world's major religions
PFV.05 identify traditional and contemporary examples of people of faith and integrity;
PFV.07 demonstrate an understanding of the human search for meaning as found in the Hindu, Sikh, and
Buddhist traditions;
CMV.10 identify traditional and contemporary examples of moral living as found in the various religious
traditions of the world;
RBV.01 summarize the major historical influences on and events in the development of various religions;
RBV.03 analyse and describe the connection between the human experience and sacred writings and oral
teachings;
RBV.04 demonstrate how practice, ritual, and symbolism are external presentations of the beliefs and
principles of religion;
SSV.01 summarize the ways in which religions and the development of civilizations are interconnected.
Specific Expectations:
SC1.06 describe the role of the sacred writings of Hinduism and Sikhism in the life decisions of their
adherents;
PF1.04 examine the human search for meaning and purpose as found in the belief systems of Hinduism,
Sikhism, and Buddhist traditions (i.e. China, Japan, Tibet);
PF2.03 show reverence for the various dimensions of the sacred as found in Hinduism, Buddhism, and
Sikhism;
PF3.05 name traditional and contemporary examples of people of faith and integrity;
CM1.07 demonstrate an understanding of the moral precepts found in the religions of Hinduism,
Buddhism, and Sikhism;
CM2.06 recognize the importance of moral precepts for the religions of Hinduism, Buddhism, and
Sikhism;
CM2.07 appreciate traditional and contemporary examples of moral living as found in the various
religions of the world;
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CM3.06 examine the importance of moral precepts for daily living in the religions of Hinduism,
Buddhism, and Sikhism;
CM3.07 suggest both traditional and contemporary examples of moral living as found in the various
religions of the world;
RB1.02 identify the major influences in the development of various religions (e.g., social unrest, advances
in technology, changing mores);
RB1.03 identify influential personalities (e.g., Abraham, Baha’ullah, Christ, Confucius, Dalai Lama,
Guru Nanak, Moses, Muhammad, Siddhartha Gautama, Zoroaster) and summarize their contributions to
the development of selected religions;
RB1.04 evaluate the impact of key concepts and events (e.g., ahimsa, resurrection, jihad, Pesach,
fundamentalism, revelation, salvation) on contemporary religions;
RB1.05 demonstrate an understanding of the development of the institutions that govern and promote the
religious life of a religion’s adherents (e.g., Sanhedrin, Universal House of Justice, Papacy, Qadis);
RB2.03 demonstrate an understanding of the concept of the supernatural in various belief systems (e.g.,
those of Native peoples);
RB2.05 summarize the relationship religious symbolism has to these systems of belief in various
religions;
RB2.06 identify significant sacred writings and/or oral teachings from various religions;
RB2.07 explore the origins and development of sacred writings;
RB2.08 compare and contrast the roles sacred writings and oral teachings have in various religions;
RB2.09 identify key principles from relevant passages of sacred writings and oral teachings in various
religions;
RB3.01 categorize the practices and rituals of various religions (e.g., adhan, almsgiving, asceticism,
atonement, anointing, covenant, sacrifice, holy days, dietary laws, vision quest);
RB3.02 identify the origin and significance of various practices, rituals, symbols, and festivals;
RB3.03 demonstrate an understanding of the role of sign and symbol in various religions;
HE1.01 identify the basic role and/or responsibility of the individual adherents of a religion;
HE2.01 identify religious leaders who used religion to oppose prejudice and discrimination (e.g., Martin
Luther King Jr., Mohandas K. Gandhi, Marcus Garvey, Jesus Christ, Guru Nanak, Muhammad), and
describe the ways in which they did so;
HE3.01 identify significant figures from a range of belief systems;
HE3.02 describe how significant individuals have been motivated by the belief systems studied to
influence events, create movements, and challenge the status quo of their day;
HE4.01 demonstrate an understanding of the influence of religion on individuals in society.
Prior Knowledge & Skills
Students should have research and source documentation skills developed in Unit 1.
Planning Notes
Consult the teacher-librarian for resources relevant to Sikhism in the school library and prepare a resource
list for students. Prepare an assignment sheet outlining the Independent Study Project on Sikhism
(Appendix 7). Make arrangements for students to visit the school resource centre to gather resources.
Develop or find a rubric to assess the project for peer and teacher evaluation. Students present their
research to the class. This may take place later in the unit if desired.
Teaching/Learning Strategies
The teacher introduces the Independent Study Project to the class, using the assignment sheet (Appendix
7). Students and teachers collaboratively develop the rubric for the assignment.
Students are given time in to research in the school’s library resource centre.
15
The teacher informs students that they will be using research skills and sources investigated earlier in the
course.
Students present their findings to small groups. Members of the groups use the rubric to evaluate each
other’s work. This Independent Study Project is stored in the individual or class portfolio for use in the
kiosk at the end of the course.
Assessment & Evaluation of Student Achievement
Students are evaluated in the areas of Knowledge/Understanding; Thinking/Inquiry and Communication
by means of a student and teacher developed rubric. There is both teacher evaluation and peer evaluation
using this rubric.
Accommodations
Students requiring accommodation may be asked to present a visual poster on Sikhism. The book by Sue
Penney listed below is a valuable resource for students requiring modification. Students requiring
enrichment may be asked to complete an analysis of Sikhism from the perspective of those marginalized
in the faith system (e.g. women or the poor).
Resources
For student texts see: McLeod, Hew, Sikhism Markham, ON: Penguin Books, 1998 (ISBN 0140252606);
Penney, Sue, Sikhism Austin, TX: Raintree Steck-Vaughn Publishers, 1996 (ISBN 0817243984).
For Internet resources see: The Sikhism Home Page at www.sikhs.org/; Religious Tolerance: Sikhism at
www.religioustolerance.org/sikhism.htm; The Marg of Sikhism at aboutsikhism.faithweb.com/Enter.html.
Appendix
Appendix 7: Independent Study Project - Sikhism
Activity 7: The Catholic Church of the West Encounters Religions of the East
Time: 150 minutes
Description
Through a series of Socratic lessons, reflections and activities, the exclusionary stance of the Catholic
Church to non-Christian religions is examined along with the effect of this stance on the cultures of the
East. Prominent missionary figures are presented and explored as students learn about the modern
Church’s search for a new understanding of its role as a missionary Church. Such figures may include:
Francis Xavier, Matteo Ricci, and Robert de Nobili, Thich Nhat Hanh, Mother Teresa, Gandhi, Dalai
Lama, Huston Smith, William Johnson, Fr. Bede Griffiths, Fr. Henri Le Saux, Thomas Merton, Pope Paul
VI, and Pope John Paul II. Historical moments in Church history are explored including the Council of
Florence, the Council of Trent, and the Second Vatican Council.
Strand(s) and Expectations
Ontario Catholic School Graduate Expectation: CGE1a - A discerning believer formed in the Catholic
faith community who illustrates a basic understanding of the saving story of our Christian faith.
Strands: Profession of Faith, Religion and Human Experience.
Overall Expectations:
PFV.01 examine the human search for meaning and purpose within contemporary culture;
PFV.04 explain the importance of historical development of the Church and its contemporary selfexpression (e.g. Church councils, the divisions within Christendom, ecumenism and interfaith dialogue).
16
Specific Expectations:
PF1.05 explain the importance of the historical development of the Catholic Church and its
contemporary self understanding (e.g. the Apostolic and Nicene Creed, Church councils, authoritative
teachings of the Magisterium, Catholic documents on ecumenical and inter religious dialogue.
HE2.02 analyse attitudes, biases, and prejudices held by adherents of various religions;
HE2.03 analyse how positive and negative attitudes within religious traditions have been used to justify
local and global prejudices and biases.
Prior Knowledge and Skills
Students must be familiar with church apologetics, the Protestant reformation, and the Schism between
the Catholic Church of the east and west.
Planning Notes
Consult with the teacher librarian regarding the research activity to ensure there are sufficient resources.
Search the Internet sites provided to ensure that the information needed for the assignment is still
available. If the optional Think/Pair/Share activity is undertaken, prepare a list of quotations for the
students.
Teaching/Learning Strategies
The teacher, through a Socratic lesson, discusses the following:
a) events leading up to and causes of the exclusionary stance of the Catholic Church (beginning with
Christianity becoming the official religion of the Roman Empire);
b) the widespread European cultural and ecclesial sentiment that “outside the Church, there is no
salvation” and the affirmation of the statement (extra ecclesiam nulla salus) by the Council of
Florence;
c) how this sentiment resulted in a negative attitude toward the religions of the east, (Hinduism,
Taoism, Buddhism, Sikhism);
d) the demoralizing influence of colonialism on Asian cultures, the role of missionaries in the
process of colonialization, the attempts to impose western culture on the cultures of the east and
the negative attitude towards the missions as a result of their association with colonial conquest.
The teacher should point out that this exclusionary stance existed in the Catholic Church up to the time
of the Second Vatican Council. The teacher should balance this discussion with a presentation of the
positive missionary work in India, Sri Lanka and Japan: of the Spanish Jesuits, Francis Xavier, Matteo
Ricci, and Robert de’ Nobili. The class should then discuss how people are affected by their own
worldviews and that the Church at this time period was responding to the worldview of the culture around
it. This culture was questioning many of the Church’s fundamental beliefs. Its exclusionary stance was
intended to affirm for its members the dogmas and doctrines fundamental to its identity.
The teacher begins to create a timeline of the events in interfaith relationships between the Catholic
Church and religions of the east, beginning at 1500 CE. Students enter this timeline into their notebooks
and add information to the timeline as the lesson continues covering events from 1500 CE up to the
present.
In journals, students write a one-page response to the question, “How should Catholic missionaries
approach cultures that are non-Christian?”
The teacher discusses with students the effect of the Council of Trent (1547 CE) and its reconciliatory
statements regarding baptism of desire and implicit faith that allowed for salvation for people outside the
Church while maintaining its original statement of extra ecclesiam nulla salus - “no salvation outside the
Church.” The teacher tells the students that since Vatican II, the Church has adopted a stance of openness
and dialogue toward interfaith relationships (see Unit 1, Activity 5). A series of papal document have
been written to acknowledge the presence of God’s saving action in non-Christian religions.
Students add any significant events to the timeline.
17
The teacher makes reference back to the activity on papal documents in Unit 1.
Students research the contribution of several prominent figures to interfaith dialogue (i.e. Thich Nhat
Hanh, Mother Teresa, Gandhi, the Dalai Lama, Huston Smith, William Johnson, Fr. Bede Griffiths, Fr.
Henri Le Saux, Thomas Merton, Pope Paul VI, Pope John Paul II).
The teacher informs students that they will be selected at random to create a panel for a round table
discussion. Each student will assume the persona of one of the figures assigned for research and must be
ready to answer questions from the audience about their contribution to interfaith dialogue. Once students
are selected, they are given five minutes to review their notes on their character. The rest of the class uses
this time to create questions for the members of the round table. During the discussion students in the
audience will pose questions for discussion to the members of the round table. From this activity, the
students add any significant events to the timeline.
Optional Activity – Think/Pair/Share: Students are given quotations from each of the figures in the above
activity and are asked to summarize the content of each quotation in their own words. In pairs, they share
their understanding of the quotations and discuss what is being said about the relationships between
various religions of the world. Students then compare their understanding with those of other students
through a whole group discussion. Students then add any significant dates and events to the timeline.
Assessment and Evaluation of Student Achievement
Knowledge/Understanding of the content is assessed using a quiz. The journal is assessed for
Knowledge/Understanding and Communication using the journal checklist. The round table discussion or
Think/Pair/Share Activity is assessed for communication and group work using a peer evaluation form.
Accommodations
Students requiring accommodation in the round table discussion can be directed to research the people
from whom information is most readily accessible (e.g. Mother Teresa and John Paul II). Students
requiring enrichment could research the life and death of Mother Teresa to answer the question, “Why
was Mother Teresa called the Mahatma after her death by some Hindus?” They could present their
finding as an instructional class lesson.
Resources:
For text resources see: Articles: Mohammed, Ovey N. S.J. “Catholicism and Other Faiths.” Scarboro
Missions Scarborough Foreign Missions Society, October 1990 (ISSN 0700-6802); Koch, Carl. The
Catholic Church: Journey, Wisdom, and Mission St. Mary’s Press: Winona Minnesota, 1994 (ISBN 088489-298-0).
For Internet resources see: Belief Net at www.beliefnet.com; Wayne Teasdale: Inter-religious Dialogue
Since Vatican II at www.spiritualitytoday.org/spir2day/91432teasdale.html; Scarboro Foreign Missions
on the Internet at www.web.net/~sfms; for Thich Nhat Hanh see Plum Village at www.plumvillage.org;
Thich Nhat Hanh at www.seaox.com/thich.html; for Mother Teresa see www.tisv.be/mt/indmt.htm; for
Gandhi see M.K. Gandhi Institute at www.gandhiinstitute.org/; for the Dalai Lama see Tibet Government
in Exile at www.tibet.com; for Huston Smith see The World of Religion According to Huston Smith at
bsd.mojones.com/mother_jones/ND97/snell.html; for William Johnson see pears2.lib.ohiostate.edu/FULLTEXT/JR-EPT/william1.htm; for Fr. Bede Griffiths see www.bedegriffiths.com/; Bede
Griffiths: Holy Man for Our Time at www.ecsd.com/~grace/jmabry/bede.html; for Thomas Merton see
The Legacy of Thomas Merton at www.monks.org/merton.htm.
For other resources see: On Common Ground, CD-ROM, Columbia University Press. Also see the web
site at www.columbia.edu/cu/cup.
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Activity 8: Prayer: Guided Meditation
Time: 75 Minutes
Description
Students participate in a guided meditation which calls them to reflect on the role of sacred space,
symbol, and prayer in one’s search for self-understanding, self-awareness, and connection with the
Divine.
Strands(s) & Learning Expectations
Ontario Catholic School Graduate Expectation: CGE1f - A discerning believer formed in the Catholic
faith community who seeks intimacy with God and celebrates communion with God, others and creation
through prayer and worship.
Strands: Prayer and Sacramental Life; Religious Beliefs.
Overall Expectations:
PSV.02 recognize the importance of prayer and worship in a religious worldview;
RBV.04 demonstrate how practice, ritual, and symbolism are external presentations of the beliefs and
principles of religion.
Specific Expectations:
PS3.03 contrast and compare the life of prayer as found in the various religions of the world;
RB2.05 summarize the relationship religious symbolism has to these systems of belief in various
religions;
RB3.03 demonstrate an understanding of the role of sign and symbol in various religions.
Prior Knowledge & Skills
None required.
Planning Notes
Prepare a room for the meditation (maybe in the school chapel) where students can sit comfortably (or
recline) around a central focus. This can usually be accomplished by moving chairs aside and clearing
floor space. Gather together the following: symbols and or images from various world religions, poems
and/or prayers from various world religions, candles, prayer items from various world religions (i.e.
prayer beads), and incense (i.e. sticks of incense, sweetgrass). (Note: If incense is used, the teacher
should first ensure than none of the students have allergies to it.) Locate some relaxing music (i.e.
classical, instrumental, the Solitudes series of recordings) to play in the background during the meditation.
Collect enough small stones for each student in the class. Choose a guided meditation to use with the
students. (See “Sample Guided Meditation” (Appendix 9) and Resources below for suggestions.) Read
over “Tips on Guided Meditation” (Appendix 8). Ensure that all school and board safety policies are
followed during this activity. Be prepared to reassure students that the meditation activity is a traditional
Christian practice that was used by the early monks. For further background see Some Aspects of
Christian Meditation (See resources).
Teaching/Learning Strategies
The teacher sets up a prayer space. In the centre of the floor space the teacher sets out the candles,
incense, and religious symbols. Music is playing, and the incense and candles are burning before students
enter the room. Students are asked to enter the space quietly and take comfortable position in the room
where they are still able to see the centre of the prayer space.
The teacher gives each student a small stone to hold. The teacher quietly instructs students to hold the
stone throughout the meditation. The teacher begins the meditation with some basic relaxation exercises.
Once students are brought into a relaxed state, the teacher asks them to think of something which is
bothering them at this time and then to spend a moment observing this issue or problem. When students
19
are ready, the teacher invites them to send the negative energy of that issue or problem into the stone they
hold. Then the teacher invites them to gently place the stone beside them. The teacher mentions the need
to be filled with positive energy. The students are invited to look around the room. The teacher points out
that sacred space is essential to all religions. Sacred space is safe space. The walls of the room are like the
husks of a seed; they protect the fragile pulp of life until it is ready to emerge into the world. Students are
invited to observe the symbols and images in the centre of the room. The teacher asks them to spend a
little time imagining what each image and symbol offers them in their quest to understand the mystery
that is God. Students are invited to close their eyes and relax. Finally, the teacher leads the students in the
guided meditation he or she has prepared.
Students complete a journal entry describing and evaluating the prayer experience.
The teacher explains to students that the guided meditation exercise used is as a fruit of interfaith
dialogue. The lesson uses a technique of meditation that comes from the early monastic period. Interfaith dialogue between Christians and adherents of eastern religions has revitalized this practice. The
following discussion questions could be used: "How could we make such a meditation specifically
Christian? How does the Christian understanding of God as Trinity have an impact on a Christian's
meditation? How does the type of meditation exercise we have just done help us to pray as Christians?"
The teacher summarizes the key points in the unit including: the theme of “search”; the essential shape of
Hinduism, Buddhism and Sikhism; interfaith dialogue).
Assessment & Evaluation of Student Achievement
Students are evaluated in the area of Communication through a journal reflection.
Accommodations
Students who have difficulty with being still, or who may not tolerate incense, may sit next to the door
and/or be encouraged to leave and go to the library during the prayer experience.
Resources
For student texts see: Braden-Whartenby, Geri & Finn Connelly, Joan, One-Day Retreats for Senior
High Youth Winona, MN: Saint Mary’s Press, 1997, p.137-139 (ISBN 0-88489-369-3); Ayer, Jane E.
Guided Meditations for Ordinary Time : Courage, Loss, Gratitude and Needs Winona, MN: Saint Mary’s
Press, 1997 (ISBN 0884895866); as well as others by Ayer in the same Guided Meditation series.
For Internet resources see: Some Aspects of Christian Meditation
www.cin.org/users/james/files/meditation.htm Rev. Laurence Freeman How to Meditate
http://www.wccm.org/frame849653.html#anchor37805 Praying the Bible: Bible Prayer using Guided
Meditation by Fr Tommy Lane at www.frtommylane.com/prayingbible.htm.
Appendix
Appendix 8: Guided Meditation Tips
Appendix 9: Sample Guided Meditation
Activity 9: Unit Culminating Activity
Time: 75 Minutes
Description
Students work in groups to create a pamphlet that summarizes the major aspects of the Hindu, Buddhist,
and Sikh traditions and their links to Christianity.
Strand(s) and Expectations
Ontario Catholic School Graduate Expectation: CGE2c - An effective communicator who presents
information and ideas clearly and honestly and with sensitivity to others.
20
Strand(s): Research and Inquiry Skills.
Overall Expectations:
ISV.05 communicate the results of theses inquiries effectively;
ISV.06 demonstrate effective collaborative group skills.
Specific Expectations:
IS1.04 explore and employ primary and secondary research material appropriately in completing an
assignment;
IS1.05 demonstrate an ability to organize, interpret, and evaluate the validity of information gathered
through research;
IS2.02 effectively communicate the results of their inquiries, using a variety of methods and forms (e.g.,
graphs, charts, diagrams, oral presentations, written reports, essays, newspaper-style articles, videos).
Prior Knowledge and Skills
Students need a working knowledge of the various formats for pamphlets acquired in other units. Students
should understand that pamphlets provide a point form overview and not complete coverage of concepts
and ideas.
Planning Notes
If pamphlets are done on a computer, arrange computer time for students. Make the class portfolio as well
as students’ own portfolios available to students. Provided markers, pencil crayons, and art paper for
pamphlets (optional). Prepare a unit test to cover expectations not assessed through the pamphlet.
Teaching/Learning Strategies
The teacher reminds students of the layout and format for a pamphlet. The teacher instructs the students
on the content of the pamphlet. It should include aspects of each faith tradition that contribute to a deeper
understanding for Christians of their own faith tradition. This may include prayer practices, artistic
responses to Mystery, and theological doctrines.
Students produce three pamphlets, one for each of the three religious traditions studied in this unit. Each
pamphlet could contain information about: the founder, an overview of the events that lead to the
formation of the religion, central beliefs, distinctive symbols and feasts, adherence world wide and in
Canada, sacred book(s), distinguishing practices, and sects (descriptions & distinguishing characteristics).
The teacher should encourage students to present information in a compact manner using graphs and
illustrations wherever possible. Pamphlets reflect a spirit of interfaith respect.
In small groups, students, review the work in their notebooks, personal portfolios and the class portfolio
to create a template for their pamphlets and to discuss how the content might be presented. Individually,
students, create three illustrated pamphlets containing this information. After evaluation, the pamphlets
are kept in the student portfolio and become part of the kiosk at the end of the course. Students may
complete the pamphlets as homework.
Assessment and Evaluation of Student Achievement
Pamphlets are assessed pamphlets for Knowledge/Understanding, Thinking/Inquiry, Communication and
Application using a rubric.
Accommodations
Groups should be formed to include a cross section of the various learning styles represented in the
classroom. Students who have difficulty with grammar and spelling or art should use a computer/word
processor/drawing program to complete assignments. The teacher may arrange computer time for students
who do not have home computers.
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Appendix 1: The Hindu View of Reality
In the west, people tend to think of time flowing in a straight line from the past into the future. Hindus
think differently. They see time as being a circle. There is the larger circle of time which lasts millions of
years. This time cycle is divided into four parts with each part getting progressively worse. They believe
that humans are in the worst part of the cycle. When the world ends, the god, Shiva, will perform the
Dance of Destruction only to have the cycle to reoccur.
Also, for Hindus, life and death is seen as a circle. We are born. We live. We die. We are reborn into
another life. This process is called reincarnation. The state we are reborn into depends upon how well
we lived our previous life. This is the law of karma. In order to escape the cycle of birth, death and
rebirth, we must practice the various forms of yoga – ways or paths. Bhakti Yoga is the way of worship,
Karma Yoga is way of good works, Jnana Yoga is the way of wisdom, and Raja Yoga is the way of
prayer. Hindus hold that there are various levels of existence with higher levels increasingly approaching
Moksha or release from the cycle of birth, death and rebirth. Hindus have been divided into groups or
castes according to how close they are to Moksha.
a)
b)
c)
d)
Priests are the highest cast.
Warriors and rulers are the second.
Merchants and business people are third.
Farmers are fourth.
In addition there is an outcast group called untouchables who have been servants or slaves performing
the most menial jobs. In the twentieth century, India has done much to remove the caste system but parts
are still present.
To the Hindu, atman, the soul, is found in all living creatures and is part of Brahman – that which is
truly real. True reality is obscured by maya – the illusion and distraction that stops us from perceiving
reality. In order to achieve moksha - escape from maya to union with Brahman - we follow one or more
of the disciplines called yoga.
When we are born, according to Hindus, we have a certain place in life. We may be rich or poor, male or
female. Our situation in life is dictated by our actions in our previous life. Each action we perform while
living has an associated karma. Good actions build up good karma, and bad action builds bad karma.
When a person dies, if they have built up more good karma than bad karma, they are reborn in a state of
life closer to moksha than the previous one (i.e. a farmer might be reincarnated as a merchant). If they
have built up more bad karma, they are reborn in a lower state of life (i.e. a woman might be reincarnated
as a fish). Karma not only affects the situation we are born into but the circumstances of our life as well.
If a Hindu person is having a run of bad fortune, they might say, "I've got bad karma". What they mean is
that their misfortune has been predetermined because of bad behaviour in a previous incarnation.
Reflection Questions:
1.
2.
3.
4.
5.
6.
What are the differences between Hindu and western views of time?
In order to be saved in Hinduism, what must happen?
Define the terms in bold print in your own words.
How is the Hindu notion of salvation different from the Catholic notion?
What are the other similarities and differences between Hinduism and Christianity?
How can a beggar become a rich man according to Hinduism?
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Appendix 2: The Bhagavad-Gita
The Bhagavad-Gita, the best loved of the Hindu scriptures, is part of the greater epic of Hinduism called
the Mahabharata. In the Bhagavad-Gita, the divine Krishna takes the form of a charioteer to teach Prince
Arjuna important spiritual truths. Arjuna is about to go into battle. This battle is a metaphor for everyone's
fight in life to resist evil and to do good deeds.
Part 1
Read the following selections from the Bhagavad-Gita:
a) They are forever free who renounce all selfish desires and break away from the ego cage of "I",
"me", and "mine" to be united with the Lord. (2.71)
b) Those whose consciousness is unified abandon all attachment to the results of action and attain
supreme peace. (5.12)
c) Seek refuge in the attitude of detachment and you will amass a wealth of spiritual awareness.
(2.47)
d) Those who are motivated only by desire for fruits of action are miserable, for they are constantly
anxious about the results of what they do. (2.48)
e) The awakened sages call a person wise when all undertakings are free from anxiety about results;
all selfish desires have been consumed in the fire of knowledge. (4:19)
Part 2
1. What do the above passages say about motivation? selfishness? rewards? goodness?
2. "It's not what you do, it's the way that you do it." What has this phrase to do with the above passages?
3. Give an example from your life of a time when you worked without seeking a reward.
4. What are the benefits of seeking a reward for your efforts?
5. What are the problems with seeking a reward for your efforts?
6. What is the dominant message given to people in North America regarding rewards for ones effort?
7. What did Jesus say about rewards for working for goodness? (See Matthew 6:25-33; 19:21-24)
8. Why should one do good deeds if it is not for reward?
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Appendix 3: Raja Yoga
Raja Yoga is the yoga of worship. It is considered to be the 'royal" yoga, which has been described as
"the way to God through psycho-physical experiments". The thesis of Raja Yoga is that the human self is
composed of the body, conscious mind, the subconscious mind and Atman. By mastering certain
techniques for mind and body control, the yogi (practitioner of yoga) can experience the bliss of Atman
that already exists in each of us. There are eight sets of techniques in all. These are:
1. Moral rules - Don’ts: don't harm; don't lie; don't steal; don't be promiscuous; don't be greedy.
2. Moral rules - Do's: be clean in mind & body; be calm; live simply; study scripture; submit your will
to God.
3. Asanas (body positions) for yoga, the purpose of which is not so much physical development as the
training of the body to be still so that the mind can meditate. Of the 84 asanas recorded in most yoga
texts, only a few are commonly used. The most famous is the lotus position.
4. Breath control to regulate the body's energy flow.
5. Sense control, the withdrawal of the senses from their accustomed focus on external sense objects so that they may centre on the inner plane.
6. Concentration to focus the mind on one thing as a prelude to entering deeper states of meditation. It
is achieved through practices such as focusing on one part of the body, a mantra or a mandala.
7. Meditation which is the absorption of the mind in the object of concentration, leading to the final
stage.
8. Union with God.
Two aids to meditation are mantras and mandalas. A mantra is a phrase that is repeated to focus the
mind. It is similar to the Christian practice of reciting the rosary. The most popular mantra for Hindus is
the word Om which means “everything” or “Brahman.” A mandala is a visual object used in meditation
to focus the mind. It can be seen as a map of the spiritual universe. It has several characteristics: a largely
circular pattern - rings are found within rings; a square frame; the symmetrical use of geometric designs;
the use of symbols for gods, virtues, and spiritual places; and the use of colour symbolism. The mandala
is often focused on a specific deity. It can be drawn on paper, wood, metal, or on the earth itself. It can be
also be three-dimensional.
The idea is to make the mandala so real, inwardly and outwardly, that it becomes alive. In that way, it
absorbs the practitioner's complete attention, and one can no longer tell if the mandala is within oneself or
if one is within the mandala. The most celebrated mandala in India is the Sri Yantra, or Auspicious
Wheel. It is a symbol of the entire cosmos that serves to remind the practitioner of the non-difference
between subject and object.
Reflection Questions:
1. What are the three major categories of the eight Raja Yoga steps? Give a name of your own choosing
to each one.
2. Define: asanas, lotus position, mantra and mandala, Sri Yantra.
3. How is the Hindu notion of prayer similar and different from the Catholic notion of prayer?
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Appendix 4: Karma Yoga
The yoga of action or Karma Yoga is the path of selfless work or action. Selfless detachment in the act
of doing is the karma yogi's ideal. This may apply to traditional acts such as worship rituals or to the way
the yogi performs the simplest daily actions. Karma and Jnana are probably the oldest forms of yoga.
Karma Yoga overlaps with the other forms of yoga. For example, if a worshipper decides to go on a long
pilgrimage, the act of worship is a form of Bhakti Yoga. The decision to go on the pilgrimage is also a
moral choice and therefore improves one's karma.
To improve one's karma one must have good attitudes for these lead to good behaviours. The attitudes
that a person ought to have are similar to those laid out by Jesus: compassion, humility, obedience to
God's will, detachment from material concerns, tolerance, peacemaking and respect for strangers. There
are two virtues that are worth exploring in more detail: tolerance and peacemaking. The Hindu faith is
very tolerant of other faiths. It sees Christianity, for example, as another yoga or path to God. Some
Hindus have even said that both Buddha and Jesus are avatars (reincarnations) of Vishnu. Others see
similarities between Jesus and Krishna. There are, however, some sects of Hinduism that are violently
opposed to any inter-faith understanding let alone action. In recent years these groups have been in
conflict with Muslims and Sikhs. It may be that the foundations of these conflicts have more to do with
nationalism than with faith.
Peacemaking has been an important teaching of the Jains. These are followers of a faith that broke from
mainstream Hinduism around the time of Buddha. They live by a doctrine or teaching called ahimsa,
which means non-violence towards all creatures. They would, literally, not harm a fly and wear masks so
as not to accidentally injure insects by inhaling them. The notion of ahimsa became well-known in the
present century, largely due to Mahatma Gandhi. He incorporated principles of non-violence into his
resistance of the British domination of India. Martin Luther King Jr. learned from Gandhi how
powerful non-violent, civil disobedience could be in provoking peaceful change. Much of King's work in
the 1950's in gaining rights for African Americans came from this traditional Hindu teaching applied to
the politics of the twentieth century.
Reflection Questions:
1. According to Hindus, how is one saved by practising Karma Yoga?
2. What virtues do Christians and Hindus share?
3. What is the connection between Jainism and increased rights for African Americans?
4. Define or identify the following: avatar, ahimsa, Jain, Mahatma Gandhi, Martin Luther King jr.
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Appendix 5: Quotations from Gandhi
1. Non-violence is the greatest force at the disposal of people. It is greater than the mightiest weapon of
destruction.
2. It is not non-violence if we merely love those who love us.
3. It is non-violence only when we love those that hate us.
4. In my humbler opinion, non-cooperation with evil is as much a duty as is cooperation with good.
5. It has always been a mystery to me how people can feel themselves honoured by the humiliation of
their fellow beings.
6. Just as one must not receive, so must one not possess anything that one does not really need. In
observing this principle, one is led to a progressive simplification of one’s life.
7. Whenever you are in doubt or when the self becomes too much with you, try this: recall the face of
the poorest and most helpless person you have ever seen ask yourself if the step you contemplate will
be of any use to the person. Then you will find your doubts and your self melting away.
8. When I despair, I remember that all through history the way of truth and love has always won. There
have been tyrants and murderers and for a time they seem invincible but in the end, they always fall -think of it, always.
9. The weak can never forgive. Forgiveness is the attribute of the strong.
10. Whenever you are confronted with an opponent. Conquer him with love.
11. The best way to find yourself, is to lose yourself in the service of others.
12. Live as if you were to die tomorrow, learn as if you were to live forever.
13. To believe in something, and not to live it, is dishonest.
14. An eye for an eye, and the world goes blind.
15. You must be the change you wish to see in the world.
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Appendix 6: The Eightfold Path
Step in Eightfold
Path
Explanation of the
Step
How is the step similar
to the Christian
message?
1.
2.
3.
4.
5.
6.
7.
8.
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Which person would
be a model of the
practice of this step?
Appendix 7: Independent Study Project on Sikhism
Directions: You are to complete a project in which you present the information requested in each of the
sections below. Some options for presentation can be:
a)
b)
c)
d)
e)
f)
PowerPoint/Corel Presentations/Hyperstudio
Web Page
CD-ROM
Essay with appropriate visuals
Kiosk Presentation
Video Documentary
Part A: The Fundamentals of Sikhism
a)
b)
c)
d)
e)
f)
g)
h)
i)
j)
Briefly describe the relationship Sikhism shares with Hinduism & Islam.
List and briefly explain the 5 K’s of Sikhism.
Outline and briefly explain the basic tenets of Sikhism.
Present a map and/or statistics regarding the distribution of Sikhism in India and throughout the
world.
Briefly outline and describe the basic texts that are central to Sikhism.
Name and briefly describe the 5 holiest sites for Sikhs.
Outline the basic festivals and ceremonies central to Sikhism.
Outline some basic Sikh beliefs regarding family life & marriage.
Define the English meaning of the words “Sikh” and “Singh.”
Define: Kalsa, Gurdwara, and Guru.
Part B. In the News
Locate five (5) recent articles from newspapers and/or magazines that relate to Sikhism. Submit the
original articles with:
a) a summary of the main ideas of the article,
b) a brief listing of the basic Sikh beliefs relevant to the article,
c) a brief commentary on the article that outlines your sense of the article’s treatment of Sikhism
(biases, prejudice, fairness, etc.).
Part C. The Sikh Worldview
Modern Sikhs have inherited a complex history that informs their present worldview. Research the history
of Sikhism and present the following:
a) a descriptive timeline of the life of Guru Nanak (Pay particular attention to the circumstances
surrounding him at the time);
b) a descriptive timeline of the history of Sikhism. (Be sure to include: persecutions, the Massacre at
Amritzar in 1919, and the occupation of the Golden Temple of Amritzar in 1984.);
c) a brief overview of modern Sikhism, including modern misconceptions regarding Sikhism.
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Appendix 8: Guided Meditation Tips
The following are some guidelines that you should follow when leading a guided meditation:
1. Read slowly. Don’t rush.
2. Read with a relaxed, but non-monotone intonation.
3. Familiarize yourself with the text you are reading.
4. Be confident and comfortable.
5. Set up a good sacred space.
6. Pause. Do not be afraid of moments of silence.
7. Use appropriate music.
8. Give each person enough time and space to settle in.
9. Make sure you remind students not to distract one another.
10. Lead the students through a series of exercises to get them to relax their muscles.
11. Lead the students into mental relaxation through images, counting slowly backwards, etc.
12. Give students time in relaxation to imagine themselves floating.
13. Always remind students to keep their eyes closed (to avoid distractions) unless otherwise directed.
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Appendix 9: Sample Guided Meditation
This is a sample guided meditation which may be used with the students. For the first three paragraphs,
the pauses have been noted. Once you see the rhythm of the meditation, you will be able to insert the
appropriate pauses for the rest of the meditation.
The following is read by the teacher to the students:
Introduction
For the next hour or so you will be asked to reflect and think about what we have learned about over the
past semester. Before we can do that, we must take care of a couple of things. First of all, make sure you
each have a stone from the centre of the room. Hold it until you are instructed about what to do with it in
the meditation. Secondly, make yourself comfortable. Find a position that is comfortable and from which
you can look at the items in the centre of the room. Thirdly, relax.
Opening Relaxation
Close your eyes. Breathe in and out. (Pause.) With each breath in, imagine that you are bringing goodness
into your body. Breathe in and out. (Pause.) As you breath out, be aware that you are releasing negativity
from your body. (Pause.) Relax your feet. (Pause.) Relax your legs. (Pause.) Relax your lower back.
(Continue on until the students have been asked to relax their whole body.)
Open your eyes. Look at the prayer items in the centre of the room. Think about what each teaches you
about living a religious life: compassion, (pause) hope, (pause) non-violence, (pause) mercy, (pause)
martyrdom, (pause) joy, (pause) dedication, etc
Close your eyes. (Pause.) Be aware of the sounds around you: first inside the room (pause), now outside
the room. (Pause.) Observe these sounds, but don’t attach yourself to them. (Pause.) Imagine what is
going on outside the room that causes these noises. (Pause.) Observe, but do not attach. (Pause.)
Be aware of the walls around you. This is our space and time. We have created a sacred space. This is the
centre of the universe: our Church, Mosque, Synagogue, Mandir. We are the sangha of our school. We
come to pray and connect with the Mystery that calls us. We come to connect with God – incarnate in our
world and in ourselves.
Yet, into this space we bring worries and torments, doubts and negativity. At this moment, be aware of
the stone in your hand. It will become the vessel of your negativity. If you carry a worry or issue with you
right now, concentrate on it. Observe it. Relax. Breathe in positive energy. Push any negative energy you
may have into the rock in your hand. When you are ready, place the rock gently beside you.
Meditation
As you are relaxing, feel the weight of your body. Be aware of your body sinking into the chair, the floor,
etc. Imagine yourself rising. You are floating. You float and you observe the room from your new
perspective. You begin to leave the room. You float outside the building. You rise and observe. What do
you see?
You begin to float toward the ocean. What do you observe as you float? Trees, houses, roads, fields, etc.
You come to the ocean and keep floating just above the water. Finally, there is no land. Just you and the
30
ocean remain. As you continue to float above the ocean, you see a tropical island. You float toward it and
come to rest on the beach. The sand is warm as you lay there. You feel the warm summer sun on your
face.
As you lay there, you feel the cool water rising to your feet. You observe how it feels. You are relaxed.
Your feet begin to float; then your legs, your back, your neck, and your head. Now you are floating on the
water. You are moving away from the island, but you are totally relaxed. You float until there is no land
to be seen. Just you and the warm sun above you and the cool water below you remain. You are relaxed.
You hear a voice and you recognize it. It is the mystery you have sought all your life. Others have heard it
too. To them it is Brahman, Atman, Buddha, Spirit, and Allah. To you it is the voice of Abba the God of
Jesus. The voice speaks to you. What does it say? Listen without the need to respond.
Now, you float above the water, back to the land, back to the building, and back to the room. You bring
with you the words of the Transcendent Mystery. You slowly pick up your stone – your worry. Observe
your stone.
31