2013 East Asia Religions and Philosophies Lesson Academic A
Dates:
Essential and Guiding Questions:
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Why is it important to develop an appreciation of other cultures?
How does religion affect the development of cultures?
What contributions did this culture make to world history?
What are the causes and effects of imperialism?
How has the process of modernization affected East Asia?
How do the cultures of East impact the global community?
How has Buddhism affected the development of culture in East Asia?
What events, figures, and processes have impacted East Asia?
What issues currently affect East Asia?
What internal conflicts have shaped the development of East Asia?
What factors influence East Asia’s position in the global community
Lesson:
Day One: (Block Day)
1. Quiet Question: Type Two Prompt---Partner Work---On the previous lesson, we watched the United
Streaming Film on the March 11, 2011 earthquake and tsunami. The following information comes from an
recent articles on debris found on the coast of the USA from the tsunami and an article published in April 2011
by the United States Congressional Committee examining the impact of this natural disaster.
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Ms. Barben is going to read aloud the articles.
As she does, highlight key information.
Consider the Type Two Prompt: How does a natural disaster in one country affect other countries?
As Japan’s Tsunami Debris Arrives, Can U.S. West Coast Handle It? Sep 7, 2012 4:45 AM EDT
Remnants of the killer quake are popping up in Oregon—much sooner than expected. With homes, boats, and
bodies looming in the Pacific, how states—and volunteers—are getting ready.
In the coming weeks and months, a weather phenomenon known as the “fall transition” bring debris from
Japan. The fall transition happens when the Northern Hemisphere storm track that governs prevailing winds
sends those gusts in a completely different direction—from south to north and from offshore to inland—along
with stuff that gets pushed around in the water. Right now, among the stuff that’s floating offshore is a
whirlpool of junk known as the Pacific Gyre, which is estimated to hold 5 million pounds of bashed-in houses,
fishing boats, docks, and dead bodies from the March 11, 2011, tsunami in Japan. The more buoyant relics of
this disaster have been bobbing along for 18 months, with a few notable exceptions that have left state and
federal officials scrambling to respond.
When a massive dock thunked its way onto Oregon’s Agate Beach this summer, pandemonium ensued. Not only
was the thing huge—at 66 feet long, 8 feet tall, and 165 tons—it was covered in gnarly invasive species, and had
script in Kanji on a small plaque at the bottom. After a little sleuthing by Portland’s Japanese consulate,
everyone’s worst fears were confirmed: the first piece of debris from last spring’s disaster had finally hit the
continental U.S., much sooner than anyone had expected.
Overnight, the “tsunami dock” became an instant tourist attraction and a headache for state parks officials, who
manage the beach. They dispatched rangers in mostly futile attempts to keep rambunctious youngsters from
turning the thing into a jungle gym, and they puzzled back in Salem about how to get rid of it, and how to pay
for that.
Two months and $85,000 later, the dock was gone. A contractor cut it into pieces using a Rube Goldberg-looking
contraption whereby a diamond saw looped around and under it and sliced. This was a huge disappointment to
the fans who painted a mural on the side. But it was the only option, insisted those that run the Oregon Parks
and Recreation Department. You can’t just leave stuff on the beach, they said. It sets a terrible precedent.
Over the next few months, Oregon and the rest of the West Coast will find that argument bolstered—by a need
to keep the landing strip clear. The dock did indeed arrive early, months ahead of schedule, likely shoved faster
than the currents would otherwise have carried it thanks to “windage,” an uncannily appropriate term used to
describe how much of a thing is sticking out of the water, how much it creates a kind of accidental sail. The dock
actually sailed across the Pacific, in other words, as much as it did float.
Which is to say there’s much more tsunami debris—with less windage—still out there. Of the 5 million tons of
debris estimated to have washed into the ocean after the March 2011 quake, Japanese officials say 70 percent
of it sank. The rest floated. There are two more docks, just like the one the state just spent four years of college
tuition to remove. There are plastic bottles, fishing floats, lightbulbs, giant chunks of Styrofoam, small
appliances, mannequin parts, buoys, even entire fishing vessels. A few weeks after the dock showed up in
Oregon, a 20-foot fiberglass boat covered in pelagic gooseneck barnacles up to 3 feet long washed up at Cape
Disappointment State Park, in Washington. The boat was also traced to the tsunami, Curt Hart of the
Washington Department of Ecology told The Daily Beast. After determining that the owner “didn’t want it
back,” the state checked it for radiation (all clear), blasted it clean and tossed it in a landfill.
Marine debris is not a new phenomenon. Litterbugs and careless ship crewmen and leaking landfills have
conspired for decades to clog the world’s oceans with all sorts of junk, creating loosely affiliated “garbage
patches” in certain gyres with clockwise, rotating currents that have a way of concentrating marine debris. That
problem is the raison d’être for The 5 Gyres Institute, a Los Angeles-based nonprofit whose founders have spent
much of the past three years sailing the world’s oceans with a “Manta Trawl” attached to the side of the boat,
scooping up samples of trash so as to generate estimates of how much more is out there.
It’s frustrating for 5 Gyres’ policy coordinator Stiv Wilson to be reminded that people don’t seem to know how
rubbish-laden the planet’s waterways actually are. “All these images, such stunning images when the tsunami
first happened, the same pictures exist of what a river in Jakarta looks like every day,” he told The Daily Beast.
Invasive passengers
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Dock that landed in June carried with it 100 different species, three of which pose threat to native
organisms
Many still being identified
Dock was scraped clean, scorched with weed torches, then broken up and recycled
Organic matter buried above tide line in hole filled with layers of chlorine and sand
But experts fear millions of spores and organisms escaped clean-up
"If it's a bunch of wood just from houses I don't see that as a big worry, but imagine larger pieces of houses if it
was able to survive all the way across. There's obviously personal effects and we want to be watching out for
those because it'll provide some closure for those families back in Japan."
Impact of Japan’s 2011 Earthquake and Tsunami Data From April 2011
Physical Damages:
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Between $195 billion to as much as $305 billion lost in physical and human capital
In comparison, Greece’s GDP is $330 billion
In comparison, nearly four times that of Hurricane Katrina
More than 28,000 people killed or missing
At least 2, 866 people injured
At least 245,000 people were living in evacuation shelters
More than 202,000 homes and other building totally or partially damages
Due to Fukushima Nuclear Reactors, evacuations, radioactive contamination, and shortages of
electricity
Rolling blackouts
There were 243,000 homes without power
There were 720,000 homes with potable water
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Due to aftershocks, extensive damage to infrastructure, manufacturing pants, and other buildings
Damaged port facilities, sensitive electronic equipment, and airports
Damaged 2, 126 roads and 56 bridges
In Miyagi and Fukushima, 1, 669 public schools, 69% of the total, were damaged or collapsed
Higher levels of radiation were detected in Tokyo’s water supply and in leafy vegetables and milk from
the Fukushima area
Economic Damages:
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Japan is a major supplier of parts and producer of electrical and car parts
Affected Japan’s production of automobiles, semi-conductors, and electronics
All 12 automakers in Japan had to stop production temporarily
Resulted in 400,000 fewer automobiles being manufactured in 2011
Hitachi, Renesas Electronics, NEC, Sony, and Fujitsu all suspended production of electronics and parts
temporarily
3 of Japan’s 6 oil refineries had to halt production
The US Food and Drug Administration banned imports of spinach and kakina from four areas in Japan
and milk from Fukushima
All milk, milk products, fruits, and vegetables coming from Japan were not allowed to enter the USA
until tests showed free from radionuclide contamination
China turned away container ships from Japan because they claimed the radiation levels were too high
International shipping companies charged higher rates for shipping to and from Japanese ports in the
range from $147,000 to $588,000
Tsunami caused millions of dollars in damage to Hawaii
Caused $40 million in damage to California
Caused millions of dollars in damage to harbor and boats in Oregon
Reduced Japan’s economic growth for 2011 to .5%
Caused $309 billion in loss of manufacturing
Delta Airlines, the largest foreign carrier in Japan had to reduce flights into their hub in Tokyo and
resulted in reduced profits for 2011 between $250 to $400 million
Type Two Prompt: Working with your partner, based upon your film notes and the information above, examine
how the natural disaster in Japan affected the world. Identify, explain, and provide evidence for THREE
EXAMPLES.
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2. Class: We have examined how China and Japan have struggled with nature. Yet, despite the devastation
when nature wins, the East Asian cultures still value and appreciate the forces of nature as depicted below in a
famous piece of Japanese art of a tsunami. In China, there is the traditional philosophical belief of Yin and Yang
which focuses on the balance of the universe. The symbol is based upon astronomy and is also the basis for
acupuncture and other medical treatments.
3. Class: With this lesson, we are going to begin to examine the Philosophies and Religions of East Asia. To
help introduce us, we are going to watch two United Streaming Film Clips.
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Ancient Chinese Beliefs: Running time of 3.33 minutes
Traditional Religions of China: Running time of 7.16 minutes
4. Individual: You will have about 20 minutes to read the identified pages in the textbook and take initial notes
on all four religions in the provided graphic organizers.
Textbook Pages:
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Confucianism Pages: 90-93, 220-221, 273 “Neo-Confucianism”, 523 “Economic and Social Changes of
Tokugawa Era” and 840 “Primary Source: China’s New Life Movement”
Daoism Pages: 92-93, 273 “Religion and Government”, 275 “Painting and Ceramics”
Legalism Pages: 93 and 96 “Political Changes”
Shintoism Pages: 282 “Religion in Early Japan”
5.Groups: You are going to be researching your assigned religion/philosophy and create a Religious Historical
Caricature on. Break up the powerpoint into parts, and for the rest of the block and for homework tonight, take
notes from your powerpoint section in the provided graphic organizer.
2013 East Asian Religions/Philosophies Historical Caricature Grade Sheet
Due on:
A)_________________ The caricature was a detailed drawing of a central historical figure.
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On the person were objects and details that realistically could be on him and represent key beliefs,
characteristics, and events.
Must have a MINIMUM of NINE historical aspects addressed on the figure for ACADEMIC A since
smaller groups.
Must have a MINIMUM OF TEN historical aspects addressed on the figure for ACCELERATED since you
have larger groups of six members.
You CANNOT REPEAT CONCEPTS OR INFORMATION! If you do, it will not be counted.
Each historical aspect is worth 6 Points for a total of 42 Points for ACADEMIC A, and 60 Points for
ACCELERATED.
o Suggestions
o Enlarge the face of your actual historical figure from Ms. Barben’s Powerpoint or the Internet –
founders face, famous historical figure who followed the faith, a head of one of their Gods
o Thought Bubbles for important beliefs, prayers, a saying, etc… for the religion
o Speaking Bubbles for famous quotes or beliefs for the religion
o T-Shirt Design and Slogan for important beliefs and/or practices of the religion
o Items in each hand for important beliefs and impact on the religion---for example the different
holy texts/books in each hand
o Items under each foot for things they were against/forbidden to do under the religion
o Wearing something on the head relating to important belief or practice of the religion
o USE HISTORICAL IMAGES WHENEVER YOU CAN TO BE ACCURATE AND SAVE TIME
o DO IN COLOR
B)______________ In the background, there are additional supplementary images that are realistically and
historically appropriate and represent additional key beliefs, characteristics, and events.
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Must have a Minimum of EIGHT historical aspects addressed in the background for ACADEMIC A
Must have a Minimum of EIGHT historical aspects addressed in the background for ACCELERATED since
you have larger groups of six
You CANNOT REPEAT CONCEPTS OR INFORMATION! If you do, it will not be counted.
Each historical aspect is worth 6 Points for a total of 30 Points for ACADEMIC A and 48 Points for
ACCELERATED.
Suggestions:
o Buildings relating to the religion like place of worship and unique architectural features to the
faith
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Other historical figures they influenced, contradicted, or agreed with religion
Places and events related to the religion---holy cities they make pilgrimages to or played a key
part of the religion’s history
Practices of the religion
Above the figure address the religion’s view of Gods, afterlife, etc..
Places around the world that this religion is a large majority of the population
Different religion sects
These should not be random or in collage style.
USE HISTORICAL IMAGES WHENEVER YOU CAN TO BE ACCURATE AND SAVE TIME
DO IN COLOR
C)_____________ At the bottom of the caricature, there is a detailed key explaining the symbolism.
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Each key description is a minimum of THREE WELL-DEVELOPED SENTENCES that contains the 5 Ws,
How, Causes/Effects, and other Historical Aspects.
A well-developed sentence should either identify and define, give examples and explain, or examine
cause/effect or impact relationships.
DO NOT WRITE SHORT OR BRIEF SENTENCES.
DO NOT WRITE VAGUE OR GENERAL STATEMENTS.
DO NOT JUST KEEP REPEATING OR REWORDING THE HISTORICAL INFORMATION. If you do, it will not
be counted.
DO NOT WRITE IN PARAGRAPH FORMAT! It makes it too hard to read and take notes from.
WRITE IN BULLET FORMAT.
They should be numbered and the numbers should match the images on the poster.
Each is worth 6 Points for a Total of 72 Points for ACADEMIC A, 108 Points for ACCELELRATED.
You need to include specific information/facts addressing ALL OF THE FOLLOWING:
o Founder of the faith and prophets of the religion?
o Key historical events in the development of the religion?
o What are the main religious beliefs and why?
o What are the main religious practices and why?
o Where do they worship? What are their places of worship like and why?
o What are unique characteristics of their place of worship and why?
o Cities or places of religious significance and why?
o What are the divisions within the religion? Why?
o Effects---short term and long term?
o Use the proper historical/religious terms.
This should be TYPED and in Calibri Bold Size 14 Font.
It should be attached to the bottom of your poster to hang front-wise for students to read and look at
the art part at the same time.
d)__________It was done neatly, in an organized manner, labeled with the title of the religion, and the key was
spell-checked and grammar-checked. Worth 6 Points
Total:
/150 Points for Academic A
Total:
/216 Points for Accelerated
Historical Content For Religious Caricatures:
2013 Content Concepts for East Asia Religious Historical Caricatures
Content Concepts for Confucianism:
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Founders/Origins/History
What is Confucianism
Basic Beliefs
Views on Peace and Order
Views on Respect for Elders: Filial Piety
Views on Ethics
Views on Human Relationships
Five Ideals
Jen
Yi
Li
Ren
Holy Texts
Five Virtues
Five Constant Relationships
Views on Government/Roles of Emperor
Ceremonies and Rituals
Legacy/Impact of Confucianism
Neo-Confucianism
Confucianism as a Religion and Not Philosophy
Ties to Mandate of Heaven
Content Concepts for Daoism/Taoism:
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Founder
What is Daoism
Yin and Yang
Three Meanings of Tao
Beliefs
Philosophical Taosim
Religious Taoism
Vitalizing Taoism
Views on Material Things
Ties to Nature/The Natural Way
Wu Wei
De
Three Jewels
Views on Government
Influence/Impact of Taoism
Ways of Living
Images
Content Concepts for Legalism:
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Founders
What is Legalism
Beliefs
Holy Texts
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How Used by Qin Dynasty
Views on Human Nature
Requirements of a Ruler
Fa-The Law
Shi-Legitimacy
Shu-Arts of the Ruler
Characteristics of Good Government
Views on Education
Views on Laws
Views on Household
Legacy/Long-Term Impact of Legalism
Differences with Other Religions
Ten Things in a Culture
Content Concepts for Shintoism:
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Number of followers and where
Views on Gods and Kami
What is Shintoism
Important Figures and Creation Myth
Amaterasu, Sun Goddess
Holy Texts
Key Beliefs
Priests and Miko
Connections to Other Religions
Makoto
Purity and Impurity
Ten Precepts
Four Affirmations
Shrines
Ways of Worship
Rituals and Ceremonies
Sects
Festival
Shintoism in Japanese Culture
Day Two:
6. Groups: Work on your Religious Historical Caricature
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You should meet as a group and go over the graphic organizer having each person share what
information they found for each category in order and make sure everyone has complete notes.
Do a rough draft/pre-write for your historical caricature.
Assign the different parts to the group members using the content lists as the checklist.
Rest of class, look for images and begin captions.
Update Group Responsibility Sheet.
7. Homework: Work on your Parts for the Religious Historical Caricature.
Day Three:
8. Groups: Work on your Religious Historical Caricature.
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Assemble your Caricature.
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Edit each other’s sentences.
Print up key.
Update Group Responsibility Sheet.
9. Homework: Finish project. Tomorrow is the Learning Station Day.
Day Four:
10. Class: The Religious Historical Caricatures will be hung up and you have the class period to go around and
take notes in the graphic organizers.
11. Homework: The homework is a Summative Assessment for the East Asia Unit.
Academic A: Assignment Rationale: You will be creating a Comic Strip that examines the similarities and
differences between the East Asian religions of Confucianism, Daoism, Legalism, and Shintoism. As children, we
all read stories that are designed to teach us about certain beliefs or philosophies. One popular type of story is
the comic strip. A popular example of this is the comic strip Calvin and Hobbes which is based upon two
European philosophers: John Calvin who was a Protestant reformers who believed in pre-destination and his
ideas formed the basis for the Presbyterian Church; and Thomas Hobbes who was a British philosopher who
believed mankind is selfish by nature.
Writer’s Purpose: Your comic strip will teach its young readers about all four of the East Asian religions.
Writer’s Role: You are a comic book artist and writer. You have been contacted by the Chinese Department of
Education to create a comic strip that serves to introduce and teach the basic fundamentals of the East Asian
religions.
***Ms. Barben has examples of Historical Comic Strips uploaded on her teacher page for you to use as a
model.***
Process:
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Do a pre-write identifying the main beliefs of each of the four religions you want to compare and
contrast.
Decide on how each religion will be represented and why. A good idea would to use the founder for
each religion. And if a religion does not have a founder, one of the gods for the religion.
Decide on the scenario…how have they all come together, where, and why? Are they meeting at a
Religions Conference, at a coffee shop, in the afterlife?
What kind of landscape makes sense for the scene?
What props can you associate with the scene?
How kind of dialogue bubble makes sense for the interaction?
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What connects one scene to the next in the comic strip?
In each of the frames of the comic strip show a significant event from the book.
Under each picture or cartoon, write a caption that provides additional detail on the scene
What are the important characteristics of a caption? What do the words in the captions tell you
about the scene depicted?
Diagram out each of the slides with the images and written content.
For the comic title, name the scene (or scenes) that will be depicted.
For the comic subtitle, name the book where the scene is found.
Include your name or the names of the members of your group as the authors of this comic strip.
Create your comic strip.
Edit and add color.
Creating Cartoons: Pixton & ToonDoo
Pixton and ToonDoo are cartoon/comic making tools that encourages students to think creatively and apply
learning in the history classroom to their original creations. These tools eliminate some of the frustrations
students can face when asked to draw characters, allowing them instead to focus on the creative and content
aspects of an assignment. For teachers, ToonDoo and Pixton allow students to apply content knowledge and
generate new forms of analysis. Students can imagine new scenarios for historical characters, recreate past
events visually, and interpret primary sources through a comic strip.
These tools eliminate some of the frustrations students can face when asked to draw characters. Both sites
offer free individual plans and paid subscriptions for educator plans. Although the free plans are useful for
teachers wanting to try these tools out for classroom use, it is unfortunate that these sites do not offer a free,
basic plan for classroom use. However, for those schools with funds to purchase a school license, the cost is
relatively inexpensive at a school level. The paid educator plans also offer classroom management, class
homepages, customization, and privacy options to keep student work safe. For teachers lacking funds to
purchase educator licenses, the individual free plans at least offer each student who enrolls a way to create
cartoons and comics for free.
Getting Started
Pixton allows students to create a "Pixture" (or avatar) and custom characters by editing the various available
templates. Once the Pixture is created, users can then choose a desired panel layout to create their own
comic. Not all features are available with the free plan. For example, users can edit the look and appearance of
a character, but not proportion. Another limitation is that once a panel layout is selected, there is no easy way
to change to a different panel layout (other than deleting panels that are not needed).
The limitations of the free Pixton program are frustrating. Even simple tasks such as making a comic private or
public (or providing your comic a description under the title) are only available for paying customers.
Nonetheless, Pixton is easy to use and offers high-quality images that could be fun and appealing for students.
For a free, basic plan it is worth taking some time to explore its possibilities.
ToonDoo's features also make it a fairly easy-to-use tool. Users simply click on "Create" and select the layout
of the comic strip. A variety of character, background, and "props" options are found across the top menu. In
addition, the "DoodleR" and "TraitR" tools allow users to create their own drawings or characters. The ability
to edit your own TraitR character offers many options that make it easy to customize any character; likewise,
the "DoodleR" tool allows users to control brushes by line thickness, transparency, and smoothness. Other
features include the image upload tool (images can be uploaded from a URL or from a saved file), a variety of
text balloon options, and a collection of clip art.
Once each image or character is edited, they are saved in the "My Gallery" folder. At this point, users can
begin populating their comic strip. For both Pixton and ToonDoo, students can use these tools to either
brainstorm their projects or skits (like a drawing board) or as the final product. Being able to learn history,
synthesize information, and then generate a new analysis or opinion is a wonderful skill that cartoon-making
empowers students to further develop.
Each one has its own merits, but they both offer teachers the ability to bring some creativity and fun into a
history lesson or project. Other limitations, however, make less sense due to the pricing restrictions. For
example, we wanted a thought balloon for the last panel, but that is only available for pay-plans. So we moved
the teacher out of the panel and shifted the attention solely to young TJ. It's a minor quibble, perhaps, but
also a needless complication.
While ToonDoo has a similar function to Pixton, customizing characters is a bit easier and ToonDoo offers
several features for free that are priced in Pixton. Our recommendation is to try both tools. Each one has its
own merits, but they both offer teachers the ability to bring some creativity and fun into a history lesson or
project.
FCAs:
1) FCA One: The comic strip must explain each religion/philosophy in detail. Include specific beliefs,
practices, etc…This information may be illustrated within the concepts or demonstrated through
examples and storytelling rather than explicitly stating them. Worth 35 Points
2) FCA Two: Your comic needs to represent the four religions/philosophies in some way as people using
historical figures, animals, etc… Create a world in which these characters might exist. Consider how
these characters would interact and why. Would there be friendship or conflict? Worth 30 Points
3) FCA Three: The comic should have a minimum of six to ten slides or scenes like a normal Sunday
morning comic strip. The pictures may be drawn by hand or done on computer using computer images.
Worth 60 Points
4) No Excuses: The written portion must be typed and edited. The illustration portion should be in color.
Worth 10 Points
Total:
/135 Points