2013 East Asia Religions and Philosophies Lesson Accelerated
Dates:
Essential and Guiding Questions:
1.
Why is it important to develop an appreciation of other cultures?
2.
How does religion affect the development of cultures?
3.
What contributions did this culture make to world history?
4.
What are the causes and effects of imperialism?
5.
How has the process of modernization affected East Asia?
6.
How do the cultures of East impact the global community?
7.
How has Buddhism affected the development of culture in East Asia?
8.
What events, figures, and processes have impacted East Asia?
9.
What issues currently affect East Asia?
10.
What internal conflicts have shaped the development of East Asia?
11.
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.

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

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:

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

2)
1)

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:

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.

3)
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.

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:

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.

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.

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

o Other historical figures they influenced, contradicted, or agreed with religion o Places and events related to the religion---holy cities they make pilgrimages to or played a key part of the religion’s history o Practices of the religion o Above the figure address the religion’s view of Gods, afterlife, etc.. o Places around the world that this religion is a large majority of the population o Different religion sects o These should not be random or in collage style. o USE HISTORICAL IMAGES WHENEVER YOU CAN TO BE ACCURATE AND SAVE TIME o DO IN COLOR
C)_____________ At the bottom of the caricature, there is a detailed key explaining the symbolism.
 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:
Total:
/150 Points for Academic A
/216 Points for Accelerated

Historical Content For Religious Caricatures:
2013 Content Concepts for East Asia Religious Historical Caricatures
Content Concepts for Confucianism:
1.
Founders/Origins/History
2.
What is Confucianism
3.
Basic Beliefs
4.
Views on Peace and Order
5.
Views on Respect for Elders: Filial Piety
6.
Views on Ethics
7.
Views on Human Relationships
8.
Five Ideals
9.
Jen
10.
Yi
11.
Li
12.
Ren
13.
Holy Texts
14.
Five Virtues
15.
Five Constant Relationships
16.
Views on Government/Roles of Emperor
17.
Ceremonies and Rituals
18.
Legacy/Impact of Confucianism
19.
Neo-Confucianism
20.
Confucianism as a Religion and Not Philosophy
21.
Ties to Mandate of Heaven
Content Concepts for Daoism/Taoism:
1.
Founder
2.
What is Daoism
3.
Yin and Yang
4.
Three Meanings of Tao
5.
Beliefs
6.
Philosophical Taosim
7.
Religious Taoism
8.
Vitalizing Taoism
9.
Views on Material Things
10.
Ties to Nature/The Natural Way
11.
Wu Wei
12.
De
13.
Three Jewels
14.
Views on Government
15.
Influence/Impact of Taoism
16.
Ways of Living
17.
Images
Content Concepts for Legalism:
1.
Founders
2.
What is Legalism
3.
Beliefs
4.
Holy Texts

5.
How Used by Qin Dynasty
6.
Views on Human Nature
7.
Requirements of a Ruler
8.
Fa-The Law
9.
Shi-Legitimacy
10.
Shu-Arts of the Ruler
11.
Characteristics of Good Government
12.
Views on Education
13.
Views on Laws
14.
Views on Household
15.
Legacy/Long-Term Impact of Legalism
16.
Differences with Other Religions
17.
Ten Things in a Culture
Content Concepts for Shintoism:
1.
Number of followers and where
2.
Views on Gods and Kami
3.
What is Shintoism
4.
Important Figures and Creation Myth
5.
Amaterasu, Sun Goddess
6.
Holy Texts
7.
Key Beliefs
8.
Priests and Miko
9.
Connections to Other Religions
10.
Makoto
11.
Purity and Impurity
12.
Ten Precepts
13.
Four Affirmations
14.
Shrines
15.
Ways of Worship
16.
Rituals and Ceremonies
17.
Sects
18.
Festival
19.
Shintoism in Japanese Culture
Day Two:
6. Groups: Work on your Religious Historical Caricature

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.

Assemble your Caricature.


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.
Accelerated: Assignment Rationale: You will be writing an Advice Column, like Dear Abby, on current situations from the viewpoint of a chosen East Asian religion/philosophy. This is to examine how religious views that are over thousands of years old still dictate/drive the opinions and actions of every day citizens in China and Japan.
Writer’s Purpose: To apply your knowledge of the East Asian religions to current situations and successfully integrate primary source quotes within your writing.
Writer’ s Role: You have a choice from the following East Asian religions:

You are Confucius or Mencius responding from the viewpoint of Confucianism.

You are Lao Zi or Lao-Tzu responding from the viewpoint of Daoism.

You are Han Feizi or Shangzi responding from the viewpoint of Legalism.

You are a Shinto Priest responding from the viewpoint of Shintoism.
Format: Advice Colum
***Ms. Barben has Historical Advice Column Examples uploaded on her teacher page to help you use as a working model.***
Process:
1. You are to decide which religion you are going to write from. It may be a good idea to select a religion different from what you did the Historical Caricature on, so you can expand your knowledge base much more.
2. Select one of the school situations and select one of the current event situations to respond to. You must download this document from Ms. Barben’s Teacher Page.
3. Refer to your notes, and do a pre-write organizing the main beliefs and practices of the chosen religion that apply to each situation.
4. Go to Ms. Barben’s Teacher Page and access the primary sources for your religion and select at least two different primary source quotes you can use in your advice column responses.
5. Begin to write in first person. Be sure to explain how “you” view the situation and why explaining your beliefs. Explore how “you” think the situation should be handled and why based upon your beliefs. Be sure to incorporate the primary source quotes.
Additional Instructions:
Identify what subject(s) you're qualified to write about in an advice column and which can be easily imparted to others in a print medium. Study how advice columnists in your same area of interest are responding to questions in terms of length, style and level of detail.

Determine your target demographic. If you want people to pay attention to what you have to say, you must demonstrate that you understand how they think and what's important to them. This is then reflected in your choices of language, analogies and structure. Perhaps, for example, you want to write an advice column for junior high students. If one of them asks what he can do to fit in with his peers or ask a cute girl to the dance, he's not looking for a lecture on what psychologists Sigmund Freud and Carl Jung thought or what your own experience was like 30 years ago. He just wants you to answer what he asked in a way that's both helpful and actionable.
Read the question thoroughly to make sure you understand exactly what's being asked. A helpful step is to paraphrase it out loud in first-person. Example: "I want to know how to tell my mother-in-law to stop rearranging my furniture whenever she visits." Advice columnists, in fact, often work the question into the first sentence of their reply to establish clarity. Example: "Having a visitor rearrange your furniture is unsettling, especially when it's a relative."
Provide the reader with different viewpoints to consider. In the previous example, the writer may only see that her mother-in-law is ol freak. The mother-in-law, however, may see the same event as her attempt to be useful or to help save steps in cleaning and vacuuming. In another example, someone who writes for advice about putting a windfall into a savings account versus spending it on current bills would benefit from hearing the pros and cons of both sides in order to make an informed decision.
Stay focused on the problem rather than splintering off into a plethora of other issues. In other words, if someone asks you what time it is, they're not asking you to explain all the steps involved in building a grandfather clock. Nor is your job as an advice columnist to sit in judgment of anything that's been done or to launch into a stern lecture, but to provide constructive options on how the writer can move forward. Test your replies on friends and relatives and learn from their feedback on how to improve your responses.
Decide how you want to promote yourself as an advice columnist. Be aware that if you're looking into newspapers or magazines, these positions are extremely hard to come by. Specifically, openings only occur when the target demographic expresses interest in a topic not currently covered or when the publisher decides that a well-known expert would increase the publication's prestige. If you apply, what's looked for in a proposal is a catchy cover letter, a bio and 6 to 10 sample advice columns for review. In the meantime, there's nothing stopping you from making your debut in a blog or on a website and using the diversity of socialnetworking forums to attract a following.
Read more: How to Write Advice Columns | eHow.com http://www.ehow.com/how_6708304_write-advicecolumns.html#ixzz2MrI6BN5xInstructions
FCAS:
1) FCA One: The student wrote accurately from the religious figure’s viewpoint and substantiated the positions for each situation using strong historical content. Worth 60 Points (30 Points per each situation)
2) FCA Two: The student incorporated at least TWO different primary source quotes into each of the two responses and made connections between the primary source quotes and the position. Worth 30
Points (15 Points per each situation)
3) FCA Three: The student used correct historical/religious terms, specific historical beliefs, and specific historical events related to the chosen religion in the advice responses. Worth 30 Points
4) No Excuses: There was a self-edited fully written out rough draft that had grammar, spelling, capitalization, and content revisions. It was typed, spell-checked, grammar-checked, and edited for capitalization inconsistencies. Worth 15 Points
Total: /135 Points