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|Title / Content Area: |Buddhism in Japan | |

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|Developed by: |LaTonya Amboree, Secondary Social Studies Helping Teacher, Fort Bend Independent School District (TX) | |

|Grade Level: |9th grade World Geography | |

|Essential Question: |How would you describe the worship practices, rituals, and leadership within Buddhism? | |

|Contextual Paragraph: |The arrival of Buddhism in Japan is ultimately a consequence of the first contacts between China and Central Asia, whereby | |

| |Buddhism was introduced into China. These contacts occurred with the opening of the Silk Road in the 2nd century BCE. Buddhism | |

| |has been practiced in Japan since at least 552 CE. It has had a major influence on the culture and development Japan over the | |

| |centuries, and remains an important part of the culture. Japan has seen a minor decline in Buddhist practice in the 21st | |

| |century, with roughly 100 temples a year closing. However 70% of Japanese people still follow Buddhism in some form, and 90% of| |

| |Japanese funerals are conducted according to Buddhist rites. Due to syncretism in Japan, many Buddhists also profess adherence | |

| |to Shinto—these are not exclusive, and there is substantial overlap. | |

Annotated Resource Set (ARS)

|Resource Set |

|Lamas praying as they walk down the|Images of Buddhism and Hinduism |Lama turning prayer wheel |Lamas and Prayer |Monastery |Drum inside royal palace temple |

|mountain to perform religious | |activating prayer | | | |

|sacrifice | | | | | |

|Objects, not people, were |Engravings that includes images of |Photograph shows a Shinglay Lama |Wind blows past the prayers and |Rumtek Monastery seen from across | |

|sacrificed. |Vishnu, Buddha, and Hindu ascetics.|seated on ground, turning a large |blesses the land as the wind |courtyard, Sikkim. | |

| | |prayer wheel. |passes. | | |

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|[pic] |[pic] |[pic] |[pic] |[pic] |[pic] |

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|e/ppmsca.30209/ |e/cph.3c15361/ |11648823/ |11646973/ |e/ppmsca.30145/ |e/ppmsca.30864/ |

|Traditional religious offering to |Musician Lama during ceremonial |Buddhist monks inside temple |Karmapa Lama’s successor studying |Class learning to read and write |A Buddhist deity |

|High Lama |dances using cymbals | |penmenship | | |

|Photograph shows a monk carrying | | | | |Photograph shows a painting of the |

|offering, possibly a butter | | | | |Mahākāla, a Buddhist deity. |

|sculpture. | | | | | |

|[pic] |[pic] |[pic] |[pic] |[pic] | |

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|e/ppmsca.30866/ |e/ppmsca.30873/ |e/ppmsca.30922/ |11646301/ |11646302/ |11648818/ |

|Reincarnation of a holy lama |A girl praying in front of a |Monk fixing a clock |Monk Chanting | | |

| |Buddhist statue | | | | |

|Photograph shows young boy holding |A young girl, Kimu, praying in | |Head Black Hat Lama chanting during| | |

|a wooden prayer book, looking out |front of a giant Buddha statue at | |New Year's ceremony, Gangtok, | | |

|from behind a curtain. The young |the Lachung Monastery in northern | |Sikkim. | | |

|boy is believed to be the |Sikkim. | | | | |

|reincarnation of a holy lama taking| | | | | |

|a break from his reading. | | | | | |

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|[pic] |[pic] |[pic] |[pic] | | |

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|11646971/ |11646270/ |11646299/ |11646353/ | | |

|Foundations Annotations |

|Curriculum Standards |

|Texas Essential Knowledge and Skills for World Geography |

|(17)  Culture. The student understands the distribution, patterns, and characteristics of different cultures. The student is expected to: (A)  describe and compare patterns of culture such as language, religion, land|

|use, education, and customs that make specific regions of the world distinctive; (B)  describe major world religions, including animism, Buddhism, Christianity, Hinduism, Islam, Judaism, and Sikhism, and their |

|spatial distribution. |

|Content & Thinking Objectives |

|Texas Essential Knowledge and Skills for World Geography |

|(21)  Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to: |

|(A)  analyze and evaluate the validity and utility of multiple sources of geographic information such as primary and secondary sources, aerial photographs, and maps. |

|(22)  Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: (A)  design and draw appropriate graphics such as maps, diagrams, tables, and graphs to |

|communicate geographic features, distributions, and relationships; (B)  generate summaries, generalizations, and thesis statements supported by evidence; (C)  use geographic terminology correctly; (D)  use standard |

|grammar, spelling, sentence structure, and punctuation; and (E)  create original work using proper citations and understanding and avoiding plagiarism. |

|Inquiry Activities & Strategies |

|Have students use their knowledge of Buddhism, and the information gathered from the images to write 5 generalizations about Buddhism. Then, using those 5 generalizations, the students must write a fictitious story |

|about a Buddhist boy or girl (depending upon their gender), and include those five generalizations. Students will use a story board to plan their story. Teachers may choose to use the sample storyboard below, or |

|have students create their own story board. |

|[pic] |

|Assessment Strategies |

|Whole Class Discussion Questions: Display questions one at a time, and have students discuss with a shoulder partner or in small groups, and then share out to the class. |

|Based on the images, what impact does Buddhism have on worship practices, rituals, and leadership for its followers? Provide evidence from the pictures. |

|How does Buddhism compare with your religion? How is it different? |

|Based on what you have learned about the religion, is the type of Buddhism portrayed Theravada or Mahayana Buddhism? How do you know? |

|Why do you think that less and less people are practicing Buddhism in Japan? |

|Other Resources |

|Web Resources |

|Contemporary Japan: A Teaching Workbook | © Columbia University, East Asian Curriculum Project: |

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|Asia Society: |

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|NY Times Article: In Japan, Buddhism Might Be Dying Out: |

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