Spiritual Japan

Beth Handelsman
Village Community School
Manhattan, New York City

INTRODUCTION
Religion and worship are important parts of a culture. How a group celebrates holidays and rites of passage, where ceremonies take place and how they are led, and the expectations and role of worshippers are features that combine to make each religion and spiritual tradition unique. Shinto and Buddhism are often practiced dually by worshippers in Japan; these two complex belief systems intertwine uniquely to provide fertile grounds for investigation into Eastern religions. Students will gain an understanding of the diversity of faiths represented in the global community through this in-depth study of the religious beliefs and practices of the Japanese people.

RECOMMENDED GRADE LEVEL
This lesson has been created for the upper elementary grades as part of a broader unit. With modifications it would he appropriate for any elementary grade level.

OBJECTIVES
Over the course of the unit students will:
- Brainstorm definitions of, and then actually define, the terms: religion, faith, tradition, rite, ritual, worship, and ceremony.
- Apply the above terms in discussions about their own spiritual experience, if any.
- Learn about the religious beliefs and practices of Buddhists and Shintoists.
- Identify similarities and differences between Buddhism and Shinto.
- Incorporate appropriate vocabulary into discussions.
- Gain an understanding of Shinto and Buddhist celebrations.
- Compare Japanese faiths with Western religions.
- Create art-related projects pertaining to the study.
- Recognize and appreciate the diversity of faiths globally.

For this lesson students will:
- Analyze and make inferences from photographs of shrines and temples in Japan.
- Analyze and make inferences from photographs of specific features of these sites.
- Record their observations.
- Participate in group discussions about the photographs.
- Write at least a paragraph discussing their observations of the photographs.

TIME ALLOTMENT
Nine to ten class sessions for the unit.
Three 40-minute class sessions for this lesson.

RESOURCES NEEDED
- Chart paper and markers;
- Appendix 1: Classroom Chart about the Photographs;
- Appendix 2: Observation Sheet;
- Appendix 3: Suggested Photographs/Pictures.

PROCEDURE
A. Once the students have a working vocabulary of the appropriate terminology, they will apply these terms in an exercise that helps them analyze, and make inferences from, photographs. Working in groups, they will receive copies of four of the seven suggested Buddhist photographs along with Observation Sheets (Appendix 2). Together, they will analyze the photographs and each will complete their own Observation Sheet. After approximately fifteen minutes, the groups will reconvene to share their observations and inferences. The teacher will record the class observations on the chart paper as shown in Appendix 1.

NOTE: It will be necessary to duplicate the photographs for distribution. There are seven suggested photographs for Buddhism and Shinto respectively, but each group will receive an assortment of four of them. Make sure that all photographs are represented in the group packets.

B. On the following day, the students split up in the same groups will receive copies of four of the seven suggested Shinto photographs and another set of Observation Sheets. These will be completed according to the guidelines set forth the day before and a full group class discussion will again take place. The teacher will record the class observations on a new piece of chart paper as shown in Appendix 1.

C. During the third class session, students will meet in a whole group to discuss the actual objects and their meanings. Students will define the terms shrine and temple, and will receive a description of the photographs.

ASSESSMENT
- Students will take home both of their Observation Sheets and use them to write at least a paragraph comparing and contrasting the photographs they analyzed.
- Students will be expected to use terminology discussed in class.
- Students will be assessed informally during class discussion.

EXTENSION AND ENRICHMENT
- The unit will continue with lessons and activities defining aspects of Shinto and Buddhist beliefs and practices. Students will understand the differences and similarities between these two faiths, how ceremonies are led and by whom, the role of worshippers, and the importance of temples and shrines.
- Students will research various holidays, ceremonies and rites of passage of these faiths. Opportunities for students to engage in age-appropriate art projects will be provided.

SUPPLEMENTAL RESOURCES

Bancroft, Anne. The Buddhist World. Silver Burdett Company, 1985.
Breuilly, Elizabeth, Jeanne O'Brien and Martin Palmer. Religions of the World. New York: Facts on File, Inc., 1997.
Burland, C. A. The Way of the Buddha. Hulton Educational Publications Ltd., 1972.
Demi. Buddha. New York: Henry Holt and Company, 1996.
Heinrichs, Ann. Japan. New York: Children's Press, 1998.
Kallen, Stuart A. Life in Tokyo. San Diego, California: Lucent Books, Inc., 2001.
Langley, Myrtle. Eyewitness Books Religion. New York: Alfred A. Knopf, 1996.
Rawding, F. W. The Buddha. Minnesota: Lerner Publications Company, 1979.
Walker, Richard L. Ancient Japan. New York: Franklin Watts, Inc., 1975.
Wangu, Madhu Bazaz. Buddhism World Religions. New York: Facts on File, Inc., 1993.
World Religions Curriculum Development Center. The Buddhist Tradition. Texas: Argus Communications, 1978.

Articles:
Brooke, James. "Nikko Journal; By Leaps and Bounds, Monkeys Overrun Japan." New York Times Apr. 12, 2002. Sec. A, pg. 4.
Brooke, James. "Shimonoseki Journal; Yuk! No More Stomach for Whales." New York Times May 28, 2002. Sec. A, pg. 4.
Brooke, James. "Nikko Scandals Tainting Japan's Pride In Its Food." New York Times June 1, 2002. Sec. A, pg. 5.