understanding B.C and c.e time
| terminology.doc |
significant person: KING ASOKA
Using the notes you have formulated in class and the handout versions of the PPTs below annotate for each of the slides in the presentation. Half the class will present on the first PPT while the other half will present for the second PPT.
| asokathegreatppt-140407052849-phpapp02.ppt |
| thereignofashoka-140330095042-phpapp01.pptx |
| notes_on_king_ashoka.pdf |
the edicts of king ashoka
- Discuss the development of Buddhism and the basic principals the Buddha advocated for during his lifetime.
- Summarise the Edicts of Ashoka. The Edicts are divided into: Major Rock Edicts: 14 Edicts (termed 1st to 14th) and 2 separate ones found in Odisha, Minor Rock Inscriptions: Minor Rock Edicts, the Queen's Edict, Barabar Caves inscriptions and the Kandahar bilingual inscription, Pillar Edicts: 7 Edicts.
- Describe what types of topics does he address?
- Explain how they exemplify his Buddhist beliefs?
Using five quotes selected from the link above respond to the following question:
Critically evaluate King Ashoka's contribution to Buddhism.
See HSC Page for notes on how to critically evaluate. Below is a link the a HSC Sample Response to a 'critically evaluate' question. Read the side annotations that provide feedback.
Critically evaluate King Ashoka's contribution to Buddhism.
See HSC Page for notes on how to critically evaluate. Below is a link the a HSC Sample Response to a 'critically evaluate' question. Read the side annotations that provide feedback.
links to Asoka: see below
http://www.buddhanet.net/e-learning/dharmadata/fdd9.htm
http://www.hyperhistory.com/online_n2/people_n2/ppersons2_n2/asoka.html
http://www.cs.colostate.edu/~malaiya/ashoka.html
http://www.thenagain.info/webchron/india/Asoka.html
http://www.thenagain.info/Classes/Sources/Asoka.html
http://ancienthistory.about.com/od/people/p/Ashoka.htm
http://www.britannica.com/EBchecked/topic/38797/Ashoka
http://www.ancient.eu.com/Ashoka/
http://www.religionfacts.com/buddhism/history/asoka.htm
http://www.urbandharma.org/pdf/king_asoka.pdf
http://www.studymode.com/essays/King-Asoka's-Contribution-To-Buddhism-719476.html
http://www.icrc.org/eng/resources/documents/misc/57jmf2.htm
http://www.fsmitha.com/h1/india3.htm
http://www.buddhanet.net/e-learning/buddhistworld/south-asia.htm
http://buddhism.about.com/od/theravadabuddhism/a/theravadahist.htm
http://buddhism.ygoy.com/buddhism-and-ashoka/
http://www.chinabuddhismencyclopedia.com/en/index.php?title=Ashoka_the_Great
http://www.hinduwebsite.com/buddhism/buddhisthistory2.asp
http://www.globalpagoda.org/asoka-and-the-spread-of-dhamma
Group Activity: In groups of three, research the social
and cultural contexts of the individual using the internet or library based
research. Use the links above on Asoka to assist your investigation
Question: Outline the initial relationship of the individual or school of thought to Buddhism.
Activity: Create a table with the headings listed below and complete using your textbook.
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List the significant issues of the religious tradition at the time of the individual or school of thought.
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Align these issues in relation to the characteristics of religion studied in the Preliminary course: beliefs, sacred texts, ethics and ritual.
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Discuss reasons why the issue(s) was seen as significant by the individual or school of thought.
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Writing task: Describe the context that gave rise
to the teachings/reflection of the
individual or school of thought.
Practice Questions:
- Outline the position held by the individual or school of thought within Buddhism. (3 marks)
- Discuss the importance of this role in regard to its potential to bring about change. (6 marks)
- Examine gender issues where applicable in relation to the individual or school of thought. (6 marks)
Activity: Develop a comparison table using two columns like the one below.
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Innovation of the individual or school of thought
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Beliefs or practices of Buddhism
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Group PowerPoint presentation:
In small groups students synthesis material to complete a ppt summary: The contribution of an individual or school of thought to the expression of belief in Buddhism.
In small groups students synthesis material to complete a ppt summary: The contribution of an individual or school of thought to the expression of belief in Buddhism.
Analyse the impact of this person or school of thought on Buddhism
Immediate impact of the individual or school of thought on Buddhism
Continuing impact today on Buddhism
Writing Activity: Discuss the boundaries of the individual or schools of thought impact – was it confined to one part of the tradition and if so, where? Was it universal in application?
Group 1. Debate – ‘Buddhism was indelibly changed because of Asoka ’
Affirmative: Individual or school of thought brought change to Buddhism. This may not have been across the whole tradition but is significant enough to have brought a response from a large sector of believers. For example it may be confined to one expression (Theravadan, Mahayana and Vajrayana) or one region.
Negative: Individual or school of thought merely responded to what would have been inevitable changes in Buddhism. The change was confined to such a small percentage of the Buddhist population that it did not have far-reaching impact.
Peer assess the debate using a criteria to ascertain what were the strengths and weaknesses of both sides, indicating what arguments were missed by either side.
Group 2. Demonstrate Buddhist beliefs on Abortion & Euthanasia.
- Summarise available resources in regard to the immediate impact
- Summarise resources under the headings: contribution made, significance at the time of the change, significance to the development of the tradition
Continuing impact today on Buddhism
Writing Activity: Discuss the boundaries of the individual or schools of thought impact – was it confined to one part of the tradition and if so, where? Was it universal in application?
Group 1. Debate – ‘Buddhism was indelibly changed because of Asoka ’
Affirmative: Individual or school of thought brought change to Buddhism. This may not have been across the whole tradition but is significant enough to have brought a response from a large sector of believers. For example it may be confined to one expression (Theravadan, Mahayana and Vajrayana) or one region.
Negative: Individual or school of thought merely responded to what would have been inevitable changes in Buddhism. The change was confined to such a small percentage of the Buddhist population that it did not have far-reaching impact.
Peer assess the debate using a criteria to ascertain what were the strengths and weaknesses of both sides, indicating what arguments were missed by either side.
Group 2. Demonstrate Buddhist beliefs on Abortion & Euthanasia.
| debating_manner_matter_and_method.docx |
| roles_of_the_speakers_in_a_debate.docx |
bioethics
| ebook-generalbuddhism-thebuddhahislifeandteachings-130908092814-.pdf |
resources on abortion
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resources on euthanasia
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Writing Activity: Select an ethical dilemma of your choice (not abortion or euthanasia) and describe how the ethical teachings of Buddhism apply to it.
Preliminary link: Review the ethical teachings of Buddhism
- The Five Precepts
- The Vinaya
Preliminary link review task:
Informative Postcards: Create five postcards which inform people of the importance of the Five Precepts in Buddhism.
RESOURCES
Morrissey, J etal (2005) Living Religion pp50 - 51
Lovet T etal (2006) Studies of Religion pp157 - 158
Journal of Buddhist Ethics http://jbe.gold.ac.uk/3/mcdermot.html
Bioethics
http://www.stc.arts.chula.ac.th/Manila-Buddhism.ppt (ppt which may be adapted for student use)
Lovet T etal (2006) Studies of Religion p165
Euthanasia http://www.bbc.co.uk/religion/ethics/euthanasia/buddhism.shtml
Activity: Investigate appropriate extracts from the Tripitaka to support Buddhist beliefs about our ethics focus.
Identify the teachings of Buddhism in relation to one area of ethics
Examine specific examples which illustrate the central teachings of Buddhism on bioethics. It is suggested that two areas be studied. For example, cloning, IVF, abortion, euthanasia, stem cell research.
Explain the teachings of Buddhism in relation to one area of ethics
With reference to the Tripitaka explain the teachings of Buddhism in relation to the area of study chosen.
Writing task: Describe the ethical teachings of Buddhism in relation to abortion or euthanasia. Using references from sacred texts
Preliminary link: Review the ethical teachings of Buddhism
- The Five Precepts
- The Vinaya
Preliminary link review task:
Informative Postcards: Create five postcards which inform people of the importance of the Five Precepts in Buddhism.
RESOURCES
Morrissey, J etal (2005) Living Religion pp50 - 51
Lovet T etal (2006) Studies of Religion pp157 - 158
Journal of Buddhist Ethics http://jbe.gold.ac.uk/3/mcdermot.html
Bioethics
http://www.stc.arts.chula.ac.th/Manila-Buddhism.ppt (ppt which may be adapted for student use)
Lovet T etal (2006) Studies of Religion p165
Euthanasia http://www.bbc.co.uk/religion/ethics/euthanasia/buddhism.shtml
Activity: Investigate appropriate extracts from the Tripitaka to support Buddhist beliefs about our ethics focus.
Identify the teachings of Buddhism in relation to one area of ethics
Examine specific examples which illustrate the central teachings of Buddhism on bioethics. It is suggested that two areas be studied. For example, cloning, IVF, abortion, euthanasia, stem cell research.
Explain the teachings of Buddhism in relation to one area of ethics
With reference to the Tripitaka explain the teachings of Buddhism in relation to the area of study chosen.
Writing task: Describe the ethical teachings of Buddhism in relation to abortion or euthanasia. Using references from sacred texts
significant practice: WESAK
| buddhistfestivals-121228093042-phpapp01.ppt |
| wesak-110720214939-phpapp01_1.doc |
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Describe the significant features of Wesak. For example:
Demonstrate how particular aspects of Wesak express the beliefs of Buddhism. For example:
Significance of the chosen practice for individuals and the Buddhist community
a) What purpose does Wesak fulfil in expressing the beliefs of Buddhism?
b) If Wesak did not exist in Buddhism what difference would it make to the way in which individual believers were able to express their faith?
c) If Wesak did not exist in Buddhism what difference would it make to the way in which the community is able to express its faith?
Writing Task: ‘Wesak is an essential vehicle for the expression of the beliefs of Buddhism’. Analyse this statement with respect to both the individual and the Buddhist community.
Unit Reflection: How has the study of Buddhism assisted me to reflect on my own faith and the support offered by my membership of the Catholic Church (or other for non-Catholic students)
- Use of sacred text
- chant
- symbols
- prayer and offerings
- ritual actions (e.g. dance)
- temple layout and decoration
Demonstrate how particular aspects of Wesak express the beliefs of Buddhism. For example:
- Use of sacred text
- chant
- symbols
- prayer and offerings
- ritual actions (e.g. dance)
- temple layout and decoration
Significance of the chosen practice for individuals and the Buddhist community
a) What purpose does Wesak fulfil in expressing the beliefs of Buddhism?
b) If Wesak did not exist in Buddhism what difference would it make to the way in which individual believers were able to express their faith?
c) If Wesak did not exist in Buddhism what difference would it make to the way in which the community is able to express its faith?
Writing Task: ‘Wesak is an essential vehicle for the expression of the beliefs of Buddhism’. Analyse this statement with respect to both the individual and the Buddhist community.
Unit Reflection: How has the study of Buddhism assisted me to reflect on my own faith and the support offered by my membership of the Catholic Church (or other for non-Catholic students)
Using the PPT below in groups address one of the writing tasks on this page.
| hsc_buddhism.pptx |