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CURRICULUM
GUIDE
Unit Title: Chinese Belief
Systems
Grade Levels: 7-8
Subject/Topic Areas: Chinese history, Buddhism,
Taoism, Confusianism
Key Words: China, Chinese history, Buddha, Tao,
Confusius, Mao, Chinese dynasty, communism, playwriting,
performance
Unit Designers: Julie Craven, Lesley Bannatyne, Bill
Endslow
School: King Open, 2001
Time Frame: 8 weeks
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Click here for Teacher
Resources:
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Link to Massachusetts Standards:
History and social sciences #1 (chronology and cause), #3
(research, evidence and point of view), #4 (society,
diversity, commonality and the individual), #7 (physical
spaces of earth), #9 (Geography); Arts: Theater #1 (acting),
#2 (reading and writing scripts), #3 (directing), and #5
(critical response); Language Arts #1(discussion), #2
(questioning, listening, contributing), #3 (oral
presentation).
Brief Summary of Unit (including what students
will understand as a result of this unit)
Students will study ancient Chinese belief systems at the
same time they explore philosophical issues in their own
lives. They will brainstorm ideas for, write, perform and
assess a theatrical performance that exhibits what they've
learned about Chinese belief systems in a way that connects
meaningfully with their audience.
Drama Strategies
Group scriptwriting; peer critiques and feedback;
directing scenes; monologue performance; scene performance;
structuring a performance; assessing a performance
Key Concepts (What statement(s) clearly expresses
what I want students to know and understand?)
- To truly understand a culture, one needs to explore
it through many windows: history, language, art, current
events and belief systems are just some of these
windows.
- Chinese belief systems have played and continue to
play a huge part in shaping Chinese history over the past
3000 years.
Essential Questions (What specific questions will
guide this unit and focus teaching and learning?)
- How are Taosim, Buddhism and Confusianism different
from each other?
- How did different factions in Chinese history use
each of these belief systems to further their political
and economic goals?
- What is your own personal belief system and how does
it govern your life?
- How is your own belief system similar to or different
from those in China?
- How do you show respect towards a culture that is
totally foreign to you? What behaviors should you avoid?
Embrace?
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Students will know
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Students will be able to
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• the history and details of ancient
Chinese history
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• research and write creatively about
historical events
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• tenets of each of the three major belief
systems and how to translate them into modern
language and situations
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• exhibit an ability to discuss religion
and culture in depth; compare and contrast ideas to
their own belief system
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• how to use research skills appropriately;
how to scrutinize original texts and understand
them in context
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• exhibit an ability to discuss religion
and culture in depth; compare and contrast ideas to
their own belief system
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• how to work in small groups and apply
themselves to a specific problem or task with each
individual contributing
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• share ideas and critique each other's
contributions in a positive manner
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• drama skills: how to be comfortable
standing on stage, how to speak publicly, focus and
improvise a scene
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• exhibit performance skills in a
production: vocal clarity and projection, ability
to think quickly, ability to portray a character
through expressiveness of voice and body
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EVIDENCE OF STUDENT
UNDERSTANDING:
Summary of performance tasks and projects
- Students script an original performance piece based
on their knowledge of Chinese belief systems
- Students create a "belief systems booklet" that
includes:
- artwork - a Chinese landscape painting and a
personal mandala (graphic symbol), plus an artist's
statement for each one
- an essay on their own personal belief system
- essay showing how three tenets chosen from Chinese
belief systems support or illustrate the students'
personal beliefs
Summary of quizzes, tests and prompts.
- Test on content for entire unit
- Prompts: written peer review of unit's work and
performance
- Midpoint Assessment: THE SPARROW AND THE PHOENIX
- Students read Chinese folktale and submit an essay
outlining which point of view is Buddhist and which is
Taoist.
Other Evidence (e.g. observations, work samples
and dialogues)
- video of performance
- teacher observation of peer critiques
- teacher observation of small group rehearsal
behavior
- final written script of performance piece
- students sketches of Buddhas from the Museum of Fine
Arts
- audience responses to performance
- student reflections
SEQUENCE OF ACTIVITIES:
What sequence of teaching and learning experiences will
equip students to develop and demonstrate the desired
understandings?
INTRODUCTION (one to four weeks)
1. Teacher introduces three major Chinese belief
systems: Confusianism, Taoism, Buddhism: gives
information, leads in-class discussion and readings.
2. See VIDEO: BELIEVING (PBS part of Heart of the
Dragon series)
Have students jot down important facts about China's
history and its three major belief systems (see
note-taking sheet in resources). Pause the video at four
points. At each pause, have students write down scenes
that stick in their heads, trying to capture the images,
colors, actions, sights and sounds.
3. Teacher leads theater exercises and games to
introduce aspects of performance: vocal projection and
articulation. Establish regular "drama training" time (30
minutes) each week, beginning with vocal warm-up for
improved articulation and theater games to build
cooperative and improvisational skills. (See resources
for specific voacl exercises).
4. In-class drama activity: improvisation that
explores diverse beliefs and prejudice:
Teacher divides students into groups. Each
group receives a set of rules that govern their
society in secret. The rules are designed to clash
with the other group (eg. one group values eye
contact, one group values humility with downcast eyes;
one values constant chatter, the other silence, etc.).
After the exercise, teacher leads discussion: What do
you need to know about a culture to prevent a clash?
5. Teacher introduces theater games to improve
movement, improvisation, expression (see resources).
In-class activity: THE VINEGAR TASTERS (see
resourses):
Each of the three figures in the the "Vinegar
Taster"s painting represents a different belief
system. Have students look closely at the image.
Divide students into three groups. Each group is
assigned one individual in the image. While one
student actually imitates the pose, the others in the
group report on what the allegory is about: if vinegar
is life and the person is tasting life, what does the
person feel about life? Teacher leads a discussion of
the differences in attitudes of each figure and each
belief system.
BELIEF SYSTEMS IN PRACTICE (one to three
weeks)
Academic practice and research: working with original
sources and exploring ideas in depth.
6. Introductory game: Teacher writes Chinese excerpts on
slips of paper and
gives these to half the class; he/she gives the modern
translations of each excerpt to the other half of the
class. Students with matching excerpts must find each
other. At the end of the game, each pair reads their
excerpt and its modern interpretation (excerpts in
resources).
7. Teacher leads examination of excerpts from three
belief systems drawn from the Tao Te Ching (Taoism), the
Analects (Confucius) and the Sutta-nipati (Buddha's
writings). Students read several excerpts from each
system out loud.
- Teacher models how to interpret an excerpt.
- Students break into small groups. Teacher gives
each group an excerpt to interpret. Each group then
reports back on key concepts and gives an example of
what the excerpt means in modern society. Other
students take notes and ask questions. Teacher posts
good examples on the wall throughout the whole
unit.
Homework: Students choose one excerpt they're
struck by and write an interpretation of it.
8. FIELD TRIP TO MFA (Museum of Fine Arts, Boston)
The MFA's collection includes a Buddhist temple,
scholar's room, landscape paintings and more. It is even
possible to see how the image of Buddha changes through
time.
Teacher introduces various exhibits, then
asks students to sketch artifacts and answer questions
about different facets of Chinese history. For
example, where can you find the earliest
representation of Buddha? Or, describe what it's like
to sit quietly in the reconstructed Buddhist temple.
9. ART ACTIVITIES: MANDALA AND LANDSCAPE PAINTING
Working in collaboration with the art teacher,
students study Chinese landscape painting and mandalas to
learn about traditions in art. They complete two pieces
that go into their final assessment project, a Belief
Systems Booklet.
10. FIELD TRIP TO CHINATOWN
Teacher leads students on a walking tour of Chinatown and
asks them to find examples of belief systems.
11. Class Discussion:
Teacher leads discussion: how do you show respect for a
culture that is foreign to yours? What behaviors should
you avoid? Embrace?
12. Midpoint Assessment: THE SPARROW AND THE
PHOENIX
Teacher has students read this folktale and
write an essay outlining which point of view is
Buddhist and which is Taoist to assess how well
students can apply what they've learned. (folktale in
resources)
PERFORMANCE (three to five weeks from brainstorming
through final presentation)
13. Teacher leads class brainstorming session to
gather ideas about the final performance.
Discussion questions:
- What makes a museum experience good?
- What have we learned about BELIEF SYSTEMS that
matters?
- Why does it matter?
- How does your knowledge of Chinese belief systems
help you approach the issue of culture?
- How do you present what you know in a way that
connects with people?
- How do you present content in a creative, engaging
way?
14. Theater training: teacher leads exercises to
improve students' vocal work, observational and
improvisational skills. Students divide into smaller
groups and brainstorm ways to dramatize assigned
subjects, such as dynasties, the revolution, belief
systems, etc. Each group reports back to class. Teacher
monitors content. Students revise ideas.
15. Students work in small groups to develop scripted
scenes for their subject area. Character profile
worksheets (see resources) can be used to help students
think through character development. Script-writing
exercises (resources) can be used to help them develop
realistic dialogue. Teacher can also distribute and
discuss playwriting rubrics and tips to guide student
work.
Groups present their ideas to the class, receive
suggestions, and revise scripts. Teacher suggests areas
for further development.
Homework: Students make final revisions to
their scripted scenes.
16. Teacher combines all the scenes into one final
script. Each class from first rehearsal on begins with a
drama warm-up that includes vocal training exercises,
focus games and improvisation games. Teacher directs a
read-through of the performance script. The class
brainstorms a list of props, costumes, food, and smells
that will make the performance more engaging.
17. Rehearsals continue. Students decorate performance
areas with props and backdrops, and work on costume
pieces.
18. Presenting the final performance: parents and/or
other students in the school are invited to the
performance.
19. Teacher leads post-performance discussion: What
was great? Did anything miss the mark? What were its
strengths? How well did everyone work together? Was
everyone involved? Were there any surprises, thrilling
moments or funny stories? What would you do differently
next time? Students complete a written peer review and a
reflection essay on the experience.
What resources are helpful and/or necessary to
accomplish this curriculum?
Books
Tao Te Ching (or Dao De Jing) is a
collection of philosophy that was first put together around
400 BC. it is one of the primary Taoist texts and has become
very popular in the West.
The Analects, known as Lun yu in China, are
the best source for the teachings of Confusius. The
Analects are most likely not written by Confucius
himself, but rather from notes taken by his students,
probably in response to questions asked of him. Generally it
is believed that the Analects were compiled shortly after
his death in 497 B.C.
The Sutta-nipati or "Discourse-collection,"
contains some of the oldest and most important writings of
the Buddha. In some ways it can be likened to a Buddhist
prayer book.
Blank, Carla & Jody Roberts. Live On Stage!:
Performing Arts For Middle School (Teacher Resource
Book). Palo Alto, CA: Dale Seymour Publications, 1997.
1-57232-209-8.
Viola Spolin, Theater Games for the Classroom : A
Teacher's Handbook, Northwestern University Press,
1986
Other
The Museum of Fine Arts Boston China Galleries contain
many images of Buddha, a scholar's room and a replica of a
Buddhist temple. The Museum also distributes educational
guides and packets that help students approach the exhibit.
Particularly helpful is a guide on researching Buddhas in
different time periods; note-taking guides on Chinese
artifacts; and their study guide on Chinese landscape
painting. Ask the Education Office for help.
Harvard's Peabody Museum also owns an Asian collection
with objects from Japanese and Chinese culture.
Materials
• Costume pieces for each character
• Video: Heart of the Dragon: Believing
(PBS)
• Props
• Art supplies for landscape painting and making
mandalas
• good reproduction of the painting, "The Vinegar
Tasters"
*Note: Some improvisations and small group activities
work more effectively with at least one other adult in the
classroom in addition to the teacher.
Curriculum developed by the Department of
Drama and Dance, Cambridge Public School teachers and
Studebaker Theater artists involved with the Cambridge
Public School Drama Collaborative, a project funded in part
by the Massachusetts Cultural Council, a state agency. CMSDC
is a multi-year teacher training program that helps teachers
integrate drama into the curriculum.
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