Name: ___________________________________ Date: _____________Global History and Geography Period: ___________

Belief Systems

Name: ______________________________ Date: _____________Global History and Geography Period: ___________

Religion Vocabulary

1. Monotheistic Belief in one god

2. Polytheistic Belief in many gods

AtheismDefinition:

Examples:

MonotheismDefinition:

Examples:

PolytheismDefinition:

Examples:

3. Torah Jewish holy book

4. Jewish Diaspora Scattering of Jews from their holy land

5. Koran/Qur’an Muslim holy book

6. 10 Commandments List of what Christians should/shouldn’t do

7. Pillars of Faith 1- Declaration of faith; 2-pray 5x/day towards Mecca; 3- give 2.5% to charity;4-fast during Ramadan; 5-Pilgrimmage to Mecca

8. Hajj Pilgrimage to Mecca

9. Karma every deed in life impacts a person’s fate in the next life (Hinduism)

10. Dharma religious duties and obligations (Hinduism)

11. Reincarnation rebirth of the soul in various forms

12. Moksha ultimate goal of Hinduism; to be reunited with Brahman

13. Caste System Social groups you are born into and cannot change (traditional India) *draw a pic

14. Four Noble Truths Everyone suffers; the cause of suffering is desire; to end suffering, end desire; end desire by following the eightfold path (moral conduct)

15. Nirvana Condition of having no desires (goal of Buddhism)

16. Filial Piety Respect for parents/elders/superiors

17. Confucianism Belief in following a moral code of conduct based on the 5 relationships (started by Confucius)

18. Daoism Belief that the forces of nature balance each other and we don’t need rules

19. Legalism Belief in harsh laws because people are inherently bad

20. Animism/Shintoism Belief that spirits exist in nature

Types of Religions

Name: ______________________________ Date: _____________Global 9 Period: ___________

Judaism & Christianity Organizer

Judaism ChristianityAdherents

called

Major concentration

North America, South America, Europe, Australia, Russia, part of Africa

Sacred text*________________________________: Set of rules/ moral behaviors to live by

*________________________________: Set of rules/ moral behaviors to live by

Clergy

House of worship

Main day of worship

Type of theism

(Trinitarian) monotheism(Father, Son, Holy Spirit)

Identity of Jesus

Jesus

Salvation by..Belief in God, faith, good deeds Belief in God, faith, good deeds,

sacraments

Name: ______________________________ Date: _____________Global 9 Period: ___________

Islam

Basics

______________ largest religion in the world

________________________________________________

____________________________________

God’s prophet: __________________________(born in Mecca, he received a vision that he must

proclaim Allah as the ONE supreme God)

_________________________- holy book

_________________________- building of worship

Five Pillars of Faith

1. ____________________________________________________________________________________

(There is no god but ____________, and ____________________ is his messenger)

2. ____________________________________________________________________________________

____________________________________________________________________________________

3. ____________________________________________________________________________________

____________________________________________________________________________________

4. ___________________________________________________________________________________

_(no food or drink from sunrise to sunset for the month long holiday)

5. ____________________________________________________________________________________

____________________________________________________________________________________

How to Remember the 5 Pillars of Faith:

(An Awesome Song Created by Miss Cook)

Allah is the only oneto Mecca they must run

It’s the way they face to pray5 times throughout the day

Two point five is what they giveto help others live

Don’t worry, just stay calmthey’ve only gotta fast during Ramadan

Name: ___________________________________ Date: _____________Global 9 Period: ___________

#NotInMyName: Muslims condemn attacks in ParisBy Savannah Pratt, CNN (11/16/15)

As the terrorist attacks erupted in Paris, people throughout the world mourned with France, and appalled Muslims turned to social media using the hashtag #NotInMyName. A journalist in London, tweeted, "Whoever kills an innocent person, it is as though he has killed all of mankind." She was one of many people to share this verse from the Quran.

"I don't see ISIS as Muslim. I see terrorists when I look at ISIS," Philistine Ayad, a Muslim feminist, told CNN. "To me, terror knows no religion. They are picking and choosing aspects of the religion and twisting and distorting them in order to justify their actions that are unjustifiable." Ayad, who was born in the United States,

says she feels very Westernized (Western= like USA or Europe). However, she says it hurts when she wears her hijab, the scarf worn around her head, in public and hears muttering about her religion from onlookers. She hopes the #NotInMyName campaign will help remove Islamophobia from Western culture.

"I want there to be an understanding between Muslims and non-Muslims and a sense of communal sympathy for the victims of terrorists, but not descending into Islamophobia. If the #NotInMyName campaign can help expel some of that Islamophobia and expel some of my fear ... then that would be wonderful," she said.Ayad is also expressing her views through art (like the drawing below which she posted on Twitter).

Who is pointing their finger at the woman and what are they saying to her?

____________________________________ ____________________________________

____________________________________ ____________________________________

How does the picture portray the woman? (Look closely at her clothing, expression, & stance)

____________________________________ ____________________________________

____________________________________ ____________________________________

____________________________________

What is the message of this drawing?

____________________________________

____________________________________ ____________________________________

____________________________________ ____________________________________

Dania Saltagi is also speaking out because she is upset that terrorists are continuing to deface her religion and her reputation. "Using #NotInMyName is a way for me to not only condemn the terrorist attacks, but to also spread the message that ISIS does not represent Islam. It is a way for me to have a voice and break stereotypes, rather than stay silent," she told CNN.

Being a student in an American university, Saltagi says she is immersed in Western culture. She says she was raised Muslim and taught principles of love, compassion and peace.

"The message that I want to spread is that the very small percentage of extremists committing these murders do not represent the rest of the 1.6 billion Muslims who absolutely condemn killing and violence," Saltagi says.

Along with numerous other Muslims, Ayad and Saltagi continue to participate in the campaign.

"#NotInMyName means that we are taking that power back, to represent ourselves to what we truly are and that is peaceful people," Ayad says.

SENTENCEChoose a sentence that was meaningful and captured the main idea

PHRASEChoose a phrase that moved, engaged, or provoked you

WORDChoose a word that captured your attention or struck you as powerful

What is one question you still have?

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

Name: _____________________________ Date: _____________Global 9 Period: ___________

Hijab: Oppressive or Liberating?

Oppressive Liberating

Directions: Explain why the hijab is either oppressive or liberating. Support your claim with details from the readings and video clips.

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Opinion Article 1: In My Life, Headscarves Have Been Symbols of Oppression, Not SolidarityNushin Arbabzadah was raised in Afghanistan and fled to Europe as a refugee. She now teaches Middle Eastern media at the University of California, Los Angeles.

The images of American women wearing headscarves in “solidarity” with Muslim women take me back to a cold morning in the early 1980s. That day, as a primary school child in Kabul, Afghanistan, I learned that, as a girl born in a Muslim society, the hair on my head was not my own. For the Soviet-backed Kabul regime and the Western-backed mujahedin, my hair was a symbol to be negotiated without my consent.

Standing on the road that ran alongside the main school building, I watched secret policemen carry about a dozen girls out of my school on stretchers. I was bewildered. The next day, at the regular morning assembly on the school field, our headmistress told us that the mujahedin had poisoned our drinking well because our girls didn’t cover their hair properly. She declared that from now on, the school would follow much stricter hijab rules. No more headscarves that loosely hung over our heads. No more thin scarves that more rebellious girls slung around their necks, “like snakes,” she said.

My school decided to appease, rather than defy and defeat, the mujahedin, or “holy warriors.” From now on I had to wear a white headscarf. I learned that the hair on my head was not just a battleground for an ideological war between the secular government and the mujahedin. It was also a political symbol that could be negotiated without my consent.

My hair didn’t belong to me. It belonged to the Soviet-backed Kabul regime and its enemy, the Western-backed mujahedin. My hair was the target of a proxy war. Even after my school tried to appease the mujahedin by covering our hair, the violence around us became more intense. Our headscarves failed to appease our detractors, and stop the religious violence. Years later, as a young woman earning degrees in Hamburg and Cambridge, I learned the power attributed to my hair was hugely exaggerated. Strict traditionalists made my hair out to be a villain, tempting men and dishonoring society, while the men who fired rockets, blew up cars and poisoned girls got away with mayhem and murder. In reality, my hair was powerless.

Five years ago, I returned to my school in Kabul. Headscarves now covered the hair of even 3-year-olds in kindergarten. But it hadn’t stopped the violence. Outside the school, the holy warriors were now doing suicide bombings. By this time, though, I had stepped outside the mujahedin’s moral circle. I had learned that societies can be peaceful and prosperous when even women reveal their hair. This time, I only covered my hair to protect myself from violence. But under my imposed hijab, I knew that our hair had been innocent all along.

Women may want to express "solidarity" with Muslim women by covering up. But Muslim women don't need to cover up. This act of solidarity perpetuates a version of Islam that says it’s O.K. to poison little girls who dare to feel the sunlight on their heads.New York Times, Room for Debate http://www.nytimes.com/roomfordebate/2016/01/06/do-non-muslims-help-or-hurt-women-by-wearing-hijabs/in-my-life-headscarves-have-been-symbols-of-oppression-not-solidarity (Updated January 6, 2016, 3:21 AM)

Opinion Article 2: Wearing the Headscarf Is a Matter of Feminism, Aesthetics and Solidarity for Me Celene Ibrahim

I have chosen to wear a headscarf and long, loose clothing for the last 10 years. I even wore a face veil for a number of years in my early 20s because I enjoyed the privacy that it afforded and, admittedly, shattering the many misinformed stereotypes about women in veils.

I often publicly field questions and write on female covering in Islam and its relationship to patriarchy and male privilege. I understand the issues at hand and the passions on various sides. The paradox is that whether a woman wears one or not, people point fingers and pass judgement on her intentions and preferences.

Now, as a college Muslim chaplain, I have the joy of working with many Muslim women who are deeply dedicated to their faith. Some regularly wear headscarves and long loose clothing, some wear scarves just to pray, some wear shorts and T-shirts. In this work I have observed that hair covering is not a reliable sign of the piety or sincerity of a female Muslim. As a guiding principle in life, I try not to focus on outer appearances, but on inner substance.

Certainly there are contexts in which the forced donning or forced removal of the scarf demeans women’s bodies and agency. Just as Islamist forces emphasize veiling as an outer symbol of the Islamicization of society, colonial and neocolonial forces have emphasized de-veiling as part of their hegemonic presence. The paradox is that, whether a woman wears a headscarf or not, fault finders can point fingers and pass judgement on her intentions and preferences.

For me, the headscarf is a way to perform an act of daily devotion and to identify proudly as Muslim. At the same time, the feminist in me sees long, loose clothing as one way for women to guard our bodies against unwelcome gazes and other forms of male chauvinism. It is perhaps hard to convey, but for me, covering also reflects a disposition of inner humility. I personally like the aesthetics of this style of dress and find it very dignified.

In considering the merits of the hijab solidarity efforts, it is commendable that despite generalized Islamophobia, some allies in the U.S. and beyond are willing to stand against this most recent wave of xenophobic intolerance and make a statement about their dedication to religious freedom. For their solidarity with readily identifiable Muslim women, for their compassion, and for their willingness to take even personal risks, I am thankful to the activists in this hijab solidarity movement. In an age of digital media, they are providing a platform for women to communicate their commitment to pluralism.

Opinion Article 3: The Hijab: Oppressive or Liberating? By Shanzeh Khurram | Staff (Last Updated June 17, 2015 ) http://www.dailycal.org/2015/06/19/the-hijab-oppressive-or-liberating/

Picture a woman wearing a long, shapeless black cloak, her arms, legs and hair covered by dark cloth, with only the face — or sometimes just the eyes — visible. Does the word “oppressed” come to mind? That is a common assumption regarding Muslim women who choose to wear the hijab, the Islamic headscarf. But there is nothing inherently liberating or oppressive about the hijab, just like there is nothing inherently liberating about going naked. The liberation lies in the choice.Not all Muslims believe that wearing the hijab is fard, or obligatory. Many feel that simply dressing conservatively is enough, while some Muslim women also wear skirts and shorts. For women who do choose to wear the hijab, the style varies from a simple headscarf worn over regular clothes to more conservative styles, such as the niqab, which partially covers the face.Religions other than Islam also contain the concept of veiling. Judaism and Christianity include this custom, though society does not view nuns who cover their heads as oppressed in the same way it views Muslim women.While there are Muslim women who wear the headscarf because they want to, many women in the Muslim world are forced to cover up in varying degrees. In countries such as Saudi Arabia and Afghanistan, women have no choice but to don the hijab. Even in less rigid countries, such as Pakistan, women do not have the freedom to wear what they want in public. These practices can be seen as oppressive not because the hijab is innately oppressive, but because forcing a particular style of clothing on people is wrong and restrictive.Of course, the right to wear the hijab should be available to all women, and no woman should have to face discrimination just because she chooses to cover her head. But at the same time, no woman should be brutalized because she chooses not to wear the hijab. While there are Muslim girls who have been attacked and bullied for wearing the hijab, women in Muslim countries have also been tormented for refusing to cover up.Even for women who have not been forced to wear the hijab, the right to choose can be an illusion. Many women who wear the hijab come from religious families that teach them to believe that a woman’s most valuable asset is her modesty, both in terms of appearance and conduct. What’s worse is when girls as young as 3 or 4 years old are made to wear the hijab.The hijab is based on the notion that the female body is inherently sinful and sexual, and that a woman’s worth lies in her modesty. Society expects women to keep themselves pure and chaste not only for God but also for their future husbands. Most arguments defending the hijab include analogies such as the following:“A man asks a Muslim man, ‘Why do your women cover their bodies and their hair?’ The Muslim man takes two sweets: He opens one and keeps the other closed. He throws them both on the dirty floor and asks, ‘If I asked you to take one of the sweets, which one would you choose?’ The man replies, ‘The covered one.’ Then the Muslim man says, ‘That’s how we see and treat our women.’ ”

These analogies infuriated me, but for a long time, I persisted in trying to balance my feminism with my faith. I once felt that completely submitting myself to my religion’s expectations and donning the hijab might help me grow closer to God.I expected that the hijab would liberate me. But when I wore it for the first time, I burst into tears upon seeing my reflection. I didn’t feel empowered in my hijab — I felt objectified, constricted and sexualized.I am generally very outspoken, but after donning the hijab, I became submissive and quiet. I kept my head lowered, partly because my scarf threatened to fall off my head at any minute, but mostly because I no longer felt confident. One of my teachers at Zaynab Academy, an orthodox Islamic center, had mentioned that a woman’s voice was also part of her awrah, or the part that must be covered, and that women should not raise their voices in public. I seemed to have internalized that message.What stuck out to me most was how the hijab made me feel sexualized in a way that Western clothing never has. Instead of seeing my body as free and pure, I started seeing it as something shameful that I had to hide from the lustful gaze of men. Suddenly, even my wrists and arms became sexually charged. After just five days of wearing the hijab, I stopped. While my experience with the hijab was negative, it can’t be generalized to all women. There are Muslim women who feel that the hijab liberates and protects them.I had the freedom to choose to wear the hijab in the first place and, when I realized that I didn’t like it, to take it off. Many women don’t have the luxury of this choice. The hijab is not inherently oppressive or liberating, but the right to choose what to wear is certainly empowering. Opinion Article 4: The Qur’an and Hijab (An interpretation of verses from the Koran about Hijab)https://www.al-islam.org/hijab-muslim-womens-dress-islamic-or-cultural-sayyid-muhammad-rizvi/quran-and-hijab

Islam has strongly emphasized the concept of decency and modesty in the interaction between members of the opposite sex. Dress code is part of that overall teaching. There are two verses in the Qur’an in which Almighty Allah talks about the issue of decency and hijab as defined earlier.

In Chapter 24 known as an-Nur (the Light), in verse 30, Allah commands Prophet Muhammad as follows:

وا من أبصارهم و يحفظوا فروجهم, ذلك أزكى لهم. قل للمؤمنين يغض“Say to the believing men that: they should cast down their glances and guard their private parts (by being chaste). This is better for them.”This is a command to Muslim men that they should not lustfully look at women (other than their own wives); and in order to prevent any possibility of temptation, they are required to cast their glances downwards. This is known as “hijab of the eyes”.

Then in the next verse, Allah commands the Prophet to address the women:... قل للمؤمنات يغضضن من أبصارهن و يحفظن فروجهن

“Say to the believing women that: they should cast down their glances and guard their private parts (by being chaste)…”This is a similar command as given to the men in the previous verse regarding “hijab of the eyes”.This hijab of eyes is similar to the teaching of Jesus where he says, “You have heard that it was said by them of old time, you shall not commit adultery. But I say unto you, That whosoever looks on a woman to lust after her has committed adultery with her already in his heart.”1 So if you see a Muslim casting his/her eyes downwards when he/she is talking to a member of opposite sex, this should not be considered as rude or an indication of lack of confidence — he/she is just abiding by the Qur’anic as well as Biblical teaching.* * * * *After “hijab of the eyes” came the order describing the dress code for women:

... ما ظهر منها و ليضربن بخمرهن على جيوبهن و لا يبدين زينتهن إلا“...and not display their beauty except what is apparent, and they should place their khumur over their bosoms...”

“Khumur”, based on most Arabic dictionaries, is a piece of cloth that covers the head. According to the commentators of the Qur’an, the women of Medina in the pre-Islamic era used to put their khumur over the head with the two ends tucked behind and tied at the back of the neck, in the process exposing their ears and neck. By saying that, “place the khumur over the bosoms,” Almighty Allah ordered the women to let the two ends of their headgear extend onto their bosoms so that they conceal their ears, the neck, and the upper part of the bosom also.3This is confirmed by the way the Muslim women of the Prophet’s era understood this commandment of Almighty Allah. The Sunni sources quote Ummu ’l-mu’minin ‘A’isha, the Prophet’s wife, as follows: “I have not seen women better than those of al-Ansar (the inhabitants of Medina): when this verse was revealed, all of them got hold of their aprons, tore them apart, and used them to cover their heads...”4The meaning of khimar and the context in which the verse was revealed clearly talks about concealing the head and then using the loose ends of the scarf to conceal the neck and the bosom. It is absurd to believe that the Qur’an would use the word khimar (which, by definition, means a cloth that covers the head) only to conceal the bosom with the exclusion of the head! It would be like saying to put on your shirt only around the belly or the waist without covering the chest!Finally the verse goes on to give the list of the mahram – male family members in whose presence the hijab is not required, such as the husband, the father, the father-in-law, the son(s), and others.The Second VerseIn Chapter 33 known as al-Ahzab, verse 59, Allah gives the following command to Prophet Muhammad:

... , قل لأزواجك و بناتك و نسآء المؤمنين: يدنين عليهن من جلابيبهن ها النبي يا أي“O Prophet! Say to your wives, your daughters, and the women of the believers that: they should let down upon themselves their jalabib.”What is the meaning of “jalabib”?Jalabib جلابيب is the plural of jilbabجلباب , which means a loose outer garment. See any Arabic dictionary like Lisanu ’l-‘Arab, Majma‘u ’l-Bahrayn or al-Munjid.Al-Munjid, for instance, defines jilbab as “the shirt or a wide dress— الثوب أو القميص While al-Turayhi, in Majma‘u ’l-Bahrayn, defines it as “a wide dress, wider than the scarf ”.الواسعand shorter than a robe, that a woman puts upon her head and lets it down on her bosom...”5This means that the Islamic dress code for women does not only consist of a scarf that covers the head, the neck and the bosom; it also includes the overall dress that should be long and loose.So, for instance, the combination of a tight, short sweater with tight-fitting jeans with a scarf over the head does not fulfill the requirements of the Islamic dress code.

1. The Gospel of Matthew, chap. 5, verses 27-28. 2. Al-Munjid (Beirut: Daru ’l-Mashriq, 1986) p. 195; at-Turayh¢, Majma‘u ’l-Bahrayn, vol.1 (Tehran: Daftar

Nashr, 1408 AH) p. 700. See at-Tusi, at-Tibyan, vol. 7 (Qum: Maktabatu ’l-l‘lam al-Islami, 1409 AH) p. 428; at-Tabrasi, Majma’u ’l-Bayan, vol. 7 (Beirut: Dar Ihyai ’t-Turathi ’l-‘Arabi, 1379AH) p.138; also see the famous

Sunni commentator, Fakhru ’d-Din ar-Razi, at-Tafsiru ’l-Kabir, vol. 23 (Beirut: Daru ’l-Kutubi ’l-‘Ilmiyya, 1990) p. 179-180. Even the Hans Wehr Dictionary of Modern Written Arabic (Ithaca, NY: Spoken Languages Services, 1976) defines al-khimar as “veil covering head and face of a woman.” (p. 261) No one has excluded the covering of

the head from definition of “al-khimar”. 3. Ar-Razi, at-Tafsiru ’l-Kabir, vol.23, p. 179, and other famous commentaries and collections of hadith such as at-

Tabataba’i, al-Mizan, vol. 15 (Tehran: Daru ’l-Kutub, 1397AH) p. 121; al-Kulayni, al-Furu‘ mina ’l-Kafi, vol. 5 (Tehran: Daru ’l-Kutub, 1367AH) p. 521. Also see the commentaries of al-Kashshaf, Ibn Kathir, at-Tabari, and al-

Qurtubi. 4. Ibid, also see, al-Bukhari, Sahih (Arabic & English) vol. 6 (Beirut: Daru ’l-‘Arabiyya) p. 267; Abu ’l-A‘la

Mawdudi, Tafhimu ’l-Qur’an, vol. 3 (Lahore: Idara-e Tarjuman-e Qur’an, 1994) p. 316. 5. Ibid. al-Munjid, p. 96; at-Turayhi, Majma‘u ’l-Bahrayn, vol. 1, p.384.

Name: ___________________________________ Date: _____________Global 9 Period: ___________

Hinduism & The Caste System

Founder: ____________________________________________________________________________

Sacred texts: _________________________________________________________________________

Hindus are ___________________________, mean they worship many gods. Each god is part of a

supreme force called _____________________.

Dharma (___________________________________________)

__________________________________________________________________________________

_________________________________________________________________________________

People can improve their caste by carrying out their dharma

Karma (___________________________________________)

_________________________________ (mental or physical) in life _________________________

________________________________________________________________________________

Reincarnation (___________________________________________)

__________________________________________________________________________________

__________________________________________________________________________________

Hindus believe people must be reincarnated several times before moksha can be achieved

Moksha (___________________________________________)

__________________________________________________________________________________

__________________________________________________________________________________

Based on karma and dharma

The Caste System

Castes=_____________________________________________________________________________

____________________________________________________________________________________

Where did this occur? ________________

The caste system was an integral part of Indian society. It divided everyone into different social classes.

Each caste had a specific role in society and rules to live by. To ignore or change those rules was to

disrupt the harmony of society. Caste is based on the idea that there are separate kinds of humans.

There is no social mobility- the caste you are born into is the caste you stay in your entire life.

Your caste determines:

________________________________

________________________________

________________________________

________________________________

Does the caste system exist today?

Name: _____________________________________ Date: ___________________Global 9 Period: _________________

Caste Activity Reflection, Acronym & Video Notes

Directions: Based on your knowledge of social studies and your simulation experience, answer questions below.

Activity Real World

How is a person’s caste determined?

___________________________________________

How is a person’s caste determined?

_____________________________________________

What caste were in and what did you have to do?

___________________________________________

___________________________________________

___________________________________________

___________________________________________

What typical jobs would a member of that caste have?

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

How did you feel being a part of that caste? (Be

specific and provide examples)

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

How would members of your caste feel about their

position in society?

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

1) What are some positive attributes of the caste system?

____________________________________________________________________________________

____________________________________________________________________________________

2) What are some negativ e attributes of the caste system?

____________________________________________________________________________________

____________________________________________________________________________________

3) What is the caste system like today? (Take notes on the videos we watch)

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

4) What question(s) do you still have? (You must come up with at least one question).

____________________________________________________________________________________

____________________________________________________________________________________

Hinduism Acronym (Dr. Phmick)

DRPHMICK

Name: ____________________________ Date: __________Global 9 Period: _________

Chinese Belief Systems

Confucianism:

I. Confucius was China’s best-known _______________________,

born in about _______

II. The disorder and suffering caused by constant warfare disturbed

Confucius. He wanted to restore peace.

III. ______________________- book of Confucius’ ideas written

down by his followers

The superior personTHE FIVE RELATIONSHIPS

The superior person should ______________________________ for the inferior one and __________________________________

should ______________________________ for the inferior one and __________________________________

The inferior person should _____________________________________________

IV. Filial Piety-

______________________________________________________________

V. Confucius created a guide to proper behavior based on ethical, or moral principles

VI. Family and society ________________________________________________________

VII. Education sets people apart

Daoism (________________)

I. Lao Zi, the founder, emphasized the ______________________

___________________________________________________

rather than the importance of proper behavior

II. Yin and Yang-______________________________________

__________________________________________________

THE FIVE RELATIONSHIPS

The superior person should ______________________________ for the inferior one and __________________________________

III. A society with rules was artificial and disturbed natural order

IV. _________________________________________________________

Legalism:

I. Rejected Confucian ideas about proper behavior

II. The belief that people are inherently bad and therefore, need to be controlled with strict

laws and harsh punishments.

Name: ____________________________________ Date: _____________Global 9 Period: ___________

Buddhism

The Brahmin (high priest caste) became very, very powerful with Hinduism. They claimed that they were the only people who could perform Hindu rituals. Siddhartha Gautama disagreed.

Siddhartha Gautama:

o Birth date: ______________

o Birth place: _____________

o Family: _______________________________________________________________________

One day Siddhartha went for a walk outside the palace walls. He saw an:

o _____________________________

o _____________________________

o _____________________________

o _____________________________

He realized: _________________________________________________________________________

So Siddhartha left his luxurious life and set out to ___________________________________________

____________________________________________________________________________________

One day while meditating under a tree ____________________________________________________

____________________________________________________________________________________

From then on, he took the name __________________________________________________________

Four Noble Truths:

o Suffering is universal

________________________________________________________________________

________________________________________________________________________

o The cause of suffering is desire

________________________________________________________________________

________________________________________________________________________

o The only way to end suffering is to crush desire

________________________________________________________________________

________________________________________________________________________

o The way to end desire is to follow the Noble Eightfold Path

________________________________________________________________________

________________________________________________________________________

Buddhism Story Assignment:

Siddhartha Guatama (Buddha) is the founder of Buddhism and the belief that all life is suffering. Your task is to create a storybook about the life of Buddha and some fundamental Buddhist beliefs. For each page, you must have one complete sentence and a picture about the sentence.

1. Title page with name2. Siddhartha Gautama was born in ________ in _________ to a__________________3. One day, Siddhartha Gautama went for a walk …4. Siddhartha Gautama saw four different people…5. Siddhartha Gautama realized…6. Siddhartha Gautama set out to find…7. One day while meditating, SG…8. 4 Noble Truths: Everyone suffers9. 4 Noble Truths: Cause of suffering is desire10. 4 Noble Truths: To end suffering you must crush desire (Nirvana)11. 4 Noble Truths: Way to end desire is the 8 Fold Path