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The Pack contains associated resources for the learning experience, typically in the form of articles and videos. There is a teacher Pack (with only teacher information) and a student Pack (which contains only student information). As a teacher, you can toggle between both to see everything.
Here are the teacher pack items for Religion and Its Influence: The Origins of Hinduism and Buddhism:
Overview: In this experience, students examine the origins and major beliefs of Hinduism and Buddhism and compare how each religion explains important ideas about life and human actions. They consider how religious and philosophical ideas can influence culture, traditions, and daily choices. Finally, students explore Diwali to explain how religious beliefs can be expressed through symbols, celebrations, and community practices. Objectives:
Religion can influence much more than what people believe about gods or the meaning of life. Religious ideas can also shape traditions, art, architecture, celebrations, ethical choices, and ways people understand their place in the world.
Hinduism and Buddhism both began in South Asia, but they developed different teachings and practices. Over time, both religions influenced societies far beyond the places where they first developed.
As you study these religions, pay attention not only to what people believe, but also to how those beliefs are expressed through actions, traditions, and cultural practices.
In this experience, you will examine the origins and major ideas of Hinduism and Buddhism, compare the two religions, and investigate how religious beliefs can influence cultural traditions such as Diwali.
Objectives:
Hindu Temple in India
What detail in the image suggests that religion can influence culture or daily life? Record one observation and one question the image makes you wonder about.
After students respond, invite several students to share an observation and explain what evidence in the image led them to it. Use the discussion to introduce the idea that religion can influence visible parts of culture, such as buildings, art, clothing, ceremonies, symbols, or community practices. Avoid asking students to identify someone’s beliefs based only on appearance. Possible follow-up questions include:
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