The story of the Ramayana has been passed from generation to generation by numerous methods and media. Initially it was passed on orally as an epic poem that was sung to audiences by a bard, as it continues to be today.
The epic poem the Ramayana is thought to have been composed more than 2500 years ago, and like the Iliad and the Odyssey, was originally transmitted orally by bards. This lesson plan is designed to allow instructors to explore Hindu culture by examining the characters of the Ramayana, and the choices they make. Students will be able to explore the Hindu concept of right behavior (dharma) through an investigation of the epic poem, the Ramayana.The epic poem the Ramayana is thought to have been composed more than 2500 years ago, and like the Iliad and the Odyssey, was originally transmitted orally by bards. This lesson plan is designed to allow instructors to explore Hindu culture by examining the characters of the Ramayana, and the choices they make. Students will be able to explore the Hindu concept of right behavior (dharma) through an investigation of the epic poem, the Ramayana.
For the Japanese leadership, events in Europe during the first half of 1940 offered new opportunities for resolving the war in China. In this lesson students will examine primary documents and maps to discover why Japan embarked on its "southern advance."
The famous Great Wall of China, which was built to keep the China’s horse-riding neighbors at bay, extends more than 2,000 kilometers across China, from Heilongjiang province by Korea to China’s westernmost province of Xinjiang. This lesson will investigate the building of the Great Wall during the Ming Dynasty, and will utilize the story of the wall as a tool for introducing students to one period in the rich history of China.
The Japanese attack on Pearl Harbor had its origins in a growing antagonism between the United States and Japan that first developed during World War I. Using contemporary documents, students in this lesson will explore the rise of animosity between the United States and Japan.
After a long trek across the Gobi Desert, Marco Polo, his father, and his uncle finally arrived at the Shangdu, the summer palace of Kublai Khan. At this time, most of Asia was under control of the Mongols, a nomadic people whose homeland was in the Gobi.
Marco Polo was on the last leg of his journey home from China to Venice. After visiting several seaports in India, he and his party sailed across the Arabian Sea and to the mouth of the Persian Gulf, landing at the port city of Hormuz, where they decided to travel eastward across Asia following a land route.
During the Middle Ages, most people in Europe spent their entire lives in the village where they were born. But in the 13th century, a young Italian named Marco Polo traveled all the way to China! In this lesson, students will learn about the remarkable travels of Marco Polo.
Many English speakers are familiar with the Sanskrit word karma, which made its way into the language during the first half of the nineteenth century. It is often used in English to encapsulate the idea that “what goes around comes around.” This lesson plan is designed to bring the meaning of karma and the related concept of samsara to life through the reading of the Jataka Tales.
Beginning in the 9th century the Khmer empire, which was based in what is today northwestern Cambodia, began to gather power and territory in mainland Southeast Asia. It would grow to be one of the largest empires in Southeast Asian history. In this lesson, students will learn about Angkor Wat and its place in Cambodian, and Southeast Asian, history. Students will attempt to “read” the temple, in a way which resembles the reading of a primary document, to gain insight into this history.