Religious Rites, Rituals & Symbols 10th Grade

Transcription

1 BEGINNINGS, TRANSITIONS & PERSPECTIVES: Religious Rites, Rituals & Symbols 10th Grade How this unit aligns with state standards: North Carolina High School World Culture Goals and Objectives met with this unit Competency Goal 1: Culture Defined The learner will generalize that all people live within a variety of cultural arrangements. (1.1, 1.2) Competency Goal 4: Material Expressions of Culture The learner will elaborate on the importance of material expressions of a culture. (4.1, 4.2, 4.3) Competency Goal 5: Non-Material Expressions of Culture The learner will assess the importance of non-material expressions of a culture. (5.1, 5.3) Competency Goal 8: Cultural Change The learner will analyze ways cultures change. (8.3) South Carolina Grades 9-10 Global Studies World Geography/World History Standards met with this unit Standard 10.7: The learner will demonstrate an understanding of the role of human systems on earth. (10.7.3)

2 Religious Rites, Rituals & Symbols How the theme of Religious Rites, Rituals & Symbols connects to Community of Faiths Different faiths include various rites such as baptism, various rituals such as facing Mecca while praying and various symbols such as the Buddha statue. In fact, each gallery of the exhibit features an entire display devoted to rites and rituals. The Beginnings: 18th Century gallery s display focuses on communion. The Transitions: 19th Century gallery includes a baptismal fount and a collection of mourning artifacts and information. Finally, the Perspectives: 20th Century gallery centers its rites and rituals display on practices of faith groups who have become a bigger part of the community in the past 100 years, particularly on the practices associated with marriage. Throughout the exhibit, examples of religious symbols abound. How the theme of Religious Rites, Rituals & Symbols connects to the study of world cultures and religion Rites, rituals and symbols are all tangible connections to the past, as well as links from one religious faith to another. Many of the rites and rituals we participate in and many of the symbols we recognize today have been passed down from generation to generation, giving them historical roots. Additionally, because the tradition of having rites, rituals and symbols is so universal, each faith has them, though their specifics differ. Obviously, when students can see a connection to the past and a connection to other cultures or religions, they are more likely to understand and care about the past and other cultures or religions. Overview: Before You Go... The centerpiece of this Before You Go section is an activity in which students list as many religious rites, rituals and symbols as they can and explain their significance. Additionally, discussion questions serve as a transition from the activity to visiting the museum. Overview: When You Return... Students will add to the lists of rites, rituals and symbols they created before going to the exhibit. They will then compare the rites, rituals and symbols among the major faith groups in this area, picking one that is common among many or all of the faith groups. Finally, students will make a pitch for how they would create a museum display case that illustrates and explains their choice. THE CHARLOTTE MUSEUM OF HISTORY 10TH GRADE UNIT 2

3 BEFORE YOU GO Activity Time Required: 30 minutes Objective: Students will develop a stronger understanding of religious rites, rituals and symbols, particularly as they relate across faiths. Description: This activity has students work in small groups to list as many different religious symbols, rites and rituals as they can. In a flow chart format, they will assign the symbols, rites and rituals to their appropriate religions. Additionally, students will explain the significance of the symbols, rites and rituals. The activity will let you gauge student understanding of different religious practices, and will give you a chance to prepare them for the trip to the museum. Note: The Community of Faiths exhibit focuses on the influence of religious faiths and cultures on the local community. The exhibit aided by these activities allows students to recognize the similarities and differences between faiths and cultures on a local level, which will help them to better understand world cultures on an international level. Suggestions: Students must understand the terms RITES and RITUALS. Before beginning the activity, survey students on whether they have heard these terms. Next, ask for definitions. It may be necessary to distinguish the meanings of rites and rituals from ROUTINES, because all three terms center on activities that repeat. Rites and rituals usually have significant meanings, and they tend to be ceremonial. Routines, on the other hand, are simply habits that result from convenience and do not have much significance. Rites are often associated with religious tradition such as baptism, communion, marriage, and burial. There are also rites of passage like bar and bat mitzvahs. Rituals are often associated with holidays and can be unique to a person or a family. Students should also understand what symbols are. Begin by having students brainstorm and list the rites, rituals and symbols they can think of. Use an example (from Community of Faiths ): the rite of marriage. Have students name rituals and symbols of marriage. Students are likely to come up with examples such as kissing at the end of the ceremony, wedding rings and brides wearing white. Then, ask students if they know why these traditions developed. After creating a long list, students should weed out items not associated with religious practice. Next, students figure out the religion(s) with which each item on their list is associated. Finally, students should try to determine the religious significance of each rite, ritual or symbol. You can have students brainstorm rites, rituals and symbols for all religious faiths. Or, you can assign a specific religion to each group. Another option is for the class (in groups or as a whole) to concentrate on only one faith. * Note: Make sure that students keep the lists they create in order to use them for the post-visit activity. Post Activity Discussion Questions: DESIRED OUTCOMES After completing this Before You Go section and before going to Community of Faiths, students should: understand what rites, rituals and routines are and how they differ recognize specific religious rites, rituals and symbols be ready for a field trip to Community of Faiths Why do you think rites, rituals and symbols are important to people? How long do you think people have been practicing the rites and rituals and using the symbols on your list? Do you think that one religious faith has a much greater number of rites, rituals and symbols than others? THE CHARLOTTE MUSEUM OF HISTORY 10TH GRADE UNIT 3

4 Background on the Community of Faiths Scavenger Hunt The scavenger hunt questions are designed to challenge students to locate objects throughout the Community of Faiths exhibit and then figure out information about those objects. In many cases, students will have to synthesize information in order to answer the questions completely. The scavenger hunt requires that students do more than simply locate objects. The scavenger hunt s questions are arranged by gallery Beginnings: 18th Century, Transitions: 19th Century and Perspectives: 20th Century. Note that a portion of the Perspectives: 20th Century gallery (where the answer to question 12 can be found) is on the second floor of the museum. The final questions require that students compare information across centuries. Also, note that starred questions are answered with information found in more than one case. Your answer key includes the case(s) in which each answer is found. Suggestions: Because students will likely want to work together, it is a good idea to have them work in small groups. To ensure that groups do not all end up trying to answer the same questions at the same time all congregating around the same case let students know that it is okay to answer questions out of the order in which they are written on the page, and send them to different areas to begin the hunt. If time permits, go through the questions as an entire class. Ask students (or a group) to answer each question and reveal where and how they were able to determine the answer. This also provides an opportunity to discuss other objects that are not explored in the scavenger hunt. THE CHARLOTTE MUSEUM OF HISTORY 10TH GRADE UNIT 4

5 Community of Faiths Scavenger Hunt Beginnings: 18th Century 1. Scots-Irish Presbyterians established seven churches in Mecklenburg County. Why would the Presbyterians build so many churches so close together? 2. The Catawba Indians believed their Shaman could restore balance between the spirit forces of the different worlds. What do you think the quoted phrase means? 3. Who would have made enslaved people go to church? Where did they attend church? 4. In the old Scottish rite, a good Presbyterian must possess one of these in order to receive Holy Communion. Why do you think this practice might have been started? 5. Describe the connection that early Mecklenburg German Lutherans saw between their religion and their language. How does the exhibit s Lutheran Bible relate to that connection? Transitions: 19th Century 6. Would you find a baptismal fount like the one in this gallery in a Baptist church? Why or why not? 7. Why do you think so many churches founded schools in the area? 8. By 1860, what percentage of the population was free? How did freedom soon change the way that former slaves practiced religion?* 9. What do you think about the tradition of widows wearing black for a year after their husbands died? Why do you think the tradition is no longer practiced so strictly today? THE CHARLOTTE MUSEUM OF HISTORY 10TH GRADE UNIT 5

6 Perspectives: 20th Century 10. Which is considered the youngest of the world s religions and came to Charlotte in 1958? What do you think would be reasons for beginning a new religion? 11. What is the most interesting wedding tradition presented in the Perspectives: 20th Century gallery? Why? 12. What fashion is a symbol of faith for many African-American women? How do you think that a fashion becomes a symbol? 13. Name at least six faiths that gained prominence in Mecklenburg County in the 20th Century. What factors do you think helped create a city with such a diverse population?* 14. From what continent is the Peruvian nativity scene? What do you find interesting about the scene s figures? Across Centuries 15. Compare and contrast the Circuit Riding Rabbi of the 20th Century to that of the Methodist Circuit Rider of the 19th Century.* 16. Given the Charlotte region s changing religious makeup over the past 300 years, what do you believe the future holds for local religion?* THE CHARLOTTE MUSEUM OF HISTORY 10TH GRADE UNIT 6

7 Community of Faiths Scavenger Hunt ANSWERS Beginnings: 18th Century 1. Scots-Irish Presbyterians established seven churches in Mecklenburg County. Why would the Presbyterians build so many churches so close together? Answers will vary, but students will likely note a difference between 18th Century lifestyles and today s. Even though the churches are close by today s standards, since we could reach any of the locations in a matter of minutes by car, there was no such travel available at the time. Churches established themselves within walking or buggy-riding distances. Students can see from the map in the middle of the gallery that houses were few and far between. Answer found in the map in the middle of the gallery and the map of the Seven Sisters in the Scots-Irish Presbyterians case 2. The Catawba Indians believed their Shaman could restore balance between the spirit forces of the different worlds. What do you think the quoted phrase means? Answers will vary. Students may say that spirits competed, that the worlds were not in harmony, and that certain religious leaders had the power to return the worlds to how the religion taught that they were supposed to be ideally. Students may mention that dead people or animals not treated properly could cause problems on the earth, such as illness, and the Shaman were responsible for fixing these problems. Answer found in Religion in the Backcountry 3. Who would have made enslaved people go to church? Where did they attend church? Since enslaved people were not free to decide whether to go to church, those who went to church would have gone because their owners required them to. Many enslaved people attended the same churches as their owners but sat in a different part of the church. Answer found in Religion in the Backcountry 4. In the old Scottish rite, a good Presbyterian must possess one of these in order to receive Holy Communion. Why do you think this practice might have been started? A communion token. Answers will vary. Students may say that Presbyterians were concerned that someone unworthy of receiving communion might have been allowed to participate without the practice or that church leaders wanted to practice control over their followers. Answers found in Rites of Passage: Communion 5. Describe the connection that early Mecklenburg German Lutherans saw between their religion and their language. How does the exhibit s Lutheran Bible relate to that connection? The exhibit explains that German Lutherans believed that if they lost their language their churches would decline. The Bible written in German would have helped them to continue using their language to practice and express their faith and keep their churches strong. Answer found in Religion in the Backcountry Transitions: 19th Century 6. Would you find a baptismal fount like the one in this gallery in a Baptist church? Why or why not? No. According to the exhibit, Baptists believe in adult baptism where the adult is fully submerged in water. Obviously a Baptist being baptized would not fit in the fount. Answer found in Rites of Passage: Baptism 7. Why do you think so many churches founded schools in the area? Students should infer that church members must have believed that education was important. Schools were also founded to train ministers to lead the churches. Students may point out that schools had to be founded since no similar ones were here earlier. Answer found in Religion in Mecklenburg 8. By 1860, what percentage of the population was free? How did freedom soon change the way that former slaves practiced religion? 60%. The Slaves & Freedom display explains that 40% of the population was enslaved. After 1863, once enslaved people gained their freedom, they did not have to hold religious meetings in secret; they could stop being invisible churches. Answer found in Slaves & Freedom and Religion in Mecklenburg THE CHARLOTTE MUSEUM OF HISTORY 10TH GRADE UNIT 7

8 9. What do you think about the tradition of widows wearing black for a year after their husbands died? Why do you think the tradition is no longer practiced so strictly today? Answers will vary. Students may believe this ritual is no longer practiced because people today are not so formal and concerned with propriety, because people today believe that people should be able to mourn in their own ways or because people realized that this tradition put an unfair burden on women. Answer found in Rites of Passage: Death & Mourning Perspectives: 20th Century 10. Which is considered the youngest of the world s religions and came to Charlotte in 1958? What do you think would be reasons for beginning a new religion? Baha i. Answers to the second question will vary. Students will likely say something relating to the idea that a religion would be formed when people feel the need for it or when they are divinely inspired to create it. Answer found in Religion in Charlotte 11. What is the most interesting wedding tradition presented in the Perspectives: 20th Century gallery? Why? Answers will vary but will be inspired by Rites of Passage: Marriage 12. What fashion is a symbol of faith for many African-American women? How do you think that a fashion becomes a symbol? Hats. Answers will vary, but students will likely infer that objects become symbols after being associated with what they represent over a significant period of time. Answer found upstairs in The African-American Church in Charlotte 13. Name at least six faiths that gained prominence in Mecklenburg County in the 20th Century. What factors do you think helped create a city with such a diverse population?* Hinduism, Buddhism, Islam, the Greek Orthodox Church, the Moravian Church, Mormonism, Unitarianism, the Seventh Day Adventist Church, the Christian Scientist Church. Also, Catholicism grew explosively. Students may list different factors but should include ones such as religious tolerance, the city s size and expanding boundaries, even the availability of jobs or the climate. Answer found in Religion in Charlotte and throughout the exhibit 14. From what continent is the Peruvian nativity scene? What do you find most interesting about the scene s figures? The nativity scene is from Peru, in South America. Students will notice different things about the figures but may comment on their long necks or bright colors. Figures are found in Religion in Charlotte Across Centuries 15. Compare and contrast the Circuit Riding Rabbi of the 20th Century to that of the Methodist Circuit Rider of the 19th Century.* They both shared the same passion: traveling to places to work with people of their faith. The Methodist Circuit Rider traveled by horseback, while the Rabbi traveled via a motor home. Both found a need for their services in places where there were too few people of their faith to warrant a permanent house of worship. This had already changed in Mecklenburg County by the early part of the 20th Century for the Methodists, but not for the Jews. It was not until later in the 20th Century that local places of worship were available for people of both faiths. Answer found in Religion in Charlotte and Methodist 16. Given the Charlotte region s changing religious makeup over the past 300 years, what do you believe the future holds for local religion?* Answers will vary, but students will likely note that the region s religious diversity will increase while Protestant roots remain strong. THE CHARLOTTE MUSEUM OF HISTORY 10TH GRADE UNIT 8

9 WHEN YOU RETURN Suggestions for You ve got that rite activity Objective: Students will recognize that within the different world religions there are many universal similarities. Skills Developed: working in groups; working in the abstract; understanding cause/effect; brainstorming; comparing/contrasting; synthesizing information; explanatory/descriptive speaking Time Required: minutes DESIRED OUTCOMES Students will be able to: demonstrate knowledge and understanding of rites, rituals and symbols as they relate to world religions see a link among people via their religious rites, rituals and symbols describe and explain one rite, ritual or symbol that can be found among all of the major faith groups (not necessarily in completely identical forms) recognize that local religious faiths and cultures include many unique rites, rituals and symbols Background: Student groups will modify the lists they completed before visiting the Community of Faiths exhibit. First, they will add to their lists of rites, rituals and symbols using what they learned from displays covering three centuries at the museum. Next, students will organize their lists, grouping their items by type (rite, ritual or symbol) and by religion(s). Once their items are organized, students must compare and contrast the rites, rituals and symbols of different religions. They will then pick those that represent roughly the same thing within each religious community. Finally, students will choose one rite, ritual or symbol that is represented (in various forms) in all predominant faiths then describe and explain it to the rest of the class. Suggestions: If possible, have the cooperative groups that started this activity (before going to the exhibit) continue to work together. Tell students to think of this as Part Two of the same activity. Step III of the activity may require some extra guidance from you. It asks students to compare the rites, rituals and symbols across different religious faiths. Although this third step may seem challenging to students, Step II reorganizing their lists should make Step III much easier. To avoid confusion, students should create new lists to group similar rites, rituals and symbols. For Step IV, students must then pick one rite, ritual or symbol that is well represented across many of the religious faiths. In order to avoid groups picking the same ones, encourage them to pick a few examples. Then, have each group share its choice of rite, ritual or symbol. Should one group choose another s top choice, a group can go to its next choice. After it is clear that each group has a unique example, students can then work on Step V. Students must outline an idea for how to present information and representative objects of their rite, ritual or symbol in a museum setting. For this step, students can draw on their experience at the museum. Make it clear that students are to come up with a design plan that they could outline out loud or on paper. Wrap Up: To wrap up this activity, have students pitch their idea for a museum display to the rest of the class. You may even be able to go so far as to have students explain their ideas via multimedia presentation software such as PowerPoint. No matter which format you choose, students should use details to persuade their classmates to structure their museum display as they suggest. In that process, students will learn from one another. THE CHARLOTTE MUSEUM OF HISTORY 10TH GRADE UNIT 9

10 Writing prompts (modeled after the North Carolina English II EOC): Participation in a rite or a ritual is a tradition among people of many different cultures and places. Because they are such universal experiences, literature is filled with examples of characters who participate in rites and rituals. Using a novel, short story, play or poem that was written by a non-american and non-british author, describe and explain a literary example of a rite or ritual. Be sure to include the reason(s) why the character or characters participate in the ritual. THE CHARLOTTE MUSEUM OF HISTORY 10TH GRADE UNIT 10

11 You ve got that rite Can you complete the following sentences? A common Jewish ritual is A Christian rite is Buddhists universally recognize the symbol Now, switch the religions in those sentences. Can you also add terms associated with Islam and Hinduism? Hopefully, since you have been to the Community of Faiths exhibit, you are able to do that. You will remember that the museum devotes much space to rites, rituals and symbols. Each gallery has a case focused on rites and rituals. The Perspectives: 20th Century gallery, in particular, spotlights objects and information on the symbols associated with marriage. Hopefully, too, you created lists of rites, rituals and symbols before you visited the exhibit. Now it is time to build on that list, all right? I. What can you add? Since you have been to the museum, you have learned about rites, rituals and symbols across three centuries that you did not include in the list you created before you went. Add those to your lists. II. How can you categorize them? Organize your list into 3 separate lists: a) rites, b) rituals and c) symbols. Additionally, subdivide those 3 lists by the faith or faiths with which a rite, ritual or symbol is associated. III. How can you compare them? For each faith group certain rituals and symbols have an equivalent in any or all of the other faiths. For example, the symbol of the cross is often used to represent Christianity, while the Star of David similarly symbolizes Judaism. Using each of your lists, link the rites that relate to one another, the rituals that relate to one another and the symbols that do, too. IV. Which one is represented across the board? Your lists should have at least one rite, ritual or symbol that is represented among all of the different faiths. Pick one that you think would be a good one to feature in a museum. V. How would you display your choice in a museum? You have seen how the Charlotte Museum of History arranged its objects and information in each gallery. Now, it is your turn to figure out how you would educate people about the rite, ritual or symbol you have chosen. Remember: you want people to learn about your choice in a fun and interactive way. THE CHARLOTTE MUSEUM OF HISTORY 10TH GRADE UNIT 11