Students compare Ray Frank's biography and sermon to the importance of belief. They work in small groups to discuss their beliefs about Judaism and write letters describing their beliefs and incidents that have changed their beliefs. ...

Students discuss the idea of cultural diffusion by examining how the sculptural portrayal of the Buddha's clothing evolved in Japanese and Chinese art. This activity concludes with a group project and presentation.

Young scholars explore new objectives for art and examine how Chinese painting reflects Buddhist principles. This lesson includes a vocabulary list and possible lesson extensions for various student levels.

Students investigate the Pure Land sect of Buddhism in an attempt to better understand how Buddhism has adapted itself to fit into the constantly changing religious, cultural, political, and economic climates of China and Japan.

High schoolers discuss the importance of guardian figures in Japanese Buddhist practices using prior knowledge and visual cues gathered from examples of Japanese art. This lesson can be extended to include a creative project.

Students examine the historical Buddha and Buddhism through in-class discussions, visual artifacts, and the practice and performance of the play "The Enlightened One". Evaluation occurs after performance of the play.

Students work collaboratively to analyze the various religious beliefs of Zen Buddhists. Emphasis is placed upon class discussion and the ideal of a Utopian environment or society.

Students examine the principles of Haiku as they relate to idealss found in Zen Buddhism in this High School lesson plan. The lesson plan concludes with the creation of individual haikus by each student.

Students explore a Biblical world view of humanistic history. They compare and contrast Biblical and evolutionary assumptions. Students discuss the difference between a Christian world view and a secular world view.

Pupils study and identify the empire of Songhai through research and describe Timbuktu's role in its economy. They investigate how Timbuktu became an important spiritual and intellectual center of Islam. Students describe the Islamic...

Second graders define the term culture and are exposed to a variety of cultures from around the world. They read books, play Native American games, develop a class book that examines their own culture and, after examining currencies from...

Students view a television program tracing religious fundamentalism in Iran and the United States. They participate in a discussion exploring the similarities of fundamentalism in different religions and cultures and outline the goals...

Students view and discuss the public television program, Wide Angle: Young, Muslim, and French. They research and write a position in favor of or against the headscarf ban in France, and examine the influence of media in shaping...

Students become familiar with the Bhagavad Gita, recognize the various arguments Lord Krishna gave for doing one's dharma, explore the idea of karma yoga, acting with holy indifference.

Students study the example of the spread of Buddhism in Southeast Asia, assess the possible meaning conveyed by Borobudur, explore how ideas travel and the process of syncretism, and appreciate how and why Salindra leaders in Java...

Students explore the Jewish culture by listening to a guest speaker who discuss holidays, religion, and key events. They recognize and write various vocabulary words to describe one Jewish Holiday in their journals.