Lesson title: Confucian vs. Western ethics: How does our adoption of philosophy shape modern culture?

Name: Jessica Crosby, Brentwood High School, TN

Time: one traditional class period

Standards:

1.  Advanced Placement Human Geography

  1. III.B Cultural differences and regional patterns
  2. Religion and sacred space
  3. Ethnicity and nationalism
  4. Popular and folk culture
  5. Cultural conflicts

Objectives:

1.  The student will identify key components of Confucian philosophy.

2.  The student will compare and contrast Western and Confucian philosophy.

3.  The student will examine how Confucian ethics affect modern culture.

Procedures:

Introduction: To introduce this lesson, start with discussing American ideals and stereotypes. Be sure to stick to ideals that have a basis in Western Democracy. It is important to guide students through questioning and discussion to the conclusion that dominant philosophy shapes culture in a country.

Objective one: Examine a map of East Asia, and specifically discuss religious patterns of the region. Start with world religions that they already know: Hinduism, Buddhism, Islam, Christianity, etc. Then focus on questions about Confucianism and Shintoism. Where is it? How would we describe the geographic pattern? What about population density connections? Urban patterns?

Have students take notes on main components on Confucianism. Show video that gives summary of Confucianism.

Video—Confucius, Mini Biography (2 minutes, 15 seconds)

http://www.biography.com/people/confucius-9254926/videos/confucius-mini-biography-24134723904

Show five relationships. Discuss which relationship would be the most important to a Confucian. Discuss Confucian qualities, and question students on which words are most indicative of an individual influenced by Confucianism.

Objective 2: Compare and contrast texts from Western and Confucian philosophies. Guide discussion through questioning on the differences between texts. Apply texts to the modern world with “Think, Pair, Share” activity found on slide 13.

Formative Assessment: As a class, play game found on slides 15- 22 of Professor Ronnie Littlejohn’s Powerpoint on Confucian and Western ethics. As each answer is revealed reinforce differences between the regional philosophies.

Objective 3: Introduce ways that Confucius is still affecting culture. Brainstorm as a class ways that Confucius is affecting culture.

Assessment and Extension: Have students read an article on modern Confucianism and answer questions found on slide 24.

•  Article: “Confucianism in China Today” http://www2.kenyon.edu/Depts/Religion/Fac/Adler/Writings/Confucianism%20Today.pdf

Questions will be taken up and graded individually to evaluate learning objectives. Students will be assessed on objective on an upcoming summative exam.(?)

Student Handouts:

Article: “Confucianism in China Today” http://www2.kenyon.edu/Depts/Religion/Fac/Adler/Writings/Confucianism%20Today.pdf

Resources:

Adler, Joseph A.; Kenyon College: “Confucianism in China Today” http://www2.kenyon.edu/Depts/Religion/Fac/Adler/Writings/Confucianism%20Today.pdf

Littlejohn, Ronnie; Belmont University: “How Confucian Ethics differ from Western Ethics and Why it is important.” https://www.dropbox.com/s/5xdl8u94skry3fw/Littlejohn-How Confucian Ethics Differ from Western Morality NCTA.pptx?dl=0

Worrall, Simon; National Geographic: “Why is Confucius still relevant today? His sound bites hold up.” http://news.nationalgeographic.com/2015/03/150325-confucius-china-asia-philosophy-communist-party-ngbooktalk/