GLOBAL ASIA: YESTERDAY, TODAY AND TOMORROW
5
LESSON TWO
GLOBAL ASIA: YESTERDAY, TODAY AND TOMORROW
Pair with “Early Modern Empires of Asia” by Anand Yang. (The article appears in The Seattle Times on May 7, 2015.)
INTRODUCTION
The article paired with this lesson introduces students to “large, complex and opulent empires” in Asia between the 15th and 19th centuries.
Students will explore this period through imagery as well as by exploring what it would be like to physically and culturally travel back in
time to Asia.
OBJECTIVES
• Students will research and find images of cultural artifacts from the early modern empires of Asia.
• Students will begin to think about how religion has shaped and was shaped by societies in Asia.
• Students will create their own Imperial Time Travel Agency by researching what a traveler-at-the-time needs to know.
FOCUS QUESTIONS
1.
What are some images that we can find today that reflect Asian culture from this imperial period?
2.
What religions were spread and practiced during this time? How did they intermingle? What was their impact?
3.
What would it be like to travel to parts of Asia during this period? Where would you go? How would you prepare for this trip?
MATERIALS
• The Seattle Times article “Early Modern Empires of Asia”
• Computer/Internet access
• Projector
ACTIVITIES
Before Reading
1.
Explain to students that the Seattle Times article explores Asian history between the 15th and 19th centuries. Share with the students
that the author begins his article with these words: “Large, complex and opulent empires dominated parts of Asia between the 15th
and 19th centuries…” What images come to their minds when they hear these opening words? Ask them whether they have studied
any of the empires that will be discussed in the article: Mughal Empire (India), Ming Empire (China) or Tokugawa Shogunate (Japan).
If so, ask them to share facts (historical events, cultural activities or philosophical ideas) and/or any vivid images that come to their
minds. Ask one student to list these on the board under the corresponding empire.
2.
Assess students’ prior knowledge of religion in Asia during this time period. Ask them to name the major religions that were
shaping and being shaped by the culture and politics during this time period (Islam, Theravada and Mahayana Buddhism, Hinduism,
Shintoism, Daoism, Sikhism, Catholicism). Divide up the class into small groups. Ask each group to trace the spread of one of these
religions across Asia; each student could take a specific time period and create a thematic map covering the ebb and flow of the
religion. Encourage them to use visuals of religious art, sculptures, temples, mosques, etc. What was their impact? Did they
intermingle with other religions?
You may want to share the following resources:
General Background on Religion in Asia, see
/
See the Metropolitan Museum site for numerous resources; here are a few:
Hinduism and Hindu Art:
The Art of the Mughals after 1600:
Daoism and Daoist Art:
Buddhism and Buddhist art:
Asia Society: Buddhist Art and trade routes:
How Rome (Catholicism) Went to China:
Teachers might enjoy this Fall 2010 Education About Asia article: “Getting the Foundations Right When Teaching Asian Religions:”
