Barbara Bacon |
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LESSON 3 - THE GANGES AS A SACRED RIVER PURPOSE MATERIALS PROCEDURE Distribute index cards/paper and ask students to draw a symbol (natural or human-made) that has great significance to many people. This could be a religious symbol or a secular symbol (e.g., a cross, the Statue of Liberty, Eiffel Tower, Mount Rushmore). Next, have students write a statement explaining what their symbol. means to large numbers of people. Then, have students list the people for whom this symbol is especially meaningful. Have students share their responses with other students. Discuss some of the examples and why they are significant. Elicit general expectations and attitudes toward a secular and a religious symbol. Are there differences? Would an outsider understand the treatment of these symbols by those who believe in them? Why or why not? Does an explanation of the symbolism help an outsider to understand, even if there is no emotional/cultural/religious connection for that outsider? Using lecture-and-note-taking, reading or film, establish the significance of the Ganges River as the Hindu sacred river. (See sources.) Caution students to put aside their western attitudes toward pollution and hygiene in order to try focus on understanding the Hindu belief in this river as sacred. ASSOCIATED VISUALS
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This site was created by Barbara Bacon at the NEH Summer Institute "Literatures, Religions, and Arts of the Himalayan Region," held at the College of the Holy Cross, Summer 2008. |