: Siddhartha Gautama

: Siddhartha Gautama• Hindu of the Brahman class• Called the Buddha or the

Enlightened One

: Began in South Asia (N. India) c. 500 BCE

:• Maintained Hinduism’s belief in

reincarnation • No Caste System• Everyone shares the same ability to

reach • Enlightenment frees one from the

cares of this world

1. In life, there is suffering2. Suffering comes from selfish desire3. Those seeking the path to nirvana should strive to end suffering4. Suffering can end by following the Eight-Fold Path

Right MindfulnessControl your thoughts

Right ConcentrationPractice meditation

Right LivelihoodRespect life

Right IntentionFree your mind of evil

Right ViewKnow the truth

Right SpeechSay nothing that hurts others

Right ActionWork for the good of others

Right EffortResist evil

Buddhism rejects…• Authority of the ancient Vedic texts• The Vedic caste system• The Vedic and Hindu deities• The idea that may

take lifetimes to achieve

The Silk Road was an overland trade route extended from w. China to sw. Asia.• The profited and gained status from their exports on the Silk Road.

markets profited as a cross-roads

gained access to new goods and ideas ( )

- the exchange of cultural characteristics (ideas, technology, language, religions, styles) from one culture to another.

Originally, Buddha was not portrayed as a person at all…After achieving nirvana, he became one with the universe and was represented as the Wheel of Law (left)

As Buddhism gained popularity in the West, people wanted physical examples of the philosophy’s central figure.• The statue, carved in a Greco-Roman style but was found in

Pakistan, demonstrates how the beliefs, ideas, art, and technology flowed between cultures along the Silk Road.

The desire for statues of Buddha also travels back to

India were more are created in a traditional Indian style

• Each point on your DBQ is worth 5 multiple choice questions. Here are some basic tips to maximize your score.

more. Write better.

• Don’t panic – you’re usually not supposed to know anything about the topic. The DBQ tests your , not your .

the minimum requirements.

: Answer the question that is asked.

: Why did this create this at this ?

• Don’t summarize sources. The docs are raw materials to construct your essay.

• Where possible, sources to each other.

What?What’s the topic?

Responses to Buddhism

When?Where?

Irrelevant for this prompt (but read

the historical background)

In China

Verb / TaskWhat is the question asking you to do?

Analyze

Characteristics of Buddhism: Four Noble Truths

5th C. BCESermon – used to instruct / spread religious message by Buddha

Likely religious converts / faithful.

Public – regular people, probably

Announcing / teaching the tenets of the religion

Gain religious converts

Eliminate suffering

Buddha was the founder of the religion

He will:- View Buddhism positively- Attempt to spread it

Formal, instructional toneSeems to follow a line of logicAttempting to get listeners to understanding / believe his reasoning and worldview

: 1st sermon of the Buddha, which was used to teach people why there is suffering and what to do about it.

: Basic doctrine of Buddhism. There is equality of suffering and the ability to stop suffering. There are no duties to society, there is no hierarchy.

: Zhi is scholar who clearly admires Buddhism; who sees its value in correct observances in the face of uncontrolled passion (sensual pleasures). He would pass his opinions on to the Chinese aristocracy at the time.

: In times of upheaval, Buddhism presents a comforting worldview for Chinese scholars and aristocrats.

: the scholar knows both Confucian and Buddhist philosophies, and doesn't agree that Buddhism is in conflict with Confucianism or that it is destabilizing. Tone of document is conciliatory.

: There is a sense of accommodation, blending, or coexistence of the two philosophies. Doc. be used to show existence of conflict, or used to extract Confucian criticisms of Buddhism at the time.

: leading Confucian scholar who sees Buddhism as evil, anti-Confucian, and illegal (“does not conform to our laws”). As a Confucian scholar, his position and livelihood is vested in Confucianism remaining dominant, especially with the civil service examination system, which provides access to government jobs.

: Buddhism is foreign and therefore “evil”. It is also potentially destabilizing (the crowd, the masses will be uncontrollable).

: As Buddhism is under attack at the court (see doc. 4) this scholar is trying to make the case-perhaps to the Emperor--that Buddhism is not a threat to traditional Chinese social and political structures. This has a slightly defensive tone to it.

: He argues for the equality of beliefs and the social/political usefulness of all of the philosophies. Zongmust emphasize that Buddhism poses no threat to the social order in order to counter Confucian arguments that Buddhism is destabilizing. (argument similar to Doc. 3)

: This is an official Imperial edict. The emperor has been persuaded that Buddhism is a threat to the Chinese economy, laws, family, social structure and to his own status as well (the monasteries are grander than the palace!).

: The emperor has been persuaded that Buddhism is antithetical to Confucianism, which is native Chinese (and therefore good). He uses the historical and the xenophobic argument.

Positive

view of

Buddhism

1 - Buddha Life is suffering… “The Way” ends suffering

What type of responses were there?

The thesis should reflect a sophisticated under-standing of the complexities within the question.

• Thesis should be located at the beginning of the essay (1st paragraph).

• The Thesis Should:

1. Address all parts of the question

2. Take a position on the question

3. Set out categories for discussion

:

“Buddhism had a large impact on China.” • Off topic. The question asks you to focus on the type of responses to

Buddhism, NOT the amount of impact Buddhism had in China.

“There were many responses to the introduction of Buddhism into China.” • This thesis is too vague. “Many” is a virtually meaningless qualifier

that doesn’t “take a position.”

• Readers are not easily impressed with qualifiers like “large, huge, big, lots, many” etc. Be more specific! Use quantitative descriptors. If there were 3 effects, , rather than “many.” If you can’t name 3, then don’t say there were “many” at all. This not only forces students into better thesis statements, it helps organize the rest of the essay, categorizing later evidence paragraphs as well.

Read the prompt carefully. Not only would this thesis not earn the Thesis point on the DBQ Rubric, it might distract the author from earning other points.

:

• Bare minimum of acceptability. There are at least , but good historical analysis should be more

descriptive than just “good” and “bad.”

:

• This thesis shows the student understands the (peasants vs.

upper class).

:

• This is essentially a “ ” thesis (first “A”, then “B”) that also incorporates the socio-economic awareness of the previous example.