How Buddhist Women Pioneers Impact My Life

Title: How Buddhist Women Pioneers Impact My Life

Status: Moderated

Grade Level: 7, 8, 9, 10, 11, 12

Keywords: Eshinni, Kakushinni, History of Hongwanji, Women of Jodo Shinshu

Objective:

• The student will be able to relate a predominant Jodo Shinshu Buddhist female pioneer to present day life.

Materials:

• Internet access or media resources

• Journal & pen/pencil for recording important facts the student finds relative to today

• Art supplies (for those who wish to express final project through art media)

• Video recording & editing equipment (for those who wish to create a video as a final project)

Preparation:

• Have students begin the thought process of relating to today and log facts presented in their journal or electronic device

• Teacher needs to provide pertinent facts on the history of each female (or may select only one as a focus for the lesson but presenting all will allow the class to choose the person to which they relate to the most)

• Teacher will need to research; how each pioneer lived, difficulties of respective time period, personal qualities of each individual, accomplishments of each individual, leadership skills, determination, family relations and support

  1. For Eshinni and Kakushinni-conditions of the Heian and Kamakura period (note: Shinran was born in 1173)

  2. For Lady Kujo-conditions of the Edo Period (Taisho Era)

  3. For Lady Yoshiko Ohtani-the Showa Era (may be more difficult as less information is available in English), 

Steps:

1. Teacher will present history as mentioned under “preparation”.  Need to keep concepts relatable to age group of students

   1. For Eshinni, Kakushinni, and Lady Kujo the 2024 FDSTL Conference presentation biographies may be used

   2. For Lady Yoshiko Ohtani, the wikipedia article in English is a good start especially its links

2. Be sure students are journaling the facts of importance as they will need to reflect upon these facts to produce their final project

3. Start students thinking about how they envision each individual if they were here today

   1. How would their efforts change

   2. How would technology impact their efforts

   3. How would changes in society impact their efforts

   4. How would current events impact their efforts, or how would they react to current events

4. Students will then find the qualities and strengths of each woman with which they find inspiring in today’s society

5. Student then may select one (or more)of the women presented as a focus of their final project

6. In their journal students will need to identify:

   1. What did they find inspirational

   2. What quality can they replicate in their life

   3. How does this relate to living a Jodo Shinshu Buddhist Path

   4. If you could bring one (or more) to life today, who would it be and why

7. Post journaling, have students share who they selected and why

8. Introduce selection of final presentation project. 

   1. Create a community service project

      • For example, visiting or assisting somewhere locally which may parallel a condition or effort of their selected individual

   2. Create a poem or song lyrics depicting the impact of their selected individual

      • Should include then and now aspects

   3. Create a “Tik Tok” or “YouTube Shorts” type of video depicting the impact of their selected individual

      • Should include then and now aspects

   4. Create a portrait of their selected individual

      • Should include then and now aspects

      • May consider representation in anime format

   5. Create a verbal presentation which, with minister’s approval, may be given during a service (Reminder: BWA’s conduct a service specifically dedicated to these women of Buddhism) 

9. Students will present their projects (approximately 5 minute presentation) to the class and/or Dharma School.  

   1. Recommend video recording of the presentation or at least photos.

10. When the class is next available to gather after the presentations have students share how the presentation made them feel about the individual and how they see the individual’s impact today

Evaluation:

• Students can offer critique of other students’ projects but teacher must emphasize comments need to be constructive and presented with compassion.  Offers students an opportunity to practice compassion and interdependence. If there is a comment that may be perceived as negative, always offer a suggestion to improve the project.

Note:

• Work with temple minister to find a way to share the experience with the Sangha

• Consider other FDSTL and BCA opportunities

  •    FDSTL Stone Soup (all projects) 

  •    BCA Art Committee (for those who create artwork)

  •    FDSTL YouTube channel, BCA Video Committee and TOSC (for those who create video presentations)

  •    BCA Music Committee (for those who created lyrics)

  •    BCA Social Welfare Committee (for those who created a community project where funds were raised)

  •    Local BWA, District BWA and FBWA (for any outstanding presentations/projects that may enhance the dedicated service to these   women held in fall)

• This lesson was proposed at the 2024 FDSTL Conference workshop and finalized/refined later.

Authors:

Rev. Kaz Nakata (Fresno)

Darlene Bagshaw (Stockton)

Camile Pating (San Francisco)

Julie Watson (San Diego)

Frank Yada (Orange County)

Created April 26, 2024