148 Early Asian Civilizations: Supplemental Guide PP | Pausing Point
for the extension activity to maintain focus on particular aspects
of Buddhism and Hinduism. You may also wish to share the family
letter with your speakers so that they understand that you are
covering the religions in the context of world history and not for
the purpose of proselytizing.You Were There: The Indus River Valley, Diwali, The Ganges,
Siddhartha Gautama the Buddha
Have students pretend that they lived in a city in the Indus River
Valley, celebrated the fi rst Diwali, journeyed to the Ganges, or
learned from the Buddha. Ask students to describe what they saw
and heard. For example, for “Diwali,” students may talk about
seeing the bright lights of the lamps and candles, which represent
the good in people and Prince Rama’s victory; hearing fi reworks;
etc. Consider also extending this activity by adding group or
independent writing opportunities associated with the “You Were
There” concept. For example, ask students to pretend they are
newspaper reporters describing the Buddha teaching others and
write a group news article describing the events.Diwali
Hold a class Diwali celebration with lamps instead of candles and
celebrate the goodness in one another. You may wish to read a
trade book about Prince Rama and his victory over the evil demon
Ravana. Remind students that Diwali is a time of new beginnings
for Hindus.
Playing dice and card games are activities Indian children enjoy
during Diwali. You may wish to set up stations with dice and card
games.
A rangoli is a colorful design made on the fl oor near the door of
a house to welcome guests. During Diwali, Hindus draw bright
rangoli patterns to encourage the goddess Lakshmi to enter their
homes. Print out different rangoli patterns for students to color in,
or you may wish to coordinate with the art teacher to make a more
elaborate rangoli pattern out of cloth or mixed media.