SHS Introduction to World Religions and Beliefs Activities

Saint Mary’s Angels College Senior High School Department School Year 2016-2017 Syllabus In Introduction to World Religions and Beliefs

Subject Description: The course explores the main tenets and practices of major world religions: Judaism, Christianity, Islam, Hinduism, Theravada Buddhism, Mahayana Buddhism, Confucianism, Taoism and Shintoism. It aims to help learners understand the historical contexts of nine religions, appreciate their uniqueness and similarities and promote mutual understanding among believers of different faiths. They are expected to demonstrate understanding and appreciation of one’s faith and that of others.

Number of days

Date

1. QUARTER I 2. Lesson 1 – Definition of Terms 3.

Lesson/Topics

Learning Competencies

Learning Strategies/Meth ods  Activity 1: (Pre- test)

Core Values

Materials

1. Give an example of a belief system of Respect worldview 2. Differentiate religion Direction: Identify the words below by Religious from Spirituality, Tolerance analyzing the given definitions. 4. 1. Understanding Theology and Philosophy 1. R _ LI_I_N - the belief in the Definitions of the of Religion worship of a superhuman controlling following concepts: 3. Formulate an power, especially a personal God or a. Religion inference about Belief gods. b. Belief System system, Religion and 2. _H_OL_GY – the study of the nature c. Philosophy of Spirituality and powers of God Religion d. Theology 4. Prepare character e. Spirituality sketches of a person who f. Monoistic is spiritual but not g. Polytheistic religious and a person h. Monotheistic who is religious i. Atheistic

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Assessment

Power point presentation Video clip Picture of personalities and activities that may or may not associated with religion Board chalk

Pre- test Individual

References

3. W_R_DV__W - a collection of beliefs about life and the universe held by an individual or a group 4. SP_R_TU_LI_Y - the quality or state of being concerned with religion or religious matters 5. _OLY_HE_TI_ - the belief in many gods. Religiosity 

Formative Individual

Activity 2

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Philosophy and Christian Theology (http://plato .stanford.ed u/entries/ch ristiantheol ogyphilosophy/ ) Philosophy

of Religion (http://plato .stanford.ed u/entries/ph ilosophyreligion/)

(Note: the above online references will be edited by the teacher for easier understand ing of students) Formative Individual Spirituality


Being Catholic as Reflexive Spirituality: The Case of Religiously Involved Filipino by Jayeel Cornelio http://www. ari.nus.edu. sg/wps/wps 10_146.pdf

Direction. The following are different photos of personalities, events or activities that may or may not be associated with religion. Identify these photos by checking the appropriate box and briefly explain whether they can be considered religious or not.

Summative Group (product with rubric)

_______________ Lesson 2: How World Religions Began 1.Cite regions or places 1.Religions in where specific religions Various Continents: evolved A Historical 2. Analyze the culture of Overview the region that gave rise 2. Culture and to specific religions Region: 3. Explain how Determinants of geography influences Religion religion and religion 3. Impact and affects culture Influence of Culture in Shaping Religion

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Power point presentation World Map showing dominant religions of various countries Videos Board chalk

Pre-test Individual


(see pp. 2-3 of Introduction to World Religions and Belief Systems by Cornelio, et al.)


Human Geography —Ethnic and Universaliz ing Religions https://ww w.youtube.c om/watch? v=EPkbvT RDqQA

 Activity 3 (Formative) Direction. Compare and contrast. Differentiate the difference between theology and philosophy of religion


• Power point presentation • poems and internet articles • Videos • Board chalk


Summative Individual _______________ Lesson 3: Positive and Negative Effects of Religion 1. Religion: Its Positive and Negative Effects 2. Religion as a Factor in Shaping History: A Critical Evidence

1. Identify the positive and negative effects of religions 2. Provide evidence that religion brought about an event in history 3. Justify that religion

Goodwill Understand ing

Pre- test Individual

3. Religion: A Force for Good or Evil?

can have positive or negative effects on society 4. Gather print or webbased articles, photos, editorials, etc. showing the positive or negative effects of religion

Formative Pair-off

With rubric • Power point presentation • Holy Bible • Videos • Board chalk Materials for comic strip

Formative Individual With rubric


Summative Group With Rubric _______________ QUARTER II

Religion in History by Alfred North Whitehead. http://www. mountainm an.com.au/ whiteh_1.ht m

Lesson 4: Judaism 1. Abraham and Moses: Founding Fathers of Judaism 2.Sacred Texts: Torah, Poetry, Prophets, Talmud 3.Doctrines: Ten Commandments and 618 Rules 4.Various Sects in Judaism: A Comparative Analysis 5.Issues Confronting Judaism and Jews

1. Recite the Ten Commandments as stated in the Old Testament (Exodus 20). 2. Identify a Jewish custom or tradition demonstrated in a movie. 3. Justify: The core teaching of Judaism is the covenant of one God with a chosen people vs. other people with many gods. 4. Identify a story from the Old Testament that demonstrates the Jewish belief in one God (e.g. Story of Samson)

Pre-test Individual

Obedience Respect for Parents Compassion

• Power point presentation • Holy Bible • Videos • Board chalk Materials for Who wants to be a Millionaire Formative Group With rubric


• Power point presentation • Qur’an • Videos • Board chalk Crossword Puzzle

_______________


Summative Individual

Lesson 5: Christianity 1.Knowing and Appreciating Jesus 2. Sacred Texts 3. Doctrines and Teachings of Christianity 4. God: Trinity 5. Various Sects in Christianity: A Comparative Analysis 6.Issues Confronting

1. Recite the Apostle’s Creed, the Lord’s Prayer or the Beatitudes 2. Interpret the Parable of the Prodigal Son 3. Explain: The core teaching of Christianity is the message that a loving God sent His begotten Son in order to redeem humankind from eternal damnation

Love of God

Pre-test Individual

Empathy

Formative

Christianity and Christians

4. Interview a Christian parent or couple on why they are Christians and what beliefs and practices they adhere to.

Individual

Power point presentation • Sacred Texts of the three religions/referenc es • Videos • Board chalk


Formative Pair-off

Formative Pair-off

Summative Group With rubric

_______________ Lesson 6: Islam 1.Knowing Prophet Muhammad 2. Sacred texts 3. Doctrines 4. God: Allah

Charity 1. Read the opening lines of Qur’an preferably from an English Version

Sacrifice

Power point presentation • Sacred Texts of the Hinduism • Videos/Pictures Gallery wall

Pre-test Individual

5. Practitioners: Sunni, Shi’ite and Sufi 6. Issues

2. Retell the life and times of Prophet Muhammad 3. Explain: The core teaching of Islam is there is only one God and Muhammad is His final and greatest messenger 4. Conduct a panel discussion on Muslim beliefs and practices (when possible invite a Muslim)

• Board chalk

Power point presentation • Sacred Texts • Videos/Pictures • Materials for Poster-making ,Board chalk


Formative Pair-off With rubric _______________ Lesson 7: Comparative Analysis


1. Judaism, Christianity and Islam: Views on origin, morality, purpose, destiny, and views on women.

_______________ QUARTER III Lesson 8: Hinduism

1. Identify the uniqueness and similarities of Judaism, Christianity and Islam 2 Provide evidence that Judaism, Christianity and Islam share common roots from Patriarch Abraham 3. Justify that Judaism, Christianity and Islam, as monotheistic religions, have largely influenced the world today. 4.Conduct a group research on the doctrines of each of the three religions and compare them in the aspects of origin, morality, purpose, destiny, and views on women

Pre-test Individual

Power point presentation • Sacred Texts • Videos/Pictures ,Board chalk


Formative Pair-off With rubric


Resilience 1. Knowing and Appreciating the Aryans 2. Sacred Texts 3. Doctrines and Teachings of Christianity 4. God: 33 million gods and goddesses

1. Recite the creation story in Rig Veda 2. Identify the names of the major Hindu deities as well as their corresponding powers and functions 3. Explain: The core teaching of Hinduism is

Pre-test Individual

Power point presentation

Formative Group

5. Issues: Gender Inequality, Caste System, Poverty

the attainment of liberation in the identification of Atman and Brahman through the Four Yogas. 4. Simulate a particular yoga and write a reflection paper on your insights on Hinduism

• Sacred Texts • Videos/Pictures Board chalk

With rubric



_______________ Lesson 9: Theravada Buddhism Love 1. Knowing and Appreciating Siddharta Gautama 2. Sacred Texts 3. Doctrines 4. God: non-theistic 5. Issues: Territory conflict in Mainland Southeast Asia

1. State the Four Noble Truths and the Eight-fold path 2. Give examples of situations that demonstrate cravings which may lead to suffering according to Theravada Buddhism 3. Explain: The core teaching of Theravada Buddhism is that life is suffering; suffering is due to craving; there is a way to overcome craving; and the way to overcome craving is the Eight-fold Path, the Middle Way (between

Pre-test Individual


Power point presentation • Sacred Texts of

_______________ Lesson 10: Mahayana Buddhism

pleasure and mortification). 4. Evaluate the Eightfold Path in terms of how it achieves the Middle Way

the Confucianism • Videos/Pictures Board chalk

Summative Pair-off With rubric

Generosity 1. Knowing and Appreciating Siddharta Gautama 2. Sacred Texts 3. Doctrines 4. God: non-theistic 5. Issues: Tibet invasion, Engaged activism 6. Universality and growth of sects: Development of Buddhism to Zen (Chan) Buddhism as the fruit of its encounter with Taoism.

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1. State the three levels of perfection of Mahayana Buddhism (moral discipline, cultivation of virtue, and altruistic conduct) 2. Give examples of acts of generosity of Mahayana Buddhists 3. Explain: The core teaching of Mahayana Buddhism is to seek complete enlightenment for the benefit of all living beings through insight and compassion. 4. Draw the insight from the acts of generosity of Tzu Chi Foundation that reflect the core teaching of Mahayana Buddhism

Pre-test Individual



Power point presentation • Sacred Texts Newspaper clippings

Summative Individual With rubric

• Videos/Pictures Board chalk

Lesson 11: Comparative Analysis Hinduism, Theravada Buddhism and Mahayana Buddhism: Views on origin, morality, purpose, destiny, and views on women.

1. Identify the uniqueness and similarities of Hinduism, Theravada Buddhism and Mahayana Buddhism 2. Provide evidence that Hinduism, Theravada Buddhism and Mahayana Buddhism share common roots from India 3. Justify that Hinduism, Theravada Buddhism and Mahayana Buddhism, as Vedic religions, have largely influenced the world today. 4. Draw the insight from the acts of generosity of Tzu Chi Foundation that reflect the core teaching of Mahayana Buddhism

Respect for women

Pre-test Individual

Power point presentation • Sacred Texts Newspaper clippings • Videos/Pictures Board chalk



_______________

With rubric

QUARTER IV Lesson 12: Confucianism 1. Knowing and Appreciating Confucius 2. Sacred Texts 3. Doctrines 4. God: Heaven 5. Issues: Gender inequality and Authoritarianism

1. Describe the five basic relationships (king to subject, father to son, husband to wife, elder brother to younger brother and friend to friend) 2. Give examples of acts showing filial piety in the family, community and society 3. Explain: The core teaching of Confucianism is to be a “gentleman” by following the moral way consisting of the virtues of love, righteousness, wisdom, propriety and loyalty in order to promote harmony in society. L4. Present a character sketch of a person who personifies the Confucian virtues

Righteous ness

Power point presentation • Sacred Texts Newspaper clippings • Videos/Pictures Board chalk

Pre-test Individual




_______________ Lesson 13: Taoism 1. Knowing and Appreciating Lao Tzu 2. Sacred Texts 3. Doctrines 4. Tao as the Origin of all Beings, unnameable and eternal 5. Issues: Inaction, Superstitious practices, Environmentalism

_______________ Lesson 14: Shintoism 1.Pre-historic Animists of Japan 2.Sacred Texts 3. Doctrines: belief

1. State that “Tao is the origin of all beings whose essence is nothing” 2. Give examples of acts showing love and respect of nature and the environment 3. Explain: The core teaching of Taoism is becoming one with ‘Tao.’ 4. Identify the things she can do without by making an inventory of personal belongings (e.g. things in the bedroom) and write a reflection on Taoism based on the result of the inventory

1. Narrate the Kojiki creation story

Pre-test Individual




Pre-test Individual

in kami and divinity of emperors 4. Gods: kami 5. Issues: Shrine visits of Japanese Prime Ministers

2. Explain why is it important for Japanese people to worship gods 3. Evaluate: The core teaching of Shintoism is to worship the ancestors and forces of nature to achieve harmony in all dimensions. 4. Interpret the Kojiki creation story creatively


Formative Individual Summative Individual

_______________ Lesson 15: Comparative Analysis

Confucianism, Taoism and Shintoism: Views on origin, morality, purpose, destiny, and views on women.

1. Provide evidence that Confucianism, Taoism and Shintoism share common traits in viewing nature and ancestors 2. Justify that Confucianism, Taoism and Shintoism as East Asian religions/philosophies have largely influenced the world today. 3. Prepare a multimedia presentation on the perceptions of people

Pre-test Individual



from all walks of life on the doctrines of each of the three religions and compare them in the aspects of individual, family, society, government and nature.

Theology Philsophy ________________ of Religion ________________ ________________ ________________ ________________ ________________ ________________ ________________ ________________ __ ________________ ___________

_______________ Lesson 16: Synthesis

1.Simulate a panel discussion of interreligious dialogue that reflects the following: a. the meaning and ultimate value of life b. how one is to relate to one’s self, family, society and nature c. the way to achieve personal happiness and fulfillment

 Activity 4 (Formative) Direction: Read and analyze Being Catholic as Reflexive Spirituality: The Case of Religiously Involved Filipino. After reading infer 5 ideas regarding the main points of the said article.

Summative Individual With Rubric

 Activity 5 (Formative) Direction. Create sketches of a person who is spiritual but not religious and a person who is religious. Explain the similarities and the differences of the two individuals.

 Activity 6 (Summative) Direction. Perform a skit about the value of respecting other religions

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____________________

Activity 1

Direction. Identification. Answer what is being asked. (Pre-test) Questions: 1. Why is culture important in shaping religions? 2. Is Geography has crucial role in propagation of different religions?

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Activity 2

Direction. Analyze the map and determine the dominant religions of various continents.

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Activity 3

Direction. Watch and l listen to the video clip about Human Geography —Ethnic and Universalizing Religions. After watching the video, make a 5 minute paper emphasizing the major lessons learned.

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Activity 4

Direction. Illustrate and identify the relationships of geography and religion/ religion and culture.

Religion

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Geograp hy

Culture

Activity 5.

Directions. Read carefully the chapter test and write the letter of the best answer. (Chapter Test)

 Activity 1 Direction: Read and analyze the poem. After reading, answer the questions below.

Guide Questions: 1. What’s the main message of the poem? 2. Do you agree to the notion that religion is only based on faith and not on evidence? 

Activity 2

Direction. Create a collage using recycled materials.

Theme: Religion: A Positive Institution within Society

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Activity 3

Direction. Make a journal about positive and negative effects of Religion. You can use the following materials: web-based articles, photos, editorials and magazines. Follow the guide questions and instructions to be given by the teacher. 

Activity 4

Direction. Identify the main and supporting arguments of the essay entitled Religion in History by Alfred North Whitehead. Read only The Ascent of Man and The Final Contrast.

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Activity 5

Direction: Research regarding positive and negative effects of religion. After that, the teacher will give instructions regarding debate rules.

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Activity 1: Pre-test

Direction. Answer the following questions: a. What is the Jewish holy book? b. How many books are in the Tanakh? c. How many candles are on a menorah? d. How long does Hannukkah last? e. What is the traditional language of the Jewish faith? 

Activity 2

Direction. Recite the Ten Commandments in the Old Testament and give an explanation for at least 2 commandments. 

Activity 3

Direction. Watch the movie entitled Have a Little Faith and identify some Jewish customs and traditions.

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Activity 4

Direction. Make a comic strip that demonstrates the Jewish belief in one God. Use the Old Testament as your main reference. 

Activity 5

Direction. Open your main reference book on pages 30-31 and answer the 24 -item test.

• Activity 1 Pre-test Direction: Answer 15 questions regarding Christianity. (Who wants to be a Millionaire Format)

• Activity 2 Direction: Complete the missing words in the Nicene Creed.

• Activity 3 Direction: Read the parable of the Prodigal Son. Interpret and analyze the meanings and symbolisms in the said story. • Activity 4 Direction: Select a partner and discuss the core teaching of Christianity is the message that a loving God sent His begotten Son in order to redeem humankind from eternal damnation • Activity 5 Direction: Interview members of Couples for Christ/Marriage Encounter Members and other similar groups and ask them the guide questions provided by the teacher. • Activity 6 Direction: Select a particular event in the life of Jesus that your group wanted to present. Prepare the necessary materials as instructed by the teacher.

• Activity 1 Pre-test Direction: Crossword. Find the words that are connected to five pillars of Islam S A L A T T D T Y J K L E D I U G B P A U Q Z K A F H Z X J R S O A A L H F T K H P A K E A U O J U L T U K J U C O K I I A W M A A

• Activity 2 Direction: Read page 57 of your textbook specifically the topic about Origin and Development of Islam. After that, answer this question: what do you value about Muslim practices of Faith? • Activity 3 Direction: Create a 2D picture panorama depicting the life of Prophet Muhammad. • Activity 4 Direction: Conduct a panel discussion on Muslim beliefs and practices.

• Activity 1 Pre-test Direction: Answer the 10 item quiz about the three religions. • Activity 2 Direction: Research at least 5 uniqueness and similarities of Judaism, Christianity and Islam. Make 3 columns and identify the said uniqueness and similarities. • Activity 3 Direction: Write a lyrics about the influence and impact of Judaism, Christianity and Islam. • Activity 4 Direction: Research the guide questions given by the teacher. Answer the Comparative Analysis Table.

• Activity 1 Pre-test Direction: Identify significant contributions of Hinduism in the History of the World. The teacher will provide pictures with short details about each picture.

• Activity 2 Direction: Research about Hindu deities and make human statue depicting the said gods and deities. • Activity 3 Direction: Watch a short video clip of yoga. After that try to simulate the body movements. • Activity 4 Direction: Research about Hinduism and make a gallery wall about it.

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Activity 1

Direction: Read the trivia box on page 111 of your main reference book. After reading, the teacher will instruct you to answer trivia questions.

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Activity 2

Direction: Based on your personal experience, list down instances when you experienced sufferings and cravings. How

did you cope?

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Activity 3

Direction : Create a poster regarding the Noble Eightfold Path and explain the symbolisms and figures on it.

• Activity 1 Pre-test Direction : The teacher will give 10 statements and the students will determine whether or not the said statements are in accordance with the belief of Theravada Buddhism •

Activity 2

Direction : Think of examples of acts of generosity of Mahayana Buddhism •

Activity 3

Direction : Make a comparison about the similarities and differences of Theravada and Mahayana Buddhism •

Activity 4

Direction : Create a script about a news report featuring the good works of Tzu Chi Foundation.

• Activity 1 Pre-test Direction : The teacher will give 20 statements/characteristics and students are required to identify whether it’s connected to Hinduism, Theravada Buddhism and Mahayana Buddhism • Activity 2 Direction : Provide strong evidence that Hinduism, Theravada Buddhism and Mahayana Buddhism originated in India.

•

Activity 3

Direction : Research about aspects of origin,

morality, purpose, destiny and views of women of the three religions/philosophies studied in this quarter. After your research, answer the comparative analysis table.

•

Activity 1

Direction : Research about aspects of origin, morality, purpose, destiny and views of women of the three religions/philosophies studied in this quarter. After your research, answer the comparative analysis table. •

Activity 2

Direction: Give examples of act showing filial piety in the family, community and society. Write on the board your answers. • Activity 3 Direction: Present a character sketch of a person who personifies Confucian virtues. • Activity 4 Direction: Answer pages 151-152 of your reference book.

•

Activity 1

Direction : Answer questions in the Jeopardy game. •

Activity 2

Direction: Cut a newspaper clipping talking about some philosophies that can be found in Taoism • Activity 3 Direction: Present a character sketch of a person who personifies the Philosophy of Tao.. • Activity 4 Direction: Answer a lesson test to be given by the teacher.

•

Activity 1

Direction : Answer questions in the 1 vs. 100 game. •

Activity 2

Direction: Cut a newspaper clipping talking about some philosophies that can be found in Shintois, • Activity 3 Direction: Write a haiku about Shintoism • Activity 4 Direction: Answer a lesson test to be given by the teacher.

• Activity 1 Pre-test Direction: Answer the 15 item quiz about the three religions. • Activity 2 Direction: Research at least 5 uniqueness and similarities of Confucianism, Taoism and Shintoism. Make 3 columns and identify the said uniqueness and similarities. • Activity 3 Direction: Write a lyrics about the influence and impact of Chinese Philosophy in the

History of the world. • Activity 4 Direction: Research the guide questions given by the teacher. Answer the Comparative Analysis Table.

Simulate a panel discussion of interreligious dialogue that reflects the following: a. the meaning and ultimate value of life b. how one is to relate to one’s self, family, society and nature c. the way to achieve personal happiness and fulfillment

SHS Introduction to World Religions and Beliefs Activities

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