Introduction to World Religions and Belief Systems: Grade 12 Course Outline, Summaries of Philosophy

Download Introduction to World Religions and Belief Systems: Grade 12 Course Outline and more Summaries Philosophy in PDF only on Docsity! CIDAM Classroom Instruction Delivery Alignment Map Grade: 12 Core Subject Title: Introduction to World Religions and Belief Systems Core 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. Semester: 1st or 2nd No. of Items/Semester: 80 hours/semester Prerequisites (if needed): None Culminating Performance Standard: Perform a “Cost Play” or” Parade of Religions” to promote tolerance and respect to other religions and avoid religious conflict inside this country and specifically this institution. Content Content Standards Performance Standards Learning Competencies R e- gr o u p e d C o m p et e n ci e s Highest Thinking Skill to Assess Highest Enabling Strategy to Use in Developing the Highest Thinking Skill to Assess Minimum Beyond Minimum Minimum KUD Beyond Minimum KUD RBT Level Assessment Technique Enabling General Strategy Teaching Strategy WW QA PT 1. Definition of Terms The learner demonstrates understanding of belief system or worldview*, Religion, Spirituality, Philosophy of Religion, and Theology. The learner prepares character sketches of a person who is spiritual but not religious and a person who is religious but not spiritual. The learner choose and defend what would they prefer to be: a person who is spiritual but not religious or religious but not spiritual. 1.1. Give an example of a belief system or a worldview Communicate her understanding of her religion K Combine the worldviews of religion and the learner’s specific religion to come up with a single view of it. D Analyzi ng Essay Writing Movie Analysis (Oral Recitatio n) Communi cation Gallery Walk Focused Listing Think-Pair Share Movie Watching 1.2.Differentiate religion from: a. Spirituality b. Theology c. Philosophy of Religion Differentiate between religion as humans’ way to God, theology as a study of God’s way to humans and philosophy as a reflection of humans’ lived experience of God 1.3. Infer that: a. A belief system or worldview is a particular way of ordering the realities of one’s world. b. Religion is the pursuit of transformation guided by a sacred belief system. c. Spirituality is one’s integrative view of life. It involves a quest for the meaning and ultimate value of life as opposed to an instrumentalist or materialistic attitude to life. The elements of religion are: (a) reflects an effort to elevate their whole self to a higher dimension of existence, (b) a framework of U U Explain the relationship of the three to one another and its relevance to studying the world religions. Distinguished the different between monistic, polytheistic, monotheistic and atheistic and explain the elements of religion and spirituality. U (Eval) U (Eval) Under standi ng/Ap plying Analyzi ng Completi ng the Descripti on Idea Map T- Graph Essay Writing Interview two adult believers in a communi ty. These could be your parents, relative, godpare nt or neighbou r. Varied Group Presenta tions Represent ation Connecti on Interactive Discussion Graphic Organizer Collaborative Activity Visual Presentation Brainstormin g 2. How World Religions Began The learner demonstrates understanding of historical and geographical contexts of the different religions. The learner conducts a group activity that demonstrates the influence of a religion in a certain culture. The learner discusses the influence of his/her religion in their culture and family. 2.1. Cite regions or places where specific religions evolved K Discover when, where and how the learner’s own religion evolved U (Ana) Analyzi ng Short Essay Respons e Oral Recitatio n Communic ation Discovey/Inqu iry-based 2.2. Analyze the culture of the region that gave rise to specific religions U Examine the different aspects that gave rise to the specific religion of the learners U (Ana) Applyin g Interview the leader of your church Connectio n Brainstorming Video Clip Presentation 2.3. Explain how geography influences religion and religion affects culture U Prove that geography really influences religion and that religion affects culture. U (Eval) Evaluat ing Synthesis Making Reasoning and Proof Accountable Talk 2.4. Conduct a group activity that demonstrates the influence of a religion in a certain culture D Elaborate the influence of religion in the personal life and community of the learners. U (Create ) Applyin g Reflectio n Paper Role play Connectio n Collaborative work 3. Positive and Negative Effect of Religions The learner demonstrates understanding of effects of Religions: positive and negative. The learner gathers print or web-based articles, photos, editorial, etc. showing the positive or negative effects of religion. The learner makes use of the gathered data in order to develop a plan on how to solve the negative effects of religion especially in the family life of the 3.1. Identify the positive and negative effects of religions, (Competency 3.3 is included) 3.3. Justify that religion can have positive or negative effects on society U Explain the importance of religion in the life of the people U (Eval) Identify the positive and negative effects of religions and justify that religion can have positive or negative effects on society Remem bering Modified True/Fals e Represent ation Graphic Organizer learner. 3.2.Provide evidence that religion brought about an event in history 3.4. Gather print or web-based articles, photos, editorials, etc. showing the positive or negative effects of religion U D Interview a Minister, Pastor or Priest about the impact of their religion in the past and of today. Select the best positive effect of religion and explain why it is the best and select the most negative effect of religion and provide the best solution for it. U (App) D (Create ) Creatin g Remem bering/ Creatin g True or False Make a short presenta tion of the result of the interview . Group Collage Communic ation Read Text Scavenger Hunt Reporting SQ3R Cooperative Learning Scavenger Hunt 4. Judaism The learner demonstrates understanding of the elements of Judaism: a. Founders: Abraham (2000 B.C.) and/or Moses (1391- 1271 B.C.) b. Sacred texts: Torah, Poetry, Prophets, Talmud, Mishnah c. Doctrines: Ten Commandment s, 618 Rules d. God: Yahweh/Jehova The learner identifies a story from the Old Testament that demonstrates the Jewish belief in one God (e.g. Story of Samson). The learner shares their story which will relate to the values they learn from the Story of Samson and about their belief. 4.1. Recite the Ten Commandments as stated in the Old Testament (Exodus 20) 4.2. Identify a Jewish custom or tradition demonstrated in a movie (e.g. Fiddler in the Roof, Ten Commandments, Ben Hur) (Competency 4.4 is included) 4.4. Identify a story K U Internalize the concept, lesson or moral of the Ten Commandment s in the learner’s personal life. Share opinion about the Jewish belief in relation to one’s own belief. U (Ana) U (Eval) Identify a Jewish custom or tradition demonstrate d in a movie and identify a story from the Old Testament that Evaluat ing/Ap plying Analyzi ng/App lying Defend: Which comman dment is the hardest to follow? Movie Analysis Creative Presenta tion showcasi ng the Ten Comman dments Simulatio n of the story of Samson Communic ation Communic ation Read-aloud Mental Imagery Movie Watching Movie Review h e. Sects: Orthodox, Conservative, Reform Liberal f. Issues: Antisemitism, Zionism, Holocaust from the Old Testament that demonstrates the Jewish belief in one God (e.g. Story of Samson) 4.3. Justify: The core teaching of Judaism is the covenant of one God with a chosen people vs. other people with many gods. U Compare and contrast the practices of people believing in one God and of those who believe in many gods. U (Ana) demonstrate s the Jewish belief in one God. Analyzi ng Completi ng the K- W-L Chart (Oral Discussio n) Represent ation Graphic organizer (Venn Diagram) K-W-L Chart 5. Christianity The learner demonstrates understanding of the elements of Christianity: a. Founder: Jesus Christ (c. 7 BC-30 A.D.) b. Sacred texts: Bible (Old Testament and New Testament) c. Doctrines: Trinity, Virgin Birth, Deity of Christ, Resurrection, Last Judgment d: God: Trinity (Father, Son and Holy Spirit) The learner interviews a Christian parent or couple on why they are Christians and what beliefs and practices they adhere to. The learner develops a video presentation containing different opinions of different individual with different beliefs and practices. 5.1. Recite the Apostle’s Creed, The Lord’s Prayer or the Beatitudes 5.2. Interpret the Parable of the Prodigal Son (Competency 5.3 is included) 5.3. Explain: The core teaching of Christianity is the message that a loving God sent His begotten Son in order to redeem humankind from K U Elucidate concept of Apostle’s Creed, The Lord’s Prayer or the Beatitudes Construct own perspective of the greatness of father’s love to their children and give value to it. U (Ana) U (App) Interpret the Parable of the Prodigal Son and Explain the core teaching of Christianity. Creatin g Creatin g Reflectio n Paper Make a video clip containin g the Lord’s Prayer, Apostle’s Creed Draw a character sketch of God Communic ation Connectio n Read-aloud Oral Recitation Character Mapping Role Play 7.4. 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 D Propose an ideal religion based on the data gathered containing the aspects of origin, morality, purpose, destiny, and views on women D (Create ) Evaluat ing Answer the Compara tive Analysis Template in CG (pg.9) Midte rm: Objec tive Test Persuasiv e Speech Communic ation Group Activity Making Dialogue 8. Hinduism The learner demonstrates understanding of the elements of Hinduism: a. Founders: Aryans (1500 B.C.) b. Sacred texts: Vedas, Upanishads and Bhagavad-Gita c. Doctrines: Dharma-duty, Kama-pleasure, Artha-wealth, Moksha- liberation, Brahman, Atman, the Identification of Brahman and Atman, the Four Yogas (Yoga of Knowledge, Yoga of Work, Yoga of Devotion or Love, and Yoga The learner simulates a particular yoga and writes a reflection paper on her insights on Hinduism. The learner defend on which among the four yogas/marga s is the best way to follow in order to attain moksha. 8.1. Recite the creation story in Rig Veda 8.2. Identify the names of the major Hindu deities as well as their corresponding functions or powers 8.3. Explain: The core teaching of Hinduism is the attainment of liberation in the identification of Atman and Brahman through the Four Yogas. (Competency 8.4 is included) K K U Discuss the concept of one of the creation story in the Rig Veda like “Hymn of Cosmic Man” Make a character sketches of the major Hindu deities. Conduct a research to prove that one attains moksha through the communion of Atman with Brahman by exercising one of the four yogas/margas U (Create ) D (Create ) D (Eval) Explain the core teaching of Hinduism, simulate a particular yoga and write a reflection paper on insights on Analyzi ng Creatin g Evaluat ing Analysis: “Hymn of Cosmic Man” Table Completi on Written output based on the result/th e things being discusse d during the debate Perform a creative presenta tion showing one of the creation story Make a character sketches of the major Hindu deities. Socratic Type Debate Communic ation Represent ation Communic ation Choral Recitation Puzzle/World Hunt Picture Analysis Technology Integration Inquiry-based approach of Psychological Exercises) d. Gods: 33 million gods and goddesses e. Issues: Gender Inequality, Caste System, Poverty 8.4. Simulate a particular yoga and write a reflection paper on your insights on Hinduism according to the teaching of Hindu Dharma. Hinduism 9. Theravada Buddhism The learner demonstrates understanding of the elements of Theravada Buddhism: a. Founder: Siddhartha Gautama (563- 483 B.C.) b. Sacred texts: Tripitaka c. Doctrines: Four Noble Truths, Eight- fold Path, Law of Dependent Origination and The Impermanence of Things d. God: non- theistic e. Issue: Territory conflict in Mainland Southeast Asia The learner evaluates the Eight-fold Path in terms of how it achieves the Middle Way The learner demonstrate s a personal experience in which the Eightfold Path has been practiced. 9.1. State the Four Noble Truths and the Eight-fold path 9.2. Give examples of situations that demonstrate cravings which may lead to suffering according to Theravada Buddhism (Competency 9.3 is included) 9.3. 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- K K/U Distinguish the relationship of the Four Noble Truths to that of the Eightfold Path. Choose and echo in the class one personal experience that shows craving is the cause of suffering and apply the third and fourth Noble truth to that experience. U (Ana) U (App) Give examples of situations that demonstrate cravings which may lead to suffering according to Theravada Buddhism and explain the core teaching of Theravada Buddhism. Remem bering Applyin g Paper and pencil Test Completi ng the Table Do the self-talk task (making contract to yourself) Forum about personal experien ces that shows craving is the cause of suffering Represent ation Connectio n Reading Text Self-talk Technique Technology Integration Video Presentation fold Path, the Middle Way (between pleasure and mortification). 9.4. Evaluate the Eight-fold Path in terms of how it achieves the Middle Way U Demonstrate personal experience in which the Eightfold Path has been practiced. U (App) Applyin g Make a scene showing that doing the Eightfold Path achieves the Middle way. Connectio n 4A’s Values in Integration Scenario building (simulation) 10. Mahayana Buddhism The learner demonstrates understanding of the elements of Mahayana Buddhism: a. Founder: Siddhartha Gautama (563- 483 B.C.) b. Sacred texts: Sutras c. Doctrines: Four Noble Truths, Eight- fold Path, The Six Perfections to become a Bodhisattva (generosity, morality, patience, perseverance, meditation, and insight) d. God: non- theistic The learner draws the insight from the acts of generosity of Tzu Chi Foundation that reflect the core teaching of Mahayana Buddhism. The learner develops and shows altruistic attitude towards their peers and the people around them. 10.1. State the three levels of perfection of Mahayana Buddhism (moral discipline, cultivation of virtue, and altruistic conduct) (Competency 10.2 is included) 10.2. Give examples of acts of generosity of Mahayana Buddhists 10.3. Explain: The core teaching of Mahayana Buddhism is to seek complete enlightenment for the benefit of all living beings through insight and K U Cite the impact/importa nce of a person who is morally disciplined, virtuous and altruistic in the society. Assessing and expressing one’s experience which can be considered act of generosity for Mahayana Buddhism. U (Eval) U (Eval) State the three levels of perfection of Mahayana Buddhism and Give examples of their acts of generosity Explain the core teaching of Mahayana Buddhism that is to seek complete enlightenme Remeb ering/E valuati ng Evaluat ing Identifica tion Reaction Paper Writing Take your Stand: Are you an altruistic man or not? Why? Why not? Make a character sketch of a Filipino who can be consider ed selfless/a Communic ation Communic ation Guided Reciprocal Peer Questioning Social Media Posting Oral Discussion Visual Imagery or evil (Hsun Tze), Rectification of Names, The Moral Way consisting of five cardinal virtues, Filial Piety, and Ancestor Worship d. God: Heaven e. Issues: Gender inequality, Authoritarianis m society 12.3. 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. 12.4. Present a character sketch of a person who personifies the Confucian virtues U D explain the effects of such action Justify that through love, righteousness, wisdom, propriety, there would be harmony in society. Discover the different contributions of person who personifies the Confucian virtues U (Eval) U (Ana) Unders tanding Analyzi ng Insight Writing Interactiv e Sharing Group Activity Represent ation Communic ation Interactive Discussion Cause-effect diagram Collaborative Work Reporting 13. Taoism The learner demonstrates understanding of the elements of Taoism: a. Founder: Lao Tzu (604 B.C. - ?) b. Sacred texts: Tao Te Ching, Book of Chuang Tze c. Doctrines: Wu-Wei, Law of Reversion, The learner identifies the things she can do without by making an inventory of personal belongings (e.g. things in the bedroom) and writes a reflection on Taoism based on the result of the inventory. The learner makes a personal needs inventory and select the things that she can live without and justify why. 13.1. State that “Tao is the origin of all beings whose essence is nothing” 13.2. Give examples of acts showing love and respect of nature and the environment (Competency 13.3 K U Explain why for Taoist “Tao is the origin of all beings whose essence is nothing” Justify how connectedness to nature and environment and becoming one with the ‘Tao’ bring U (Eval) U (Eval) Give examples of acts showing love and respect of nature and the Analyzi ng/crea ting Unders tanding Essay Writing Making a simple bookmar k Oral Discussio n (story from the Zhuangzi ) Communic ation Represent ation Teaser Presentation Collaboration Visual Imagery Visual Presentation Following nature d. Tao as the Origin of all Beings, unnameable and eternal e. Issues: Inaction, Superstitious practices, Environmentalis m is included) 13.3. Explain: The core teaching of Taoism is becoming one with ‘Tao.’ 13.4. 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 U harmony and well-being to the web of life Make a personal needs inventory and select the things that you can live without and justify why. D (App) environment And Explain the core teaching of Taoism which is becoming one with ‘Tao.’ Evaluat ing Take Stand: Is it always better to take action? Reasoning and Proof Debate Collaborative Interaction 14. Shintoism The learner demonstrates understanding of the elements of Shintoism: a. Founders: Prehistoric Animists of Japan b. Sacred texts: Kojiki and Nihongi c. Doctrines: belief in kami, divinity of emperors d. Gods: kami (animist and nature spirits) e. Issues: Shrine The learner interprets the Kojiki creation story creatively The learner evaluate the characters of Kojiki creation story at personifies it. 14.1. Narrate the Kojiki creation story (Competency 14.4 is included) 14.4. Interpret the Kojiki creation story creatively 14.2. Explain why is it important for Japanese people to worship gods (Competency 14.3 is included) 14.3. Evaluate: The U/D U Evaluate the characters of Kojiki creation story and present a creative presentation that will showcase their qualities and the events of the story. Defend: In what way do worshipping the ancestors and forces of nature is the means to achieve D (App) U (Eval) Narrate the Kojiki creation story and Interpret it creatively Explain why is it important for Japanese people to worship gods and Applyin g Evaluat ing Identifica tion Composit ion Paper Creative Group Presenta tion Group Presenta tion Communic ation Communic ation Choral Recitation Group Collaboration Collaborative Activity visits of Japanese prime ministers core teaching of Shintoism is to worship the ancestors and forces of nature to achieve harmony in all dimensions. harmony in all dimensions in the teaching of Shintoism? How about for the Filipinos in the past? Relate it. Evaluate the core teaching of Shintoism. 15. Comparati ve Analysis The learner compares the three religions in the aspects of origin, morality, purpose, destiny, and views on women. The learner prepares a multimedia presentation on the perceptions of people from all walks of life on the doctrines of each of the three religions and compares them in the aspects of individual, family, society, government and nature. The learner conducts an interview on someone community or even from abroad with different religions (Shintoism, Confucianism and Taoism) and make a video clip about their Doctrines and practices. 15.1. Identify the uniqueness and similarities of Confucianism, Taoism and Shintoism 15.2. Provide evidence that Confucianism, Taoism and Shintoism share common traits in viewing nature and ancestors (Competency 15.3 is included) 15.3. Justify that Confucianism, Taoism and Shintoism as East Asian religions/philosoph ies have largely influenced the world today. 15.4. Prepare a multimedia presentation on the perceptions of people from all walks of life on the doctrines of each of the three U U U D Discuss in detail the uniqueness and similarities ofConfucianism, Taoism and Shintoism Trace the origins of the Confucianism, Taoism and Shintoism and connect the related events of the three which is related to its influence in the world today. Interview someone in your community or even your friends abroad with different religions (Shintoism, Provide evidence that Confucianism, Taoism and Shintoism share common traits in viewing nature and ancestors and Justify that the three as East Asian religions/philo sophies have largely influenced the world today. Analyzi ng Evaluat ing Paper and pencil Test Critical Essay Answer the Compara tive Analysis Template in CG (pg.9) Group Presenta tion Make a presenta tion showing the influence s of the three major East Asian Religion/ Philosop hy Video Clip Making/ Presenta tion Communic ation Communic ation Connectio n Focused Group Discussion Scavenger Hunt Inquiry-based Interview Group Activity