Saint Marys 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 ones 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

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

Formative
Individual

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

Formative
Individual

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

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

Pre-test
Individual

Formative
Individual

(see pp. 2-3 of Introduction to World

Religions and Belief Systems by Cornelio,
et al.)

Formative
Individual

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

Formative
Individual

Power point
presentation
poems and
internet articles
Videos
Board chalk

Formative
Individual

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

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

Formative
Individual

 Power point
presentation
Quran
Videos
Board chalk
Crossword
Puzzle

_______________

Formative
Individual

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 Apostles

Creed, the Lords 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
Individual

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 Quran preferably
from an English Version

Sacrifice

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

Pre-test
Individual

5. Practitioners:
Sunni, Shiite 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
Individual

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

Summative
Group
With rubric

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
Individual

Formative
Pair-off
With rubric

Summative
Individual

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

Formative
Individual

Summative
Group
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

Formative
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.

_______________

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

Formative
Individual

Formative
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

Formative
Individual

Summative
Individual

_______________

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

Formative
Individual

Formative
Individual
With rubric

Summative
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

Formative
Individual

Formative
Individual

Summative
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

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

Formative
Individual

Formative
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
ones 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

____________________

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?

Activity 2

Direction. Analyze the map and determine

the dominant religions of various continents.

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.

Activity 4

Direction. Illustrate and identify the

relationships of geography and religion/
religion and culture.

Religion

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. Whats 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

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.

Activity 5

Direction: Research regarding positive and

negative effects of religion. After that, the
teacher will give instructions regarding
debate rules.

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.

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
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E
D
I
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G
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A
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Q
Z
K
A
F
H
Z
X
J
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O
A
A
L
H
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A
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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.

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.

Activity 2

Direction: Based on your personal

experience, list down instances when you
experienced sufferings and cravings. How

did you cope?

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 its 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 ones self, family,
society and nature
c. the way to achieve personal happiness and
fulfillment