Uddiawan National High School

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 Date Lesson/Topics Learning Learning Core Values Materials Assessment References
of days Competencies Strategies/Meth
ods
1. QUARTER I 1. Give an example of a  Activity 1:  Power point Pre- test
2. Lesson 1 – belief system of (Pre- test) Respect presentation Individual
Definition of Terms worldview  Video clip
3. 2. Differentiate religion Religious  Picture of
Direction: Identify the words below by
from Spirituality, Tolerance
personalities
4. 1. Understanding Theology and Philosophy analyzing the given definitions.
Definitions of the of Religion and activities
following concepts: 3. Formulate an that may or
a. Religion inference about Belief may not
b. Belief System system, Religion and associated
c. Philosophy of Spirituality with religion
Religion 4. Prepare character  Board chalk
d. Theology sketches of a person who
e. Spirituality is spiritual but not
f. Monoistic religious and a person
g. Polytheistic who is religious
h. Monotheistic
i. Atheistic
1. R _ LI_I_N - the belief in the
worship of a superhuman controlling
power, especially a personal God or Religiosity Formative
Individual
gods.
2. _H_OL_GY – the study of the nature
and powers of God

Formative Philosophy
Individual and
Christian
Theology
(http://plato
.stanford.ed
u/entries/ch
. ristiantheol
ogy-
philosophy/
)

Philosophy
of Religion
. (http://plato
.stanford.ed
u/entries/ph
ilosophy-
religion/)

(Note: the
above
online
 3. W_R_DV__W - a collection of references
beliefs about life and the universe will be
held by an individual or a group edited by
4. SP_R_TU_LI_Y - the quality or the teacher
for easier
state of being concerned with
understand
religion or religious matters ing of
students)

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

Summative
Group
(product with
rubric)

_______________
Lesson 2: How 5. _OLY_HE_TI_ - the belief in many
World Religions 1.Cite regions or places gods. Pre-test
Began where specific religions Individual
evolved
1.Religions in 2. Analyze the culture of
Various Continents: the region that gave rise  Activity 2
A Historical to specific religions
Overview 3. Explain how
2. Culture and geography influences
Region: religion and religion
Determinants of affects culture
Religion
3. Impact and
Influence of
Culture in Shaping
Religion  Power point
presentation Formative
 World Map Individual
showing
dominant
religions of
various
countries
 Videos
 Board chalk
 Direction. The following are different Formative Human
photos of personalities, events or activities Individual Geography
—Ethnic
that may or may not be associated with
and
religion. Identify these photos by checking Universaliz
the appropriate box and briefly explain ing
whether they can be considered religious or Religions
not. https://ww
w.youtube.
com/watch
?
v=EPkbvT
Formative RDqQA
Individual

Formative
Individual

Summative
Individual

_______________

Lesson 3: Positive
and Negative
Effects of Religion 1. Identify the positive (see pp. 2-3 of Introduction to World
and negative effects of Religions and Belief Systems by Cornelio, Goodwill Pre- test
1. Religion: Its religions Individual
et al.) Understand
Positive and 2. Provide evidence that
Negative Effects religion brought about an ing
2. Religion as a event in history
Factor in Shaping 3. Justify that religion
History: A Critical can have positive or • Power point
Evidence negative effects on presentation
3. Religion: A society • poems and
Force for Good or 4. Gather print or web- internet articles
Evil? based articles, photos, • Videos
editorials, etc. showing • Board chalk
the positive or negative
effects of religion
  Activity 3
(Formative) Formative
Direction. Compare and contrast. Pair-off
With rubric
Differentiate the difference between
theology and philosophy of religion

Formative
Individual
With rubric

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

Summative
Group
With Rubric

_______________ • Power point

presentation
QUARTER II
Lesson 4: Judaism • Holy Bible Pre-test
1. Recite the Ten Obedience • Videos Individual
1. Abraham and Commandments as stated • Board chalk
Moses: Founding in the Old Testament Respect for Materials for
Parents
Fathers of Judaism (Exodus 20). comic strip
2.Sacred Texts: 2. Identify a Jewish Compassion
Torah, Poetry, custom or tradition
Prophets, Talmud demonstrated in a movie.
3.Doctrines: Ten 3. Justify: The core
Commandments teaching of Judaism is
and 618 Rules the covenant of one God
4.Various Sects in with a chosen people vs.
Judaism: A other people with many
Comparative gods.
Analysis 4. Identify a story from
5.Issues the Old Testament that Formative
Confronting demonstrates the Jewish Group
Judaism and Jews belief in one God (e.g. With rubric
Story of Samson)

Formative
Individual
 Formative
Individual

• Power point
presentation
• Holy Bible Summative
• Videos Individual
_______________ • Board chalk
Materials for
Lesson 5: Who wants to be
Christianity
a Millionaire
1. Recite the Apostle’s Pre-test
1.Knowing and Creed, the Lord’s Prayer Love of Individual
Appreciating Jesus or the Beatitudes God
2. Sacred Texts 2. Interpret the Parable of
3. Doctrines and the Prodigal Son Empathy
Teachings of 3. Explain: The core
Christianity teaching of Christianity
4. God: Trinity is the message that a
5. Various Sects in loving God sent His
Christianity: A begotten Son in order to
Comparative redeem humankind from
Analysis eternal damnation Formative
6.Issues 4. Interview a Christian Individual
Confronting parent or couple on why
Christianity and they are Christians and
Christians what beliefs and
practices they adhere to.

Formative
Individual

Formative
 Pair-off

• Power point
presentation Formative
• Qur’an Pair-off
• Videos
• Board chalk
Crossword
Puzzle
Summative
Group
With rubric
_______________

Lesson 6: Islam

1.Knowing Prophet 1. Read the opening lines Charity

Muhammad of Qur’an preferably Pre-test
2. Sacred texts from an English Version Sacrifice Individual
3. Doctrines 2. Retell the life and
4. God: Allah times of Prophet
5. Practitioners: Muhammad
Sunni, Shi’ite and 3. Explain: The core
Sufi teaching of Islam is there
6. Issues 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)
 Formative
Individual

Power point
presentation
• Sacred Texts of
the three
Formative
religions/referenc
Pair-off
es With rubric
• Videos
• Board chalk Summative
Group
_______________ With rubric

Lesson 7:
Comparative
Analysis 1. Identify the Pre-test
uniqueness and Individual
1. Judaism, similarities of Judaism,
Christianity and Christianity and Islam
Islam: Views on 2 Provide evidence that
origin, morality, Judaism, Christianity and Formative
purpose, destiny, Islam share common Individual
and views on roots from Patriarch
women. Abraham
3. Justify that Judaism,
Christianity and Islam, as
monotheistic religions, Formative
have largely influenced Power point Pair-off
the world today. presentation With rubric
4.Conduct a group • Sacred Texts of
research on the doctrines the Hinduism
of each of the three • Videos/Pictures
religions and compare Gallery wall Summative
them in the aspects of • Board chalk Individual
origin, morality, purpose,
destiny, and views on
_______________ women
QUARTER III
Lesson 8:
Hinduism 1. Recite the creation Resilience Pre-test
story in Rig Veda Individual
1. Knowing and 2. Identify the names of
Appreciating the the major Hindu deities
Aryans as well as their
2. Sacred Texts corresponding powers
3. Doctrines and and functions
Teachings of 3. Explain: The core Formative
Christianity teaching of Hinduism is Group
4. God: 33 million the attainment of With rubric
gods and goddesses liberation in the
5. Issues: Gender identification of Atman Power point
Inequality, Caste and Brahman through the presentation Formative
System, Poverty Four Yogas. • Sacred Texts Individual
4. Simulate a particular • Videos/Pictures
yoga and write a • Materials for
reflection paper on your Poster-making
insights on Hinduism ,Board chalk Summative
Group
With rubric
_______________

Lesson 9:
Theravada
Buddhism 1. State the Four Noble Love Pre-test
Truths and the Eight-fold Individual
1. Knowing and path
Appreciating 2. Give examples of
Siddharta Gautama situations that
2. Sacred Texts demonstrate cravings
3. Doctrines which may lead to
4. God: non-theistic suffering according to
5. Issues: Territory Theravada Buddhism
conflict in 3. Explain: The core
Mainland Southeast teaching of Theravada
Asia Buddhism is that life is Formative
 suffering; suffering is Individual
due to craving; there is a
way to overcome
craving; and the way to Power point
overcome craving is the presentation
Eight-fold Path, the • Sacred Texts
Middle Way (between • Videos/Pictures
pleasure and ,Board chalk Summative
mortification). Pair-off
4. Evaluate the Eight- With rubric
fold Path in terms of how
it achieves the Middle
_______________ Way

Lesson 10:
Mahayana
Buddhism 1. State the three levels Generosity Pre-test
of perfection of Individual
1. Knowing and Mahayana Buddhism
Appreciating (moral discipline,
Siddharta Gautama cultivation of virtue, and
2. Sacred Texts altruistic conduct)
3. Doctrines 2. Give examples of acts
4. God: non-theistic of generosity of
5. Issues: Tibet Mahayana Buddhists
invasion, Engaged 3. Explain: The core Formative
activism teaching of Mahayana Individual
6. Universality and Buddhism is to seek
growth of sects: complete enlightenment
Development of for the benefit of all
Buddhism to Zen living beings through Formative
(Chan) Buddhism insight and compassion. Individual
as the fruit of its 4. Draw the insight from Power point
encounter with the acts of generosity of presentation
Taoism. Tzu Chi Foundation that • Sacred Texts
reflect • Videos/Pictures
the core teaching of Board chalk
Mahayana Buddhism Summative
Individual
 With rubric

_______________

Lesson 11:
Comparative
Analysis 1. Identify the Respect Pre-test
uniqueness and for women Individual
Hinduism, similarities of Hinduism,
Theravada Theravada Buddhism and
Buddhism and Mahayana Buddhism
Mahayana 2. Provide evidence that
Buddhism: Views Hinduism,
on origin, morality, Theravada Buddhism and
purpose, destiny, Mahayana Buddhism
and views on share common roots from
women. India Formative
3. Justify that Hinduism, Individual
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

Power point
presentation
• Sacred Texts of
the Confucianism Summative
• Videos/Pictures Individual
Board chalk With rubric

_______________
QUARTER IV
Lesson 12:
Confucianism 1. Describe the five Righteous Pre-test
basic relationships (king ness Individual
1. Knowing and to subject, father to son,
Appreciating husband to
Confucius wife, elder brother to
2. Sacred Texts younger brother and
3. Doctrines friend to friend)
4. God: Heaven 2. Give examples of
5. Issues: Gender acts showing filial piety Formative
inequality and in the family, community Individual
Authoritarianism and society
3. Explain: The core
teaching of
Confucianism is to be a Formative
“gentleman” by Individual
following the moral way With rubric
consisting of the virtues
of love, righteousness,
wisdom, Summative
propriety and loyalty in Individual
order to promote
harmony in society.
L4. Present a character
sketch of a person who
personifies the Confucian
virtues
Power point
presentation
• Sacred Texts
Newspaper
clippings
• Videos/Pictures
Board chalk
_______________

Lesson 13: Taoism

1. Knowing and
Appreciating Lao 1. State that “Tao is the Pre-test
Tzu origin of all beings Individual
2. Sacred Texts whose essence is
3. Doctrines nothing”
4. Tao as the Origin 2. Give examples of acts
of all Beings, showing love and respect Formative
unnameable and of nature and the Individual
eternal environment
5. Issues: Inaction, 3. Explain: The core
Superstitious teaching of Taoism is
practices, becoming one with
Environmentalism ‘Tao.’ Formative
4. Identify the things she Individual
can do without by Power point
making an inventory of presentation
personal belongings (e.g. • Sacred Texts
things in the bedroom) Newspaper Summative
and write a reflection on clippings Individual
Taoism based on the • Videos/Pictures
_______________ result of the inventory Board chalk
Lesson 14:
Shintoism
1.Pre-historic 1. Narrate the Kojiki Pre-test
Animists of Japan creation story Individual
2.Sacred Texts 2. Explain why is it
3. Doctrines: belief important for Japanese
in kami and people to worship gods Formative
divinity of 3. Evaluate: The core Individual
emperors teaching of Shintoism is
4. Gods: kami to worship the ancestors
5. Issues: Shrine and forces of nature to
visits of Japanese achieve harmony in all
Prime Ministers dimensions.
4. Interpret the Kojiki Power point Formative
creation story creatively Individual
presentation
• Sacred Texts
Summative
 Newspaper Individual
clippings
_______________ • Videos/Pictures
Board chalk
Lesson 15:
Comparative
Analysis 1. Provide evidence that Pre-test
Confucianism, Taoism Individual
and Shintoism share
Confucianism, common traits in viewing
Taoism and nature and ancestors
Shintoism: Views 2. Justify that Formative
on origin, morality, Confucianism, Taoism Individual
purpose, destiny, and Shintoism as East
and views on Asian
women. religions/philosophies
have largely influenced Formative
the world today. Individual
3. Prepare a multimedia
presentation on the
perceptions of people
from all walks of life on
the doctrines of each of Summative
the three religions and Individual
compare them in the With Rubric
aspects of individual,
family, society,
government and nature.

_______________
Lesson 16:
Synthesis
1.Simulate a panel Theology Philsophy
discussion of inter-
religious dialogue that ________________ of Religion
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.
  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.

Geograph
Religion Culture
y

 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

 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 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.

 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 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 inter-

religious 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