A Course Syllabus in Introduction to World Religion and Belief System

Rosemont Hills Montessori College

Sabang, Danao City
PRE-COLLEGE DEPARTMENT
S.Y.2019-2020
Date: December 2, 2020
C-Mapping: History and Geography
Subject:

Teache : Cherrielyn H. Lawas Grade Level : Grade 11/Grade 12

r Michael C. Sanico
Time : 10:00-12:00 Section : HUMSS/GAS
Day : WTH
Learning
Performance Competencies/Skill Assessm
Date Topic Content Standard Activities Resource PVMGO
Standard s ent
s
MIDTERM
D 1.1. Give an example of a Oral and Group
E belief system or a Written Activities
C ST worldview Communicate Exam PPT
1 her* understanding of
E The learner demonstrates The learner prepares Group Vide
WEEK her religion
M understanding of belief character sketches of a Role Play Discussion/B o
(4,5) 1.1. Differentiate religion
B ND Definition of system or worldview*, person who is spiritual rainstorming clips
2 from: a. Spirituality b.
E terms Religion, Spirituality, but not religious and a Table
WEEK Theology c. Philosophy of pict
R Philosophy of Religion, person who is religious Completion Venn
(11, Religion Differentiate ures
and Theology but not spiritual. Diagram
12) between religion as
humans’ way to God, Panel
theology as a study of Discussion
God’s way to humans
 A Course Syllabus in Introduction to World Religion and Belief System
and philosophy as a
reflection of humans’
lived experience of God
1.2. Infer that:
a. A belief system or
worldview is a particular
J way of ordering the
1ST realities of one’s world.
A
and b. Religion is the pursuit
N
2nd of transformation guided
U
WEEK by a sacred belief Formative
A system.
(8,9,1 Assessment
R c. Spirituality is one’s
5,16)
Y 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
transcendent beliefs, (c)
text or scriptures, (d)
rituals, and (e) sacred
spaces (e.g., church,
temple, mosque,
synagogue).
Understanding the
worldview of each of the
world’s major religions is
critical in appreciating
their rituals and
 A Course Syllabus in Introduction to World Religion and Belief System
practices. These
worldviews are:
All is one (Monistic)
1. Many Gods
(Polytheistic)
2. One God
(Monotheistic) 3. No God
(Atheistic) The elements
of spirituality are: (a)
holistic (fully integrated
view to life), (b) quest for
meaning (including the
purpose of life), (c) quest
for the sacred (beliefs
about God), and (d)
suggests a self-reflective
existence.
1.4. Prepare character
sketches of a person who
is spiritual but not
religious and a person
who is religious but not
spiritual
J 3RD 2. How World Religions The learner The learner conducts a 2.1. Cite regions or Geo- cultural Group
A WEEK Began demonstrates group activity that places where specific Map Activities/Brai
N (23) understanding of demonstrates the religions evolved nstorming/Dis
U historical and influence of a religion in 2.2. Analyze the culture Written and cussion
geographical contexts a certain culture. of the region that gave Oral Exam
A
of the different rise to specific religions Reporting
R
religions. 2.3. Explain how
Y geography influences
religion and religion
affects culture
2.4. Conduct a group
activity that
demonstrates the
 A Course Syllabus in Introduction to World Religion and Belief System
influence of a religion in
a certain culture
3.1. Identify the positive
J and negative effects of
A The learner gathers print religions
3RD The learner demonstrates or webbased articles, 3.2. Provide evidence
N
WEE 3. Positive and Negative understanding of effects photos, editorial, etc. that religion brought Debate
U
K Effect of Religions of Religions: positive and showing the positive or about an event in history
A negative. negative effects of 3.3. Justify that religion
(24)
R religion. can have positive or
Y negative effects on
society
4.1. Recite the Ten
Commandments as stated
in the Old Testament
(Exodus 20)
4.2. Identify a Jewish
J custom or tradition
A The learner identifies a
demonstrated in a movie)
The learner demonstrates story from the Old
N 4TH 4.3. Justify: The core
understanding of the Testament that
U WEEK 4. Judaism teaching of Judaism is the
elements of Judaism demonstrates the Jewish
A (29) covenant of one God with
belief in one God (e.g.
R a chosen people vs. other
Story of Samson).
Y people with many gods.
4.4. Identify a story from
the Old Testament that
demonstrates the Jewish
belief in one God (e.g.
Story of Samson)
5.1. Recite the Apostle’s
J Creed, The Lord’s Prayer
A or the Beatitudes
The learner interviews a
5.2. Interpret the Parable
N 4TH The learner demonstrates Christian parent or couple
of the Prodigal Son
U WEEK 5. Christianity understanding of the on why they are Christians
5.3. Explain: The core
A (30) elements of Christianity and what beliefs and
teaching of Christianity is
R practices they adhere to.
the message that a loving
Y God sent His begotten Son
in order to redeem
 A Course Syllabus in Introduction to World Religion and Belief System
humankind from eternal
damnation.
5.4. Interview a Christian
parent or couple on why
they are Christians and
what beliefs and practices
they adhere to
6.1. Read the opening
lines of Qur’an preferably
from an English version
6.2. Retell the life and
F times of Prophet
E Muhammad
B The learner conducts a
6.3. Explain: The core
1ST The learner demonstrates panel discussion on
R teaching of Islam is there
WEEK 6. Islam understanding of the Muslim beliefs and
U is only one God and
(5,6) elements of Islam practices (when possible
A Muhammad is His final
inviting a Muslim).
R and greatest messenger.
Y 6.4. Conduct a panel
discussion on Muslim
beliefs and practices
(when possible invite a
Muslim)
F 2ND 7. Comparative Analysis The learner demonstrates The learner conducts a 7.1. Identify the
E WEEK understanding of the group research on the uniqueness and
B (12,1 three religions in the doctrines of each of the similarities of Judaism,
R 3) aspects of origin, three religions and Christianity and Islam
morality, purpose, compares them in the 7.2. Provide evidence that
U
destiny, and views on aspects of origin, morality, Judaism, Christianity and
A
women. purpose, destiny, and Islam share common roots
R views on women. from Patriarch Abraham
Y 7.3. Justify that Judaism,
Christianity and Islam, as
monotheistic religions,
have largely influenced the
world today.
7.4. Conduct a group
research on the doctrines
of each of the three
 A Course Syllabus in Introduction to World Religion and Belief System
religions and compare
them in the aspects of
origin, morality, purpose,
destiny, and views on
women
F
E 3rd
B WEEK
R
U (17,1 REVIEW/ MIDTERM EXAM
A 8,19,
R 20)
Y

FINALS
8.1. Recite the creation
story in Rig Veda
8.2. Identify the names of
the major Hindu deities as
well as their
F corresponding functions
E or powers
The learner simulates a 8.3. Explain: The core
B TH The learner
4 particular yoga and teaching of Hinduism is
R demonstrates
WEEK 8. Hinduism writes a reflection paper the attainment of
U understanding of the
(26) on her insights on liberation in the
A elements of Hinduism:
Hinduism identification of Atman
R and Brahman through the
Y Four Yogas.
8.4. Simulate a particular
yoga and write a reflection
paper on your insights on
Hinduism

F 9.1. State the Four Noble

E The learner
The learner evaluates the Truths and the Eight-fold
4TH demonstrates
B Eightfold Path in terms of path
WEEK 9. Theravada Buddhism understanding of the
R how it achieves the 9.2. Give examples of
(27) elements of Theravada
U Middle Way. situations that
Buddhism:
A demonstrate cravings
 A Course Syllabus in Introduction to World Religion and Belief System
which may lead to
suffering according to
Theravada Buddhism
9.3. Explain: The core
teaching of Theravada
Buddhism is that life is
suffering; suffering is due
to craving; there is a way
R to overcome craving; and
Y the way to overcome
craving is the Eight-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
10.1. State the three
levels of perfection of
Mahayana Buddhism
(moral discipline,
cultivation of virtue, and
M The learner draws the altruistic conduct)
The learner
insight from the acts of 10.2. Give examples of
A 1ST demonstrates
generosity of Tzu Chi acts of generosity of
R WEEK 10. Mahayana Buddhism understanding of the
Foundation that reflect Mahayana Buddhists
C (4) elements of Mahayana
the core teaching of 10.3. Explain: The core
H Buddhism
Mahayana BUddhism teaching of Mahayana
Buddhism is to seek
complete enlightenment
for the benefit of all
living beings through
insight and compassion.
 A Course Syllabus in Introduction to World Religion and Belief System

10.4. Draw the insight

from the acts of generosity
of Tzu Chi Foundation that
reflect the core teaching
of Mahayana Buddhism

M 1ST 11. Comparative Analysis The learner The learner conducts an 11.1. Identify the
A and demonstrates interview on the uniqueness and
R 2nd understanding of the doctrines of each of the similarities of Hinduism,
C WEEK three three Theravada Buddhism and
H (5,11) religions/philosophies in religions/philosophies Mahayana Buddhism
the aspects of origin, and compares them in 11.2. Provide evidence
morality, purpose, the aspects of origin, that Hinduism,
destiny, and views on morality, purpose, Theravada Buddhism and
women destiny, and views on Mahayana Buddhism
women. share common roots
from India
11.3. Justify that
Hinduism, Theravada
Buddhism and Mahayana
Buddhism, as Vedic
religions, have largely
influenced the world
today.
11.4. Conduct an
 A Course Syllabus in Introduction to World Religion and Belief System
interview on the
doctrines of each of the
three religions and
compare them in the
aspects of origin,
morality
12.1. Describe the five
basic relationships (king
to subject, father to son,
husband to wife, elder
brother to younger
brother and friend to
friend)
12.2. Give examples of
acts showing filial piety
in the family, community
M The learner and society
The learner presents a
A 2ND demonstrates 12.3. Explain: The core
character sketch of a
R WEEK 12. Confucianism understanding of the teaching of Confucianism
person who personifies
C (12) elements of is to be a “gentleman” by
the Confucian virtues
H Confucianism: 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
M 3RD The learner The learner identifies the 13.1. State that “Tao is
A WEEK 13. Taoism demonstrates things she can do without the origin of all beings
R (18) understanding of the by making an inventory of whose essence is
 A Course Syllabus in Introduction to World Religion and Belief System
nothing”
13.2. Give examples of
acts showing love and
respect of nature and the
environment
13.3. Explain: The core
personal belongings (e.g.
teaching of Taoism is
things in the bedroom)
C becoming one with ‘Tao.’
elements of Taoism: and writes a reflection on
H 13.4. Identify the things
Taoism based on the
she can do without by
result of the inventory.
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
14.1. Narrate the Kojiki
creation story
14.2. Explain why is it
important for Japanese
M people to worship gods
The learner
A 3RD The learner interprets 14.3. Evaluate: The core
demonstrates
R WEEK 14. Shintoism the Kojiki creation story teaching of Shintoism is
understanding of the
C (19) creatively to worship the ancestors
elements of Shintoism:
H and forces of nature to
achieve harmony in all
dimensions.
14.4. Interpret the Kojiki
creation story creatively
M TH The learner compares The learner prepares a 15.2. Provide evidence
4
A the three religions in the multimedia presentation that Confucianism,
WEEK
R 15. Comparative Analysis aspects of origin, on the perceptions of Taoism and Shintoism
(25,2
C morality, purpose, people from all walks of share common traits in
6)
H destiny, and views on life on the doctrines of viewing nature and
 A Course Syllabus in Introduction to World Religion and Belief System
ancestors
15.3. Justify that
Confucianism, Taoism
and Shintoism as East
Asian
religions/philosophies
have largely influenced
each of the three the world today.
religions and compares 15.4. Prepare a
women them in the aspects of multimedia presentation
individual, family, society, on the perceptions of
government and nature. people 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
The learners simulates a Simulate a panel
panel discussion of inter- discussion of inter-
religious dialogue that religious dialogue that
1ST The learner summarizes
A reflects the following: a. reflects the following: a.
and the significance of
P the meaning and ultimate the meaning and
2nd religion and the basic
R 16. Synthesis value of life b. how one is ultimate value of life b.
WEEK similarities of all religions
I to relate to one’s self, how one is to relate to
(1,2,8 discussed within the
L family, society and nature one’s self, family, society
) semester.
c. the way to achieve and nature c. the way to
personal happiness and achieve personal
fulfilment happiness and fulfilment
A 3RD REVIEW/EXAMINATION
P WEEK
R (13-
I 17)
 A Course Syllabus in Introduction to World Religion and Belief System
L

Prepared by:

CHERREILYN H. LAWAS and MICHAEL C. SANICO Checked by: