Critical Challenge and Guiding Questions:

How do faith systems intersect and interact with society?

What are the consequences?

Grade:
12

Textbooks
Class Length: 90 minutes

Lessons:
12
Curriculum Goals
Content
- The roles of
government and nongovernment
organizations in issues
of social justice and
injustice
Competencies
- Use inquiry processes
and skills to: gather,
interpret and analyse
ideas; and communicate
findings and decisions
- Recognise implicit and
explicit judgements in a
variety of sources

Assessment
Overview
FOR
Teacher observations,
students reflections,
student notes
OF
National case studies
of how States
navigate their
relationships with
faith systems
AS
Student peer- and

Unit Goals

1. Students will develop an understanding of different faith systems and how they interact
with society, locally and internationally.
2. Students will work to address their own stereotypes and biases surrounding religious
practice
3. Students will better understand the nuances surrounding the discussion of issues where
faith systems and society at large tend to clash.
4. Students will develop their collaboration and research skills through researching a
specific national situation in regards to religion and society.
5. Students will analyse the different ways particular nations navigate their relationship
with religious groups.
6. Students will gain awareness of the social injustice surrounding religious
misunderstanding and discrimination in Canada and around the world.

Rationale
Religious practice has more of an impact on our society, and our planet than we often like to
admit. As nations and cultures grow ever closer together because of technology, the
interactions between different faith systems and society will only increase. In Canada, we face
a diversifying population of religious adherents fuelled by immigration. We can no longer
continue to ignore the role that religious practice has in the lives of individuals and nations as
a whole. It is essential that students build an understanding of the ways in which religion
informs peoples attitudes and actions and how systems of religion impact the interactions
between nations. This unit will work to help students build that understanding in two parts:
first, by examining different ways in which religion intersects with broader society (science,
politics, ethics, etc.) and second, through studying specific global examples of how nations are
navigating the relationships they have with religion. Students will gain a greater
understanding of the need to understand faith systems in order to curb discrimination and the
fear that comes hand in hand with misunderstanding.

self-assessment

Lesson Title
Essential
Questions
1. An introduction
to religion
Essential Questions
How do we define
religion and
secular?
Where do these
ideas intersect and
how do they
interact?

Lesson Outcomes,
Unit Goals, and
Curriculum Objectives
SWBAT
1. Describe the
difficulties and
nuance surrounding
the definition of
religion.
2. Analyse how the
different definitions of
religion can include
and exclude various
faith systems
3. Recognise and
articulate their own
perspectives and
biases
Unit Goals
1, 2

Resources and
Annotations
-

Different
definitions of
religion
Guiding to
questions for
discussion

Methods and Activities

Activities
In groups, students will
evaluate different
definitions of religion for
their usefulness and
shortcomings to the
discussion
Class discussion on the
stereotypes and biases
society has surrounding
religion and vice versa
Exit Slip: students will
write about their own
perspective and biases
surrounding religion and
religious practice

Assessment
Strategies,
Criteria, and
Rubrics
FOR- Teacher
observations on
engagement and
understanding
FOR- students will
reflect on their own
biases and
perspectives

2. A snapshot of
world religious
practice
Essential Question
How are world
religions similar
and different and
how might they
relate to each
other?

Lesson Title
Essential
Questions

SWBAT
1. Describe the worlds
major religions.
2. Analyse the
similarities and
differences between
faith systems
practiced globally.
3. Understand that
different religious
practices relate to
society in different
ways based on their
values and worldview.
Unit Goals
1, 2

Lesson Outcomes,
Unit Goals, and
Curriculum Objectives

Piktochart.com
Student
devices: one
per group
Sites and
books on world
religions

Activities
Class mind map on what
they know about world
religions

Students will build an

infographic of different
world religions
*If students have
- Groups will work on
more prior
different religions
knowledge of
then share their
world religions
infographics with
than expected,
other groups
extension activities Class discussion about
to this one will be
the unit guiding question:
planned
their initial thoughts and
perceptions on social and
religious interaction.
Resources and
Methods and Activities
Annotations

FOR- Teacher
observations on
engagement and
understanding
OF- Collect
infographics to
check for
understanding and
completion

Assessment
Strategies,
Criteria, and
Rubrics

3. The Church and

the State
Essential Question
Should church and
state have an
influence on each
other?

SWBAT
1. Recognise the
ways that religion
and state interact
2. Analyse the impact
of these
interactions
3. Articulate the
arguments for and
against the
separation of
church and state
and their own
opinions on the
subject

Current events
articles
Spectrum
debate
handout, TC2

Unit Goals
3
4. Religious belief
and science
Essential Question
Are science and
religion mutually
exclusive?

SWBAT
1. Describe the
differences
between the ways
that different
religions regard
and interact with
science
2. Analyse the ways
in which the
relationship
between religion
and science
impacts society at
large
Unit Goals
3

Current events
article
Devices for
watching
videos
Links to videos
from different
religion and
science
debates

Activities
Current events: find and
discuss articles
addressing this issue
Spectrum debate:
religion and the state
should be totally
segregated. vs. religion
should play a major role
in state decision making.
- At the beginning of
class and at the end
Students will examine
historical and
contemporary arguments
for and against the
separation of church and
state and evaluate their
own opinions
Activities
Current events:
Students will interact with
the debate on religion
and science; they will
watch videos of
arguments from different
perspectives on this
debate, summarize the
arguments, and then
present their findings to
the class.
Class discussion on the
implications for society.
Students will write an exit
slip reflecting on their
own perspectives on this
debate.

FOR- Teacher
observations on
engagement and
understanding
FOR- spectrum
debate handout for
completion and
understanding

FOR- Teacher
observations on
engagement and
understanding
FOR- reflection on
the debate

Lesson Title
Essential
Questions

Lesson Outcomes,
Unit Goals, and
Curriculum Objectives

5. Religion in public
schools

SWBAT
1. Evaluate and
analyse the
arguments for and
against religious
presence in public
schools
2. Describe significant
historical events
that led to the
situation as it is in
Canada

Essential Question
Does religion have
a place in public
schools? Why or
why not? What can/
should it look like?

Unit Goals
3

Resources and
Annotations
-

Huffington Post
article
CBC article,
Fred Henry
Documents on
the Manitoba
schools
question
Articles on
prayer rooms
in schools
Articles on
yoga in schools

Methods and Activities

Activities
Current Events: huffpo
call for the defunding of
Catholic schools in
Alberta, Saskatchewan,
Ontario.
Students will complete a
historical study on events
that contributed to the
conversation on religion
in public schools.
Class discussion/ debate
on whether religion has a
place in the public school
system. What can/ does it
look like?

Assessment
Strategies,
Criteria, and
Rubrics
FOR- Teacher
observations on
engagement and
understanding

6. Religion and
ethics
Essential Question
Do religious ethics
still have a place in
society and social
justice? What does
that look like?

SWBAT
1. Recognise the way
that different
worldviews inform
group ethics
2. Analyse the way
religious groups
interact with
society based on
their code of ethics
(humanitarian
work, conflict, etc.)

golden rule
texts
Documents on
religious social
movements
and ethics
TED talk, Karen
Armstrong

Unit Goals
3

Lesson Title
Essential
Questions

Lesson Outcomes,
Unit Goals, and
Curriculum Objectives

7. Case study
assignments

SWBAT
1. Understand the
assignment criteria
and rubrics used
for assessment
2. Connect the class
example to their
own project

Essential Question
How do different
nations navigate
their relationships
with faith systems
and religious
practice?

Unit Goals
4, 5, 6

Resources and
Annotations
-

Project
criteria and
rubrics
Project
exemplar for
a specific
nation

Activities
Current Events:
In groups, students will
read and analyse various
iterations of the golden
rule from different
religious groups and
compare their similarities
and differences.
Groups will also look at
different social
movements that were
grounded in religious
teaching.
Class discussion on the
positives and drawbacks
to religious ethics in the
public sphere.
Methods and Activities

Activities
As a class, we will look at
a case study as an
example of the
assignment (Canada?)
We will cover the criteria
and rubrics for the project
and assign groups
Groups will choose the
nation they are interested
in studying

FOR- Teacher
observations on
engagement and
understanding

Assessment
Strategies,
Criteria, and
Rubrics
FOR- Teacher
observations on
engagement and
understanding

8. Research block

Lesson Title
Essential
Questions

SWBAT
1. Set goals and roles
within a group to
accomplish
research goals
2. Work
collaboratively to
find and compile
research on their
project topic
Unit Goals
4, 5, 6

Lesson Outcomes,
Unit Goals, and
Curriculum Objectives

Library time
booked
Devices for
research
Books for
research
(what can I
bring?)

Resources and
Annotations

Activities
Students will make use of
the library and internet to
conduct their research

FOR- Teacher
observations on
engagement and
understanding

Teacher will float between

groups to check for
understanding, guide
research and answer
questions

Methods and Activities

Assessment
Strategies,
Criteria, and
Rubrics

9. Research block

SWBAT
1. Set goals and roles
within a group to
accomplish
research goals
2. Work
collaboratively to
find and compile
research on their
project topic

Library time
booked
Devices for
research
Books for
research
(what can I
bring?)

Unit Goals
4, 5, 6

10.

Presentations

Essential Question
How do different
nations navigate
their relationships
with faith systems
and religious
practice?

SWBAT
1. Present their
findings to their
classmates in a
way that is
accessible and
interesting
2. Facilitate
discussion around
their case study in
an effective way

Lesson Outcomes,
Unit Goals, and
Curriculum Objectives

FOR- Teacher
observations on
engagement and
understanding

Teacher will float between

groups to check for
understanding, guide
research and answer
questions
*Students should be
finalizing their final
presentation form and
discussion questions

Technology
for student
use in
necessary
Rubrics and
criteria for
assessment
Self- and
peerevaluation
forms

Unit Goals
4, 5, 6

Lesson Title
Essential
Questions

Activities
Students will continue
make use of the library
and internet to conduct
their research

Resources and
Annotations

Activities
Presentations: Students
will present their case
studies and findings to
the class in an interesting
way
Students will use their
case studies to facilitate a
class discussion on the
positives and negatives
surrounding their nations
approach to navigating
the relationship it has
with religious groups

FOR- Teacher
observations on
engagement and
understanding

Methods and Activities

Assessment
Strategies,
Criteria, and
Rubrics

OF- Project content

and presentation
will be graded as
the final
assessment for this
unit
AS- peer- and selfevaluations for
project

11.

Presentations

Essential Question
How do different
nations navigate
their relationships
with faith systems
and religious
practice?

SWBAT
1. Present their
findings to their
classmates in a
way that is
accessible and
interesting
2. Facilitate
discussion around
their case study in
an effective way
Unit Goals
4, 5, 6

12.

Important links

Technology
for student
use in
necessary
Rubrics and
criteria for
assessment
Self- and
peerevaluation
forms

Activities
Presentations: Students
will present their case
studies and findings to
the class in an interesting
way
Students will use their
case studies to facilitate a
class discussion on the
positives and negatives
surrounding their nations
approach to navigating
the relationship it has
with religious groups

FOR- Teacher
observations on
engagement and
understanding
OF- Project content
and presentation
will be graded as
the final
assessment for this
unit
AS- peer- and selfevaluations for
project

Lesson 4: https://www.youtube.com/watch?v=uLcK3Up8z7c
Lesson 5: http://www.huffingtonpost.ca/joshua-ostroff/end-public-catholic-schools_b_8712316.html
Lesson 6: https://www.ted.com/talks/karen_armstrong_let_s_revive_the_golden_rule?language=en#