Saint Mary’s 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 one’s faith and that of others.

Number Date Lesson/Topics Learning Competencies Learning Strategies/Methods Core Materials Assessment References
of days Values
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 worldview  Video clip
Terms 2. Differentiate religion Direction: Identify the words below by Religious  Picture of
3. from Spirituality, analyzing the given definitions. Tolerance personalities
Theology and Philosophy 1. R _ LI_I_N - the belief in the and activities
4. 1. Understanding of Religion worship of a superhuman controlling that may or
Definitions of the 3. Formulate an power, especially a personal God or may not
following concepts: inference about Belief gods. associated
a. Religion system, Religion and 2. _H_OL_GY – the study of the nature with religion
b. Belief System Spirituality and powers of God  Board chalk
c. Philosophy of 4. Prepare character 3. W_R_DV__W - a collection of
Religion sketches of a person who beliefs about life and the universe
d. Theology is spiritual but not held by an individual or a group
e. Spirituality religious and a person 4. SP_R_TU_LI_Y - the quality or
f. Monoistic who is religious state of being concerned with
g. Polytheistic religion or religious matters
h. Monotheistic 5. _OLY_HE_TI_ - the belief in many
i. Atheistic gods.
  Activity 2

Direction. The following are different Religiosity Formative

photos of personalities, events or activities Individual
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.

(see pp. 2-3 of Introduction to World

Religions and Belief Systems by Cornelio,
et al.)

 Activity 3
(Formative) Formative Philosophy
Direction. Compare and contrast. Individual and
Differentiate the difference between . Christian
theology and philosophy of religion Theology
(http://plato
.stanford.ed
u/entries/ch
Theology Philsophy ristiantheol
_____________ of Religion . ogy-
_____________ _____________ philosophy/
_____________ _____________ )
_____________ _____________
_____________ _____________
_____________ Philosophy
_____________
____ _____________
of Religion
_____________ (http://plato
.stanford.ed
u/entries/ph
ilosophy-
religion/)

(Note: the
 above
online
references
will be
edited by
the teacher
for easier
understandi
ng of
students)

 Activity 4 Formative Being

(Formative) Individual Catholic as
Reflexive
Direction: Read and analyze Spirituality Spirituality:
Being Catholic as Reflexive Spirituality: The Case
The Case of Religiously Involved Filipino. of
After reading infer 5 ideas regarding the Religiously
main points of the said article. Involved
Filipino by
Jayeel
 Activity 5 Formative Cornelio
(Formative) Individual http://www.
ari.nus.edu.
Direction. Create sketches of a person who sg/wps/wps
is spiritual but not religious and a person 10_146.pdf
who is religious. Explain the similarities and
the differences of the two individuals.

 Activity 6
(Summative) Summative
Group
Direction. Perform a skit about the value of (product with
respecting other religions rubric)
_______________

Lesson 2: How 1.Cite regions or places  Activity 1  Power point Pre-test

World Religions where specific religions presentation Individual
Began evolved Direction. Identification. Answer what is  World Map
2. Analyze the culture of being asked.
1.Religions in the region that gave rise showing
(Pre-test)
Various to specific religions Questions: dominant
Continents: A 3. Explain how 1. Why is culture important in shaping religions of
Historical geography influences religions? various
Overview religion and religion 2. Is Geography has crucial role in countries
2. Culture and affects culture propagation of different religions?  Videos
Region:
Determinants of  Board chalk
Religion
3. Impact and  Activity 2
Influence of
Culture in Shaping Direction. Analyze the map and determine Formative
Religion the dominant religions of various continents. Individual
  Activity 3

Direction. Watch and l listen to the video Formative Human

clip about Human Geography —Ethnic and Individual Geography
Universalizing Religions. After watching —Ethnic
the video, make a 5 minute paper and
emphasizing the major lessons learned. Universaliz
ing
Religions
https://ww
w.youtube.
com/watch
 Activity 4 ?v=EPkbvT
RDqQA
Direction. Illustrate and identify the Formative
relationships of geography and religion/ Individual
religion and culture.

Religion Geography Culture

Formative
Individual

 Activity 5.

Directions. Read carefully the chapter test

and write the letter of the best answer. Summative
(Chapter Test) Individual
_______________

Lesson 3: Positive 1. Identify the positive  Activity 1

and Negative and negative effects of Direction: Read and analyze the poem. After Goodwill Pre- test
Effects of Religion religions reading, answer the questions below. Individual
Understand • Power point
2. Provide evidence that
ing presentation
1. Religion: Its religion brought about an
• poems and
Positive and event in history
internet articles
Negative Effects 3. Justify that religion
• Videos
2. Religion as a can have positive or
• Board chalk
Factor in Shaping negative effects on
History: A Critical society
Evidence 4. Gather print or web-
3. Religion: A based articles, photos,
Force for Good or editorials, etc. showing
Evil? the positive or negative
effects of religion

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 Formative

materials. Pair-off
Theme: Religion: A Positive Institution With rubric
within Society

 Activity 3

Direction. Make a journal about positive and Formative

negative effects of Religion. You can use Individual
the following materials: web-based articles, With rubric
photos, editorials and magazines. Follow
the guide questions and instructions to be
given by the teacher.

 Activity 4

Direction. Identify the main and supporting Formative Religion in

arguments of the essay entitled Religion in Individual History by
History by Alfred North Whitehead. Read With rubric Alfred
only The Ascent of Man and The Final North
Contrast. Whitehead.
http://www.
mountainm
an.com.au/
whiteh_1.ht
m

 Activity 5

Direction: Research regarding positive and Summative

negative effects of religion. After that, the Group
teacher will give instructions regarding With Rubric
debate rules.
_______________
Pre-test
QUARTER II 1. Recite the Ten  Activity 1: Obedience Individual
Lesson 4: Judaism Commandments as stated Pre-test
in the Old Testament
Respect for • Power point
Parents presentation
1. Abraham and (Exodus 20). Direction. Answer the following questions:
Moses: Founding 2. Identify a Jewish a. What is the Jewish holy book? Compassion • Holy Bible
Fathers of Judaism custom or tradition b. How many books are in the Tanakh? • Videos
2.Sacred Texts: demonstrated in a movie. c. How many candles are on a • Board chalk
Torah, Poetry, 3. Justify: The core menorah? Materials for
Prophets, Talmud teaching of Judaism is d. How long does Hannukkah last?
comic strip
3.Doctrines: Ten the covenant of one God e. What is the traditional language of
Commandments with a chosen people vs. the Jewish faith?
and 618 Rules other people with many
4.Various Sects in gods.  Activity 2
Judaism: A 4. Identify a story from
Comparative the Old Testament that Direction. Recite the Ten Commandments in Formative
Analysis demonstrates the Jewish the Old Testament and give an explanation Group
5.Issues belief in one God (e.g. for at least 2 commandments. With rubric
Confronting Story of Samson)
Judaism and Jews  Activity 3

Direction. Watch the movie entitled Have a Formative

Little Faith and identify some Jewish Individual
customs and traditions.
  Activity 4

Direction. Make a comic strip that Formative

demonstrates the Jewish belief in one God. Individual
Use the Old Testament as your main
reference.

 Activity 5

Direction. Open your main reference book Summative

on pages 30-31 and answer the 24 -item Individual
test.

_______________

Lesson 5: 1. Recite the Apostle’s • Activity 1 Love of Pre-test

Christianity Creed, the Lord’s Prayer Pre-test God Individual
or the Beatitudes Direction: Answer 15 questions regarding
1.Knowing and 2. Interpret the Parable of Christianity. (Who wants to be a Millionaire Empathy
Appreciating Jesus the Prodigal Son Format) • Power point
2. Sacred Texts 3. Explain: The core presentation
3. Doctrines and teaching of Christianity • Holy Bible
Teachings of is the message that a • Videos
Christianity loving God sent His • Board chalk
4. God: Trinity begotten Son in order to Materials for
5. Various Sects in redeem humankind from Who wants to be
Christianity: A eternal damnation • Activity 2 a Millionaire Formative
Comparative 4. Interview a Christian Direction: Complete the missing words in Individual
Analysis parent or couple on why the Nicene Creed.
6.Issues they are Christians and
Confronting what beliefs and
Christianity and practices they adhere to.
Christians • Activity 3
Direction: Read the parable of the Prodigal Formative
Son. Interpret and analyze the meanings and Individual
symbolisms in the said story.
 • Activity 4
Direction: Select a partner and discuss the Formative
core teaching of Christianity is the message Pair-off
that a loving God sent His begotten Son in
order to redeem humankind from eternal
damnation

• Activity 5 Formative
Direction: Interview members of Couples Pair-off
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 Summative
life of Jesus that your group wanted to Group
present. Prepare the necessary materials as With rubric
instructed by the teacher.

_______________

Lesson 6: Islam 1. Read the opening lines • Activity 1 Charity

of Qur’an preferably Pre-test • Power point Pre-test
1.Knowing Prophet from an English Version Direction: Crossword. Find the words that Sacrifice presentation Individual
Muhammad 2. Retell the life and are connected to five pillars of Islam • Qur’an
2. Sacred texts times of Prophet S A L A T T • Videos
3. Doctrines Muhammad D T Y J K L • Board chalk
4. God: Allah 3. Explain: The core E D I U G B Crossword
5. Practitioners: teaching of Islam is there Puzzle
P A U Q Z K
Sunni, Shi’ite and is only one God and A F H Z X J
Sufi Muhammad is His final R S O A A L
6. Issues and greatest messenger H F T K H P
4. Conduct a panel A K E A U O
discussion on Muslim J U L T U K
beliefs and practices J U C O K I
(when possible invite a I A W M A A
Muslim)
 • Activity 2 Formative
Direction: Read page 57 of your textbook Individual
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 Formative
Direction: Create a 2D picture panorama Pair-off
depicting the life of Prophet Muhammad. With rubric

• Activity 4 Summative
Direction: Conduct a panel discussion on Group
Muslim beliefs and practices. With rubric

_______________

Lesson 7: 1. Identify the • Activity 1 Pre-test

Comparative uniqueness and Pre-test Power point Individual
Analysis similarities of Judaism, Direction: Answer the 10 item quiz about presentation
Christianity and Islam the three religions. • Sacred Texts of
1. Judaism, 2 Provide evidence that the three
Christianity and Judaism, Christianity and • Activity 2 religions/referenc Formative
Islam: Views on Islam share common Direction: Research at least 5 uniqueness es Individual
origin, morality, roots from Patriarch and similarities of Judaism, Christianity and • Videos
purpose, destiny, Abraham Islam. Make 3 columns and identify the said • Board chalk
and views on 3. Justify that Judaism, uniqueness and similarities.
women. Christianity and Islam, as
monotheistic religions, • Activity 3 Formative
have largely influenced Direction: Write a lyrics about the influence Pair-off
the world today. and impact of Judaism, Christianity and With rubric
4.Conduct a group Islam.
research on the doctrines
of each of the three • Activity 4
religions and compare Direction: Research the guide questions Summative
them in the aspects of given by the teacher. Answer the Individual
origin, morality, purpose, Comparative Analysis Table.
 destiny, and views on
women

_______________

QUARTER III 1. Recite the creation • Activity 1 Resilience Pre-test

Lesson 8: story in Rig Veda Pre-test Power point Individual
Hinduism 2. Identify the names of Direction: Identify significant contributions presentation
the major Hindu deities of Hinduism in the History of the World. • Sacred Texts of
1. Knowing and as well as their The teacher will provide pictures with short the Hinduism
Appreciating the corresponding powers details about each picture. • Videos/Pictures
Aryans and functions Gallery wall
2. Sacred Texts 3. Explain: The core • Activity 2 • Board chalk Formative
3. Doctrines and teaching of Hinduism is Direction: Research about Hindu deities and Group
Teachings of the attainment of make human statue depicting the said gods With rubric
Christianity liberation in the and deities.
4. God: 33 million identification of Atman
gods and goddesses and Brahman through the • Activity 3 Formative
5. Issues: Gender Four Yogas. Direction: Watch a short video clip of yoga. Individual
Inequality, Caste 4. Simulate a particular After that try to simulate the body
System, Poverty yoga and write a movements.
reflection paper on your
insights on Hinduism • Activity 4 Summative
Direction: Research about Hinduism and Group
make a gallery wall about it. With rubric

_______________

Lesson 9: 1. State the Four Noble  Activity 1 Love Pre-test

Theravada Truths and the Eight-fold Power point Individual
Buddhism path Direction: Read the trivia box on page 111 presentation
2. Give examples of of your main reference book. After reading, • Sacred Texts
1. Knowing and situations that the teacher will instruct you to answer trivia • Videos/Pictures
Appreciating demonstrate cravings questions. • Materials for
Siddharta Gautama which may lead to Poster-making
2. Sacred Texts suffering according to ,Board chalk
3. Doctrines Theravada Buddhism
4. God: non-theistic 3. Explain: The core
5. Issues: Territory teaching of Theravada
conflict in Buddhism is that life is  Activity 2 Formative
Mainland Southeast suffering; suffering is Individual
Asia due to craving; there is a Direction: Based on your personal
way to overcome experience, list down instances when you
craving; and the way to experienced sufferings and cravings. How
overcome craving is the did you cope?
Eight-fold Path, the
Middle Way (between
pleasure and  Activity 3 Summative
mortification). Pair-off
4. Evaluate the Eight- Direction : Create a poster regarding the With rubric
fold Path in terms of how Noble Eightfold Path and explain the
it achieves the Middle symbolisms and figures on it.
Way

_______________

Lesson 10: 1. State the three levels • Activity 1 Generosity Power point Pre-test
Mahayana of perfection of Pre-test presentation Individual
Buddhism Mahayana Buddhism • Sacred Texts
(moral discipline, Direction : The teacher will give 10 • Videos/Pictures
1. Knowing and cultivation of virtue, and statements and the students will determine ,Board chalk
Appreciating altruistic conduct) whether or not the said statements are in
Siddharta Gautama 2. Give examples of acts accordance with the belief of Theravada
2. Sacred Texts of generosity of Buddhism
3. Doctrines Mahayana Buddhists
4. God: non-theistic 3. Explain: The core • Activity 2 Formative
5. Issues: Tibet teaching of Mahayana Individual
invasion, Engaged Buddhism is to seek Direction : Think of examples of acts of
activism complete enlightenment generosity of Mahayana Buddhism
6. Universality and for the benefit of all
growth of sects: living beings through • Activity 3 Formative
Development of insight and compassion. Individual
Buddhism to Zen 4. Draw the insight from Direction : Make a comparison about the
(Chan) Buddhism the acts of generosity of similarities and differences of Theravada
as the fruit of its Tzu Chi Foundation that and Mahayana Buddhism
encounter with reflect
Taoism. the core teaching of
 Mahayana Buddhism • Activity 4 Summative
Individual
Direction : Create a script about a news With rubric
report featuring the good works of Tzu Chi
Foundation.

_______________
Power point
Lesson 11: 1. Identify the Respect presentation Pre-test
Comparative uniqueness and • Activity 1 for women • Sacred Texts Individual
Analysis similarities of Hinduism, Pre-test • Videos/Pictures
Theravada Buddhism and Board chalk
Hinduism, Mahayana Buddhism Direction : The teacher will give 20
Theravada 2. Provide evidence that statements/characteristics and students are
Buddhism and Hinduism, required to identify whether it’s connected
Mahayana Theravada Buddhism and to Hinduism, Theravada Buddhism and
Buddhism: Views Mahayana Buddhism Mahayana Buddhism
on origin, morality, share common roots from
purpose, destiny, India • Activity 2 Formative
and views on 3. Justify that Hinduism, Direction : Provide strong evidence that Individual
women. Theravada Buddhism and Hinduism, Theravada Buddhism and
Mahayana Buddhism, as Mahayana Buddhism originated in India.
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

• Activity 3

Direction : Research about aspects of origin,

Summative
morality, purpose, destiny and views of
Individual
women of the three religions/philosophies
With rubric
 studied in this quarter. After your research,
answer the comparative analysis table.

_______________

QUARTER IV 1. Describe the five • Activity 1 Righteous Pre-test

Lesson 12: basic relationships (king ness Power point Individual
Confucianism to subject, father to son, Direction : Research about aspects of origin, presentation
husband to morality, purpose, destiny and views of • Sacred Texts of
1. Knowing and wife, elder brother to women of the three religions/philosophies the Confucianism
Appreciating younger brother and studied in this quarter. After your research, • Videos/Pictures
Confucius friend to friend) answer the comparative analysis table. Board chalk
2. Sacred Texts 2. Give examples of
3. Doctrines acts showing filial piety • Activity 2 Formative
4. God: Heaven in the family, community Individual
5. Issues: Gender and society Direction: Give examples of act showing
inequality and 3. Explain: The core filial piety in the family, community and
Authoritarianism teaching of society. Write on the board your answers.
Confucianism is to be a Formative
“gentleman” by • Activity 3 Individual
following the moral way Direction: Present a character sketch of a With rubric
consisting of the virtues person who personifies Confucian virtues.
of love, righteousness,
wisdom, • Activity 4 Summative
propriety and loyalty in Direction: Answer pages 151-152 of your Individual
order to promote reference book.
harmony in society.
L4. Present a character
sketch of a person who
personifies the Confucian
virtues
_______________

Lesson 13: Taoism 1. State that “Tao is the • Activity 1 Power point Pre-test
1. Knowing and origin of all beings presentation Individual
Appreciating Lao whose essence is Direction : Answer questions in the • Sacred Texts
Tzu nothing” Jeopardy game. Newspaper
2. Sacred Texts 2. Give examples of acts clippings
3. Doctrines showing love and respect • Activity 2 • Videos/Pictures Formative
4. Tao as the Origin of nature and the Board chalk Individual
of all Beings, environment Direction: Cut a newspaper clipping talking
unnameable and 3. Explain: The core about some philosophies that can be found
eternal teaching of Taoism is in Taoism
5. Issues: Inaction, becoming one with
Superstitious ‘Tao.’ • Activity 3 Formative
practices, 4. Identify the things she Direction: Present a character sketch of a Individual
Environmentalism can do without by person who personifies the Philosophy of
making an inventory of Tao..
personal belongings (e.g.
things in the bedroom) • Activity 4 Summative
and write a reflection on Direction: Answer a lesson test to be given Individual
Taoism based on the by the teacher.
result of the inventory

_______________

Lesson 14: 1. Narrate the Kojiki • Activity 1 Power point Pre-test

Shintoism creation story presentation Individual
1.Pre-historic 2. Explain why is it Direction : Answer questions in the 1 vs. • Sacred Texts
Animists of Japan important for Japanese 100 game. Newspaper
2.Sacred Texts people to worship gods clippings Formative
3. Doctrines: belief 3. Evaluate: The core • Activity 2 • Videos/Pictures Individual
in kami and teaching of Shintoism is Board chalk
divinity of to worship the ancestors Direction: Cut a newspaper clipping talking
emperors and forces of nature to about some philosophies that can be found
4. Gods: kami achieve harmony in all in Shintois,
5. Issues: Shrine dimensions.
visits of Japanese 4. Interpret the Kojiki • Activity 3 Formative
Prime Ministers creation story creatively Direction: Write a haiku about Shintoism Individual
 • Activity 4 Summative
Direction: Answer a lesson test to be given Individual
by the teacher.

_______________

Lesson 15: 1. Provide evidence that • Activity 1 Power point Pre-test

Comparative Confucianism, Taoism Pre-test presentation Individual
Analysis and Shintoism share Direction: Answer the 15 item quiz about • Sacred Texts
common traits in viewing the three religions. Newspaper
nature and ancestors clippings
Confucianism, 2. Justify that • Activity 2 • Videos/Pictures Formative
Taoism and Confucianism, Taoism Direction: Research at least 5 uniqueness Board chalk Individual
Shintoism: Views and Shintoism as East and similarities of Confucianism, Taoism
on origin, morality, Asian and Shintoism. Make 3 columns and
purpose, destiny, religions/philosophies identify the said uniqueness and similarities.
and views on have largely influenced Formative
women. the world today. • Activity 3 Individual
3. Prepare a multimedia Direction: Write a lyrics about the influence
presentation on the and impact of Chinese Philosophy in the
perceptions of people History of the world.
from all walks of life on
the doctrines of each of • Activity 4 Summative
the three religions and Direction: Research the guide questions Individual
compare them in the given by the teacher. Answer the With Rubric
aspects of individual, Comparative Analysis Table.
family, society,
government and nature.
_______________
Lesson 16: 1.Simulate a panel
Synthesis 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
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
____________________