TEODORO M.

LUANSING COLLEGE OF ROSARIO

SENIOR HIGH SCHOOL
LESSON GUIDE, 2nd Semester, S.Y. 2018-2019

DATE CODE CONTENT PERFORMANCE LEARNING OBJECTIVES TOPICS ACTIVITIES

STANDARD STANDARD COMPETENCIES
HUMSS_WRB12- The leaner The learner 1.1 Give an example of a Define religion Definition of Terms 1. Describe
I/IIIa-1.1 demonstrates prepares character belief system or a worldview religion in one
understanding of sketches of a person word.
belief system or who is spiritual but Communicate her
worldview, not religious and a understanding of her religion
Religion, person who is
Spirituality, religious but not
Philosophy of spiritual
Religion and
HUMSS_WRB12- Theology. 1.2 Differentiate religion from: Distinguish the
I/IIIa-1.2 a. Spirituality differences between 1. Define religion,
The elements of b. Theology religion, spirituality, spirituality,
November religion, belief c. Philosophy of religion theology and theology,
5 to system and philosophy philosophy
December spirituality must be Differentiate between religion
8, 2018 discussed here and as
human’s way to God,
Theology as a study of God’s
way to humans and
philosophy as a reflection of
humans’ lived experience of
god

HUMSS_WRB12- 1.3 Infer that Define the 1. Distinguish if

I/IIIa-1.3 a. A belief system or monotheism, the religion is
worldview is a particular way polytheism, atheism monotheistic,
of reordering the realities of Recognize polytheistic and
one’s world monotheistic, atheistic.
polytheistic and 2. Enumerate the
b. Religion is the pursuit of atheistic religion elements of
transformation guided by a Discuss the elements religion and
sacred belief system of religion and spirituality
c. Spirituality is one’s spirituality
 TEODORO M. LUANSING COLLEGE OF ROSARIO
SENIOR HIGH SCHOOL
LESSON GUIDE, 2nd Semester, S.Y. 2018-2019
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 elevate
. their whole self to a higher
dimension of existence (b) a
framework of transcendent
beliefs, (c) text and 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
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 of life) (b) quest for
meaning (including the
purpose of life) (c) quest for
the sacred (beliefs about god)
 TEODORO M. LUANSING COLLEGE OF ROSARIO
SENIOR HIGH SCHOOL
LESSON GUIDE, 2nd Semester, S.Y. 2018-2019
HUMSS_WRB12- Prepare character sketches of Make a character 1. Prepare
I/IIIa-1.4 a person who is spiritual but sketches about character sketches
not religious and a person who religious person but of a person who is
is religious but not spiritual not spiritual person spiritual but not
and spiritual but not religious and a
religious person who is
religious but not
spiritual

HUMSS_WRB12- The learner Cite regions or places where Give examples of How World 1. Prepare a group
I/IIIb-2.1 The learner conducts a group specific religions evolved places where specific Religions Began activity that
demonstrates activity that religions evolved demonstrate the
understanding of demonstrates the influence of a
HUMSS_WRB12 historical and influence of a Analyze the culture of the religion in certain
-I/IIIb-2.2 geographical religion in a certain region that gave rise the cultures and
contexts of the culture specific religion. where those
different religions religion rise.
HUMSS_WRB12- Explain how geography
I/IIIb-2.3 influences religion and religion
affects culture

HUMSS_WRB12- Conducts a group activity that

I/IIIb-2.4 demonstrates the influence of
a religion in a certain cultures

HUMSS_WRB12- The learner gathers Identify the positive and Analyze the positive Positive and Negative 1. Explain the
I/IIIb-3.1 The learner print or web-based negative effects of religion and negative effects of Effect of Religion positive and
demonstrates articles, photos and religions negative effects of
understanding of editorial etc. religion
effects of Religions: Showing the positive
Positive and and negative effects
Negative of religion
 TEODORO M. LUANSING COLLEGE OF ROSARIO
SENIOR HIGH SCHOOL
LESSON GUIDE, 2nd Semester, S.Y. 2018-2019
HUMSS_WRB12- Provide evidence that religion Cite evidences that 1. Prepare an
I/IIIb-3.2 brought about an event in religion brought about group activity that
history an event in history. demonstrates an
HUMSS_WRB12- evidences that
I/IIIc-3.3 Justify that religion can have Explain the positive brought an event
positive or negative effects on and negative effects of in history.
society religion on society

HUMSS_WRB12- Gather print or web-based Analyze the gathered 1. Interpret the

I/IIIc-3.4 articles, photos, editorials, etc web based articles, gathered web
showing the positive and photos, editorials etc based articles,
negative effects of religion. photos, editorials
etc

HUMSS_WRB12 The learner The learner Recite the Ten Enumerate the Ten Judaism 1. Recite the Ten
-I/IIIc-4.1 demonstrates identifies a story Commandments as stated in Commandments as (Chapter 2) commandments
understanding of from the Old the Old Statement (Exodus stated in the Old respectively
the elements of Testaments that 20) Testaments
Judaism demonstrates the
Jewish belief in one
a. Founders; god (e.g., Story of
Abraham (2000 Samson)
B.C.) and/or Moses
(1391-1271B.C)
b. Sacred Texts:
Torah, Poetry,
Prophets, Talmud,
Mishnah
c. Doctrines: Ten
Commandments,
618 rules
d. God:
Yahweh/Jehovah
e.Sects: Orthodox,
Conservative,
 TEODORO M. LUANSING COLLEGE OF ROSARIO
SENIOR HIGH SCHOOL
LESSON GUIDE, 2nd Semester, S.Y. 2018-2019
Reform Liberal
f.Issues:
Antisemitism,
Zionism, Holocaust
HUMSS_WRB12- Identify a Jewish custom of Recognize the Jewish 1. Watch the
I/IIId-4.2 tradition demonstrated in a custom and tradition movie (Fiddler in
movie (e.g., Fiddler in the as demonstrated in the the Roof, Ten
roof, Ten Commandments, watch movie. Commandments,
Ben Hur) Ben Hur) and
Identify Jewish
custom and
traditions.

HUMSS_WRB12- Justify: The core teaching of Distinguish the 1. Explain the

I/IIId-4.3 Judaism is the covenant of one different Jewish core teaching of
God with a chosen people vs. practices and beliefs Judaism
Other people with may gods
December
10, 2018 - HUMSS_WRB12- Identify a story from the Old Recognize the Jewish 1. Read the Story
January 22 I/IIId-4.4 Testament that demonstrated belief in one God in of Samson from
2019 the Jewish belief of one God the story from Old Old Testament
(e.g., Story of Samson) Testament (e.g., Story
of Samson)

HUMSS_WRB12- The learners The learner Recite the Apostle’s Creed, Familiarize to the Christianity 1. Recite the
I/IIIe-f-5.1 demonstrates interviews a The Lord’s Prayer or the Apostle’s Creed (Chapter3) Apostle’s creed
understanding of Christian parent or Beatitudes
the elements of couple on why they
HUMSS_WRB12- Christianity: are Christians and Interpret the Parable of the Give their ideas about 1. Read the
I/IIIe-f-5.2 what belief and Prodigal Son the Parable of parable of
Founder: Jesus practices they adhere Prodigal Son Prodigal Son
HUMSS_WRB12- Christ (c. 7 BC - 30 to. Explain: The core teaching of
I/IIIe-f-5.3 A.D) Christianity is the message that
b. Sacred text: a loving god sent His begotten
Bible(Old and New Son in order to redeem Explain the core 1. Describe the
 TEODORO M. LUANSING COLLEGE OF ROSARIO
SENIOR HIGH SCHOOL
LESSON GUIDE, 2nd Semester, S.Y. 2018-2019
Testament) humankind from eternal teachings and practices practices of
c. Doctrines: damnation. of Christianity and Christianity
Trinity, Virgin Identify the varieties of
Birth, Deity of Christianity
Christ,
HUMSS_WRB12- Resurrection, Last Interview a Christian parent or Recognize beliefs and 1.Interpret the
I/IIIe-f-5.4 Judgment couple on why they are practice that a answers coming
d. God: Christians and what beliefs Christian parent or from the interview
Trinity(Father, Son, and practices they adhere to couple adhere to
and Holy Spirit)
e. Sects: Roman
Catholic,
Greek/Easterr
Orthodox,
Protestantism etc
f. Issues:
Ecumenism,
Sexuality issues
(e.g., contraception,
homosexuality,
ordination of
women)

HUMSS_WRB12- The learner The learners Read the opening lines of Analyze the opening Islam 1. Explain the
I/IIIg-h-6.1 demonstrates conducts a panel Qur’an preferably from an lines of Qur’an from (Chapter 4) opening lines of
understanding of discussion on English version an English version Qur’an
the elements of Muslim beliefs and
HUMSS_WRB12- Islam: practices (when Retell the life and times of Discuss the Life of 1. Read the Life of
I/IIIg-h-6.2 possible inviting a Prophet Muhammad Muhammad Prophet
a. Founder: Muslim) Muhammad
Prophet (WRB pg. 54)
HUMSS_WRB12- Muhammad (570- Explain: The core teaching of Discuss the core
I/IIIg-h-6.3 632 A.D) Islam is there is only one God teaching of Islam
b. Sacred texts: and Muhammad is His final
Qur’an, Hadith and greatest messenger.
 TEODORO M. LUANSING COLLEGE OF ROSARIO
SENIOR HIGH SCHOOL
LESSON GUIDE, 2nd Semester, S.Y. 2018-2019
c. Doctrines: Five
HUMSS_WRB12- Pillars of Islam Conduct a panel discussion on Recognize the belief 1. List down the
I/IIIg-h-6.4 (Shahadah- Muslim beliefs and practices and practices of gathered
declaring there is (when possible invite a Muslims information
no other god but Muslim) coming form the
Allah and panel discussion
Muhammad is His about Muslim
messenger, Salat- beliefs and
ritual prayer five practices.
times a day. Sawm-
fasting during
Ramadan. Zakat-
alms giving to the
poor and Hajj-
pilgrimage to
Mecca at least once
in a lifetime)
d. God: Allah
e. Practitioners:
Sunni, Shi’ite, Sufi
f. Issues: Gender
Inequality, Militant
Islam, Migration
 TEODORO M. LUANSING COLLEGE OF ROSARIO
SENIOR HIGH SCHOOL
LESSON GUIDE, 2nd Semester, S.Y. 2018-2019
HUMSS_WRB12- The learner The learners Identify the uniqueness and Distinguish the Comparative Analysis Illustrate the
I/IIIi-7.1 demonstrates conducts a group similarities of Judaism, similarities among Comparative
understanding of research on the Christianity and Islam monotheistic religions Analysis of
January 25- the three religions doctrines of each of Monotheistic
Febuary 15 in the aspects of the three religions religions
2019 origin, morality, and compares them
purpose, destiny in the aspects of
and views on origin, morality,
women purpose, destiny and
views on women

HUMSS_WRB12- Provide evidence that Judaism, Gather evidences that 1. Read “Origin”
I/IIIi-7.2 Christianity and Islam share Judaism, Christianity and list evidences
common roots from Patriarch and Islam share that monotheistic
Abraham common roots from religions have
Patriarch Abraham common roots
from Patriarch
Abraham
(WRB pg. 66-67)

HUMSS_WRB12- Justify that Judaism, Show places that 1. List down

I/III-7.3 Christianity and Islam as
monotheistic religions, have
largely influenced the world
today
largely influenced by places or regions
monotheistic religions in the world that
largely influenced
by the
monotheistic
religions.

HUMSS_WRB12- The learners conducts a group To understand the 1. Present a group

I/III-7.4 research on the doctrines of
each of the three religions and
compares them in the aspects
of origin, morality, purpose,
destiny and views on women
doctrines of the three report about the
religion in terms of doctrines of the
origin, morality, three religion in
purpose, destiny, and terms of origin,
views on women morality, purpose,
destiny, and views
 TEODORO M. LUANSING COLLEGE OF ROSARIO
SENIOR HIGH SCHOOL
LESSON GUIDE, 2nd Semester, S.Y. 2018-2019
on women

HUMSS_WRB12- The learner The learner Recite the creation story in Rig Familiarize to the Hinduism Recite the creation
I/IIIj-II/IVa-8.1 demonstrates simulates a particular Veda creation story of Rig (Chapter 5) story of Rig Veda
understanding of yoga and writes a Veda
the elements of reflection paper on
Hinduism: her insights on
Hinduism
a.Founders:
Aryans(1500B.C)
b.Sacred Texts:
HUMSS_WRB12- Vedas, Upanishads, Identify the names of the Describe the functions Enumerate and
I/IIIj-II/IVa-8.2 and Bhagavad-Gita major Hindu deities as well as or powers of major describe the
c.Doctrines: their corresponding functions Hindu deities functions or power
Dharma-duty, or powers of Hindu deities
Kam-pleasure.
HUMSS_WRB12- Artha-wealth, Explain: The core teaching of Identify the core Enumerate the
I/IIIj-II/IVa-8.3 Moksha-liberation, Hinduism is the attainment of teaching of Hinduism festivals of
Brahman, Atman, liberation in the identification Hinduism
the Identification of of Atman and Brahman
Brahman and
HUMSS_WRB12- Atman, The Four Simulates a particular yoga and Simulates a particular Simulates a
I/IIIj-II/IVa-8.4 Yogas (Yoga of writes a reflection paper on yoga make a reflection particular yoga
Knowledge, Yoga her insights on Hinduism Paper on her insights and writes a
of Work, Yoga of about Hinduism reflection paper
devotion or Love on her insights on
and Yoga of Hinduism
Psychological
Exercises)
d.Gods: 33 million
god and goddesses
Issues: Gender
Equality, Caste
system, Poverty
 TEODORO M. LUANSING COLLEGE OF ROSARIO
SENIOR HIGH SCHOOL
LESSON GUIDE, 2nd Semester, S.Y. 2018-2019
HUMSS_WRB12- The learner The learner State the Four Noble Truths Understand the Four Theravada Buddhism 1. Enumerate and
II/IVb-9.1 demonstrates evaluates the Eight- and the Eight-fold path Noble Truths and define the four
understanding of fold Path in terms of Eight-fold path noble truths and
the elements of how it achieves the eight fold paths
Theravada Middle Way
HUMSS_WRB12- Buddhism: Give examples of situations Gather evidences of 1. List down
II/IVb-9.2 that demonstrate cravings situations that examples of
a.Founder: which may lead to suffering demonstrate cravings situations that
Siddhartha according to Theravada which may lead to demonstrate
Gautama (563-483 Buddhism suffering according to cravings which
B.C) Theravada Buddhism may lead to
b.Sacred Texts: suffering
Tripitaka according to
c.Doctrines: Four Theravada
Noble Truths, Buddhism
Eight Fold Path,
HUMSS_WRB12- Law of Dependent Evaluate the Eight-fold Path in Appreciate the true Mahayana Buddhism
II/IVb-9.4 Origination and the terms of how it achieves the meaning of Eight-fold
Impermanence of Middle Way Path in Buddhist life
Things
d.God: non-theistic
e.Issues: Territory
conflict in
Mainland
Southeast Asia

HUMSS_WRB12- The learner The learner draws State the three levels of Understand the three 1. Self reflection
II/IVc-10.1 demonstrate insight from the acts perfection of Mahayana levels of of perfection
understanding of of generosity of Tzu Buddhism (moral discipline, of Mahayana
the elements of Chi Foundation that cultivation of virtue, altruistic Buddhism
Mahayana reflect the core conduct)
Buddhism teaching of
HUMSS_WRB12- Mahayana Give an examples of acts of Collect some List down the
II/IVc-10.2 a.Founder: Buddhism generosity of Mahayana examples of acts of gathered or
Siddhartha Buddhists generosity among collected
 TEODORO M. LUANSING COLLEGE OF ROSARIO
SENIOR HIGH SCHOOL
LESSON GUIDE, 2nd Semester, S.Y. 2018-2019
Gautama(563-483 Mahayana Buddhists examples of acts
B.C) of generosity of
b.Sacred Texts: Mahayana
Sutras Buddhists
c.Doctrines: Four
HUMSS_WRB12- Noble Truths, Explain: The core teaching of Understand the core
II/IVc-10.3 Eight Fold Path, Mahayana Buddhism to seek teaching of Mahayana
The Six Perfections complete enlightenment for Buddhism
to become a the benefit of all living beings
Bodhisattva through insight and
(generosity, compassion
morality, patience,
perseverance,
meditation and
insights)
d.God: Non-theistic
e.Issues: Tibet
invasion, Engaged
activism
f.Universality and
growth of sects:
Development of
Buddhism to
Zen(Chan)
Buddhism as the
fruit of its
encounter to
Taoism

Introduction to World Religions and Belief Systems

Julius T. Araw
Teacher
TEODORO M. LUANSING COLLEGE OF ROSARIO
SENIOR HIGH SCHOOL
LESSON GUIDE, 2nd Semester, S.Y. 2018-2019