World Religious and Beliefs System

Discovering the depths and nuances of religions around the world demands different approaches to
learning.  We have thus designed each chapter of this worktext to follow a pedagogical model that
combines different instructional elements.  Interspersed with content such as historical overviews are
different real-life case studies and activities that challenge the students to come up with informed opinions
on religious controversies.  Trivia boxes are present too to give a glimpse of diversity and prevalence of
different religious traditions around the world.  Six salient features define the flow of each chapter.

Table of Contents
Chapter 1: Introduction: Religion in a different light
Chapter 3: Christianity
Chapter 4: Islam
Chapter 5: Hinduism
Chapter 6: Buddhism
Chapter 7: Confucianism and Daoism
Chapter 8: Shintoism
Chapter 9: Indigenous Religions
Chapter 10: Interfaith Dialogue
Chapter 11: Religious Trends

Belief system or worldview- A particular way of ordering the realities of one’s world.

Religion- The pursuit of transformation guided by a sacred belief system

Spirituality- One’s integrative view of life; involves a quest for the meaning and ultimate value of life as
opposed to an instrumentalist or materialistic attitude to life.

Judaism- The core teaching of Judaism is the covenant of one God with a chosen people vs. other people
with many gods.

The learner demonstrates understanding of the elements of Judaism:

a. Founders: Abraham (2000 B.C.) and/or Moses (1391-1271 B.C.)

b. Sacred texts: Torah, Poetry, Prophets, Talmud, Mishnah

c. Doctrines: Ten Commandments, 618 Rules

d. God: Yahweh/Jehovah

e. Sects: Orthodox, Conservative, Reform Liberal

f. Issues: Antisemitism, Zionism, Holocaust

Christianity- The core teaching of Christianity is the message that a loving God sent His begotten Son in
order to redeem humankind from eternal damnation.

The learner demonstrates understanding of the elements of Christianity:

a. Founder: Jesus Christ (c. 7 BC30 A.D.)

b. Sacred texts: Bible (Old Testament and New Testament)

c. Doctrines: Trinity, Virgin Birth, Deity of Christ, Resurrection, Last Judgment

d: God: Trinity (Father, Son and Holy Spirit)

e. Sects: Roman Catholic, Greek/Eastern Orthodox, Protestantism, etc.

f. Issues: Ecumenism, Sexuality issues (e.g., contraception, homosexuality, ordination of women)

Islam -The core teaching of Islam is there is only one God and Muhammad is His final and greatest
messenger.

The learner demonstrates understanding of the elements of Islam:

a. Founder: Prophet Muhammad (570-632 A.D.)

b. Sacred texts: Qur’an, Hadith

c. Doctrines: Five Pillars of Islam (Shahadah-declaring there is no other god but Allah and Muhammad is
His messenger, Salat-ritual prayer five times a day, Sawm-fasting during Ramadan, Zakat-alms giving to
the poor, and Hajjpilgrimage to Mecca at least once in a lifetime

d. God: Allah e. Practitioners: Sunni, Shi’ite, Sufi

f. Issues: Gender Inequality, Militant Islam, Migration

Hinduism- The core teaching of Hinduism is the attainment of liberation in the identification of Atman
and Brahman through the Four Yogas.

The learner demonstrates understanding of the elements of Hinduism:

a. Founders: Aryans (1500 B.C.)

b. Sacred texts: Vedas, Upanishads and Bhagavad-Gita

c. Doctrines: Dharma-duty, Kamapleasure, Artha-wealth, Mokshaliberation, Brahman, Atman, the

Identification of Brahman and Atman, the Four Yogas (Yoga of Knowledge, Yoga of Work, Yoga of
Devotion or Love, and Yoga of Psychological Exercises)

d. Gods: 33 million gods and goddesses

e. Issues: Gender Inequality, Caste System, Poverty

Theravada Buddhism-The core teaching of Theravada Buddhism is that life is suffering; suffering is due
to craving; there is a way to overcome craving; and the way to overcome craving is the Eight-fold Path,
the Middle Way (between pleasure and mortification)
 The learner demonstrates understanding of the elements of Theravada Buddhism:

a. Founder: Siddhartha Gautama (563-483 B.C.)

b. Sacred texts: Tripitaka

c. Doctrines: Four Noble Truths, Eight-fold Path, Law of Dependent Origination and The Impermanence
of Things

d. God: non-theistic e. Issue: Territory conflict in Mainland Southeast Asia

Mahayana Buddhism -The core teaching of Mahayana Buddhism is to seek complete enlightenment for
the benefit of all living beings through insight and compassion.

a. Founder: Siddhartha Gautama (563-483 B.C.)

b. Sacred texts: Sutras

c. Doctrines: Four Noble Truths, Eight-fold Path, The Six Perfections to become a Bodhisattva
(generosity, morality, patience, perseverance, meditation, and insight)

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 with Taoism.

Confucianism -The core teaching of Confucianism is to be a “gentleman” by following the moral way
consisting of the virtues of love, righteousness, wisdom, propriety and loyalty in order to promote
harmony in society.

a.Founder: Confucius (551-479 B.C.)

b. Sacred texts: Confucian Classics

c. Doctrines: Mandate of Heaven, T”ien, Human nature as originally good (Mencius) or evil (Hsun Tze),
Rectification of Names, The Moral Way consisting of five cardinal virtues, Filial Piety, and Ancestor
Worship

d. God: Heaven

e. Issues: Gender inequality, Authoritarianism

Taoism- The core teaching of Taoism is becoming one with ‘Tao.’

a. Founder: Lao Tzu (604 B.C. - ?)

b. Sacred texts: Tao Te Ching, Book of Chuang Tze

 c. Doctrines: Wu-Wei, Law of Reversion, Following nature

d. Tao as the Origin of all Beings, unnameable and eterna

l e. Issues: Inaction, Superstitious practices, Environmentalism

Shintoism- The core teaching of Shintoism is to worship the ancestors and forces of nature to achieve
harmony in all dimensions.

a. Founders: Prehistoric Animists of Japan

b. Sacred texts: Kojiki and Nihongi

c. Doctrines: belief in kami, divinity of emperors

d. Gods: kami (animist and nature spirits)

e. Issues: Shrine visits of Japanese prime ministers

World Leaders Lesson Plans

Religions of the World Lesson Series | World Religions Worksheets
World Religions Teaching Resources
12 Days of Christmas - This is a fun and creative way to explore "The 12 Days of
Christmas." This lesson reinforces numerical order, repetition within a song, and group
effort.
Abiding in Jesus - This bible study is focused towards a fuller understanding of
what it means for us in the 21st Cent. to abide in Jesus by a close reading of the text
found in the Gospel of John 15.1-17
1. Buddhism and the Dalai Lama - Students will apply these teachings to situations
that could take place in their own lives.
2. Dreaming to Come to America - Students examine reasons for immigration to
America, including economic, political, and religious considerations, and conduct
research to determine immigration history of students' families and compare reasons
other groups have come to America.
3. Having a Great Time - Wish You Were Here - This is an overview of colonial life in
America focusing on the social, political, religious, and economic developments of the
New England, Middle colonies, and Southern colonies.
4. Hinduism vs. Buddhism - Students create Venn diagrams showing the differences
and similarities between the religions of Hinduism and Buddhism
5. How have world religions shaped who I am today? - How did beliefs in each of the
main world religions of Islam, Hinduism, Buddhism, Confucianism, Animism, Judaism, or
Christianity influence behavior of believers?
6. Five Major World Religions - This activity allows students to research and identify
various aspects of five major world religions including Christianity, Islam, Hinduism,
Buddhism, and Judaism. Students will use the World Wide Web to conduct research,
recording their findings in Microsoft Word tables.
7. Four Freedoms for the Fourth
8. Hinduism- A teacher's guide.
9. Invitation to Religion - Students are introduced to the world's five major religions
including: traits, characteristics, similarities and differences . Following discussion
students create an invitation to a holiday from one of the religions they have studied.
10. Islam - discuss how to promote understanding among people who have different
traditions.
11. Jesus and the Rise of Christianity - Students will explore how change affects
different classes within a culture.
12. Lessons of the Indian Epics: Following the Dharma  - How does the Ramayana teach
dharma, one of Hinduism's most important tenants?
13. Looks Like Christmas, Exploring Sight - Students explore their sense of sight, learn
about the eyes and how to keep them safe, and become familiar with how to help blind
people become a part of their world.
14. Religion and the Argument for American Independence  - How did religion affect
arguments justifying American independence?
15. Religion and the Fight for American Independence - The activities in this lesson
relate to how America's revolutionary leaders enlisted the support of religion for their
cause and how the religious beliefs of Anglican loyalists and Quaker pacifists affected the
fight for American independence.
16. Religion In Schools - Students will be able to summarize how prayer was prohibited
in schools and recognize legal ways to pray in school.
17. Religions of the World - Students begin a study of the part that religion plays in
culture, by discovering how many different religions there are in the world and where
they are predominantly located. This will involve reading, as well as map work.
18. Religion in 18th Century America - This curriculum unit will, through the use of
primary documents, introduce students to the First Great Awakening, as well as to the
ways in which religious-based arguments were used both in support of and against the
American Revolution.
19. Rescue of the Jews - I want the students to know that the other countries and
religions were very concerned about the Jews and also how badly the jews needed halp
and protection.
20. Rituals and Rites of Passage - Students will be able to define what a rite of passage
is. Students will recognize at least five specific rites of passage.
21. Sikhism - A complete overview.
22. Smells Like Christmas, Exploring the Nose - In this lesson, students learn that the
sense of smell helps us to enjoy life and learn about unsafe conditions. Students will
smell Christmas by making gingerbread ornaments.
23. The Christmas Tree, Just Where Did it Come From?  - The Christmas tree is popular
in most homes in the United States. We decorate our living and family rooms and outside
in the yard, with trees. Just how did they become part of the American Christmas?
24. The Disciple's Cross - The objectives are for everyone to get to know each other a
little better than they did to begin.
25. The Five Pillars of Islam - A teaching idea.
26. The Spread of Religions - How do religions interact, adopt new ideas, and adapt to
diverse cultures? As the missionaries, pilgrims, and converts of Buddhism, Christianity,
and Islam moved around the world, the religions created change and were themselves
changed.
27. The Three Doctrine & Legalism - Students will imagine themselves to be, in turn, a
follower of Buddhism, Taoism, Confucianism, and Legalism.
28. The Whole World Celebrated Christmas! Right? - This lesson is for use during the
weeks before the Christmas break. This will be great for middle school students. It is a
comparison of the other religious holidays that are celebrated around this same time of
year.
29. World Religions - They will be taught the history of each religion, as well as, be
introduced to various current events that deal with the religions.

Lesson Planning Ideas: The World's Religions

Looking to liven up grade 6-12 social studies instruction or add a multicultural element to your class?
Want to celebrate diversity by discussing holidays around the world, and not just in December?

Expand students' world views by helping them understand religions with which they might be less
familiar. Offering kids a global take on religion lets them appreciate the perspectives of the many
faith groups within, and outside of, the United States. In this way, kids develop the diversity skills
they will need to succeed in the 21st century.

Click on the names of the religions in the table below to access mini-articles that provide more
information on the religion, as well as the corresponding holiday that falls within a particular month.
Faiths in the table include: Christianity, Islam, Judaism, Hinduism, Sikhism, Buddhism, Taoism,
Shintoism and Baha'i.

The mini-articles offer a basic rundown of beliefs and practices, information about two holidays
observed in the faith, and links to enrichment resources such as photographic images and relevant
phrases in various languages.

discussion on one or more religious observances that might be new to your students. The
selectionof faiths here is certainly not exhaustive;
you will want to encourage students to identify
and explore additional religious traditions Each month of the school year, try opening not on the list.

Below the table, you'll find (1) general tips for discussing diverse religions in the classroom, (2)
introductory information for students, and (3) discussion points and activities you can use to cover
each religion.

Discussing Diverse Religions in the Classroom

Religion can be a complex and even contentious issue and therefore needs to be approached
carefully in the classroom. The good news is that clear guidelines offer appropriate practices for
public-school educators.

The Teaching About Religion site offers a helpful list of "do’s and don’ts" as well as concrete
examples of what appropriate classroom instruction on world religions looks like. In general,
educators will want to present a secular discussion that neither endorses nor denigrates any one
religion. They will also want to make sure that the experience is comfortable for students of any faith,
as well as those who do not have a religious affiliation.
As such, teachers will want to make sure they avoid:

 Role-playing any sort of practice that can be considered a worship activity (i.e., holidays
should be discussed rather than "celebrated").
 Requiring or pressuring students to disclose or discuss their own religious beliefs (this
includes singling out students who may represent a particular faith).
 Allowing student discussion to go in the direction of proselytizing or judging peers.
 Stereotyping adherents of various faiths or ignoring the diversity present within every faith.

Likewise, any outside speaker the educator may engage should be comfortable abiding by these
guidelines.

Introductory Information for Students

What is a religion?

Begin by asking students to define the term "religion." Record students' responses on chart paper, or
have them share their ideas verbally with the class. Alternately or additionally, you may wish to have
students record their answers in a personal journal.

Compare their ideas to sociologist Emil Durkheim's classical definition:

"[Religion is] a unified system of beliefs and practices relative to sacred things, that is to say,
things set apart and forbidden--beliefs and practices which unite into one single moral
community."

The United Religions Initiative also offers a thorough definition of religion that's geared toward
younger students.

Remember that students may tend to provide definitions that reflect the scope of their personal
beliefs. Through discussion, ensure that you arrive at a definition that's inclusive enough to
cover monotheistic, polytheistic and nontheistic religions.

If students have written their initial definition as a journal entry, after teaching about world religions,
have them go back and determine whether they want to revise or expand their definitions.

What do we know about world religions?

Introduce the names of nine world religions: Christianity, Islam, Judaism, Hinduism, Sikhism,
Buddhism, Taoism, Shintoism and Baha'i.

Ask students: Are any of these familiar? Have students use a journal or KWL chart to indicate what
they know about these religions.

Try administering a pre-quiz to assess prior knowledge. One quiz might involve putting the nine
faiths in order of their number of adherents worldwide. The correct answer, as indicated
on adherents.com, is:

1. Christianity: 2.1 billion

 2. Islam: 1.5 billion
3. Hinduism: 900 million
4. Chinese traditional religion (includes Taoism): 394 million
5. Buddhism: 376 million
6. Sikhism: 23 million
7. Judaism: 14 million
8. Baha'i: 7 million
9. Shintoism: 4 million

Another quiz might involve matching a key concept or term with its corresponding religion. Here's an
example (the term is followed by the answer in parentheses):

 Torah (Judaism)
 Muhammad (Islam)
 Crucifixion (Christianity)
 Kami (Shintoism)
 Diwali (Hinduism)
 Karma (Buddhism)
 Amrit (Sikhism)
 Chi (Taoism)
 Naw-Ruz (Baha'i)

Define the terms monotheism, polytheism and nontheism. Students should remember these terms,

as they will be used later to describe various faiths.

Have students identify particular faiths that are least familiar to them. What do they want to learn
about them? Ask them to record answers in their journals or in the 'W" column of a KWL chart.

Discussion Points and Activities

Before you begin, remind students of any "ground rules" that will apply to discussions. Assure them
that no one will have to share personal information or beliefs, and that discussion should explore
each faith without positive or negative judgment.

Start by giving an overview of the distribution of religions worldwide. The site adherents.com rank-

orders faiths in terms of the number of worldwide adherents for each. To put things in visual
perspective, you may wish to present this screenshot of the site's world-religions pie chart: