LA UNION COLLEGES OF SCIENCE AND TECHNOLOGY

CENTRAL WEST, BAUANG, LA UNION

COURSE SYLLABUS
THIRD GRADING
SCHOOL YEAR 2019-2020

I. Year and Section: 12-Dionysus (GAS)

II. Course Title: Introduction to World Religion And Beliefs
III. Philosophy:
The LUCST adheres to the fulfillment of improving the quality life of the people by giving direction to the individual’s basic potentialities and talents, producing high
caliber manpower that jibes with the requirements of services area and the industries, inculcating values confirming to the ethical standards of the society, accelerating
active quest for the information and producing new ideas needed to adjust to an ever changing society.
IV. Vision:
La Union Colleges of Science and Technology, Inc., envisions itself to be a learning community characterized by academic excellence, creative activity, social
responsibility and integrity.
V. Mission:
La Union Colleges of Science and Technology, Inc. commits itself to provide well-rounded educational trainings and experiences to students whose knowledge, skills and
value system will enable them to adjust to an ever-changing society, be competitive in the global market and contribute to the improvement of the quality of life.
VI. Objectives:
Guided by the School philosophies and VMGO, as a private educational institution, the ultimate goal of the LUCST is to produce holistic graduates who have realize their
vast potentiality and responsibilities to the society and to the world as a whole aided by relevant curriculum and instruction, competent learning facilitators, meaningful
lifelong experiences as well as presence of the complete and adequate facilities.
It is expected that their stay in the institution, the graduates will have been molded as men and women who:
a. Realize their role and obligations to themselves, their fellowmen, to their country and the world and to their Creator
b. Are academically competent and nurture
c. Respect and maintain their Filipino identitiy and share their giftness to the rest of the world
d. Contribute to nation building and sustainable development
VII. Description of the Course:
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 other.
VIII. Session/Time: One Hour/ four times a week
IX. Objectives of the Course:
At the end of the semesters, the students will be able to:
a. The learner demonstrates understanding of belief system or worldview*, Religion, Spirituality, Philosophy of Religion, and Theology;
b. The learner compares the different religions in the aspects of origin, morality, purpose, destiny and views on women and;
c. The learner summarizes the significance of religion and the basic similarities of all religions discussed within the semester.

X. Activities to be submitted and accomplish:

a. Short Quizzes
b. Reporting
c. Projects (Research output, lecture forum and interview)
d. Assignments
e. Quarterly Assessment or Examination

XI. Core Values:

a. Maka-tao
b. Makabayan
c. Maka-Diyos

XII. Grading System:

Written Activities-25%
Performance-50%
Quarterly Examination-25%
100%
XIII. Nilalaman:
CONTENT SESSION/ LEARNING COMPETENCIES METHODOLOGI RESOURCES/ EVALUATION
TIME ES AND MATERIALS
STRATEGIES IN
TEACHING

I. Definition of Terms 1.1. Give an example of a belief system or a  Brain Chalkboard/ laptop/ a. Individual Reporting
worldview. storming book b. Short Quiz
3 MONTHS (HUMSS-WRB12-I/IIIa-1.1) activities c. Oral Recitation
 Reporting d. Written Works
1.2. Differentiate religion from:  Discussion
a. Spirituality
b. Theology
c. Philosophy of Religion
(HUMSS-WRB12-I/IIIa-1.2)

II. How World Religions 2.2. Analyze the culture of the region that gave  Brain Chalkboard/ laptop/ a. Individual Reporting
Began rise to specific religions. storming book b. Short Quiz
(HUMSS-WRB12-I/IIIb-2.2) activities c. Oral Recitation
 Reporting d. Written Works
 Discussion
III. Positive and Negative 3.1. Identify the positive and negative effects of  Brain Chalkboard/ laptop/ a. Individual Reporting
Effect of Religions religions. storming book b. Short Quiz
(HUMSS-WRB12-I/IIIc-3.1) activities c. Oral Recitation
 Reporting d. Written Works
 Discussion
IV. Judaism 4.1. Recite the Ten Commandments as stated in  Brain Chalkboard/ laptop/ a. Individual Reporting
the Old Testaments. storming book b. Short Quiz
(HUMSS-WRB12-I/IIId-4.1) activities c. Oral Recitation
 Reporting d. Written Works
 Discussion
  Recitation
V. Christianity 4.1. Recite the Apostle’s Creed, The Lord’s  Brain Chalkboard/ laptop/ a. Individual Reporting
Prayer or Beatitudes. storming book b. Short Quiz
(HUMSS-WRB12-I/IIIe-f-1.2) activities c. Oral Recitation
 Reporting d. Written Works
5.4. Interview a Christian parent or couple on  Discussion
why they are Christians and what beliefs and  Recitation
practices they adhere to.  Interview
(HUMSS-WRB12-I/IIIe-f-5.4)
VI. Islam The learner conducts a panel discussion on  Brain Chalkboard/ laptop/ a. Individual Reporting
Muslim beliefs and practices (when possible storming book b. Short Quiz
inviting a Muslim). activities c. Oral Recitation
HUMSS_WRB12-I/IIIg-h-6.1  Reporting d. Written Works
 Panel
Discussion
VII. Comparative Analysis 7.4. Conducts a group research on the doctrines  Brain Chalkboard/ laptop/ a. Individual Reporting
of each of the three religions and compares them storming book b. Short Quiz
in the aspects of origin, morality, purpose activities c. Oral Recitation
destiny and views on women.  Reporting d. Written Works
(HUMSS-WRB12-I/IIIi-7.4)  Discussion
 Research
THIRD GRADING
PERIODICAL
EXAMINATION
VIII. Hinduism 8.2. Identify the names of the major Hindu  Brain Chalkboard/ laptop/ a. Individual Reporting
3 MONTHS deities as well as their corresponding functions storming book b. Short Quiz
or powers activities c. Oral Recitation
HUMSS_WRB12-I/IIIj-II/IVa-8.2  Reporting d. Written Works
 Discussio
8.3. Explain: The core teaching of Hinduism is  Group
the attainment of liberation in the identification activity
of Atman and Brahman through the Four Yogas.
HUMSS_WRB12-I/IIIj-II/IVa-8.3

VIIII. Theravada 9.1. State the Four Noble Truths and the Eight-  Brain Chalkboard/ laptop/ a. Individual Reporting
Buddhism fold path storming book b. Short Quiz
HUMSS_WRB12-II/IVb-9.1 activities c. Oral Recitation
  Reporting d. Written Works
9.2. Give examples of situations that  Discussion
demonstrate cravings which may lead to  Recitation
suffering according to Theravada Buddhism
HUMSS_WRB12-II/IVb-9.2

9.3. Explain: 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).
HUMSS_WRB12-II/IVb-9.3
X. Mahayana Buddhism 0.1. State the three levels of perfection of  Brain Chalkboard/ laptop/ a. Individual Reporting
Mahayana Buddhism (moral discipline, storming book b. Short Quiz
cultivation of virtue, and altruistic conduct) activities c. Oral Recitation
HUMSS_WRB12-II/IVc-10.1  Reporting d. Written Works
 Discussion
10.3. Explain: The core teaching of Mahayana  Recitation
Buddhism is to seek complete enlightenment for
the benefit of all living beings through insight
and compassion.
HUMSS_WRB12-II/IVc-10.3
XI. Comparative Analysis 11.1. Identify the uniqueness and similarities of  Brain Chalkboard/ laptop/ a. Individual Reporting
Hinduism, Theravada Buddhism and Mahayana storming book b. Short Quiz
Buddhism activities c. Oral Recitation
HUMSS_WRB12-II/IVd-11.1  Reporting d. Written Works
 Discussion
 Recitation
XII. Confucianism 12.1. Describe the five basic relationships (king  Brain Chalkboard/ laptop/ a. Individual Reporting
to subject, father to son, husband to wife, elder storming book b. Short Quiz
brother to younger brother and friend to friend) activities c. Oral Recitation
HUMSS_WRB12-II/IVe-12.1  Reporting d. Written Works
 Discussion
12.3. Explain: The core teaching of  Recitation
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.
HUMSS_WRB12-II/IVe-12.3
XIII. Taoism 13.1. State that “Tao is the origin of all beings  Brain Chalkboard/ laptop/ a. Individual Reporting
whose essence is nothing” storming book b. Short Quiz
HUMSS_WRB12-II/IVf-g-13.1 activities c. Oral Recitation
 Reporting d. Written Works
13.2. Give examples of acts showing love and  Discussion
respect of nature and the environment  Recitation
HUMSS_WRB12-II/IVf-g-13.2
XIV. Shintoism 14.2. Explain why is it important for Japanese  Brain Chalkboard/ laptop/ a. Individual Reporting
people to worship gods storming book b. Short Quiz
HUMSS_WRB12-II/IVh-14.2 activities c. Oral Recitation
 Reporting d. Written Works
 Discussion
 Recitation
XV. Comparative Analysis 15.1. Identify the uniqueness and similarities of  Brain Chalkboard/ laptop/ a. Individual Reporting
Confucianism, Taoism and Shintoism storming book b. Short Quiz
HUMSS_WRB12-II/IVi-15.1 activities c. Oral Recitation
 Reporting d. Written Works
15.3. Justify that Confucianism, Taoism and  Discussion
Shintoism as East Asian religions/philosophies  Recitation
have largely influenced the world today.
HUMSS_WRB12-II/IVi-15.3
XVI. Synthesis Simulate a panel discussion of inter-religious  Brain Chalkboard/ laptop/ a. Individual Reporting
dialogue that reflects the following: storming book b. Short Quiz
a. the meaning and ultimate value of life activities c. Oral Recitation
b. how one is to relate to one’s self, family,  Reporting d. Written Works
society and nature  Panel
c. the way to achieve personal happiness and Discussion
fulfilment  Recitation
HUMSS_WRB12-II/IVj-16  Interview
FOURTH QUARTER
EXAMINATION

XIV. Resources:
a. K to 12 Senior High School Humanities and Social Sciences Strand – Introduction to World Religions and Belief Systems May 2016
b. Introduction to World Religion and Beliefs. Jose et al , Vibal Publishing Group Inc, 2010
Prepared by: Checked by: Noted by:

JO RIZALINA O. MALTO, LPT ELVIRA R. TAVARES RAYMOND B. PANIS, LPT

Teacher SHS Academic Coordinator Principal

Verified by:

SHIELA F. TABIAN, LPT, MAEd

Exec. Vice President