Classroom Instruction Delivery Alignment Map (CIDAM)

Grade: 12 Semester: __1st _

Core Subject Title: Introduction to World Religions and Belief Systems No. of Hours/Semester: 80 Prerequisite (if needed)_________

Course 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

Culminating Performance Standard: Perform a “Cost Play Online Exhibit” to promote tolerance and respect to other religions and avoid religious conflict inside this country and specifically this
institution.
Highest Enabling Strategy
to use in Developing the
Highest Thinking Skills to Assess Highest Thinking Skill to
Content Performance Standard Learning Competencies assess
Content Standard Assessment Technique Enabling Teaching
KUD General Strategy
Classification RBT Level WW QA PC Strategy
A. Definition The learners The leaners: The learners:
of Terms demonstrate an
understanding of: 1. Prepares 1. Give an example of a K Recognizing Essay Communicat Activating
character belief system or a Writing ion Schema
1. Belief system or sketches of a worldview
worldview*, person who is Communicate her
Religion, spiritual but not understanding of her
Spirituality, religious and a religion
Philosophy of person who is 2. .Differentiate religion U Connecting Venn Reasoning Interactive
Religion, and religious but not from: Diagram and Proof Discussion
Theology. spiritual. a. Spirituality Graphic
b. Theology Organizer
c. Philosophy of
Religion Differentiate
between religion as
humans’ way to God,
 theology as a study of
God’s way to humans
and philosophy as a
reflection of humans’
lived experience of Collaborative
God Activity Visual
3. Infer that: E Evaluating Essay Connection Presentation
a. A belief system or Writing Brainstorming
worldview is a
particular way of
ordering the realities of
one’s world.
b. Religion is the
pursuit of
transformation guided
by a sacred belief
system.
c. Spirituality is one’s
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 to elevate
their whole self to a
higher dimension of
existence, (b) a
framework of
transcendent beliefs,
(c) text or 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 to life), (b) quest
for meaning (including
the purpose of life), (c)
quest for the sacred
(beliefs about God),
and (d) suggests a self Post-it-all
- reflective existence. Interactive
discussion
4. Prepare character D Creating Character Poster Debate Taking a
sketches of a person Sketch Making Stand
who is spiritual but not Strategy
religious and a person
who is religious but not
spiritual

B. How the 1. The learners The learners:

World demonstrate The learners discuss
Religions understanding of the influence of 1. Cite regions or K Recognizing Short Discovery/Inq
Began historical and his/her religion in their places where Essay uiry-based
geographical culture and family. specific religions Response
contexts of the evolved
different 2. Explain how U Evaluating Accountable
religions. geography Talk
 influences religion
and religion affects
culture
3. Analyze the U Testing
culture of the
region that gave
rise to specific
religions Reasoning Brainstorming
4. Elaborate the D Creating Reflection and Proof Video Clip
influence of Paper Presentation
religion in the
personal life and
community of the
learners.

C. Positive and The learners The learners make The learners:

Negative demonstrate use of the gathered
Effect of understanding of data in order to 1. Identify the positive K Rememberin Modified Representati Graphic
Religions effects of Religions: develop a plan on and negative effects g True/False on Organizer
positive and how to solve the of religions.
negative. negative effects of 2. Provide evidence U Applying Read Text
religion especially in that religion brought Scavenger
the family life of the about an event in Hunt
learner. history. Reporting
3. Gather print or web- D Creating
based articles,
photos, editorials,
etc. showing the
positive or negative
effects of religion
4. Select the best SQ3R
positive effect of Cooperative
religion and explain Learning
why it is the best and Scavenger
select the most Hunt
negative effect of
religion and provide
the best solution
D. Judaism The learners The learners share The learners:
demonstrate their story which will
understanding of the relate to the values 1. Recite the Ten K Rememberin Communcati Read-Aloud
elements of they learn from the Commandments g on Mental
Judaism: Story of Samson and as stated in the Imagery
a. Founders: about their belief. Old Testament
Abraham (2000 (Exodus 20)
B.C.) and/or Moses 2. Identify the custom U Evaluating Movie Movie
(1391- 1271 B.C.) or tradition Analysis Watching
b. Sacred texts: demonstrated in a
Torah, Poetry, movie (e.g. Fiddler
Prophets, Talmud, in the Roof, Ten
Mishnah Commandments,
c. Doctrines: Ten Ben Hur)
Commandment s, 3. Share opinion U Evaluating Essay
618 Rules about the Jewish
d. God: belief in the
Yahweh/Jehovah relation to one’s
e. Sects: Orthodox, own belief.
Conservative, 4. Justify: The core U Analyzing Completing Representati Graphic
Reform Liberal teaching of the KWL on Organizer
f. Issues: Judaism is the Chart (Oral (Venn
Antisemitism, covenant of one Discussion) Diagram)
Zionism, Holocaust God with a chosen KWL Chart
people vs. other
people with many
gods.

E. Christianity The learner The learners interview The learners: K Recognizing Graded Communicat Read-Aloud
demonstrates a Christian parent or 1. Recite the Recitation ion Oral
understanding of the couple on why they Apostle’s Creed, Recitation
elements of are Christians and The Lord’s Prayer
Christianity: a. what beliefs and or Beatitudes
Founder: Jesus practices they adhere 2. Interpret the U Creating Reflection Character
Christ (c. 7 BC-30 to. Parable of the Paper Mapping Role
A.D.) b. Sacred Prodigal Son Play
texts: Bible (Old 3. Interview a
Christian parent or
 Testament and New couple on why D Doing Broadcastin Communicat Interactive
Testament) c. they are Christians g ion Discussion
Doctrines: Trinity, and what beliefs Wheel
Virgin Birth, Deity of and practices they spinner
Christ, Resurrection, adhere to (Sharing)
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)

F. Islam The learner The learners conduct The Learners:

demonstrates a panel discussion on
understanding of the Muslim beliefs and 1. Retell the life and K/U Knowing Quiz Bowl Connection Active
elements of Islam: a. practices (when times of Prophet Discussion
Founder: Prophet possible inviting a Muhammad.
Muhammad (570- Muslim). 2. Explain the core U Understandin Essay
632 A.D.) b. Sacred teaching of Islam g
texts: Qur’an, Hadith is there is only one
c. Doctrines: Five God and
Pillars of Islam Muhammad is His
(Shahadahdeclaring final and greatest
there is no other god messenger.
but Allah and 3. Change the deep- D Creating Position Reasoning Panel
Muhammad is His rooted and biased Paper and Proof Discussion
messenger, Salat- perception towards
ritual prayer five Muslim in the
times a day, Sawm- country and across
fasting during the globe.
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.

G. Hinduism The learner The learners The learners:

demonstrates simulates a particular 1. Identify the names K Recognizing Representati Picture
understanding of the yoga and writes a of the major Hindu on Analysis
elements of reflection paper on deities as well as Technology
Hinduism: her insights on their Integration
a. Founders: Aryans Hinduism corresponding
(1500 B.C.) functions or Reflection
b. Sacred texts: powers. Paper
Vedas, Upanishads 2. Explain the core U Evaluating Inquiry-based
and Bhagavad-Gita teaching of approach
c. Doctrines: Hinduism is the
Dharma-duty, Kama- attainment of
pleasure, Artha- liberation in the
wealth, identification of
Mokshaliberation, Atman and
Brahman, Atman, Rahmann thought
the Identification of the Four Yogas.
Brahman and
Atman, the Four
Yogas (Yoga of
Knowledge, Yoga of
Work, Yoga of
Devotion or Love,
and Yoga
Paper and
H. Theravada The learners The learners The learners: Pencil Test
Buddhism demonstrate demonstrate a 1. State the Four K Rememberin Representati Reading Text
understanding of the personal experience Noble Truths and g Completing on Self-talk
 elements of in which the Eightfold Eight-fold Path the Table Technique
Theravada Path has practiced 2. Give examples of U Applying Connection Technology
Buddhism: situations that Integration
a. Founder: demonstrate Video
Siddhartha Gautama cravings which Presentation
(563- 483 B.C.) may lead to
b. Sacred texts: suffering according Table
Tripitaka to Theravada Completion
c. Doctrines: Four Buddhism
Noble Truths, 3. Demonstrate D Creating Video Skit
Eightfold Path, Law personal
of Dependent experience in
Origination and The which the Eightfold
Impermanence of Path has been
Things d. God: practiced.
nontheistic e. Issue:
Territory conflict in
Mainland Southeast
Asia.

I. Mahayana The learners The learners draw the The learners:

Buddhism demonstrate insight from the acts 1. State the three K Identifying Communicat Peer
understanding of the of generosity of Tzu levels of perfection ion Questioning
elements of Chi Foundation that of Mahayana Social Media
Mahayana reflect the core Buddhism (moral Posting
Buddhism: a. teaching of Mahayana discipline,
Founder: Siddhartha Buddhism. cultivation of
Gautama (563- 483 virtue, and
B.C.) b. Sacred altruistic conduct)
texts: Sutras c. 2. Explain: The core
Doctrines: Four teaching of U Evaluating Reaction
Noble Truths, Mahayana Paper
Eight fold Path, The Buddhism is to Writing
Six Perfections to seek complete
become a enlightenment for
Bodhisattva the benefit of all
(generosity, morality, living beings
patience, through insight
perseverance, and compassion.
 meditation, and 3. Draw the insight D Creating Poster
insight) d. God: from the acts of Making
non theist Issues: generosity of Tzu
Tibet invasion, Chi Foundation Oral
Engaged activism f. that reflect the Discussion
Universality and core teaching of Visual
growth of sects: Mahayana Imagery
Development of Buddhism
Buddhism to Zen
(Chan) Buddhism as
the fruit of its
encounter.

J. Confucia The learner The learners present The learners:

nism demonstrates a character sketch of 1. Describe the five U Applying Group Representati Interactive
understanding of the a person who basic relationships Presentation on discussion
elements of personifies the (king to subject, Picture
Confucianism: a. Confucian virtues. father to son, Analysis
Founder: Confucius husband to wife,
(551- 479 B.C.) b. elder brother to
Sacred texts: younger brother
Confucian Classics and friend to
c. Doctrines: friend) 12.
Mandate of Heaven, 2. Give examples of U Analyzing Table
T”ien, Human nature acts showing filial Completion
as originally good piety in the family,
(Mencius) or evil community and
(Hsun Tze), society.
Rectification of 3. Present a D Doing Group Communicat Visual
Names, The Moral character Sketch Activity ion Imagery
Way consisting of of a person who Visual
five cardinal virtues, personifies the Presentation
Filial Piety, and Confucian virtues.
Ancestor Worship d.
God: Heaven e.
Issues: Gender
inequality,
Authoritarianism.
K. Taoism The learner The learners make The learners:
demonstrates personal needs 1. State that “Tao is K Rememberin KWL Chart Communicat Oral
understanding of the inventory and select the origin of all g ion Recitation
elements of Taoism: the things that she beings whose
a. Founder: Lao Tzu can live without and essence is
(604 B.C. - ?) b. justify why. nothing” Interactive
Sacred texts: Tao Te 2. Give examples of U Comprehendi Reflection Communicat Sharing
Ching, Book of acts showing love ng Paper ion
Chuang Tze c. and respect of
Doctrines: Wu-Wei, nature and the
Law of Reversion, harmony and well-
Following nature d. being to web of
Tao as the Origin of life.
all Beings, 3. Make personal D Creating Table Chart Reasoning Accountable
unnamable and needs inventory and Proofing Talk
eternal e. Issues: and select the
Inaction, things that she can
Superstitious live without and
practices, justify why.
Environmentalism

L. Shintoism The learner The learners evaluate The learners:

demonstrates the characters of 1. Narrate the kojiki K Rememberin Pencil and Representati
understanding of the Kojiki creation story at creation story g paper Test on
elements of personifies it.
Shintoism: 2. Interpret the Kojiki U Analyzing
a. Founders: creation story
Prehistoric Animists creatively
of Japan
b. Sacred texts:
Kojiki and Nihongi 3. Evaluate the core U Evaluating Composition Discovery-
c. Doctrines: belief in teaching of Paper Based Inquiry
kami, divinity of Shintoism is to
emperors worship the
d. Gods: kami ancestors and
(animist and nature forces of nature to
spirits) achieve harmony
e. Issues: Shrine in all dimensions.
 visits of Japanese
prime ministers

Performance Task: Perform a “Cost Play Online Exhibit” to promote tolerance and respect to other religions and avoid religious conflict inside this country and specifically this institution. Their
“Cost Play Online Exhibit” will be posted on the IWRBS Facebook page and will be evaluated based on the following criteria: Presentation (30pts.), Genres 30 pts.), Creativity
and Originality (20pts.), Depth of tolerance and respect to other religions (20 pts.)

Prepared by: Checked by:

Rerachil Padilla Alvin Salamat

SHS Subject Teacher SHS Focal Person