Dont Lose Hope Cuz You'Re The Hope, Break A Leg Sa Exam

Republic of the Philippines
Department of Education
Caraga Administrative Region
Division of Butuan City
INTRODUCTION OF WORLD
RELIGIONS AND BELIEF SYSTEM
CONCEPTS, ELEMENTS AND

CHARACTERISTICS OF BELIEF SYSTEM,
WORLDVIEW, RELIGION AND
SPIRITUALITY
(LEARNING ACTIVITY SHEET
FIRST QUARTER
WEEK 1)
________________________________________________________________________________
Name: Year Level:

Track: Strand/Specialization:
Teacher: Date:
LEARNING ACTIVITY SHEET WEEK 1 FIRST QUARTER

CONCEPTS, ELEMENTS AND CHARACTERISTICS OF BELIEF SYSTEM, WORLDVIEW,
RELIGION AND
SPIRITUALITY
Learni Differentiate the concept, elements and characteristics of a belief system, world view,
ng religion and spirituality. (1st Quarter Week 1)
Comp
etenc
y
(MELC
)
Backg Welcome! This lesson is different from the rest because it helps us understand
round the very grounding of our being and the very significant foundation of all dimensions of
Infor life!
matio
In our journey through this life, every individual is inherently longing for an
n for ultimate reality that gives him greater meaning and fulfillment in life which he cannot
Learn find in his material success, social powers and domination towards others. Each of us
ers has a way of looking at this reality and of constantly connecting to it in various forms
(Discu through rituals, praises, dances, songs, symbols, mystic stories and narratives, and
ssion orthopraxis as guided by commandments, values, ethics and laws. All these religious
of expressions may have been developed into folk religiosity and formally into religions
Topic/ throughout the ages because of the religious experiences and encounters between the
Lesso individual and the greater Other.
n) Key
The belief in the greater Other, Ultimate reality or Higher power seems to be
Conce one of the common beliefs behold by all universally across cultures. This is often called
pt God in whatever language a person uses, is some sort of force, or presence that is within
each sentient being on Earth and in the universe. Undeniably, each of us turns to this
Ultimate reality or the Higher power in order to find meaning and fulfilment. Hence,
man may have developed a good number of religions and belief system (Trimarco,2005).
According to Ong (2016), a worldview is a collection of beliefs about life and the
universe being held by people which is influenced and developed by different factors
such as the social environment and upbringing. As opined by Manaloto, etal (2016) a
worldview is a lens through which human beings see themselves and their ultimate
purpose and their involvement with their fellow beings (human and nonhuman). It is
rooted in and shaped by a specific historicocultural and sociological context, manifest
itself concretely through its creed, code and cult.
Creed (from the Latin credo meaning “I believe) consists of fundamental

religious beliefs and assumptions. Code refers to the norms of behavior every adherent
of a religion seeking well-being and fulfillment is expected to observe. Cult (from the
Latin “cultus”, meaning worship) comprises practices that nourish believers’
interiority/spirituality and their union with the ultimate realities, whether solitary or
communal. All have embodied the same elements but in different forms and
expressions.
There are different kinds of belief system or worldviews, namely:

1.Monism – there is no real distinction between god and the universe.
2. Polytheism – the belief and worship of many gods.
3. Monotheism – the doctrine or belief in one supreme god.
4. Atheism – disbelief in or denial of the existence of a personal god.
5. Agnosticism – god cannot be known
Theism, often used as a synonym to monotheism, is defined as “a belief in the

existence of one god viewed as the creative source of the human race and the world
who transcends yet is immanent in the world. Monotheistic religions, claim that there is
only one God who could have designed and created the universe or may have directed
all events that led to the creation of everything. Whereas, polytheistic religions
recognize many principal gods among whom no one is supreme. Monism asserts that
there is no genuine distinction between God and the universe. There are two
implications arise from this belief, firstly, it contends that God is dwelling in the universe
as part of it. Secondly, the universe does not exist at all as a reality but only as a
manifestation of God
On the other hand, man longs for the ultimate reality because of the following
reasons:
1. Human Experience: sense of lack, discontent, unfulfilled dreams and suffering
2. Human Nature: Viktor Frankl (Existentialist Psychotherapist) says, being human always
points, and is directed, to something, or someone, other than oneself- be it a meaning
to fulfil, or another human being to encounter
3. Homo Religiosus – is one way of describing the human beings.
This speaks of the nature of human beings, to be religious, to go beyond oneself in the
service of something or someone usually perceived as greater than oneself and as a
source of meaning and action that is ultimately transformative.
4. Man expresses his infinite longing thru asking fundamental questions of human life.
Does life have any purpose or meaning? Where did life come from? How are human
beings supposed to live and treat other beings? Is there a form of existence beyond this
earthly life? 5. Man’s infinite longing reflects his likeness and being an image of God.
This infinite longing of man leads him to encounter God and the rest of His
creation. Hence, he turns to
Religion. The ETYMOLOGICAL MEANING OF RELIGION COMES FROM LATIN WORD,Religio
which means
“conscientiousness” or reverence referring to the awe or fear felt in the presence of a
spirit or deity, and may be related to the Latin: Religare which means to bind fast. It
may be understood as an institutionalized system of beliefs and practices from which an
individual or community derives meaning and significance and to which community
formally adheres in response to the ultimate questions and the struggles of everyday life
in the lights of transcendent reality. There are four different senses of defining religion,
namely:
1. Descriptive – list of typical characteristics features which are usually present in the
particular preferences
• A belief of supernatural being who reveals himself
• A creedal formulation of the articles of belief
• Adherence to some moral code
• Appeal to a transcendent power in prayer
• Performance of sacred rites of a liturgical nature
• A setting apart of holy places and seasons
• Some account of the origin of the universe
• Ritual procedures for expiating sin
• An eschatology or account of the Last things
• A fellowship based on the participation of spiritual goods
• There are sacred or canonical books
2. FUNCTIONAL DEFINITION
WE DEFINE FUNCTIONALLY WHEN WE SET OUT THE MEANING IN TERMS OF THE
PURPOSES WHICH THE OBJECT SERVES OR THE NEEDS WHICH IT SATISFIES. FOR
WHICH OF OUR NEEDS DOES RELIGION PROVIDE? Four major functions:
1. It offers Security
2. It provides meaning
- Why am I here? Does suffering have meaning? Because religion offers trans-
empirical reference, the events of this world can be understood in a larger
framework
3. It grounds morality – we must act in responsible ways. But where do we find the
norms of conduct and the sanctions that strengthen the moral code? Religion
provides motivation for striving; it justifies the moral law; it awakens the forum of
conscience.
4. It gives wholeness – We experience division and tension in our society. There is
personal guilt and the need for reconciliation. We need forgiveness, integration,
social harmony. Religion motivates man to overcome differences.
3. ESSENTIAL DEFINITION
• It expresses the inner structure, the intelligible core, whatness of a thing
• Religion is a feeling or sentiment of dependence and surrender
(Schleiermacher)
• It is an inter-personal encounter with the Absolute Thou and the creature
(Buber)
• It is a matter of whatever grasps a man as of ultimate concern (Tillich)
• An awareness of the presence of the Holy One (Rudolf Otto)
4. NORMATIVE DEFINITION
• We define normatively when we express the meaning in its ideal realization.
• We define the thing not as it is but as it should be.
• Religion is a life of total obedience to the Father in love, as this is revealed in
the Scriptures and in the life and death of Jesus, who has given His spirit to
us.
Religion began with the creation of man on earth. Fear plays very significant
roles in the growth of religion. The human and environmental factors are responsible for
the origin of religion and the source took different forms in history. The origin of religion
can be classified into polytheism, pantheism and monotheism which later on resulted in
the establishment of world religions and belief system.
SPIRITUALITY
An important characteristic of the belief system of major religions focuses on
the longing for the value of life. An individual realizes that life is not entirely accidental
and meaningless. Spirituality may be manifested in quite a number of ways such as: the
belief in the presence of an overwhelming power greater than oneself, being fully
mindful of one’s purpose in life, that a person can also have a feeling of oneness or a
bond with other living beings. It comes from the Latin word: spiritus with its verb root:
spirare which means to breath literally. There is an impression that people are
surrounded by a divine reality as pervasive, intimate, necessary, and invisible as the air
we breathe.
BASIC COMPONENTS OF SPIRITUALITY
• Prayer or attending to his/her interior life keeps an adherent centered on the
essentials of the religious tradition and facilitates the development of his/her
personal moral integrity • Living out the ethical demands of the religious
tradition on the social or communal level
• Active involvement in a community of believers provides the adherent some
support.
• Fellowship
• Accountability
• Opportunities for communal spiritual exercises.
Exerci ACTIVITY 1
ses / GRAPHIC ORGANIZER.
Activit Provide your ideas, thoughts and beliefs about religions. This activity
will enable you to elicit your prior knowledge of religions and your personal
ies belief of something or someone greater than you.
Name all religions/belief systems that you know
1. 4. 7.
2. 5. 8.
3. 6.
Do you have a religion or belief?
WHAT DO YOU KNOW WHAT DO YOU WANT TO

1
ABOUT IT? 1
KNOW?
2
. 2
3 .
. 3
.
.4 4
.
5
. 5
.
.
.
How did you keep it alive despite your How does your belief help you
physical absence in performing the
overcome the adversed
traditions amid the Pandemic? Answer in
no less than three (3) Statements challenges of Covid-19
Pandemic? Answer in no less
than three(3) statements
LEARNING ACTIVITY 2 CONCEPT MAPPING:

Illustrate the different characteristics that are common to most
major or formal religions. Give
concrete examples
.
RELIGION
asd
Rubric LEARNING ACTIVITY 1.2
for
Outstanding Very Satisfactory Satisfactory Needs Total %
scorin 4 3 2 Improvement
g 1
Organization Concepts are Contains most of Contains only a Ideas and
(25%) correctly and the main few of the concepts are
substantially concepts. main concepts. confusing.
presented.
Many key
All keywords Most key words words and Contains a
and concepts and concepts from concepts are limited number
necessary to the units are somehow of
promote an covered in a covered and concepts
overview of the meaningful way are somewhat
competency and are organized. Many key words
are thoughtfully and concepts are
used and well organized. missing.
organized to Concepts seem
give added Some ideas do not to be a list of
meaning. make sense, and thoughts that
at times the confuse the
The main idea reader is not able reader.
makes sense to
and the reader follow what is
is able to follow written.
and understand
what is written.
Content Shows an Makes some Makes many Shows no

(25%) understanding mistakes in mistakes in understanding of
of the topic’s terminology or terminology the topic’s
concepts and shows a few and shows a concepts and
principles and misunderstandings lack of principles.
uses of concepts. understanding
appropriate of many
terminology and concepts.
notations
Few Some
No misconceptions misconceptions Many
misconceptions/ are evident. are evident. misconceptions
errors evident are evident.
Spot the symbols being used by the formal religions or world religion. Post them
below corresponding to the given items. You will only select one correct symbol for
every cited religion below. You will earn 2-point each number for this activity.
WORLD RELIGION POST THE SYMBOLISM HERE
a. JUDAISM
b. CHRISTIANITY
c. ISLAM
d. HINDUISM
e. BUDDHISM
f. DAOISM
g. CONFUCIANISM
h. SHINTOISM
LEARNING ACTIVITY 4 STORY ANALYSIS: This activity will enable you to distinguish
religion from spirituality and help you deeply understand their interrelationship. Read
and analyze the stories, and answer the given questions.
THE PARABLE OF THE CATFISH

By: Juan M. Flavier
Pedrito and Jose were inseparable friends in their early teens. The barrio called
them kambal (twins) because wherever one was, the other was invariably there, too.
They were neighbours so they were together from early morning till deep into
the night. Oftentimes, they slept in each other’s house. Being of the same age, they
were classmates in the barrio school. They even had plans to attend first year high
school in town together.
It was only natural that on Sundays, Pedrito and Jose went together to Church in
town. They wore their Sunday best (maong, t-shirt and rubber shoes) even if they took a
shortcut through the rice fields.
Taking the regular road, the distance to town would be seven kilometres. By
traversing a more direct route behind the cluster of huts and using the rice paddy dikes,
the distance was shortened by half. This was called pagtawid as it involved crossing a
stretch of ricefields and bamboo groves as well as rivulet.
In one of their pagtawid, on their way to church, they saw a putikan (mud
puddle) or lubluban ( carabao’s wallowing hole) in the middle of the deserted field. The
hole was teeming with (fresh water catfish). Either someone used it as a stocking area to
increase the weight of the catfish or the farmers missed out because the putikan was
out of the usual pathway.
Meeting such an opportunity, one would gather the catch. Ideally the two boys
should go to church first and then retrieve the catch on the way back. The problem was
that someone else might discover and harvest the fish while they were in church.
Finally, they thought of a solution calling for their rare separation. Pedrito
would stay, catch all the fish, go home to the barrio and divide the harvest between
them. Jose would proceed to town, attend church and pray for the two of them. They
would then have the best of both worlds.
So Pedrito removed his shoes and Sunday pants and caught all the fish. He then
fashioned a reed and secured each fish through the gills for easy transport. In the barrio,
Pedrito dutifully divided the catch equally accordingly to number and even size. Hating
Kapatid is the barrio term, signifying equitable division or even erring to the advantage
of the other.
Meanwhile, Jose heard Mass and prayed for the two of them. But while in
church, he kept wondering whether Pedrito would really divide the fish equitably, even
suspecting that Pedrito might try to claim the bigger ones and give him the smaller fish
only.
1. Who is more religious, Pedrito who was not able to go to church but was just in
his actuation, or Jose who heard Mass but suspected ill-will? Why?
2. For you what is religious?
3. Who is spiritual for you? Pedrito or Jose? Why?
4. In your own way, how can you help Jose?
5. How can you be faithful to your religiosity and spirituality? (Answer in no less than
5 sentences).
Gospel: Matthew 6:1-6, 16-18

Jesus said to his disciples: "Take care not to perform righteous deeds in order
that people may see them; otherwise, you will have no recompense from your heavenly
Father. When you give alms, do not blow a trumpet before you, as the hypocrites do in
the synagogues and in the streets to win the praise of others. Amen, I say to you, they
have received their reward. But when you give alms, do not let your left hand know
what your right is doing, so that your almsgiving may be secret. And your Father who
sees in secret will repay you. "When you pray, do not be like the hypocrites, who love to
stand and pray in the synagogues and on street corners so that others may see them.
Amen, I say to you, they have received their reward. But when you pray, go to your
inner room, close the door, and pray to your Father in secret. And your Father who sees
in secret will repay you. "When you fast, do not look gloomy like the hypocrites. They
neglect their appearance, so that they may appear to others to be fasting. Amen, I say to
you, they have received their reward. But when you fast, anoint your head and wash
your face, so that you may not appear to others to be fasting, except to your Father who
is hidden. And your Father who sees what is hidden will repay you."
1. Which of the word/s or phrase/s in the gospel story that struck you the most
and why? (State only one word or one phrase)
2. What religious practices were cited in the gospel story? (State only three (3)
words or three (3) phrases.
3. Is Jesus against of the religious practices (religiosity of the Jews) of His day?
Why or Why not?
State your answer in no less than two sentences.
4. What is the core message of the gospel story? State in no less than two
sentences.
Based on the two stories, how will you distinguish Religion from Spirituality?
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ASSESSMENT: Match Column A with Column B.

Write the letter of your correct answer on the space provided for.
You will have 10 pts. for this activity.
Write your COLUMN A COLUMN B
answer
here
1.A belief in the existence of one God viewed as the a. theology

creative source of the human race and the world
2. Relating or affecting the human spirit or soul that b. agnosticism
is one’s personal integrative view on
3. The belief that there is only one God who could c. polytheism
have designed and created the universe.
4. The belief in many principal gods among whom no d. theism
one is supreme
5. The belief that there is no genuine distinction e. worldview
between God and the universe
6.Denial of the existence of God f. monism
7.The belief that God’s existence is unknown and g. Monotheism
unknowable.
8.An organized system of beliefs, ceremonies, and h. Atheism
rules used to worship a god or a group of gods
9.A collection of beliefs about life and the universe I. Religion
held by people.
10. The systematic study of the existence and nature J. Spirituality
of the divine.
Reflec In no less than 3 (three) sentences, state your learning insights about the above-cited
tion activities.
_________________________________________________________________
Refere Ong, Jerome A. etal, Introduction to World Religion and Belief System. 2016
nces (DepEd Property Textbook)
for Manaloto, Christian B. Pilgrimage to Sacred Spaces: An Introduction to World
learne Religions. Phoenix Publishing House 2016.
rs
www.nps.gov>learn>education>classroom
irubric:mindmap Rubric-S7C648.RCampus
Answe Assesment Part

r Key 1. D 6. F
2. D 7. B
3. J 8. I
4. G 9. E
5 . C 10. A
INTRODUCTION OF WORLD
RELIGIONS AND BELIEF SYSTEM
THE INTERCONNECTEDNESS OF GEOGRAPHY,

CULTURE AND RELIGIONS
(LEARNING ACTIVITY SHEET
FIRST QUARTER
WEEK 2 )
\
________________________________________________________________________________
Name: Year Level:

Teacher: Date:
THE INTERCONNECTEDNESS OF GEOGRAPHY, CULTURE AND

RELIGIONS
Learning Analyze the interconnectedness of geography, culture and religions. (Quarter 1,
Competency WEEK 2)
(MELC)
Background • Background Information for Learners Similar to living organisms,
Information religions are born in history and they gradually develop into living
for Learners traditions and affect the lives of their followers. Belief systems
(Discussion originate in certain localities within the context of culture and even
of geography. From their rudimentary forms, religions continually
Topic/Lesson evolved into complicated systems. Quite unfortunately, other
) Key religions are also decline as in case of Zoroastrianism once flourished
in South Asia but is now only confined to Iran, India and Central Asia.
Concept
They may also give the impetus to establish new movements within
religious groups, such as in the case of Buddhism that may be viewed
as a reaction to the overly ritualistic beliefs and the exclusivity of
Hinduism. They may also contribute to the foundation of other
religions, such as those themes Christianity borrowed from Judaism,
and themes Islam borrowed from both Christianity and Judaism
(Brasswell 1994). This lesson will deal with the origin of religions along
with the geographical context and cultural milieu that have impacted
the establishment of world religions and belief systems.
Exercises / Activity 1: E-Picture!
Activities Directions: Each picture symbolizes a type of religion. Identify the religion and
write a brief and consice explanation about their origin on the space provided.
Rubric for Activity 2: Poster It!
scoring Directions: On a paper,make a Poster presentation illustrating the unity of world
religions, Write your explanation at the back of your poster.Your poster will be
graded based on the rubric below.
EVALUATION: Fact or Bluff!

Directions: Write T if the statement is True and write F if the statement is false.
Write your answers on the space provided.
1. Muhammad is the final prophet or the “Seal of the Prophets”__________

2. God instructed Abraham to sacrifice his son Isaac to Mount Sinai._________
3. God presented the Ten Commandments to Moses at Mount
Hira.________________
4. God sacrificed his son Jesus Christ through crucifixion as the plan to
salvation________.
5. God commanded Muhammad to establish a new religion at the cave of Mount
Hira._____
6. In Shintoism, the sacred Mount Fuji, an abode of Japanese gods, is surrounded
by temples and shrines. It is one of the holy mountains along with Mount Tate and
Mount Haku.___
7. Mount Ararat traditional landing place of Noah’s Ark as narrated in the book of
Genesis. ___
8. Christianity acknowledges one God in the three persons: The Father, The Son
and The Holy Spirit. ___
9. Allah is eternal, creator, omnipotent, infinitely good, merciful but harsh on those
who oppose his will.____
10. Mount Tabor the site of transfiguration of Jesus Christ.___
Reflection Directions: What can you say about the picture below? Write your reflection in
the space provided.
References Ong, J., Jose, MD. (2016). Introduction to World Religions and Belief Systems
for learners DepEd Textbook. Gregorio Araneta Avenue, Quezon City: Vibal Group Inc.
Answer Key Answer Key:
1. true 6. true 2. false 7. true 3. false 8. true 4.true 9. true 5. true 10. true
________________________________________________________________________________
Name: Year Level:

Teacher: Date:
LEARNING ACTIVITY SHEET

Influence of Religion to Culture and Society
(1st Quarter Week 3)
Learning
Competency Analyze the influence of Religion to Culture and Society
(MELC)
Background Expectation:
Information You will analyze the influence of religion to culture and society. Specifically,
for Learners this module will help you to:
(Discussion of ➢ Identify the positive and negative effects of religions
Topic/Lesson) ➢ Observe the positive and negative effects of religion
Key Concept ➢ Justify that religion can have positive or negative effects on society
Key Concepts:
The practice of religion is a powerful antidote to many of our social problems
that we face today. Considerable research has emerged over the past years
demonstrate the good contributions of religious practice to individuals well-
being, families and communities. However, aside from each positive functions,
there are also negative effects of religion to us. In the book, Fundamentals of the
World Religion(2019), Cornejo, et al, suggests that religion plays a role in the way
people live their lives today.
1. Religion provides us norms of guidelines for our everyday life for us to obey or
follow. For example,in the Cathoic teachings we are taught to follow the
commandments. First, we ought to love God above all else and second, to love
our neighbours as we love ourselves. The latter is more of a guidelines, to always
do to others what you want others do to you. All Catholics try to live by these two
commandments (34).
2. religion helps us in our struggles for societal survival. Religion played a

significant role in the formation and early development of seven primary
civilization: Egyptian, Mesopotamia, Indian, Cretan, Chinese, Middle American,
Andean. Religion in each of these societies offered its members the courage
needed for survival in a hostile environment, giving explanations to certain
aspects of the human conditions which could not be explained in a rational
manner. In present societies, religion also performs this role. (34)
3. Religion serves as unifying power that encourages social integration in several
ways. It plays an important part in forming, symbolizing and reenforcing common
values and norms. It thus provides support for social standards, socially accepted
bahaviour. Common faith, values and norms, etc., are significant in unifying
people (34).
4. Religion encourages people to render services to the poor and the needy and
promote their welfare. It develops a sense of giving among people. Because of
this, help and assistance is being extended to those in need due to religion
inspiration. It is believed that one can obtain the cherished goal of religion by way
of giving alms and assistance to the helpless and needy persons. It also inculcates
the habit of charity among people who opened charitable institutions like
hospitals, rest houses, temples to help promote the welfare of individuals, groups
and communities (34)
5. Religion promotes arts and culture. Religious leaders were often dedicated to
art and culture. Throughout the world, beautiful, architecturally creative and
magnificent buildings and churches were constructed in the name of God and
gods wherein stunning, brilliant and impressive paintings and works of arts were
hanged on the walls of great museums and galleries (36)
6. Religion serves to calm the in times of suffering and disappointment. In this

world we often suffer disappointment even in the midst of all hopes and
achievement. The things that we strive are in some measures always denied us.
When our hopes are shattered, when all that was planned has been swept away,
we naturally want something or someone to console.(36)
7. Religion shapes domestic, economic and political institutions. Religion supports

institutional pattern more explicitly. All the great religions of the worlds have
attempted to regulate kinship relations especially marriage and family. Another
political institutions are often sanctioned by religion: the emperor of China and
Japan was sacred: the ruling caste of India was sanctioned by Brahmanism; The
kings of France were supposed to rule by divine right (37).
8. Religion has also performed some other services to humanity among which
Summer and Keller included the provision of work, the spread of education, the
accumulation of capital and the creation of the leisure class. For thousands of
years, religion has exerted great influence over economic and political life. Even
today religion is called upon to support rulers and other legal procedures (37).
9. Religion often times inhibits protest and impedes social changes which may
even prove to be beneficial to the welfare of the society. All protest and conflicts
are not all negative. It is often become necessary for bringing out changes. Some
changes religion may postpone reforms, like the issue of the family planning,
death penalty for heinous crimes etc. (38)
10. Religion may foster dependence and irresponsibility. Religion often makes its
followers super-dependent on religious institutions and leaders. But it does not
develop an ability in them to assume individual responsibility. For example a good
number of people in India prefer to the advises of priests and religious leaders
before starting some ventures. But they do not take suggestion of those who are
competent in the field. (38)
11. Religion sometimes promotes evil practices. In its course of development,

religion has promoted and supported evil practices such as cannibalism, slavery,
social hierarchy(untouchable), human and animal sacrifice, etc. like the satanic
ritual abuse the ritual of sacrificing human beings was practice before but is
rapidly fading at present time, Another example in India, a two year old was
bothered to death in a cowshed in New Delhi by a mother, who had been told by
a Hindu mystic that if she sacrifice the child her abusive husband will reform (38).
12. Religion contributes exploitation. As religion interprets misfortunes and

suffering in this world as manifestations of the supernatural order itself, it
sanctifies the existing social structure(38).
Exercises/ Activity 1.1 Paste it.

Activities Objective: Identify the different effects of religion through collage
Directions:
1.Make a collage (gather articles, photos, editorial etc. that show the
positive effects of religion
Critical thinking Questions:

1. How did you feel after accomplishing the task?
2. What important realization did you encounter while doing the
task?
Rubrics
Category 4 3 2 1
Creativity All of the Most of the Only a few Noe of the
graphics or graphics graphics or graphics or
objects used in objects used in objects reflect objects
the collage the collage student reflects
reflect reflect creativity, but student
creativity in creativity in the ideas were creativity
their display. their display. typical rather
Student Student only than creative.
utilizes uses pictures
numerous to depict the
materials for themes,
texture symbols or
characters
Design Graphics are 1-2 graphics 3-4graphic are Graphics are
cut to an are lacking in lacking in not an
appropriate design or design or appropriate
size, shape placement. placement. Too size shape.
and are There may be much Glue marks
arranged a few smudges background is evident. Most
neatly. Care or glue marks. showing. There of the
has been No tape marks are noticeable background is
taken to showing. It
balance the obvious from smudges or appears little
pictures across the front. glue marks . attention was
the area. given to
Items are designing the
glued neatly collage.
and securely.
No tape is
showing from
the front
looks
professional
and could be
displayed with
confidence
Number of The collage There are a The collage has The collage
Items covers the few white a few large has more
entire page, spaces pictures but white space
leaving no showing. No does not cover than pictures.
white space repetition of the whole
showing. pictures. paper.
Time and Much time Time was used It appears the Class time was
Effort and effort wisely, but student did not not used
went into the student could put in a lot of wisely and the
planning and have put in effort before student put in
design of the more time and the no additional
collage. It is effort at presentation. effort.
clear the home. Project The project is
students was complete unfinished or
worked at but only complete w/o
home. The showed the color
project shows basics.
great detail
and followed
the proposal
exactly.
Student
worked this
project at
home.
Titles and Titles and text Titles and text Titles and text Title and/or
Text were written were written were mostly text are hard
clearly and clearly were clear and to read even
were easy to easy to read somewhat easy when the
read from a close-up. to read close- reader is
distance. No Possible minor up. close. Spelling
spelling or spelling errors. and grammar
grammar errors are
errors! distracting
from the
project.
Attention to The student The student The student The student’s
theme gives a gives a gives a fairly explanation
reasonable reasonable reasonable are weak and
explanation of explanation of explanation of difficult to
how every how most how most items understand
items in the items in the in the collage
collage is collage is are related to
related to related to the book.
book “no leaf book. For
is left many of items,
unturned” the
relationship is
clear w/o
explanation.
Activity 1.2 Identify it.

Objective: identify the positive effects of religion during the pandemic times.
Direction: Create a graphic organizer showing the positive effects of religion
during the COVID 19 pandemic. Cite the specific example for each positive
effects.
CHECK YOUR UNDERSTANDING

How are you now? Are you ready to continue? At this point, let us
focus on the effects of religion to your life. By answering the question
‘How religion influence me or affects me personally? gives you the
privilege to reexamine your life and become a better and a mature
individual. What you are now, and what you will be come, is because, you
have someone whom you believe He will. And just like among others who
believed that religion as an expression of their very nature, you too will
prove it through writing a poem.
Directions:
1. Write a three stanza poem with four lines per stanza which expresses the
importance religion to your personal life.
2. Be imaginative and creative. Use a short coupon bond.
Critical Thinking Questions:

1. What did you feel?
2. How did you work on it? Did you find it easy or difficult?
3. What is/are your realization/s while doing your task?
RUBRICS
4 3 2 1
Title of Poem Present creative Present some Present title No clear title
title related to creative title with little
the poem related to the creativity
poem
Follow poetry All poems are Most poems are Some poems are Litle or no
Direction written correctly written correctly written correctly evidence of
according to according to according to following
directions direction directions poetry
directions
Creativity Wow! Very Has many Has some Shows little
creative ideas creative ideas creative ideas Creative
and illustrations and illustrations and illustrations
Convention Evidence of Evidence of Evidence of Litle or no
strong grade adequate grade limited grade evidence of
level grammar, level grammar, level grammar, grade level
capitalization, capitalization, capitalization, grammar,
punctuation and punctuation and punctuation and capitalization,
spelling spelling spelling punctuation
and spelling
Handwriting Handwriting is Handwriting is Handwriting is Handwriting
neat with little mostly with some neat with needs
visible eraser some eraser many eraser improvement
marks marks marks
Evaluation Directions: Give your own evaluations or observations on the positive and negative
influence of religion to human person and society ( 6 each influences). Use separate
paper for your answer.
Influence Positive Negative
On the Human Person
On the Society
Answer key Possible answers: Positive Effects: 1. Provides guidelines for our everyday life 2.
Helps us in our struggle for societal survival 3. Serves as a unifying power 4. Encourages
people to render services 5. Promotes art and culture 6. Serves to calm the person in times
of suffering and disappointment; 7. Shapes domestic, economic and political institutions.
8.Supports and influences institutions economic and political life. Negative effects: 1.
Inhibitsprotest and impedes social changes 2. Fosters dependence and irresponsibility 3.
Promotes evil practices 4. Contributes to exploitation 5. Promotes superstitions 6. Causes
conflicts and division
References Online Sources
https://www.etymonline.com/word/religion
for learners http://marripedia.org/effects_of_religious_practice_on_society
Books:
Cornejo, Nigel L., et al. Fundamentals of World Religions. MaxCor Publishing House, Inc.,
2019
Serapio, Maria Perpetua Arcilla. Introduction to World Religions for Senior High School.
Mindshapers Co., Inc. 201
Acknowledgements
Writer: Jeriel G. Apurillo
Editor: Amalia C. Solis - EPS Reviewers: Gener Irinco, Paciano B. Ferrer ,Alejandrino C. Alac
(content), Virginia Pike (language)
Management Team: Maria Magdalena M. Lim-Schools Division Superintendent-Manila, Aida
H. Rondilla-Chief Education Supervisor Lucky S. Carpio-EPS and Lady Hannah C. Gillo,
Librarian II-LRMS
________________________________________________________________________________
Name: Year Level:

Teacher: Date:

THE BRIEF HISTORY, CORE TACHINGS, FUNDAMENTAL BELIEFS, PRACTICES AND RELATED ISSUES OF
JUDAISM I WILL BE TAKE YOU AS MY PEOPLE AND I WILL BE YOUR GOD” (Exodus 6:7)
Learning Examine the brief history, core teachings, fundamental beliefs, practices and related
Competency issues of Judaism. (Week 4 First Quarter) Note: Do not write any unnecessary marks
(MELC) on these activity sheets. Use another sheet of papers in answering all the activities.
Background KEY CONCEPT: Judaism is one of the oldest monotheistic religion in the world which
Information is an organized belief system during the Bronze Age in West Asia. It comprises the
for Learners religious beliefs and practices of the people of Israel, that traces its heritage to the
(Discussion divine covenant made between Adonai and their Ancestor Abraham, whose family
of of origin migrated from Mesopotamia nearly four thousand years ago and ended up
Topic/Lesso settling in the Middle East. This is the religion professed by the Jews as the “people
n) Key of the book”. They are called people of the book in reference of their sacred text or
their Holy Book called “TaNaKh”. These people are expected to live a life according
Concept
to God’s teachings contained in the Torah as the very center of their covenanted
relationship. The Jews believed that they were chosen people of God to serve as an
exemplar of devotion and purity to humankind ( Ex 19-20 the Sinai Covenant
through Moses) It is a tradition grounded in the worldview expressed in sacred texts
more often called, the TANAKh
TORAH in Hebrew, the NEVI’IM (PROPHETS) KETUVIM (WRITINGS)

Law or is also called
PENTATEUCH in Greek
which means the Five
books of Moses
GENESIS EXODUS FORMER PROPHETS PSALMS PROVERBS JOB
LEVITICUS NUMBERS JOSHUA JUDGES SAMUEL SONG OF SONGS RUTH
DEUTERONOMY KINGS LATTER PROPHETS LAMENTATIONS
ISAIAH JEREMIAH ECCLESIASTES ESTHER
EZEKIEL TWELVE DANIEL EZRA NEHEMIAH
PROPHETS CHRONICLES
It may have been the first religion to believe that there is one God who created the
universe and continues to control it. Since Judaism teaches that all people are
created in the image of God, they believe that everyone is to be treated with
respect.
Figure 1: Map of West Asia
They claimed that all the people who have descended from Abraham
through his son Isaac are known as Jews, after one of the Abraham’s great
grandsons, Judah. The Jewish people are also sometimes known as Israelites or
Children of Israel, after Abraham’s grandson (Jacob called Israel). Traditionally,
everyone born of a Jewish mother is a Jew, whether they actively participate in the
religion or not.
The Jewish people did not live in their Promised Land forever, as they had
hoped. Around 1300 B.C.E. they had to move to Egypt in search of food during the
time of famine. They became slaves to the Egyptian King, or Pharaoh. They were
freed by a Jewish man named Moses, and again journeyed back to the Promised
Land. The story of their liberation from Egypt is told in the book of Exodus.
Figure 2: The Ancient West Asia

These people suffered from various dominations starting from Egyptian to
Roman Domination and were finally dispersed when the Romans destroyed the
temple of Jerusalem in 70 AD.
Exercises / Activity 1 Challenge yourself by arranging the jumbled letter words:
Activities 1.ENGSIES 6. WEJSHI
2. BHRAAMA 7. SOMES
3. CNANAA 8. OTHAR
4. TANEPUETCH 9. BWEREHS
5. COBAJ 10. UDISAMJ
Activity 2 COMIC STRIP MAKING. Guided by the Biblical Narratives found in Genesis
12,15 and 17, and Exodus 19 and 20, you shall be asked to make a COMIC STRIP. But
the first thing that you are going to do is to read carefully and familiarize the biblical
narratives. If you have the sacred scriptures at home, you may use it for this activity
or in the absence of the bible, you may access them through online. Genesis 12 is
the narrative of the Call of Abram whereby his Faithfulness to God was tested for
the first time. Genesis 15 is another encounter of Abraham with God and Genesis 17
as well. On the other hand, Exodus 19 and 20 contain the most significant event of
the history of God’s people. These accounts are God’s Revelations of His Covenant
with His chosen people, Israel and the corresponding Divine Laws summarized in the
Ten Commandments.
After reading thoroughly the biblical narratives, reflect in your personal life
your encounters with God. IMAGINE GOD SPEAKING ABOUT HIS COVENANT OF
LOVE AND FIDELITY WITH YOU, THE KIND OF PERSON HE CALLS YOU TO BE AND THE
WAY YOU SHOULD LIVE YOUR LIFE. IMAGINE YOURSELF SPEAKING TO GOD, TELLING
HIM WHAT YOU WOULD TRY YOUR BEST TO BE AND TO DO IN RESPONSE TO HIS
OFFER AND CALL. Thereafter, you will write your Dialogue with God and your
responses to His Promises and His Covenant of Love and Fidelity in a Comic Strip.
Note: Please make use of short bond papers and other materials in crafting the
COMIC STRIP.
RUBRICS OF THE COMIC STRIP:
Category Outstanding Very Satisfactory Needs
(5) Satisfactory (3) Improveme
(4) nt (2- 1)
Content - Accuracy All facts in 99-90% of 89-80% of Fewer than
(20%) the comic the facts in the facts in 80% of the
are the comic the comic facts in the
accurate. are are comic are
accurate. accurate. accurate.
Creativity/Originality Original Origina Original Illustrations
(20%) illustrations illustrations illustrations are not
are detailed, are are present OR
attractive somewhat somewhat they are not
and creative. detailed and attractive. original.
attractive. l
Clarity/ Comic Strip Comic Strip Comic Strip Organizatio
Neatness/Organizati is easy to is easy to is somewhat n of
on (20%) read and are read and easy to read material is
clearly somewhat and are confusing to
written and written and somewhat the reader.
drawn. All drawn written and Comic Strip
information clearly Most drawn is hard to
is organized information clearly. read and
appropriatel is organized Some are not
y. appropriatel information clearly
y. is organized written and
appropriatel drawn.
y.
Dialogue/ Text (20%) There is an There is too There is not It is not
appropriate much quite clear which
amount of dialogue and enough character is
dialogue and text in this dialogue or speaking.
text to bring story, but it text in this
the is always story, but it
characters clear which is always
to life and it character is clear which
is always speaking. character is
clear which speaking.
character is
speaking.
Spelling, Grammar & No spelling No more No more Several
Proofreading (20%) errors than 1 than 3 spelling
spelling spelling errors
error errors
Activity 3. List down the 10 Commandments and Formulate 10 words or phrases on

how you will demonstrate the 10 Commandments in your personal life.
The 10 Commandments My 10 words or Phrases to live by

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Assesment ASSESSMENT: 1. Matching Type:
SET A
______1. “The Anointed One” A. Abraham
______2. The great ancestor from whose covenant with Yahweh arose B. Yahweh
the religious beliefs and practices of the people of Israel C. David
______3. The Patriarch to whom the Torah is traditionally attributed. D. Jacob
______4. The warrior king of Israel from whose lineage the Messiah is to come. E. Messiah
______5. An ordained religious professional who more a teacher than priest. A1 Moses
______6. The patriarch who was renamed Israel B2 Rabbi
SET B
______7. The written Torah which is the entire collection of Hebrew A.Torah
Scriptures.
______8. A collection of orally transmitted interpretations of the teachings B.TaNaK
______9. “Instruction or teaching of Yahweh”. C. Talmud
______10. In Hebrew for “Prophets” D. Pentateuch
______11. The Greek word of “Torah” E. Neviim
SET C
____12. The year when the history of Diaspora began. A. 70 AD
____13. It was when the temple of Jerusalem totally pillaged and destroyed by Rome. B.West Asia
____14. The place where Abraham came from. C. 73 AD
____15. The place where Abraham started his journey of faith. D. Ur
____16. The place where Judaism started and developed into institutionalized
religion. E. Haran
Reflection What are the things that you find difficult about the lesson? ___________________
_______________________________________________________________
_______________________________________________________________
What learning insights have you gained from the activities?
_______________________________________________________________
References Willis, Laurie. The Religions of the World. Toucan Valley Publications, Inc. Ong,
for learners Jerome A. etal, Introduction to World Religion and Belief System. 2016 (DepEd
Property Textbook) Manaloto, Christian B. Pilgrimage to Sacred Spaces: An
Introduction to World Religions. Phoenix Publishing House 2016.
Answer Key
INTRODUCTION TO WORLD RELIGIONS AND BELIEF SYSTEMS
Name of Learner: ______________________Grade Level: ___________________

Section: _______________________ Date:_______________________________
THE BRIEF HISTORY, CORE TEACHING, FUNDAMENTAL BELIEFS AND REATED ISSUES
OF CHRISTIANITY
Learning Competency: Examine the brief history, core teachings, fundamental beliefs and
related issues of Christianity . (Quarter 1, WEEK 5)
Background Information for Learners
Christianity is considered the most popular religion in the world with the most number of
followers among all religions. Starting around the 1 st century C.E., it developed out of
Judaism during the reign of Roman Empire in West Asia. It centers on the life, teachings,
death and resurrection of Jesus Christ, who is considered the Messiah or Savior of humanity.
The most common symbol for Christianity is the cross, for Christians believe the Jesus died on
the cross to save humanity from their sins and to restore people’s relationship with God the
Father. Christians also believe in the Holy Trinity, which means God has three aspects –
Father, Son, and the Holy Spirit. It is believed that God the Father sent His only son Jesus, to
earth to redeem humanity from their sins for them to avoid the eternal flames of hell.
Exercise 1: Poster It!

Directions:
Poster- making. On a paper make a poster depicting the set of laws given by God to the
people of Israel at Mt. Sinai through Moses or the Ten Commandments. Use the Rubric below
as guide.
RUBRIC FOR POSTER
CRITERIA DESCRIPTION POINTS POINTS OBTAINED

Organization The concept was 10
clearly and creatively
conveyed.
Content The illustrations were 5
appropriate to the
theme.
Visual Presentation The idea was clearly 5
presented based on
the pictures and
words used
Total: 20
Exercise 2: Google It!

Directions:Using the internet, Look for information about the given words in the table. Fill in the
table with the different related issues of Chistianity . If there is no internet connection, you
may use the dictionary,or the dictionary in your phone, books, encyclopedia , or any available
reading materials in your home.
RELATED ISSUES WHAT I SEARCH ABOUT THEM SOURCES

1. Ecumenism
2. Sexuality
3. Family and Divorce
4. Capital Punishment
5. Euthanasia
.
Guide Questions:
1. Where was the Christianity originated?

2. When was Christianity founded?
3. What are the different related issues of Christianity?
4. What is the fundamental beliefs of Chritianity?
5. What is the core teachings of Christianity?
EVALUATION: Fill It!
Directions: Fill- in the blank with the correct answer found at the box below.
a. Over 2 billion e. The Bible i. Emperor Theodosios m. Cross

b. 1 Billion f .Quor’an j. Peter’s successor
c. Monotheistic g. Council Of Nicea in 25 CE k. Jesus Christ
d. Polytheistic h.Constantine L. Death
Christianity
1. Current Population: (_____________________________________________________)
2. Christians believe in one God , therefore Christianity is_____________ religon.
3. Origins: Began with the birth of _________ ______in the town of Bethlehem between 6
and 4 AD.
4. The doctrine of Holy Trinity was affirmed at the_______________ where it was agreed
upon that the son has the same substance with the father.
5._____________is considered the the sacred scriptures of Christianity.
6. Because of his rising popularity and refusal to worship Roman gods, Roman leader Pontius
Pilate sentenced Jesus to _______________.
7. The _________serves as the symbol of Jesus Christ’s victory over sins when He died.
8. In 312 AD _____________legalizes Christianity in the Roman Empire.
9. In 392 AD _____________ makes Christianity the official religion of the Roman Empire.
10. At the top of the hierarchy is the Pope, considered as ____________.
Reflection:
Complete this statement: I have learned in this activity

that________________________________________________________________________
_
___________________________________________________________________________
_
____________________________________________________________________________
____________________________________________________________________________
___________________________________________________________________________
_
___________________________________________________________________________
_
___________________________________________________________________________
_
___________________________________________________________________________
_
___________________________________________________________________________
_ ____________________.
References for learners:

Ong, J., Jose, MD. (2016). Introduction to World Religions and Belief Systems DepEd
Textbook. Gregorio Araneta Avenue, Quezon City: Vibal Group Inc.
Answer key:
1. A
2. C
3. K
4. G
5. E
6. L
7. M
8. H
9. I
10. J
Name: __________________________________________Year Level: ___________

Track: ______________________________________Section/Strand: _____________
Teacher: __________________________________________Date: _____________
THE BRIEF HISTORY, CORE TEACHINGS, FUNDAMENTAL BELIEFS, PRACTICES AND

RELATED ISSUES OF ISLAM RELIGION
LEARNING COMPETENCY: Examine the brief history, core teachings, fundamental

beliefs, practices and related issues of Islam religion. (1st Quarter Week 6)
Note: Do not write any unnecessary marks on these activity sheets. Use another
sheet of papers in answering all the activities.
KEY CONCEPTS:
Islam, is a major world religion (2nd Largest in the world) promulgated by the Prophet
Muhammad in the Arabian Peninsula in the 7th century CE. The Arabic term Islam, literally
means “surrender,” illuminates the fundamental religious idea of Islam—that the believer
(called a Muslim, from the active particle of Islam) accepts surrender to the will of Allah (in
Arabic, Allāh: God). Allah is viewed as the sole God—creator, sustainer, and restorer of the
world. The will of Allah, to which human beings must submit, is made known through the
sacred scriptures, the Qurʾān (often spelled Koran/Quran in English), which Allah revealed to his
messenger, Muhammad.
Islam is usually symbolized today by a crescent moon and a star though Muslims hold no
sacred meanings behind it. (Source: Brittanica.com) In this Learning Activity Sheet, we will
discuss the brief history of Islam and its foundation, its core teachings and have an insider look
on how Muslims lives within their faith as the follower of God.
REMEMBER THE TERM
• Islam – is a monotheistic and Abrahamic religion. Islam literally means ‘surrender’ and often
associated with peace Muslims- is the term used to address the people believing and practicing
Islam as their religion
• Allah – The name of the God of Islam
• Mohammad – the last and the only prophet of Islam whom Allah entrusted his teachings to, for
the people.
• Qur’an – is the sacred scriptures of Islam where all the teachings of Allah is written
• Mosque – the place of worship for the Muslims
• Crescent moon and Star– the most common symbol used for Islam though it is mostly believe
that it has no religious or sacred basis to it.
• Imam – a person/priest that carried out religious ceremonies and teachings of Islam
• Mecca – a holy place/city of pilgrimage for Muslims.
• Kaaba- a place of sanctuary/structure in Mecca that is the center of the Muslims pilgrimage in
their holy land. Believed to be built by Abraham.
• The Five Pillars – The religious practices of Islam as to which all of its members must submit.
• Ramadan- The 9th month of the Islamic calendar that observed by the Muslim community as
the month of Fasting, Prayer and Reflection
• Eid al-Fit’r – Islamic feast day that celebrates the end of Ramadan
• Eid al-Adha- (Feast of Sacrifice) Celebrates the end of Hajj
Content Standard: The Foundations of Islam
LEARNING ACTIVITY SHEETS No. I
Expectation
Direction: You will examine the brief history, core teachings, fundamental beliefs, practices, and
related issues of Islam. Specifically, this module will help you to:
Specifically, this LAS will help you to:
• Recognize the roots and development of the Islam faith in the world.
• Analyze the core teachings of Islam (Five Pillars), and its impact on Muslims belief and practices.
• Appreciate our Muslim brothers and sisters as equal in worshipping and believing
Let us start your journey in learning more on the belief and religion of Islam. I am sure you are
ready and excited to answer the Pretest. Smile and cheer up!
LOOKING BACK TO YOUR LESSON
I CONNECT -Direction: Construct a meaningful sentence using the three words available on each
item. Write your answer on a separate sheet of paper.
Jesus, Messiah, Christianity
Jesus, Jews, Crucifixion

Judaism, Christianity,
Abraham
ACTIVITIVITY NO. 2: Prayer Analysis

Objective: Understand more the core teachings of Islam through their prayer
Directions:
1. Recite the Prayer- Al Fatinah- (the opening of Quran) with all the intentions to pray and
talk to God.
2. Analyze and reflect on the prayer through answering the following guide questions.
Write your answer on a separate sheet of paper.
IN THE NAME OF GOD, THE MOST GRACIOUS, THE MOST MERCIFUL:

ALL PRAISE IS DUE TO GOD , THE LORD OF THE UNIVERSE
THE MOST GRACIOUS, THE MOST MERCIFULL.

LORD OF THE DAY OF JUDGEMENT.
YOU ALONE DO WE WORSHIP, AND YOU ALONE WE TURN TO FOR HELP
GUIDE US TO THE STRAIGHT PATH;

THE PATH OF THOSE ON WHOM YOU HAVE BESTOWED YOUR GRACE, NOT OF THOSE WHO
HAVE EARNED YOUR ANGER, NOR OF THOSE WHO WENT ASTRAY.
GUIDE QUESTIONS
1. What did the prayer talk about?
2. What is its message to God?
3. If you are a member of other religious group- do you pray with the same intent as to the
prayer? Explain
4. Do you believe that you and our Muslim brothers are praying to the same God? Explain
ACIVITY NO. 3 As-Salaam-Alaikum, (Peace be Unto You)

Objective: Have an introspect on the Five Pillars of Islam as shown on the life of Muslims
Direction: Conduct an interview/watch a documentary (depends on the availability) about how
Muslims live their daily life as being guided by the Five Pillars of Islam. Write your output
interview on a separate sheet of paper.
THOUGHTS TO PONDER DURING THE ACTIVITY

a. Are they really that strict in following the five pillars?
b. What are the effects to them, (Physical and Spiritual) if they follow or not the Five Pillars of
Islam?
c. Aside from the Five Pillars of Islam, cite/ask at least 3 more practices that Muslims perform or
make in the name of their religion
CHECK YOUR UNDERSTANDING

Five Ws and H Chart of Islam
Directions: Considering the knowledge you have acquired in this lesson, identify names, terms,
date and other information you could list to fill the five Ws and H chart below. Use the
information you have listed to write any of the following as your final output for this lesson:
write your answer on a separates sheet of paper
1) News Paper Article
2) Flyer or advertisement
3) Diary or Journal Entry
4) Comic Strip
5) Infographic
a. WHO _______________________________________________________________
_________________________________________________________________
b. WHAT _______________________________________________________________
_________________________________________________________________
c. WHEN _______________________________________________________________
_________________________________________________________________
d. WHERE _______________________________________________________________
_________________________________________________________________
e. WHY _______________________________________________________________
_________________________________________________________________
f. HOW _______________________________________________________________
_________________________________________________________________
EVALUATION
Directions: Multiple Choice. Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.
1. During the 9th month of the Islam calendar, strict fasting is observed from sunrise
to sunset. What do you call this Muslim tradition?
a. Holy Month of Islam b. Feast of Sacrifice c. Feast of the Muslims d. Ramadan
2. What word/phrase is not associated to the term ISLAM?
a. Religion b. Terrorism c. Peace d. Life of Submission

3. “Shahada” or also known as the Muslim’s declaration of faith, confesses
that_______________
a. There is no other God than the Father the Son and the Holy Spirit.
b. There is no other God than Allah and Mohammed is his prophet.
c. The world is full of sufferings and the cause of sufferings is desire.
d. There is God and his name is Allah, and also known as Mohammed.
4. It means, prayer in the direction of their holy land. It belongs to one of the core teachings
of Islam.
a. Zakat b. Hajj c. Salah d. Saum
5. It is a must for Muslims to at least once in their life travel and take a pilgrimage to their
land called ____________
a. Mecca b. Palestine c. Jerusalem d. Canaan

6. What is the most common known symbol for the religion of Islam?
a. Star of David b. Lotus Flower c. Cross d. Crescent Moon and Star

7. Who is the last and only prophet recognized by the Islamic faith?
a. Jesus Christ b. Abraham c. Mohammad d. Siddhartha Gautama
8. What do we call the officiating priest of the Islam?
a. Bishop b. Monk c. Pastor d. Imam
9. What do you call the great ancient monument/structure that can be seen in Mecca and is a
very important place of worship for Muslims?
a. Kaaba b. Walls of Jericho c. Synagogue d. Tower of Babylon
10. It is a Muslim holiday that is celebrated to mark the end of their Month long fasting and
prayers?
a. Hijad b. Eid Al- Fitr c. Baptismal d. Eid Al- Adha
REFLECTION
Quarter: 1 Module No.: 6 Week No.: 1
MELC: Examine the brief history, core teachings, fundamental beliefs, practices, and related
issues of Islam.
Objectives: to critically and accurately answer the questions below as a manifestation of

essential understanding of the recently concluded lesson
Directions: Now that you are through in this lesson, the foundation of Islam and its core
teachings, try to answer the following questions as far as you can recall. Write your reflection
answer on a separated sheet of paper.
1. What have I learned this week that has helped me do all aspects of this
better?
2. What have I done this week that has made me better at doing all aspects
of this?
3. How can I improve at doing all aspects of this?
Great, you finished answering the questions. You may request your facilitator to check your
work. Congratulations and keep on learning!
YEK ANSWER
1. D
2. B
3. B
4. C
5. A
6. D
7. C
8. D
9. A
10.
B
Content Standard: Islam Secularization and the Muslim World Today
LOOKING BACK TO YOUR LESSON

WORD ASSOCIATION
Direction: Fill up the chart with four words that can be directly associated with the
word/phrases given in each item. Using a separate sheet of paper.
Ex. Jesus Christ a. Messiah b. Crucified c. Son of God d. Christianity
1. Shahada
2.Monotheisim
3.Pilgrimage to
Mecca
ACTIVITY No. I: Article Analysis Worksheet
Objective: examine different contemporary issues of Islam
Directions: Research a news/editorial article that is connected to Islam or Muslims and answer
the worksheet below. Using on a separate sheet of paper
Title of the Article

Date
Author/Sour:
Content
1.What particular event/issue is written in the article?
ANALYSIS.
1 .Give three points/opinions of the author about the issue/topic a.
b.
c.
2. From the topics about indigenous arts in the Philippines that was previously discuss, site
3 that you can relate about the article. Explain a b
c.
c. REACTIONS/SUMMARY
a. What do you think the readers thought/felt about the article?
b. .Write a 2 sentence reflection about the article
ACIVITY NO. 2: Peace Campaign
Objective: Promote peace and discourage discrimination and violence caused by the difference
in religions and belief
Direction: Using different media platforms, create a campaign that would advocate Peace,
Love and Unity, Similarities over Differences, and anti- violence and discrimination. Write your
output on a separate sheet of paper
EVALUATION
Direction: TRUE OR FALSE- Write TRUE if the statement is correct or change the underlined
word/s if it’s not. Write on a separate sheet of paper.
1. It’s not correct to discriminate and promote violence against Muslims in general because
of their religious ties to some terrorist/radical group.
2. The Adage “Islam is one, Muslims are many” refers to the diversity in the Muslim
community and their way to tell people not to fear the religion because of somebody else’s act
of violence. 3. The long and running civil war in Syria, is because of the Islamic Schism fueled by
political and economic interest
4. Islam is the fastest growing religion in the world
5. The two major group of Islam co-existed for centuries in peace before their recent activities.
It proves that their struggle is mainly because of their religion
II. Directions: Choose the letter of the best answer and write it on a separate sheet of paper.
1. Who is the Father in Law of Mohammad who is elected and assumes the traditional Islamic
leadership after his death?
a. Ali Al Sachz b. Abu Bakr c. Ali Abdul d. Husan Husyn
2. After the death of Mohammad, What is the greatest dilemma of the Muslims during that
time?
a. Where will they bury the remains of Mohammad
b. How will they spread the religion around the world
c. Who will be the successor of Mohammad as the leader of the faith
d. What kind of prayer will they offer to the dead body of Mohammad
3. Islam believes and worships one God. This means it is a ___________ religion.
a. monotheistic b. theistic c. polytheistic d. atheistic
4. The Islamic schism that happened after the death of Mohammad gave birth to two major
Islamic group known as
a. Sunni and Protestant b. Shia and Orthodox c. Sunni and Shia d. Shia and Sha ria 5.
It is the movement of people going from one place to another that played a great role in
spreading the Islamic faith around the world
a. Migration b. Conquest c. Terrorism d. Exploration
REFLECTION
Quarter: 1 Module No.: 6 Week No.: 1
MELC: Examine the brief history, core teachings, fundamental beliefs, practices, and related
issues of Islam.
Objectives: to critically and accurately answer the questions below as a manifestation of

essential understanding of the recently concluded lesson
Directions: Now that you are through in this lesson, the foundation of Islam and its core
teachings, try to answer the following questions as far as you can recall. Write your reflection
answer on a separated sheet of paper.
1. What have I learned this week that has helped me do all aspects of this
better?
2. What have I done this week that has made me better at doing all aspects
of this?
3. How can I improve at doing all aspects of this?
Great, you finished answering the questions. You may request your facilitator to check your
work. Congratulations and keep on learning!
HEK ASWER
I.
1. ESLFA
2. ESLFA
3. EUTR
4. EUTR
5. EUTR
II.
1. B
2. C
3. A
4. C
5. D
REFERENCES Online Sources https://www.history.com/news/sunni-shia-divide-islam-

muslim ReligionFacts.com Islam http://www.religionfacts.com/Islam Harvard.Edu. –
Muslim World Today https://rlp.hds.harvard.edu/religions/islam/resurgence-and-
migrationmuslim-world-today
Books:
Cornejo, Nigel L., et al. Fundamentals of World Religions. MaxCor Publishing House, Inc.,
2019
Serapio, Maria Perpetua Arcilla. Introduction to World Religions for Senior High School.
Mindshapers Co., Inc. Authors:
Mary Dorothy DL. Jose and Jerome A. Ong- Introduction to world religion and belief
systems… 2019 Vibal Publishing
Acknowledgements
Writer: Jeriel G. Apurillo
Editor: Amalia C. Solis - EPS Reviewers: Gener Irinco, Paciano B. Ferrer ,Alejandrino C. Alac
(content), Virginia Pike (language)
Management Team: Maria Magdalena M. Lim-Schools Division Superintendent-Manila, Aida H.

Rondilla-Chief Education Supervisor Lucky S. Carpio-EPS and Lady Hannah C. Gillo, Librarian
IILRMS
Name: _____________________________________Year Level: _____________

Track: _________________________________ Section/Strand: _____________
Teacher: _______________________________ Date: _____________

THE ABRAHAMIC RELIGIONS
LEARNING COMPETENCY: Compare and contrast the uniqueness and similarities of Judaism, Christianity and
Islam (First Quarter Week 7)
Note: Do not write any unnecessary marks on these activity sheets. Use another sheet of papers
in answering all the activities.
KEY CONCEPTS:
Judaism, Christianity, and Islam are monotheistic religions that share common roots from Patriarch Abraham
and have largely influenced the world today. A comparative study of the three religions reveal similarities and
differences in issues such as morality, purpose, destiny, and views on women.
Judaism is the first monotheistic religion in the world founded by Abraham and/ or Moses. Its doctrines are
based on its sacred texts which include the Torah, Poetry, Prophets, Talmud, and Mishnah. Its code or morality
include the Ten Commandments, and 621 rules and Jews or the followers worship Yahweh/Jehovah as their
God. It has been divided into major sects such as Orthodox, Conservative, and Reform Liberal. Some issues
worth discussing include how the Jews view women, Anti-Semitism, Jewish Diaspora, Zionism, and Holocaust.
Christianity was founded by Jesus Christ and its sacred text include the Bible both the Old and the New
Testaments. Its major doctrines include the Holy Trinity, Original Sin, the Dogma on Immaculate Conception,
The Paschal Mystery, the Holy, Catholic, Apostolic Church, the Communion of Saints, the Forgiveness of Sins,
The resurrection, the final judgement and eternal life. It is divided into sects such as the Roman Catholic,
Greek/Eastern Orthodox, and Protestantism, among others. Issues worth-discussing include ecumenism,
sexuality issues, ordination of women, moral and social issues,
Islam was founded by the Prophet Muhammad and its sacred text is Quran. Its doctrines, code and cult are
embodied in their Five (5) Pillars namely: The Shahada, Salat, Sawm, Zakat and Hajj.
These religions have shared a lot in common in terms of morality and ethics which emphasized on the need to
possess traits such as holiness and righteousness as guidelines in becoming morally good hence the followers
need to imbibe the religious laws in their lives because it is the ticket to eternal salvation. All three believe that
the main purpose of life is to worship and serve God in accordance with His Divine Will.
In general, these religions that came from Patriarchal societies, do not accord to women the same rights since
they do not share religious leadership with women and some certain practices show women that are subordinate
to men.
ACTIVITY 1 K-W-L CHART. Supply the columns with ideas and thoughts of the Abrahamic Religions. Provide
at least three phrases for each row.
ASPECTS K W L
(What do you know (What do you want to (What have you
about it?) know) learned?)
Origin
Scriptures
Founder
Doctrines
(Belief in God)
Morality (Code)
Worship (Cult)
1
ACTIVITY 2: DRAG AND DROP. Drag the correct words found on the image of the tree and drop them
appropriately in the basket
Bible
Torah Abraham
Beatitudes Ramadan
Mohammad Holy mass
Passover Church
Koran Synagogue
Mosque Yahweh
Allah
Christ
GOD
ACTIVITY 3: VENN DIAGRAM:
Show the similarities and differences of Judaism, Christianity and Islam in terms of origin, purpose,
doctrine, morality, worship, destiny and issues on women.
• What do you think is the most important commonality among the three religions? ________________
________________________________________________________________________________
• Why do you think we need to emphasize more on the commonalities rather than the differences of
Judaism, Christianity and Islam (Abrahamic religions)? _____________________________________
_________________________________________________________________________________
Judaism
Christianity
Islam
RUBRIC FOR THE SIMILARITIES AND DIFFERENCES OF THE ABRAHAMIC RELIGIONS

2
Organization The concept was clearly and creatively 10
conveyed
Content Concepts are clearly used and explained 10
Visual Presentation The idea was clearly presented based on 10
the words used
Total:30
ACTIVITY 4. PASTE A PICTURE, IMAGE OR ILLUSTRATION that shows how beneficial the Abrahamic
Religion’s belief in God in these trying times brought about by Covid-19 Pandemic.
Utilize a bond paper for this activity.
ASSESSMENT:
A. MODIFIED TRUE OR FALSE: Write the word TRUE if the sentence is true. If not, write the word FALSE
and replace the underlined word to make the sentence true
________ 1. Polygamy refers to a partnership wherein a man has many wives.
________ 2. The exclusion of women in priesthood is a proof of Roman Catholicism’s patriarchal nature.
________ 3. Punishment for concubinage in some Islamic societies is stoning to death.
________ 4. It was the Roman Empire which became responsible for the formation of the Catholic Church that
is why it took the hierarchal and patriarchal structure of the government.
________ 5. In Islam, the concept of ummah encourages humility because it reminds Muslims that everything
happens according to God’s plan.
________ 6. Christians believe that because of predestiny, people are partly responsible for their salvation.
________ 7. In Judaism, God allowed people into different stations in life to enable them to choose goodness
over evil.
________ 8. The New Testament narrates how the 12 tribes of Israel founded the nation of Israel.
________ 9. Charity is important in Islam that is why Muslims practice Salat, or alms-giving.
________ 10. Yom Kippur is Jewish religious law that provides normative rules in everyday living.
B. Matching Type. Match the items in Column A with their corresponding answers in Column B. Write only
the letter of the correct answer.
COLUMN A COLUMN B
_______ 1. One of Abraham’s wives. a. Shmail
_______ 2. Last Prophet b. Sarah
_______ 3. Father of Israel c. Muhammad
_______ 4. Sarah’s lady in waiting d. Rebecca
_______ 5. Father of the Arab people e. Jacob
_______ 6. Mohammed’s uncle f. Khadija
_______ 7. Patriarch g. Isaac
_______ 8. Abraham’s second son h. Abu Talib
_______ 9. Wife of Isaac i. Hagar
_______ 10. Muhammad’s first white j. Abraham
REFLECTION: In three sentences, give your own realizations on the importance of Abrahamic Religions in the
faith-life of their adherents/followers especially amid Covid-19 Pandemic. _____________________________
________________________________________________________________________________________
____________________________________________________________________________
REFERENCES:
Willis, Laurie. The Religions of the World. Toucan Valley Publications, Inc.
3
Ong, Jerome A. etal, Introduction to World Religion and Belief System. 2016 (DepEd Property Textbook)
Manaloto, Christian B. Pilgrimage to Sacred Spaces: An Introduction to World Religions. Phoenix Publishing
House 2016.
ANSWERS KEY:
A. Modified True or False.
1. False---- Polygamy
2. True
3. False ----- Adultery
4. True
5. False----- Predestiny
6. False ----- Free Will
7. True
8. False ---- Old Testament
9. False ----- Zakat
10. False ----- Halkhak
B. Matching Type
1. B
2. C
3. E
4. I
5. A
6. H
7. J
8. G
9. D
10. F
4
INTRODUCTION TO WORLD RELIGIONS AND BELIEF SYSTEMS
Name of Learner: ______________________Grade Level: __________________________

Section: _______________________ Date:_______________________________
ANALYZE THE BRIEF HISTORY, CORE TEACHINGS, FUNDAMENTAL BELIEFS,

PRACTICES, AND RELATED ISSUES
Learning Competency: Analyse the brief history, core teachings, fundamental beliefs,practices
and related issues of Hinduism. (Quarter 1, WEEK 8)
Background Information for Learners

Hinduism is the world’s third largest religion originating on the Indian subcontinent and
comprising several and varied systems of philosophy, belief, and ritual. There is no specific
moment of origin, there is no specific founder,there is no specific theological system, and no
single sacred text.. The term Hindu originated from the Persian word HINDU in Sanskrit sindhu
) which means river.
The concept of Dharma is closely linked to the Hindu Religion .It is the power to
preserves the society. The sacred writings of the Hindus are categorized into shruti and smriti
.Shruti literally means “that which is heard “ and are regarded as eternal truths that were
passed orally. The four books of Vedas are part of shruti. Meanwhile, smriti literally means “that
which has been remembered” and these are writings that serve to reinforce shruti. Fundamental
to Hindu teachings are the doctrines of samsara (the cycle of rebirth) and karma (the universal
law of casuality). Apart from recognizing a vast assortment of Indian deities, the Hindus believe
in the trimurti (trinity) composed of Brahma, Vishnu, and Shiva.
Directions:
Exercise 1: Explain It!
Explain through writing on a piece of paper about the four yogas of Hinduism. Use the Rubric
RUBRIC FOR POSTER

Organization The concept was 10
clearly explained.
below as guide.
Content The different practices 5
were thoroughly
explained and
examples were
provided.
Presentation The idea was clearly 5
presented based on
the words used
presented .
Total: 20
Exercise 2: Google It!

Using the internet, Look for information about the Hindu words in the table. Fill in the table with
the different words found the table below. If there is no internet connection, you may use the
dictionary or the dictionary in your phone, books, encyclopedia , or any available reading
materials in your home.
RELATED ISSUES WHAT I SEARCH ABOUT THEM SOURCES

1. Manusmriti
2. Nirvana
3. Dalits
4. Dharma
5. Diwali
.
Exercise 3: Illustrate It!
Directions: Illustrate the Hindu God using the four different caste systems. (Use the definitions
inside the pyramid to help you.) Be creative!
CRITERIA DESCRIPTION
.
.
●Brahmin: Priest- the

highest class (make up the
gods mouth)
● Kshatriya: Ruler and
warrior class (make up the
gods arms)
●Vaishya: Landowner,
Organization The concept was clearly and 5
creatively coveyed
Content Important concepts were 5
highlighted and explained
Presentation The idea was clearly 5
presented based on the
poster illustration
Creativity Expresses creativity 5
Total 20
EVALUATION:
Essay: For 10 points each question.
Directions:
Answer the questions using the rubric below RUBRIC:
1. INTRODUCTION-Answer the question in 2 sentences.
2. Body- explain your answer in 3-5 sentences.
3. CONCLUSION-Wrap up your essay in 2 sentences QUESTIONS:
1. What makes Hinduism’s beliefs, particularly its polytheistic nature, complex for other people?
2. Why do you think Hinduism is mainly concentrated on India??
3. How did Hinduism strengthen the caste system? Do you think caste sytem will exist in
countries that embrace a different religion?
Reflection:
Complete this statement: I have learned in this activity
that_________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
___________
References for learners:
Ong, J., Jose, MD. (2016). Introduction to World Religions and Belief Systems DepEd
Textbook. Gregorio Araneta Avenue, Quezon City: Vibal Group Inc.
Prepared by:
Merbeth L. Comanda
IWRBS Teacher
________________________________________________________________________________
Name: Year Level:

Teacher: Date:
Introduction to World Religions and Belief System Quarter 2 week 9

Learning Activity Sheet:
Learning
Competency Analyze the brief history, core teachings, fundamental beliefs, practices, and related
(MELC) issues of Theravada Buddhism.
Background
Information for
Learners
(Discussion of
Topic/Lesson)
Key Concept
Theravada Buddhism
A Nontheistic Religion
As stated by Cornelio et al. (2016), the central figure in Buddhism is Siddhartha
Gautama, known as the Buddha, meaning the “Enlightened One,” “the Awakened
One,” or “the One Who Knows.” He is also called
Buddha Sakyamuni because he hailed from the
Shakyan people who resided in the northern
parts of India and Nepal. Buddhism is a religion
that builds around Siddhartha Gautama’s
experience of enlightenment around 2,500
years ago, or around 500 B.C.E. The Buddha
offered a pathway to understand the nature of
suffering and how it can be overcome.
Buddhism stands different from most of the world religions because of its status as a
“nontheistic religion.” While it believes that gods (devas) exist and encourages respect
toward them, it adheres that they are not to be worshiped. Theravada According to
Cornelio et al. (2016), the Theravada (lit. “Teaching of the Elders”) school in Buddhism
claims to be the oldest living tradition because it follows more closely the teachings
and monastic conduct during the Buddha’s time. Their collection of sacred writings,
called the Pali Canon (called such because it was written in the Pali language), is
written in the language spoken by the Buddha himself.
The Theravada school is currently widespread in Sri Lanka and predominantly
Buddhist countries in Southeast Asia – Cambodia, Laos, Myanmar (Burma), and
Thailand.
1. SACRED SCRIPTURES OF THERAVADA BUDDHISM

The early schools of Buddhism developed their own unique body of sacred
texts. Of these, however, only the Pali Canon or the Tipitaka/Tripitaka (three baskets)
of Theravada Buddhism survives (Jose and Ong, 2016).
Preserved in the Pali language, this standard collection of scriptures of
Theravada Buddhists is the first known, the most conservative, and the most complete
extant early on Buddhist writings.
In Pali language, the word pitaka translates as basket referring to the
receptacles where the palm leaf manuscripts were stored by the monks. The three
baskets (Tipitaka/tripitaka) and their contents are summarized in the bale below.
• The First Basket (Sutta Pitaka) contains the conventional teaching delivered by
Siddhartha on different occasions. This is divided into five collections, namely:
• The Second Basket (Vinaya Pitaka) contains the disciplinary code required of
Buddhist monks (bhikkhus) and nuns (bhikkhunis). Various rules and
regulations must be followed by the monastic community. It consists of five
books, namely:
• The Third Basket (Abhidhamma Pitaka), is work on moral psychology. The
reflective philosophies of Siddhartha’s teachings are contained in the
Abhidhamma Pitaka that is strictly a Theravada collection. It is composed of
seven works, namely:
2. BELIEFS AND DOCTRINES OF THERAVADA BUDDHISM

Siddhartha never intended to start a new religion especially, and so his
teachings are focused primarily on ethics and self-understanding as people work for
their salvation on their own without needing the assistance of any supreme being (Jose
and Ong, 2016).
Here lies the main difference of Buddhism with other religions – it has no
place for god or savior, as salvation entirely lies within anyone’s control (Ong & Jose,
2016). Siddhartha did not claim to be a savior but a guide and teacher as he pointed
the way for others to follow and gain spiritual bliss in doing so.
Another unique feature of Buddhism is the belief that soul of the Hindu
atman does not exist as people live in a state of no soul or anatman/anatta. Buddhism
does not preach that humans have an eternal and indestructible soul.
Nothing is permanent in this world; hence, all things change and are
impermanent. The mark of impermanence or anity/anicca states that all conditioned
things are transitory and passing; they all have beginning and end to their existence.
Human existence or what we call soul, is a composite of five mental or physical
aggregates or khandas. These aggregates include the following:
1. Physical form or corporeality
2. Feelings or sensations
3. Understanding or perception
4. Will or mental formation
5. Consciousness
Hence, humans do not have a permanent, unchanging, real soul that dwells
within them. In effect, no soul is being reborn because there is no permanence in
anything.
The Four Noble Truths

The teachings of Siddhartha include discourses on the basic tenets of Buddhism,
such as the “Four Noble Truths” and the “Noble Eightfold Path.” The Pali term for
unsatisfaction or suffering is dukkha (Jose and Ong, 2016). Dukkha may be manifested
in misery, distress, agony, emptiness, or conflict. Siddhartha analyzed the problem of
dukkha that led him to arrive to the basic law of causation or the “Four Noble Truths.”
Perhaps the most well-known among Siddhartha’s teachings, this profound doctrine is
the best of Buddhism, it is summarized below:
1. The First Noble Truth This identifies the origin of the problem, the dukkha.
Suffering can be experienced throughout the different stages of a person’s life – from
birth, sickness, old age, to ultimate death. When one clings to one of the previously
stated aggregates, this leads to suffering. When one unites with the unpleasant, it
causes suffering. When one dissociates from the pleasant, it also results in suffering.
2. The Second Noble Truth This explains the cause of suffering or the samodaya, in
craving or desire (or tanha), in the perpetual thirst of humans to consume things,
experiences, or ideas. People are never satisfied as they always want more or
something else, want something new, or just want to discontinue something.
3. The Third Noble Truth This asserts that there is a cessation or nirodha to suffering
and bondage by eliminating craving and desire. By dropping the bonds of craving, one
gets to be released from the fundamental nature of reality.
4. The Fourth Noble Truth This directs an individual to the path or magga leading to
the termination of craving and desire, and to eventual cessation of pain. Likewise, one
must avoid self-indulgence and self-torture since both are painless. This is the path
toward moderation or the “Middle Way” aimed at ending suffering known as the
“Noble Eightfold Path” which is an entirely practical path – and each described as
“right” or samma – it is divided into three aspects, namely, wisdom, morality, and
meditation.
The mastery of the various truths and observances of the path would lead a
person to break the bond that binds him or her to life and obtain release from the
eternal cycle of death and rebirth or samsara. This cycle is influenced by karma
which is a law of cause and effect.
Law of Dependent Origination

As stated by Jose and Ong, (2016), the law of Dependent origination or
Paticcasamuppada is one of the most insightful teachings of Siddhartha. With
everything built upon a set of relations, it follows that every effect has a definite cause
and every cause has a definite effect. In short, nothing comes into being by mere
accident and actions do not happen in a random way.
Everything is the result of some prior event or that every action has an effect.
Virtuous actions produce good results while bad deeds result in evil ones. Karma
operates by itself and nothing can alter this law, not even prayers or rituals. As a result
of this law of action, a being will be born and reborn in different states based on one’s
accumulated good and bad action in the past.
Impermanence of Things
Nothing in this world is fix and permanent and everything is subject to change
and alteration. Impermanence is an unavoidable fact of human existence. Buddhism
affirms five processes deemed uncontrollable by any individual such as (1) old age, (2)
sickness, (3) dying, (4) decay, and (5) death. However, when one is released from
samsara, a being escapes all these phenomena. That being has then reached a state
called nirvana wherein desire has been extinguished from one’s self.
When one achieves nirvana, a person’s mind is at perfect peace. Everyone can
attain nirvana in this life just as the saints of Buddhism did in their lives. Those who
have achieved nirvana are called arhat or one who is “worthy of honor.”
The Sangha
The Pali word sangha literally means “sharer” that refer to monks who share in
the general fund of alms provided by a community. Translated as “association” or
“assembly,” sangha pertains to the Buddhist order and monastic community as
founded by Siddhartha during the same year that he attained his enlightenment.
To be accepted into the sangha, one should at least have taken refuge in
Siddhartha. One may become a novice and follow certain vows, including celibacy. To
be a fully ordained monk or nun, one must commit to an extensive set of vows. It is
worth noting, however, that bhukkus and bhikkunis may or may not remain in the
order since they can return to their usual lay lives if they choose to do so.
Members of the sangha must ensure that Buddhist teachings are to be
preserved and transmitted, whether orally or in written form. The so-called “Three
Jewels” or triratna summarize the Buddhist faith: I take refuge in the Buddha, in
teaching, and in the sangha (Jose and Ong, 2016).
3. WORSHIP AND OBSERVANCES OF THERAVADA BUDDHISM

According to Jose and Ong, (2016), the attainment of salvation for any
Buddhist is by way of one’s own action without the assistance of any supreme or
supernatural being. Followers are guided by the teachings of Siddhartha as lay people
offer gifts to Siddhartha and the sangha during the days of worship and observances.
In Buddhism, stupas are commemorative

monuments that contain sacred relics
associated with Siddhartha himself, and the
vulnerable monks and nuns. The design of
the stupa depicts the path to enlightenment.
In time, stupas became the pilgrimage sites
as they were covered in earth and decorated
with Siddhartha’s life.
Most Buddhist aspire to visit many holy shrines as possible during their
lifetime for this is an admirable deed. Siddhartha himself pronounced four to which
every Buddhist must give high regard. These include his (1) birthplace, (2) the place of
his enlightenment, (3) the place of his first sermon, and (4) the place of his
parinirvana.
For Buddhist celebrations, the most
important festival occurs every May on
the night of the full moon as Buddhist
followers around the world
commemorate the birth, enlightenment,
and death of Siddhartha about 2, 500
years ago. This celebration Vesakha or
Vesak, it is also known as “Buddha
Purnima” or “Buddha Day.”
Vesak refers to the lunar month that falls in May and “Vesak Day” is the holiest day for
all Buddhists. They also perform rituals at stupas.
Apart from Buddhist New Year, other celebrations include the following:
4. SUBDIVISIONS AND SELECTED ISSUES OF THERAVADA BUDDHISM

Subdivisions
As stated by Jose and Ong, (2016), Theravada is the more conservative
subdivision of Buddhism than Mahayana. Thus, it is closer to the fundamental
teachings of Siddhartha. Sri Lanka, Myanmar, and Thailand are predominantly
Theravada Buddhists.
The subdivisions of Theravada that existed during the early history of Sri Lanka
can be traced from the three monasteries such as:
1. Mahavihara - It is the Great monastery of Anuradhapura was founded by
the king Devanamiya Tissa who ruled between 307 B.C.E.
2. Abhayagiri vihara - A major monastery in Sri Lanka where an ancient stupa
stands today, it is established by the king Valagamba between 89
B.C.E. and 77 B.C.E.
3. Jetavana - The popular monastery founded by the king Mahasena who ruled
between 277 B.C.E. and 304 B.C.E. The layout of this monastery is
like the Abhayagiri vihara though smaller in dimensions.
Selected Issues
1. War and Violence
As cited by Jose and Ong, (2016), in Buddhism, war is evil or akusala and
some scholars state that it has no rationalization in Siddhartha’s teachings. However,
there are instances wherein Buddhist monks engaged themselves in open conflict, such
as those that occurred in China and Japan.
Quite recently, monks have been in the forefront of political and social
activism in Asia, such as Myanmar’s “Saffron Revolution” in 2007 and the Tibet
demonstrations in 2008. While most of the monks advocate non-violence, Sri-Lankan
monks are part of the “Jathika Hela Urumaya” or the National Heritage Party, a
political party founded in 2004 that supports military solutions to the county’s ongoing
civil war.
Buddhist are taught no to yield to any form of evil power, whether originating
from humans or supernatural beings. They are compelled to go to war when other
people do not value the concept of brotherhood as preached by Siddhartha. They may
defend and protect their country’s sovereignty and have the duty to join in the struggle
for amity and liberty.
However, following Siddhartha’s teachings, everyone is encouraged to avoid
hostilities and instead find ways to resolve disagreements in a peaceful manner.
2. Women in Buddhism
Historically speaking, Siddhartha allowed women to participate in the sangha
although there were some stipulations. Siddhartha’s outlook is very different when
one considers the status of women in ancient India as being viewed as inferior to men.
(Jose and Ong, 2016).
l responsibilities in their family duties. Within the sangha, Siddhartha
recognized the potential and value of the bhikkunis who were also experts in teaching
the dharma. These include the following:
1. Dhammadina
2. Khema
3. Uppalavanna
Independent Activity 1
DOUBLE-WORD PUZZLE Directions: Unscramble the letters to obtain the
correct spelling of each of the clue words, then use the shaded or numbered letters to
come up and solve the second puzzle below that consists of 17 letters.
Independent Activity 2:
TRUE OR FALSE. Read the following statements. Write TRUE if the statement is correct
and FALSE if the statement is incorrect. Use the separate answer sheet in answering.
_________ 1. Vesak refers to the lunar month that falls in May and “Vesak Day” is the
holiest day for all Buddhists.
_________ 2. In Buddhism, stupas are commemorative monuments that contain
sacred relics associated with Siddhartha himself, and the monks and
nuns.
_________ 3. To be accepted into the sangha, one should at least have taken refuge in
Siddhartha.
_________ 4. In Pali language, the word pitaka translates as bag referring to the
receptacles where the palm leaf manuscripts were stored by the monks.
_________ 5. The First Basket (Sutta Pitaka) contains the conventional teaching
delivered by Siddhartha on different occasions.
_________ 6. The Second Basket (Vinaya Pitaka) is work on moral psychology.
_________ 7. The Third Basket (Abhidhamma Pitaka), contains the disciplinary code
required of Buddhist monks (bhikkhus) and nuns (bhikkhunis).
_________ 8. Human existence or what we call soul, is a composite of six mental or
physical aggregates or khandas.
_________ 9. Siddhartha analyzed the problem of dukkha that led him to arrive to the
basic law of causation or the “Four Noble Truths.”
_________ 10. Karma means law of cause and effect.
Assessment MATCHING TYPE. Match the meaning/definition in column A with their Pali word
found in Column B. Write your answer on a separate sheet of paper.
FILL IN THE BLANKS. Fill in the blanks with the correct word to complete the sentence.
Use separate answer sheet in answering.
The central figure in Buddhism is (1) ________________________, known as
the (2) _____________________, meaning the “Enlightened One,”
(3)“____________________,” or (4) “_____________________.” He is also
called Buddha (5) __________________ because he hailed from the Shakyan
people who resided in the northern parts of India and Nepal. The Buddha
offered a pathway to understand the nature of (6) _________________ and
how it can be overcome. The (7) _________________ (lit. “Teaching of the
Elders’) school in Buddhism claims to be the oldest living tradition because it
follows more closely the teachings and monastic conduct during the Buddha’s
time. Their collection of sacred writings, called the (8) ___________________
(called such because it was written in the Pali language), is written in the
language spoken by the Buddha himself. The Theravada school is currently
widespread in (9) __________________ and predominantly Buddhist countries
in Southeast Asia – Cambodia, Laos, Myanmar (Burma), and (10)
__________________.
References for BOOKS

learners Trends, Networks and Critical Thinking in the 21st Century. Rex Book Store, Inc. (RBS),
856 Nicanor Reyes Sr. St., Sampaloc, Manila., 2017. Pages 97-100. Gladys P.
Mangiduyos.
OTHER SOURCES
HUMSS 12 Trends, Networks and Critical Thinking in the 21st Century Culture,
Curriculum Guide HUMSS 12 Trends, Networks and Critical Thinking in the 21st Century
Culture, Most Essential Learning Competencies, Pp.623-624
INTERNET SOURCES
brainly.ph. 2020. What Are The Characteristics Of A Trend. [online] Available at:
[Accessed 25 June 2020]. Dictionary.cambridge.org. 2020. Cambridge Dictionary |
English Dictionary, Translations & Thesaurus. [online] Available at: [Accessed 3 July
2020]. K to 12 Most Essential Learning Competencies with Corresponding CG Codes
Learnersdictionary.com. 2020. Fad - Definition For English-Language Learners From
Merriam-Webster's Learner's Dictionary. [online] Available at: [Accessed 3 July 2020].
Quizlet. 2020. Trends And Fads Flashcards | Quizlet. [online] Available at: [Accessed 3
July 2020].
Answer Key
________________________________________________________________________________
Name: Year Level:

Teacher: Date:
Introduction to World Religions and Belief System Quarter 2 Week 10

Learning Activity Sheet: Mahayana Buddhism.
Learning
(MELC) issues of Mahayana Buddhism.
Background
Information for
Learners
(Discussion of
Mahayana Buddhism
Topic/Lesson)
Concept Map!
Key Concept
This lesson is divided into four groups:
Mahayana Buddhism
According to Jose and Ong (2016) believing
itself as the more genuine version of
Buddha’s teachings, Mahayana Buddhism
has diverged into numerous schools with
each developing its own canon and rituals
since its founding more than two thousand
years ago.
Mahayana Buddhism also known as “Great
Vehicle” emerged out of the monastic rule
and doctrinal differences within the original
form of Buddhism.
Not a single group but more of an assembly of Buddhist customs, Mahayana
Buddhism is widespread in China, Mongolia, Korea, Japan and Tibet. With its openness
to more traditional religious views, it has developed a wide appeal to common people
and gained tremendous ground in becoming one of the most successful missionary
religion the world (Jose and Ong, 2016).
HISTORICAL BACKGROUND
As stated by Cornelio et al. (2016), the beginnings of the Mahayana set of
scriptural texts date as far back as the 1st century B.C.E. At around the 1st century C.E.
a monk by the name of Nagarjuna provided a systematic philosophical articulation of
Buddhist doctrine that later became the basis of Mahayana teaching. At present, the
Mahayana school and its various sub school is firmly rooted in China and Taiwan, Japan
and Korea.
During the third century of B.C.E., several subtle variations began to take place
in Buddhism at a time when the Mauryan king Ashoka was propagating Buddhist
gospels through missionary efforts (Jose and Ong, 2016).
The Mahasamghika (“of the Great Sangha”), one of the early Buddhsit schools
may have been the source for the initial growth of Mahayana Buddhism, especially
during the “Second Buddhist Council” that occurred a hundred years after Buddha’s
parinirvana.
Considered a historical event, a religious schism between the Mahasamghika
and Sthavira nikaya (“Sect of the Elders”), another major Buddhist school, transpired
during the said council. These new ideas eventually concretized resulting in a new form
if Buddhism quite different from the original teachings taught by Siddhartha Gautama
and to those accepted by Theravada Buddhists. In short, Mahayana Buddhism
practically became a new religion.
Ironically, while Buddhism was being propagated and gaining support in other
countries even to the remotest places, it was steadily dying in India where it all started.
A series of invasions destroyed numerous Buddhist centers and temples. The rising tide
of Islam in India resulted in the forcible conversion of Buddhists to the Muslim faith.
Meanwhile, Hinduism was able to gradually absorb challenging religions, such
as Buddhism and Jainism, due to its tolerance and openness to other belief systems.
The Hindu belief that Siddhartha Gautama was a manifestation of Vishnu contributed
to the fading influence of Buddhism in India.
Mahayana Buddhism disappeared in India during the eleventh century. Quite
expectedly, only a handful of Indians became truly Buddhists leading to contemporary
times. Nonetheless, Mahayana Buddhism is still the most popular branch of Buddhism
in the world today.
1. SACRED SCRIPTURES OF MAHAYANA BUDDHISM

According to Jose and Ong (2016), the Mahayana branch accepts the
canonical texts of the Theravada school, such as the Tripitaka (Sanskrit word for “Three
Baskets”) which is the collection of Buddha’s teachings, it also has a wide array of
philosophical and devotional texts, especially since Mahayana Buddhism initially
became more receptive to change and to subsequent innovations even from
indigenous culture.
Mahayana Buddhism includes many sacred writings which are nearly
identical in content with the Pali Canon of the Theravada sect.
The Canon of Mahayana Buddhism also consists of the Tripitaka such as
1. Sutra Pitaka (Discourse)
2. Vinaya Pitaka (Discipline)
3. Abhidharma Pitaka (Ultimate Doctrine)
As the original language transmission, Mahayana Buddhism adopted the

Sanskrit rather than the Pali form of common terms strictly used in Theravada
Buddhism, such as sutra (or sutta in Pali) and dharma (or dhamma in Pali). Buddhist
texts were also translated in the local vernacular. The Mahayana school possesses
innumerable figures often lacking in the Theravada literature, including the
bodhisattvas, demons, divinities, and other spirits.
Lotus Sutra
As stated by Jose and Ong, (2016), one of the most popular and prominent
Mahayana Buddhist texts or sutras. Literally means “correct dharma white lotus sutra”
or “Sutra of the Lotus of the wonderful Law” in Sanskrit. A sutra pertains to one of the
discourses of the historical Buddha that comprise the basic text of Buddhist sacred
writing.
The Lotus Sutra is presented as a discourse conveyed by Siddhartha Gautama
before his eventual death. Mahayana tradition maintains that while the sutras were
recorded during Siddhartha Gautama’s lifetime, these sutras were kept for 500years
and reintroduced only during the “Fourth Buddhist Council” in Kashmir in 78 C.E.
The Lotus Sutra contains the most definitive teachings of the Buddha.
Pervading most schools of Buddhism in China, Korea and Japan by way of the northern
transmission, reciting the texts of the Lotus Sutra is considered propitious.
A key idea within the influential sutra is that all people equally and inherently
possess the so-called “Buddha nature” or “Buddha-hood” which is the condition of
complete happiness and freedom from fear and illusions. In short, the attainment of
enlightenment is open to all people regardless of gender, race, social status, and
education.
2. BELIEFS AND DOCTRINES OF MAHAYANA BUDDHISM

The Buddha
Siddhartha Gautama, born in the fifth or sixth century C.E. in present-day
Nepal, is considered the historical Buddha in Mahayana Buddhism. After he attained
enlightenment at the age of 35, he came to be known as Gautama Buddha and spent
the rest of his life preaching across India. He died at the age of 80.
The concept of trikaya (“three bodies”) pertains to the teaching of Mahayana
Buddhism about the nature of the Buddha and reality. While Theravada Buddhism puts
very limited emphasis on trikaya, this doctrine is very well-mentioned in Mahayana
Buddhism (Jose and Ong, 2016).
The table below summarizes the nature of the three bodies of Buddha.
The dharmakaya is identical with perfect enlightenment that is absolute
and beyond existence or non-existence. Everyone can attain this special place which is
beyond perceptual forms. As a body of bliss, the state of sambhogakaya is already
enlightened but remains distinctive. Nirmanakaya is the physical body that undergoes
birth, inhabits the world, and dies in the end.
For Mahayana Buddhists, Buddhas are not individuals who lived in this
world. In some ways, they are simply expressions of the one Buddha reality, such as
that of Siddhartha Gautama. These great Buddhas are to be found in various heavens
enshrined together with other gods and saints. In China, Amitabha, is a very popular
Buddha. In Japan, Vairocana is the great Buddha (Jose and Ong, 2016).
Bodhisattvas
Bodhisattva or “enlightened existence” is the ultimate way for any Buddhist to
live in this world. A Bodhisattva has generated bodhicitta or the spontaneous desire to
achieve the state of being enlightened. The attainment of nirvana is not confined to
one’s self as an arhat (“perfect one”) but must be shared to all striving beings.
The path of the Bodhisattva can also be taken by any ordinary person, which is
a way of selflessness so that one can also be liberated from all forms of suffering in the
cycle of rebirth. Bodhisattvas are embodiment of great compassion.
Mahayana Buddhism as a polytheistic belief continued to grow in time along
with its pantheon of Bodhisattva. Nevertheless, Bodhisattva from those countries that
embraced Mahayana Buddhism differ significantly from one another, such as those that
were adopted in China and Japan (Jose and Ong, 2016).
The Maitreya (“Buddha of the Future”) is the only accepted bodhisattva in
Theravada Buddhism, the oriental Mahayana Buddhism has four other principal
Bodhisattvas such as:
1. Avalokiteshvara - The most revered and most popular Buddhist deity among
the Bodhisattvas. It is the personification of perfect compassion,
probably representing in Buddhism the sun-god Vishnu of the older
Hinduism.
2. Manjushri - Is the embodiment of wisdom, intelligence, and willpower.
3. Ksitigarbha - It is the one who helps and liberates all sentient beings residing
in hell
4. Samanthabhadra - It is the representation of love, virtue and diligence.
Mahayana Buddhism encourages everyone to pursue the path of a

Bodhisattva, assume their vows, and work for the absolute enlightenment of all living
being.
Bhumis and Paramitas
As explained by Jose and Ong, (2016), that based on the Mahayana tradition, a
bodhisattva must pass 10 bhumis (“grounds” of “land”) before attaining the socalled
“Buddha-hood”. These are the extension of the “Eightfold Path” as discussed in the
previous lesson on Theravada Buddhism.
The bhumis are frequently associated with the paramitas (“perfections”),
translated to as “to cross over the other shore,” paramitas imply crossing from the
“sea of suffering” to the “shore of happiness.
A bodhisattva vow is stated as “May I attain Buddhahoo for the benefit of all
the sentient beings.” The 10 bhumis as lifted from Avatamsaka Sutra or “Flower
Garland Sutra,” one of the most influential sutras of Mahayana Buddhism in East Asia,
are listed below:
3. WORSHIP AND OBSERVANCES OF MAHAYANA BUDDHISM
According to Jose and Ong, (2016), Buddhism integrates an assortment of
religious practices and devotional rituals with the objective of aiding worshippers in
their journey toward enlightenment and in bringing blessings to everyone. In Buddhist
temples, they pray and chant to pay their respect to the Buddhas and bodhisattvas,
such as (1) Avalokiteshvara, (2) Manjushri, and (3) Amitabha.
They also offer vegetarian food and light incense to pay homage to these
important divine beings. Mahayana temples are sacred spaces. Mahayana rituals can be
quite elaborate with the addition of other disciples of Siddhartha Gautama and
important bodhisattvas.
Worshippers also recite chants and undertake pilgrimage to sites of Buddhist
importance. Meditational activities are fundamental in almost all popular forms of
Buddhism. For Theravada and Zen Buddhism, the practice of meditation is the only
means to attain liberation. With the introduction of Mahayana Buddhism in other
places, local culture influenced the development of Mahayana Buddhism practices.
The lotus that symbolizes purity, the eight-spoke wheels that represent the
dharma, and the different hand gestures (mudras) are the important symbols for
Mahayana Buddhism.
4. SUBDIVISIONS AND SELECTED ISSUES OF MAHAYANA BUDDHISM

Subdivisions
The more philosophical side of Indian Mahayana Buddhism was developed
within the context of the two major schools, namely:
(1) Madhyamika (“Intermediate”) - Adherents stress the transformation of
human perception to handle the truth of that which is ultimately real
beyond any duality.
(2) Yogachara (“Practice of Yoga”) - Thinkers emphasize that the truth a
human being perceives does not exist.
The Pure Land Sect

When believers die, it is their objective to live in the “Pure Land of the
West” or Sukhavati. Amitabha, the god who supervises over a western paradise is the
focus of this sect. Once in Sukhavati, people can experience the delight in hearing
Amitabha teach the dharma in preparation for their entry to nirvana. Aside from
meditations, this Buddhist sect utilizes chants and recitations to focus on helpful
thoughts (Jose and Ong, 2016).
In Japan, by simplifying the sect practices, such as those done by the monk
Honen in the twelfth century, this attracted many followers to the sect Jodo Buddhism
or Jodo-shu (“The Pure Land School”) founded in 1175.
An offshoot of Pure Land Buddhism is the Shin Buddhism or Jodo Shin-shu
(“True Pure Land School”) founded by another Japanese monk Shinran during the
thirteenth century. A disciple of Honan, Shiran preached the primacy of faith and
considered the act of chanting having no value at all.
The Intuitive Sects

The intuitive sects emphasize that salvation is a personal matter and one
cannot receive assistance from other entities, such as another person or institution., to
realize the inner truths of religion.
In short, most elements of religion, from scriptures, temples, statues, prayers,
and rituals are not essential to achieve enlightenment. An individual may be spiritually
enlightened by a sudden spark of insight, either through meditation or even by
accident, beyond words or thoughts.
The Rationalist Sect

Aside from meditational practices, this sect taught that one must utilize reason
and study the scriptures and doctrines to discover Buddhist truths. Chih-I, the founder
of this sect emphasized that acts of studying and contemplation were both vital for
spiritual enlightenment. Apart from instructions on the scriptures and silent
meditation, other means to reach this goal include mystical communion with the
eternal, ascetic discipline, meritorious deeds, and simple faith in the mercy of the
Buddha.
The teachings of Chih-I were introduced in Japan by the monk Saicho that came
to be known as Tendai. During the eleventh century, the Buddhist monk Uicheon
established the Cheontae Buddhist school in Korea.
The Socio-political Sect

Japanese Buddhist, Nichiren Daishonin, teach that the path towards attaining
enlightenment rested solely on the devotion to the Lotus Sutra. Nichiren (“sun lotus”)
Buddhism, which is purely a Japanese phenomenon, perceives itself as the only rightful
version of Buddhism.
Nichiren Buddhism teaches that individuals must take responsibility to enhance
themselves, or what is called “human revolution,” and, in turn, to improve the world’s
lot. Enlightenment is accessible to every individual on earth simply by opening one’s
inherent Buddha-nature in this world. A scripture scholar and an activist. Nichiren
himself is considered a Buddha.
The Nichiren sect of Buddhism is an example of a religious group that came to
have an effect in the socio-political dimension of Japan. Present-day schools of Nichiren
Buddhism include (1) Soka Gakkai, (2) Nichiren Shoshu, and (3) Nicherin Shu.
Tibetan Buddhism
One of the major distinguishing features of Tibetan Buddhism is the use of
magic as a coping mechanism in the Tibetan way of life. The use of chants and yoga is
also part of Tibetan Buddhism. In utilizing manuals (tantra) for one’s magical
instructions to handle the unknown, it is also known as Tantri Buddhism. The four
major schools of Tibetan Buddhism are the following:
1. Nyingma
2. Kagyu
3. Sakya
4. Gelug
Tibetan Buddhism has its own set of clergies, the lamas, and they are
commonly senior members of the monastic community. The term lama means “the
superior one” and lamas are quite frequently the reincarnation of previous lamas.
The Dalai Lama is the most prominent face of Tibetan Buddhism. The term
Dalai means “ocean” in Mongol referring to the vastness and depth of the person.
Now, a UNESCO World Heritage Site, it has now been transformed into a
museum but remains a sacred place for many Tibetans.
Selected Issues
Tibet Invasion
For centuries, both China and India have been claiming Tibet as part of their
territories. Tibet practically enjoyed some degree of independence as none of the
claimants pressed their claim. In 1959, the Dalai lama failed in his bid to oust China’s
puppet rule as the Tibetan uprising was defeated by the more powerful Chinese force.
The Dalai lama, together with his followers escaped to India, and are now living there
as refugees.
From 1959 to 1977, almost all the elements of Tibetan Buddhism were
obliterated. While many hundred thousand Tibetans were killed, others were driven to
exile. Presently, the Dalai lama has been continuously visiting other countries preaching
a message of hope and peace. He has been given numerous citations for various
international advocacies and teaching activities such as the Ramon Magsaysay Award
for Community Leadership (1959), Nobel Peace Prize (1989), U.S. Congressional Gold
Medal (2007), and Templeton Prize (2012).
Engage Activism
Ritual suicides led by the Buddhist monks have transpired in the twentieth
century as a form of protest to governmental actions. As a result of persecutions
undertaken by the government against Buddhist, monks began to lambast the regime
that eventually resulted in the self-immolation of Thich Quang Duc, a Vietnamese
Mahayana Buddhist monk.
In Japan, a litant and missionary form of Buddhism was founded in 1930 called
the Soka Gakkai, a religious movement based on the teachings of Nicherin Buddhism.
During the Second World War, the group temporarily disbanded only to emerge
mightily after the war. A political party was even formed by Soka Gakkai, the Komeito,
that became the third most powerful in Japan (Jose and Ong, 2016).
MODIFIED TRUE OR FALSE. Read the following statements. Write TRUE if the
statement is correct and change the underlined word or phrase if the
statement is incorrect. Use separate answer sheet in answering.
______________1. The Lotus Sutra is presented as a discourse conveyed by Siddhartha
Gautama before his eventual death
______________2. Siddhartha Gautama, born in the fifth or sixth century C.E. in
present-day Nepal, and is considered the historical Buddha in
Mahayana Buddhism.
______________3. Bodhisattva or “enlightened existence” is the ultimate way for any
Buddhist to live in this world.
______________4. The Maitreya (“Buddha of the Future”) is the only accepted
bodhisattva in Theravada Buddhism.
______________5. Based on the Mahayana tradition, a bodhisattva must pass 9
bhumis before attaining the so-called “Buddha-hood”.
Word cloud: The word cloud below contains various terms (Pali Canon) about
the beliefs and doctrines of Mahayana Buddhism. Classify or categorize them by writing
each word inside the corresponding box below to which it belongs.
Independent Assessment 2
IDENTIFICATION: Choose from the box the appropriate word for the following
statements. Write the answer on the space provided.
___________________ 1. The ultimate way for any Buddhist to live in this world
___________________ 2. The identical with perfect enlightenment that is absolute and
beyond existence or non-existence.
___________________ 3. The great Buddha in Japan.
___________________ 4. The Paramita of Generosity.
___________________ 5. The Paramita of Diligence.
___________________ 6. The paramita of Discipline.
___________________ 7. The Japanese monk and the founder of the True Pure Land
School.
___________________ 8. The important symbols for Mahayana Buddhism.
___________________ 9. It is the one of the most influential sutras of Mahayana
Buddhism in East Asia.
___________________ 10. The nature of this paramita is a perfection of meditation.
Assessment JUMBLED LETTERS. Arrange the jumbled letters to reveal the hidden words that
being describe in the following items. Use separate sheet of paper for your
answer.
LAIDA MALA 1. The is the most prominent face of Tibetan Buddhism.
GRATE HICLEEV 2. Mahayana Buddhism also known as “__________” emerged
out of the monastic rule and doctrinal differences within the

original form of Buddhism.
GARTE HASAGN 3. The Mahasamghika (“___________________”), one of the
early Buddhist schools may have been the source for the
initial growth of Mahayana Buddhism.
TEERH KTSEBAS 4. the collection of Buddha’s teachings.
MATEITLU DCOTERIN 5. Abhidharma Pitaka
COURDISSE 6. Sutra Pitaka
SCIPDILINE 7. Vinaya Pitaka
SUTOL SRAUT 8. One of the most popular and prominent Mahayana Buddhist
texts or sutras
DDHAUB-HDOO 9. The condition of complete happiness and freedom from fear
and illusions.
HREET BSDIEO 10. It pertains to the teaching of Mahayana Buddhism about
the nature of the Buddha and reality.
NICNERIH BUSMIHDD 11.It teaches that individuals must take responsibility to
enhance themselves, or what is called “human
revolution.”
BETANTI BUSMIHDD 12. the lamas are its own set of clergies, and they are
commonly senior members of the monastic
community.
NICNERIH DAININSHO 13. Japanese Buddhist, ______________, teach that the
path towards attaining enlightenment rested solely
on the devotion to the Lotus Sutra.
ICHOAS 14. The monk that introduced Chi-I teachings in Japan
TUIINTIVE SECTS 15. The sect that emphasizes salvation is a personal matter
and one cannot receive assistance from other entities,
such as another person or institution
References for Cornelio, J. S. PhD., et. al., Introduction to World Religions and Belief Systems, for
learners Senior High School, Rex Bookstore. 2016
Dalai Lama: We Need Compassion to Fight Coronavirus | TIME
2,992 Mahayana Buddhism Photos - Free & Royalty-Free Stock Photos from
Dreamstime
Ong, J.A., DL Jose, M.J. Introduction to World Religions and Belief Systems, for Senior
High School, Vibal Group, Inc. 2016
Answer Key
________________________________________________________________________________
Name: Year Level:

Teacher: Date:
Introduction to World Religions and Belief System Quarter 2 – Week 11: Comparative Analysis of
Theravada and Mahayana Buddhism
Learning
Competency Explain the uniqueness and similarities of Theravada and Mahayana Buddhism.
(MELC)
Background
Information for
Learners
(Discussion of
Comparative Analysis of Theravada and Mahayana Buddhism
Topic/Lesson)
Key Concept
ORIGIN
According to Ong and Jose (2016), Buddhism traces its origins in Northern India
around the sixth century B.C.E. as another interpretation of the Hindu belief. This
religion is closely linked to its founder Siddhartha Gautama who is also referred to as
the Buddha or the “Enlightened One.”
Buddha is a son of Kshatriya chief; the once affluent Siddhartha abandoned the
comfort of his palace and family as he set to discover the remedy to universal suffering
he observed in this world. After long periods of abstinence and meditation, he finally
reached enlightenment (nirvana) and became known as the “Buddha” or the
“enlightened one.” He preached mainly in the eastern part of the India subcontinent
such as in Magadha and Kosala.
About 500 years after Buddha’s enlightenment, a schism within the Buddhist
religion resulted in the emergence of the two major branches around the first century
C.E., namely the Theravada and Mahayana schools of tradition. Both schools owe their
fundamental teachings to Buddha whose life has become an inspiration to millions of
followers all over the world. Around the third century B.C.E., Buddhism reached
neighboring Asian countries as a result of the missionary zeal of Indian rulers. A
different outlook to salvation attracted many Asian people to embrace the tenets of
Buddhism as it reached China, India, Korea, and Indochina Peninsula.
MORALITY
According to Ong and Jose (2016), Buddha embraced the general framework of
Indian ideas, he radically altered many of them. Similarly, the cycle of rebirth persists
in Buddhism and succeeding lives may be affected by the moral laws of cause and
effect or karma. Until one has achieved enlightenment, one’s deed in the present
lifetime will affect the course of future rebirths.
Buddhist moral thoughts and actions are principally guided by the “Four Noble
Truths” formulated by the Buddha, along with the basic guide called the “Eightfold
Paths” that are divided into three categories, namely, right view, right conduct, and
right practice.
Unhappiness of life (dukkha) is principally caused by people’s unending desires.
People are advised to scrutinize their motivations and ponder upon the outcome of
their actions keeping in mind Buddha’s teachings. Anything harmful to others, in deed
and in thought, must always be avoided. The two major schools of Buddhism, the
Theravada and Mahayana sects, follow the “Four Nobel Truths” and the “Noble
Eightfold Path.”
PURPOSE
In Buddhism, the principal purpose of one’s life is to terminate all forms of
suffering caused by attachment to impermanent entities, such as material things,
friends, and health. All these do not offer enduring happiness but sorrow. When one
recognizes the impermanence of all these things, an individual begins to free one’s self
from attachment thereby reducing suffering and ending the cycle of rebirth. Buddha’s
teachings on the “Four Noble Truths” and the “Noble Eightfold Path” form the basic
tenets of all Buddhist sects.
In Theravada Buddhism, the monastic way of life ensures the path toward
enlightenment. For the Buddhist laity congregation, they must be reborn as monks for
them to be eligible for enlightenment. As members of the laity perform good deed,
positive karma may bring forth a pleasant condition in the next line.
In contrast, Mahayana Buddhism offers enlightenment to anyone not only for
the members of the monastic order, but also for those with families and secular
careers. Moreover, the Mahayana branch of Buddhism attracts followers because it
offers a faster route to enlightenment than the Theravada sects (Jose and Ong, 2016).
DESTINY
Buddhism holds that no soul s being reborn because there is no permanence in
anything. The Buddha preached to his followers to achieve their own salvation
conscientiously because external forces have no control over their life and
circumstances. They control their own fate as they are bound to the law of causality.
Buddhist destiny, therefore, is the direct result of natural law or dharma or one’s.
accumulated deeds or karma. Here lies the glaring difference of Buddhism as a dharmic
religion when compared to other religions that teach the concept of fate or predestiny.
For Buddhist followers, the life and events are not controlled by an all-powerful
creator or universal force.
In Theravada school of Buddhism, the trainings on the development of ethical
conduct, meditation, and insight assist in eradicating all forms of evil in order to
acquire goodness and purity of mind. All worldly things are momentary and
impermanent. By following the “Middle Path” and practicing the basic doctrines of
Buddhism, there is a realization that desire can be terminated and suffering reduced.
In the end, a perfected state of insight can be accomplished. A person who has
attained this position is called an arhat or a “worthy person” who must be emulated by
the Theravada Buddhists. Adherents can reach an enlightened status through their
own ways without any assistance from any divine beings, such as gods or goddesses.
With the help of Buddha’s teachings, the journey toward nirvana becomes possible.
Meanwhile, the Mahayana sect devotes much attention to the bodhisattvas or
“enlightened beings” who delay their own enlightenment for them to benevolently aid
other beings to reach their ultimate end. All beings can follow the path of the
bodhisattvas which is the ideal way for all Buddhists to live. Well-known bodhisattvas
in the Mahayana sect are Avalokiteshvara, Manjushri, Ksitigarbha, and
Samanthabhadra. The Theravada sect only accepts Maitreya as bodhisattva (Jose and
Ong, 2016).
The bow of bodhisattva is as follows:
“However innumerable sentient beings are, I vow to save them. However,
inexhaustible the defilements are, I vow to extinguish them. However immeasurable
the dharmas are, I vow to master them. However incomparable enlightenment is, I
vow to attain it.”
VIEWS ON WOMEN
Women have enjoyed considerable freedom in their religious life in Buddhism.
The Buddha himself allowed the full participation of women in all major Buddhist rites
and practices. For so long time when women’s duties were confined to household and
kitchen duties, Buddha radically changed this when he allowed women to join the
monastic order and attain the enlightenment in equal footing with the men. In the
past, learned women members of sangha include Dhammadinna, Khema, and
Uppalavanna. Fully ordained Buddhist female monastic members are bhikkunis.
For the Buddha, men are not always wise and women can also be wise. In
Buddhism, women should not be treated as inferior to men because both are equally
valuable in society. Women as wives and mothers have roles to fulfill in the family and
society. Husbands and wives must equally share responsibilities in the family with the
same zeal. Wives must also familiarize themselves in trade and in business dealings so
that they can also handle these affairs. Men and women have equal status in Buddhist
societies.
FILL IN THE BLANKS. Fill in the blanks with the correct word to complete the sentences
about the worship and observances of Mahayana Buddhism. Use
separate answer sheet in answering. Women have enjoyed
considerable freedom in their religious life in Buddhism.
The (1) ________________ himself allowed the full participation of

women in all major Buddhist rites and practices. For so long time when women’s (2)
_______________ were confined to household and kitchen duties, Buddha radically
changed this when he allowed women to join the (3) __________________ order and
attain the (4) ___________________ in equal footing with the men. In the past,
learned women members of (5) _________________ include Dhammadinna, Khema,
and Uppalavanna. Fully ordained Buddhist female monastic members are (6)
____________________.
For the Buddha, men are not always (7) ___________________ and
women can also be wise. In Buddhism, women should not be treated as (8)
__________________ to men because both are equally valuable in society. Women as
wives and mothers have roles to fulfill in the family and society. Husbands and wives
must equally share (9) _______________________ in the family with the same zeal.
Wives must also familiarize themselves in trade and in business dealings so that they
can also handle these affairs. Men and women have (10) ___________________ status
in Buddhist societies.
Independent Assessment 1
MODIFIED TRUE OR FALSE. Read the following statements. Write TRUE if the
statement is correct and change the underlined word or phrase if the
statement is incorrect. Use separate answer sheet in answering.
______________1. Buddhism holds that no soul is being reborn because there is no
permanence in anything.
______________2. Buddhist moral thoughts and actions are principally guided by the
“Four Noble Truths” formulated by the Buddha.
______________3. Buddha is a father of Kshatriya chief.
______________4. Unhappiness of life (dukkha) is principally caused by people’s
unending desires.
______________5. In Buddhism, the principal purpose of one’s life is to terminate all
forms of suffering caused by attachment to impermanent entities
Assessment TRUE OR FALSE. Read the following statements. Write TRUE if the statement is
correct and FALSE if the statement is incorrect. Use separate
answer sheet.
1. Buddha is a son of Kshatriya chief.
2. Siddhartha Gautama is also referred to as the Buddha or the
“Enlightened One.”
3. Around the third century B.C.E., Buddhism reached neighboring Asian
countries as a result of the missionary zeal of Indian rulers.
4. The cycle of rebirth persists in Buddhism and succeeding lives may be
Affected by the moral laws of cause and effect or dharma.
5. The “Eightfold Paths” are divided into three categories, namely, right
view, right conduct, and right practice.
6. Unhappiness of life (dukkha) is principally caused by people’s unending
desires.
7. In Theravada Buddhism, the monastic way of life ensures the path
toward enlightenment.
8. The Mahayana branch of Buddhism attracts followers because it offers a
Faster route to enlightenment than the Theravada sects.
9. Buddhism holds that no soul is being reborn because there is no
permanence in anything.
10.For Buddhist followers, the life and events are controlled by an all-
powerful creator or universal force.
11.In Theravada school of Buddhism, the trainings on the development of
Ethical conduct, meditation, and insight assist in eradicating all forms of
evil in order to acquire goodness and purity of mind.
12. In Theravada sect a person who has attained this position is called an
Arhat or a “worthy person” who must be emulated by the Theravada
Buddhists.
13. In Mahayana all beings can follow the path of the bodhisattvas which is
The ideal way for all Buddhists to live.
14.Women have enjoyed considerable freedom in their religious life in
Buddhism.
15.Men and women have no equal status in Buddhist societies.
References for Cornelio, J. S. PhD., et. al., Introduction to World Religions and Belief Systems, for
learners Senior High School, Rex Bookstore. 2016
Answer Key
________________________________________________________________________________
Name: Year Level:

Teacher: Date:
Introduction to World Religions and Belief System Quarter 2 – Module 12: Confucianism
Learning
(MELC) issues of Cofucianism.
Background
Information for
Learners
(Discussion of
HISTORICAL FOUNDATION
Topic/Lesson)
During the reign Zhou dynasty, the proliferation of Chinese classical thought
Key Concept
happened. This phase of history of China was the result of several factors such as
technological and economic advancement, stronger political units, political and social
improvement and military development.
In the Zhou dynasty, technological growth led to trading development, which
led to the increase in wealth. In the fifth century, Iron became common and had
replaced bronze as material for weapons, as well as agricultural tools. This growth of
production coincided with a rapid growth in trade, and, as a consequence a new class
of a wealthy merchants emerged. Therefore, this became a threat to the nobility
which led them to propagate a theory that society is composed of four classes, these
are: 1. the warrior-administrator; 2. the peasants; 3. the artisans; and 4. the
merchants.
This chapter outlines the main concept of social inclination regarding trends
that have led to the interest of many people. It also states the continuous
development of global trends and the key of accepting and rejecting of the rising
patterns.
LEARNING OBJECTIVES:
1. Define a trend and a fad; and
2. Distinguishes a trend from fad.
During the development of technology and economy, stronger political units
also grew. This led to the emergence of four vassal states that competed against each
other for political supremacy. These vassal states were Qin in the west, Jin in the
north, Yan in the northeast, and Qi in the east. Below is a map showing the areas of
four vassal states.
The struggle for supremacy
among these vassal states
characterized the Warring States
Period in Chinese history. Their
political stability was enhanced by
military development. The use of
chariots, iron weapons, and the
use of cavalry all contributed to the
newfound power of the vassal
states who tried to overpower
each other through the use of
warfare.
In the middle of development and chaos, China was faced with a

dilemma: the failure of old authority made it necessary for a new guiding values to
restore social order. It was in this very crucial time that philosophers would try to find
solutions to the social problems being faced by society. Interest was focused on the
society and not in individuals. Because of these, philosophers have often been
classified as practical politicians because they were products of the proliferation of
literacy and part of the new bureaucracy. One of these philosophers was Confucius.
Life of Confucius
Confucius is the Latin name of Kongzi
or Kong Fuzi (honorific term) both means
“Master Kong.” He was born on September
28, 551 B.C.E. in a small feudal state of Lu
(now Shantung province) in Qufu. His
personal name was Qui and his family name
was Kong. He was from a noble family, but on
the time of his birth, they had already lost
much of their wealth. His first teacher was his
mother, and at the age of 15 he set his heart
upon learning. Thus, love of learning became
one if the highest virtue in Confucian ethics.
He married at the age of 19 and had a
son of the age of 20. At this point in his life
he had already served in minor government
posts and had already gained a reputation as
an all-around scholar. When he was in 30s
he had already started a brilliant teaching
career because of his mastery of the arts of
rituals, music, archery, charioteering,
calligraphy, and arithmetic. He is often
considered as the first person to devote his
whole life to learning and teaching for the
purpose of social transformation and
improvement. He held several government
positions including as arbiter, assistant
minister of public works, and minister of justice in the state of Lu. Frustrated that his
ideals and policies were brushes off by his superiors, he soon left Lu. For 13 years, he
wandered from state to state, trying to put his theories to practice, at 67, he returned
home to teach (where he gained more disciples) and to preserve his classical traditions
by writing and editing. He died in 479 B.C.E at the age of 73 and he left around 3,000
followers who preserved and put his other teachings to writing.
CONFUCIAN BELIEF
Confucius’ Golden Rule: “Do not do unto others what you would not have them
do unto you,” teaches the ethics of mutuality and reciprocity. Thus, it requires people
to treat others equal to themselves and in equally the same manner as they would have
wanted to be treated.
Sacred Scriptures
Sacred Scriptures
The Five Classics are a group of books which was regarded as early
Confucianism’s basic texts. This includes the Book of Change, the Book of History, the
Book of Poetry, the Classic of Rites, and the Spring and Autumn Annals.
The Analects (or Lunyu) is also considered as an important source of Confucian
teachings since it contains a record of his conversations with his disciples and his
collection of sayings and ideas. It is believed to have been written during the Warring
State Period (475 B.C.E.- 221 B.C.E.)
Worship and Observances
The Book of Rites recorded the rituals practiced by the Chinese for many
centuries. Some of these rituals have been classified under Family Rituals, which are
characterized as the person’s growth and maturity.
RELATED ISSUES
One characteristic of Confucian social order is the fixed and strict hierarchy, with
the higher partners being composed of men – father, husband, and rulers exercising
more right and privilege over women who are placed in a subordinate position.
Another issue related to hierarchy would be the authoritarianism, which was

influenced by philosophy of Legalism and which became the guiding principle of the
Chinese government during the Qin dynasty.
Activity 1
Identify the terms being described in each numbers. Complete the
words below by filling the missing letters.
1. __ H __ __ D__ __ A __ __ __
The proliferation of Chinese classical thought happened.\ in this dynasty.
2. W __ R __ __ N __ S__ __ T __ P __ __ I O __
The struggle for supremacy among these vassal states.
3. __ O N __ __ C __ __ __
The Latin name of Kongzi or Kong Fuzi.
4. G __ __ D __ __ R __ __ E
“Do not do unto others what you would not have them do unto
you.”
5. __ I __ __
Also known as heaven, an all-encompassing God.
6. __ H E __ __ M __ __ __
People must play their important roles in society which was called the Rectification of
Names.
7. __ U __ __ __ N __
The five most important Confucian ethics mentioned in the Analects.
8. F __ __ E C __ __ S __ __I __ __
A group of books which was regarded as early Confucianism’s basic texts.
9. A __ __ E __ __ __
Considered as an important source of Confucian teachings since it contains a record of
his conversations with his disciples and his collection of sayings and ideas.
10. T__ __ E __ O __ __ D __ __ N __ __
Three stages of Confucian women’s lives.
Activity 3
Write the missing word/s in each number.

1. In the Zhou dynasty, technological growth led to _____________________,
which led to the increase in wealth.
2. During the development of technology and economy, stronger ______also grew.
3. Philosophers have often been classified as ________________________ because
they were products of the proliferation of literacy and part of the new bureaucracy.
4. Confucius is often considered as the first person to devote his whole life to learning
and teaching for the purpose of ___________________________ and improvement.
5. . Zhengming helps bring social order and __________________________.
6. Mengzi believed that all humans were born with innate _____________________
which, on one hand, can cultivate through proper education and self-discipline; or
be thrown away through neglect and bad influence.
7. Xunzi believed that human nature is basically ___________________ but can be
improved through self-cultivation.
8. Book of _____________________ focuses on short predictions following a type of
divination called cleromancy.
9. Book of History composed of _________________________ royalty and ministers
mainly from the Shang and Zhou dynasties. 10. Classic Rites is a compilation of
______________________________, administration, and social forms of the Zhou
dynasty.
11. Book of _____________________ is a collection of 305 songs compiled around 600
B.C.E.
12. Some of the Confucian rituals have been classified under ____________________,
which are characterized as the person’s growth and maturity.
13. Confucian women are the ones expected to give ________________ to the family of
their groom when they get married.
14. Confucianism has been criticized on the issue of father-son relationship, especially
on the aspect of allowing the _____________________________________ of a
father requiring the son to accept it when it occurs.
15. The Analects mentioned the subordination of _________________ to social
interests.
Assessment Choose the correct answer. On a sheet of paper, write the letter that correspond to
your answer.
1. In what dynasty does the proliferation of Chinese classical thought happen?
a. Qi dynasty c. Chang dynasty
b. Xi dynasty d. Zhou dynasty
2. During the development of technology and economy, stronger political units also
grew. Which of the following is NOT a vassal states that competed for political
supremacy?
a. Qin b. Jin c. Li d. Yan
3. It is the struggle for supremacy among these vassal states.
a. Zhou dynasty’s reign c. Peace State Period
b. Warring State Period d. Chang dynasty’s reign
4. Which of the following is an honorific name for Master Kong.
a. Kong Fuzi c. Confucius
b. Kongzi d. All of the choices
5. Which is NOT a factor of the proliferation of Chinese classical thought during the
reign Zhou dynasty?
a. technological and economic advancement b. stronger political units
c. political and social improvement d. competition of vassal states
6. Choose from the following choices the result of Confucius’ love of learning.
a. Learning is the highest virtue in Confucian doctrine.
b. Teachers’ day celebration in Taiwan is on Confucius’ birthday.
c. Belief in Tian as analogous with moral order but dependent upon human
intervention to bring its will into action.
d. Belief that family relations provide a model for social behavior.
7. Confucius’ Golden Rule, “Do not do unto others what you would not have them do
unto you,” explains ______________.
a. Requiring people to treat others equal to themselves and in equally the same
manner as they would have wanted to be treated.
b. Good behavior is a great virtue in Confucian doctrine.
c. You can take revenge if someone hurt you.
d. Anyone can face Karma
8. According to Confucian belief, why people must play their roles in society?
a. Because it helps bring social order and harmony.
b. Because it brings happiness to someone.
c. To avoid being punished by the government.
d. To have a peaceful life.
9. Xunzi believed that human nature is basically evil. But how can someone be
improved?
a. through self-cultivation c. through religion
b. through parental discipline d. through praying
10. Which of the following explains Filial Piety?
a. Family relations provide a model for social behavior.
b. Strong sense of solidarity not only in Chinese family, but also in
Confucian social organizations and communities.
c. Respect to parents and to elderly.
d. All of the above.
11. Which of the following is NOT an important ethics to Confucian teachings?
a. Benevolence c. Religiousness
b. Fidelity d. Wisdom
12. Which of the following shows the result of female subordination in Chinese
community?
a. The number of cases of female infanticide grow every year.
b. Women in China become strong and learned to fight.
c. Confucian women choose to become old maid.
d. Many women became lesbian.
13. It is a group of books which was regarded as early Confucianism’s basic texts.
a. Analects c. Five Classics
b. Book of Change d. Book of Rites
14. Which of the following aspects shows the criticizing the issue of authoritarianism.
a. Citizens being subordinate to the government.
B. Allowing the bad behavior of a father requiring the son to accept
it when it occurs.
c. The patriarchal nature of Confucianism.
d. Being obedient by the females.
15. Why it is said that Confucian logic would give priority to defense of social duties
over environmental protection.
a. Because Confucius allowed logging.
b. Because Confucius was not an advocate of recycling.
c. Because Confucius showed less concern and care for the animals and
nature.
d. Because Confucius didn’t give any teachings on how to protect
the environment.
References for Books Manaloto, Christian B. and Rapadas, Maria Teresita R. Pilgrimage to sacred
learners Spaces: An Introduction to World Religions. Quezon Ave., Quezon City. The Phoenix
publishing House Inc., 2016
Ong, Jerome A. and Jose, Mary Dorothy DL. Introduction to World Religions and Belief
Systems. Araneta Ave., Quezon City. Vibal Group Inc., 2016
https://www.google.com/search?q=Confucius&sxsrf=ALeKk00P7JpckoiGvO
N4vIQ
ds_M%252CTeoZ3nxk9KLd8M%252C%252Fm%252F01rll&vet=1&usg=AI4_-
kR2doe7YpjQ-k6Z2R-
Answer Key
________________________________________________________________________________
Name: Year Level:

Teacher: Date:
Introduction to World Religions and Belief System Quarter 2 – Week 13: Daoism
Learning Analyze the brief history, core teachings, fundamental beliefs, practices, and related
Competency issues of Daoism.
(MELC)
Background
Information for
Learners
(Discussion of
Topic/Lesson)
Key Concept
Laozi (Lao-tzu), meaning “Old Master,” is believed to have authored the Dao De
Jing (Tao te ching or The Book of the Way and its Power), dating back to around third
century B.C.E. According to myth, Laozi was conceived by a shooting star and was born
of a virgin mother, who kept him in her womb for 82 years; Laozi was said to be born
with flowing hair, which signified that he
would become a wise man. He is considered
as the first important Daoist who is believed
to be a senior contemporary of Kung Fuzi
(some said he even became Kung Fuzi’s
adviser) although there is much debate on
his date and identity. The Chinese historian
Sima Qian wrote a biography of Laozi in the
Historical Records (Shih Chi) on the late 2nd
century B.C.E. According to Sima Qian,
Laozi’s family name was Li, his given name
was Erh, and he was also known as Tan.
According to his biography, he worked as a
government archivist but became frustrated with government corruption. Sensing his
unavoidable disgrace, he left Chu and was detained at Han-ku Pass by a gatekeeper
named Yin Hsi, who requested to write a book for him before leaving. Laozi agreeably
wrote two chapters about the Dao (Way) and De (individual power), which came to be
named Dao De Jing or Laozi. (Jose and Ong, 2016 p. 200)
Another that was mentioned by Jose and Ong (2016), Zhuangzi (Chuang Tzu), is
believed to have lived from 369 to around 286 B.C.E. Sima Qian also wrote a biography
of Zhuangzi in the Historical Records. According to Sima Qian, his last name was Chuang
and his given name was Chou. In addition, Tzu means “master,” thus Chuang Tzu
(Zhuangzi) means “Master Chuang.” He was born in the town of Meng in a small state
of Sung, near the border between present-day Hunan and Shandong Province. He
served as an officer-in-charge of a royal garden during the middle of the Warring States
period and was said to be invited by King Wei of Chu to become his chief minister,
which he declined. Zhuangzi is considered a great philosopher and a great writer. He
wrote a book, together with his followers, which was known as Zhuangzi, and was
believed to be completed before the Han dynasty (Fairbank and Reischauer 1989).
SYMBOLS
According to Jose and Ong (2016), the Yin and Yang is
the most well-known Daoist religious symbol. It is an
image composed of a circle divided into two swirling
parts: one is black and the other white. Within each
swirling or teardrop-shaped half is a smaller circle of the
opposite color. Based from the Daoist cosmology, the
big circle signifies the Tao (Dao), the source of existence.
Meanwhile, the black and white teardrop-
shaped halves signify the Yin-qi and Yang-qi, known as
the primordial feminine and masculine energies,
respectively. Daoists believe that the interplay of the
Yin-qi and Yang-qi created the manifest world. Overall,
the Yin and Yang symbol signifies the perfect harmonic balance in the universe. Some
examples are the day and night; birth and death.
SACRED SCRIPTURES
As stated by Jose and Ong (2016), there are two sacred scriptures of Daoism, the
Tao te Ching or Dao De Jing and the Book of Chuang Tzu/Zuangzi:
1. Dao De Jing
Daoism’s foundational text is the Tao te Ching or Dao De Jing, meaning “The
Book of the Way and its Power.” It is a mysterious collection of enigmatic remarks
which many find hard to understand. Its opening line which is often translated as “The
name that can be named is not the eternal name,” implies the difficulty of putting the
truth into words, and can only be explained through riddles and paradox. The Dao De
Jing has often been attributed to Laozi, but some believe that it was a product of the
collective efforts among various groups in China, since a closer analysis of the scripture
reveals that there is no integrated philosophy in the Dao De Jing; instead, it was a
collection of sayings and proverbs, lines from popular songs, and clever maxims coming
from various contributors with various concerns.
The Dao De Jing, which literally means The Book of the Way and its Power,
expounds on the meaning of Dao and its accompanying concept of De—the power or
virtue acquired by a person by means of living in harmony with Dao. It is said to have a
paradoxical element, meaning it contains assertions that were rather contradictory and
illogical, yet contain deeper meaning which can be understood through intuition than
through rational thinking.
2. Book of Chuang Tzu/Zuangzi

Another important scripture is the Zhuangzi, dating to the third century B.C.E.
and attributed to a man named Zhuangzi, the second founder of Daoism. It is consisted
of delightful parables, metaphors, and poetic passages, and is praised for its high
literary value which represents the most significant formulation of early Daoist
thought.
Zhuangzi is divided into three sections: the Inner Chapters, Outer Chapters, and
Miscellaneous Chapters. According to some experts, certain chapters of the text were
written by scholars during the early part of Han dynasty.
CONCEPTS/BELIEFS
Jose and Ong (2016) also mentioned that Daoism can be best understood by
discussing its concepts and beliefs (see the table below). Some of its concepts include
the Dao or the “way of nature”; the De or “virtue/ proper” adherence to Dao; Wu Wei
or “action through inaction” which gives importance to humility and noncompetition,
naturalness and naturalism, and non-aggression; yinyang or the balance of nature or
universe; and the Chi/Qi or the natural energy or life force that sustains living beings.
Deity/God (Dao as the origin of all beings)
As stated by Jose and Ong (2016), Unlike the Abrahamic religions, Daoism
does not have a God, for Daoists believe that the universe originated from the Dao,
which created and controls the universe and distantly guides things on their way.
However, the Dao itself is not God and is not worshipped by the Daoists. Instead, they
worship deities, who are gods of a particular role, and they traditionally worship Laozi
not only as the first god of Daoism but also as the representation of the Dao.
Most of the deities worshipped by the Daoists were borrowed from other
cultures, but they are within the universe and are subject to the Dao. The Daoist
pantheon has often been described as a divine administration which reflects the
secular governments of Imperial China. However, some believe that it is the other way
around—that the secular administrations are just reflections of the divine
administration (Fairbank and Reischauer 1989). For the Daoists, the Dao possesses
heavenly qualities, mysterious, indescribable, lies under the surface of sense
perception, and unifies obvious opposites on a different level. Daoists also believe that
the Dao can only be found in silence since it is heavenly and beyond change. For them,
God is found inside us, in the thoughtful emptiness from which all power and life
originates in all directions; it is the “Nothing” within all of us where all our energy come
from.
WORSHIP AND OBSERVANCES

The following are the worship and observances of Daoism as stated by Jose and
Ong (2016):
Ritual or liturgical expressions are important to the Daoist religion. These
include ritual initiation meant for purification and renewal in the life-cycle and
development of the human person. Daoist priests are licensed to perform rituals of
specific traditions. One form of ritual is exorcism, performed in cases of sickness with
the goal of gaining victory over the evil spirits. Other rituals are performed in the form
of festivals, especially New Year. In these rituals, incense is a central aspect, together
with the sacrificial offering of sacred writings such as paper charms which contain the
prayers of individuals, bearing their names and the intentions which are burned as part
of the ritual. Those who will perform such rituals are encouraged to prepare for them
by fasting and by having a spirit of forgiveness and reconciliation.
SELECTED ISSUES
Like any other religion, Daoism has its share of issues. Jose and Ong (2016),
discussed the following issues:
1. FATALISM
➢ Daoism has often been criticized for propagating laziness or espousing a
fatalistic attitude in life by letting nature take its course and reminding Daoists to just go
with the flow.
2. SUPERSTITION
➢ Another issue encountered by Daoism is the belief in superstitious practices.
For instance, there is a misconception that Daoism involves sorcery, which includes the
drawing of signs, chants, and other practices which led to the notion that Daoism
promotes superstitious practices. But the practice of ancestor worship has been an
aspect of Chinese culture which found its way in Daoism, similar to the Shinto practice
among the Japanese, thus Daoists often find themselves in temples, praying to their
ancestors for guidance in their everyday lives.
Example: Daoists believe that the left hand must be used to offer the incense,
because the left hand represents the yang, which symbolizes respect.
3. URBAN DEVELOPMENT
➢ Another issue in Daoism is environmentalism. Daoists believe in the dictum
“leave nature alone and nature will thrive.” Daoism has advocated a utopian vision of
society characterized by order and harmony, and an emphasis on self-cultivation as a
means of achieving social harmony. One should have a healthy relationship with nature
and it should begin with one’s own body.
➢ Daoism advocates the idea that we should follow the lead of nature instead
of controlling it, for humans are natural creatures who should live in harmony with
nature.
ACTIVITY 1. MATCHING TYPE. Match the descriptions in Set A to the appropriate words
in Set B by writing the letter of the best answer on a separate sheet of paper.
ACTIVITY 2. FILL IN THE BLANKS.
Direction: Complete the following statements about beliefs and practices of Daoism by
writing the appropriate words in the answer blanks.
Non-competition in Emptiness” is said to be the other side of the principle of

(1) _________________. For Daoists, inaction means a person’s outward actions, and
emptiness is the corresponding inner state, which also means (2) _________________.
And (3) _________________ is another expression of inaction in nature and of
noncompetition in emptiness. By following the way of nature, a person can attain (4)
_________________. (5) _________________believed that Wu-Wei can lead to a
peaceful
and harmonious society. It advocates a (6) _________________ attitude. (7)
_________________ emphasizes complementary, interconnectedness, and
interdependence of both sides seeking a new balance with each other. One form of
ritual is (8) _________________ performed in cases of sickness with the goal of
gaining victory over the evil spirits. Other rituals are performed in the form of
festivals, especially New Year. In these rituals, (9) _________________ is a central
aspect, together with the sacrificial offering of sacred writings such as (10)
_________________ which contain the prayers of individuals, bearing their names
and the intentions which are burned as part of the ritual.
Activity 3:
Direction: Answer the following questions below by providing your realization, ideas,
and thoughts about Daoism.
A. In learning Daoism, what are the attributes or concepts that you think are the same
as that with your own religion? List down at least three and compare. Elaborate your
answer.
B. Classify the following words according to its group by writing the letter only.
A. Beliefs and doctrines C. Sacred scriptures
B. Selected Issues D. Worship and Observances
____6. Daodejing ____ 11. The Dao

____7. Use of potions ____ 12. Chi
____8. Fatalism ____ 13. Urban Development
____9. Yin – Yang ____ 14. Wu – Wei
____10. Book of Zuangzi ____15. Jiao Festival
Assessment Read each statement carefully and choose the letter of the best answer. Write
the
chosen letter on a separate sheet of paper.
1. Laozi compiled his philosophy in a book known as the ______.
A. Daoist Bible. C. I Ching.
B. Daodejing. D. The Dao of the Way.
2. The Dao is best described as __________.
A. the goodness in men’s hearts
B. the opposite of Confucianism
C. the way a leader should rule
D. the origin of all things and the existence of all things
3. The Dao means _______.
A. the Center B. the Middle C. the Path D. the Way
4. The yin and yang are ______.
A. the two temples of Laozi
B. the sun and the stars
C. things that are the same and must be kept together at all times
D. two polar forces in all things that must be kept in balance
5. Who is considered to be the founder of Daoism?
A. Confucius B. Laozi C. Mao Zedong D. Sun Tzu
6. There is a big emphasis on _______________ in Daoist beliefs.
A. balance B. meditation C. yoga D. zen
7. "The universe is a balance of opposites" is a belief of which system?
A. Christianism B. Confucianism C. Daoism D. Legalism
8. Daoism is a religion of ____________.
A. Harmony and union C. Unity and opposites
B. Self development D. Violence and Hatred
9. Which of these does NOT promote Daoism?
A. Earthly gratification C. Pursuit of spiritual immorality
B. Harmony or union with nature D. Self-development
10.Daoism is rooted in _______ customs.
A. American B. Chinese C. Indonesian D. Japanese
11.Which of the following is NOT a Daoist text?
A. Daodejing C. Ketuvim
B. Book of Zuangzi D. The Way and its power
12.Which of the following is NOT a Daoist practice?
A. Fortune telling C. Using potion
B. Reading scripture D. Yoga
13.What is the English translation of the word “Dao?”
A. Almighty God C. The De
B. The Universe D. The Way
14. It is the rite of cosmic renewal celebrated to rededicate the local temple and
to renew the whole community by cleansing it from suffering and hardships.
A. Breathing Technique C. Practice meditation
B. Jiao Festival D. Use of potion
15.This is the practice of alchemical experiments which made lasting
Contributions in various fields such as chemistry, medicine, and
pharmacology.
A. Breathing Technique C. Practice meditation
B. Jiao Festival D. Use of potion
References for Ong, Jerome A. & Jose, Mary Dorothy DL. (2016). Introduction to World
learners Religions and Belief Systems. Araneta Ave., Quezon City. Vibal Group Inc.,
VectorStock. Yin yan vector image symbol. Retrieved September 09, 2020
https://www.vectorstock.com/royalty-free-vector/yin-yang-symbol-vector-
293841
Chinafund.com. Understanding Laozi (Lao Tzu) and Daoism (Taoism). Retrieved

September 10,2020 https://chinafund.com/laozi-lao-tzu-daoism-taoism/
Goodreads. Retrieved September 10, 2020

https://www.goodreads.com/author/quotes/2622245.Lao_Tzu
Slideshare. Daoism. Retrived September 10, 2020

https://www.slideshare.net/delinalun/taoism-29404809
Retrieved September 16, 2020

https://quizizz.com/admin/quiz/563fc2ff01bb03267261c4cb/chinese-philosophyquiz

https://reviewgamezone.com/mc/candidate/test/?test_id=23702&title=Taoism

https://www.proprofs.com/quizschool/quizshow.php?title=taoism_5&q=1

https://global.oup.com/us/companion.websites/9780195332360/resources/ch8/
quiz/mcq/
https://www.brainyquote.com/quotes/lao_tzu_118352?img=4
Answer Key
________________________________________________________________________________
Name: Year Level:

Teacher: Date:
Introduction to World Religions and Belief System Quarter 2 – Module 14: Shintoism
Learning
Competency
(MELC)
Background
Information for
Learners
(Discussion of
Topic/Lesson)
Key Concept
The Torii Gate is the most common symbol for Shintoism. It is a sacred
gateway supposed to represent a gate upon which a cock crew on the occasion when
Amaterasu emerged from the rock cave and relighted the world. It marks the entrance
to a sacred space which is the Shinto shrine. It represents the transition between the
world of humans and the world of the gods and goddesses. It is believed to help
prepare the visitors for their interaction with the spirits by signifying the sacredness of
the location. It is traditionally made of wood or stone, but now most toriis are made of
concrete and steel. (Jose and Ong, 2016 p. 2014)
HISTORICAL BACKGROUND
According to Jose and Ong (2016), Shintoism is considered as the essence of
Japanese devotion to unseen spiritual beings and powers. It is a very local kind of
religion that is focused on the land of Japan, hence an “ethnic religion” that is not
interested in missionary activities so as to spread it outside Japan. Shintoism espouses
the belief that “human beings are basically good and has no concept of original sin.”
Unlike other religions, it has no known founder nor god, and it may be practiced with
other religions such as Buddhism and Daoism.
According to Cartwright (2017), unlike many other religions, Shinto has no
recognized founder. The people of ancient Japan had long held animistic beliefs,
worshipped divine ancestors and communicated with the spirit world via shamans.
Some elements of these beliefs were incorporated into the first recognized religion
practiced in Japan, the Shinto, which began during the period of the Yayoi culture (c.
300 BCE - 300 CE). For example, certain natural phenomena and geographical features
were given an attribution of divinity. Most obvious among these are the sun goddess
Amaterasu and the wind god Susanoo. Rivers and mountains were especially important,
none more so than Mt. Fuji, whose name derives from the Ainu name 'Fuchi,' the god
of the volcano.
He also mentioned that in Shinto, the gods, spirits, supernatural forces and
essences are known as kami. The kami are governing the nature in all its forms, and are
thought to inhabit places of particular and natural beauty. In contrast, evil spirits or
demons (oni) are mostly invisible. Some are envisioned as giants with horns and three
eyes. Their power is usually temporary, and they do not represent an inherent evil
force. Ghosts are known as obake and require certain rituals for them to be sent away
before they can cause harm. Some spirits of dead animals can even possess humans,
the worst being the fox, and these possessed individuals must be exorcised by a priest.
SACRED SCRIPTURES
In Shintoism, the Kojiki and Nihongi are considered as the sacred scriptures
but it’s not only for shinto because it also contains extensive information from
Buddhism and Confucianism. The books are compilations of ancient myths and
traditional teachings with a dual purpose (Moral and Political).
According to Jose and Ong (2016), its political purpose is to establish the
supremacy of Japan over all the countries in the world by legitimizing the divine authority
of the ruling families and to establish the political supremacy of the Yamato. Its moral
purpose is to explain the relationship between the kami and human beings by
establishing that the Japanese are special people chosen by the kami, who have many
humanlike characteristics. It also emphasizes purification as both a creative and cleansing
act. Death is considered as the ultimate impurity.
The following scriptures are discussed and elaborated by Jose and Ong (2016):
1. KOJIKI
➢ Most important texts in Shintoism
➢ Composed of three books
1. First is the Age of Kami – narrates the mythology
2. Second book discusses the imperial lineage that narrates the events
concerning the imperial family up to the death of the thirty-third ruler,
Empress Suiko.
3. The third book is also about the imperial lineage but it is concerned mainly
with revolts and love stories of successive rulers intertwined in a song-story
format.
➢ The establishment of the three orders are reflected in the three books: the
establishment of the order of the universe, the establishment of the order of
humanity, and the establishment of the order of history.
➢ Even though it was written at the onset of the spread of Buddhism in Japan and
despite the fact that Emperor Genmei, to whom the Kojiki was presented, was a
Buddhist, there was no mention of Buddhism in the Kojiki. It just goes to show
that Kojiki is based on the eternal and cyclical world of mythology.
2. NIHON SHOKI/NIHONGI
➢ Nihon shoki or Nihongi records the descent of the Yamato rulers of Japan from
the gods. It represents a combination of a political purpose with folklores and
myths.
➢ It is composed of 30 books, the first two of which discuss the “age of the kami”
while the remaining books chronicle the events pertaining to the rulers up to the
41st emperor.
WORSHIP AND OBSERVANCES

Unlike other religions, Shintoism has no
weekly service; instead, people visit shrines at their
own convenience. Proper performances of rites and
ceremonies is the important aspect of Shintoism.
They hold most of their rituals at the shrines, which
they believe are the abode of the kami or spirits. At
first, shrines were normal things that can be found
in nature such as mountains, rivers, trees, rocks,
etc., but later on they built shrines dedicated to their
deities. Such shrines are often wooden structures
that feature the natural beauty of the surroundings,
which basically expresses Shintoism’s profound veneration of the environment (for
example, woods used in shrines are often left unpainted). For Shintoists, the
performance of rituals will give them the blessings they expect from the kami. Below are
some of the rituals performed by the Shintoists. (Jose and Ong, 2016 p. 217).
Similar to other religions, Shintoism also has different forms of worship and
observances that they strictly follow. Let us take a look to each of these categories as
stated by Jose and Ong:
Table 1. Shinto Rites of Passage from birth to death
Table 2. Ritual Purification (Meditative Practices)
Table 3. Types of Worship

Magical Charms and Amulets - Aside from
worshipping the kami at the shrines, one of the main
attractions at the shrines are the sale and distribution
of charms or amulets. Shintoists believe that these
amulets provide protection and can even be a source
of magic. They often carry personal amulets and their
homes are guarded by magical charms in the form of
lintel placards or different talismanic symbols placed
on the altars for their deities. The most common
Japanese designation for charm is mamori, which
they believe provides them with protection and may include a wide range of objects.
Shimpu (god ticket or sacred ticket) is the term they use to refer to the magico-religious
objects obtained at the Shinto shrines. These charms vary in sizes and shapes. Private
amulets are often small in size and worn by the person in a specially constructed charm
bag, in the purse or sash which is placed in close contact with the body, and these
amulets are considered as a means of bringing the individual under a close supervision
of a particular deity. (Jose and Ong, 2016 p. 219-220)
Seasonal Festivals
As stated by Ong and Jose (2016), Japan celebrates numerous festivals (called
matsuri) since almost every shrine has its own festival. Festivals are usually held once a
year to celebrate the shrine’s kami or a seasonal/historical event.
1. Processions – the figure of the local kami carried through dashi or decorated
floats around town.
2. Great Purification Festival - celebrated in shrines all over Japan every June
and December, with priests waving a cleansing wand over the
people, who rub paper dolls on their bodies to symbolize the
transfer of impurities from their bodies to the dolls, then these
dolls are thrown away by the priest.
3. New Year Festival – considered the most extravagant festival in Japan, which
begins on the first day of January and just like other festivals in
Japan, lasts for several days.
BELIEFS AND DOCTRINES
Like other religions Shintoism also has beliefs and one of their beliefs is
worshipping kami or spirits. According to Jose and Ong (2016), scholars agree that the
concept of kami is difficult to explain, and that even the Japanese themselves who are
Shinto believers cannot provide a definite definition of kami.
The kami is classified into three categories:
1. the ujigami or clan ancestors;
2. kami who resides in elements and forces of nature; and
3. the souls of exceptional human beings who died
Mentioned by Jose and Ong (2016), Shintoism has a concept of yao yoruzu no
kami, or eight hundred myriads of kami. Some of them are tutelary deities of clans who
were later elevated to tutelary deities of their respective communities while some have
no direct connection with the Shinto faith. Here are some of the most important kami in
Japan:
Concept of Pure and Impure
Shintoism, unlike other religions, does not have a clear distinction between what
is right and what is wrong. However, since its most important concept is purity, there are
acts or things which are considered as evil since they cause or signify impurity. It is very
important in Shintoism to maintain physical, external, and material purity. (Jose and Ong,
2016 p. 222)
For example:
1. Blood is regarded as impure. Shintoism strongly disapproved the pollution of
blood.
➢ Women who menstruate,
➢ women after child-birth,
➢ Even at present, in some remote areas of Japan, the aforementioned
women are prohibited from living together with their family and sharing
meals with them.
➢ They built houses where women who have their period or who have
recently given birth are expected to live alone and cook their own food.
In these so-called “menstruation houses” (called Taya), visitations by
men were prohibited.
2. Concept of “Sin” - another concept mentioned is the concept of “sin”. This was simply
of a physical or external nature which can easily be purified with the
necessary rituals.
➢ Illnesses are seen as caused by natural powers and are listed as
“sins” since they cause unpleasant feelings in other people (e.g.
leprosy), which made the kami to dislike them also.
➢ Struck by a thunderbolt
➢ Being bitten by an insect
➢ Having sexual relations with one’s parent or one’s child
➢ Having sexual relations with animals.
It is believed that to compensate for committing the sins mentioned above, they
are required to make offerings to the deities. (Jose and Ong, 2016, p. 223)
Concept of Death
As mentioned by Jose and Ong (2016), death is considered as the worst form of
impurity in Shintoism. When a person dies, his or her body is considered as the most
impure thing. That is why they perform ritual bathing after a funeral ceremony wherein
all family members do a ritual bathing in the river. Also, it is believed that the Shinto kami
greatly dislike death, that those who have been in contact with the dead are prohibited
from participating in the rites performed at the shrines. They are considered as impure
and cannot participate in the rites for 30 days after contact with a dead body; seven days
after child-birth; and five days after contact with the death of certain domestic animals;
furthermore, those who paid a visit to the dead or participated in memorial services
cannot visit the Imperial Palace, and even those who miscarried after more than a four-
month pregnancy cannot participate in the rite for a certain number of days. Although
death is considered as the ultimate manifestation of impurity, death is not to be feared
of according to Shintoism. Shintoists believe that death is but the continuation of life,
and that even if one dies he or she will continue to receive the blessings of the kami.
However, the dead lives in the world of darkness while the living lives in the world of
light. In the contrary, they believe that even the dead are allowed to visit the world of
the living and this happens during Shinto festivals.
De/Virtue
The way to appease the kami or the spirits, according to Shinto, is through
purification. Proper observance of rituals is necessary in order to purify oneself and be
deserving of the blessings from the deities. Living in harmony with nature, which is
inhabited by the kami or spirits, is encouraged. In line with this, Shintoists value the
virtues of beauty, truth, goodness, and morality. Sincerity in everything that we do is also
valued, for it implies a pure heart. To achieve this, purity rituals often involve cleansing
with water, such as rinsing the mouth, washing the hands, taking a bath, standing under
waterfalls, and it is better if these activities are performed at the shrine. Hence,
cleanliness is also valued by the Shintoists for it is through cleansing that purity can be
achieved. (Jose and Ong, 2016, p. 224)
SUBDIVISIONS
According to Jose and Ong (2016), there are three main types of Shintoism: The
Shrine (Jinja) Shinto, the Sect (Kyoha) Shinto, and the Folk/Popular (Minzoku) Shinto.
1. The Shrine Shinto is considered as the purified/traditional type under which
the State and Imperial Shinto belong.
2. The Sect Shinto refers to the 13-government organized independent sects
formed during the 19th century, focusing on human welfare in this earthly life.
3. Folk or Popular Shinto is the type of Shintoism practiced in local shrines and
considered to be more ingrained to the people’s rite of passage. It is
considered as a Japanese folk religion.
MODERN ISSUES
According to weebly, the world has many unresolved issues today, and many
people have been unable to find a solution to those said issues. Some of these issues
include pollution, hunger, overpopulation, etc. And if left unresolved, they may lead to
even bigger problems in the future. The religion of Shintoism and its beliefs may be able
to resolve the problem of pollution. Some of these pollutions are air pollution, water
pollution, soil pollution, nuclear pollution, and many more. Shintoists believe in physical
purity and cleanliness, and those beliefs encounter pollution. Shintoists try to prevent
pollution, as they clean their cities to purify it. And thus, reducing pollution to those
cities. Another world issue is the damaging of nature and the destruction of the habitats
of animals. One of Shintoism's main principles is respecting and loving nature, whatever
it may be. Therefore, following Shintoism will allow others to learn how to respect and
preserve the wildlife as well as expanding their religion. This will lead to less environment
harm and will likely reduce the amount of pollution.
Activity # 1: Word Hunt

There are 10 words given below which are related to Shintoism. Look for these
words in the box. Answers may appear in any directions horizontally, vertically, or
diagonally. Do it on a separate sheet of paper.
1. SHINTOISM
2. AMATERASU
3. SPIRITS
4. KAMI
5. KOJIKI
6. IMPURITY
7. NIHONGI
8. TEMPLES
9. ANIMISM
10. SHRINE
FILL IN THE BLANKS

Direction: Read carefully the paragraph below and fill in the blank(s) with the correct
answer.
Shrine/Toriis are built to honor the (1)_____________ which are believed to
be
found in nature. (2)_____________ is the Japanese word for spirits or deities. Kami
means (3)_____________ and (4)_____________ is a mixture of traditions, magic, and
other practices of the common people.
Aside from worshipping the kami at the shrines, one of the main attractions
in the place is the sale and distribution of (5)_____________. The Shintoists also
believe in (6)_____________ the most important concept in Shintoism. In addition,
for them, (7)_____________ is considered as the worst form of impurity in Shintoism.
Shintoism has different beliefs and one of their beliefs is worshipping kami
or spirit. It is clasiffied into three categories,(8)_____________,(9)_____________,and
(10)_____________
Assessment Identification
Directions: Choose the word(s) of the correct answer. Write your answers on a
separate sheet of paper.
______________1. Who is the sky god according to Japanese mythology?

______________2. This is considered as the purified/traditional type under
which the State and Imperial Shinto belong.
______________3. It is considered as the worst form of impurity in Shintoism.
______________4. The earth mother in the Japanese mythology.
______________5. This is considered the most extravagant festival in Japan,
which begins on the first day of January and just like other
festivals in the country, lasts for several days.
______________6. Who is the sun goddess in the Japanese mythology?
______________7. It represents the transition between the world of humans
and the world of the gods and goddesses.
______________8. It is also known as ablutions and it is practiced in Shintoism
for purification.
______________9. It refers to spirits or deities in Shintoism.
______________10. It is the practiced in Shintoism to rid the body of evil spirits
References for Books

learners Ong, Jerome A. & Jose, Mary Dorothy DL. (2016) Introduction to World Religions
and Belief Systems. Araneta Ave., Quezon City. Vibal Group Inc.
Internet
Cartwright, Mark. Shinto. Retrieved September 25, 2020
https://www.ancient.eu/Shinto/, 2017
Pinterest. Religious Symbol. Retrieved September 23, 2020

https://ar.pinterest.com/pin/456130268506455486/?nic_v2=1a35sEGjb
Weebly. Shintoism. Retrieved September 25, 2020

http://www.francislewissocialstudies.com/shintoism.html
Answer Key
________________________________________________________________________________
Name: Year Level:

Teacher: Date:
Introduction to World Religions and Belief System Quarter 2 – Module 15: Comparative Analysis of
Confucianism, Daoism and Shintoism
Learning
Competency
(MELC)
Background
Information for
Learners
(Discussion of COMPARATIVE ANALYSIS OF CONFUCIANISM, DAOISM, AND SHINTOISM
Topic/Lesson)
Key Concept
According to Ong and Jose (2016), the three Daoic religions --- Confucianism,
Daoism, and Shintoism--- all originated from East Asia, thus they are also called East
Asian religions. Confucianism and Daoism both came from china during the Warring
State Period (Zhou dynasty) while Shintoism, which is also regarded as an “indigenous
religion,” thus it is hard to trace its origins, came from Japan. Let us now take a look at
the similarities and differences among the three religions in terms of origin, morality,
purpose, destiny, and views on women.
The character shows the Chinese symbol for
Dao, which literally means “The Way.” Dao is used
symbolically in its sense of way as the right way of
existence, or in the context of ongoing practices of
attainment or of the full coming into being. It is
impossible to describe the Dao with words; they can only
give us clues that will help us get a glimpse of what the
Dao is. It is often described as the life force, the essence,
the energy, the flow of the universe.
In Confucianism, Daoism, and Shintoism---by emphasizing their uniqueness

and similarities, and by showing that despite the differences in certain beliefs and
practices, they share common traits, especially with regard 1to how they view nature
and humanity’s relationship with it.
ORIGIN
Confucianism
Confucianism may have started during the time of Kung Fuzi, but his ideas
became popular only after his death, with initiatives of Mengzi, and later of Xunzi, who
were among those who contributed their own ideas of Confucianism on concepts such
as human nature, morality, politics and government. It initially started as a philosophy
that would provide a solution to China’s chaotic society during the Zhou dynasty but
later it became a religion as well, although its main contribution to China lies in its
ethical and moral dimensions.
However, it was not until the reign of the Han dynasty during the 3rd century
B.C.E. that Confucianism secured a very significant place in Chinese society. With the
initiative of Dong Zhongshu, Confucianism was adopted by the Han dynasty as an
instrument for its political legitimacy. Confucian thought became mandatory for it
served as the basis for civil service examinations, hence those who wanted to serve in
the government should well-versed with Confucianism, and in effect Confucianism
became the official religion/philosophy of the state. “Without Kongzi, there would be
no Confucianism; but without Dong, there would be no Confucianism as it has been
known for the past 2,000 years.” Thus, when Confucianism was adopted by the Han
dynasty, it serves as the basis not only of China’s political and ethical system; but also,
of China’s social system as well.
Daoism
Just like Confucianism, Daoism also started in China at almost the same period
when Confucianism developed. Like Confucianism, it was also meant to offer solutions
to China’s social upheavals during the time. Laozi, who is considered as Daoism’s
prominent philosopher, authored Daoism’s sacred scripture, the Dao De Jing (believed
by some as a reaction to Confucianism). While Confucianism accepted the importance
of rituals and ancestor worship for the achievement of harmony between heaven and
earth, Daoism believe the nature should be allowed to take its natural course for the
attainment of social order. Confucianism and Daoism may have flourished at the same
period and may have faced the same obstacle in society, but their solutions for the
achievement of harmony between heaven and earth dipper, with Confucianism
emphasizing the need for a strict ethical control and with Daoism advocating the “go
with the flow” attitude.
While Confucianism became extremely relevant in Chinese society when it was
adopted by the Han dynasty, Daoism’s importance began upon the collection of
writings of unknown origin during the 3rd or 4th centuries B.C.E. This collection of
writings became known as the Dao De Jing, a compilation of several hundred years of
writings about the Dao (the way) and De (virtue). Later it was attributed to Laozi, who
was among those, together with Kung Fuzi and other scholars, who participated in the
“hundred schools” debates during the Warring State period. Zhuangzi was another
major contributor to Daoism by writing a book which also tackled the Dao. Despite the
existence of these sacred scriptures in the said period, it took many centuries before
Daoism would secure its rightful place in China’s religious and philosophical life.
Shintoism
Shintoism, which originated from Japan, is considered an animistic folk
religion and its origin is hard to trace, but what is clear is that it started as an
indigenous religion with utmost importance given to spirits (or kami) in nature. Later it
was used by the imperial family to legitimize their rule and it was even declared as a
state religion of the long time. It emphasized the core values of family, tradition,
nature, ancestors, purity, and ritual practices. With the spread of Buddhism in Japan, it
became linked with the new religion; thus, it is very common for Shintoist to identify
themselves as Buddhists as well. Shintoism is believed to have provided the people
with their daily needs while Buddhism take care of the afterlife (Ong and Jose, 2016).
MORALITY
• Confucianism
In Confucianism, the concept of morality based on loyalty to one’s superiors
and elders, parents, and respect for others. Proper ritual observance, including rituals
performed for the ancestors, is also considered moral action, as well as self-cultivation
through wisdom and trustworthiness. Doing the right thing at all times is also
considered meritorious.
Loyalty is also translated as “regard to others” (zhong), specially loyalty to
one’s superior but also includes respect to one’s equals and subordinates. The
importance of self-reflection is also emphasized, with the Golden Rule as the guiding
principle “Do not do unto others what you do not want others do unto you.” From this
self-reflection comes from the need to express concerns for others, and eventually the
attainment of social order. From self-reflection comes self-cultivation, or the need to
cultivate oneself through wisdom. Maximizing ren (concern for others) by performing
the necessary rituals (li) would lead to de (virtue) and would produce the ideal person
according to Confucianism. The cultivation of oneself would eventually lead not only to
person cultivation but to social and even cosmic cultivation as well.
• Daoism
While Confucianism had very few moral guidelines, Daoism initially advocated
the idea that the society should not be regulated with morality, but should be allowed
to exist according to natural laws. Doing so would lead to virtuous behavior. Later on,
Daoist master advocated the idea that one should perform good deeds that would be
known only to the gods. Gradually, they started to regulate morality by confessing
one’s sins and ask for forgiveness from the gods. Austerity and self-discipline were also
emphasized, until in the 4th century B.C.E., the text containing 180 moral guidelines
appeared, which listed moral guidelines attributed to Laozi and were clearly influenced
by Buddhism. Included in the guidelines were the prohibition on stealing, adultery,
abortion, murder, intoxication, and overindulgence.
More developed moral guidelines appeared in the 5th century with the
introduction of the Lingbao scriptures, which was heavily influenced by Buddhism.
Some of its important guidelines were the prohibitions against killing, lying, stealing,
intoxication, immoral deeds and actions, as well as maintaining good relationship with
one’s family members (even with the dead ancestors), committing good deeds, helping
the less fortune, and avoiding thoughts of revenge.
• Shintoism
finite standards of right and wrong. Since Shintoism is focused on following the
will of the kami or spirits, anything that is not accordance with the will of the kami is
considered a bad. Shintoism has provided the Japanese with a way of life that revolves
around the worship of the kami, while Confucianism from China provided them with
ethics. Hence, Shinto morality is based on having purity not only in the physical sense
but also in a spiritual and moral sense. Human nature is basically good according to
Shintoism, hence evil comes from external forces. And when people let evil guide their
action, they bring upon themselves impurities and sin which need to be cleansed
through rituals.
Impurities also disrupt the flow of life and the blessings from the kami that is
why purification rituals are needed to be able to return to the natural state of
cleanliness not only of the people but of the universe as a whole. In general, things
which are considered bad in Shintoism involve disrupting the social order, the natural
world, the harmony of the world.
PURPOSE
The three Daoic religions basically share the same view regarding the purpose of
existence. Confucianism and Daoism both espouse / adopt the importance of self-
cultivation for the benefit of all while Shintoism emphasizes the need to return to the
original state of nature by observing purity in everyday life (Ong and Jose, 2016).
• Confucianism
Confucianism advocates the idea that the ultimate goal of everyone should be to
reach one’s highest potential as a person, and this can be achieved through self-
cultivation. To become virtuous, one should be mindful of all the sense, (sight, hearing,
speech, and action) and make sure that every action, thought, and feeling should be in
accordance with li, (ritual). For Kung Fuzi, the ideal person is called a junzi, a person
who exemplifies the quality of ren or concern of fellow human beings and manifests
the quality of yi or righteousness. Mengzi shares the same belief: that human nature is
basically good but still needs cultivation through the proper observance of li (ritual)
and meditative practices to ensure the smooth flow of the qi (vital energy). He also
believed that what makes us human is our feeling of sympathy for other’s suffering,
but what make us virtuous is our cultivation of this inner potential. While Xunxi
believed otherwise---that human nature is essentially bad---he also believed that this
can be reformed through self-cultivation and also through the proper observance of li
or rituals, an idea also espoused by Kung Fuzi and Mengzi.
• Daoism
As for Daoism, the purpose of existence is to ensure that order and harmony are
maintained by being aligned with nature. Thus, like in Confucianism, self-cultivation is
also needed because it is the only the way to return to the natural state of existence.
The goal of ever y person is to make the body capable of reacting in a natural and
spontaneous way. Doing physical exercises may help the body achieve that goal. Since
spontaneity is meant only for the immortals, common people should instead aim for a
long and healthy life. Activities such as gymnastics, breathing exercises, dietary
restrictions, drinking talisman water, and certain sexual practices can help achieve
longevity and body wellness. It is also important to make sure that there is proper
alignment or balance within the body, otherwise illness will occur. That is why
acupuncture is very important among the Chinese, for it helps adjust the flow of qi and
tends to balance yin and yang. They also believe that the body is inhabited by the gods,
and that organs are governed by the gods, that is why it is necessary to perform the
necessary rituals that are meant to welcome the gods to enter the body. Daoist also
believe that one way to become a mortal is by merging the yin and yang within, leading
to the creation of an embryo even among males (Daoist believe that Laozi was able to
achieve this). Thus, in Daoism, to ensure that the body functions well is very important
since what happens to the body is reflected outside, so that the purpose of existence is
to cultivate the self in physical, mental, spiritual, and emotional aspects so that
harmony and order will prevail.
• Shintoism
Shinto shares with Daoism the belief that the natural state of existence should
be maintained. While Daoism and Confucianism both emphasized the importance of
self-cultivation to achieve this goal, Shintoism emphasized the importance of
purification rituals to maintain the natural state of existence. Hence, avoidance of
pollution or anything that they consider impure (death, blood, or disease) is seen as a
way to maintain purity. Pollution is inedible but can be washed away by misogi or
purification rituals. In Shintoism, maintaining the pure and natural state of existence is
the purpose of life, and one should start with oneself.
DESTINY
• Confucianism
For Confucianism, reality has two spheres: the inner spheres and the
outer sphere. Destiny (or ming) is considered the outer reality which is
outside the control and concern of people. Self-cultivation should be the
goal of everyone, thus the focus should be on the inner sphere— the
cultivation of oneself---for what happens inside reflects what happens
outside. A descriptive interpretation of ming sees destiny as a distant force
beyond human control. Meanwhile, a normative interpretation of ming sees
destiny as basically the same with the concept of yi (duty): everything is
being willed by heaven and people should follow the will of heaven not out
of fate but as a way of performing the duties assigned to them as individuals
(Jose and Ong, 2016).
• Daoism
d for espousing fatalistic attitude in life, with emphasis on wu wei,
often translated as “non-doing” or “non-action.” This is interpreted by
critics as a proof that Daoism encourage people to live by leaving everything
to the universe and not taking action at all. An analysis of the Daoist concept
of destiny, however, would reveal that just like in Confucianism. “non-
action” does not mean not taking any action at all. Instead, self-cultivated is
also needed so that one may develop oneself to the extent that one’s
actions are naturally accordance with the flow of the universe. Thus, destiny
or fate can only be achieved when one has cultivated oneself to the highest
potential that one’s actions go effortless with the way of the universe
• Shintoism
Shintoism advocates the idea that every person has a destiny to follow a
mission to fulfill which will make one’s life worthwhile. However, not
everyone is able to realize his or her destiny or mission, for it is impossible
to discover destiny when one has lost natural purity. Thus, misogi or
purification is important to regain the natural purity one once had. Only
when one is truly purified can one discover his or her mission in life.
Shintoism believes that humanity’s natural greatness can only be achieved
by returning oneself to the state of natural purity. Just like in Confucianism
and Daoism, what happens in heaven should reflect the affairs of human
beings, hence in Shintoism, humans are affected by the pattern of the
universe, specifically under the guidance of the sun, moon, and stars. Thus,
performing the necessary rituals at the shrines will help people purify
themselves and unfold the destiny they are meant to fulfill.
VIEWS ON WOMEN
As stated by Ong and Jose (2016), among the three Daoic religions, Daoism can
be considered as having the most positive view of women, with its emphasis on the
significance of balancing the masculine and feminine qualities in every individual to
achieve harmony not only of the body but the world as well. Confucianism emphasized
hierarchy, and in that hierarchy, women are expected to become subservient to men.
Similarly, in Shinto men are placed at a more advantageous position in society than
women.
Confucianism places women at the bottom of the hierarchy both in family and
society. They are expected to exhibit proper behavior and utmost obedience. More
privileges were accorded to men, like having many wives and concubines while women
were allowed to have only one husband and see only their closest male relatives. A
woman’s life revolves around obeying men and her father, her husband, and grown-up
son. Women are expected to be loyal to their husband even when widowed. In fact,
widows are expected not to remarry, for it is considered a disgrace for widows to
remarry after the death of their husbands. To encourage this, there were times when
the government offered tax exemptions and memorial monuments to the families of
women who were widowed before the age of 30 but did not remarry until the age of
50. Confucianism advocates the belief that widows who remarry after the death of
their husbands lose their virtue.
Daoism espouses a positive view of women, or qualities associated with
women. In fact, the Dao is considered as the “mother of all things” and playing the
feminine part is a constant theme in Daoism. Since balancing the yin and yang is
important in Daoism, men are encouraged to perform female roles and vice-versa.
Androgyny, or the combination of the masculine and feminine characteristics, can be
achieved by developing a divine embryo (even among males), ritual sexual intercourse,
and internal alchemy. The high status accorded to women is manifested by the fact
that the women are allowed to become priests in Daoism, and by the existence of
numerous female deities.
Shintoism initially started with a high regard for women especially in the
religious aspect. Historical developments, however, have brought considerable
changes to the role of women in Japanese religion and society. We can see how the
status of women in religion and society have changed in the three periods of the
development of Shintoism in Japan.
During the “Primitive Shinto” period (from early history to the end of the 2nd
to 7th century C.E.), women had significant role in religion as the medium between the
gods and the people, with the message of the gods being revealed to them, while the
implementation of this will was entrusted to men. Thus, religion was the domain of
both women and men, usually brothers and sisters. Upon the rising importance of
religion in the lives of the people, women gained power as proven by the rising
number of female shamans (or miko) who were deified, and the numerous female
rulers mentioned in the ancient chronicles. Upon the subsequent centralization of the
empire, religion gradually came under the control of the imperial government and as a
result, women’s role in religion was relegated to becoming the emperor’s
representative in the religious domain instead. The status of women in Japanese
society continued to change during the time of “Organizes Shinto” (from Taika Reform
to the Meiji Restoration 645-1867), when religion became the government’s
responsibility, when rites had to be performed by provincial governors and priests,
usually males. During that time, only the shrine at Ise was led by a priestess. Pure
Shinto as the national religion was established, abolishing the mystical elements of
Shintoism often associated with women, thus deterring women from participating in
official priesthood. Since World War II, women were again accepted in the priesthood
but only as substitutes for male priests. Since then, two issues continued to pose a
threat to the low status of women in Japanese religion and society: one, the limited
role given to women in high ranking shrines such as Ise, which was previously led by a
priestess; and two, the emphasis given by Shintoism to blood being one of the causes
of impurity, hence limiting women’s role in priesthood. The miko or female shamans
remain active as fortune tellers, founders of new sects, and as healers. (Haruko 1993)
However, in general women are allowed to commit adultery while women are
expected to be loyal to their husband. Women were also allowed the right to divorce
their husband only in the last century (Ong and Jose, 2016).
CONCLUSION
By comparing the three Daoic religions, we have seen that they share more
similarities than differences. One important aspect that needs to be stressed is their
belief that the state of natured should be maintained for it is the only way to promote
harmony and order to society.
Another important aspect is the emphasis on rituals and ancestor worship, which
need to be performed to help achieve self-cultivation at its highest form. On the other
hand, Shintoism states the importance of returning to the natural state of purity to
become a better person and fathom one’s destiny, thereby promoting order in society.
Despite the uniqueness of each of these religions, Confucianism, Daoism, and
Shintoism clearly share common threads that make them classified as Daoic religions.
Independent Activity 1 FILL IN THE BLANKS.

Fill in the blanks with the correct word to complete the sentences about the views on
women of the three Daoic religions. Use separate answer sheet in answering.
Among the three Daoic religions, (1) _____________________ can be

considered as having the most (2) ____________________ view of women, with its
emphasis on the significance of balancing the masculine and feminine (3)
_______________________ in every individual to achieve harmony not only of the
body but the world as well.
(4) ________________________ emphasized hierarchy, and in that hierarchy,
women are expected to become subservient to men. Similarly, in Shinto men are
placed at a more advantageous position in (5) _______________________ than
women.
Confucianism places women at the bottom of the (6) _________________
both in family and society. They are expected to exhibit proper behavior and utmost
obedience. More privileges were accorded to men, like having many
(7) ______________________ and concubines while women were allowed to have
only one husband and see only their closest male relatives. Women are expected to be
loyal to their husband even when (8) __________________________.
Daoism espouses a positive view of women, or qualities associated with
women. In fact, the (9) _______________________ is considered as the “mother of all
things” and playing the feminine part is a constant theme in Daoism. Shintoism initially
started with a high regard for women especially in the (10) ______________________
aspect.
Independent Assessment 1 MODIFIED TRUE OR FALSE.

Read the following statements. Write TRUE if the statement is correct and change the
underlined word or phrase if the statement is incorrect. Use separate answer sheet in
answering.
______________1. The three Daoic religions --- Confucianism, Daoism, and
Shintoism— - all originated from East Asia, thus they are also
called East Asian religions.
______________2. Dao, literally means “The Way.”
______________3. In Daoism, the concept of morality based on loyalty to one’s
superiors and elders, parents, and respect for others.
______________4. Loyalty is also translated as “regard to others.”
______________5. Among the three Daoic religions, Daoism can be considered as
having the most positive view of women
Independent Assessment 2 COMPARE AND CONTRAST!

Directions: Complete the Venn Diagram below by writing down the differences and
similarities of Confucianism, Daoism and Shintoism. Use separate sheet of paper.
Assessment MATCHING TYPE. Match the Daoic terms in column A with their meanings found in
Column B. Write your answer on a separate sheet of paper.
References for Cornelio, J. S. PhD., et. al., Introduction to World Religions and Belief Systems,
learners for Senior High School, Rex Bookstore. 2016
World Religion Symbols Signs Major Religious Stock Vector (Royalty Free) 1715665918
(shutterstock.com)
World Religion Symbols Signs Major Religious Stock Vector (Royalty Free) 1715665918
(shutterstock.com)
Answer Key

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Republic of the Philippines

CONCEPTS, ELEMENTS AND

Name: Year Level:

LEARNING ACTIVITY SHEET WEEK 1 FIRST QUARTER

Creed (from the Latin credo meaning “I believe) consists of fundamental

There are different kinds of belief system or worldviews, namely:

Theism, often used as a synonym to monotheism, is defined as “a belief in the

Name all religions/belief systems that you know

WHAT DO YOU KNOW WHAT DO YOU WANT TO

LEARNING ACTIVITY 2 CONCEPT MAPPING:

Content Shows an Makes some Makes many Shows no

THE PARABLE OF THE CATFISH

Gospel: Matthew 6:1-6, 16-18

ASSESSMENT: Match Column A with Column B.

1.A belief in the existence of one God viewed as the a. theology

Answe Assesment Part

THE INTERCONNECTEDNESS OF GEOGRAPHY,

Name: Year Level:

LEARNING ACTIVITY SHEET WEEK 2 FIRST QUARTER

THE INTERCONNECTEDNESS OF GEOGRAPHY, CULTURE AND

EVALUATION: Fact or Bluff!

1. Muhammad is the final prophet or the “Seal of the Prophets”__________

Name: Year Level:

LEARNING ACTIVITY SHEET

2. religion helps us in our struggles for societal survival. Religion played a

6. Religion serves to calm the in times of suffering and disappointment. In this

7. Religion shapes domestic, economic and political institutions. Religion supports

11. Religion sometimes promotes evil practices. In its course of development,

12. Religion contributes exploitation. As religion interprets misfortunes and

Exercises/ Activity 1.1 Paste it.

Critical thinking Questions:

Activity 1.2 Identify it.

CHECK YOUR UNDERSTANDING

Critical Thinking Questions:

Influence Positive Negative

On the Human Person

Name: Year Level:

LEARNING ACTIVITY SHEET WEEK 4 FIRST QUARTER

TORAH in Hebrew, the NEVI’IM (PROPHETS) KETUVIM (WRITINGS)

Figure 2: The Ancient West Asia

Activity 3. List down the 10 Commandments and Formulate 10 words or phrases on

The 10 Commandments My 10 words or Phrases to live by

INTRODUCTION TO WORLD RELIGIONS AND BELIEF SYSTEMS

Name of Learner: ______________________Grade Level: ___________________

LEARNING ACTIVITY SHEET

Background Information for Learners

Exercise 1: Poster It!

RUBRIC FOR POSTER

CRITERIA DESCRIPTION POINTS POINTS OBTAINED

Exercise 2: Google It!

RELATED ISSUES WHAT I SEARCH ABOUT THEM SOURCES

1. Where was the Christianity originated?

a. Over 2 billion e. The Bible i. Emperor Theodosios m. Cross

Complete this statement: I have learned in this activity

References for learners:

Name: __________________________________________Year Level: ___________

LEARNING ACTIVITY SHEET WEEK 6 FIRST QUARTER

THE BRIEF HISTORY, CORE TEACHINGS, FUNDAMENTAL BELIEFS, PRACTICES AND

LEARNING COMPETENCY: Examine the brief history, core teachings, fundamental

REMEMBER THE TERM

Content Standard: The Foundations of Islam

LEARNING ACTIVITY SHEETS No. I

Jesus, Messiah, Christianity

Name of Learner: ____Grade Level: _

Name: ________________________________Year Level: _

Name: _________________________Year Level: _

Name of Learner: Grade Level: ____