San Isidro High School of Balabagan, Inc.

Poblacion, Balabagan Lanao del Sur

SYLLABUS IN INTRODUCTION TO WORLD RELIGIONS AND BELIEF SYSTEMS

I. BASIC INFORMATION

Course Title: Introduction to World Religions and Belief System

Course Meeting : 4 hours a week
Teacher : Arfie John M. Gultia

II. RATIONALE

Discovering the depths and nuances of religions around the world demands different approaches to learning. San Isidro
High School adopt the design of the book to follow a pedagogical model that combines different instructional elememts.
Interspersed with content such as historical overviews are different real-life case studies and activities that challenge the students
to come up with informed opinions on religious controversies.

III: A. COURSE DESCRIPTION

The course explores the main tenets and practices of major world religions: Judaism, Christianity, Islam, Hinduism, Therevada
Buddhism, Mahayana Buddhism, Confucianism, Taoism, and Shintoism. It aims to help understand the historical contexts of nine religions,
appreciate their uniquness and similarities and promote mutual understanding among believers of different faiths. They are expected to
demonstrate understanding and appreciation of one’s faith and that of others.

CORE SUBJECT STANDARD

Study and appreciation of the main tenets and practices of major world religions: Judaism, Christianity, Islam, Hinduism,
Therevada Buddhism, Mahayana Buddhism, Confucianism, Taoism, and Shintoism.

CONTENT STANDARD

The learner demonstrates understanding of belief system or worldview (the elements of religion, belief system and spirituality)
including religion, spirituality, philosophy of religion, and theology.
 PERFORMANCE STANDARD

The learner will demonstrates understanding and appreciation in discovering the depths and nuances of world religions.

LEARNING COMPONENTS

Components Percentage

Written Works 25%

Quarterly Exam 25%

Performance Task 40%

Conduct 10%

Total 100%

A deviation from DepEd of 10% conduct, taken from the distribution of the three components is allotted to foster discipline and
self-mastery of students, as part of the school’s mission and vision statement goals and philosophy.

B. LEARNING COMPETENCIES/OBJECTIVES

FIRST QUARTER

At the end of the quarter the students should be able to:

1. Give an example of a belief system or a world view.

2. Differentiate religion from spirituality, theology, and philosophy of religion.
3. Infer that a belief system or worldview is a particular way of ordering the realities of one world.
4. Prepare character sketches of a person who is spiritual but not religious and a person who is religious but not spiritual.
5. Cite regions or places where specific religions evolved.
6. Conduct a group activity that demonstrate the influence of a religion in a certain culture.
7. Identify the positive and negative effects of religions.
 8. Provide evidence that religion brought about an event in history.
9. Justify that religion can have positive or negative effects on society.
10. Gather print or web-based articles, photos, editorials,etc. showing the positive or negative effects of religion.
11. Recite the Ten Commandments as stated in the Old Testament.
12. Identify a Jewish custom or tradition demonstrated in a movie (Ten Commandments)
13. Justify the core teaching of Judaism is the covenant of one God with a chosen people vs. other people with many gods.
14. Identify a story from the Old Testament that demonstrates the Jewish belief in one God. (Story of Samson).
15. Recite the Apostles Creed , The Lord’s Prayer, or the Beatitudes.
16. Interpret the Parable of the Prodigal Son
17. Explain the Core teaching of Christianity is the message that a loving God sent His begotten Son in order to redeem humankind from
eternal damnation.
18. Interview a Christian parent or couple on why they are Christians and what beliefs and practices they adhere to.
19. Read the opening lines of Qur’an preferably from English version.
20. Retell the life of Prophet Mohammad.
21. Explain the core teaching of Islam is there is only one God and Muhammad is His final and greatest messenger.
22. Conduct a panel discussion on Muslim beliefs and practices.

SECOND QUARTER

At the end of the quarter the students should be able to:

1. Identify the uniqueness and similarities of Judaism, Christianity and Islam.

2. Provide evidence that Judaism, Christianity and Islam, share common roots from Patriarch Abraham.
3. Justify that Judaism, Christianity, and Islam, as monotheistic religions, have largely influenced the world today.
4. Conduct a group research on the doctrines of each of the three religions and compare them in the aspects of origin, morality,
purpose, destiny, and views on women.
5. Recite the creation story in Rig Veda.
6. Identify the names of the major Hindu deities as well as their corresponding functions or powers.
7. Explain the core teaching of Hinduism is suffering; suffering is due to craving ; there is a way to overcome craving; and the way
to overcome craving is the Eight-fold Path, the Middle way (between pleasure and mortification).
8. Evaluate the Eight-fold Path in terms of how it achieves the Middle Way.
9. State the three levels of perfection of Mahayana Buddhism (moral discipline, cultivation of virtue, and altruistic conduct).
10. Give examples of acts of generosity of Mahayana Buddhist.
 11. Explain the core teaching of Mahayana Buddhism is to seek complete enlightenment for the benefit of all living beings through
insight and compassion.
12. Draw the insight from the acts of generosity of Tzu Chi Foundation that reflect the core teaching of Mahayana Buddhism.
13. Identify the uniqueness and similarities of Hinduism, Theravada Buddhism and Mahayana Buddhism.
14. Provide evidence that Hinduism, Theravada Buddhism and Mahayana Buddhism share common roots from India.
15. Justify that Hinduism, Theravada Buddhism, and Mahayana Buddhism share common roots from India.
16. Justify that Hinduism, Theravada Buddhism, and Mahayana Buddhism, as Vedic religions, have largely influenced toe world
today.
17. Explain the core teaching of Confucianism is to be a “gentlemen” by following the moral way consisting of the virtues of love,
righteousness, wisdom, propriety and loyalty in order to promote harmony in society.
18. Present a character sketch of a person who personifies the Confusian virtues.
19. State that Tao is the origin of all beings whose essence is nothing.
20. Give examples of acts showing love and respect of nature and the environment.
21. Explain: The core teaching of Taosim is becoming one with “Tao”.
22. Explain why is it important for Japanese people to worshipgods.
23. Evaluate: The core teaching of Shintoism is to worship the ancestors and forces of nature to achieve harmony in all dimensions.
24. Interpret the Kojiki creation story creatively.
25. Identify the uniqueness and similarities of Confucianism, Taoism, and Shintoism.
26. Provide evidence that confucianism, Taoism and Shintoism share common traits in viewing nature and ancestors.
27. Justify that Confucianism, Taoism, and Shintoism as East Asian religions/philosophies have largely influence the world today.
28. Prepare a multimedia presentation of people from all walks of life on the doctrines of each of the three religions and compare
them in the aspects of individual, family, society, government and nature.

FIRST QUARTER

The lessons in first quarter is dedicated to monotheistic religions. Monotheism is the belief in only one divine being who deserves
recognition, reverence, and allegiance. The lessons focus and gives attention to Judaism, Christianity, and Islam.
 Although different from each other, these three religions share common histories and the conviction that there is only one God.
Their histories trace them back to a shared ancestry in such figures as Abraham and Moses. These religions insist, too, the existence of only One
God, a belief that while unifying their members, has also fostered conflict in terms of claims to truth, origin, and message.

SECOND QUARTER

MATERIALS

Textbooks

Chalkboard

Laptop

Band Paper

A. EXAMINATION
1. Three examination are given quarterly (prelim, midterm, and final).
2. Coverage of the test should covers different dimensions of learning.
3. Types of examination given to students:
a. Matching Type
b. Multiple Choice
c. Fill in the Blanks
d. True or False
e. Identification
f. Enumeration
g. Diagramming and Tracing
h. Essay
i. Problem Solving
j. Situation Analysis
 Schedule of examinations depends on the school calendar of activities prepared by the school administration for the school year.

B. QUIZZES
The quizzes are given after the topics are finished and summative tests are given either on Friday or Monday of the Week.
Special quiz is given for those who are absent with due permission from the academic coordinator upon presentation of a permit
for a special test.

C. ASSIGNMENT/PROBLEM SOLVING/PROJECTS AND REPORTS

a. Group Discussion
b. Demonstration
c. Reporting
d. Collage
e. Project Making
f. Documentary Making

VI. A. POLICIES

A. Classroom Procedures

1. Participation during collaborative activities is a must.

2. Submission of different outputs either in group/individual be based on given rubrics.
3. Going out between discussion and test is not allowed.
4. During performance task copying of works, borrowing of materials from classmate is not allowed unless due permission from the
teacher is given.
5. Classroom rules should be strictly followed.
6. Other policies will be referred to the student’s handbook

B. Attendance and Tardiness

Refer to the general rules and regulations in student’s handbook
C. Class Participation and Classroom Behavior
Refer to the general rules and regulations in student’s handbook
D. Missed and Make up Examination
 For special test- refer to the school policies and conditions in the student’s handbook
If students always fails in the subject then he/she will be given a remedial class.
E. Late Projects/Late Assignment/Extension
Students who pass the assignments or project late are still required to pass but an automatic deduction of 5 points from the points she
earned except those who got sick and attended family emergencies.
F. Permissible Collaboration
Group Reports- make a checklist attendance and participation, there should be an output presented either written or reporting.
G. Standards of Academic Dishonesty and Penalty for Violations of Rules
Refer student’s handbook, on categories of cheating.

B. STATEMENT OF ACCOMODATIONS:

1. A sick students that is absent during test/exams will be given special test upon presentation of a permit to take from the school head.

2. During religious observations, celebrations, obligations, students that are involved are given permission to go out from the class
provided that they will exert effort to make up what they missed from the discussions.

3. Students with impaired hearing, near sightedness will be placed in front in the seat plan and far sightedness at the back.

4. A student is allowed to set an appointment with the teacher for clarifications about the lessons in the students’s service center.

5. Respect individual’s differences.

6. Other conditions will be based according to the student’s handbook.

VII: SCHEDULES

1. Tentative dates for topics refer to the syllabus matrix

2. Dates for examinations refer to school calendar for the school year
3. Dates for special activities refer to school calendar for the school year
VIII: REFERENCES

A. Textbooks
Introduction to World Religions and Belief System
B. Internet

IX: RESOURCES

A .Tips for Success

a. Discussions and Lectures

b. Review and Research
c. Practice and Demonstrations

B . Copies of Past Examinations

a. Student’s portfolio on past test results

C. Academic Supports
a. Text books and References
b. Internet
c. Compiled Pop Sheets

X. EVALUATION OF THE SUBJECT AND ASSESSMENT OF THE STUDENT’S LEARNING

1. Students will be evaluated during the year using the following strategies:

* Written Examination

* Demonstrations

* Quizzes

* Oral Participation

* Board Work
* Compilation

* Portfolio

* Attititudes and Behaviors

2. Year-end evaluation strategies:

* Written Examination

* Demonstrations

* Quizzes

* Oral Participation

* Board Work

* Compilation

* Portfolio

* Attititudes and Behaviors

 San Isidro High School of Balabagan, Inc.

Poblacion, Balabagan Lanao del Sur

PART II: SYLLABUS IN INTRODUCTION TO WORLD RELIGIONS AND BELIEF SYSTEMS

GRADE XII

COURSE DESCRIPTION
The course explores the main tenets and practices of major world religions: Judaism, Christianity,
Islam, Hinduism, Therevada Buddhism, Mahayana Buddhism, Confucianism, Taoism, and
Shintoism. It aims to help understand the historical contexts of nine religions, appreciate their
uniquness and similarities and promote mutual understanding among believers of different faiths.
They are expected to demonstrate understanding and appreciation of one’s faith and that of others.

CORE SUBJECT STANDARD
CONTENT STANDARD
Study and appreciation of the main tenets and practices of major world religions: Judaism,
Christianity, Islam, Hinduism, Therevada Buddhism, Mahayana Buddhism, Confucianism, Taoism,
and Shintoism.
The learner demonstrates understanding of belief system or worldview (the elements of
religion, belief system and spirituality) including religion, spirituality, philosophy of religion, and
theology.

PERFORMANCE STANDARD The learner will demonstrates understanding and appreciation in discovering the depths and
nuances of world religions .

FIRST QUARTER

Time Frame Content Standard Learning Competencies Asssessment

Week 1 Definition of Terms  Give an example of a  Photo Identification
belief system or a (Identify the photos by
worldview. checking the appropriate
  Differentiate religion from
spirituality, theology, and
philosophy of religion.
 Prepare character sketches
of a person who is
spiritual but not religious.
box and briefly explain
whether they can be
considered religious or
not).
 Short Quiz
(Identification).

Week 2 How World Religion Began  Cite regions or places  Group Work (Percentage
where specific religions of Major Religions in the
evolved. world).
 Analyze the culture of the  Reporting
region that gave rise to  Short Quiz
specific religions.
 Explain how geography
influences religion and
religion affects culture.
 Conduct a group activity
that demonstrate the
influence of a religion in a
certain culture
Week 3 Positive and Negative Effect of  Identify the positive and  Assignment ( Gathers
Religions negative effecets of print or web based
religion. articles, photos, editorials,
 Provide evidence that etc. showing the positive
religion brought about an or negative effects of
event in history. religion.
 Justify that religion have  Oral Recitaion
positive or negative
effects on society.
 Gather print or web-based
articles, photos,
editorials,etc. showing the
positive or negative
effects of religion.
Week 4 Judaism  Identify a Jewish custom  Group Discussion
or tradition demonstrated ( Important persons in
 in a movie.
 Justify: The core teaching
of Judaism is the covenant
of one God with a chosen
people vs. other people
with many gods.
 Identify a story from the
Old Testament that
demonstrates the Jewish
belief in one God.
Week 5 MIDTERM EXAMINATION
Week 6 Christianity  Explain: The core
teaching of Christianity is
the message of
Christianity is the
message that a loving God
sent His begotten Son in
order to redeem
humankind from eternal
damnation.
 Interview a Christian
parent or couple on why
they are Christians and
what beliefs and practices
they adhere to
Week 7 Islam  Retell the life and times of
Prophet Muhammad.
 Explain: The core
teaching of Islam is ther is
Jewish Tradition).
 Chapter Quiz
(Identification)
 Group Activity ( Choose
an artist, a poet, or a
composer whose works
suggest the influence of
Jewish thought and
practice. Study several of
the person’s work, making
note of at least one
element on which Judaism
has left its mark.
 Poem Interpretation ( A
poem in the letter of Paul
to the Philippians 2:5-11
that gives us an idea about
what Christianity is
about).
 Symbol Identification
( Different Symbols of
Christianity).
 Reporting
 Chapter Quiz ( Matching
Type)
 Situation Analysis ( The
Qur’an shows a God who
at times commands
violent action. If you were
 only one God and an Imam in today’s world,
Muhammad is His final how would you treat such
and greatest messenger. texts in your teachings
and prechings.
 Reporting ( Among
Muslims Students).
 Chapter Quiz ( Multiple
Choice)
 Panel Discussion ( On
Muslim beliefs and
practices
Week 8 Comparative Analysis  Identify the uniqueness  Group Research
and similaririties of ( Conducts a group
Judaism, Christianity and research on the doctrines
Islam. of each of the three
 Provide evidence that religions and compares
Judaism, Christianity and them in the aspects of
Islam, as monotheistic origin, morality, purpose,
religions, have largely destiny, and different
influenced the world views).
today.  Oral Recitation.
 Provide evidence that
Judaism, Christianity and
Islam share common roots
form Patriarch Abraham.

Week 9 Performance Task

Week 10 QUARTER EXAMINATION

SECOND QUARTER
 TIME FRAME TOPICS LEARNING COMPETENCIES ASSESSMENT
Week 1 Hinduism  Identify the names of the  Reflection Paper ( Insights
major Hindi deities as on the beliefs and
well as their practices of Hindu).
corresponding functions  Small Group Discussion
of powers.  Chapter Quiz
 Explain: The core
teaching of Hinduism is
the attainment of
liberation in the
identification of Atman
and Brahman through the
Four Yogas.
Week 2 Theravada Buddhism  State the Four Noble  Oral Recitation ( Eight-
Truths and the Eight-fold Fold Path).
path.  Reporting
 Give examples of
situations that
demonstrate cravings
which may lead to
overcome craving; there is
a way to overcome
craving; and the way to
overcome craving is the
Eight-fold Path, the
Middle Way ( between
pleasure and
mortification).
 Evaluate the Eight-fold
Path in terms of how it
achieves the Middle Way.
Week 3 Mahayana Buddhism  State the three levels of  Reflection( The acts of
perfection of Mahayana genorosity of Tzu Chi
Buddhism (moral Foundation that reflect the
 discipline, cultivation of core teaching of
virtue, and altruistic Mahayana Buddhism.
conduct).  Reporting
 Give examples of acts of  Short Quiz
generosity of Mahayana
Buddhists.

Week 4 Comparative Analysis  Identify the uniqueness  Reporting

and similarities of  Reflection
Hinduism, Therevada  Short Quiz
Buddhism and Mahayana
Buddhism.
 Provide evidence that
Hinduism, Theravada
Buddhism and Mahayana
Buddhism share common
roots from India.

Week 5 MID-QUARTER EXAM

Week 6 Confucianism  Explain: The core  Research

teaching of Confucianism  Group Discussion
is to be a “gentleman” by  Sharing
following the moral way
of consisting of the virtues
of love, righteousness,
wisdom, propriety and
loyalty in order to
promote harmony in
society.
 Present a character sketch
of a person who
personifies the Confusian
 virtues.
Week 7 Taoism  State that “Tao is the  Discussion
origin of all beings whose  Oral Recitation
essence is nothing”.  Assignment
 Give examples of acts
showing love and respect
of nature and the
environment.
 Explain: The core
teaching of Taoism is
becoming one with Tao.

Week 8 Shintoism/Synthesis  Narrate the Kokiji  Reflection

creation story.  Analysis
 Explain why it is  Discussion
important for Japanese  Group Assignment
people to worship gods.
 Evaluate: The core
teaching of Shintoism is
to worship the ancestors
and forces of nature to
achieve harmony in all
dimensions.
 Identify the uniquness and
similarities of
Confucianism, Taoism
and Shintoism.

Week 9 PERFORMANCE TASK

Week 10 QUARTER EXAMINATION