Senior High School

Introduction to World
Religions and Belief System

Quarter 1 – Module 2:
Origins of World Religions
 Introduction to World Religions and Belief System– Senior High School
Alternative Delivery Mode
Quarter 1– Module 2 : Origins of World Religions
First Edition, 2020

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 Senior High School

Introduction to World
Religions and Belief
System

Quarter 1 – Module 2:
Origin of World Religions
Introductory Message
For the facilitator:

Welcome to the Introduction to World Religions and Belief System Alternative De-
livery Mode (ADM) Module on Origins of World Religions!

This module was collaboratively designed, developed and reviewed by educators

both from public and private institutions to assist you, the teacher or facilitator in
helping the learners meet the standards set by the K to 12 Curriculum while over-
coming their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration
their needs and circumstances.

In addition to the material in the main text, you will also see this box in the body
of the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to man-
age their own learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.
For the learner:

Welcome to the Introduction to World Religions and Belief System Alternative De-
livery Mode (ADM) Module on Origins of World Religions!

The hand is one of the most symbolized part of the human body. It is often used
to depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a
learner is capable and empowered to successfully achieve the relevant competen-
cies and skills at your own pace and time. Your academic success lies in your own
hands!

This module was designed to provide you with fun and meaningful opportunities
for guided and independent learning at your own pace and time. You will be ena-
bled to process the contents of the learning resource while being an active learner.

This will give you an idea of the skills or compe-

What I Need to tencies you are expected to learn in the module.
Know

This part includes an activity that aims to check

What I Know what you already know about the lesson to take.
If you get all the answers correct (100%), you
may decide to skip this module.

This is a brief drill or review to help you link the

What’s In current lesson with the previous one.

In this portion, the new lesson will be introduced

What’s New to you in various ways such as a story, a song, a
poem, a problem opener, an activity or a situa-
tion.
This section provides a brief discussion of the
What is It lesson. This aims to help you discover and un-
derstand new concepts and skills.

This comprises activities for independent prac-

What’s More tice to solidify your understanding and skills of
the topic. You may check the answers to the ex-
ercises using the Answer Key at the end of the
module.

What I Have This includes questions or blank sentence/

Learned paragraph to be filled in to process what you
learned from the lesson.

This section provides an activity which will help

What I Can Do you transfer your new knowledge or skill into
real life situations or concerns.
 This is a task which aims to evaluate your
Assessment level of mastery in achieving the learning
competency.

Additional Activi- In this portion, another activity will be given

ties to you to enrich your knowledge or skill of
the lesson learned. This also tends retention

This contains answers to all activities in the

Answer Key module.

At the end of this module you will also find:

References This is a list of all sources used in develop-

ing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of
the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your an-
swers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
7. If you encounter any difficulty in answering the tasks in this module, do
not hesitate to consult your teacher or facilitator. Always bear in mind that
you are not alone.

8. We hope that through this material, you will experience meaningful learn-
 What I Need to Know

This module was designed and written with you in mind. It is

here to help you understand the origin of world religions. The scope of this mod-
ule permits it to be used in many different learning situations. The language used
recognizes the diverse vocabulary level of students. The lessons are arranged to
follow the standard sequence of the course. But the order in which you read them
can be changed to correspond with the textbook you are now using.

The module is divided into three lessons, namely:

Lesson 1 – Historical Background
Lesson 2 – Geography of Faith
Lesson 3 – Cultural Milieu

After going through this module, you are expected to:

cite regions or places where specific religions evolve;
explain the culture of the region that gave rise to specific religions;
explain how geography influences religion and religion affects culture;
make a poster illustrating unity in world religions.
 What I Know

DIRECTIONS: Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.

_____1.Judaism, Christianity and Islam are monotheistic religions. These

religions are collectively known as ___________________.
a. Dharmic religions c. Daoic religions
b. Abrahamic religions d. Asian religions
_____2. Ganga (Ganges) is one of the holiest rivers for Hindus, what is the
significance of this in the development of Hinduism?
a. site of prayer and devotions
b. site to provide food for devotees
c. developed a unique and exceptional culture
d. developed a sense of identity

_____3. Confucius did not really intend to start a new religion but rather expound
the nature of order and stability in the society. Based on the statement,
which of the following did Confucius become fascinated of?
a. ethical questions and morality in government affairs
b. ethical questions and morality in family affairs
c. morality in marital affairs
d. morality in social affairs

_____4. Daoism is a sacred guiding principle to abandon and withdraw from

disorder brought about by struggle for power, wealth and prestige. Based on the
statement, Daoism emerged in response to what social problem?
a. ethical questions and morality in government affairs
b. ethical questions and morality in family affairs
c. widespread warfare and social turmoil that besieged the Zhou
dynasty
d. widespread warfare and social turmoil that besieged the Jung
dynasty

_____5. West Asia, the home of Judaism, Christianity and Muslim is

characterized by vast areas of mountainous landforms. What is the significance
of these mountains in the rise of the said religions?
a. ideal setting to make people see better in higher position
b. ideal setting to where gods and mortals meet
c. ideal setting to be look upon with
d. ideal setting to live near gods
_____6. The topography of West Asia affected people because they become closer to
meet God. While in India, rivers developed complexity in the Indian culture and
religion. How about China?
a. invasions have added to its diversity
b. developed entirely on its own without interference from outside for
c. firm conviction in natural order
d. divinities are also linked to nature

_____7. Judaism, Christianity and Islam are monotheistic or Abrahamic religions.

They have three (3) commonalities EXCEPT
a. belief in one God
b. cycle of rebirth
c. prophets and apostles have important role
d. choice between good and evil

_____8.Judaism, Christianity and Islam are Monotheistic religions because of their

belief in one God, with regards to this in what way does the three differ?
a. Christianity acknowledges God in three persons
b. Judaism acknowledges God in three persons
c. Islam and Christianity are both universalizing religions
d. Judaism can be considered as an ethnic religion
_____9. The concept of Dharma is integral in religions that emerged in India, what
is the importance of this especially in Hinduism?
a. Serve as a guiding principle in different celebrations
b. Serve as a guide in yoga rituals
c. Means duty, righteousness and ethics
d. Means conviction in a natural order

_____10. Hinduism and Buddhism both developed in what part of the world?
a. Middle East
b. Europe
c. India
d. Italy

_____11. The Western Wailing Wall is located in Jerusalem, Israel and is an

important place of prayer, mostly for people of the __________________ faith.
a Buddhist
b. Hindu
c. Jewish
d. Muslim

For numbers 12-15, select the most appropriate significance of the sacred
mountain. Choose among the following:
a. traditional landing place of Noah’s ark as stated in the book of Genesis
b. the peak where Moses received the Ten Commandments
c. known as the city of David and Temple Mount
d. site of transfiguration of Jesus Christ
_____12. Mount Tabor in Israel
_____13. Mount Zion in Jerusalem
_____14. Mount Sinai in Egypt
_____15. Mount Ararat in Turkey
 Lesson
Origin of World Religions

2
Like living organisms, religions are born in history and they gradually
develop into living traditions and affect lives of their followers. Belief systems
originate in certain localities within the context of culture and even geography.

What’s In
In the previous lesson, you learned the difference of religion from
spirituality, theology and philosophy. Other than that, you have inferred that a
belief system is a particular way of ordering realities of one’s world, that religion
is the pursuit of transformation guided by a sacred belief system, and spirituality
is one’s integrative view of life.
 What’s New

Activity 1: Table of Religions

DIRECTIONS: Complete the table below.

RELIGION PERSON OR PEOPLE PLACES OR SITES YOU THINGS YOU

YOU ASSOCIATE WITH ASSOCIATE WITH THIS ASSOCIATE
THIS RELIGION RELIGION WITH THIS
RELIGION

Judaism

Christianity

Islam

Hinduism

Mahayana
Buddhism

Confucianism

Daoism

Shinto
 What is It

HISTORICAL BACKGROUND
A. PATRIARCH ABRAHAM

The prophet and patriarch Abraham is considered the common origin

of the three monotheistic religions namely: Judaism, Christianity and Islam.
The importance od Abraham in these three religions lies in the fact that the
patriarch appears as an elemental (primary) figure for monotheistic belief sys-
tem and a paragon (exemplar) for extreme devotion.

COMMONALITIES IN THE ABRAHAMIC RELIGIONS:

 Belief in ONE GOD

 Prophets and Apostles have important role

 Choice between good and evil

B. INDIAN MOSAIC

India is one of the oldest surviving civilizations dating back at least

6500 BCE. The many conquerors that came to India were gradually absorbed
into the native Indian religions. The Harappan civilization, the Aryan
influence, the local dynasties, and the Muslim conquest all had their fair
share in building the intricate Indian mosaic. As a result, variety and
complexity characterize Indian culture.
 Religion is an integral part of Indian tradition. Four (4) great religions
originated in India: BUDDHISM, HINDUISM, JUDAISM, and SIKHISM- and a
myriad of minor cults and local sects. Even Muslims and Christians have found
their way into the Indian heartland along with the Jews and Zoroastrians.

1. Hinduism

Hinduism perfectly reflects Indian heterogeneity with its eclectic,

diversified, and assorted ways of religious expressions that are quite
confusing to outsiders. It has no specific founder, no one sacred book,
and with innumerable gods and goddesses that any Hindu can venerate.
As such, Hinduism can be considered as a ‘museum of religions’ (Israel
and Grewal, 1989 as cited by Jose and Ong, 2016). It was during the
Vedic Period that Hinduism or Sanatana Dharma became systematized
as a religion that preached order and purpose to the cosmos and hu-
man life. During this period, universal order became equated with a sta-
ble society as evidenced by the establishment of a centralized govern-
ment and the integration of collective traditions into Indian lives.

2. Buddhism

Buddhism centers its attention on the figure of the Buddha. He

was not a god but a human being who came to discover how to termi-
nate sufferings in order to escape the painful and continuous cycle of
rebirth (Coogan, 2005 as cited by Jose and Ong, 2016). Buddhist follow-
ers revere Buddha in the same way that members of other world reli-
gions worship their gods. The Mahayana sect of Buddhism differs
from the Theravada school because of its rich array of buddhas and bo-
dhisattvas who have attained spiritual enlightenment. These beings
are already eligible to enter nirvana but choose to delay this glorious
path to guide others to the path of salvation.

Born near the end of the 6th century B.C.E., Siddhartha

Gautama’s life is closely linked with the historical and religious
development of Buddhism in India.

C. THE WAY OF THE DAO

Chinese civilization is one of the world’s oldest, dating back al-

most 4,000 years ago. Even during the olden days, the Chinese had al-
ready endeavored to establish and attain good governance (Perry, 1988).
China adopted Kung Fu-Tzu's (Confucius) ideals and ethics as the
nation developed meritocracy as a basis for government officials.
Confucius is regarded as China’s greatest philosopher and teacher who
lived at the same time as Siddhartha Gautama in India (Perry, 1988 as
cited by Jose and Ong, 2016).
 1. Confucianism

Confucian ideals aspire to harmonize human relations and serve

as guide to social behavior. Providing a backdrop for traditional Chinese
values, Chinese dynasties used Confucian morals and political ideals
that became influential among the Chinese people. The Confucian
principles can be applied at the levels of individual, community, and
state. It is no wonder that Confucian values can be seen in the Chinese
method of governance, the merit of one’s education, and importance of
order in the society (Rozman, 1991 as cited by Jose and Ong, 2016). An
ideal human society is of utmost concern for Confucian followers.

2. Daoism

Laozi (Lao Tzu) written Dao De Jing (Tao Te Ching/ the Book of
the Way and its Power) around 6th Century BCE. Around 142 CE, by the
establishment of the Celestial Masters sect by Zhang Dooling, Daoism
become an organized religion during the Han dynasty. The writings of
Daoism centers on the concept of Dao as a way or path signifying
appropriateness of one’s behavior to lead other people.

3. Shintoism

Shintoism is a loosely organized local belief of Japan, somewhat

an ardent religious form of Japanese patriotism (Hopfe, 1893 as cited by
Jose and Ong, 2016).

The term ‘Shinto’ was coined around the sixteenth century C.E.
to distinguish native belief system from the imported religions of China
and Korea, including Buddhism, Daoism, and Confucianism. The term
actually originated from the Chinese words shen and tao roughly
translated as the ‘way of the gods’. Of primal importance were the ‘kami’
that were often defined as gods but could also refer to deities of heaven
and earth, or even spirits in human beings, animals, trees, seas, and
mountains (Hopfe 1983 as cited by Jose and Ong, 2016).

GEOGRAPHY OF FAITH
Laws and social norms vary by region and localities. The study about
geography of religion may reveal some fascinating truths why a certain country is
predominated by one particular religion or why a specific region became homeland
of great religions.

A. THE WESTERN FRONTIER

West Asia is home of three great religions, namely, Judaism,

Christianity, and Islam. Comprising the area bordered on the west by the
fertile coasts of the Mediterranean Sea and on the east by the arid deserts
of Arabia, the history of these religions is closely linked with this region.
 The topography of West Asia is characterized by vast areas of
mountainous terrains. Mountains play significant roles in many religious
beliefs as these landforms provide ideal settings where gods live or where
gods and mortals meet. In the Judeo-Christian region of West Asia and
Egypt, there are four sacred mountains listed in the table below.

FOUR SACRED MOUNTAIN

HOLY MOUNTAINS LOCATION SIGNIFICANCE

Mount Ararat Eastern part of Traditional landing place
Turkey of Noah’s ark as stated in
the Book of Genesis
Mount Sinai Sinai Peninsula The peak where Moses
in Egypt received the Ten
Commandments
Mount Zion/ Mount Jerusalem Known as the city of David
Moriah and Temple Mount
Mount Tabor Israel Site of transfiguration of
Jesus Christ

The Temple Mount is most sacred site for Jews, Christians and
Muslims; Al-Aqsa Mosque, the Dome of the Rock and the Dome of the Chain
are structures found in the site. The Jewish people consider the Temple
Mount as their holiest shrine. Mount Moriah is also believed to be the site of
sacrifice of Isaac and Abraham. Vast expanse of deserts and bodies of water
also played important roles in biblical history.

PLACE SIGNIFICANCE
Yam Suph (Red Sea) Israelites crossed this as they
escaped from Egyptian lands

Sinai Desert Israelites lived here en route the

Promised Land (spiritual cleansing)

B. THE INDIAN SUBCONTINENT

 4000 years ago civilization emerged along Indus River that developed a
unique and exceptional culture

 Invasions have added diversity to India’s population and complexity to its

culture (Wolpert, 1993 as cited by Jose and Ong, 2016)

 Hindu religion consider the rivers holy

 Ganga (Ganges) is the holiest river of the Hindus

 C. THE EASTERN END

 Great Chinese developed entirely on its own without interference from

outside force

 When states become to centralize people gained prominence because of

their interest in politics and government

 Confucius became fascinated with ethical questions and morality in

government affairs.

 Confucius did not intend to start a new religion but rather expound on the
nature of order and stability in the society.

 Daoism emerged in response to the widespread warfare and social turmoil

that besieged the Zhou dynasty; sacred as a guiding principle to abandon
and withdraw from disorder brought about by struggle for power wealth
and prestige.

CULTURAL MILIEU
A. ON MONOTHEISM AND UNIVERSALITY

 Christianity differed from the other Abrahamic religions based on the

Trinitarian creed in contrast to the unitarian creed.

 Christianity acknowledges one God in three persons; the Father, the Son
and the Holy Spirit.

 Islam and Christianity are both universalizing religions because they

attempt to operate on a global scale

 Judaism can be considered an ethnic religion because it draws members

from a specific group of people from a definite locality.

B. ON THE CONCEPT OF DHARMA

 Dharma could mean duty, righteousness and ethics; it is integral in

religions that emerge in India

 For dharmic religions, meditational and yoga rituals lead to right behavior
and ultimate understanding of universe

C. ON NATURE AND ANCESTORS

 Daoism- lesser deities are also apparent with the presence of atmospheric
gods, gods of locality, and functional gods

 Shinto- divinities are also linked to nature and natural forces

 Confucianism- a firm conviction in a natural order that was also a moral

order.
 What’s More

Activity 2

DIRECTIONS: Write a comprehensive answer on the following questions.

1. How does geography affects religion?

________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

2. How does religion affects culture?

________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
 What I Have Learned

 Religion is considered universal and it can be

found in all known contemporary societies.
 The prophet and patriarch Abraham played a
major role in the establishment of three
monotheistic religions, namely, Judaism,
Christianity, and Islam.
 Religion is an essential part of Indian tradition as
four main religions originated here, namely,
Hinduism, Buddhism, Jainism, and Sikhism.
 Both Confucius and Laozi were followers of the
Dao. The Confucian Dao principally concerns
human affairs while the Daoist Dao means the
way the universe works.
 West Asia is home of three great religions, namely,
Judaism, Christianity, and Islam.
 Heat and water are major features of India’s
ecological setting. As a result, deities of sun, fire,
and water are venerated in India.
 Chinese culture practically influenced all other
nations at its outskirts, including Japan and
Korea.
 Monotheism or the belief in one god is an ancient
idea that predated the establishment of Abrahamic
religions.
 The concept of dharma is integral in religions that
emerged in India, most especially Hinduism and
Buddhism.
 Chinese belief system arrived in Japan and
influenced the local culture and the indigenous
polytheistic religion Shinto.
 What I Can Do

Activity 3: Slogan
Nowadays, religion remains to be a sensitive topic for everyone. Some peo-
ple may believe that their faith is superior to others, others may constantly ques-
tion the belief of others, and some just close their doors towards understanding
each and everyone’s faith. Because of these things, the battle between religions
still exist. In this current situation, what message can you give to help other
people realize the importance of respect in each other’s beliefs?

Make a slogan to deliver your message.

 Assessment

DIRECTIONS: Write TRUE if the statement is correct, and FALSE if not.

__________1. Judaism has 48 prophets and seven prophetesses.

__________2. The Dome of Rock us located in Mount Ararat.

__________3. The teachings of Confucius became the state religion during the
Han Dynasty.

__________4. The Arabian Peninsula consists of countries that are predominantly

Buddhist in character.

__________5. God instructed Abraham to sacrifice his son Isaac at Mount Hira.

__________6. The Analects and Dao De Jing are sacred tects in Chinese religions.

__________7. The Ganga is the holiest river for Muslims.

__________8. The Hindus believe in trimurti or the three forms of their God.

__________9. The holy mountains in Japan are Mount Fuji, Mount Tate, and
Mount Moriah.

__________10. Mountains play significant roles in many religious beliefs as these

landforms provide ideal settings where gods live or where gods and mortals meet.

DIRECTIONS: Complete the table by supplying the missing information.

HOLY MOUNTAINS LOCATION SIGNIFICANCE

11.______________ Eastern part of Traditional landing place

Turkey of Noah’s ark as stated in
the Book of Genesis
Mount Sinai 12.____________ The peak where Moses re-
ceived the Ten Command-
ments
13.______________ 14.______________ Known as the city of David
and Temple Mount
Mount Tabor 15. _____________ Site of transfiguration of
Jesus Christ
 Additional Activities

Activity 3: Geo-Cultural Map

1. Draw a map tracing the origins of world religions (Judaism, Christianity, and
Islam in West Asia; Hinduism, Theravada Buddhism, and Mahayana
Buddhism in South Asia; and Confucianism, Daoism, and Shintoism in East
Asia).
2. Draw symbols on how these religions affected the culture of the people in
these regions.
3. Synthesize how geography gave rise to these religions and how these
religions affected cultural formation in these regions.
4. Create the output based on the following rubric.

RUBRIC
1. Content: information presented was accurate; various sources were
used to make the presentation credible (8 points)
2. Explanation: ideas and opinions were explained comprehensively;
critical analysis on the ideas was shown (8 points)
3. Presentation: ideas and arguments were presented in a clear and
organized manner; respect for others’ ideas and arguments were
shown (4 points)

Total: 20 points
What I Know What's New Assessment
B Student’s an- TRUE
C swer varies. FALSE
A TRUE
C What's More FALSE
B FALSE
B Student’s an- TRUE
B swer varies FALSE
A TRUE
C What's I Can FALSE
C TRUE
C Do MT. ARARAT
D EGYPT
Student’s an-
C MT. ZION/
swer varies
B MORIAH
A JERUSALEM
ISRAEL
Answer Key
 References

Fernandez, Barbara Wong, et. al (2016). Personal Development, Teacher’s

Guide. Sunshine Interlinks Publishing House, Inc.

Jose, M. & Ong, J. (2016). World Religions and Belief System. Vibal
Group, Inc.

Jose, M. & Ong, J. (2016). World Religions and Belief System, Teacher’s
Guide. Vibal Group, Inc.

Poster Rubric from https://ecdn.teacherspayteachers.com/thumbitem

Poster-Rubric-2563922-1500873523/original-2563922-1.jpg