HMS 124 RIGHT Learning Kit - Module 1 - Final

Ateneo de Zamboanga University
Senior High School Unit

Department of Social Sciences & Physical Education
HMS 124
Introduction to World Religions
and Belief Systems
HANDOUTS for Module 1
Table of Contents
LESSON 1: JUDAISM 4
I. CONTEXT 5
II. EXPERIENCE 5
A. Prelection 5
B. Concept Notes 6
C. Guided Practice 14
III. REFLECTION 15
IV. ACTION 16
D. Closure 16
V. EVALUATION: 18
LESSON 2: CHRISTIANITY 19
I. CONTEXT 20
II. EXPERIENCE 20
A. Prelection 20
B. Concept Notes 21
III. REFLECTION 28
IV. ACTION 29
D. Closure 29
V. EVALUATION 30
LESSON 3: ISLAM 31
I. CONTEXT 32
II. EXPERIENCE 32
A. Prelection 32
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B. Concept Notes 33
III. REFLECTION 41
IV. ACTION 41
D. Closure 42
V. EVALUATION 43
MIDTERM PERFORMANCE-BASED ASSESSMENT 44
ANSWER KEYS 46
REFERENCES 48

Room 203 and 216, Faustino W Saavedra Building, Fr Eusebio Salvador SJ Campus, La Purisima Street, Zamboanga City
Email: shs_sspe@adzu.edu.ph Tel No: 991-0871 local 3035
PREFACE
This Interactive Learning Module for HMS 124: Introduction to World Religions and Belief Systems is
aligned to the competencies of the K–12 Basic Education Curriculum set by the Department of Education. This
module is designed interactively to cater the needs and demands of the 21st-Century education.
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The course explores the main beliefs and traditions of major world religions such as Judaism, Christianity,
Islam, Hinduism, Theravada Buddhism, Mahayana Buddhism, Confucianism, Taoism, and Shintoism. It aims to
help learners understand the historical contexts of these religions, appreciate and respect their uniqueness and
similarities, and promote mutual understanding among believers of these different faiths. The course also explores
the significance of these religions to the different cultures of its adherents, especially in the Philippines.
Learners are expected to demonstrate appreciation and respect for each other’s faith.
At the end of the course, we envision our learners to be agents of change in the field of inter-religious
dialogue and to plant the seeds of understanding diversity among nations and religions.
To facilitate academic performance, Written Works (WW) are given to make sure learners can express
skills and content in written form. Performance Tasks (PT) let learners translate knowledge and skills in diverse
and real-life learning situations. Finally, Quarterly Assessments (QA) will measure learning at the end of every
quarter.
This Interactive Learning Module is collaboratively prepared by your Social Science instructors from the
Ateneo de Zamboanga University – Senior High School for the school year 2020-2021.

UNIT 1: ABRAHAMIC RELIGIONS
LESSON 1: JUDAISM
Pre-assessment: Let’s Check What You Know about Lesson 1
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________1. What is the first book of the Hebrew Bible, which literally means “origin”?
a. Genesis
b. Leviticus
c. Exodus
d. Revelations
________2. What is the name of God as revealed to Moses?
a. Yahweh
b. Yehudah
c. Judah
d. Jesus
________3. What is the greatest feast of the Jews celebrated annually?
a. Sabbath Day
b. Passover
c. Holy Day
d. Christmas
________4. Who is the founder of Judaism?
a. Jesus
b. Jacob
c. Abraham
d. Moses
________5. What is the very important language of the Jews?
a. Jewish
b. Hebrew
c. Arabic
d. Semite

I. CONTEXT
MAIN IDEA
“Thou shalt have no other gods before Me. -Exodus 20:2”
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LEARNING COMPETENCIES
At the end of this lesson, learners can:
a) Identifies a story from the Old Testament that demonstrates the Jewish belief in one God;
b) Examine the brief history of Judaism;
c) Analyze the core teachings, fundamental beliefs, practices, and related issues of Judaism;
d) Identifies a story from the Old Testament that demonstrates the Jewish belief in one God; and
e) Analyze the influences of Judaism to culture and society of the Philippines
VALUE INTEGRATION
Culture, Character, and Compassion
II. EXPERIENCE
A. Prelection
Instructions: Accomplish the chart by filling up Column “Initial” in the Prelection. Fill up Column “Revised”
during the Guided Practice, and fill up the Column Final in the “Closure”.
Initial Revised Final
Note: This
Note: This should
1. What are the basic should be
be answered in
beliefs of Judaism? answered in
Closure.
Guided Practice.

2. What are the
Note: This
influences of Note: This should
should be
Judaism in the be answered in
answered in
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culture of the Closure.
Guided Practice.
Philippines?
Note: This
3. What issues Note: This should
should be
about Judaism do be answered in
answered in
you know? Closure.
Guided Practice.
B. Concept Notes
Origins and Development of Judaism

Judaism finds its origin in two sequential happenings, which form a single event. The first is in 586 B.C.E when
the Temple of Jerusalem was destroyed. And the second is around three generations later, when the Babylonian
Empire fell to the Persian Empire, thereby allowing the Jews to rebuild the Temple. These two events come
together as exile and return. (Cornelio et.al, 2016).
What is Judaism?
⮚ Judaism is one of the world’s oldest monotheistic religions, originating around 3,500 years ago. Despite
its relatively small population (with respect to other religions) around the globe in the country, it has
influenced Western civilization. (Morrison and Brown, 1991).
⮚ Judaism has been correctly depicted as a religion, a race, a culture, and a nation. (Guzman and Cainglet,
2017).
⮚ The two biggest monotheistic religions, Christianity and Islam, affirm the Torah of Judaism as God’s
revelation, and therefore as good news for everybody (Morrison and Brown, 1991).
⮚ Throughout Judaism’s history, their followers have been called many names, and these names are often
confused with one another (Morrison and Brown, 1991).
⮚ “Hebrews” refer to who accepted Yahweh as their God, and much of their history is written in the
Hebrew Bible, or the Old Testament of the Christian Bible (Morrison and Brown, 1991).

⮚ “Israelites” refer to the descendants of the Hebrews, which originated from Abraham. His grandson,
Jacob, had 12 sons, and their descendants became known as the 12 tribes of Israel. Later, Israel was
established as a nation-state, and “Israelites” or “Israeli Jews” could also refer to the citizens of the land
(Morrison and Brown, 1991).
⮚ “Jew” comes from Yehudah or Judah, the Southern Kingdom of Israel. Now, it is used to refer to
someone who practices Judaism and takes part in Jewish culture (Morrison and Brown, 1991).
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Progress Question: Is Judaism an ethnicity or religion? Why or why not?
__________________________________________________________________________________________
__________________________________________________________________________________________
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Founders of Judaism
a. Abraham (1812 to 1652 BCE)- Abraham (‘Avraham’) is considered in this religion as the first Jew, the
founder of Judaism, the physical and spiritual ancestor of the Jewish people, and one of the three
Patriarchs (Avot) of Judaism.
⮚ Abraham was born in the City of Ur in Babylonia and lived with his father; Terah, and his wife,
Sarah.
⮚ Terah was a merchant who sold idols, but Abraham came to believe that there is only one God,
and thus crashed all but one of his father’s idols.
⮚ God eventually called upon Abraham to abandon Ur and settle instead in Canaan, which God
promised to give to Abraham and his progeny.
⮚ Abraham then relocated to Canaan with Sarah and his nephew, Lot. For some years, they were
nomads, travelling throughout the promised land (De Guzman, et.al, 2017).
b. Moses (1392 BCE)- Moses is another great figure in Judaism. In Hebrew, he is called ‘Moshe Rabbenu’
(‘Moses our teacher’). The first five books of the Bible are traditionally attributed to him. Moses is
deemed as the channel between God and the Hebrews, through whom the Hebrews received the
rudimentary charter for living as God’s people.
⮚ He is recognized as a religious leader, a lawgiver, and the most important prophet in Judaism.
⮚ Moses received from God the Ten Commandments. God spoke to Moses high on the mountain
slopes and made a covenant with the Israelites that renewed the one he had made with Abraham.
⮚ After 40 years of wandering in the desert, Moses died within sight of the Promise Land that God
had promised them (De Guzman and Cainglet, 2017).
Progress Question: Based on your own perspective, what is the difference between Abraham and Moses?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

Tanakh or the Bible of Hebrew
The Hebrew bible, also called Tanakh, is a collection of 24 books, divided into 3 parts: The Torah (“teaching”
or “law”), the Nevi’im (“prophets”), and the Ketuvim (“writings”). Much or the origin of the practices of the
Jews can be found in the first five books (also called the Torah) (Molloy, 2005).
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Torah
⮚ The Torah contains the early history of Judaism, as well as the law and teaching “handed down” to
Moses by Yahweh or God Himself (Cornelio et.al, 2016).
⮚ But the term “Torah” can also be used to refer to the whole Jewish bible, the body of scripture
known to non-Jews as the “Old Testament” and to Jews as the “Tanakh” or written Torah. In its
broadest sense, “Torah” refers to the whole body of Jewish law and teachings.
⮚ We begin with Genesis, the first book of the Torah-and of the Hebrew bible-which tells us the
mythic origin (Genesis means “origin”) of the entire world (Cornelio et.al, 2016).
⮚ The first 11 chapters of Genesis are particularly mythical and must never be accepted nor understood
literally. The book begins with the creation story: how God created the world in six days and rested
on seventh, and how He created the human being in His image and likeness (Molloy, 2005).
⮚ Next, it tells us the story of “The Fall of Man” where Adam and Eve, the first man and woman, were
tempted by the serpent to disobey God, and as punishment for this disobedience, God banished the
human beings from the Garden of Eden (Molloy, 2005).
⮚ The last great mythic story is the Great Flood, where God only saved Noah and his family, as well as
two of each living animal, because of the infidelity of the people (Molloy, 2005).
Doctrines: Ten Commandments, 613 Rules
⮚ The so-called “Ten Commandments” refer to the first ten of the 613 commandments given by God to
the Israelites.
⮚ These form the basis of Jewish morality, conduct, and social and religious responsibilities. These
commandments are stated in order twice in the Torah, once each in Exodus and Deuteronomy.
⮚ The tradition that 613 is the number of commandments or mitzvot in Torah started in the 3rd century
C.E, when Jewish Rabbi Simlai mentioned it in a sermon that is recorded in Talmud Makkot.
⮚ These 613 being referred to are principles that are principles of Biblical law sometimes called
connections or commandments mitzvot and recognized collectively as the “Law of Moses,” “Mosaic
Law, “Sinaitic Law,” or simply “the Law.” The word mitzvot is plural for the singular term mitzvah.
⮚ These 613 commandments include “Positive Commandments,” to perform an act (mitzvot aseh), and
“Negative Commandments,” to abstain from certain acts (mitzvot lo taaseh). The negative
commandments total 365, which matches the number of days in the solar year, and the positive
commandments amount to 248, a number ascribed to the number of bones and main organs in the
human body (De Guzman and Cainglet, 2017).

The Ten Commandments
The following are the “Ten Commandments” as stated in the Old Testament (Exodus 20) and their
corresponding brief explanation.
1. I am the Lord thy God, who brought thee out of the Land of Egypt, out of the house of bondage
● This commandment is derived from the declaration in Exodus 20:2. This is about recognizing
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and having faith in God. The Creator of the universe declares He is our God and the deliverer.
2. Thou shalt have no other gods before Me. You shall not make for yourself any idol.
● It is about prohibition of improper worship. Derived from Exodus 20:3-6, it involves the
prohibition against the worship of the gods as well as the prohibition of improper forms of
worship such as worshipping God through idols or graven images.
3. Thou shalt not take the name of the Lord thy God in vain.
● In Judaism, this pertains to prohibition oaths. Taken from Exodus 20:7, includes prohibitions
against perjury, breaking or delaying the performance of vows or promises, and speaking
God’s name or swearing unnecessarily.
4. Remember the Sabbath day to keep it holy.
● This command is derived from Exodus 20:8-11. In Judaism, it encompasses all mitzvot related
to Shabbat, holiday, or other sacred time.
5. Honor thy father and mother.
● This category which is about respect for parental authority is derived from Exodus 20:12. In
Judaism, it refers to respect for parents and even teachers. The commandment introduces us to
a series of commandments that define proper relationships with other people. It shows us from
whom and how the basics of respect and honor are most effectively learned. It guides us to
know how to yield to others, how to appropriately submit to authority, and how to take the
influence of mentors.
6. Thou shalt not murder.
● The sixth commandment is about respect for human life and prohibition of physically harming
people. Derived from Exodus 20:13, it requires us to demonstrate love and not hate towards
others by not murdering.
7. Thou shalt not commit adultery.
● Derived from Exodus 20:13, the seventh commandment is about purity in relationships.
● We are commanded to express and show our love for our partner by not committing adultery.
Adultery is the violation of the marriage covenant by willful participation in sexual activity
with someone other than one’s spouse. Since God’s law sanctions sexual relationships only
within a legitimate marriage, the command not to commit adultery thus covers, in principle,
all sorts of sexual immorality. No sexual relationship of any kind should occur outside of
marriage.
8. Thou shalt not steal.
● This prohibition of theft is derived from Exodus 20:13. It comprises both explicit robbery as
well as different forms of theft, such as by deception and unethical business practices. It also
thus includes kidnapping, which is basically “stealing” a person.
9. Thou shalt not bear false witness against thy neighbor.

● This is about prohibition of harming a person through speech. Taken from Exodus 20:13, it
includes, in Judaism, all forms of “lashon ha-ra” or “sins relating to speech.” The
commandment is also about truthfulness, forbidding us to deceive or lie to people.
10. Thou shalt not covet anything that belongs to thy neighbor.
● This prohibition of coveting is derived from Exodus 20:14. This commandment is about
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contentment. We are commanded not to covet, that is, not to crave or desire, especially in
excessive or improper ways. Coveting is an immoral yearning for something that is not
rightfully ours. That is commonly because the object of our desire already belongs to somebody
else (De Guzman and Cainglet, 2017).
JEWISH CUSTOMS AND TRADITIONS
We can identify some Jewish customs or traditions demonstrated in some movies such as in the Fiddler in the
Roof and Ben Hur.
⮚ In the Fiddler in the Roof, we can see the traditional Jewish dress. The men wear hats to cover their
heads as according to their tradition, they must not forget that they are less than God above.
⮚ They also wear striped undergarments with fringes on them as commanded in Numbers 15:37-38.
⮚ They also do not shave the hair on their face that they have beards and moustaches, as ordered in
Leviticus 19:27. Moreover, the married women cover their heads too, as according to their tradition,
women’s hair should not be seen in public.
⮚ The film also shows a wedding (between Tzeitel and Mottle) which is a typical Jewish wedding
ceremony presided over by a rabbi. It shows the bride and groom being married under a canopy, the
groom placing a ring on the bride’s finger, and a glass being broken by the groom in memory of the
destruction of the Jerusalem temple.
⮚ Furthermore, the mean and women dance separately, so as not to encourage promiscuity.
⮚ Tevye and Golde discuss love for the first time after 25 years of marriage. It depicts matchmaking and
arranged marriage which may still exist in Jewish culture. Remember that the marriage between Joseph
and Mary, Jesus' parents, was arranged.
⮚ In the movie, Motel mentions to the Rabbi that they have been waiting all their lives for the Messiah
to come. The Rabbi answers that they will have to wait some more time. Judaism does not consider
Jesus Christ as the fulfillment of God’s promised Messiah. The Jews are thus, until now, waiting for
the Messiah.
⮚ In Ben-Hur, some aspects of Jewish culture and history are depicted. For instance, the women were
significantly limited by the laws of that time. They were customarily confined to their husband or
father’s home and considered inferior to men.
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⮚ The Jewish music in the time of Jesus was often instrumental. Jewish people chiefly played string
instruments like the sharp or lyre. Other wind instruments like horns were also popular (De Guzman
and Cainglet, 2017).
Elaboration on Practices
There is no official Jewish creed, but only a set of central beliefs formulated by the Jewish medieval philosopher
Moses Maimonides:
● belief in a God that is one, formless, all-knowing, creator and judge, both loving and just;
● belief in the words of the prophets;
● belief that God gave the law to Moses;
● belief that the Messiah will come;
● and belief that there is a resurrection of the good in “the world to come.”
While there is no agreement as to the meanings of these terms, some Jews interpret it literally while others do so
symbolically. But more than holding a set of beliefs, Judaism is even more a way of living (Molloy, 2005).
Dietary Practices
One of the areas of Jewish life heavily influenced by the laws from Torah is their food. “Food consumption and
handling must be done according to religious laws.” Such laws were originally designed for those who serve in
the temple, but some rules also apply even for the common people. For example, “all blood must be drained
before the meat is cooked and eaten, because blood, which gives life is sacred to God.” The Jews do not eat pork
and shellfish (see Leviticus 11) because these animals are believed to be contaminated by what they ate. There
are also specific rules of how to slaughter, cook, and serve the animals. This is called kosher, which means
“ritually correct” and particularly refers to food preparation and consumption (Molloy, 2005).
Sabbath
As mentioned, the veneration of the Sabbath day originates with the Creation story; God rested on Sabbath. It
was also one of the Ten Commandments that Moses received in Mt. Sinai: “Keep holy the Sabbath Day.”
(Nuesnar, 1970).
Progress Question: What does a Jew do during a Sabbath Day?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________

Messiah
⮚ One of the most fundamental Jewish beliefs is that a Messiah, or savior, will come. During Jesus' time,
the founder of Christianity, Jews believed that they were living at the end of time. They were expecting
their Messiah, who will be a political, military leader and will liberate them from the Romans (Molloy,
2005).
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⮚ In retrospect, it was the figure of Jesus who drew the wedge between modern Jews and early Christians.
The traditional Jews refused to accept Jesus as the Messiah, and so now they remain waiting for the
Messiah. The followers of Jesus, who they call the Christ, were Jews, believed in Him, and became the
first Christians (Cornelio et.al, 2016).
⮚ The belief in the coming of the Messiah is one of those doctrines that have changed across different
versions of Judaism. Some believe that the Messiah will be a political leader who will rule Israel as a
model for the rest of the world. Others believe that the Messiah will bring peace and love among the
nations, which may not necessarily originate from Israel (Morrison and Brown, 1991).
Passover
⮚ The Jews have many Holy Days throughout the year,

but perhaps the most important for them is the Feast of
the Passover, which commemorates the liberation of the
Hebrews from Egypt. The Jewish liturgical year begins
with the month of Nisan in spring, and the Passover
begins on the 15th of Nisan, celebrated for 8 days
(Demann, 1961).
⮚ One of the parts of the Passover is the Seder, or the
Paschal meal shared by the family on the eve of the first
day of the feast. (Demann, 1961). Traditionally, first-
born sons fast on the day leading to the Seder to
commemorate the killing of the Egyptian first-born (de
Lange, 2000).
⮚ The primary food ingested during the Passover is matzah, or unleavened bread, which was consumed
during the Exodus, when there was no time to prepare decent bread. It symbolizes freedom and liberation.
In connection to this, all leavened items must be removed, in preparation for the festival (Trepp, 1982).
⮚ Wine is also served, where all participants are supposed to drink four glasses throughout the ceremony.
There is a table set for Elijah, whom the Jews believe will come again to prepare the way of the Messiah
(de Lange, 2000).
ISSUES: ANTI-SEMITISM, ZIONISM, HOLOCAUST

Anti-Semitism:
⮚ Refers to hostility toward or discrimination against Jews as a religious or racial group. It is hostile belief
or behavior toward a Jews just because they are Jewish. It may take the form of a religious teaching stating

the assumed inferiority of Jews, for instance, or a political campaign to isolate, oppress, or otherwise injure
them. It may also consist of prejudiced or stereotyped views about Jews.
⮚ In 1879, the term “Anti-Semitism” was coined by the German agitator Wilhelm Marr to refer to the anti-
Jewish campaigns under way in central Europe at that time. Althought the term now has broad currency,
it is a misnomer, since it implies a discrimination against all Semites. Note that other people like Arab are
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also Semites, and yet they are no the targets of anti-Semitism as it is commonly understood (De Guzman
and Cainglet, 2017).
Zionism:
⮚ Zionism on the other hand, generally refers to the national movement for the return of the Jewish people
to their homeland, ‘Eretz Yisrael,’ or Zion, the Jewish synonym for Jerusalem and the Land of Israel.
⮚ In 1890, the term ‘Zionism’ was coined by Nathan Birnbaum. The name ‘Zionism’ comes from the hill of
Zion, the hill on which the Temple of Jerusalem was situated. Followers of the movement are called
“Zionist.”
⮚ Zionism also refers to the Jewish national liberation movement campaigning for the resumption of Jewish
sovereignty in the Land of Israel. Since the founding of the State of Israel in 1948, Zionism has included
the movement for the development of the State of Israel and the security of Jewish nation in Israel through
support for the Israel Defense Forces (Zionism, n.d.).
Holocaust:
⮚ Nazi anti-Semitism, which culminated in the Holocaust, had a racist dimension in that its targeted Jews
because of their supposed biological characteristics—even those had themselves converted to other
religions or whose parents were converts. This variety of anti-Jewish racism dates only to the emergence
of so-called “scientific racism” in the 19th century and is different in nature form earlier anti-Jewish
prejudices.
⮚ Hostility toward Jews is said to date to ancient times. From
the days of the Bible until Roman Empire, Jews were condemned
and from time to time punished for their efforts to remain a
separate religious and social group, sternly refusing to adopt the
cultures and traditions of the non-Jewish societies in which they
lived.
⮚ The rise of Catholicism seriously increased hatred of Jews.
They were seen as a people who crucified Jesus, despite the fact
that it was the Roman authorities which ordered and carried out
the crucifixion.
⮚ The Holocaust as this systematic mass extermination between 1941 and 1945 has become known, resulted
in the death of about six million Jews. The victims in this genocide perpetrated by Hitler’s Nazi Germany
and its collaborators included 1.5 million children and represented about two-thirds of the nine million
Jews in Europe that time.
⮚ The term ‘Holocaust’ which origins in the Greek translation of the Hebrew Bible, translates the Hebrew
expression olah as holokauston, meaning “a burnt sacrifice.” In holocaust, Jews were systematically
murdered in the deadliest genocide in history (De Guzman and Cainglet, 2017).

C. Guided Practice
WORKSHEET
INSTRUCTIONS: Accomplish the chart by filling up Column Initial which will identify your prior knowledge
about the Lesson and Fill up Column Revised in Guided Practice. Final should be answered in Closure.
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Note:
Note: Should be
1. What are the basic Should be
answered in
Closure
Prelection.
2. What are the Note:

Note: Should be
influences of Judaism Should be
answered in
in the culture of the answered in
Closure
Philippines? Prelection.

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Note:
3. What issues about Note: Should be
Should be
Judaism do you answered in
answered in
know? Closure
Prelection.
III. REFLECTION
1. What are your misconceptions about Judaism?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________
2. How do you feel about the tragedy that happened to the Jewish people during the WW2?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________
3. Do the Jewish people deserve this oppression? Why?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________

IV. ACTION
If you have a Jewish classmate and he/she experiencing or victim of Anti-Semitism, what will you do?
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D. Closure
INSTRUCTIONS: Accomplish the chart by filling up Column Initial in the Prelection. Fill up Column Revised
in the Guided Practice, and fill up the Column Final in the Closure.
Note:
Note: Should be
1. What are the basic Should be
answered in
Guided Practice.
Prelection.

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2. What are the Note:
Note: Should be
influences of Judaism Should be
answered in
in the culture of the answered in
Guided Practice.
Philippines? Prelection.
Note:
3. What issues about Note: Should be
Should be
Judaism do you answered in
answered in
know? Guided Practice.
Prelection.

V. EVALUATION:
Identify a story from the Old Testament that demonstrates the Jewish belief in one God and make an essay out
of it following the guide questions and format:
● Whose story that you have chosen? Why his/her story?
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● Based on the story that you have chosen, how does this person believe in only one God and/or how did
he/she perceive the presence of God?
● How does Judaism influence the culture of Filipino?
● What are the positive or negative effects of Judaism on its believers?
Write the essay paper using the format:
● Font style: Times New Roman
● Font size: 12
● Double Spacing
● Justified
Rubric for Essay Paper:
PROFICIENT (4) AVERAGE (3) FAIR (2) POOR (1)
Content The essay paper provides all the The essay paper provides The essay paper did The essay paper did
(x10) answers of the guide questions. some of the answers of the not answer the 3 not answer all the
guide questions. guide questions. guide questions
Coherence The structure of the Essay paper Attempts can be seen to make Attempts can be seen The given format is
(x9) follows the given format and is the structure of the Essay to make the structure not followed.
backed Information in the Essay paper follow the given format of the Essay paper The ideas in the
paper is relevant and presented in Information in the Essay follow the given Essay paper are not
a logical order. paper is somehow logical. format. organized and
There are attempts to illogical.
make the essay
logical.
Construction All sentences are well Most sentences are well Some of the sentences Sentences are not
(x6) constructed and have varied constructed and have varied have varied structure well thought of.
structure and length. structure and length. and length. The author makes at
The author makes no errors in The author makes no errors in The author makes at more than 12 errors
grammar, mechanics, and/or grammar, mechanics, and/or least 1-3 errors in in grammar,
spelling that interferes with the spelling. grammar, mechanics, mechanics, and/or
meaning of the essay. and/or spelling. spelling

LESSON 2: CHRISTIANITY
INSTRUCTIONS: Write T if the statement is True and F if the statement is False on the blanks provided.
_______1. What do you call this religious belief that God is one God in three persons: the Father, The Son
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(incarnate in Jesus Christ), and the Holy Spirit?
a. Roman Catholicism
b. Holy Trinity
c. Creed
d. Ecumenism
_______2. Who was the Roman Governor who ordered the crucifixion of Jesus Christ in Jerusalem for claiming
to be the King of the Jews?
a. Augustus Hopkins
b. Julius Caesar
c. Pontius Pilate
d. Napoleon Bonaparte
_______3. What is one of the three major branches of ‘Christianity,’ which started in northern Europe in the early
16th century as a reaction to medieval Roman Catholic doctrines and practices?
a. Shintoism
b. Protestantism
c. Roman Catholicism
d. Jehovah’s Witnesses
_______4. What do you call this process by which an individual is consecrated and set apart by God for the
administration of various religious rites?
a. Ordination
b. Creed
c. Lesbianism
d. Trinity
_______5. What kind of Christian church is it that believes in the central authority of the Pope (the Bishop of
Rome) who is believed to be infallible when it comes to doctrinal matters?
a. Orthodox Church
b. Catholic Church
c. Protestant Church
d. Anglican Church

I. CONTEXT
MAIN IDEA
“For God so loved the world, that he gave his only begotten Son, that whosoever believeth on him should not
perish, but have eternal life. -John 3:16”
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LEARNING COMPETENCIES:
a) Interviews a Christian parent or couple on why they are Christians and what beliefs and practices they
adhere to;
b) Analyze the influences of Christianity to culture and society of the Philippines;
c) Examine the brief history of Christianity; and
d) Analyze the core teachings, fundamental beliefs, practices, and related issues of Christianity.
VALUE INTEGRATION
Culture, Character, and Compassion
II. EXPERIENCE
A. Prelection
Map of Conceptual Change
INSTRUCTIONS: Write T if the statement is true, and write F if the statement is false. WRITE ONLY IN THE
“BEFORE” COLUMN.
Before Statements After
1. The Sacred Texts of Christianity are contained in the Christian Bible,

usually referred as the Holy Bible.
2. In Christian faith, Jesus Christ is considered as a Prophet.
3. Almost all Christian churches disapprove of artificial contraception
4. The “Ten Commandments” is one of the doctrines in Christianity
5. Baptism is a ritual for moral purification and that serves as an

initiation rite for Christians in their entry into the Christian
community.

B. Concept Notes
Origins of Christianity
Christianity is the religion based on the teachings of its founder, Jesus Christ. His life and teachings were written
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in the four books of the Gospels (Mark, Matthew, Luke, and John) under the New Testament of the Christian
Bible. Jesus was immaculately conceived and was born in a manger. Jesus started teaching and performing
miracles such as healing at the age of 30 with the company of his 12 apostles. About three years later, he was
condemned to death by crucifixion (Mabaquiao Jr and Mactal, 2018).
Sacred Texts
⮚ The Sacred Texts of Christianity are contained in the Christian Bible, usually referred as the Holy Bible.
The Holy Bible is divided into two parts, the Old Testament and the New Testament.
⮚ The Old Testament contains all the books of the Hebrew with some modifications in the arrangement. The
New Testament contains the life and teachings of Jesus, the early development of Christianity, as well as
how Christianity sees the end of time.
⮚ From the perspective of Christianity, the New Testament contains the essential principles or core of
Christian teachings; and the Old Testament provides the foundational principles that properly guide people
in understanding Christianity’s essential principles.
⮚ The Old Testament contains prophecies that are fulfilled in the New Testament. Foremost of these
prophecies is the coming of the Messiah who would sacrifice Himself for the sins of mankind, which is
fulfilled in the New Testament through Jesus.
⮚ The New Testament is divided into four main parts;
o The Gospels, which are narrations or descriptions of the life and teachings of Jesus
o The Acts of Apostles, which is generally a historical account of the early growth of Christianity
o The Epistles, which are letters written mostly by the apostle Paul to the early Christians
o The Revelation, which symbolically speaks of the Christian vision of how in the end of time the
good will eventually prevail over evil or how the Kingdom of God will eventually reign in the
world (Mabaquiao Jr and Mactal, 2018).
Progress Question: What is the difference between the Old and New Testament?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Basic Doctrines
The basic Christian doctrines include the following:
a. The Nature of God. There is only one God (monotheism), but in God there are three persons (the Holy
Trinity): God the Father, God the Son, and God the Holy Spirit.
b. The Nature of Jesus. Jesus is God the Son who became man to save mankind from the consequences of
sin. Jesus is wholly God and wholly human (not half-human and half-God). Jesus is the prophesied
Messiah. Three days after His death on the cross, He resurrected and later on ascended into heaven. He
will come again to establish the Kingdom of God in this world.
c. The Human Condition. Humans are made in the image and likeness of God. Their sins separate them
from God and make them deserving of eternal punishment. To reunite with God and be spared of eternal
punishment and consequently to be able to enter the Kingdom of God, they must ask forgiveness from
God and accept Jesus as their Lord and Savior.
d. Resurrection of the Dead and Last Judgment. During the second coming of Jesus, the Messiah, dead
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humans will be resurrected (their souls will reunite with their physical but now “glorified” bodies) to face,
along with those still alive during such time, the Last Judgment. In this judgment, it will be finally
determined whether people deserve to go to hell or to heaven.
e. Angels. Angels are spiritual beings created by God to serve Him and help humans. Like humans, angels
have free will which make them accountable for their actions. Consequently, there are good and bad
angels. The leader of bad angels is Lucifer or Satan. Good angels include Gabriel and Michael.
f. The Two Great Commandments. The first is: “Love the Lord your God with all your heart and with all
your soul and with all your mind.” The second is: “Love your neighbor as yourself.”
g. The Primacy of Love. As Paul writes in 1 Corinthians 13 (1-7):” if I speak in the tongues of men or of
angels, but do not have love, I am only a resounding gong or a clanging cymbal. If I have the gift of
prophecy and can fathom all mysteries and all knowledge, and if I have faith that can move mountains,
but do not have love, I am nothing. If I give all I possess to the poor and give over my body to hardship
that I may boast, but do not have love, I gain nothing.” (Mabaquiao Jr and Mactal, 2018).
Progress Question: What are the basic beliefs that define Christianity?
__________________________________________________________________________________________
__________________________________________________________________________________________
Jesus’ Cross and Christian Salvation History
Due to Jesus’ radical and unorthodox teachings, Jewish authorities found Him dangerous and subversive. They
used their power to repress Him for they have been threatened by his influence and popularity. They used one of
Jesus’ disciples—Judas Iscariot—as a bait to arrest, beat and condemn Him to death. Jesus’ death was tragic and
brutal. Among the major religions of the world, only Christianity had a founder who was condemned and died in
the hands of established powerful authorities.
Progress Question: Why was Jesus condemned to death?
__________________________________________________________________________________________
__________________________________________________________________________________________
The Cross where Christ died conveys several interpretations or images. It represents the rejection-vindication
theory depicted by Good Friday and Easter, the defeat of the earthly powers, the disclosure of the true “Way” the
revelation of God’s love, and the sacrificial lamb theory.
⮚ The rejection-vindication is the idea that Jesus was condemned to death, crucified, and was buried but
after three days, resurrected and went to his Father in heaven.
⮚ The defeat of the earthly powers points to the idea that the dominant powers during Jesus’ time had caused
His death but later was defeated by the domination system of God—raising Jesus from the dead. It was
not just the fault of Pontius Pilate and the aristocrat of Judea why Jesus was crucified and died, but also

because of the power that they possessed. Without such power, these authorities may not have caused any
terrible act on Jesus.
⮚ The disclosure of the “Way” is a revelation of the possibility of living a life like Christ’s. His death and
resurrection are central to Christian life because these remind His followers that they can become like
Christ. As St. Paul aptly put, “it is no longer I who live rather Christ lives in me.”
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⮚ The Love of God is revealed on the Cross. The Cross symbolizes the unconditional love of God for us. As
John put it, “for God so love the world that He gave us His only Son…” The gospels provide us profound
ideas on this. Jesus was not just a social prophet, a movement initiator, and a radical critic of injustices
and domination systems; He was first of all the Son of God. Through Jesus, God manifests the dept of His
love for us—because of our sins, He sacrificed His Son Jesus Christ for us.
⮚ Jesus died for our sins means He was the sacrificial lamb offered by God as atonement for the sins of
mankind. This popular Christian view was only developed centuries after the New Testament. The view
about Jesus as the sacrificial lamb for our sins is a metaphor. In Jewish tradition, the only way for one to
deal with sins and impurities is by offering sacrifice in the temple. In this sense, the metaphor challenges
the institutional monopoly of the Jewish tradition regarding the forgiveness of sins (Atim, 2016).
Progress Question: What does the cross symbolize in Christianity?
__________________________________________________________________________________________
__________________________________________________________________________________________
PRACTICES
There are many Christian practices, and different denominations differ in certain areas. Let us briefly describe the
following:
a. Baptism: a ritual for moral purification and that serves as an initiation rite for Christians in their entry
into the Christian community. Different forms of Christianity differ on how baptism should be done and
what it exactly does to a person.
b. Lord’s Supper/Eucharist: This practice, sharing a meal of bread and wine, imitates the Last Supper that
Jesus had with his disciples before his death, to recall Jesus’ sacrifice leading to his death and resurrection.
c. Lenten Season: The forty days of repentance and preparation for Easter—the resurrection of Jesus from
the dead. The week before Easter, which falls on a Sunday, is called the Holy Week.
d. Christmas: A celebration of the birth of Jesus, traditionally done on December 25 of every year.
e. Ascension: Celebrates Jesus’ ascension into heaven forty days after Easter or the day Jesus resurrected
from the dead.
f. Pentecost: Recalls the first preaching of the apostles, and is celebrated ten days after the feast of
Ascension.
g. Other Practices: Some Christians (the Catholics) celebrate Mary’s birthday, called the feast of the
Nativity of the Blessed Virgin Mary, which falls on September 8. In addition, veneration is done either
individually, in which all the saints, known and unknown, are given honor. The general veneration, called
“All Saints’ Day” or “All Hallows’ Day,” is done every November 1.
Their differences concern various aspects of Christian doctrines and practices, from the real nature of Jesus and
the Holy Spirit to what really happens during the celebration of the Eucharist and baptism, just to name a few.
The following are mere general characterizations of these differences:

a. Catholic Church: the central authority is the Pope (the Bishop of Rome) who is believed to be infallible
when it comes to doctrinal matters; belief in the seven sacraments, purgatory (in addition to heaven and
hell), and transubstantiation; practices infant baptism and devotion to Mary; and venerates the saints;
among many others.
b. Eastern Orthodox Church: adheres to the concept of Pentarchy where the central authority is shared
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among several Patriarchs or Bishops; and rejects the Catholic views of Mary’s immaculate conceptions
and purgatory and practice of celibacy among its priests; among many others.
c. Protestant Church: does not recognize the authority of Pope; rejects the doctrine of the Catholic view of
transubstantiation in favor of either consubstantiation (Lutheran Church) or transignification (Calvinist
Church); believes in salvation by faith alone; pastors can marry; does not venerate the saints and does not
practice devotion to Mary; practices two sacraments only—baptism (adult baptism) and the Lord’s
Supper; among many others. The Protestant Church has many sub-churches. Aside from the Lutheran and
Calvinist Churches, we also have the churches under the so-called Protestants Sectarianism, which include
churches of the Anabaptists, Baptists, Methodists, Quakers, Shakers, and Pentecostals.
d. Anglican Church: developed when King Henry VIII of England challenged the authority of the Pope;
regarded as a middle way between the Catholic and Protestant Churches; uses the King James Bible and
the Book of Common Prayer; ordains women as priests and appoints female bishops; among many others.
e. Nontraditional Christian Church: deviate from the traditionally Christian views, such as the belief in
Holy Trinity and the divinity of Jesus, but still profess to follow the teachings and examples of Jesus as
the key to salvation (whether they are still Christians is subject to discussion); they include the churches
of the Mormon and Jehovah’s Witness (Mabaquiao Jr and Mactal, 2018).
Progress Questions: Why does religious denomination exist in Christianity?
__________________________________________________________________________________________
__________________________________________________________________________________________
______________________________________________________
Issues: Ecumenism, Sexuality Issues (e.g. Contraception, Homosexuality, Ordination of Women)
Ecumenism
⮚ The term ecumenism designates the movement or tendency toward worldwide Christian unity or
cooperation. The concept, or recent origin, stresses what is beheld as the universality of the Christian
churches. Simply put, it idealistically aims to unify all the Christian churches (Guzman and Cainglet,
2017).
⮚ Etymologically, the word ecumenism is derived from the Greek words oikoumenȇ (‘the inhabited world’)
and oikos (‘house’). Historically:
“… After the International Missionary Conference held at Edinburgh in 1910, Protestants began
to use the term ecumenism to describe the gathering of missionary, evangelistic, service, and
unitive forces. During and after the second Vatican Council (1962-65), Roman Catholics used
ecumenism to refer to the renewal of the whole life of the church, undertaken to make it more
responsive to “separated churches” and to the needs of the world” (“Ecumenism,”n.d.).
⮚ The ecumenical movement strives to regain the apostolic sense of the early church for unity in diversity,
and it deals with the frustrations, problems, and ironies of the modern pluralistic world (Guzman and
Cainglet, 2017).
Sexuality Issues
⮚ Christianity also has position on sexuality and gender issues such as contraception, homosexuality, and
ordination of women. But then again, the stand on these issues vary depending on the Christian sects’
interpretation of the Bible and assessment of the issues (Guzman and Cainglet, 2017).
⮚ On contraception. ‘Christian’ churches’ teachings on birth control are usually based on various
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understandings of the meaning of marriage, sex, and the family (Guzman and Cainglet, 2017).
⮚ Almost all churches disapprove of artificial contraception until the start of the 20th century. Today,
different Christian churches hold varied views about the rightness and wrongness of using birth control:
“Liberal Protestant churches often teach that it is acceptable to use birth control, as long
as it is not used to encourage or permit promiscuous behavior. Less liberal churches only approve
the use of contraception for people who are married to each other. Since these churches regard
sex outside marriage as morally wrong (or if not wrong, less than good), they believe that
abstaining from sex would be morally better than having sex and using birth control. More
conservative churches suggest that contraception should be limited to married couples who are
using it to regulate the size and spacing of their family. They often teach that using contraception
to prevent children altogether is not desirable” (“Contraception,” n.d.)
Homosexuality
⮚ On homosexuality, Christian views sometimes differ among denominations, though they are more
normally observed between liberal and conservative branches of each denomination. Again, the debate
centers on how the Bible ought to be interpreted regarding the issue (Guzman and Cainglet, 2017).
⮚ Opposing homosexuality (and lesbianism) has been a position affirmed by most, if not all, Christian
denominations, including the Roman Catholic Church, Orthodox Church, and most Protestants
denominations. However, a small number of churches, notably the Metropolitan Community Church, have
taken the approach that homosexuality can be seen as moral (“Homosexuality and Christianity,” n.d.).
⮚ Generally, Christian churches have considered homosexual sex as sinful, based on their interpretation of
certain biblical passages. Passages from the Bible usually used in the debate over homosexuality include
I Corinthians 6, Leviticus 18 and 21, and Romans I (Guzman and Cainglet, 2017).
Ordination of Women
⮚ Concerning ordination of women, the issue remains a controversial issue in some Christian denominations
where ‘ordination’ has for almost 2000 years been limited to only men. Ordination refers to the process
by which an individual is consecrated and set apart by God for the administration of various religious rites.
In some cases, and some ‘Christian’ sects, women have been permitted to be ordained, but not to hold
higher positions (Guzman and Cainglet, 2017).
⮚ In 1917, the Church of England authorized women as lay leaders called bishop’s messengers, many who
ran churches, but did not go as far as to ordain them. However:
“From 1930 to 1978 the Anglican Group for the Ordination of Women to the Historic
Ministry promoted the ordination of women in the Church of England. Within Anglicanism today,
the majority of provinces ordain women as deacons and priests. The first three women priests
ordained in the Anglican Communion were in Hong Kong: Li Tim-Oi in 1944, and Jane Hwang

and Joyce M. Bennett in 1971 …On July 29, 1974, and Jane bishops of the Episcopal Church
ordained eleven women as priests in a ceremony” (“Ordination of Women,” n.d.).
⮚ Most Christians churches, nonetheless, reject the ordination of women. Some reasons used for the
rejection include biblical pronouncements that man must have the power and superiority over the woman,
as God says, “The man must rule over his wife” (Gen 3:16); and that “man is not of the woman, but the
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woman is of the man” (I Cor 11:8). Others base their opposition to women’s ordination partly upon the
writings of the Apostle Paul, such as Ephesians 5:23, I Timothy 2:11-15, which seem to demand male
leadership in the Church. One may also allude to Christ’s choice of disciples as evidence of His intention
for an exclusively male Christian minister (Guzman and Cainglet, 2017).

C. Guided Practice
INSTRUCTIONS: Answer the following questions:
1. What Christian
practices are popular
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among the Filipinos?
Why?
2. How Christianity
influence its believers?
3. What issues of
Christianity that can
be seen in the
Philippines? Why?
4. Does Christianity
have an effect on the
culture of the
Filipinos? Like what
culture?

III. REFLECTION
1. How do you find Christian practices today? Do they help a person strengthen his or her faith?
__________________________________________________________________________________________
__________________________________________________________________________________________
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__________________________________________________________________________________________
__________________________________________
2. Based on what you have learned in the lesson, what is your opinion about Christianity?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________
3. Does Christianity can influence a person? Why or Why not?
__________________________________________________________________________________________
__________________________________________________________________________________________
______________________________________________________

IV. ACTION
1. How would you see Christianity after you learned this lesson?
__________________________________________________________________________________________
__________________________________________________________________________________________
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______________________________________________________
D. Closure
Write T if the statement is true, and write F if the statement is false. WRITE ONLY IN THE “BEFORE”
COLUMN.
6. The Sacred Texts of Christianity are contained in the Christian Bible,

usually referred as the Holy Bible.
7. In Christian faith, Jesus Christ is considered as a Prophet.
8. Almost all Christian churches disapprove of artificial contraception
9. The “Ten Commandments” is one of the doctrines in Christianity
10. Baptism is a ritual for moral purification and that serves as an

initiation rite for Christians in their entry into the Christian
community.

V. EVALUATION
INSTRUCTIONS: Interview a Christian parent or Couple on why they are Christians and what beliefs and
practices they adhere to. Based on the interview, make an Essay Paper following the guide questions and format:
1. Why Christianity is important to their relationship?
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2. What Christian beliefs they adhere to?
3. How their beliefs affect their lives?
4. In what instances do they experience their faith in their relationship?
Write the essay paper using the format:
a. Font style: Times New Roman

b. Font size: 12
c. Double Spacing
d. Justified
Rubrics for Essay Paper
Content (x10) The Essay paper provides The Essay paper The Essay paper did The Essay paper did
all the answers of the provides some of the not answer the 3 not answer all the
guide questions. answers of the guide guide questions. guide questions
questions.
Coherence (x9) The structure of the Attempts can be seen to Attempts can be seen The given format is
Essay paper follows the make the structure of to make the structure not followed.
given format and is the Essay paper follow of the Essay paper The ideas in the Essay
backed Information in the given format follow the given paper are not
the Essay paper is Information in the format. organized and
relevant and presented in Essay paper is There are attempts to illogical.
a logical order. somehow logical. make the essay
logical.
Construction (x6) All sentences are well Most sentences are well Some of the Sentences are not well
constructed and have constructed and have sentences have thought of.
varied structure and varied structure and varied structure and The author makes at
length. length. length. more than 12 errors in
The author makes no The author makes no The author makes at grammar, mechanics,
errors in grammar, errors in grammar, least 1-3 errors in and/or spelling
mechanics, and/or mechanics, and/or grammar, mechanics,
spelling that interferes spelling. and/or spelling.
with the meaning of the
essay.

LESSON 3: ISLAM
_______1. What is the first chapter of the Qur'an?
a. al-Fatiha
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b. suras
c. sunna
d. Hadith
_______2. What was the extremist group was formed by the late Saudi-born millionaire Osama bin Laden and
engages in a global war of terrorism?
a. al-Qaeda
b. ISIS
c. Abu-sayaf
d. Jemaah Islamiyah
_______3. What is the central city of the Arabian Peninsula during 570 CE which is the birthplace of
Muhammad (SAW)?
a. Mecca
b. Mesopotamia
c. Medina
d. Syria
_______4. Who is the last prophet according to Islam, whose revelations, covering political and social as well
as religious principles, became the basis of Islamic religion and civilization?
a. Ibrahim
b. Isa
c. Muhammad
d. Dawid
_______5. What is the second source of authority in Islam which complements the Qur’an and affords the most
wide-ranging source for Islamic law?
a. Hadith
b. Five Pillars
c. al-Fatiha
d. Sura

I. CONTEXT
MAIN IDEA
“There is no God but Allah, and Muhammad (SAW) is his messenger. -Shahada”
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LEARNING COMPETENCIES:
a) Conducts a panel discussion on Muslim beliefs and practices (when possible inviting a Muslim).
b) Analyze the influences of religion to culture and society
c) Examine the brief history of Islam; and
d) Analyze the core teachings, fundamental beliefs, practices, and related issues of Islam
VALUE INTEGRATION
Culture, Character and Compassion
II. EXPERIENCE
A. Prelection
Instructions: Write T if the statement is true, and write F if the statement is false. WRITE ONLY IN THE
“BEFORE” COLUMN.
1. Muhammad (SAW) is the last “prophet.”
2. The Qur’an (Koran) is the holy book of Islam.
3. Polygyny is accepted in “Islam.”
4. In Islam, Jihad is for Military warfare only.
5. Islam is an Abrahamic monotheistic religion

B. Concept Notes
Origins of Islam
Islam is an Abrahamic monotheistic religion that espouses that God is one and incomparable and that the purpose
of man’s existence is to worship and serve God. The Arabic word for God is Allah.
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Islam started in Arabia and was revealed to humanity by the Prophet Muhammad (SAW) who is considered in
this religion as the last prophet of God. The word Islam in the Arabic language means “surrender” or
“submission.” Muslim means “one who surrenders to God” (De Guzman and Cainglet, 2017).
Progress Question: What is the difference between Muslim and Islam?
__________________________________________________________________________________________
__________________________________________________________________________________________
______________________________________________________
Founder of Islam
⮚ Islam can be traced back to the story of Prophet Muhammad (SAW), who was born in around 570 CE in
Mecca, a city in what is now western Saudi Arabia.
⮚ As an Arab, Muhammad (SAW) was oriented to trade due to his uncle. He travelled in camel caravans to
trade handmade objects to foreign markets of neighboring countries such as and Palestine. Trading
allowed Muhammad (SAW) to have several encounters with the Jews and Christians, which eventually
influenced his perspective.
⮚ Muhammad (SAW) began to venture into public spaces and preach that there is only one God—Allah.
Arabians during pre-Islamic period could not accept Islam easily because they were practicing polytheism
in the form of animism (Atim, 2016).
Sacred Texts of Islam: Qur’an, Hadith

⮚ The Qur’an (Koran) is the holy book of Islam. Islam holds that this sacred scripture is the infallible word
of Allah, as it was revealed to the prophet Muhammad (SAW) in the 7th century. In 114 chapters, called
suras, the Qur’an discusses a number of topics, the relationship between God and humans, prophets and
messengers, and human responsibility and judgment. The Qur’an is fundamental to Muslim religious life,
and parts of it are recited on many occasions (De Guzman and Cainglet, 2017).
⮚ The Qur’an involves the singular miracle of Muhammad (SAW) and the ultimate proof of the truthfulness
of Islam. Muslims believe that the Qur’an is the timeless word of God, which no human can produce. This
feature of the scripture, called inimitability (‘i’jaz’), is anchored on the belief in the divine authorship of
the book (De Guzman and Cainglet, 2017).
⮚ The Qur’an surahs appear from the second chapter onward, roughly in order of length, starting with the
longest and ending with the shortest chapters. The first chapter, al-Fatiha (“the Opening''), is a small
chapter that is recited during each of the five daily prayers and in several other ritual prayers. All but one
chapter start with the formula starting with the formula “in the name of God, the Merciful Lord of Mercy”
(‘bismIllah al-Rahman al-Rahim’). Every chapter is divided into verses called ayat (singular aya, meaning
“sign” or “proof”) (De Guzman and Cainglet, 2017).

⮚ In Islam, the Qur’an is the chief source of authority, law and theology, and identity. In many cases
nonetheless, either it is totally silent or gives only general guidelines without elaboration on important
Islamic beliefs and practices. For instance, the Qur’an merely prescribes without details prayer, an
essential religious duty. Details expounding on the teachings and laws of the Qur’an are inferred from the
sunna, the example set by Muhammad’s life (SAW), and in particular from hadith, the body of sayings
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and practices attributed to him (De Guzman and Cainglet, 2017).
⮚ Hadith, the second source of authority in Islam, complements the Qur’an and affords the most wide-
ranging source of Islamic law. It is held that the ultimate understanding of the Qur’an relies on the context
of Muhammad’s life (SAW) and the manners in which he observed and applied its message. It is also
believed that Muhammad’s saying (SAW) and practices were entreated by his companions to answer
questions about Islam (De Guzman and Cainglet, 2017).
⮚ The Qur’an is believed to be the last in a series of revelations by Allah himself, which includes the Hebrew
revelations recorded in Torah, and Jesus’ teachings recorded in the Christian New Testament. These
messages are held in high esteem, but Muslims believe that they have been corrupted by the interpretations
of men and women (Gordon, 1991).
⮚ Like Judaism and Christianity, Islam is a religion that emphasizes the community. According to the
Qur’an, God made the Muslims into a particular community, the ummah, and devout Muslim both loyal
to Allah and the ummah. “The goal of Muslim society is to create a just society” (Gordon, 1991).
Basic Doctrines
⮚ Oneness of God (Tawhid): Muslims strongly believe that there is only one God (Allah). They do not
accept the Christian doctrine of Holy Trinity (Mabaquiao Jr and Mactal, 2018).
⮚ The Afterlife: Muslims believe in an afterlife and in the Day of Resurrection and Day of Judgment. A
day will come when dead humans will be resurrected and will be judged by God according to their deeds
on whether they deserve eternal happiness or suffering. In this connection, Muslims also believe in heaven
or paradise (Jannah), a place or state of eternal happiness, where good people (people who submit to God’s
will) shall be put in by God; and hell (Jahannam), a place or state of suffering, where evil people (those
who do not submit to God’s will) shall be put in by God (Mabaquiao Jr and Mactal, 2018).
⮚ Angels and Jinn: Muslim’s believe in angels and jinn (the singular is jinnie, djinnie, or genie) who are
spiritual beings created by God. The angels are believed to have been created by God from light. They do
not have free will, and so they are not accountable for their actions and are neither good nor evil. They act
as messengers of God to the prophets. On the other hand, the jinn, believed to have been created by God
from smokeless and scorching fire, have free will and thus are morally accountable for their actions and
are either good or evil. For this reason, like humans, jinn will also be judged on the Day of Judgment and
will be sent either to heaven/paradise or hell. Satan is an example of an evil jinn (Mabaquiao Jr and Mactal,
2018).
⮚ The Prophets: Muslims believe in prophets or messengers of God. God speaks to the people through the
prophets. Muslims recognize many of the prophets recognized by the Jews and Christians though they
appear in the Qur’an in their Arabic names. These include Adam (Adem), the first prophet, Abraham
(Ibrahim), Ishmael (Ismā’īl), Noah (Nŭh), Moses (Musa), Elisha (Alyasa), David (Dawid), John the
Baptist (Yahya), Jesus (Isa), and Muhammad. Jesus is recognized as a prophet and not as a God. And

Muhammad is regarded as the last of the list of the prophets. Being so, he is referred to as the “Seal of the
Prophets” (Mabaquiao Jr and Mactal, 2018).
Five Pillars of Islam
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Shahadah (Creed)- “There is no God but Allah, and Muhammad (SAW) is his messenger.” This creed
summarizes the faith of a Muslim. “It is the first sentence whispered into the ears of a newborn infant; it is recited
daily in prayer; and it is written in Arabic everywhere inside the domes of mosques and over their doors” (Molloy,
2005).
⮚ In this very short and simple creed, we see its contrast to the Christian creed, which is long and emphasizes
belief in the Trinity, and belief that Jesus is divine. Muslims reject this, because for them there is only one
God, and Muhammad (SAW) is just a messenger, and not divine like Jesus (Cornelio, et.al, 2016).
Salat (Prayer)- Muslim pray five times a day: before dawn, midday, midafternoon, sunset, and nighttime. Before
prayer, there is an individual cleansing ritual with water, washing the hands, arms, face, neck, and feet. Muslims
pray facing Mecca; there is a special arched niche called mihrab inside the mosque that indicates the qibla—the
direction of the Kaaba in Mecca. The early Muslim prayed facing Jerusalem, but later revelations to Muhammad
(SAW) instructed them to pray facing Mecca. “Friday is a day of public prayer. On other days, people may pray
privately, at home or at work, as well as in mosque (Molloy, 2005)
Zakat (Charity)- Muslims donate certain percentages of their wages to the poor. In Islamic countries, the
government is involved in imposing taxes for zakat. “In addition to established yearly donations, a good Muslim
is expected to perform isolated acts of generosity and charity for the poor when such acts are called for in everyday
life” (Cornelio, et.al, 2016).
Sawm (Fasting on Ramadan)- Ramadan is a period of shared fasting among Muslims. Ramadan is the ninth
month in the Muslim calendar, which commemorates Allah’s first revelations to Muhammad (SAW). During the
month-long Ramadan, people abstain from food, drinks, tobacco, and sex from dawn until dusk, except for
travelers, pregnant women, and the sick. “The purpose of fasting is to discipline oneself, to develop sympathy for
the poor and hungry, and to give to others what one would have eaten. Fasting is thought to be good for individual
spiritual growth” (Molloy, 2005).
Hajj (Pilgrimage to Mecca)- Pilgrimage is a “religious journey by a believer to a sacred city or site …All
Page | 36
Muslims (unless prevented by poverty or sickness) are expected to visit Mecca at least once in their lifetime.
“Hajj is already a practice before Muhammad’s time (SAW). When he went back to Mecca after preaching in
Medina, he continued several practices of the Pilgrimage, including veneration of the black meteorite—which is
believed to be a special gift from Allah, carried to earth by the Angel Gabriel” (Molloy, 2005).
⮚ Jihad: Though not officially a pillar, the Islamic principle of Jihad—which literally means struggle—is
sometimes referred to by some Muslims as the sixth pillar. Nowadays, most non-Muslims understand
Jihad as a military warfare or battle of Muslims against non-Muslims. Muhammad and his follower did
engage in a military warfare against non-Muslims when they went back to Mecca from Medina.
⮚ So, Jihad does not include the meaning of physical struggle or battle to defend Islam. But Jihad is not
limited to that. It also means a psychological, spiritual, and moral struggle to overcome the evils within
oneself and in one’s environment to lead an ethical life according to the principles of Islam. In this
consideration, a distinction is made between greater Jihad, referring to spiritual self-perfection, and lesser
jihad, referring to warfare. In its general sense, Jihad thus means any kind of struggle to defend the faith
of Islam (Mabaquiao Jr and Mactal, 2018).
Progress Question: Why does Hajj is essential in Islam?
__________________________________________________________________________________________
__________________________________________________________________________________________
______________________________________________________
Other Practices:
⮚ The Five Pillars of Islam contain the basic practices of Islam. Other Islamic religious practices include the
following: Muslims are opposed to the practice of celibacy even for their imams (religious leaders).
⮚ Males are allowed to have four wives who must be treated equally; while women are only allowed to have
one husband.
⮚ Muslims are forbidden to eat pork, drink alcohol, and engage in usury and gambling. Muslim also practice
circumcision: male Muslims are circumcised between ages of 7 days and 15 years (at about age 7 or 8 is
common) depending on local practice.
⮚ And in some Muslim areas, women are also circumcised at the age of puberty—sometimes referred to as
female genital mutilation).
⮚ Both men and women are required by the Qur’an to wear modest clothes, which has been translated to
include, among others, the practice of covering the hair or both hair and faces of women by a veil or
headscarf in varying ways in different Muslim regions.
⮚ In traditional Muslim societies, the parents arrange the marriage of their children with the bridegroom’s
family providing dowry, or an offer of money or property to the family of the bride as part of the marriage
contract (Mabaquiao Jr and Mactal, 2018).

Progress Question: Why is polygyny accepted in Islam?
__________________________________________________________________________________________
__________________________________________________________________________________________
______________________________________________________
Page | 37
Festivals
Some of the main festivals and holy days observed by the

Muslims are the following:
⮚ Day of Sacrifice (Eid al-Adha): which is celebrated
during the month of the Hajj (annual Pilgrimage to
Mecca).
⮚ Day of Breaking the Fast (Eid al-Fitr): which
observed just after the end of the month of Ramadan.
⮚ Muharram: which celebrates the migration of
Muhammad (SAW) and his followers to Yathrib
(Medina)
⮚ Mawlidun Nabi (Prophet Muhammad’s
Birthday) (SAW): which is celebrated on the twelfth
day of the third month of the year, and the birthdays of
other holy men and women of Islam (Mabaquiao Jr and
Mactal, 2018).
Denominations:
Islam has two major denominations: Sunni Islam and Shiite (or Shia) Islam. Next to these two denominations is
a third form of Islam called Sufi Islam or Sufism.
Sunni Islam and Shiite Islam
⮚ Came about because of a disagreement among Muslims over the questions of who should be the rightful
successor of Muhammad (SAW) after the latter died. Sunni Islam, the largest denomination of Islam,
believes that the successor, called the Caliph, should be elected by the community.
⮚ In this connection, anyone who is righteous and just, living according to the teachings of the Qur’an and
the Hadith, could be a caliph.
⮚ And since the first four caliphs, called “The Rightly Guided Caliphs” (for their reign is widely regarded
as the golden age of Islam) were elected, for the Sunnis, they were all legitimate caliphs.
⮚ On the other hand, Shiite Islam believes that only a descendant or blood relative of Muhammad (SAW)
could be Muhammad’s (SAW) rightful successor.
⮚ In this connection, for the Shiites, since only Ali was Muhammad’s (SAW) blood relative (being
Muhammad’s (SAW) cousin and son-in-law) among the first four caliphs, only Ali was the legitimate
caliph among the four ones (Mabaquiao Jr and Mactal, 2018).

Sufism
⮚ Sufism is generally not regarded as an Islam sect that is separate or distinct from Sunni and Shia Islam,
for it can be found within Sunni and Shia sects. That is to say, there are Sunni Sufis and Shia Sufis.
⮚ Sufism is the mystical version of Islam. It developed as a reaction to the worldliness enjoyed by Islam
during the reign of the Rightly Guided Caliphs.
Page | 38
⮚ Sufi Islam emphasized what it thought to be essential in Islam, its spirituality, which allegedly has been
undermined or lost sight when Islam became a world power. Sufism contributed significantly to the
development of Islamic literature, especially in the area of poetry (Mabaquiao Jr and Mactal, 2018).
Progress Question: What do you think is the reason behind the Islamic denominations?
__________________________________________________________________________________________
__________________________________________________________________________________________
______________________________________________________
Issues:
Gender Inequality
⮚ In Islamic countries, the issue on gender inequality involves a secular, liberal feminism seeking to
eradicate discrimination against women and to outlaw practices such as polygyny (multiple wives),
limitation of the right of divorce to the husband, and purdah.
● Purdah refers to a system of seclusion of women practiced by some Muslim (and Hindu) people. The word
purdah also designates a curtain or screen used to keep women separate from men and strangers, used
especially in India. Secluding women from men started to vanish with the adoption of Western culture,
but the Muslim fundamentalism of the 1980s revised it (De Guzman and Cainglet, 2017).
Militant Islam
● The issue on ‘militant Islam’ is tied with the concept of Islamic Fundamentalism. It refers to the diverse
political and social movements in Muslim countries of North Africa, the Middle East, and South Asia that
have their objective the creation of more Islamically oriented states and societies founded on the principles
and values of Islam.
● For non-Muslims, the term ‘militant Islam’ and ‘Islamic Fundamentalism’ induce images of hostage
crises, embassies under siege, hijackings, and suicide bombers. People also think of extremist groups like
the Al-Qaeda network, formed by the late Saudi-born millionaire Osama bin Laden, that engage in a global
war of terrorism.
● However, while some Islamic militants try to attain their goals through violence, the many Islamic
activities work within mainstream society, participating in the electoral process, and involving non-
governmental Muslim organizations that provide much-needed services to the poor and the needy (De
Guzman and Cainglet, 2017).
● The reasons for Islam’s insurgence differ by country and region. There are several common threads
nonetheless:
“[There] is a widespread feeling of failure and loss of self-esteem in many Muslim
societies. Most Middle Eastern and North African countries achieved independence from colonial
rule by the mid-20th century, but the expectations that accompanied independence were shattered
by failed political systems and economies and the negative effects of modernization.
Characterizing many of the newly independent Muslim nations were autocratic leaders, repressive
governments, overcrowded cities with insufficient social support systems, high unemployment
rates, government corruption, and a growing gap between rich and poor” (Esposito, 2009).
● Moreover, a quantity of beliefs and assumptions lie at the heart of the Islamic political revival. Prominent
Page | 39
among these beliefs are the following:
“…the Muslim world is in a state of decline, and the cause of this decline is departure from
the straight path of Islam. The cure, therefore, is a return to Islam in personal and public life,
which will ensure the restoration of Islamic identity, values, and power. Moreover, Islam is a total
or comprehensive way of life as stipulated in the Qur’an, mirrored in the example of Muhammad
(SAW) at Medina, and embodied in the comprehensive nature of the Sharia (Islamic law). Thus,
the renewal and the restoration or reimplementation of Islamic law, which provides the blueprint
for an Islamically guided and socially just state and society” (Esposito, 2009).

C. Guided Practice
WORKSHEET- Answer the following questions:
Page | 40
1. Which cultures
around the world has
heavy influences of
Islam? How?
2. What are some

Islamic influences that
can be seen in the
Philippines?
3. What issues in Islam

that can be seen in the
Philippines?

III. REFLECTION
1. What is your perspective on the religion of Islam after you learned the lesson?
__________________________________________________________________________________________
__________________________________________________________________________________________
Page | 41
______________________________________________________
2. What do you think is one of the most attractive teachings of Islam that you can integrate in your life?
__________________________________________________________________________________________
__________________________________________________________________________________________
______________________________________________________
IV. ACTION
Islam has an important presence in the Philippines, especially in Mindanao. However, there is a stigma attached
to Muslims due to the fact that they have always been associated with terrorists. How can you solve this problem
of stigmatization by explaining to the people about the culture and religion of Islam?

D. Closure
INSTRUCTIONS: Write T if the statement is true, and write F if the statement is false. WRITE ONLY IN THE
“AFTER” COLUMN.
Page | 42
1. Muhammad (SAW) is the last “prophet.”
2. The Qur’an (Koran) is the holy book of Islam.
3. Polygyny is accepted in “Islam.”
4. In Islam, Jihad is for Military warfare only.
5. Islam is an Abrahamic monotheistic religion

V. EVALUATION
INSTRUCTIONS: The teacher will invite a Muslim adherent to conduct a panel discussion on Muslim beliefs
and practices with your classmates. After the Panel discussion you will make a reflection paper following the
guide questions and format:
Page | 43
1. What have you learned about their Islamic beliefs and practices during the panel discussion?
2. How has Islam influenced the Filipino culture?
3. What are the positive or negative effects of Islam on its believers?
Write the Reflection paper using the format:
a. Font style: Times New Roma

b. Font size: 12
c. Double Spacing
d. Justified
Rubric for Reflection paper
Content (x10) The Reflection paper provides all the The Reflection paper The Reflection paper The Reflection paper
answers of the guide questions. provides some of the did not answer the 3 did not answer all the
answers of the guide guide questions. guide questions
questions.
Coherence The structure of the Reflection paper Attempts can be seen to Attempts can be seen The given format is
(x9) follows the given format and is make the structure of to make the structure not followed.
backed Information in the Essay paper the Reflection paper of the Reflection The ideas in the
is relevant and presented in a logical follow the given format paper follow the Reflection paper are
order. Information in the given format. not organized and
Essay paper is There are attempts to illogical.
somehow logical. make the essay
logical.
Construction All sentences are well constructed and Most sentences are well Some of the Sentences are not well
(x6) have varied structure and length. constructed and have sentences have thought of.
The author makes no errors in varied structure and varied structure and The author makes at
grammar, mechanics, and/or spelling length. length. more than 12 errors in
that interferes with the meaning of the The author makes no The author makes at grammar, mechanics,
essay. errors in grammar, least 1-3 errors in and/or spelling
mechanics, and/or grammar, mechanics,
spelling. and/or spelling.

MIDTERM PERFORMANCE-BASED ASSESSMENT
Your goal is to raise awareness and to promote mutual understanding between different believers of faiths. You
are a researcher. The Human Resource of your company finds out that your colleagues come from different
Page | 44
religious backgrounds. The company wants to promote unity and camaraderie by planning informal conversations
with your colleagues about their beliefs and practices. Before the informal conversations the Human Resource
asked you to make a report of the different religions and the beliefs and practices of your colleagues to have a
better understanding of their diverse culture. You need to produce a Summary Paper. Your work should meet
these standards; Content 40%, Coherence 30%, Construction 20%, and Following instructions 10%
GUIDELINES:
1. Consolidate all your outputs from lesson 1 to lesson 3.

2. Upon consolidation, create a compare and contrast matrix that outlines the different beliefs and practices
of the 3 Abrahamic religions.
3. Use these questions as your guide:
a. What are the differences among Judaism, Christianity, and Islam?
b. What are the commonalities among Judaism, Christianity, and Islam?
c. What are the influences of the religion in the culture of its believers?
d. What are the positive or negative effects of the religion to its adherents?
4. Write your summary paper using this format:
a. Font style: Times New Roman
b. Font size: 12
c. Double Spacing
d. Justified

RUBRIC
Criteria OUTSTANDING PROFICIENT AVERAGE (3) FAIR (2) POOR (1)

(5) (4)
Page | 45
Content The summary paper The summary The summary paper The summary Most of the
(x8) provides all the paper provides all provides most of the paper provides outputs cannot be
outputs from the outputs from outputs from Lesson some of the seen in the
Lesson 1 to Lesson Lesson 1 to 1 to Lesson 3. outputs from summary paper.
3 and briefly Lesson 3. Lesson 1 to Lesson
explains the 3.
commonalities and
differences of the 3
Abrahamic
Religions.
Coherence The structure of the The structure of Attempts can be Attempts can be The given format
(x6) summary paper the summary seen to make the seen to make the is not followed.
follows the given paper follows the structure of the structure of the The ideas in the
format with given format. summary paper summary paper summary paper
concrete examples The analysis follow the given follow the given are not organized
and backed up with presented in a format Information format. and illogical.
reliable references. logical order. in the summary There are attempts
Information in the paper is somehow to make the paper
summary paper is logical. logical.
relevant and
presented in a
logical order.
Construction All sentences are Most sentences Some of the Some of the Sentences are not
(x4) well constructed are well sentences have sentences have well thought of.
and have varied constructed and varied structure and varied structure The author makes
structure and have varied length. and length. at least 12 errors
length. structure and The author makes at The author makes in grammar,
The author makes length. least 1-3 errors in at least 1-3 errors mechanics, and/or
no errors in The author makes grammar, in grammar, spelling.
grammar, no errors in mechanics, and/or mechanics, and/or
mechanics, and/or grammar, spelling. spelling.
spelling. mechanics, and/or
spelling.
Following instructions All instructions in One instruction in Two instructions in Three instructions More than three
(x2) the guidelines are the guidelines are the guidelines are in the guidelines instructions in the
followed. not followed. not followed. are not followed. guidelines are not
followed.

ANSWER KEYS
UNIT 1: ABRAHAMIC RELIGIONS
Lesson 1: JUDAISM
Page | 46
1. What is the first book of the Hebrew Bible, which literally means “origin”?
Answer: (a. Genesis)

2. What is the name of God as revealed to Moses?
Answer: (a. Yahweh)
3. What is the greatest feast of the Jews celebrated annually?
Answer: (b. Passover)

4. Who is the founder of Judaism?
Answer: (c. Abraham)
5. What is the very important language of the Jews?
Answer: (b. Hebrew)
Lesson 2: CHRISTIANITY
1) What do you call this religious belief that God is one God in three persons; the Father, The Son (incarnate in
Jesus Christ), and the Holy Spirit? Answer: (b. Holy Trinity)
2) Who was the Roman Governor who ordered the crucifixion of Jesus Christ in Jerusalem for claiming to be
the King of the Jews? Answer: (c. Pontius Pilate)
3) What is the one of the three major branches of ‘Christianity,’ which started in northern Europe in the early
16th century as a reaction to medieval Roman Catholic doctrines and practices? Answer: (b. Protestantism)
4) What do you call this process by which an individual is consecrated and set apart by God for the
administration of various religious rites? Answer: (a. Ordination)
5) What kind of Christian church where the central authority is the Pope (the Bishop of Rome) who is believed
to be infallible when it comes to doctrinal matters? Answer: (b. Catholic Church)

Lesson 2 Prelection:
Statements After
1. Christianity is a religion T
Page | 47
2. Jesus Christ was a prophet F
3. Contraception is discouraged in Christianity F
4. Women Ordination is not accepted in Christianity F
5. Homosexual is accepted in Christianity F
Lesson 3: ISLAM
1) What is the first chapter of the Qur'an? Answer: (a. al-Fatiha)
2) What was the extremist group was formed by the late Saudi-born millionaire Osama bin Laden and engages
in a global war of terrorism? Answer: (a.al-Qaeda)
3) What is the central city of the Arabian Peninsula during 570 CE which is the birthplace of Muhammad
(SAW)? Answer: (a. Mecca)
4) Who is the last prophet according to Islam, whose revelations, covering political and social as well as
religious principles, became the basis of Islamic religion and civilization? Answer: (c. Muhammad)
5) What is the second source of authority in Islam which complements the Qur’an and affords the most wide-
ranging source for Islamic law? Answer: (a. Hadith)
Lesson 2 PRELECTION:
Statements After
1. Muhammad (SAW) is the last prophet T
2. Islam do not accept the Christian doctrine of Holy Trinity T
3. Polygyny is accepted in Islam T
4. Jihad is a military warfare F
5. Sufism is generally regarded as an Islam sect F

REFERENCES
● Atim, B. 2016. Introduction to World Religions and Belief Systems. Makati City. Diwa Learning
Systems, Inc.
Page | 48
● Cornelio, J. S., et.al, 2016. Introduction to World Religions and Belief Systems. Manila Philippines. Rex
Book Store, Inc.
● Ecumenism. (n.d.). In Britannica.com. Retrieved September 2, 2020, from http://www.britannica.com
● Esposito, J. L. (2008). Islamic Fundamentalism. Microsoft Student 2009 [DVD]. Redmond, WA:
Microsoft Corporation.
● De Guzman, J. and Cainglet, R. G. 2017. Introduction to World Religions and Belief Systems. Malabon
City. Mutya Publishing House, Inc.
● Demann, P. 1961. The Jewish Faith. Translated by P.J. Herpburne-Scott. London: Burns & Oates.
● De Lange, N. 2000. An Introduction to Judaism. Cambridge: Cambridge University Press.
● Gordon, M. S. 1991. Islam: World Religions. New York: Facts on File.
● Mabaquiao, Jr. and Mactal, R. B. 2018. Introduction to World Religions and Belief Systems. Quezon
City. Phoenix Publishing House, Inc.
● Molloy, M. 2005. Experiencing the World’s Religion: Tradition, Challenge, and Change. 3rd ed. New
York: McGraw-Hill
● Molloy, 2005, M. 2005. Experiencing the World’s Religions: Tradition, Challenge, and Change. 3rd Ed.
New York: McGraw-Hill.
● Morrison, M., and S. Brown. 1991. Judaism: World Religions. New York: Facts on File.
● Neusner, J. 1970. The Way of Torah: An Introduction to Judaism. Belmont: Dickenson Publishing
Company, Inc.
● Trepp, L. 1982. Judaism: Development and Life. 3rd ed. Belmont: Wadsworth Publishing Company.
● Zionism. (n.d.). Jewishvirtuallibrary.org. Retrieved September 2, 2020, from
http://www.jewishvirtuallibrary.org


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Ateneo de Zamboanga University

Senior High School Unit

HANDOUTS for Module 1

Department of Social Sciences & Physical Education

Department of Social Sciences & Physical Education

Department of Social Sciences & Physical Education

“Thou shalt have no other gods before Me. -Exodus 20:2”

At the end of this lesson, learners can:

Culture, Character, and Compassion

Initial Revised Final

Department of Social Sciences & Physical Education

Origins and Development of Judaism

Department of Social Sciences & Physical Education

Department of Social Sciences & Physical Education

Department of Social Sciences & Physical Education

Department of Social Sciences & Physical Education

Department of Social Sciences & Physical Education

⮚ The Jews have many Holy Days throughout the year,

ISSUES: ANTI-SEMITISM, ZIONISM, HOLOCAUST

Department of Social Sciences & Physical Education

Department of Social Sciences & Physical Education

2. What are the Note:

Department of Social Sciences & Physical Education

Department of Social Sciences & Physical Education

Initial Revised Final

Department of Social Sciences & Physical Education

Department of Social Sciences & Physical Education

PROFICIENT (4) AVERAGE (3) FAIR (2) POOR (1)

Department of Social Sciences & Physical Education

Department of Social Sciences & Physical Education

Culture, Character, and Compassion

Before Statements After

1. The Sacred Texts of Christianity are contained in the Christian Bible,

2. In Christian faith, Jesus Christ is considered as a Prophet.

3. Almost all Christian churches disapprove of artificial contraception

4. The “Ten Commandments” is one of the doctrines in Christianity

5. Baptism is a ritual for moral purification and that serves as an

Department of Social Sciences & Physical Education

Department of Social Sciences & Physical Education

Department of Social Sciences & Physical Education

Department of Social Sciences & Physical Education

Department of Social Sciences & Physical Education

Department of Social Sciences & Physical Education

Department of Social Sciences & Physical Education

Before Statements After

6. The Sacred Texts of Christianity are contained in the Christian Bible,

7. In Christian faith, Jesus Christ is considered as a Prophet.

8. Almost all Christian churches disapprove of artificial contraception

9. The “Ten Commandments” is one of the doctrines in Christianity

10. Baptism is a ritual for moral purification and that serves as an

Department of Social Sciences & Physical Education

Write the essay paper using the format:

a. Font style: Times New Roman

Rubrics for Essay Paper

PROFICIENT (4) AVERAGE (3) FAIR (2) POOR (1)

Department of Social Sciences & Physical Education

Department of Social Sciences & Physical Education

Before Statements After

1. Muhammad (SAW) is the last “prophet.”

2. The Qur’an (Koran) is the holy book of Islam.

3. Polygyny is accepted in “Islam.”

4. In Islam, Jihad is for Military warfare only.