Saint Mary’s Angels College

Senior High School Department

School Year 2016-2017
Syllabus
In
Introduction to World Religions and Beliefs

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

Number Date Lesson/Topics Learning Competencies Learning Strategies/Methods Core Materials Assessment References
of days Values
1. QUARTER I 1. Give an example of a  Activity 1:  Power point Pre- test
2. Lesson 1 – belief system of (Pre- test) Respect presentation Individual
Definition of worldview  Video clip
Terms 2. Differentiate religion Direction: Identify the words below by Religious  Picture of
3. from Spirituality, analyzing the given definitions. Tolerance personalities
Theology and Philosophy 1. R _ LI_I_N - the belief in the and activities
4. 1. Understanding of Religion worship of a superhuman controlling that may or
Definitions of the 3. Formulate an power, especially a personal God or may not
following concepts: inference about Belief gods. associated
a. Religion system, Religion and 2. _H_OL_GY – the study of the nature with religion
b. Belief System Spirituality and powers of God  Board chalk
c. Philosophy of 4. Prepare character 3. W_R_DV__W - a collection of
Religion sketches of a person who beliefs about life and the universe
d. Theology is spiritual but not held by an individual or a group
e. Spirituality religious and a person 4. SP_R_TU_LI_Y - the quality or
f. Monoistic who is religious state of being concerned with
g. Polytheistic religion or religious matters
h. Monotheistic 5. _OLY_HE_TI_ - the belief in many
i. Atheistic gods.
Religiosity Formative
Individual

Formative Philosophy
Individual and
. Christian
Theology
(http://plato
.stanford.ed
u/entries/ch
ristiantheol
. ogy-
philosophy/
)

Philosophy
of Religion
(http://plato
.stanford.ed
u/entries/ph
ilosophy-
religion/)

(Note: the
above
 online
references
will be
edited by
the teacher
for easier
understand
ing of
students)

Formative Being
Individual Catholic as
Reflexive
Spirituality Spirituality:
The Case of
Religiously
Involved
Filipino by
Jayeel
Cornelio
Formative http://www.
Individual ari.nus.edu.
sg/wps/wps
10_146.pdf

Summative
Group
(product with
rubric)
_______________

Lesson 2: How 1.Cite regions or places  Power point Pre-test

World Religions where specific religions presentation Individual
Began evolved  World Map
2. Analyze the culture of
1.Religions in the region that gave rise showing
Various to specific religions dominant
Continents: A 3. Explain how religions of
Historical geography influences various
Overview religion and religion countries
2. Culture and affects culture  Videos
Region:
Determinants of  Board chalk
Religion
3. Impact and
Influence of
Culture in Shaping Formative
Religion Individual
 Human
Formative Geography
Individual —Ethnic
and
Universaliz
ing
Religions
https://ww
w.youtube.
com/watch?
v=EPkbvT
RDqQA

Formative
Individual

Formative
Individual

Summative
Individual
_______________

Lesson 3: Positive 1. Identify the positive

and Negative and negative effects of Goodwill • Power point Pre- test
Effects of Religion religions presentation Individual
2. Provide evidence that Understand • poems and
1. Religion: Its religion brought about an ing
internet articles
Positive and event in history • Videos
Negative Effects 3. Justify that religion • Board chalk
2. Religion as a can have positive or
Factor in Shaping negative effects on
History: A Critical society
Evidence 4. Gather print or web-
3. Religion: A based articles, photos,
Force for Good or editorials, etc. showing
Evil? the positive or negative
effects of religion
Formative
Pair-off
With rubric

Formative
Individual
With rubric

Religion in
Formative History by
Individual Alfred
With rubric North
Whitehead.
http://www.
mountainm
an.com.au/
whiteh_1.ht
m

Summative
Group
With Rubric
_______________
• Power point Pre-test
QUARTER II 1. Recite the Ten Obedience Individual
presentation
Lesson 4: Judaism Commandments as stated
Respect for • Holy Bible
in the Old Testament
Parents • Videos
1. Abraham and (Exodus 20).
Moses: Founding 2. Identify a Jewish • Board chalk
Compassion
Fathers of Judaism custom or tradition Materials for
2.Sacred Texts: demonstrated in a movie. comic strip
Torah, Poetry, 3. Justify: The core
Prophets, Talmud teaching of Judaism is
3.Doctrines: Ten the covenant of one God
Commandments with a chosen people vs.
and 618 Rules other people with many
4.Various Sects in gods.
Judaism: A 4. Identify a story from
Comparative the Old Testament that Formative
Analysis demonstrates the Jewish Group
5.Issues belief in one God (e.g. With rubric
Confronting Story of Samson)
Judaism and Jews

Formative
Individual
 Formative
Individual

Summative
Individual

_______________

Lesson 5: 1. Recite the Apostle’s • Power point Pre-test

Love of
Christianity Creed, the Lord’s Prayer presentation Individual
God
or the Beatitudes • Holy Bible
1.Knowing and 2. Interpret the Parable of • Videos
Empathy
Appreciating Jesus the Prodigal Son • Board chalk
2. Sacred Texts 3. Explain: The core Materials for
3. Doctrines and teaching of Christianity Who wants to be
Teachings of is the message that a a Millionaire
Christianity loving God sent His
4. God: Trinity begotten Son in order to
5. Various Sects in redeem humankind from
Christianity: A eternal damnation Formative
Comparative 4. Interview a Christian Individual
Analysis parent or couple on why
6.Issues they are Christians and
Confronting what beliefs and
Christianity and practices they adhere to.
Christians
Formative
Individual
 Formative
Pair-off

Formative
Pair-off

Summative
Group
With rubric

• Power point
_______________ presentation
• Qur’an
Lesson 6: Islam 1. Read the opening lines Charity • Videos
of Qur’an preferably • Board chalk Pre-test
1.Knowing Prophet from an English Version Sacrifice Crossword Individual
Muhammad 2. Retell the life and Puzzle
2. Sacred texts times of Prophet
3. Doctrines Muhammad
4. God: Allah 3. Explain: The core
5. Practitioners: teaching of Islam is there
Sunni, Shi’ite and is only one God and
Sufi Muhammad is His final
6. Issues and greatest messenger
4. Conduct a panel
discussion on Muslim
beliefs and practices
(when possible invite a
Muslim)
 Formative
Individual

Formative
Pair-off
With rubric

Summative
Group
With rubric

_______________ Power point

presentation
Lesson 7: 1. Identify the • Sacred Texts of Pre-test
Comparative uniqueness and the three Individual
Analysis similarities of Judaism, religions/referenc
Christianity and Islam es
1. Judaism, 2 Provide evidence that • Videos
Christianity and Judaism, Christianity and • Board chalk Formative
Islam: Views on Islam share common Individual
origin, morality, roots from Patriarch
purpose, destiny, Abraham
and views on 3. Justify that Judaism,
women. Christianity and Islam, as
monotheistic religions, Formative
have largely influenced Pair-off
the world today. With rubric
4.Conduct a group
research on the doctrines
of each of the three
religions and compare Summative
them in the aspects of Individual
origin, morality, purpose,
destiny, and views on
 women

_______________ Power point

presentation
QUARTER III 1. Recite the creation Resilience • Sacred Texts of Pre-test
Lesson 8: story in Rig Veda the Hinduism Individual
Hinduism 2. Identify the names of • Videos/Pictures
the major Hindu deities Gallery wall
1. Knowing and as well as their • Board chalk
Appreciating the corresponding powers
Aryans and functions
2. Sacred Texts 3. Explain: The core Formative
3. Doctrines and teaching of Hinduism is Group
Teachings of the attainment of With rubric
Christianity liberation in the
4. God: 33 million identification of Atman
gods and goddesses and Brahman through the Formative
5. Issues: Gender Four Yogas. Individual
Inequality, Caste 4. Simulate a particular
System, Poverty yoga and write a
reflection paper on your
insights on Hinduism Summative
Group
With rubric

_______________ Power point

presentation
Lesson 9: 1. State the Four Noble Love • Sacred Texts Pre-test
Theravada Truths and the Eight-fold • Videos/Pictures Individual
Buddhism path • Materials for
2. Give examples of Poster-making
1. Knowing and situations that ,Board chalk
Appreciating demonstrate cravings
Siddharta Gautama which may lead to
2. Sacred Texts suffering according to
3. Doctrines Theravada Buddhism
4. God: non-theistic 3. Explain: The core
5. Issues: Territory teaching of Theravada
conflict in Buddhism is that life is Formative
Mainland Southeast suffering; suffering is Individual
Asia due to craving; there is a
way to overcome
craving; and the way to
overcome craving is the
Eight-fold Path, the
Middle Way (between
pleasure and Summative
mortification). Pair-off
4. Evaluate the Eight- With rubric
fold Path in terms of how
it achieves the Middle
Way
Power point
_______________ presentation
• Sacred Texts
Lesson 10: 1. State the three levels Generosity • Videos/Pictures Pre-test
Mahayana of perfection of ,Board chalk Individual
Buddhism Mahayana Buddhism
(moral discipline,
1. Knowing and cultivation of virtue, and
Appreciating altruistic conduct)
Siddharta Gautama 2. Give examples of acts
2. Sacred Texts of generosity of
3. Doctrines Mahayana Buddhists
4. God: non-theistic 3. Explain: The core Formative
5. Issues: Tibet teaching of Mahayana Individual
invasion, Engaged Buddhism is to seek
activism complete enlightenment
6. Universality and for the benefit of all
growth of sects: living beings through Formative
Development of insight and compassion. Individual
Buddhism to Zen 4. Draw the insight from
(Chan) Buddhism the acts of generosity of
as the fruit of its Tzu Chi Foundation that
encounter with reflect
Taoism. the core teaching of
Mahayana Buddhism Summative
 Individual
With rubric

Power point
presentation
_______________ • Sacred Texts
• Videos/Pictures
Lesson 11: 1. Identify the Respect Board chalk Pre-test
Comparative uniqueness and for women Individual
Analysis similarities of Hinduism,
Theravada Buddhism and
Hinduism, Mahayana Buddhism
Theravada 2. Provide evidence that
Buddhism and Hinduism,
Mahayana Theravada Buddhism and
Buddhism: Views Mahayana Buddhism
on origin, morality, share common roots from
purpose, destiny, India Formative
and views on 3. Justify that Hinduism, Individual
women. Theravada Buddhism and
Mahayana Buddhism, as
Vedic religions, have
largely influenced the
world today.
4. Draw the insight from
the acts of generosity of
Tzu Chi Foundation that
reflect the core teaching
of Mahayana Buddhism

Summative
Individual
With rubric
_______________ Power point
presentation
QUARTER IV 1. Describe the five Righteous • Sacred Texts of Pre-test
Lesson 12: basic relationships (king ness the Confucianism Individual
Confucianism to subject, father to son, • Videos/Pictures
husband to Board chalk
1. Knowing and wife, elder brother to
Appreciating younger brother and
Confucius friend to friend)
2. Sacred Texts 2. Give examples of
3. Doctrines acts showing filial piety Formative
4. God: Heaven in the family, community Individual
5. Issues: Gender and society
inequality and 3. Explain: The core
Authoritarianism teaching of
Confucianism is to be a Formative
“gentleman” by Individual
following the moral way With rubric
consisting of the virtues
of love, righteousness,
wisdom, Summative
propriety and loyalty in Individual
order to promote
harmony in society.
L4. Present a character
sketch of a person who
personifies the Confucian
virtues

Power point
_______________ presentation
• Sacred Texts
Lesson 13: Taoism 1. State that “Tao is the Newspaper Pre-test
1. Knowing and origin of all beings clippings Individual
Appreciating Lao whose essence is • Videos/Pictures
Tzu nothing” Board chalk
2. Sacred Texts 2. Give examples of acts
3. Doctrines showing love and respect Formative
4. Tao as the Origin of nature and the Individual
of all Beings, environment
unnameable and 3. Explain: The core
eternal teaching of Taoism is
5. Issues: Inaction, becoming one with
Superstitious ‘Tao.’ Formative
practices, 4. Identify the things she Individual
Environmentalism can do without by
making an inventory of
personal belongings (e.g.
things in the bedroom) Summative
and write a reflection on Individual
Taoism based on the
result of the inventory
Power point
_______________ presentation
• Sacred Texts
Lesson 14: 1. Narrate the Kojiki Newspaper Pre-test
Shintoism creation story clippings Individual
1.Pre-historic 2. Explain why is it • Videos/Pictures
Animists of Japan important for Japanese Board chalk
2.Sacred Texts people to worship gods Formative
3. Doctrines: belief 3. Evaluate: The core Individual
in kami and teaching of Shintoism is
divinity of to worship the ancestors
emperors and forces of nature to
4. Gods: kami achieve harmony in all
5. Issues: Shrine dimensions.
visits of Japanese 4. Interpret the Kojiki Formative
Prime Ministers creation story creatively Individual
 Summative
Individual

Power point
_______________ presentation
• Sacred Texts
Lesson 15: 1. Provide evidence that Newspaper Pre-test
Comparative Confucianism, Taoism clippings Individual
Analysis and Shintoism share • Videos/Pictures
common traits in viewing Board chalk
nature and ancestors
Confucianism, 2. Justify that Formative
Taoism and Confucianism, Taoism Individual
Shintoism: Views and Shintoism as East
on origin, morality, Asian
purpose, destiny, religions/philosophies
and views on have largely influenced Formative
women. the world today. Individual
3. Prepare a multimedia
presentation on the
perceptions of people
from all walks of life on
the doctrines of each of Summative
the three religions and Individual
compare them in the With Rubric
aspects of individual,
family, society,
government and nature.
_______________
Lesson 16: 1.Simulate a panel
Synthesis discussion of inter-
religious dialogue that
reflects the following:
a. the meaning and
ultimate value of life
b. how one is to relate to
one’s self, family, society
and nature
c. the way to achieve
personal happiness and
fulfillment
 Activity 2
Direction. The following are different
photos of personalities, events or activities
that may or may not be associated with
religion. Identify these photos by checking
the appropriate box and briefly explain
whether they can be considered religious or
not.
(see pp. 2-3 of Introduction to World
Religions and Belief Systems by Cornelio,
et al.)
 Activity 3
(Formative)
Direction. Compare and contrast.
Differentiate the difference between
theology and philosophy of religion
Theology Philsophy
________________ of Religion
________________ ________________
________________ ________________
________________ ________________
________________ ________________
__ ________________
___________
____________________

 Activity 4
(Formative)

Direction: Read and analyze

Being Catholic as Reflexive Spirituality:
The Case of Religiously Involved Filipino.
After reading infer 5 ideas regarding the
main points of the said article.

 Activity 5
(Formative)

Direction. Create sketches of a person who

is spiritual but not religious and a person
who is religious. Explain the similarities and
the differences of the two individuals.

 Activity 6
(Summative)

Direction. Perform a skit about the value of

respecting other religions
  Activity 1

Direction. Identification. Answer what is

being asked.
(Pre-test)
Questions:
1. Why is culture important in shaping
religions?
2. Is Geography has crucial role in
propagation of different religions?

 Activity 2

Direction. Analyze the map and determine

the dominant religions of various continents.

 Activity 3
Direction. Watch and l listen to the video
clip about Human Geography —Ethnic and
Universalizing Religions. After watching
the video, make a 5 minute paper
emphasizing the major lessons learned.

 Activity 4

Direction. Illustrate and identify the

relationships of geography and religion/
religion and culture.

Geograph
Religion Culture
y

 Activity 5.

Directions. Read carefully the chapter test

and write the letter of the best answer.
(Chapter Test)
  Activity 1
Direction: Read and analyze the poem. After
reading, answer the questions below.

Guide Questions:
1. What’s the main message of the
poem?
2. Do you agree to the notion that
religion is only based on faith and
not on evidence?

 Activity 2
Direction. Create a collage using recycled
materials.
Theme: Religion: A Positive Institution
within Society

 Activity 3

Direction. Make a journal about positive and

negative effects of Religion. You can use
the following materials: web-based articles,
photos, editorials and magazines. Follow
the guide questions and instructions to be
given by the teacher.

 Activity 4

Direction. Identify the main and supporting

arguments of the essay entitled Religion in
History by Alfred North Whitehead. Read
only The Ascent of Man and The Final
Contrast.

 Activity 5

Direction: Research regarding positive and

negative effects of religion. After that, the
teacher will give instructions regarding
debate rules.
  Activity 1:
Pre-test

Direction. Answer the following questions:

a. What is the Jewish holy book?
b. How many books are in the Tanakh?
c. How many candles are on a
menorah?
d. How long does Hannukkah last?
e. What is the traditional language of
the Jewish faith?

 Activity 2

Direction. Recite the Ten Commandments in

the Old Testament and give an explanation
for at least 2 commandments.

 Activity 3

Direction. Watch the movie entitled Have a

Little Faith and identify some Jewish
customs and traditions.

 Activity 4
Direction. Make a comic strip that
demonstrates the Jewish belief in one God.
Use the Old Testament as your main
reference.

 Activity 5

Direction. Open your main reference book

on pages 30-31 and answer the 24 -item
test.

• Activity 1
Pre-test
Direction: Answer 15 questions regarding
Christianity. (Who wants to be a Millionaire
Format)

• Activity 2
Direction: Complete the missing words in
the Nicene Creed.

• Activity 3
Direction: Read the parable of the Prodigal
Son. Interpret and analyze the meanings and
symbolisms in the said story.
• Activity 4
Direction: Select a partner and discuss the
core teaching of Christianity is the message
that a loving God sent His begotten Son in
order to redeem humankind from eternal
damnation

• Activity 5
Direction: Interview members of Couples
for Christ/Marriage Encounter Members and
other similar groups and ask them the guide
questions provided by the teacher.

• Activity 6
Direction: Select a particular event in the
life of Jesus that your group wanted to
present. Prepare the necessary materials as
instructed by the teacher.

• Activity 1
Pre-test
Direction: Crossword. Find the words that
are connected to five pillars of Islam
S A L A T T
D T Y J K L
E D I U G B
P A U Q Z K
A F H Z X J
R S O A A L
H F T K H P
A K E A U O
J U L T U K
J U C O K I
I A W M A A

• Activity 2
Direction: Read page 57 of your textbook
specifically the topic about Origin and
Development of Islam. After that, answer
this question: what do you value about
Muslim practices of Faith?

• Activity 3
Direction: Create a 2D picture panorama
depicting the life of Prophet Muhammad.

• Activity 4
Direction: Conduct a panel discussion on
Muslim beliefs and practices.

• Activity 1
Pre-test
Direction: Answer the 10 item quiz about
the three religions.

• Activity 2
Direction: Research at least 5 uniqueness
and similarities of Judaism, Christianity and
Islam. Make 3 columns and identify the said
uniqueness and similarities.

• Activity 3
Direction: Write a lyrics about the influence
and impact of Judaism, Christianity and
Islam.

• Activity 4
Direction: Research the guide questions
given by the teacher. Answer the
Comparative Analysis Table.
• Activity 1
Pre-test
Direction: Identify significant contributions
of Hinduism in the History of the World.
The teacher will provide pictures with short
details about each picture.

• Activity 2
Direction: Research about Hindu deities and
make human statue depicting the said gods
and deities.

• Activity 3
Direction: Watch a short video clip of yoga.
After that try to simulate the body
movements.

• Activity 4
Direction: Research about Hinduism and
make a gallery wall about it.

 Activity 1

Direction: Read the trivia box on page 111

of your main reference book. After reading,
the teacher will instruct you to answer trivia
questions.

 Activity 2
Direction: Based on your personal
experience, list down instances when you
experienced sufferings and cravings. How
did you cope?

 Activity 3

Direction : Create a poster regarding the

Noble Eightfold Path and explain the
symbolisms and figures on it.

• Activity 1
Pre-test

Direction : The teacher will give 10

statements and the students will determine
whether or not the said statements are in
accordance with the belief of Theravada
Buddhism

• Activity 2

Direction : Think of examples of acts of

generosity of Mahayana Buddhism

• Activity 3

Direction : Make a comparison about the

similarities and differences of Theravada
and Mahayana Buddhism

• Activity 4

Direction : Create a script about a news

report featuring the good works of Tzu Chi
Foundation.

• Activity 1
Pre-test

Direction : The teacher will give 20

statements/characteristics and students are
required to identify whether it’s connected
to Hinduism, Theravada Buddhism and
Mahayana Buddhism

• Activity 2
Direction : Provide strong evidence that
Hinduism, Theravada Buddhism and
Mahayana Buddhism originated in India.

• Activity 3

Direction : Research about aspects of origin,

morality, purpose, destiny and views of
women of the three religions/philosophies
studied in this quarter. After your research,
answer the comparative analysis table.
• Activity 1

Direction : Research about aspects of origin,

morality, purpose, destiny and views of
women of the three religions/philosophies
studied in this quarter. After your research,
answer the comparative analysis table.

• Activity 2

Direction: Give examples of act showing

filial piety in the family, community and
society. Write on the board your answers.

• Activity 3
Direction: Present a character sketch of a
person who personifies Confucian virtues.

• Activity 4
Direction: Answer pages 151-152 of your
reference book.
• Activity 1

Direction : Answer questions in the

Jeopardy game.

• Activity 2

Direction: Cut a newspaper clipping talking

about some philosophies that can be found
in Taoism

• Activity 3
Direction: Present a character sketch of a
person who personifies the Philosophy of
Tao..

• Activity 4
Direction: Answer a lesson test to be given
by the teacher.

• Activity 1

Direction : Answer questions in the 1 vs.

100 game.

• Activity 2

Direction: Cut a newspaper clipping talking

about some philosophies that can be found
in Shintois,

• Activity 3
Direction: Write a haiku about Shintoism

• Activity 4
Direction: Answer a lesson test to be given
by the teacher.

• Activity 1
Pre-test
Direction: Answer the 15 item quiz about
the three religions.

• Activity 2
Direction: Research at least 5 uniqueness
and similarities of Confucianism, Taoism
and Shintoism. Make 3 columns and
identify the said uniqueness and similarities.

• Activity 3
Direction: Write a lyrics about the influence
and impact of Chinese Philosophy in the
History of the world.

• Activity 4
Direction: Research the guide questions
given by the teacher. Answer the
Comparative Analysis Table.
Simulate a panel discussion of inter-
religious dialogue that reflects the
following:
a. the meaning and ultimate value of life
b. how one is to relate to one’s self, family,
society and nature
c. the way to achieve personal happiness and
fulfillment