LTEC 642 - Design Document - M. Martin

World History CP:
[Winthrop University, LTEC 642: Instructional Design and Assessment]
Project Resources
ROLE NAME
Instructional Designer Sarah Gullicksn
Subject Matter Expert (SME) Madison Martin
Primary Client Catawba Ridge High School
Department Social Studies
Front End Analysis:
Needs Analysis Section:
Organizational Description:
Catawba Ridge High School is located in the Fort Mill School District in Fort Mill, SC. This high school
offers instruction for four grade levels: 9th, 10th, 11th, and 12th, serving approximately 1300 students.
Catawba Ridge High School follows the same mission statement across all departments: to “unleash the
talent of each student to become college and career ready and reach the heights of their potential.” All
classrooms and departments at Catawba Ridge High School follow the same motto, #OneCR. It is said
that communication is a key component to their success. Beliefs at Catawba Ridge High School include:
1. We believe each student deserves a safe and supportive learning environment.
2. We believe communication among parents, faculty, staff, students and members of the
community is essential and all are responsible for student success.
3. We believe each student can maximize learning through career-based educational opportunities
integrated with business, government, and the community at large.
4. We believe in providing students with a relevant, challenging program of study.
5. We believe it is essential to use student achievement data and program evaluations to ensure
continuous improvement.
*Note: (Number order is used for organizational purposes and not intended to suggest level of
importance)
This approach to student achievement falls under the Fort Mill School District mission statement: “In the
tradition of excellence, Fort Mill Schools place Children First . . . Every Day by providing an innovative and
rigorous education that empowers all students to achieve their greatest success.” This organization, in
combination with other high schools in the area, work to provide inclusive, engaging, and thriving
learning communities by emphasizing excellence and maintaining high expectations for students and
staff.
5 Major World Religions | Madison Martin | Page 1 of 44

Sources:
- https://crhs.fortmillschools.org/school/what_we_believe
- http://fortmill.ss11.sharpschool.com/
Desired Outcomes:
The instructor would like to create a learning environment on the 5 Major World Religions:
Hinduism, Buddhism, Judaism, Christianity, Islam. Students will learn the basics of each religion with
regard to beliefs, history, holidays, and religious practice. Traditionally, students learn about each
religion in a lecture format in their 10th grade World History class. This does not support creativity, nor
foster the growth of critical thinking skills. By creating a self paced learning environment, the instructor
hopes to provide students with an all access, multi step learning process where students are challenged
to construct their own understanding of religious terms and concepts. This learning environment will
support growth in educational skills such as time management, attention to detail, and problem solving,
in addition to independent learning and critical thinking.
Upon completion of the learning process, students will demonstrate their new knowledge of
the major religions by creating a concept map poster. This summative assessment requires students to
make connections across 30 terms of their choosing, thus offering choice and encouraging creativity.
Overall, it will show each individual student’s ability to recognize and describe similarities and
differences between cultural and religious lines.
Performance Analysis:
In order to meet instructional goals, students should have a basic understanding of Google Suite
programs and Ed Puzzle. This is accomplished with the students’ educational background in the Fort Mill
School District. Catawba Ridge High School has access to Chromebook carts and utilizes these programs
for instruction and assessment every day. While completing formative steps in the online learning
environment, students will grow in understanding each major world religion in terms of beliefs, history,
holidays, and religious practice. In addition, this self paced learning environment will foster growth in
learning skills. Promotion of these skills, in combination with the instructional material, will grow
students’ self regulation of their learning and encourage students to construct their own meaning of
major concepts. With this course being a recommended class for 10th graders, students will be
extrinsically motivated to succeed to satisfy one graduation requirement.
Problem Statement:
Materials offered in this online environment will guide students’ learning about the five major world
religions and help them apply these concepts to their understanding of religious influences. By
completing the incremental steps, students will begin to make connections between each belief system
and recognize religious concepts in their everyday life such as celebration of holidays, daily practices,
and influence of beliefs on human behavior. The summative assessment will challenge students to
construct a concept map, thus satisfying the requirements found in the South Carolina State Standards
with regard to application of religious terms. Overall, the learning environment will challenge students
to pay close attention to detail and guide their own learning while making connections between

religious beliefs and cultural practice. With regard to learning, students will grow in practical education
skills such as time management, problem solving, and critical thinking.
Task / Content Analysis Section
Major Sections and Sub Sections:
Major World Religions:

1. Polytheism: Goal: Students will be able to define polytheism as the belief in many gods.
a. Hinduism: Goal: Students will be able to recognize and describe Hindu beliefs, religious
practices, and major Hindu holidays.
i. History/ Beliefs:
1. Goal: Students will be able to describe the Hindu Ultimate Reality,
karma and Dharma.
ii. Practice:
1. Goal: Students will be able to explain Hindu practices such as reading of
the Vedas and giving offerings at sacred temples.
iii. Holidays:
1. Goal: Students will be able to identify the following holidays: Diwali,
Holi, Navratri, and Raksha Bandhan.
b. Buddhism: Goals: Students will be able to recognize and describe Buddhist beliefs,
religious practices, and major Buddhist holidays. Students will be able to compare and
contrast Hinduism and Buddhism as polytheistic belief systems.
i. History/Beliefs:
1. Goals: Students will be able to describe the concepts of Buddha,
asceticism, Nirvana, Bodhi, and the Dharma Wheel.
2. Students will also be able to compare and contrast the Hindu belief of
the Ultimate Reality and the Buddhist belief of the Ultimate Reality.
ii. Practice:
1. Goals: Students will be able to list the different spokes of the Dharma
Wheel, Buddhist worship, and reading of the Tripitaka.
2. Students will be able to describe why some cultures perceive Buddhism
more as a way of life than a religion.
iii. Holidays:
1. Goal: Students will be able to identify the following holidays: Vesak and
Magha Puja.
2. Monotheism: Goal: Students will be able to describe monotheisitic religions as Abrahamic
religions and the belief in one god.
a. Judaism: Goal: Students will be able to recognize and describe Jewish beliefs, religious
practices, and major Jewish holidays. Students will be able to compare and contrast
Hinduism and Buddhism as polytheistic religions vs. Judaism as a monotheistic religion.
i. History/ Beliefs:
1. Goals: Students will be able to describe major stories found in the Judaic
faith such as Exodus and the story of Abraham.
2. Students will be able to describe the concept of covenantal relationships
between mankind and Yahweh.

ii. Practice:
1. Goals: Students will be able to describe Jewish study of the Torah and
Talmud.
2. Students will be able to identify worship in a synagogue as a Jewish
religious practice.
iii. Holidays:
1. Goal: Students will be able to identify the following holidays: Shavuot,
Rosh Hashanah, Passover, and Hanukkah.
b. Christianity: Goal: Students will be able to recognize and describe Christian beliefs,
religious practices, and major Christian holidays. Students will be able to identify
similarities and differences between Judaism and Christianity.
i. History/Beliefs:
1. Goals: Students will be able to identify core beliefs found in both
Judaism and Christianity.
2. Students will be able to describe the following concepts: Jesus,
salvation, and the Trinity.
3. Students will be able to describe why Christianity was outlawed in the
Roman Empire.
ii. Practice:
1. Goals: Students will be able to describe worship in a church and reading
of the bible.
2. Students will be able to compare and contrast the Old Testament and
New Testament and describe Paul’s Letters.
iii. Holidays:
1. Goal: Students will be able to identify the following holidays: Easter,
Christmas, Palm Sunday, and Good Friday.
c. Islam: Goal: Students will be able to recognize and describe Muslim beliefs, religious
practices, and major Muslim holidays. Students will be able to identify similarities and
differences between Judaism, Christianity, and Islam.
i. Beliefs:
1. Goals: Students will be able to describe core beliefs found in Judaism,
Christianity, and Islam.
2. Students will be able to explain the meaning of “Islam” and “Muslim”,
and recognize the difference between the terms.
3. Students will be able to describe the following concepts: Allah, the
Quran, the 5 Pillars of Islam, and Sunni vs. Shiite beliefs.
ii. Practice:
1. Goal: Students will be able to describe reading of the Quran, ritual
prayer, proper dress, pilgrimage to Mecca, and fasting practices.
iii. Holidays:
1. Goal: Students will be able to identify the following holidays: Eid al-Fitr
and Eid al-Adha.
Task/Content Analysis:

- Content:
https://docs.google.com/presentation/d/1ploRNJ3xohL76K0gKN_NjTZJJeqIYO6Evli-yoVcfDc/edit
#slide=id.g409cb72575_2_94
Materials:
- computer, notes, reliable internet access, access to online textbook
Context:
- The student will learn about Hinduism, Buddhism, Judaism, Christianity, and Islam and be able
to make connections between between belief systems, cultures, history, religious practice, and
holidays.
Minimum prerequisite knowledge and skill:
- The student should have a basic understanding of Google Suite programs and Ed Puzzle.
- Completion of 9th grade World Geography
- The student will be able to recognize the names of the world religions and compare and contrast
polytheism and monotheism from their 9th grade World Geography class.
Steps:
1. Log onto the online learning environment.
2. Navigate through the different tabs in the site.
3. Access Section 1: Hinduism:
a. Polytheism: Belief and worship in multiple gods
i. Hinduism: 1500 BCE:
1. History/ Beliefs:
- Brahman, karma, and Dharma
2. Practice:
- Reading of the Vedas and giving offerings at sacred temples.
3. Holidays:
- Diwali, Holi, Navratri, and Raksha Bandhan
b. Complete Section 1: Ed Puzzle Lecture, fill in Hinduism sections of Religion Chart, take
notes
c. Activity: Vocab Concept Sentences Worksheet
4. Access Section 2: Buddhism:
a. Buddhism: 500 BC: Compare and contrast Hinduism vs. Buddhism
i. History/Beliefs:
- Buddha, asceticism, Nirvana, Bodhi, and the Dharma Wheel.
- Compare and contrast Hindu and Buddhist beliefs about the Ultimate
Reality
ii. Practice:
- Dharma Wheel, Buddhist worship, and reading of the Tripitaka
- Buddhism more as a way of life
iii. Holidays:
- Vesak and Magha Puja
b. Complete Section 2: Ed Puzzle Lecture, fill in Buddhism sections of Religion Chart, take
notes
c. Activities: Vocab Concept Sentences and Dharma Wheel Activity
5. Teacher confirms completion of Sections 1 and 2 (Polytheism) and offers formative feedback
prior to access of Section 3 (Judaism). Once the teacher confirms completion of Sections 1 and 2

after the due date, the teacher will hold a discussion in class on Hinduism and Buddhism prior to
moving on to monotheistic religions.
6. Access Section 3: Judaism:
a. Monotheism: Abrahamic religions - Belief and worship in one god
i. Judaism: 2000 BC: Compare and contrast Hinduism and Buddhism as
polytheistic religions vs. Judaism as a monotheistic religion.
1. History/ Beliefs:
- Major stories found in the Judaic faith such as Exodus and the story of
Abraham
- Covenantal relationships between mankind and Yahweh
2. Practice:
- Jewish study of the Torah and Talmud
- Worship in a synagogue as a Jewish religious practice
3. Holidays:
- Shavuot, Rosh Hashanah, Passover, and Hanukkah.
b. Complete Section 3: Ed Puzzle Lecture, fill in Judaism sections of Religion Chart, take
notes
c. Activities: Vocab Concept Sentences, Concept Map- Basics, Research: comparing the
different branches of Judaism: Orthodox, Conservative Reform
7. Access Section 4: Christianity:
a. Christianity: 1st Century: Identify similarities and differences between Judaism and
Christianity.
i. History/Beliefs:
- Core beliefs found in both Judaism and Christianity
- Jesus, salvation, and the Trinity
- Christianity in the Roman Empire
ii. Practice:
- worship in a church and reading of the bible.
- Compare and contrast the Old Testament and New Testament
- Paul’s Letters
iii. Holidays:
- Easter, Christmas, Palm Sunday, and Good Friday
b. Complete Section 4: Ed Puzzle Lecture, fill in Christianity sections of Religion Chart, take
notes
c. Activities: Vocab Concept Sentences, Research: comparing Catholicism vs.
Protestantism, describing 5 Protestant denominations
8. Access Section 5: Islam:
a. Islam: 610 AD: Identify similarities and differences between Judaism, Christianity, and
Islam.
i. Beliefs:
- Core beliefs found in Judaism, Christianity, and Islam
- Translation of “Islam” and “Muslim”
- Allah, the Quran, the 5 Pillars of Islam, and Sunni vs. Shiite beliefs
ii. Practice:
- Reading of the Quran, ritual prayer, proper dress, pilgrimage to Mecca,
and fasting practices

iii. Holidays:
- Eid al-Fitr and Eid al-Adha
b. Complete Section 5: Ed Puzzle Lecture, fill in Islam sections of Religion Chart, take notes
c. Activity: Vocab Concept Sentences
9. Teacher confirms completion of all sections and holds a class discussion on major topics.
10. Students complete the summative assessment - Concept Map Poster (individually).
Learner Analysis Section
Basic Demographics:
1. Intended Audience/Age:
a. Ms. Martin’s 10th grade World History class.
2. Background:
a. Students identity as male, female, and non-binary and come from diverse cultural,
religious, and socio-economic backgrounds.
3. Common Traits:
a. An education background in the Fort Mill School District and proficiency in basic
computer and internet skills.
b. With regard to content:
i. Students may have a broad understanding of monotheistic beliefs, but very little
knowledge of polytheistic beliefs.
ii. Students may be able to recognize specific holidays or cultural events, but do
not know the meaning behind them.
4. Differences/ Range of Ability: Range of ability depends on the level of the class. With World
History being a core Social Studies course, classes are listed as either Honors or College Prep.
Students in Honors classes demonstrate high levels of skill in reading comprehension, critical
thinking, and problem solving. Students in College Prep classes demonstrate success in lower
levels of the DOK model and may experience difficulty with higher order thinking skills. In
addition, students with disabilities are often placed in CP courses, therefore, range of ability
differs between individual groups of students.
5. Motivation:
a. Students make up a captive audience. In order to graduate, students must satisfy three
Social Studies credits. World History is often seen as the easiest of the four offered at
the high school level. Students are motivated to succeed so they do not have to pass a
more different course.
6. Non-Instructional Needs:
a. Some students in the Fort Mill School District receive daily nutritional support in the
form of free breakfast and lunch and are sent home with food over the weekend.
b. Students are able to access basic needs such as grooming and hygiene products from
the Guidance Department at Catawba Ridge High School.
7. Effective Instruction will occur if:
a. Students feel like they have a good connection with the instructor.
b. Students are comfortable reaching out for extra help.
c. Students feel supported in their learning by their peers and the instructor.

d. Students feel like they have every opportunity to succeed in the course.
e. Students see the content material as relevant and applicable to their everyday lives.
8. Accommodations:
a. The instructor will create a video that demonstrates how to navigate through the
learning environment. She will also create a cheat sheet with visual aids (screenshots) of
what symbols/ tabs to look for. This information will be sent to parents in case students
have difficulty on their own.
b. The instructor will arrange a time for students to come in before school or stay after
school to get reliable internet connection to complete assignments.
c. The instructor will have a sign up sheet for help outside of class where she will provide
additional one on one instruction via Google Meet.
d. All videos posted to the learning environment will include captions.
e. For students that receive accommodations related to peer support, they will be allowed
to discuss ideas for the summative assignment with a supportive partner.
f. For students that receive accommodations related to extended time, they will be
granted appropriate extended time. Due dates will be sent to these students individually
in an assignment list.
9. Evaluation Strategies: The instructor will reach out to other 10th grade teachers that instruct a
similar population of students. The instructor will meet with the other World History teachers in
the Social Studies department to compare learning strategies and assessments and evaluate
effectiveness in teaching students advanced skills in the course.
Interest Level of Your Learners:

Learners in this course make up a captive audience. In order to graduate high school, the state of South
Carolina requires students to pass three Social Studies courses. Learners are required to take World
History in 10th grade, therefore, students are extrinsically motivated to satisfy one of these credits.
Given the nature of the course, students come into class with preconceived notions that World History
requires students to simply memorize dates, people, time periods, and events. This material on the
major world religions falls in Unit 1, and often peaks students’ interests as it is relevant and applicable to
their life and diverse community. With the Dharma Wheel activity in the Buddhism section and the
comparison of polytheistic religions (Hinduism and Buddhism) and monotheistic religions (Judaism,
Christianity, and Islam), students start to see how many religious concepts overlap and how their lives
have been influenced by various beliefs. These activities allow learners to see examples of rich cultural
heritage and recognize connections between holidays and fundamental ideas. Discussions allow
students to participate in an open forum that challenges them to see different points of view and ask
questions about religious beliefs and practices in a respectful environment.
Students entering the learning environment will only have limited knowledge of the five major world
religions from their 9th grade World Geography class. Students may be able to recognize specific beliefs,
terminology, or holidays, but will only have the bare minimum understanding of each religion.
Prerequisite knowledge:
- Students must demonstrate proficiency in internet navigation and use of Google Suite programs
and Ed Puzzle.
Entry level behaviors:

- Students can define polytheism and monotheism from 9th grade World Geography.
- Students can identify a few holidays and religious traditions.
- Students can describe how they have seen religion play a part in their individual lives and the
Fort Mill community.
Goals and Objectives Section: Assignment (A2)
Overall Goal: Students will be able to make connections between the major five world religions:
Hinduism, Buddhism, Judaism, Christianity, and Islam in terms of history, beliefs, religious practice, and
holidays.
Goals:
1. The learner will be able to successfully demonstrate that they can access the online learning
environment and navigate the interface.
Goal 1 Objectives:
- 1.1: Given a Chromebook, the student will be able to log into Google Classroom and find
the online learning environment link.
- 1.2: The student will be able to demonstrate how to find the different sections of the
learning environment and access assignments.
2. The student will be able to identify and describe major terms and concepts related to Hinduism.
Goal 2 Objectives:
- 2.1: After accessing Section 1 of the online learning environment, the student will be
able to define polytheism as the belief in many gods.
- 2.2: The student will be able to describe Brahman as the Hindu belief in an Ultimate
Reality.
- 2.2.1: After watching the first lecture in Section 1, the student will be able to
explain the concept of the Ultimate Reality as a single impersonal force in the
universe that all souls attempt to reconnect with.
- 2.3: The student will be able to describe the Hindu concept of karma as the tally of all
good and bad actions accumulated in one’s lifetime.
- 2.3.1: The student will be able to list ways in which Hindus try to build up good
karma. Examples include praying consistently, volunteering, and committing to
acts of service and kindness.
- 2.4: The student will be able to identify Dharma as the interpreter of karma.
- 2.4.1: The student will be able to discuss the Hindu caste system in relation to
the building up of karma in one’s lifetime.
- 2.4.2: The student will be able to describe the Hindu belief in reincarnation as
the resurrection of one’s soul or atman in another body.
- 2.4.2.A: The student will be able to identify reincarnation as the result of
one not reuniting his/her/their soul with Brahman in a single lifetime.

- 2.5: Given a religion chart, the student will be able to fill out the following sections on
Hinduism with accuracy: Religious Text, Place of Worship, Geographical Origin, and
Holidays.
- 2.5.1: The student will identify the religious text of Hinduism as the Vedas.
- 2.5.2: The student will identify a Hindu place of worship as a temple or a
designated place in one’s home.
- 2.5.3: The student will identify the geographical origin of Hinduism as India in
1500 BCE.
- 2.5.4: The student will list the following holidays as Hindu holidays: Diwali, Holi,
Navratri, and Raksha Bandhan
3. The student will be able to create concept sentences on the following terms: Ultimate Reality,
reincarnation, caste system, atman, and karma.
Goal 3 Objectives:
- 3.1: The student will be able to list 3 words that connect to each concept.
- 3.1.1: For Ultimate Reality, words can include but are not limited to Brahman,
force in the universe, faces of reality, etc.
- 3.1.2: For reincarnation, words can include but are not limited to karma, good
deeds, cycle of suffering, Brahman, atman, etc.
- 3.1.3: For caste system, words can include but are not limited to karma,
Dharma, Brahman, atman, Ultimate Reality, Vedas, etc.
- 3.1.4: For atman, words can include but are not limited to soul, Brahman,
matter, Ultimate Reality, cycle of suffering, reincarnation, etc.
- 3.1.5: For karma, words can include but are not limited to good deeds, caste
system, Dharma, reincarnation, Brahman, atman, etc.
- 3.2: The student will be able to write a two sentence definition for the following terms:
Ultimate Reality, reincarnation, caste system, atman, and karma using the buzz words.
- 3.2.1: For Ultimate Reality, the student will describe this concept as the belief in
an impersonal force in the universe.
- 3.2.2: For reincarnation, the student will identify the purpose of reincarnation as
an additional attempt to escape the cycle of suffering that comes with human
nature.
- 3.2.3: For caste system, the student will describe the process of building up
good karma to move up levels of the caste system during reincarnation.
- 3.2.4: For atman, the student will draw parallels between the concepts of
Brahman and atman and discuss how atman is a part of the Ultimate Reality
trapped in matter.
- 3.2.5: For karma, the student will discuss the Hindu belief of karma as reuniting
one’s soul with Brahman and the Ultimate Reality by building up good karma
and moving up levels in the caste system.
4. The student will be able to identify and describe major terms and concepts related to Buddhism.
Goal 4 Objectives:
able to describe the story of Siddhartha Guatama as he became Buddha. Details will

include his desire to find the cure for human suffering and the practice of asceticism and
meditation.
- 4.1.2: The student will be able to explain Siddhartha Guatama’s title of Buddha
as “The Enlightened One”.
- 4.2: After watching the first lecture in Section 2, the student will be able to describe
Nirvana as Enlightenment, or the supernatural process by which one reaches the
Ultimate Reality.
- 4.3: The student will be able to describe the process of achieving Enlightenment as
freeing one’s mind of self centered desires and achieving Bodhi.
- 4.4: The student will be able to describe Bodhi as the ultimate source of wisdom.
- 4.4.1: The student will be able to describe meditation as a Buddhist religious
practice aimed at achieving Bodhi.
- 4.5: The student will be able to identify the image of the Dharma Wheel as a Buddhist
image.
- 4.6: The student will be able to describe how Buddhists use the Dharma Wheel in
spiritual practice.
- 4.6.1: The student will be able to list different spokes of the Dharma Wheel such
as “right mindfulness,” “right livelihood,” “right intentions,” “right view,” and
describe how each of these spokes is a religious path to Enlightenment.
- 4.7: The student will be able to explain why Buddhism is seen around the world as a way
of life rather than a religion.
- 4.7.1: The student will be able to identify the purpose of kneeling before a
statue of Buddha as the spiritual practice of honoring Siddhartha Guatama’s way
of life.
Buddhism with accuracy: Religious Text, Place of Worship, Geographical Origin, and
Holidays.
- 4.8.1: The student will identify the religious text of Buddhism as the Tripitaka.
- 4.8.2: The student will identify Buddhist religious places of worship as temples
and homes.
- 4.8.3: The student will identify the geographical origin of Buddhism as India in
500BC.
- 4.8.4: The student will identify the following holidays as Buddhist holidays:
Vesak and Magha Puja
5. The student will be able to compare and contrast Hinduism and Buddhism.
Goal 5 Objectives:
- 5.1: The student will be able to explain how Buddhism rose out of Hinduism due to
similar beliefs:
- 5.1.1: The student will be able to describe how both religions have a solution to
human suffering, i.e. how Hindus believe that reuniting one’s soul with Brahman
allows one to reach eternal peace, and how Buddhists believe that reaching
Nirvana allows one’s mind to reach wisdom and peace.
- 5.1.2: The student will be able to identify reincarnation as a belief found in both
religions.
- 5.2: The student will be able to compare and contrast Brahman and Nirvana.

- 5.2.1: The student will be able to identify the Hindu Ultimate Reality as Brahman
and the Buddhist Ultimate Reality as Nirvana.
- 5.2.2: The student will be able to explain how the Hindu understanding of the
Ultimate Reality aligns with the Buddhist belief in the Ultimate Reality, i.e. the
gods embody one singular force in the universe.
- 5.2.3: The student will be able to explain why reincarnation is necessary in
Hinduism and optional in Buddhism.
- 5.2.3A: The student will be able to explain that Hindus must move their
soul up a caste system and Buddhists need only achieve Bodhi through
meditation and releasing self centered attachments to the world from
their mind.
- 5.3: The student will be able to explain why both Hinduism and Buddhism recognize
good deeds as a necessary component to escape suffering and reach eternal peace.
- 5.3.1: The student will identify the Hindu belief in karma as the process by which
Hindus perform good deeds to build up enough good karma to move up a level
in the caste system when they reincarnate.
- 5.3.2: The student will explain why Buddhists emphasize introspection as a way
to release self centered desires from one’s mind which allows a person to reach
Bodhi and therefore Enlightenment.
6. The student will be able to create concept sentences on the following terms: Ultimate Reality,
introspection, Bodhi, meditation, and the Eightfold Path.
Goal 6 Objectives:
- 6.1.1: For Ultimate Reality, words can include but are not limited to Nirvana,
Enlightenment, state of mind, meditation, etc.
- 6.1.2: For introspection, words can include but are not limited to mindfulness,
meditation, cycle of suffering, Bodhi, etc.
- 6.1.3: For Bodhi, words can include but are not limited to wisdom, meditation,
Dharma Wheel, Enlightenment, etc.
- 6.1.4: For meditation, words can include but are not limited to religious practice,
monks, Bodhi, Eightfold Path, Dharma Wheel, cycle of suffering, etc.
- 6.1.5: For Eightfold Path, words can include but are not limited to Dharma
Wheel, right paths, Enlightenment, Nirvana, Bodhi, Buddha, etc.
Ultimate Reality, introspection, Bodhi, meditation, and the Eightfold Path using the buzz
words.
- 6.2.1: For Ultimate Reality, the student will describe this concept as the belief in
an eternal state of mind that offers wisdom and eternal peace.
- 6.2.2: For introspection, the student will identify introspection as the process by
which practicing Buddhists clear their minds of self serving worldly attachments
and desires.
- 6.2.3: For Bodhi, the student will describe Bodhi as the eternal source of wisdom
that one needs to achieve before reaching Enlightenment.
- 6.2.4: For meditation, the student will discuss how Buddhists meditate to
facilitate regular sessions of introspection and internal self reflection.

- 6.2.5: For the Eightfold Path, the student will discuss how Buddhists complete
the different paths included in the Dharma Wheel to reach Nirvana and
Enlightenment.
7. The student will write a written response reflection on the Dharma Wheel, Buddhist practices,
and modern interpretations of the Eightfold Path.
Goal 7 Objectives:
- 7.1: The student will be able to express their interpretation of the Dharma Wheel and
Buddhist practices to their assigned partner.
- 7.2: With a partner, the student will be able to write a detailed response about ways in
which Buddhists approach completing the steps in the Eightfold Path.
- 7.3: After a class discussion on the topic, the student will be able to present their
group’s ideas to the class and answer questions related to their written response.
8. The student will be able to identify and describe major terms and concepts related to Judaism.
Goal 8 Objectives:
able to define monotheism as the belief in one god.
- 8.2: The student will be able to describe the Jewish belief in Yahweh as the all powerful
God who created the universe.
- 8.3: The student will be able to describe a covenant as an agreement between Yahweh
and mankind.
- 8.3.1: The student will be able to list the main covenants important to the
Jewish faith, i.e. God’s covenant with Abraham and Moses
- 8.4: The student will be able to explain that Judaism is considered an Abrahamic religion
given that Yahweh is believed to have made a covenant with Abraham and blessed him
with a son, Isaac.
- 8.5: The student will be able to describe the Jewish belief in suffering as a product of
one’s wrongdoing in direct disobedience to God’s will and law.
- 8.6: The student will be able to compare and contrast the different branches of Judaism:
Orthodox, Conservative, and Reform
- 8.6.1: The student will be able to research the 3 branches of Judaism and discuss
the strict culture of Orthodox Judaism, the more reserved but tolerant
Conservative Judaism, and the modern and adaptive Reform Judaism.
- 8.6.1A: The student will be able to identify particular forms of dress
such as black attire and long hair as characteristic of the Orthodox
branch of Judaism.
- 8.6.1B: The student will be able to draw parallels between Orthodox
Chrisitianity and Amish communities in terms of strict dress code,
traditional behaviors, and community living styles.
- 8.6.1.C: The student will be able to describe qualities of Conservative
Jewish life such as wearing a yamaka.
Judaism with accuracy: Religious Text, Place of Worship, Geographical Origin, and
Holidays.
- 8.7.1: The student will identify the religious text of Judaism as the Torah.

- 8.7.2: The student will identify a synagogue as a Jewish place of worship.
- 8.7.3: The student will identify the geographical origin of Judaism as Israel in
2000BC.
- 8.7.4: The student will identify the following holidays as Jewish holidays:
Shavuot, Rosh Hashanah, Passover, and Hanukkah
9. The student will be able to create concept sentences on the following terms: Yahweh, Israelites,
covenant, Exodus, and Jerusalem.
Goal 9 Objectives:
- 9.1.1: For Yahweh, words can include but are not limited to God, monotheism,
Israelites, creator of the universe, etc.
- 9.1.2: For Israelites, words can include but are not limited to chosen people,
promised land, Abraham, covenant, Hebrews, Yahweh, etc.
- 9.1.3: For covenant, words can include but are not limited to contract, promise,
Yahweh, Israelites, Abraham, Moses, Exodus, etc.
- 9.1.4: For Exodus, words can include but are not limited to Moses, covenant,
Egypt, Israelites, promised land, passover, etc.
- 9.1.5: For Jerusalem, words can include but are not limited to Israelites,
promised land, chosen people, covenant, Yahweh, holy city, etc.
Yahweh, Israelites, covenant, Exodus, and Jerusalem using the buzz words.
- 9.2.1: For Yahweh, the student will describe Yahweh as the Jewish belief in a
single all powerful god.
- 9.2.2: For Israelites, the student will identify Israelites as God’s chosen people
with whom he made multiple covenants.
- 9.2.3: For covenant, the student will explain the breakdown of how a covenant
worked between Yahweh and the Israelites, i.e. that Yahweh made promises to
his people in exchange for faithfulness.
- 9.2.4: For Exodus, the student will describe this story in terms of who is involved
(Moses, Yahweh, Egyptians, and Israelites) and what it is about (freeing the
Israelites/Hebrews from slavery).
- 9.2.5: For Jerusalem, the student will discuss how Jerusalem is considered the
holy city for Jews because it is part of the Promised Land given to them by
Yahweh.
10. The student will be able to identify and describe major terms and concepts related to
Christianity.
Goal 10 Objectives:
- 10.1: The student will be able to describe the concept of the Trinity as one God in three
parts: God the Father, God the Son, and God the Holy Spirit.
- 10.1.1: The student will be able to describe God the Father as the Creator of the
Universe and the all powerful, all knowing God.
- 10.1.2: The student will be able to describe God the Son as the Christian belief in
Jesus as the Son of God who was sent from heaven and born man and died to
save mankind from their sins.

- 10.1.3: The student will be able to describe God the Holy Spirit as access to God
the Father as Christians accept Jesus as Lord and savior.
- 10.2: The student will be able to describe salvation as the belief of being saved from
eternal punishment and separation from God with the acceptance of Jesus as the Son of
God, Lord, and savior, with the repentance of sins.
- 10.2.1: The student will be able to explain the importance of forgiveness in the
exchange between God, mankind, acceptance of Jesus, and the receiving of the
Holy Spirit.
- 10.3: The student will be able to describe the story of Jesus in terms of basic facts
associated with birth, i.e. location: Bethlehem, life, i.e. miracles performed and sermons
preached, and death, i.e. the crucifixion and the belief in Jesus being rose from the dead
- 10.4: The student will be able to explain that Christianity is seen as a Abrahamic religion
because God made a covenant with Abraham and blessed him with a son, Isaac, and a
grandson Jacob, which would later become the line of David.
- 10.5: The student will be able to describe why Christianity was banned in the Roman
Empire, i.e. because Christians were unwilling to worship the emperor as a god.
- 10.6: The student will be able to compare and contrast Judaism and Christianity.
- 10.6.1: The student will be able to identify the following beliefs as core beliefs
found in both Judaism and Christianity: God, the creation story, the Old
Testament, covenantal relationships between God and mankind, and salvation.
- 10.6.2: The student will be able to identify that both Judaism and Christianity
believe in a messiah.
- 10.6.2A: The student will be able to describe Jesus as a prophet
according to the Jewish faith, and Jesus as a messiah according to the
Christian faith.
- 10.6.3: The student will be able to compare and contrast Jewish and Christian
views on salvation i.e. that the Jewish faith requires obedience to Yahweh’s
commandments and laws and the Christian faith requires acceptance and belief
in Jesus as the Son of God and repentance of sins
Christianity with accuracy: Religious Text, Place of Worship, Geographical Origin, and
Holidays.
- 10.7.1: The student will identify the religious text of Christianity as the Bible.
- 10.7.1A: The student will be able to distinguish between the Old
Testament, New Testament, and Paul’s Letters.
- 10.7.1B: The student will identify that all texts are considered a part of
the Bible, but Christians focus on the New Testament because it fulfills
the promises made in the Old Testament.
- 10.7.2: The student will identify a church as a Christian place of worship.
- 10.7.3: The student will identify the geographical origin of Christianity as Israel
and the Roman Empire in the first century CE.
- 10.7.4: The student will identify the following holidays as Christian holidays:
Easter, Christmas, Palm Sunday, and Good Friday
11. The student will be able to create concept sentences on the following terms: Trinity, salvation,
gospels, messiah, and Jerusalem.

Goal 11 Objectives:
- 11.1.1: For Trinity words can include but are not limited to God, monotheism,,
creator of the universe, God the Father, God the Son, God the Holy Spirit, etc.
- 11.1.2: For salvation, words can include but are not limited to Jesus, repentance,
forgiveness of sins, messiah, God, etc.
- 11.1.3: For gospels, words can include but are not limited to Jesus, Matthew,
Mark, Luke, John, salvation, messiah, etc.
- 11.1.4: For messiah, words can include but are not limited to Jesus, New
Testament, covenant, David, salvation, forgiveness of sins, etc.
- 11.1.5: For Jerusalem, words can include but are not limited to promised land,
covenant, messiah, holy city, Jesus, etc.
Trinity, salvation, gospels, messiah, and Jerusalem using the buzz words.
- 11.2.1: For Trinity, the student will describe the Trinity as the Christian belief in
one god in three parts: God the Father, God the Son, and God the Holy Spirit.
- 11.2.2: For salvation, the student will describe the Christian belief in salvation as
being saved from eternal punishment and separation from God with the
acceptance of Jesus and the forgiveness of sins.
- 11.2.3: For gospels, the student will explain that the gospels are books of the
Bible that talk about Jesus’s life: i.e. Matthew, Mark, Luke, and John.
- 11.2.4: For messiah, the student will detail how Christians view Jesus as the Son
of God and the messiah- the deliverer of all mankind and the savior of sins.
- 11.2.5: For Jerusalem, the student will discuss how Jerusalem is considered the
holy city for Christians since it is where Jesus was crucified.
12. The student will be able to compare and contrast Catholic and Protestant religious practices.
Goal 12 Objectives:
- 12.1: The student will be able to create a circle chart detailing which beliefs and
practices are shared between the branches of Catholicism and Protestantism and which
are solely characteristic of one branch of faith.
- 12.1.1: The student will be able to offer examples of shared beliefs such as the
Trinity, salvation, Jesus, and messiah.
- 12.1.2: The student will be able to offer examples of shared practices such as
praying and attending church services.
- 12.1.3: The student will be able to identify the following beliefs as Catholic
concepts: the role of the pope, the hierarchy of the Catholic church, and the
adherence to the sacraments.
- 12.1.4: The student will be able to identify corporate worship in a church on
Sundays as a Protestant practice.
- 12.2: The student will be able to compare and contrast Catholic and Protestant views of
the position of the pope.
- 12.2.1: The student will be able to describe how according to the Catholic faith,
the pope is the voice of God on earth and serves as the head of Christendom.

- 12.2.2: The student will be able to describe how Protestants believe the position
of the pope is unnecessary as every Christian who has accepted Christ has
received the Holy Spirit and therefore has access to God’s voice directly.
13. Given a comparison chart and 30 min of time in class to research, the student will be able to
compare and contrast the beliefs and religious practices of 5 Protestant denominations.
Goal 13 Objectives:
- 13.1: The student will identify the core beliefs, mission statement, organizational
structure, and religious practices of each Protestant denomination they choose.
- 13.2: The student will write a sentence comparing beliefs and practices for each of the
Protestant denominations.
14. The student will be able to identify and describe major terms and concepts related to Islam.
Goal 14 Objectives:
- 14.1: The student will be able to explain the difference between the terms Islam,
meaning “submission”, and Muslim, meaning “one who submits”.
- 14.2: The student will be able to describe the Islamic concept of Allah as the all powerful
God and creator of the universe.
- 14.3: The student will be able to explain that Islam is considered an Abrahamic religion
because Allah blessed Abraham with a son, Ishmael, by his servant, of which Islam stems
from.
- 14.4: The student will be able to describe the Islamic belief of Muhammad as the final
prophet.
- 14.4.1: The student will be able to describe the story of Muhammad and the
angel Gabriel, i.e. that Gabriel had a message for Muhammad from Allah and
revealed final truths to him.
- 14.5: The student will be able to describe the 5 Pillars of Islam as the path of salvation
for the Islamic faith.
- 14.5.1: The student will be able to list the 5 Pillars of Islam: recitation of faith,
charitable giving, pilgrimage to Mecca, fasting during the month of Ramadan,
and ritual prayer.
- 14.5.2: The student will be able to describe the Islamic belief in completing the 5
pillars in order to work towards achieving salvation in Paradise.
- 14.6: The student will be able to describe how politics and culture influence acceptable
forms of dress for practicing Muslims throughout the world.
Islam with accuracy: Religious Text, Place of Worship, Geographical Origin, and Holidays.
- 14.7.1: The student will identify the religious text of Islam as the Quran.
- 14.7.2: The student will identify a mosque as an Islamic place of worship.
- 14.7.3: The student will identify the geographical origin of Islam as Mecca, Saudi
Arabia in 610 CE.
- 14.7.4: The student will identify the following holidays as Islamic holidays: Eid
al-Fitr and Eid al-Adha
15. The student will be able to create concept sentences on the following terms: Muhammad, 5
Pillars of Islam, submission, Ramadan, and Mecca.

Goal 15 Objectives:
- 15.1.1: For Muhammad words can include but are not limited to prophet, Allah,
Mecca, Gabriel, Qutan, etc.
- 15.1.2: For 5 Pillars of Islam words can include but are not limited to prayer,
fasting, charitable giving, Mecca, Muhammad, Allah, etc.
- 15.1.3: For submission, words can include but are not limited to Islam, Muslim,
Quran, Allah, Muhammad, etc.
- 15.1.4: For Ramandan, words can include but are not limited to fasting, 5 Pillars
of Islam, salvation, etc.
- 15.1.5: For Mecca, words can include but are not limited to Muhammad, Saudi
Arabia, Gabriel, Allah, holy city, etc.
Muhammad, 5 Pillars of Islam, submission, Ramadan, and Mecca using the buzz words.
- 15.2.1: For Muhammad, the student will describe Muhammad as the final
prophet and creator of the Quran as revealed by the angel Gabriel.
- 15.2.2: For 5 Pillars of Islam, the student will describe the 5 Pillars of Islam as the
tasks one must complete to acheive salvation.
- 15.2.3: For submission, the student will explain that submission is the primary
posture followers of the Islamic faith are expected to take in practicing their
faith.
- 15.2.4: For Ramadan, the student will describe this term as the fasting month of
Islam where followers are not allowed to eat from sun rise to sunset.
- 15.2.5: For Mecca, the student will discuss how Mecca is considered a holy city
to the Islamic faith since Muhammad was from Mecca and Allah sent the angel
Gabriel to Mecca.
16. The student will be able to create a concept map poster that compares major concepts found in
the major five world religions as a summative assessment.
Goal 16 Objectives:
- 16.1: Given a rubric, the student will be able to choose the 30 terms they wish to
complete their project on.
- 16.2: The student will be able to identify connections between religious beliefs,
histories, and practices.
- 16.3: The student will be able to define the terms using their notes.
- 16.4: The student will be able to complete a draft for the poster on a separate paper,
detailing how they will connect ideas between religions.
- 16.5: Having been presented with and shown a tutorial video, the student will be able to
construct a concept map using the program Google Drawings.
- 16.6: The student will successfully review their work before turning in the finished
product to Google Classroom.

Assessment of Learners Materials Section: Assignment (A3)
Assessment 1: Religion Chart:

Description: Students will fill out the religion chart as they complete each section of the learning
environment.
Link:
https://docs.google.com/document/d/1W2wT7Cw7TWbRmqAUBaU-mrn3z0nXP5ySL8RPDYYVwkg/edit?
usp=sharing
Rubric: 25 sections in the table: 4 points possible per section- 3 pts accuracy, 1pt completion
Alignment to Objectives:
2.5: Given a religion chart, the student will be able to fill out the following sections on Hinduism with accuracy:
Religious Text, Place of Worship, Geographical Origin, and Holidays.
- 2.5.1: The student will identify the religious text of Hinduism as the Vedas.
- 2.5.2: The student will identify a Hindu place of worship as a temple or a designated place in one’s
home.
- 2.5.3: The student will identify the geographical origin of Hinduism as India in 1500 BCE.
- 2.5.4: The student will list the following holidays as Hindu holidays: Diwali, Holi, Navratri, and Raksha
Bandhan
4.8: Given a religion chart, the student will be able to fill out the following sections on Buddhism with
accuracy: Religious Text, Place of Worship, Geographical Origin, and Holidays.
- 4.8.1: The student will identify the religious text of Buddhism as the Tripitaka.
- 4.8.2: The student will identify Buddhist religious places of worship as temples and homes.
- 4.8.3: The student will identify the geographical origin of Buddhism as India in 500BC.
- 4.8.4: The student will identify the following holidays as Buddhist holidays: Vesak and Magha Puja
8.7: Given a religion chart, the student will be able to fill out the following sections on Judaism with accuracy:
- 8.7.1: The student will identify the religious text of Judaism as the Torah.
- 8.7.2: The student will identify a synagogue as a Jewish place of worship.
- 8.7.3: The student will identify the geographical origin of Judaism as Israel in 2000BC.
- 8.7.4: The student will identify the following holidays as Jewish holidays: Shavuot, Rosh Hashanah,
Passover, and Hanukkah
10.7: Given a religion chart, the student will be able to fill out the following sections on Christianity with
accuracy: Religious Text, Place of Worship, Geographical Origin, and Holidays.
- 10.7.1: The student will identify the religious text of Christianity as the Bible.
- 10.7.1A: The student will be able to distinguish between the Old Testament, New Testament,
and Paul’s Letters.
- 10.7.1B: The student will identify that all texts are considered a part of the Bible, but Christians
focus on the New Testament because it fulfills the promises made in the Old Testament.
- 10.7.2: The student will identify a church as a Christian place of worship.
- 10.7.3: The student will identify the geographical origin of Christianity as Israel and the Roman Empire
in the first century CE.
- 10.7.4: The student will identify the following holidays as Christian holidays: Easter, Christmas, Palm
Sunday, and Good Friday

14.7: Given a religion chart, the student will be able to fill out the following sections on Islam with accuracy:
- 14.7.1: The student will identify the religious text of Islam as the Quran.
- 14.7.2: The student will identify a mosque as an Islamic place of worship.
- 14.7.3: The student will identify the geographical origin of Islam as Mecca, Saudi Arabia in 610 CE.
- 14.7.4: The student will identify the following holidays as Islamic holidays: Eid al-Fitr and Eid al-Adha
Assessment 2: Hinduism Concept Sentences Worksheet:

Description: The student will be given five terms from Section 1 to define. They will identify 5 words that
connect to each concept and write definitions for the terms using the words.
Link:
https://docs.google.com/document/d/1vfigWdAYda1NH6Kjbz1Xs99EJxAfDWc77uA_lzjMrN8/edit?usp=s
haring
Rubric: 5 definitions with 3 connecting words: 40 points possible- 5 points per correct definition, each
correct word is 1 pt
Goal 3: The student will be able to create concept sentences on the following terms: Ultimate Reality,
reincarnation, caste system, atman, and karma.
3.1: The student will be able to list 3 words that connect to each concept.
- 3.1.1: For Ultimate Reality, words can include but are not limited to Brahman, force in the universe,
faces of reality, etc.
- 3.1.2: For reincarnation, words can include but are not limited to karma, good deeds, cycle of
suffering, Brahman, atman, etc.
- 3.1.3: For caste system, words can include but are not limited to karma, Dharma, Brahman, atman,
Ultimate Reality, Vedas, etc.
- 3.1.4: For atman, words can include but are not limited to soul, Brahman, matter, Ultimate Reality,
cycle of suffering, reincarnation, etc.
- 3.1.5: For karma, words can include but are not limited to good deeds, caste system, Dharma,
reincarnation, Brahman, atman, etc.
3.2: The student will be able to write a two sentence definition for the following terms: Ultimate Reality,
reincarnation, caste system, atman, and karma using the buzz words.
- 3.2.1: For Ultimate Reality, the student will describe this concept as the belief in an impersonal force in
the universe.
- 3.2.2: For reincarnation, the student will identify the purpose of reincarnation as an additional
attempt to escape the cycle of suffering that comes with human nature.
- 3.2.3: For caste system, the student will describe the process of building up good karma to move up
levels of the caste system during reincarnation.
- 3.2.4: For atman, the student will draw parallels between the concepts of Brahman and atman and
discuss how atman is a part of the Ultimate Reality trapped in matter.

- 3.2.5: For karma, the student will discuss the Hindu belief of karma as reuniting one’s soul with
Brahman and the Ultimate Reality by building up good karma and moving up levels in the caste
system.
Assessment 3: Buddhism Concept Sentences Worksheet:
Link:
https://docs.google.com/document/d/1qp9I18kD-Rscb0v1YpHHrUbTip_VmS4gyzoTH0oCw1M/edit?usp
=sharing
Goal 6: The student will be able to create concept sentences on the following terms: Ultimate Reality,
introspection, Bodhi, meditation, and the Eightfold Path.
- 6.1.1: For Ultimate Reality, words can include but are not limited to Nirvana, Enlightenment, state of
mind, meditation, etc.
- 6.1.2: For introspection, words can include but are not limited to mindfulness, meditation, cycle of
suffering, Bodhi, etc.
- 6.1.3: For Bodhi, words can include but are not limited to wisdom, meditation, Dharma Wheel,
Enlightenment, etc.
- 6.1.4: For meditation, words can include but are not limited to religious practice, monks, Bodhi,
Eightfold Path, Dharma Wheel, cycle of suffering, etc.
- 6.1.5: For Eightfold Path, words can include but are not limited to Dharma Wheel, right paths,
Enlightenment, Nirvana, Bodhi, Buddha, etc.
6.2: The student will be able to write a two sentence definition for the following terms: Ultimate Reality,
introspection, Bodhi, meditation, and the Eightfold Path using the buzz words.
- 6.2.1: For Ultimate Reality, the student will describe this concept as the belief in an eternal state of
mind that offers wisdom and eternal peace.
- 6.2.2: For introspection, the student will identify introspection as the process by which practicing
Buddhists clear their minds of self serving worldly attachments and desires.
- 6.2.3: For Bodhi, the student will describe Bodhi as the eternal source of wisdom that one needs to
achieve before reaching Enlightenment.
- 6.2.4: For meditation, the student will discuss how Buddhists meditate to facilitate regular sessions of
introspection and internal self reflection.
- 6.2.5: For the Eightfold Path, the student will discuss how Buddhists complete the different paths
included in the Dharma Wheel to reach Nirvana and Enlightenment.
Assessment 4: Dharma Wheel Activity- Worksheet:

Description: The student will write a written response reflection on the Dharma Wheel, Buddhist
practices, and modern interpretations of the Eightfold Path.
Link:
https://docs.google.com/document/d/1VY6BZEq42jzQWwJ-N1LjeeB33Pyhv4jfU4Qta_F-vpM/edit?usp=s
haring
Rubric: 10 questions: 100 points possible- Each question is opinion based. If students complete all parts
of the question, they receive full credit. If a question has multiple parts, divide 10 pts by the number of
parts for the question and award credit for the parts that have been completed.
Goal 7: The student will write a written response reflection on the Dharma Wheel, Buddhist practices, and
modern interpretations of the Eightfold Path.
7.1: The student will be able to express their interpretation of the Dharma Wheel and Buddhist practices to
their assigned partner.
7.2: With a partner, the student will be able to write a detailed response about ways in which Buddhists
approach completing the steps in the Eightfold Path.
7.3: After a class discussion on the topic, the student will be able to present their group’s ideas to the class and
answer questions related to their written response.
Assessment 5: Judaism Concept Sentences Worksheet:

Link:
https://docs.google.com/document/d/1o2_GbLODlCfDrWDJYQ9mb-nAPaadX1_Y2WdS55HIJz0/edit?usp
=sharing
Goal 9: The student will be able to create concept sentences on the following terms: Yahweh, Israelites,
covenant, Exodus, and Jerusalem.
- 9.1.1: For Yahweh, words can include but are not limited to God, monotheism, Israelites, creator of the
universe, etc.
- 9.1.2: For Israelites, words can include but are not limited to chosen people, promised land, Abraham,
covenant, Hebrews, Yahweh, etc.
- 9.1.3: For covenant, words can include but are not limited to contract, promise, Yahweh, Israelites,
Abraham, Moses, Exodus, etc.
- 9.1.4: For Exodus, words can include but are not limited to Moses, covenant, Egypt, Israelites,
promised land, passover, etc.

- 9.1.5: For Jerusalem, words can include but are not limited to Israelites, promised land, chosen people,
covenant, Yahweh, holy city, etc.
9.2: The student will be able to write a two sentence definition for the following terms: Yahweh, Israelites,
covenant, Exodus, and Jerusalem using the buzz words.
- 9.2.1: For Yahweh, the student will describe Yahweh as the Jewish belief in a single all powerful god.
- 9.2.2: For Israelites, the student will identify Israelites as God’s chosen people with whom he made
multiple covenants.
- 9.2.3: For covenant, the student will explain the breakdown of how a covenant worked between
Yahweh and the Israelites, i.e. that Yahweh made promises to his people in exchange for faithfulness.
- 9.2.4: For Exodus, the student will describe this story in terms of who is involved (Moses, Yahweh,
Egyptians, and Israelites) and what it is about (freeing the Israelites/Hebrews from slavery).
- 9.2.5: For Jerusalem, the student will discuss how Jerusalem is considered the holy city for Jews
because it is part of the Promised Land given to them by Yahweh.
Assessment 6: Branches of Judaism Research Chart:

Description: The student will research characteristics of the three major branches of Judaism: Orthodox,
Conservative, and Reform and organize their findings in a research chart.
Link:
https://docs.google.com/document/d/1Bq3oPmHtyWNwgVl8LUXW8VIZpTng8jM0cmrlzI5trmg/edit?usp
=sharing
Rubric: All 3 tables in the worksheet are worth 15 points: 45 points possible- All sections of the table are
worth 2 points unless otherwise specified- 1pt for accuracy, 1 pt for completion
8.6: The student will be able to compare and contrast the different branches of Judaism: Orthodox,
Conservative, and Reform
- 8.6.1: The student will be able to research the 3 branches of Judaism and discuss the strict culture of
Orthodox Judaism, the more reserved but tolerant Conservative Judaism, and the modern and
adaptive Reform Judaism.
- 8.6.1A: The student will be able to identify particular forms of dress such as black attire and
long hair as characteristic of the Orthodox branch of Judaism.
- 8.6.1B: The student will be able to draw parallels between Orthodox Chrisitianity and Amish
communities in terms of strict dress code, traditional behaviors, and community living styles.
- 8.6.1.C: The student will be able to describe qualities of Conservative Jewish life such as
wearing a yamaka.
Assessment 7: Christianity Concept Sentences Worksheet:

Link:
https://docs.google.com/document/d/16EMv5IcDr7l44n_FHlK4Xc343y6jch47Lhj_pEuM-ZY/edit?usp=sh
aring
Goal 11: The student will be able to create concept sentences on the following terms: Trinity, salvation,
gospels, messiah, and Jerusalem.
- 11.1.1: For Trinity words can include but are not limited to God, monotheism,, creator of the universe,
God the Father, God the Son, God the Holy Spirit, etc.
- 11.1.2: For salvation, words can include but are not limited to Jesus, repentance, forgiveness of sins,
messiah, God, etc.
- 11.1.3: For gospels, words can include but are not limited to Jesus, Matthew, Mark, Luke, John,
salvation, messiah, etc.
- 11.1.4: For messiah, words can include but are not limited to Jesus, New Testament, covenant, David,
salvation, forgiveness of sins, etc.
- 11.1.5: For Jerusalem, words can include but are not limited to promised land, covenant, messiah, holy
city, Jesus, etc.
11.2: The student will be able to write a two sentence definition for the following terms: Trinity, salvation,
gospels, messiah, and Jerusalem using the buzz words.
- 11.2.1: For Trinity, the student will describe the Trinity as the Christian belief in one god in three parts:
God the Father, God the Son, and God the Holy Spirit.
- 11.2.2: For salvation, the student will describe the Christian belief in salvation as being saved from
eternal punishment and separation from God with the acceptance of Jesus and the forgiveness of sins.
- 11.2.3: For gospels, the student will explain that the gospels are books of the Bible that talk about
Jesus’s life: i.e. Matthew, Mark, Luke, and John.
- 11.2.4: For messiah, the student will detail how Christians view Jesus as the Son of God and the
messiah- the deliverer of all mankind and the savior of sins.
- 11.2.5: For Jerusalem, the student will discuss how Jerusalem is considered the holy city for Christians
since it is where Jesus was crucified.
Assessment 8: Christian Denominations Research Chart:

Description: The student will research similarities and differences between Roman Catholicism and
Protestantism and describe characteristics of 5 Protestant denominations.
Link:
https://docs.google.com/document/d/1_nweCrVJ9jKnSmPL2RrSqXkzjZ9GfEZp2UMR0qH0uM8/edit?usp
=sharing

Rubric: To receive full credit, the student must answer all questions: 64 points possible- All sections are
worth 1pt unless otherwise specified.
Goal 12: The student will be able to compare and contrast Catholic and Protestant religious practices.
12.1: The student will be able to create a circle chart detailing which beliefs and practices are shared between
the branches of Catholicism and Protestantism and which are solely characteristic of one branch of faith.
- 12.1.1: The student will be able to offer examples of shared beliefs such as the Trinity, salvation, Jesus,
and messiah.
- 12.1.2: The student will be able to offer examples of shared practices such as praying and attending
church services.
- 12.1.3: The student will be able to identify the following beliefs as Catholic concepts: the role of the
pope, the hierarchy of the Catholic church, and the adherence to the sacraments.
- 12.1.4: The student will be able to identify corporate worship in a church on Sundays as a Protestant
practice.
12.2: The student will be able to compare and contrast Catholic and Protestant views of the position of the
pope.
- 12.2.1: The student will be able to describe how according to the Catholic faith, the pope is the voice
of God on earth and serves as the head of Christendom.
- 12.2.2: The student will be able to describe how Protestants believe the position of the pope is
unnecessary as every Christian who has accepted Christ has received the Holy Spirit and therefore has
access to God’s voice directly.
13.1: The student will identify the core beliefs, mission statement, organizational structure, and religious
practices of each Protestant denomination they choose.
13.2: The student will write a sentence comparing beliefs and practices for each of the Protestant
denominations.
Assessment 9: Islam Concept Sentences Worksheet:

Link:
https://docs.google.com/document/d/14w7RBds_kqsJmHvWqOvVZjaiIg4dD75MbnFiJ2zqQ04/edit?usp=
sharing
Goal 15: The student will be able to create concept sentences on the following terms: Muhammad, 5 Pillars of
Islam, submission, Ramadan, and Mecca.

- 15.1.1: For Muhammad words can include but are not limited to prophet, Allah, Mecca, Gabriel,
Qutan, etc.
- 15.1.2: For 5 Pillars of Islam words can include but are not limited to prayer, fasting, charitable giving,
Mecca, Muhammad, Allah, etc.
- 15.1.3: For submission, words can include but are not limited to Islam, Muslim, Quran, Allah,
Muhammad, etc.
- 15.1.4: For Ramandan, words can include but are not limited to fasting, 5 Pillars of Islam, salvation,
etc.
- 15.1.5: For Mecca, words can include but are not limited to Muhammad, Saudi Arabia, Gabriel, Allah,
holy city, etc.
15.2: The student will be able to write a two sentence definition for the following terms: Muhammad, 5 Pillars
of Islam, submission, Ramadan, and Mecca using the buzz words.
- 15.2.1: For Muhammad, the student will describe Muhammad as the final prophet and creator of the
Quran as revealed by the angel Gabriel.
- 15.2.2: For 5 Pillars of Islam, the student will describe the 5 Pillars of Islam as the tasks one must
complete to acheive salvation.
- 15.2.3: For submission, the student will explain that submission is the primary posture followers of the
Islamic faith are expected to take in practicing their faith.
- 15.2.4: For Ramadan, the student will describe this term as the fasting month of Islam where followers
are not allowed to eat from sun rise to sunset.
- 15.2.5: For Mecca, the student will discuss how Mecca is considered a holy city to the Islamic faith
since Muhammad was from Mecca and Allah sent the angel Gabriel to Mecca.
Assessment 10: (Technology Based Assessment): Summative Concept Map Poster:

Description: The student will construct a concept map poster connecting major concepts from each of
the major five world religions.
Link to Instructions/ Rubric:
https://docs.google.com/document/d/1pXYFTeAdINjXnzOB9hPv4EM58ERSPUsZOMI2DG2ksjU/edit?usp
=sharing
Goal 16: The student will be able to create a concept map poster that compares major concepts found in the
major five world religions as a summative assessment.
16.1: Given a rubric, the student will be able to choose the 30 terms they wish to complete their project on.
16.2: The student will be able to identify connections between religious beliefs, histories, and practices.
16.3: The student will be able to define the terms using their notes.
16.4: The student will be able to complete a draft for the poster on a separate paper, detailing how they will
connect ideas between religions.
16.5: Having been presented with and shown a tutorial video, the student will be able to construct a concept
map using the program Google Drawings.

16.6: The student will successfully review their work before turning in the finished product to Google
Classroom.
Term Connections Concept Map: Major World Religions Project

Use the list of terms provided to create a concept map poster on the five major world religions in
Google Drawings. For this assignment, you will choose 30 terms, provide a brief description of
each term, and write connections between them.
Term Instructions:
1. You must include all terms highlighted/ in bold (7 terms).
2. Next, choose 4 terms from EACH major world religion (20 terms). (Ex: under Hinduism:
Vedas, Brahman, Atman, Karma)
3. Next, choose 3 terms from the list below the table: those that apply to multiple religions
(3 terms)
= total of 30 terms
Terms:
monotheism, polytheism
***For the terms you choose, they must be in color of the religion they come from.
Hinduism Buddhism Judaism Christianity Islam
Vedas Siddhartha Promised Land gospels Muslim

Gautama
Brahman Bodhi Synagogue Jesus Quran
Caste system Tripitaka Israelites Trinity Muhammad
Atman Nirvana Yahweh church submission
Karma meditation Torah missionaries Mecca
guru Eightfold Path Exodus Bible Allah
Terms that apply to multiple religions: (choose 3- you can relate this to any of the religions)
Ultimate Reality introspection reincarnation suffering messiah
Abraham covenant fasting salvation
Poster Instructions:

1. On a separate sheet of paper, brainstorm connections between terms to create a
concept web poster.
2. While planning, find connections between terms. Make sure terms from each religion are
scattered.
- Reminder: For the terms you choose, they must be in color of the religion they
come from.
3. Once you have a plan, create a Google Drawings sheet. Use the shape tool to draw
ovals and type in the term with a description. Draw lines that connect concepts together.
Next, include a brief description about each connection. All terms should connect in
some way. (Ex: These religions are polytheistic)
Check Your Progress:
30 terms with correct descriptions:
Clearly labeled, accurate connections:
Concept Map: Major World Religions Project

Rubric:
Category 4 3 2 1 Scor
e
Graphics: Color, shape, Color, shape, Color, shape, size, Color, shape, size,
Layout and size, and size, and and arrangement of and arrangement of
Organizatio arrangement of arrangement of graphics are legible graphics are
n graphics are graphics are but disorganized- illegible, poorly
accurate and neat and no more than 4 organized, and
follow all legible- no more mistakes distracting- 5+
directions than 2 mistakes more mistakes
Information: Includes all 30 One item is Two items are Three items or more
30 terms terms. missing- term or missing- term or are missing.
description. description.
Information: All terms and Some terms are Four terms are Five+ more terms
30 terms descriptions are inaccurate. inaccurate. are inaccurate.
Accuracy accurate.
(x2 weight)
Information: All connections One connection Two connections Three connections

Connection are present. is missing. are missing. are missing.
s
Information: All connections Some Four connections Five+ more

Connection are accurate. connections are are inaccurate. connections are
s Accuracy inaccurate. inaccurate.

(x2 weight)
Mechanics: Capitalization and There are some There are four Five+ errors in
spelling are errors in errors in capitalization/
correct capitalization/ capitalization/ punctuation.
throughout. spelling. spelling.
Total Points: 32 pts.
Assessment 11: Unit 1 Quiz:

Description: This is a 15 question multiple choice quiz on the five major world religions.
Link:
https://docs.google.com/document/d/16a5aRrIL-cokmHyVesC4SLuo6H4IyBMxahBjiUhUetw/edit?usp=s
haring
Rubric: 15 multiple choice questions: 100 points possible- 6.7 points per question
Question: Alignment to Objective(s):
1 - 2.1: After accessing Section 1 of the online learning environment, the

student will be able to define polytheism as the belief in many gods.
- 8.1: After accessing Section 3 of the online learning environment, the
student will be able to define monotheism as the belief in one god.
2 - 4.3: The student will be able to describe the process of achieving

Enlightenment as freeing one’s mind of self centered desires and achieving
Bodhi in Buddhism.
3 - 6.2.4: The student will identify that Buddhists meditate to facilitate regular
sessions of introspection and internal self reflection.
4 - 14.5: The student will be able to describe the 5 Pillars of Islam as the path
of salvation for the Islamic faith.
5 - 10.1: The student will be able to describe the concept of the Trinity as one
God in three parts: God the Father, God the Son, and God the Holy Spirit.
6 - 2.4.1: The student will be able to discuss the Hindu caste system in relation
to the building up of karma in one’s lifetime.
7 - 10.2: The student will be able to describe salvation as the belief of being
saved from eternal punishment and separation from God with the
acceptance of Jesus as the Son of God, Lord, and savior, with the
repentance of sins.
8 - 2.3: The student will be able to describe the Hindu concept of karma as the
tally of all good and bad actions accumulated in one’s lifetime.

- 2.4.1: The student will be able to discuss the Hindu caste system in relation
to the building up of karma in one’s lifetime.
9 - 8.2: The student will be able to describe the Jewish belief in Yahweh as the
all powerful God who created the universe.
- 8.3: The student will be able to describe a covenant as an agreement
between Yahweh and mankind.
- 8.5: The student will be able to describe the Jewish belief in suffering as a
product of one’s wrongdoing in direct disobedience to God’s will and law.
10 - 14.3: The student will be able to explain that Islam is considered an

Abrahamic religion because Allah blessed Abraham with a son, Ishmael, by
his servant, of which Islam stems from.
- 14.4: The student will be able to describe the Islamic belief of Muhammad
as the final prophet.
- 14.4.1: The student will be able to describe the story of
Muhammad and the angel Gabriel, i.e. that Gabriel had a message
for Muhammad from Allah and revealed final truths to him.
11 - 4.3: The student will be able to describe the process of achieving

Enlightenment as freeing one’s mind of self centered desires and achieving
Bodhi.
- 4.4: The student will be able to describe Bodhi as the ultimate source of
wisdom.
- 5.3.2: The student will explain why Buddhists emphasize introspection as a
way to release self centered desires from one’s mind which allows a person
to reach Bodhi and therefore Enlightenment.
12 - 8.3: The student will be able to describe a covenant as an agreement

between Yahweh and mankind.
- 8.3.1: The student will be able to list the main covenants important
to the Jewish faith, i.e. God’s covenant with Abraham and Moses
13 - 2.4.2: The student will be able to describe the Hindu belief in reincarnation
as the resurrection of one’s soul or atman in another body.
- 5.1.2: The student will be able to identify reincarnation as a belief found in
Hinduism and Buddhism.
- 5.2.3: The student will be able to explain why reincarnation is necessary in
Hinduism and optional in Buddhism.
- 5.2.3A: The student will be able to explain that Hindus must move
their soul up a caste system and Buddhists need only achieve Bodhi
through meditation and releasing self centered attachments to the
world from their mind.
- 10.2: The student will be able to describe salvation as the belief of being
saved from eternal punishment and separation from God with the

acceptance of Jesus as the Son of God, Lord, and savior, with the
repentance of sins.
14 - 2.5.4: The student will list the following holidays as Hindu holidays: Diwali,
Holi, Navratri, and Raksha Bandhan
15 - 4.1: After accessing Section 2 of the online learning environment, the

student will be able describe the story of Siddhartha Guatama as he
became Buddha. Details will include his desire to find the cure for human
suffering and the practice of asceticism and meditation.
- 4.1.2: The student will be able to explain Siddhartha Guatama’s
title of Buddha as “The Enlightened One”.
- 4.7: The student will be able to explain why Buddhism is seen around the
world as a way of life rather than a religion.
- 4.7.1: The student will be able to identify the purpose of kneeling
before a statue of Buddha as the spiritual practice of honoring
Siddhartha Guatama’s way of life.
Unit 1 Quiz: Major World Religions

Section 1: Multiple Choice: Identify and select the answer choice that best completes the statement
or question.
1. What is the difference between monotheism (M) and polytheism (P)?
a. M- belief in one god, P- belief in many gods
b. M- belief in one god, P- worship of a god in many forms
c. M- devotion to one religious practice, P- devotion to many religious practices
d. M- private religious practice, P- public religious practice
2. Which major world religion emphasizes the importance of enlightenment?

a. Hinduism c. Judaism
b. Buddhism d. Islam
3. How is introspection used in religious practice?

a. It is a form of public worship to ask for forgiveness of sins
b. It is a form of public service to build up good karma
c. It is a means by which to meditate and understand one’s mindset
d. It is a celebration to display faithfulness to God
4. Which pillar of Islam allows one to add “Hajj” to their name once completed?
a. fasting c. recitation of faith
b. charitable giving d. pilgrimage to Mecca
5. Which of the following describes the doctrine of the Trinity?

a. God is one god with three holy expressions
b. God is one spiritual force that three people can access at a time
c. God is three people reincarnated
d. God is one god in three persons: God the Father, Son, and Holy Spirit
6. Historically, why were priests ranked highest in the Indian caste system?
a. They were thought to have the most knowledge of Brahman
b. They were thought to have the highest level of good karma
c. They were skilled in the art of meditation
d. They were teachers of the faith and guided souls to the divine
7. For Christians, Jesus’s death allows someone to achieve ___________, or eternal life with God.
a. enlightenment b. salvation c. meditation d. reincarnation
8. According to Hinduism, followers must maintain good karma. How does karma affect one’s life?
a. Whatever wrong is committed will be done to you at some point in life
b. Whatever wrong is committed, you must pay for damages in the form of a fine
c. Whatever wrong is committed with affect your family’s future prosperity
d. Whatever wrong is committed, it will affect your future life to come
9. Which of the following describes the covenantal relationship between Yahweh and his people in
Judaism?
a. God rewards those who fast with gifts and blessings
b. God protects those who have accepted Christ
c. God promises protection in return for obedience and faithfulness
d. God restores and heals when his people ask for forgiveness
10. Despite the importance of Mecca, Muslims still consider Jerusalem a holy city. Why?
a. It is where Muhammad ascended to heaven
b. It is where the angel Gabriel spoke to Muhammad
c. It is where the prophet Jesus died
d. It is where God’s chosen people originated as descendents of Abraham
11. What does achieving enlightenment mean?

a. gaining wealth c. gaining knowledge and wisdom
b. maintaining good health d. maintaining purity in all things
12. Which story is the most important to the Jewish faith?

a. The story of Abraham and his son Ishmael c. David and Goliath
b. Moses and the Exodus d. Noah and the flood
13. How are reincarnation and salvation similar?

a. They both can occur at any stage in life- young, middle age, older

b. They both can occur more than once in a person’s spiritual experience
c. They both involve a rebirth of the soul
d. They both originated as polytheistic religious beliefs
14. Which religion celebrates the start of spring?

a. Hinduism c. Christianity
b. Buddhism d. Islam
15. Why do Buddhists kneel before the statue of Buddha?

a. To honor his way of life c. To worship him
b. To pay tribute to his sacrifice d. To celebrate his contributions to India
Assessment 12: Essay Question #1:

Description: This essay question asks students to identify and describe how each of the major world
religions addresses the problem of suffering in the world.
Rubric: 13 points possible:
- Part 1: 10 points- 5 per religion per question
- Part 2: 3 points- student discusses 3 connections
Question:
How do each of the major world religions: Hinduism, Buddhism, Judaism, Christianity, and Islam explain
suffering in the world?
Part 1: For each religion address the following:
- Why is there suffering in the world?
- How does one reach peace?
Part 2:
- Compare and contrast methods and practices by which one attempts to reach peace. Discuss
three connections.
2.3: The student will be able to describe the Hindu concept of karma as the tally of all good and bad actions
accumulated in one’s lifetime.
2.4.2: The student will be able to describe the Hindu belief in reincarnation as the resurrection of one’s soul or
atman in another body.
- 2.4.2.A: The student will be able to identify reincarnation as the result of one not reuniting
his/her/their soul with Brahman in a single lifetime.
3.2.2: For reincarnation, the student will identify the purpose of reincarnation as an additional attempt to
escape the cycle of suffering that comes with human nature.
4.1: The student will be able to describe the story of Siddhartha Guatama as he became Buddha. Details will
include his desire to find the cure for human suffering and the practice of asceticism and meditation.

4.3: The student will be able to describe the process of achieving Enlightenment as freeing one’s mind of self
centered desires and achieving Bodhi.
4.6: The student will be able to describe how Buddhists use the Dharma Wheel in spiritual practice.
- 4.6.1: The student will be able to list different spokes of the Dharma Wheel such as “right
mindfulness,” “right livelihood,” “right intentions,” “right view,” and describe how each of these
spokes is a religious path to Enlightenment.
5.1.1: The student will be able to describe how both religions have a solution to human suffering, i.e. how
Hindus believe that reuniting one’s soul with Brahman allows one to reach eternal peace, and how Buddhists
believe that reaching Nirvana allows one’s mind to reach wisdom and peace.
5.1.2: The student will be able to identify reincarnation as a belief found in both religions.
5.2.3: The student will be able to explain why reincarnation is necessary in Hinduism and optional in Buddhism.
- 5.2.3A: The student will be able to explain that Hindus must move their soul up a caste system and
Buddhists need only achieve Bodhi through meditation and releasing self centered attachments to the
5.3: The student will be able to explain why both Hinduism and Buddhism recognize good deeds as a necessary
component to escape suffering and reach eternal peace.
- 5.3.1: The student will identify the Hindu belief in karma as the process by which Hindus perform good
deeds to build up enough good karma to move up a level in the caste system when they reincarnate.
- 5.3.2: The student will explain why Buddhists emphasize introspection as a way to release self
centered desires from one’s mind which allows a person to reach Bodhi and therefore Enlightenment.
8.3: The student will be able to describe a covenant as an agreement between Yahweh and mankind.
8.5: The student will be able to describe the Jewish belief in suffering as a product of one’s wrongdoing in
direct disobedience to God’s will and law.
10.2: The student will be able to describe salvation as the belief of being saved from eternal punishment and
separation from God with the acceptance of Jesus as the Son of God, Lord, and savior, with repentance of sins.
- 10.2.1: The student will be able to explain the importance of forgiveness in the exchange between
God, mankind, acceptance of Jesus, and the receiving of the Holy Spirit.
10.6.1: The student will be able to identify the following beliefs as core beliefs found in both Judaism and
Christianity: God, the creation story, the Old Testament, covenantal relationships between God and mankind,
and salvation.
10.6.2: The student will be able to identify that both Judaism and Christianity believe in a messiah.
- 10.6.2A: The student will be able to describe Jesus as a prophet according to the Jewish faith, and
Jesus as a messiah according to the Christian faith.
10.6.3: The student will be able to compare and contrast Jewish and Christian views on salvation i.e. that the
Jewish faith requires obedience to Yahweh’s commandments and laws and the Christian faith requires
acceptance and belief in Jesus as the Son of God and repentance of sins
14.5: The student will be able to describe the 5 Pillars of Islam as the path of salvation for the Islamic faith.
- 14.5.1: The student will be able to list the 5 Pillars of Islam: recitation of faith, charitable giving,
pilgrimage to Mecca, fasting during the month of Ramadan, and ritual prayer.
- 14.5.2: The student will be able to describe the Islamic belief in completing the 5 pillars in order to
work towards achieving salvation in Paradise.

Assessment 13: Essay Question #2:
Description: This essay question asks students to compare and contrast how the five major world
religions describe the human experience with the divine.
Rubric: 10 points possible:
- Part 1: 5 points- 1 pt per religion
- Part 2: 5 points- 2 pts for definitions, 3 pts for differences
Question:
How do each of the major world religions describe the relationship between mankind and the divine?
Part 1: For each religion address the following:
- How does each religion understand connection to the gods, holiness, divine beings, etc.?
Part 2:
- How does belief in an Ultimate Reality differ from a belief in God?
- In your answer, you must define belief in the Ultimate Reality and belief in God and
discuss three differences between them.
2.2: The student will be able to describe Brahman as the Hindu belief in an Ultimate Reality.
- 2.2.1: The student will be able to explain the concept of the Ultimate Reality as a single impersonal
force in the universe that all souls attempt to reconnect with.
2.4.1: The student will be able to discuss the Hindu caste system in relation to the building up of karma in
one’s lifetime.
2.4.2: The student will be able to describe the Hindu belief in reincarnation as the resurrection of one’s soul or
atman in another body.
- 2.4.2.A: The student will be able to identify reincarnation as the result of one not reuniting
his/her/their soul with Brahman in a single lifetime.
4.2: The student will be able to describe Nirvana as Enlightenment, or the supernatural process by which one
reaches the Ultimate Reality.
4.3: The student will be able to describe the process of achieving Enlightenment as freeing one’s mind of self
centered desires and achieving Bodhi.
4.6: The student will be able to describe how Buddhists use the Dharma Wheel in spiritual practice.
- 4.6.1: The student will be able to list different spokes of the Dharma Wheel such as “right
mindfulness,” “right livelihood,” “right intentions,” “right view,” and describe how each of these
spokes is a religious path to Enlightenment.

5.2.1: The student will be able to identify the Hindu Ultimate Reality as Brahman and the Buddhist Ultimate
Reality as Nirvana.
5.2.2: The student will be able to explain how the Hindu understanding of the Ultimate Reality aligns with the
Buddhist belief in the Ultimate Reality, i.e. the gods embody one singular force in the universe.
5.2.3: The student will be able to explain why reincarnation is necessary in Hinduism and optional in Buddhism.
- 5.2.3A: The student will be able to explain that Hindus must move their soul up a caste system and
Buddhists need only achieve Bodhi through meditation and releasing self centered attachments to the
5.3: The student will be able to explain why both Hinduism and Buddhism recognize good deeds as a necessary
component to escape suffering and reach eternal peace.
- 5.3.1: The student will identify the Hindu belief in karma as the process by which Hindus perform good
deeds to build up enough good karma to move up a level in the caste system when they reincarnate.
- 5.3.2: The student will explain why Buddhists emphasize introspection as a way to release self
centered desires from one’s mind which allows a person to reach Bodhi and therefore Enlightenment.
8.2: The student will be able to describe the Jewish belief in Yahweh as the all powerful God who created the
universe.
8.3: The student will be able to describe a covenant as an agreement between Yahweh and mankind.
8.5: The student will be able to describe the Jewish belief in suffering as a product of one’s wrongdoing in
direct disobedience to God’s will and law.
10.1: The student will be able to describe the concept of the Trinity as one God in three parts: God the Father,
God the Son, and God the Holy Spirit.
- 10.1.1: The student will be able to describe God the Father as the Creator of the Universe and the all
powerful, all knowing God.
- 10.1.2: The student will be able to describe God the Son as the Christian belief in Jesus as the Son of
God who was sent from heaven and born man and died to save mankind from their sins.
- 10.1.3: The student will be able to describe God the Holy Spirit as access to God the Father as
Christians accept Jesus as Lord and savior.
10.2: The student will be able to describe salvation as the belief of being saved from eternal punishment and
separation from God with the acceptance of Jesus as the Son of God, Lord, and savior, with the repentance of
sins.
- 10.2.1: The student will be able to explain the importance of forgiveness in the exchange between
God, mankind, acceptance of Jesus, and the receiving of the Holy Spirit.
10.6.2: The student will be able to identify that both Judaism and Christianity believe in a messiah.
- 10.6.2A: The student will be able to describe Jesus as a prophet according to the Jewish faith, and
Jesus as a messiah according to the Christian faith.
10.6.3: The student will be able to compare and contrast Jewish and Christian views on salvation i.e. that the
Jewish faith requires obedience to Yahweh’s commandments and laws and the Christian faith requires
acceptance and belief in Jesus as the Son of God and repentance of sins
14.2: The student will be able to describe the Islamic concept of Allah as the all powerful God and creator of
the universe.
14.3: The student will be able to explain that Islam is considered an Abrahamic religion because Allah blessed
Abraham with a son, Ishmael, by his servant, of which Islam stems from.
14.4: The student will be able to describe the Islamic belief of Muhammad as the final prophet.
14.5: The student will be able to describe the 5 Pillars of Islam as the path of salvation for the Islamic faith.

Course Alignment Table:
Course Goal: Student Learning Objective: Assessment(s):
The student will be able to 2.1: The student will be able to - Unit 1 Quiz
identify and describe major define polytheism as the belief in - Concept Map Poster
terms and concepts related many gods.
to Hinduism.
2.2: The student will be able to - Hinduism Concept
describe Brahman as the Hindu Sentences Worksheet
belief in an Ultimate Reality. - Concept Map Poster
2.3: The student will be able to - Hinduism Concept

describe the Hindu concept of karma Sentences Worksheet
as the tally of all good and bad - Unit 1 Quiz
actions accumulated in one’s - Concept Map Poster
lifetime.
2.4.1: The student will be able to - Hinduism Concept

discuss the Hindu caste system in Sentences Worksheet
relation to the building up of karma - Unit 1 Quiz
in one’s lifetime. - Concept Map Poster
2.4.2: The student will be able to - Hinduism Concept

describe the Hindu belief in Sentences Worksheet
reincarnation as the resurrection of - Unit 1 Quiz
one’s soul or atman in another body. - Concept Map Poster
2.5: The student will be able to fill - Religion Chart

out the following sections on - Unit 1 Quiz
Hinduism with accuracy: Religious
Text, Place of Worship, Geographical
Origin, and Holidays.
The student will be able to 3.1: The student will be able to list 3 - Hinduism Concept
create concept sentences words that connect to each concept. Sentences Worksheet
on the following terms: - Concept Map Poster
Ultimate Reality,
reincarnation, caste system, 3.2: The student will be able to write - Hinduism Concept
atman, and karma. a two sentence definition for the Sentences Worksheet
following terms: Ultimate Reality, - Concept Map Poster
reincarnation, caste system, atman,
and karma using the buzz words.

The student will be able to 4.1: After accessing Section 2 of the - Unit 1 Quiz
identify and describe major online learning environment, the - Concept Map Poster
terms and concepts related student will be able to describe the
to Buddhism. story of Siddhartha Guatama as he
became Buddha. Details will include
his desire to find the cure for human
suffering and the practice of
asceticism and meditation.
4.2: The student will be able to - Buddhism Concept

describe Nirvana as Enlightenment, Sentences Worksheet
or the supernatural process by - Dharma Wheel Activity
which one reaches the Ultimate - Unit 1 Quiz
Reality. - Concept Map Poster
4.3: The student will be able to - Buddhism Concept

describe the process of achieving Sentences Worksheet
Enlightenment as freeing one’s mind - Dharma Wheel Activity
of self centered desires and - Unit 1 Quiz
achieving Bodhi. - Concept Map Poster
4.6: The student will be able to - Buddhist Concept

describe how Buddhists use the Sentences Worksheet
Dharma Wheel in spiritual practice. - Dharma Wheel Activity
- Concept Map Poster
4.7: The student will be able to - Unit 1 Quiz

explain why Buddhism is seen
around the world as a way of life
rather than a religion.

out the following sections on
Buddhism with accuracy: Religious
The student will be able to 5.1.1: The student will be able to - Essay Question #1
compare and contrast describe how both religions have a - Hinduism Concept
Hinduism and Buddhism. solution to human suffering, i.e. how Sentences Worksheet
Hindus believe that reuniting one’s - Buddhism Concept
soul with Brahman allows one to Sentences Worksheet
reach eternal peace, and how - Unit 1 Quiz
Buddhists believe that reaching - Concept Map Poster
Nirvana allows one’s mind to reach
wisdom and peace.

5.2: The student will be able to - Essay Question #2
compare and contrast Brahman and - Concept Map Poster
Nirvana.
5.2.3: The student will be able to - Essay Question #1

explain why reincarnation is
necessary in Hinduism and optional
in Buddhism.

explain why both Hinduism and - Concept Map Poster
Buddhism recognize good deeds as a
necessary component to escape
suffering and reach eternal peace.
The student will be able to 6.1: The student will be able to list 3 - Buddhism Concept
on the following terms: - Concept Map Poster
Ultimate Reality,
introspection, Bodhi, 6.2: The student will be able to write - Buddhism Concept
meditation, and the a two sentence definition for the Sentences Worksheet
Eightfold Path. following terms: Ultimate Reality, - Concept Map Poster
introspection, Bodhi, meditation,
and the Eightfold Path using the
buzz words.
The student will write a 7.2: With a partner, the student will - Dharma Wheel Activity
written response reflection be able to write a detailed response - Essay Question #1
on the Dharma Wheel, about ways in which Buddhists - Concept Map Poster
Buddhist practices, and approach completing the steps in
modern interpretations of the Eightfold Path.
the Eightfold Path.
The student will be able to 8.1: After accessing Section 3 of the - Unit 1 Quiz
identify and describe major online learning environment, the
terms and concepts related student will be able to define
to Judaism. monotheism as the belief in one
god.

describe the Jewish belief in Yahweh - Concept Map Poster
as the all powerful God who created
the universe.
8.3: The student will be able to - Judaism Concept

describe a covenant as an Sentences Worksheet
- Unit 1 Quiz

agreement between Yahweh and - Essay Question #2
mankind.
8.4: The student will be able to - Concept Map Poster

explain that Judaism is considered
an Abrahamic religion given that
Yahweh is believed to have made a
covenant with Abraham and blessed
him with a son, Isaac.

describe the Jewish belief in - Concept Map Poster
suffering as a product of one’s
wrongdoing in direct disobedience
to God’s will and law.
8.6: The student will be able to - Branches of Judaism

compare and contrast the different Research Activity
branches of Judaism: Orthodox,
Conservative, and Reform

out the following sections on - Concept Map Poster
Judaism with accuracy: Religious
The student will be able to 9.1: The student will be able to list 3 - Judaism Concept
on the following terms: - Unit 1 Quiz
Yahweh, Israelites, - Concept Map Poster
covenant, Exodus, and
Jerusalem. 9.2: The student will be able to write - Judaism Concept
a two sentence definition for the Sentences Worksheet
following terms: Yahweh, Israelites, - Unit 1 Quiz
covenant, Exodus, and Jerusalem - Concept Map Poster
using the buzz words.
The student will be able to 10.1: The student will be able to - Christianity Concept
identify and describe major describe the concept of the Trinity Sentences Worksheet
terms and concepts related as one God in three parts: God the - Unit 1 Quiz
to Christianity. Father, God the Son, and God the - Concept Map Poster
Holy Spirit. - Essay Question #2
10.2: The student will be able to - Christianity Concept

describe salvation as the belief of Sentences Worksheet
being saved from eternal - Unit 1 Quiz

punishment and separation from - Essay Question #1
God with the acceptance of Jesus as - Concept Map Poster
the Son of God, Lord, and savior,
with the repentance of sins.
10.2.1: The student will be able to - Essay Question #2

explain the importance of
forgiveness in the exchange
between God, mankind, acceptance
of Jesus, and the receiving of the
Holy Spirit.

describe the story of Jesus in terms
of basic facts associated with birth,
i.e. location: Bethlehem, life, i.e.
miracles performed and sermons
preached, and death, i.e. the
crucifixion and the belief in Jesus
being rose from the dead
10.6.1: The student will be able to - Unit 1 Quiz

identify the following beliefs as core - Concept Map Poster
beliefs found in both Judaism and
Christianity: God, the creation story,
the Old Testament, covenantal
relationships between God and
mankind, and salvation.
10.6.2: The student will be able to - Concept Map Poster

identify that both Judaism and
Christianity believe in a messiah.
10.6.3: The student will be able to - Unit 1 Quiz

compare and contrast Jewish and - Christianity Concept
Christian views on salvation i.e. that Sentences Worksheet
the Jewish faith requires obedience - Essay Question #1
to Yahweh’s commandments and
laws and the Christian faith requires
acceptance and belief in Jesus as the
Son of God and repentance of sins

out the following sections on
Christianity with accuracy: Religious

The student will be able to 11.1: The student will be able to list - Christianity Concept
create concept sentences 3 words that connect to each Sentences Worksheet
on the following terms: concept. - Unit 1 Quiz
Trinity, salvation, gospels, - Concept Map Poster
messiah, and Jerusalem.
11.2: The student will be able to - Christianity Concept
write a two sentence definition for Sentences Worksheet
the following terms: Trinity, - Unit 1 Quiz
salvation, gospels, messiah, and - Concept Map Poster
Jerusalem using the buzz words.
The student will be able to 12.1: The student will be able to fill - Christianity:
compare and contrast in a research chart detailing which Denominations
Catholic and Protestant beliefs and practices are shared Research Worksheet
religious practices. between the branches of
Catholicism and Protestantism and
which are solely characteristic of
one branch of faith.
12.2: The student will be able to - Christianity:

compare and contrast Catholic and Denominations
Protestant views of the position of Research Worksheet
the pope.
Given a comparison chart 13.1: The student will identify the - Christianity:
and 30 min of time in class core beliefs, mission statement, Denominations
to research, the student will organizational structure, and Research Worksheet
be able to compare and religious practices of each
contrast the beliefs and Protestant denomination they
religious practices of 5 choose.
Protestant denominations.
13.2: The student will write a - Christianity:
sentence comparing beliefs and Denominations
practices for each of the Protestant Research Worksheet
denominations.
The student will be able to 14.1: The student will be able to - Essay Question #2
identify and describe major explain the difference between the - Concept Map Poster
terms and concepts related terms Islam, meaning “submission”,
to Islam. and Muslim, meaning “one who
submits”.
14.2: The student will be able to - Islam Concept

describe the Islamic concept of Allah Sentences Worksheet

as the all powerful God and creator - Essay Question #2
of the universe. - Concept Map Poster

explain that Islam is considered an
Abrahamic religion because Allah
blessed Abraham with a son,
Ishmael, by his servant, of which
Islam stems from.
14.4: The student will be able to - Islam Concept

describe the Islamic belief of Sentences Worksheet
Muhammad as the final prophet. - Essay Question #2
14.5: The student will be able to - Religion Chart

describe the 5 Pillars of Islam as the - Islam Concept
path of salvation for the Islamic Sentences Worksheet
faith. - Unit 1 Quiz
- Essay Question #1

out the following sections on Islam - Unit 1 Quiz
with accuracy: Religious Text, Place
of Worship, Geographical Origin,
and Holidays.
The student will be able to 15.1: The student will be able to list - Islam Concept
create concept sentences 3 words that connect to each Sentences Worksheet
on the following terms: concept. - Unit 1 Quiz
Muhammad, 5 Pillars of - Concept Map Poster
Islam, submission,
Ramadan, and Mecca. 15.2: The student will be able to - Islam Concept
write a two sentence definition for Sentences Worksheet
the following terms: Muhammad, 5 - Unit 1 Quiz
Pillars of Islam, submission, - Concept Map Poster
Ramadan, and Mecca using the buzz
words.
The student will be able to 16.2: The student will be able to - Unit 1 Quiz
create a concept map identify connections between - Concept Map Poster
poster that compares major religious beliefs, histories, and
concepts found in the practices.
major five world religions as
a summative assessment.

construct a concept map using the
program Google Drawings.

LTEC 642 - Design Document - M. Martin

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World History CP:

[Winthrop University, LTEC 642: Instructional Design and Assessment]

Instructional Designer Sarah Gullicksn

Subject Matter Expert (SME) Madison Martin

Primary Client Catawba Ridge High School

Department Social Studies

Front End Analysis:

Needs Analysis Section:

5 Major World Religions | Madison Martin | Page 1 of 44

5 Major World Religions | Madison Martin | Page 2 of 44

Task / Content Analysis Section

Major Sections and Sub Sections​:

Major World Religions:

5 Major World Religions | Madison Martin | Page 3 of 44

5 Major World Religions | Madison Martin | Page 4 of 44

5 Major World Religions | Madison Martin | Page 5 of 44

5 Major World Religions | Madison Martin | Page 6 of 44

Learner Analysis Section

5 Major World Religions | Madison Martin | Page 7 of 44

Interest Level of Your Learners:

5 Major World Religions | Madison Martin | Page 8 of 44

Goals and Objectives Section: Assignment (A2)

5 Major World Religions | Madison Martin | Page 9 of 44

5 Major World Religions | Madison Martin | Page 10 of 44

5 Major World Religions | Madison Martin | Page 11 of 44

5 Major World Religions | Madison Martin | Page 12 of 44

5 Major World Religions | Madison Martin | Page 13 of 44

5 Major World Religions | Madison Martin | Page 14 of 44

5 Major World Religions | Madison Martin | Page 15 of 44

5 Major World Religions | Madison Martin | Page 16 of 44

5 Major World Religions | Madison Martin | Page 17 of 44

5 Major World Religions | Madison Martin | Page 18 of 44

Assessment 1: Religion Chart:

5 Major World Religions | Madison Martin | Page 19 of 44

Assessment 2: Hinduism Concept Sentences Worksheet:

5 Major World Religions | Madison Martin | Page 20 of 44

Assessment 4: Dharma Wheel Activity- Worksheet:

5 Major World Religions | Madison Martin | Page 21 of 44

Assessment 5: Judaism Concept Sentences Worksheet:

5 Major World Religions | Madison Martin | Page 22 of 44

Assessment 6: Branches of Judaism Research Chart:

Assessment 7: Christianity Concept Sentences Worksheet:

5 Major World Religions | Madison Martin | Page 23 of 44

Assessment 8: Christian Denominations Research Chart:

5 Major World Religions | Madison Martin | Page 24 of 44

Assessment 9: Islam Concept Sentences Worksheet:

5 Major World Religions | Madison Martin | Page 25 of 44

Assessment 10: (Technology Based Assessment): Summative Concept Map Poster:

5 Major World Religions | Madison Martin | Page 26 of 44

Term Connections Concept Map: Major World Religions Project

Vedas Siddhartha Promised Land gospels Muslim

Brahman Bodhi Synagogue Jesus Quran

Caste system Tripitaka Israelites Trinity Muhammad

Atman Nirvana Yahweh church submission

Karma meditation Torah missionaries Mecca

guru Eightfold Path Exodus Bible Allah

5 Major World Religions | Madison Martin | Page 27 of 44

Clearly labeled, accurate connections:

Concept Map: Major World Religions Project

Information: All connections One connection Two connections Three connections

Information: All connections Some Four connections Five+ more

5 Major World Religions | Madison Martin | Page 28 of 44

Major Sections and Sub Sections: