Design Document - M. Martin

Modern World History:
[Winthrop University: Instructional Design and Assessment]
Project Resources
ROLE NAME
Instructional Designer Madison Martin
Subject Matter Expert (SME) Madison Martin
Primary Client No Name High School
Front End Analysis:
Needs Analysis Section:
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.
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
5 Major World Religions | Madison Martin | Page 1 of 28

cultural practice. With regard to learning, students will grow in practical education skills such as time
management, problem solving, and critical thinking.
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:
a. 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 No Name 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.
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
community.
Assessment of Learners Materials:

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
- Unit 1 Quiz

of self centered desires and - Concept Map Poster
achieving Bodhi.
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, 6.2: The student will be able to write - Buddhism Concept
introspection, Bodhi, a two sentence definition for the Sentences Worksheet
meditation, and the following terms: Ultimate Reality, - Concept Map Poster
Eightfold Path. 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
agreement between Yahweh and - Unit 1 Quiz
mankind. - Essay Question #2
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 as Sentences Worksheet
terms and concepts related 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 Protestant
contrast the beliefs and denomination they choose.
religious practices of 5
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 major practices.
five world religions as a
summative assessment. 16.5: The student will be able to - Concept Map Poster
construct a concept map using the
program Google Drawings.
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:
- 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=sh
aring
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=sha
ring
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.
Example of Concept Map Poster: (Technology Based Assessment):

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.

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Modern World History:

[Winthrop University: Instructional Design and Assessment]

Instructional Designer Madison Martin

Subject Matter Expert (SME) Madison Martin

Primary Client No Name High School

Front End Analysis:

Needs Analysis Section:

5 Major World Religions | Madison Martin | Page 1 of 28

Learner Analysis Section

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Assessment of Learners Materials:

2.3: The student will be able to - Hinduism Concept

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2.4.2: The student will be able to - Hinduism Concept

2.5: The student will be able to fill - Religion Chart

4.2: The student will be able to - Buddhism Concept

4.3: The student will be able to - Buddhism Concept

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4.6: The student will be able to - Buddhist Concept

4.7: The student will be able to - Unit 1 Quiz

4.8: The student will be able to fill - Religion Chart

5.2: The student will be able to - Essay Question #2

5.2.3: The student will be able to - Essay Question #1

5.3: The student will be able to - Essay Question #1

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8.2: The student will be able to - Essay Question #2

8.3: The student will be able to - Judaism Concept

8.4: The student will be able to - Concept Map Poster

8.5: The student will be able to - Essay Question #1

8.6: The student will be able to - Branches of Judaism

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8.7: The student will be able to fill - Religion Chart

10.2: The student will be able to - Christianity Concept

10.2.1: The student will be able to - Essay Question #2

10.3: The student will be able to - Concept Map Poster

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10.6.1: The student will be able to - Unit 1 Quiz

10.6.2: The student will be able to - Concept Map Poster

10.6.3: The student will be able to - Unit 1 Quiz

10.7: The student will be able to fill - Religion Chart

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12.2: The student will be able to - Christianity:

14.2: The student will be able to - Islam Concept

14.3: The student will be able to - Concept Map Poster

14.4: The student will be able to - Islam Concept

14.5: The student will be able to - Religion Chart

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14.7: The student will be able to fill - Religion Chart

Assessment 1: Religion Chart:

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Assessment 2: Hinduism Concept Sentences Worksheet:

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Assessment 3: Buddhism Concept Sentences Worksheet:

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Assessment 4: Dharma Wheel Activity- Worksheet:

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Assessment 6: Branches of Judaism Research Chart: