Learning Activity Sheets Introduction To World Religions and Belief System

Learning Activity Sheets
Introduction to World Religions and

Belief System
Learning Activity Sheets_Q1_SHS_Introduction to World Religions and Belief System

Second Edition, 2022
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Learning Activity Sheets
Introduction to World Religions and
Belief System

Week
Belief System, Worldview,
1 Religion and Spirituality
A. Background Information for Learners

The Philippines has the third largest Catholic population in the world after Brazil and Mexico.
Moreover, along with East Timor, it is famed to be one of the two Asian countries which has the
great number of devotees of Catholic faith. This only shows that Filipinos know very well where
their faith lies, however, do we really know some of the notions behind a vivid understanding of
religion?
This Learning Activity Sheet gives emphasis on the dynamics of the different concepts, elements,
and characteristics of the belief system (worldview), religion and spirituality as these have been
parts of our lives.
B. Learning Competency with code

Differentiate the concept, elements and characteristics of belief system, worldview, religion, and
spirituality.
C. Directions/ Instructions
After going through with this unit, you are expected to:
1. Read and follow each direction carefully.

2. Accomplish each activity for the mastery of competency.
3. Use the Learning Activity Sheets with care.
4. Record your points for each activity.
5. Always aim to get at least 80% of the total number of given items.
6. If you have any questions, contact your teacher through messenger or cell phone number.
D. Exercises / Activities
DAY 1
D.1 INTRODUCTION
a. What I need to Know

1. define belief system (world view), religion and spirituality;
2. differentiate concepts, elements, and characteristics of the belief system
(worldview), religion and spirituality; and
3. make an affirmation of your faith or beliefs in the religion you belong in.

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b. What’s New?
Activity 1: Picture Analysis

Directions: Analyze the picture below and answer the corresponding questions. Use another
sheet of paper if necessary. (Rubric to be used for checking your answer is
available in Letter F)
Guide Questions:
1. What can you see in the picture?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
2. What does the picture tell us?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
3. How can you relate the picture in our daily lives?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Activity 2: “Religiosity Arabic Scale of Intrinsic Religiosity (ASIR)”
Directions: Arabic Scale of Intrinsic Religiosity (ASIR) is made by Ahmed M. Abdel-

Khalek to assess internal religiosity regardless of any given religion or
denomination. It is consisting of 15 statements, to be answered with a five-point
scale, anchored from 1 (Strongly Disagree) to 5 (Strongly Agree).

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Answer each item by putting a circle around one of the numbers following each
statement. Add all the encircled numbers to get your ASIR Score. Look for the
interpretation of your score and give the reason why did you get it.
Strongly Strongly
Items Agree Neutral Disagree
Agree Disagree
I try hard to apply religion on the
1 5 4 3 2 1
various aspects of my life.
My worship to God Almighty is the
2 5 4 3 2 1
most important thing of my life.
My religious beliefs are behind my
3 5 4 3 2 1
actions and approach to life.
Religion is the most important thing
4 5 4 3 2 1
in my life.
5 God helps me in my entire life. 5 4 3 2 1
My religious beliefs are considered to
6 5 4 3 2 1
be necessary for me.
My faith gives me the meaning and
7 5 4 3 2 1
the goal of my life.
I consider myself committed to
8 5 4 3 2 1
religion.
My faith is an integral part of my
9 5 4 3 2 1
personality.
I see my faith as a source of comfort for
10 5 4 3 2 1
me.
My faith affects many of my
11 5 4 3 2 1
decisions.
I think that religion is an appropriate
12 5 4 3 2 1
approach to life.
13 I believe that God is close to me. 5 4 3 2 1
I depend on Almighty God in all
14 5 4 3 2 1
things.
Religiosity gives me the strength to
15 5 4 3 2 1
face the difficulties of life.
YOUR ASIR SCORE Interpretation:

______________________ 51 to 75 – Highly Religious. You are a person with strong religious
conviction. You believe that religion plays a great role in your life.
YOUR ASIR
26 to 50 – Religious. You are a person with religious conviction. You
INTERPRETATION believe that religion plays a role to some aspects in your life.
____________________
0 to 25 – Poorly Religious. You are a person with weak religious
conviction. You believe that religion has little to do in your life
Why did I get that interpretation in terms of religiosity? Explain your answer.
(Rubric to be used for checking your answer is available in Letter F)
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

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DAY 2
D.2 DEVELOPMENT
a. What I Know?
Activity 3. “Fact or Bluff”

Directions: Examine the following statements. Put “Fact” if the statement is correct and
“Bluff” if otherwise.
__________ 1. Economy is a particular way of ordering the realities of one’s world.
__________ 2. Spirituality is not instrumentalist or materialistic attitude to life.
__________ 3. Pantheism is a belief that God is equivalent to Nature.
__________ 4. Atheism is a belief that gods do exist.
__________ 5. For Cameron Mills, nature is one of the elements of worldview.
__________ 6. Ethics pertains to rules on how to behave.
__________ 7. Values includes beliefs and standards that are cherished.
__________ 8. Religion came from Greek word ‘religare’.
__________ 9. Latin term “spiritus” means “breath, courage, vigor, or soul”.
__________ 10. Myths are stories that help explain the beliefs of a group
b. What’s In?
Activity 4: “Community Map”

Directions: Observe the community map and give the functions of all of the identified
sectors. (Rubric to be used for checking your answer is available in Letter F)
Home (Bahay):_________________________________________________________
Barangay Hall:_________________________________________________________
Heath Center:_________________________________________________________
Market (Pamilihan/Tindahan):_____________________________________________
School (Paaralan): _____________________________________________________
Church (Simbahan): ____________________________________________________

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Among the sectors mentioned, the church has something to do with religion. How does
our church propagate our sense of faith?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
c. What is It
DISCUSSION: Belief System, Worldview, Religion and Spirituality
Belief System (Worldview)

Do you believe in God as Our Savior? When there is a rally, are you a leftist or a rightist?
Do you think that man is inherently good or bad? These questions are good examples of
different types of belief systems. It is often interchangeable with the term ‘worldview,’
hence, the two shall be predominantly used as synonyms (Mañebog, 2017). Belief system
(or Worldview) is a particular way of ordering the realities of one’s world (Introduction
to World Religions and Belief Systems Curriculum Guide, 2016). This is an ideology or
set of principles that helps us to interpret our everyday reality. This could be in the form
of religion, political affiliation, philosophy, or spirituality, among many other things.
These beliefs are shaped and influenced by a number of different factors
(https://study.com/).
According to Tim Rettig (2017), there are three main characteristics that define a system:
1. it consists of a set of elements (beliefs);
2. these elements are interconnected with one another; and
3. these elements are organized in a way to achieve a goal.
In addition, Cameron Mills (2011) cited the following as elements of belief system or
worldview:
1. Time: the age of people, the length of the day, the age of the country
2. Values: it is different from person to person. People from different religions, groups,
countries; they all value different things
3. Society: it is the way people and government interact with each other and among
themselves. The government is the ruling force over a society and underneath them
are different classes of people.
4. Beliefs: pertains to science and religion and anything you believe in
5. Knowledge: the more education a person has, the different view on the world they
will have
6. Economy: The way we view the world has high dependency in the amount of money
you and your country has.
7. Geography: it is a combination of economy, society, time and beliefs.
Furthermore, the following are some kinds of belief systems or worldviews in religion
(philosophybasics.com):

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1. Theism: The belief in the existence of one or more divinities or deities, which
exist within the universe and yet transcend it. These gods also in some
way interact with the universe (unlike Deism), and are often considered to
be omniscient, omnipotent and omnipresent.
2. Monotheism: The view that only one God exists.
3. Polytheism: The belief in, or worship of, multiple gods.
4. Pantheism: The belief that God is equivalent to Nature or the physical universe, or
that everything is of an all-encompassing immanent abstract God.
5. Animism: The belief that souls inhabit all or most objects (whether they be animals,
vegetables or minerals).
6. Atheism (or Nontheism): The belief that gods do not exist, or a complete rejection
of Theism in any form.
7. Agnosticism: The belief that the nature and existence of gods is unknown and
cannot ever be known or proven.
Religion
Another concept that has to be studied is religion. Religion was derived from a Latin
word “religare” which means “to tie together, to bind fast”. It is the pursuit of
transformation guided by a sacred belief system (Introduction to World Religions and
Belief Systems Curriculum Guide, 2016). Religion invites a person into a spiritual
relationship with some divine entity. This spiritual relationship stemmed from the belief
that there is a life after this world which is more important than physical life. We might
call such features, listed below, religion-making characteristics (Encyclopedia of
Philosophy):
1. Belief in supernatural beings (gods).
2. A distinction between sacred and profane objects.
3. Ritual acts focused on sacred objects.
4. A moral code believed to be sanctioned by the gods.
5. Characteristically religious feelings (awe, sense of guilt, adoration), which tend to be
aroused in the presence of sacred objects and during the practice of ritual, and which
are connected in idea with the gods.
6. Prayer and other forms of communication with gods.
7. A worldview, or a general picture of the world as a whole and the place of the
individual therein. This picture contains some specification of an overall purpose or
point of the world and an indication of how the individual fits into it.
8. A more or less total organization of one’s life based on the worldview.
9. A social group bound together by the above.
Correspondingly, the following are the various elements of religion

(college.holycross.edu):
1. Belief System or Worldview: Many beliefs that fit together in a system to make
sense of the universe and our place in it.
2. Community: The belief system is shared, and its ideals are practiced by a group.
3. Central Stories/Myths: Stories that help explain the beliefs of a group; these are
told over and over again and sometimes performed by members of the group. They
may or may not be factual.
4. Rituals: Beliefs are explained, taught, and made real through ceremonies.

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5. Ethics: Rules about how to behave; these rules are often thought to have come from
a deity or supernatural place, but they might also be seen as guidelines created by the
group over time.
6. Characteristic Emotional Experiences: Most religions share emotions such as awe,
mystery, guilt, joy, devotion, conversion, inner peace, etc.
7. Material Expression: Religions use things to perform rituals or to express or
represent beliefs, such as: statues, paintings, music, flowers, incense, clothes,
architecture, and specific sacred locations.
8. Sacredness: Religions see some things as sacred and some not sacred (or profane).
Some objects, actions, people and places may share in the sacredness or express it.
Spirituality
Another concept that needs to be focused on is spirituality. It is one’s integrative view
of life; involves a quest for the meaning and ultimate value of life as opposed to an
instrumentalist or materialistic attitude to life (Introduction to World Religions and Belief
Systems Curriculum Guide, 2016). The word “spirit” came from the Latin terms
“spiritus” which is translated as “breath, courage, vigor, or soul” and “spirare” or “to
breathe”.
Sheila Pierce (2016) listed the four characteristics of spirituality as follows:

1. A sense of wholeness and harmony within oneself
2. A sense of wholeness and harmony with others
3. A sense of wholeness and harmony with God or supreme power
4. A sense of wholeness and harmony with the ecosystem.
Researchers Gregory P. Knapik, Donna S. Martsolf, Claire Draucker and Karen D.

Strickland identified five attributes (elements) of spirituality and provided common
definitions for each.
1. Meaning: the ontological significance of life; making sense of life situations;

deriving purpose in existence.
2. Values: beliefs and standards that are cherished; having to do with the truth, beauty,
worth of a thought, object or behavior; often discussed as ‘ultimate values.’
3. Transcendence: experience and appreciation of a dimension beyond the self;
expanding self-boundaries.
4. Connecting: relationships with self, others, God/Higher Power, and the
environment.
5. Becoming: an unfolding of life that demands reflection and experience; includes a
sense of who one is and how one knows among other things.
DAY 3
D.3 ENGAGEMENT
a. What is more?
Activity 5: “Decipher the Code”

7
Directions: Use the following code to uncover the mystery terms. Each number represents a
letter of the alphabet. Once done coding, give the definition and the differences of the concepts,
elements, and characteristics of the decoded terms. (Rubric to be used for checking your
answer is available in Letter F)
1 2 3 4 5 6 7 8 9 10 11 12 13
A B C D E F G H I J K L M
14 15 16 17 18 19 20 21 22 23 24 25 26
N O P Q R S T U V W X Y Z
2 5 12 9 5 6 19 25 19 20 5 13
Definition:
#1
Differences from Religion:
Differences from Spirituality:
18 5 12 9 7 9 15 14
Definition:
#2 Differences from Belief System:
Differences from Spirituality:
19 16 9 18 20 21 1 12 9 20 25
Definition:
#3 Differences from Belief System:
Differences from Religion:
DAY 4
D.4 ASSIMILATION
a. What I Have Learned?

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Activity 9: “Tell Something”
Directions: Give the learnings you have gained for the following concepts.
1. Tell Something about Belief System

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. Tell Something about Religion

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
3. Tell Something about Spirituality

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
DAY 5
a. Assessment/What I Can Show?
Activity 10: Crossword Puzzle

Directions: Complete the crossword puzzle by answering the definitions below.

9
1
3 10
ACROSS DOWN
1. It is the way people and government 1. It is not instrumentalist or materialistic
interact with each other and among attitude to life
themselves 6. It is one of the translations of the Latin
2. It is a belief that gods do not exist term ‘spiritus’
3. It is the belief that souls inhabit all or most 7. It is the language where ‘religare’ came
objects (whether they be animals, from
vegetables or minerals) 8. He is the Supeme Being
4. It is a particular way of ordering the 10. It is the ontological significance of life
realities of one’s world
5. It is a story that helps explain the beliefs of
a group
E. Guide Questions
(already embedded in the activities)
F. Rubric for Scoring

This rubric will be used to score Activities 1, 2, 4, 5, 6, 7, 8 and 9.
3 2 1
CRITERIA
Above Expectation Meets Expectation Below Expectation
Analysis Response provides an in-depth Response provides an in-depth Response does not provide an in-
analysis of the questions given. analysis of the questions given. depth analysis of the questions given.
Shows an understanding of the Shows a little understanding of the Shows no understanding of the
lesson content. Examples were lesson content. Examples were not lesson content. Examples were not
given to explain the concept given to explain the concept given to explain the concept
presented. presented. presented.

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Clarity The thoughts were clearly The thoughts were slightly clear. The thoughts were not clear. There
expressed. The organization of The organization of words in a is no organization of words.
words in a sentence was clearly sentence was not exemplified
exemplified. clearly.
Writing Clear writing, complete sentence, Clear writing, complete sentence, Unclear writing, incomplete
Skills no errors in grammar and spelling. with minimal errors in grammar sentence, ample errors in grammar
and spelling. and speling.
G. Reflection
Learners will write on their notebooks or journals their insights about the lesson.
 I understand that _________________________________________________.
 I realized that ___________________________________________________.
H. References for Learners
Books
Ong, Jerome A. and Jose, Mary Dorothy dL. (2016), Introduction to World Religions and Belief
Systems, Vibal Group
Electronic Sources
Abdel-Khalek, Ahmed M. (2017). The Construction and Validation of the Arabic Scale of Intrinsic
Religiosity (ASIR). Retrieved from https://www.researchgate.net/
Belief Systems: Definition & Types (2016). Retrieved from https://study.com/
Encyclopedia of Philosophy (Second Edition). Retrieved from https://www.uta.edu/
Eight Elements of Religions. Retrieved from https://college.holycross.edu/
Introduction to World Religions and Belief Systems Curriculum Guide. Retrieved from
https://www.deped.gov.ph/
Mañebog, Jensen DG. (2017). World Religions and Belief Systems: Definition of Terms. Retrieved
from https://ourhappyschool.com/
Mills, Cameron (2011). The 7 Elements of World View. Retrieved from https://prezi.com/
Knapik, Gregory P., Martsolf, Donna S., Draucker, Claire and Strickland, Karen D. (2010). Attributes
of Spirituality Described by Survivors of Sexual Violence. Retrieved from
https://www.researchgate.net/
Pierce, Sheila (2016). Spiritual Nursing. Retrieved from https://slideplayer.com/
Philosophy of Religion. Retrieved from https://www.philosophybasics.com/
Rettig, Tim (2017). Belief Systems: What They are and How They Affect You. Retrieved from
https://medium.com/
Photos
https://kenanmalik.com/2013/08/15/religion-is-not-what-it-used-to-be/
https://www.thepersonalcloset.com/how-to-pray-confession-acts-prayer/
https://www.slideshare.net/barangaysuki7/ang-komunidad
https://www.yourquote.in/gregoria-ann-riahtam-cyel/quotes/i-believe-god-not-because-my-parents-
told-me-not-because-me-fqkyk
http://www.csun.edu/~zz1802/Finance%20303/Web-Stuff/Lecture-Notes-Mid1.pdf
https://www.wallstreetmojo.com/wealth-maximization-vs-profit-maximization/
https://ph.investing.com/equities/phi-long-dis-t

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https://www.google.com/search?client=firefod&q=macroeconomic+conditions+of+philippine
s
https://tradingeconomics.com/philippines/political-stability-and-absence-of-violence-
terrorism-estimate-wb-data.html

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Week
Interconnectedness of Geography,
2 Culture, and Religion

We are products and functions of the world we live in. We are shaped by both intrinsic and extrinsic
factors that make us who we are right now. One of these aspects is religion as it plays a fundamental
role and key resource to generate meaning of life. However, just like us, we cannot deny the fact
that religion is an upshot of intertwining influences like geography and culture as major criteria.
This Activity Sheet focuses on the relationship among geography, culture, and religion.
B. Learning Competencies
Analyze the interconnectedness of geography, culture, and religion.
C. Directions/Instructions
DAY 1
D.1 INTRODUCTION
a. What I Need to Know?
After going through with this activity sheet, you are expected to:
1. distinguish the concepts of culture and religion,
2. recognize the relationship between geography and religion,
3. identify the connection between culture and religion, and
4. determine the influences of geography and culture to own religious practices.
b. What’s New?
Activity 1: News Analysis

Directions: Read the news article carefully and answer the corresponding questions.

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The 10 Most Religious Countries, Ranked by Perception
By Megan Trimble and Shelbi Austin - January 15, 2020, at 12:01 a.m.
In some countries, religion isn't just a way of life – it's the law.
Some countries are seen as holier-than-thou.
The Jewish homeland of Israel is again perceived to be the most religious in the world, according
to data from the 2020 Best Countries rankings, a characterization of 73 countries based on a survey of
more than 20,000 global citizens. In the survey, respondents answered how closely they related each of
the 73 countries to the term "religious," an adjective that Merriam-Webster defines as a "faithful devotion
to an acknowledged ultimate reality or deity," but can hold different meanings for different people.
The Basic Law in Israel describes the country as a Jewish state and "protects the freedom of
conscience, faith, religion, and worship, regardless of an individual’s religious affiliation," according to
the U.S. Department of State's International Religious Freedom Report for 2016. Israel's capital,
Jerusalem, is home to significant religious and historic sites such as the Western Wall and Temple Mount
– which draws both Jews and Muslims – but the nation has also been rife with violence between
Palestinians and Israeli security forces in Israel, Jerusalem, Gaza and the West Bank.
Saudi Arabia and India rank No. 2 and No. 3, respectively, in terms of perceived religiosity. Saudi
Arabia has a theocratic monarchy with a legal system based on Islamic Shariah law and India is the
birthplace of Hinduism and Buddhism. Both countries changed in rank from the 2019 listing, with Saudi
Arabia moving up one spot to No. 31 and India moving up two spots to No. 25.
Data show Islam is spreading, on track to surpass Christianity as the world's biggest religion. While
the world’s population is projected to grow 32 percent in the next few decades, the number of Muslims is
expected to increase by 70 percent – from 1.8 billion in 2015 to nearly 3 billion in 2060, a 2017 Pew
Research Center report found.
Meanwhile, the United States, with freedom to practice religion guaranteed in its Constitution,
ranks No. 55. Sweden and Australia are perceived to be the least religious countries at Nos. 72 and 73,
respectively.
These are the 10 countries perceived to be the most religious: 1. Israel, 2. Saudi Arabia, 3. India,
4. United Arab Emirates, 5. Egypt, 6. Jordan, 7. Turkey, 8. Qatar, 9. Oman and 10. Lebanon.
Guide Questions:
1. What is the main content of the news article?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
2. What are the 10 most religious countries in the world based from the data from the 2020
Best Countries rankings?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

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3. According to the news article, what are the reasons behind the heightened religiosity
of some of the listed countries?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
4. What do you think are the other factors that influence countries’ sense of “faithful
devotion”?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Activity 2: “Action Plan: Filipino Religiosity”

Directions: From the same survey of 2020 Best Countries rankings, Philippines did not even
place in the Top 10 as far as the perceived religiosity is concerned. As a Filipino,
what do you think are the problems? List down at least four problems and give
necessary action plan to address each issue of religiosity. (Rubric to be used for
checking your answer is available in Letter F)
Problem Action Plan
Example:
Filipinos are too busy for Filipinos must learn how to

other things like work especially manage our deliverables no matter how
those who are breadwinners. We demanding our schedules are. We must
are preoccupied by much workload allot time to go to church and pray to
to the extent that we forget to go to thank God for all the blessing He is
church or even pray. showering upon us.
1.
2.
3.
4.

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DAY 2
D.2 DEVELOPMENT
a. What I Know?
Activity 3. Pretest
Directions: Choose the letter of the correct answer. Write it on the separate sheet of
paper.
1. Which of the following statements is TRUE about Religion?

A. All religions have known origin. C. Religion is changing.
B. Religion is always unaffected. D. Religion nothing but a concept.
2. According to National Geographic, which of the following concepts pertains to “the study of
places and the relationships between people and their environments?
A. Culture B. Geography C. Religion D. Society
3. What do you call the place where religion is practiced?

A. Religious Ecology C. Religious Landscape
B. Religious Diffusion D. Religious Regions
4. Which of the following DOES NOT belong to Eastern Religions?

A. Hinduism B. Judaism C. Shintoism D. Taoism
5. Where did Shintoism originate?

A. China B. India C. Israel D. Japan
6. Which of the following religions originated from Saudi Arabia?

A. Christianity B. Confucianism C. Islam D. Judaism
7. Which of the following is INCORRECTLY paired?

A. Buddhism : China C. Islam : Western Religion
B. Christianity : Israel D. Japan : Eastern Religion
8. Which of the following themes of geographic study of religion has high regards to nature?
9. Which of the following is an example of Religious Landscape?

A. Beliefs B. Mosques C. Myths D. Rivers
10. Which of the following concepts pertains to “the sum of an individual’s way of life, ranging
from food he or she eats, the clothes he or she wears, and the house where he or she lives”?
11. Who among the following mentioned that “religion was a mechanism which inspired terror,
but terror for the preservation of society.”?

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A. Manuel B. Turner C. Weber D. Wilson
12. Which of the following functions of religions has something to do with performing
ceremonies and rituals like birth, marriage, death and other momentous events which give
meaning and a social significance to our life?
A. Provides Rites of Passage
B. Psychologizing Religion
C. Religion as Emotional Support:
D. Religion as an Integrative Force Creating a Moral Community
13. Which of the following statements come from F. Turner?

A. Religion gives individuals a sense of identity.
B. Religion functions as an agent of de-politicization.
C. Religion has the function of controlling the sexuality of the body.
D. The primary function of religion was to preserve and solidify society.
14. Which if the following functions of religions gives us a sense of comfort and solace to the
individuals during times of personal and social crises such as death of loved ones, serious
injury, etc.?
A. Creating a Moral Community
C. Religion as Emotional Support
D. Religion as Social Control
15. Which of the following functions of religions reinforces the collective unity or social
solidarity of a group.
A. Religion Acts as Psychotherapy
B. Religion as an Integrative Force
C. Religion as a Source of Identity
D. Religion Serves a Means to Provide Answers to Ultimate Questions
b. What’s In?
Activity 4: “Religion Acrostic Poem”

Directions: Complete the acrostic for the word ‘RELIGION’ by supplying words related
to it. In the space provided, give the explanation of the connection or the definition
of the provided word. Note: An acrostic is a type of word game where the first, last
or other letters in a line spell out a particular word or phrase. A sample is done as
your reference. (Rubric to be used for checking your answer is available in Letter
F)

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c. What is It?
DISCUSSION: Interconnectedness of Geography, Culture, and Religion
Religions have their own lives. They are living concepts that are continuously changing
across time. The religions that we have today had started from a very puzzling origin, that even
experts cannot conclude. But one thing is for sure, the religion we had years back are not the
same as what we have in the present time. There are lot of aspects that caused this change, as
evolution surrounding religion are multifaceted. Two among these factors are geography and
culture.
Geography
National Geographic defines geography as “the study of places and the relationships
between people and their environments. Geographers explore both the physical properties of
Earth’s surface and the human societies spread across it. They also examine how human culture
interacts with the natural environment and the way that locations and places can have an impact
on people.” Religions are said to be developing due to environmental landscape and community
relations and networks which can be considered under geographical aspects.
Based from geography.name, the geographic study of religion can be divided into five
main themes: religious regions, religious ecology, religion and society, religious landscapes,
and religious diffusion.
1. Religious Regions
The most commonly described religious regions are those where a religion is
practiced. When we speak of religion in terms of regions or areas, we are pertaining to
Western Religions and Eastern Religions.
Western Religions Eastern Religions
Judaism (Israel) Hinduism (India)
Christianity (Israel) Buddhism (India)
Islam (Saudi Arabia) Confucianism (China)
Taoism (China)
Shintoism (Japan)
2. Religious Ecology
Religious ecology deals with the interaction of religions to natural environments.
Many devotees consider things in their surroundings as extension of their faith and as
sacred including mountains, seas, rivers or trees. Religious ecology also concerns on how
beliefs influence the forces of nature. For example, Hindus recite Sanskrit mantras daily
to revere their rivers, mountains, trees, animals and the earth.
3. Religion and Society

The connection of religion to other components of society is necessary to its
development. These elements include human traits, cultural group history, lifestyles,
economic systems, political geography, demography, and ethnicity. For example, Muslims
are forbidden to eat pork, thus this meat does not become part of their way of life.

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4. Religious Landscape
Religious landscape is the most studied field of the geography of religion. It is
evident that landscapes from different regions have unique attributes and can be seen in
various form, orientation, density, and architecture of structures. For example,
religious landscape is shown in the house of worship like churches, temples, synagogues,
or mosques.
5. Religious Diffusion
Last theme is religious diffusion, or the spreading of ideas about a particular
religion. Most religions have expanded by increasing numerically through direct contact
of individuals. All religions have places of origin where their diffusion started. For
example, Christianity evolved out of Judaism about 2,000 years ago and continue to spread
all around the world.
Culture
It is mentioned that, aside from geography, culture affects religion. Culture is
defined as “the sum of an individual’s way of life, ranging from food he or she eats, the
clothes he or she wears, and the house where he or she lives” (Santarita and Madrid, 2016).
Religion is profoundly prominent when deliberating the values and behavioral norms of
cultures. The effect of culture in religion is reflected in various ways in which certain
groups of people regard various aspects of life. Religion is a cultural universal because it
fulfills several basic functions within human societies.
These are the some of the most important functions of religion according to Puja
Mondal:
1. Religion as an Integrative Force

It is believed that the primary function of religion was to preserve and solidify
society. It functions to reinforce the collective unity or social solidarity of a group. Sharing
the same religion or religious interpretation of the meaning of life unites people in a
cohesive and building moral order.
2. Creating a Moral Community

Religion provides a system of beliefs around which people may gather to belong to
something greater than themselves in order to have their personal beliefs reinforced by the
group and its rituals. Those who share a common ideology develop a collective identity
and a sense of fellowship.
3. Religion as Social Control

Frank E. Manuel (1959) had said that ‘religion was a mechanism which inspired
terror, but terror for the preservation of society’. While conservatives have valued religion
for its protective function, radicals have also often recognized that religion can be a support
of the established order, and have, consequently, been critical of religion.
4. Provides Rites of Passage

Religion helps us in performing ceremonies and rituals related to rites of passage
(birth, marriage, death and other momentous events) which give meaning and a social
significance to our life.

19
5. Religion as Emotional Support
Religion is a sense of comfort and solace to the individuals during times of personal
and social crises such as death of loved ones, serious injury, etc.
6. Religion Serves a Means to Provide Answers to Ultimate Questions

These beliefs are based on the faith that life has a purpose, and there is someone or
something that controls the universe. It defines the spiritual world and gives meaning to
the divine. Because of its beliefs concerning people’s relationships to a beyond, religion
provides an explanation for events that seem difficult to understand.
7. Religion as a Source of Identity

Religion gives individuals a sense of identity—a profound and positive self-identity.
It enables them to cope effectively with the many doubts and indignation of everyday life.
8. Legitimating Function of Religion

According to Max Weber (1930), religion may be used to explain, justify or
rationalize the exercise of power. It reinforces the interests of those in power. Even in
societies not as visibly ruled by religious dogma, religion legitimates the political sector.
9. Psychologizing Religion
The notion of ‘positive thinking’ serves as an example of psychologizing religion.
It provides peace of mind, promises prosperity and success in life, as well as effective and
happy human relations. It is thus a source of security and confidence, and also of happiness
and success in this world.
10. Religion Acts as Psychotherapy

In modern world, religion has also become a supporting psychology—a form of
psychotherapy. Now, God is conceived of as a humane and considerate God. Such a
hopeful perception helps the sufferer in alleviating his/her personal and social crisis.
11. Religion as an Agent of Social Change

While religion supports the status quo in its priestly function, it inspires great change
in its prophetic function. It can enable individuals to transcend social forces; to act in ways
other than those prescribed by the social order.
12. Religion as an Agent of De-politicization

According to Bryan Wilson (1976), religion functions as an agent of de-
politicization. Marxists suggest that by inducing a ‘false consciousness’ among the
disadvantaged, religion lessens the possibility of collective political action.
13. Religion Controls Sexuality

According to B. Turner (1992), ‘religion has the function of controlling the sexuality
of the body, in order to secure the regular transmission of property via the family’. In
feudalism, and now in capitalism, religious control of sexuality is an important vehicle for
the production of legitimate offspring.

20
DAY 3
D.3 ENGAGEMENT
a. What is more?
Activity 5: “Let’s Distinguish!”

Directions: In the box provided, draw a heart (♥) when the picture belongs to geography and
a diamond (♦) when it is under culture. When concept seems overlapping, choose
the better answer.
1. 2.
3. 4.
5. 6.
Activity 6: “Makibaka, Huwag Matakot!”

Directions: Write down your answer in the given situation.
Situation:
You were enjoying your moment in a café in the busy town of Lemery, Batangas when
suddenly a group of protesters began to gather to fight for what they think is right. Out of
curiosity, you took a photo of them. Upon going home, you checked your phone gallery only

21
to find out that something is wrong in the picture. You realized that it’s the banner of the
protester. Given the illustration below, what makes the two banners incorrect? Have your
answers written on another sheet of paper.
b. What I Can Do?
Activity 7: “My Own Religious Practices”

Directions: List down at least four religious practices and give the influences of
geography and culture to each of them. (Rubric to be used for checking your answer
is available in Letter F)
Practices Influence of Geography Influence of Culture
Example: Lemery is located at the “Sigpaw” is used as a

Celebration of coast of Balayan Bay. traditional way to catch fish.
“Sigpawan Festival” Needless to say, fishing is For Lemereños, a sigpaw
during the feast of one of our main full of fish symbolizes good
San Roque every industries. During the harvest from God.
16th of August town fiesta, there is
always a fluvial parade of
the saints.
1.
2.
3.
4.

22
c. What other Enrichment Activities can I Engage In?
Activity 8: “I Relate”
Directions: Select one theme of geographic study of religion and one function of religion.
Explain the relationship of your chosen concepts and give example. (Rubric to be
used for checking your answer is available in Letter F)
Theme of Geographic Study of

Religion
Function of Religion
Relationship
Example
DAY 4
D.4 ASSIMILATION
Activity 9: My Takeaways
Directions: Answer the following questions.
1. What is geography?
2. What are the themes of the geographic study of religion?
3. Is geography related to religion?
4. What is culture?
5. What are the functions of culture?
6. Is there a connection existing between culture and religion?
DAY 5
b. Assessment/What I Can Show?
Activity 10: Post Test

paper.
1. Which of the following statements is TRUE about Religion?

A. All religions have known origin. C. Religion is changing.
B. Religion is always unaffected. D. Religion nothing but a concept.

23
2. According to National Geographic, which of the following concepts pertains to “the study of
places and the relationships between people and their environments?
3. What do you call the spreading of ideas about a particular religion?

4. Which of the following DOES NOT belong to Western Religions?

A. Christianity B. Islam C. Judaism D. Taoism
5. Where did Hinduism originate?

A. China B. India C. Israel D. Japan
6. Which of the following religions originated from Israel?

A. Christianity B. Islam C. Shintoism D. Taoism
7. Which of the following is CORRECTLY paired?

A. Confucianism : Israel C. Saudi Arabia : Islam
B. Judaism : Eastern Religion D. Shintoism : China
8. Which of the following themes of geographic study of religion has high regards to nature?
9. Which of the following is an example of Religious Landscape?

A. Beliefs B. Falls C. Mosques D. Myths
10. Which of the following concepts pertains to “the sum of an individual’s way of life, ranging
from food he or she eats, the clothes he or she wears, and the house where he or she lives”?
11. Which if the following functions of religions has the notion of ‘positive thinking’?
A. Provides Rites of Passage
D. Religion as an Integrative Force Creating a Moral Community
12. Who among the following mentioned that “religion was a mechanism which inspired terror,
but terror for the preservation of society.”?
A. Manuel B. Turner C. Weber D. Wilson
13. Which of the following statements come from F. Turner?

A. Religion gives individuals a sense of identity.
B. Religion functions as an agent of de-politicization.
C. Religion has the function of controlling the sexuality of the body.
D. The primary function of religion was to preserve and solidify society.

24
14. Which if the following functions of religions gives us a sense of comfort and solace to the
individuals during times of personal and social crises such as death of loved ones, serious injury,
etc.?
A. Legitimating Function of Religion
D. Religion as Social Control
15. Which if the following functions of religions reinforces the interests of those in power?
A. Legitimating Function of Religion
B. Religion as an Integrative Force
C. Religion as a Source of Identity
D. Religion Serves a Means to Provide Answers to Ultimate Questions
E. Guide Questions

This rubric will be used to score Activities 1, 2, 4, 6, 7, 8 and 9.
3 2 1
CRITERIA
G. Reflection
 I realized that ___________________________________________________.
Books
Santarita, Jeofe B. and Madrid, Randy M. (2016). Understanding Culture Society and Politics,
Vibal Group
Ong, Jerome A. and Jose, Mary Dorothy dL. (2016). Introduction to World Religions and Belief

25
Electronic Sources
Mondal, Puja. Religion: 3 Most Important Functions of Religion. Retrieved from
https://www.yourarticlelibrary.com/
Religion. https://geography.name/
Trimble, Megan and Austin, Shelbi (2020). The 10 Most Religious Countries, Ranked by
Perception. Retrieved from https://www.usnews.com/
What is Geography?. Retrieved from https://www.nationalgeographic.org/
Photos
https://br.freepik.com/vetores-premium/desenhos-animados-jovens-protestando-segurando-
sinais-em-branco_6962973.htm
https://www.ancientpages.com/2018/09/09/aerial-cemetery-ancient-tradition-of-hanging-
coffins/
https://www.atlasofhumanity.com/thailandkayan
https://www.brainscape.com/blog/2014/11/9-reasons-study-geography/
https://www.britannica.com/science/geography
https://www.forbes.com/sites/laurabegleybloom/2019/12/18/where-to-go-next-best-places-
travel-2020/#6afaab9e2387
https://www.sciencephoto.com/media/1070696/view/mursi-tribe-wedding-ceremony-ethiopia

26
Week
Influences of Religion to Culture
3 and Society

We live in a world where society and culture have now changed and it is a great thing to see how
we have grown. One of the factors that are influencing the way we live is religion. Our religious
beliefs, values and ideas have made, and continue to make, substantial shares to the development
of human societies and cultures.
This Learning Activity Sheet tackles about the influences, both positive and negative, of religion
to culture and society.
MELC 3: Analyze the influences of religion to culture and society
DAY 1
D.1 INTRODUCTION

1. identify the positive effects or influences of religions to culture and society;
2. determine the negative effects or influences of religions to culture and society; and
3. know the belief and rituals being practiced by some religions.
b. What’s New?
ACTIVITY 1: “Poem Analysis”

Directions: Analyze the poem below and answer the corresponding questions.

27
Religion Is...
by Derrick Feinman
Religion is a striving of the finite to reach out to the infinite.

Religion is a source from which to obtain moral discipline
Religion is a meeting place to find those on the same path.
Religion is a common reference point for moral and ethical discourse.
Religion is a social tool to bring remembrance and deliberate actions into our daily life.
Religion is a description of actions, not a title.

Religion is action, not declarations.
Religion is a more perfect person, not a more perfect doctrine.
Religion is a tool, not an idol.
Religion is a means, not an end.
Religion is a path to God, not a god in itself.
Guide Questions:
1. What can you say about the poem?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
2. How does the author describe or define religion? Give your explanation to some of his
description or definition.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
3. Do you believe in author’s point of view about religion? Why?

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
4. What would a society look like without religion? Explain your answer.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
ACTIVITY 2: “Religion: A Solution”

Directions: Identify the best solutions on how could religion alleviate the following
societal problems. (Rubric to be used for checking your answer is available
in Letter F)

28
Example: Extreme Poverty
My religion has taught me to share and to be

grateful of what I have. To value generosity is
how we respond to people with dire need of
help. It reminds me of the story of Mother
Teresa when she fought poverty by serving
underprivileged people in India. She gave up all
of her material goods and physical comfort.
1. Academic Illiteracy
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
2. Child Malnutrition
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
3. Gender Discrimination
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________

29
DAY 2
D.2 DEVELOPMENT
a. What I Know?
ACTIVITY 3: “Match It!”

Directions: Classify each statement whether it is a positive or negative effect of religion
drawing a line to your answer.
1. Religion provides moral values.

2. Religion affirms social hierarchy.
3. Religion obstructs the use of reason.
4. Religion provides social change.
5. Religion promotes social harmony.
POSITIVE
6. Religion causes discrimination.
7. Religion gives positive goal in life.
8. Religion explains the unknown. NEGATIVE
9. Religion triggers conflicts and fights.
10. Religion impedes scientific success.
11. Religion gives a sense of belonging.
12. Religion serves as an economic tool
for controlling the masses.
b. What’s In?
ACTIVITY 4: “Photo Comparison”

Directions: Compare the two pictures below and answer the corresponding questions.
PICTURE A PICTURE B
Guide Questions:
1. What can you see in Picture A? in Picture B?
_______________________________________________________________________
_______________________________________________________________________
2. Do they convey same message as far as religion is concerned? Why?
_______________________________________________________________________
_______________________________________________________________________

30
c. What is It?
DISCUSSION: Influences of Religion to Culture and Society

Undeniably, religion influences culture and society in various ways, they are interrelated
to each other. The growth and spread of world religions had a great impact on culture and
society. Extensive researches have emerged over the past years that establishes the fact that
religious practices and beliefs have the vast potential to make or break one’s society.
In the book, “Introduction to World Religions and Belief Systems” written by Jerome A.
Ong and Mary Dorothy dL. Jose (2016), states the positive and negative effects of religion to
culture and society.
Positive Effects of Religion

1. Promotes Social Harmony
Religion believes in supernatural beings and powers. Religion practices a set of
rituals and ceremonious rites of passage and intensification. It also regards religious
leaders in high esteem. These characteristics help advance social harmony by assimilating
and stabilizing cultures and nations. Religion provides divine authority to ethical and
moral principles which also help promote unity among people. Common participation in
rituals together with basic uniformity of beliefs help promote social cohesiveness.
2. Provides Moral Values

This is one of the most significant functions of religion. It provides a systematic
model of the universe, which in effect determines organized human behavior. By
providing moral values, one is able to distinguish right from wrong, good from evil. It also
provides a system of reward and punishment that administers and standardizes people’s
behavior in society.
3. Provides Social Change

Since religion is a source of moral values, it provides social change. It can be very
effective in lobbying and campaigning for certain social issues using its own moral
teachings as the basis for argument.
4. Reduces the Fear of the Unknown

Religion was developed from man’s need to have a sense of origin and destination;
to discover where they came from and where they are bound to go when they die. Religion
provides answers for phenomena and questions that science or reason cannot explain.
Myths about creation abound but more importantly, religion has provided assurances as to
where spirits will go when people die, reducing people’s fear of death as something
undesirable.
5. Gives Positive Goals in Life

People were inspired by the stories of different prophets from their own religious
affiliations like that of Moses, Buddha and Muhammad. These people showed how
ordinary people like them were given important missions in life, and how they struggled
to carry out their respective missions. Their narratives (known to us because of religion)

31
may give people a sense of meaning in life; that they are not placed in this world without
a purpose, that each has a mission to fulfill and it is up to them to fathom what their
missions in life are.
6. Gives People a Sense of Belonging
For some, religion provides people with personal identity as part of a group with
similar worldviews, beliefs, values, practices, and lifestyles. Belonging to a particular
religion – whose members share the same beliefs, practices the same rituals and worship
the same god – gives individuals a sense of being in the right place with the right people.
It also provides them a sense of security because other people who belong to the same
group tend to support and help each other in times of crisis. People can also rejoice with
them in times of success.
Negative Effects of Religion

1. Affirms Social Hierarchy
Some religions often favor men and as a result, perpetuate the notions of class or
gender discrimination or oppression.
2. Causes Discrimination
Religion can be a source of discrimination or the prejudicial treatment of different
categories of people or things. Some people do not tolerate religious ideologies different
from the one they follow. Religious fanaticism can lead to feelings of hatred, which could
lead to racism and eventually violence.
3. Triggers Conflict and Fight

Wars have been fought in the name of religion. Numerous lives were sacrificed and
lost and this phenomenon continues up to the present time.
4. As an Economic Tool for Exploiting the Masses

Karl Marx said “Religion is the opium of the masses.” he believes that religion
maintains social inequality by propagating a worldview that justifies oppression. People
will not complain of being poor or being in the lower ranks because “the kingdom of
Heaven is waiting for them”
5. Impedes Scientific Success and Development

Catholic church claimed that the earth was flat and that it is the center of the solar
system and so when Copernicus stated his theory that the sun is the center of the solar
system, he was banned from the church and his book was banned for more than 200 years.
6. Obstruct the Use of Reason

Many question the sustainability of religious doctrines to the needs of the present
and future generations. Ancient religious beliefs and practices which have proven to be
inhuman should be replaced with sensible ones.
Religious Belief and Rituals of Some Religions Around the World
Wearing Venomous Ant-filled Gloves

32
Rituals that mark the transition from boyhood to manhood exist all around the world.
In the Amazon, male teenagers must enter adulthood by plunging their hands into gloves
filled with hundreds of venomous ants. Bullet ants, the largest ant on the planet and with
one of the most painful bites, said to be 30 times more painful than a wasp sting, are woven
into the ritual gloves and used as part of the initiation ceremony for the region’s youth.
The Brazilian indigenous tribe, the Satere-Mawe, believe that experiencing this intense
level of pain and suffering will make young men into braver, tougher, and better warriors,
and that the ritual will protect them from disease.
The boys are expected to keep the gloves on for ten minutes, letting the ants attack
their hands. The initial bites are painful enough, but that is only the beginning of the ordeal.
When the neurotoxins from the ants kick in, participants suffer symptoms that can last for
hours or even days, ranging from gradually intensifying pain, paralysis, fever,
hallucinations, shaking, convulsions, and loss of muscle control. Those who endure the
torment become men. (bootsnall.com)
Celebrating in the Cemetery

As Americans and Canadians are decorating for Halloween and choosing costumes
for parties and trick-or-treating, Mexicans prepare to honor their dead on All Souls’ Day
by celebrating Día de los Muertos (Day of the Dead). Families spend months making
cookies, candies, and cakes in the shapes of skeletons, skulls, internal organs, coffins,
crosses, altars, and flowers and gathering appropriate items to take to the cemetery on the
night of the celebration. Whole families visit the graves of their loved ones to clean and
maintain the gravesites, place candles, flowers, and gifts around the tombstones and to
celebrate the memory of their ancestors. Then the families gather for an all-night party in
the cemeteries, bringing the favorite food and drink of the deceased, photos and other
mementos, as well as flowers and decorations.
Gifts for the dead may include toys (for children who have passed away), bottles of
alcohol, food, pillows and blankets (so that the dead may rest comfortably), marigolds, or
even CDs of the deceased’s favorite music. Family members gather to tell funny stories,
sing songs, drink, eat, and celebrate both life and death. The holiday is all about
appreciating the cycle of life and death, not to mention enticing the spirits of the dearly
departed back to earth for a night in order to hear the prayers and grant the wishes of the
living. (bootsnall.com)
Baby-Tossing
For more than 700 years, at Grishneshwar Temple in western India’s Maharashtra
state, parents have asked clerics to drop their infants from a 50-foot tower. The parents
believe that the free-fall will make their children more intelligent, braver, luckier, and
healthier. Children between the ages of one and two are carefully dropped from the tower,
and caught a sheet held by men below, then are quickly passed into the arms of their
waiting parents.
Many Westerners and secular Indians who have witnessed the spectacle are horrified
by this ceremony, but it’s traditional in rural parts of India and is practiced both by
Muslims and Hindus. Although religious officials are quick to declare that no children

33
have been injured in the ritual, state officials are currently working to ban the practice.
Supporters of the ban state the trauma and danger to the children, who are understandably
terrified and visibly shaken by the ordeal, but those opposed to the ban feel strongly that
practitioners should be allowed religious freedom.
Digambaras
Digambar also spelled Digambara is one of the two main sects of Jainism. Senior
Digambar monks wear no clothes, following the practice of Lord Mahavira. They do not
consider themselves to be nude — they are wearing the environment. Digambaras believe
that this practice represents a refusal to give in to the body’s demands for comfort and
private property — only Digambara ascetics are required to forsake clothing. Digambara
ascetics have only two possessions: a peacock feather broom and a water gourd.
(listverse.com)
Sati Pratha
It was mainly practiced in ancient India, but some recent cases of Sati shocked the
nation. Under this ritual, the widow used to sit on the dead body of their deceased male
partner which in turn used to be burnt alive. This ritual was very dominant during the time
of British rule. British records from the early 19th century stated that over 500 incidents
of Sati took place each year between 1813 to 1828. (icytales.com)
DAY 3
D.3 ENGAGEMENT
a. What is more?
ACTIVITY 5: “Enumerate”
Directions: List down all the positive and negative effects of religion and explain each.
POSITIVE EFFECTS OF RELIGION NEGATIVE EFFECTS OF

RELIGION
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.
6. 6.

34
ACTIVITY 6: “I Remember!”
Directions: Write all the important things you remember to the following religious beliefs
and rituals. (Rubric to be used for checking your answer is available in Letter F)
RELIGIOUS BELIEFS AND YOUR INSIGHTS

RITUALS
1. Wearing Venomous Ant-filled Gloves
2. Celebrating in the Cemetery
3. Baby-Tossing
4. Digambaras
5. Sati Pratha
b. What I Can Do?
ACTIVITY 7: “Essay about Religious Practices”

Directions: Write a literary essay with minimum of 20 sentences about your own religion’s
belief and/or practices that you are very much proud of. Put a catchy title to your
work. Use another sheet of paper for your essay. (Rubric to be used for checking your
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

35
ACTIVITY 8: “State the Not Stated”

Directions: Upon learning the negative and positive effects of religion from the book of
Jerome A. Ong and Mary Dorothy dL. Jose, think of at least three positive and three
negative effects of religion that they did not state. (Rubric to be used for checking
your answer is available in Letter F)
Positive Effects:
1. ___________________________________________________________
2. ___________________________________________________________
3. ___________________________________________________________
Negative Effects:
1. ___________________________________________________________
2. ___________________________________________________________
3. ___________________________________________________________
DAY 4
D. 4. ASSIMILATION
ACTIVITY 9: “Concept Map”

Directions: Create your own concept map on the things that you have learned from the
discussion. (Rubric to be used for checking your answer is available in Letter F)

36
ACTIVITY 10: “Identification”

Directions: Identify the positive and negative effects of religions that are being asked in
the statement. Choose your answer in the box.
_____ 1. Religion provides answers for

phenomena and questions that A. Causes Discrimination
science or reason cannot explain. B. Affirms Social Hierarchy
_____ 2. Religion can be very effective in
C. Provides Social Change
lobbying and campaigning for
certain social issues using its own D. Obstruct the Use of Reason
moral teachings as the basis for E. Promotes Social Harmony
argument. F. Provides Moral Values
_____ 3. Ancient religious beliefs and
G. Reduces the Fear of the Unknown
practices which have proven to be
inhuman should be replaced with H. Gives People a Sense of Belonging
sensible ones. I. Triggers Conflict and Fight
_____ 4. Some religions often favor men
J. Gives Positive Goals in Life
and as a result, perpetuate the
notions of class or oppression. K. Impedes Scientific Success and
_____ 5. Karl Marx said “Religion is the Development
opium of the masses.” he believes
L. As an Economic Tool for Exploiting
that religion maintains social
inequality by propagating a the Masses
worldview that justifies oppression.
_____ 6. Religion can be a source of the prejudicial treatment of different categories of people
or things.
_____ 7. Common participation in rituals together with basic uniformity of beliefs help
promote social cohesiveness.
_____ 8. One is able to distinguish right from wrong, good from evil.
_____ 9. For some, religion provides people with personal identity as part of a group with
similar worldviews, beliefs, values, practices, and lifestyles.
_____ 10. Wars have been fought in the name of religion.
E. Guide Questions

This rubric will be used to score Activities 1, 2, 4, 5, 6, 7, 8 and 9.

37
3 2 1
CRITERIA
G. Reflection
 I realized that ___________________________________________________.

Books
Ong, Jerome A. and Jose, Mary Dorothy dL. (2016), Introduction to World Religions and Belief Systems, Vibal
Group
Electronic Sources
De Bastardo, Simone Cannon. Unique (And Sometimes Dangerous) Religious Rituals Around the World. Retrieved
from https://www.bootsnall.com/articles/unusual-religious-rituals-around-the-world.html
Feinman, Derrick (2015). Religion Is.... Retrieved from https://hellopoetry.com/words/religion/
Frater, Jamie (2007). 10 Weird Religious Practices. Retrieved from https://listverse.com/2007/08/13/10-weird-
religious-practices/
Rawat, Pankaj (2016). 10 Bizarre Religious Beliefs Across the World. Retrieved from
https://www.icytales.com/religious-beliefs-and-practices-in-the-world/
Photos
https://grandmageri422.me/2015/10/31/when-unity-is-evil-one-world-religion-being-ushered-in-by-pope-francis/
https://international.la-croix.com/news/world/illiteracy-and-poverty-go-hand-in-hand-in-bangladesh/10829
https://providencemag.com/2017/09/past-religious-conflict-still-haunts-middle-east-iraq-syria-iran/
https://rappler.com/nation/doh-calabarzon-eyes-malnutrition-wards-hospitals-2019
http://www.asianews.it/news-en/Dhaka,-Buddhist-monks-help-Muslims-celebrate-Ramadan-thanks-to-Mother-
Teresa-37874.html
https://www.cosmo.ph/news/metro-manila-pride-march-2020-a4572-20200126
https://www.nytimes.com/2014/07/10/world/asia/setting-a-high-bar-for-poverty-in-india.html
https://www.s-ge.com/en/article/news/20201-c2-corruption-perceptions-index

38
Week
Judaism
4
Judaism is said to be the oldest religion in the world, its origin can be traced back thousands of
years ago. Needless to say, comes with its age are the rich culture and practices it offers to the
world. The vibrancy of Judaism can still illuminate and influence people, especially its millions of
followers.
This Learning Activity Sheet tackles about Judaism – its history, core teaching, beliefs, practices
and issues.
Examine the brief history, core teachings, fundamental beliefs, practices, and related issues of
Judaism
DAY 1
D.1 INTRODUCTION
1. know the history of Judaism and its founders;
2. understand the core teachings, beliefs and practices in Jewish culture; and
3. identify the issues involving Judaism.
b. What’s New?
ACTIVITY 1: “Haiku”
Directions: Make a Haiku using at least five words inside the box. ("Haiku" is a traditional
form of Japanese poem with three lines - the first and last lines have five syllables
and the middle line has seven syllables. The lines rarely rhyme).

39
God Belief Faith Heaven Life
Grace Gift Blessings Happiness Prayer
___________________________
(Title)
_______________________________________________________
_______________________________________________________
_______________________________________________________
Guide Questions:
1. What is the meaning of the Haiku you made?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
2. What is the significance you that Haiku to your life?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
ACTIVITY 2: “Guess the Symbol”

Directions: Analyze the symbol below and answer the corresponding questions.
Guide Questions:
1. How would you describe the symbol?
______________________________________________________________
______________________________________________________________
______________________________________________________________
2. What is the meaning of the symbol?
______________________________________________________________
______________________________________________________________
______________________________________________________________

40
3. What is the relevance of the symbol to religion?
______________________________________________________________
______________________________________________________________
______________________________________________________________
DAY 2
D.2 DEVELOPMENT
a. What I Know?
ACTIVITY 3: “Pre-Test”
paper.
1. Who among the following is considered to be the “Father of Judaism”?
A. Abraham B. Isaac C. Jacob D. Moses
2. Which among the following mountains became the place where God gave Moses the 10
Commandments?
A. Mt. Ararat B. Mt. Jerusalem C. Mt. Olympus D. Mt. Sinai
3. What particular sacred text corresponds to the letter “K” in the acronym of the Jewish Bible,
TaNaKn”?
A. Kali B. Ketuvim C. Koran D. Kuna
4. Which among the following DOES NOT belong to the Torah or Five Books of Moses?
A. Exodus B. Genesis C. Numbers D. Psalms
5. Which among the following DOES NOT belong to the 10 Commandments as written in the
Torah?
A. Do not lie. C. Do not murder.
B. Keep it Holy . D. Do not steal.
6. What do you call the books that describe the history of Judaism after the death of Moses?
A. Ketuvim B. Mishnah C. Nevi’im D. Torah
7. Which of the following books has a section that contains the book of Psalms which is a
collection of writings in praise of God?
8. Which among the following IS NOT included in the division of Rabbi Judah?
A. Kedoshim B. Moed C. Musaf D. Zeraim
9. Which among the following Talmud was put together by two Babylonian rabbis around 500
CE?
A. Talmud Bavli C. Talmud Nevi’im
B. Talmud Maarib D. Talmud Yerushalmi

41
10. What do you call the company of 10 men forming a congregation for prayer?
A. Kedoshim B. Kasher C. Minyan D. Musaf
11. Which of the following foods is included in Jews’ dietary restrictions?

A. Cabbage B. Chicken C. Pigs D. Plums
12. What do you call the boys’ circumcision on their eight day after birth?
A. Bar Mitzvah C. Bat Mitzvah
B. Bar Milah D. Brit Milah
13. Who is the leader of the Nazi who viewed that Jews were an inferior race?
A. A. Hitler B. K. Marx C. J. Iscariot D. W. Marr
14. What is the term used to refer to the prejudice against the Jews?
A. Antisemitism B. Holocaust C. Xenophobia D. Zionism
15. What does the Hebrew term, Zion, mean?

A. Iran B. Jerusalem C. Istanbul D. Syria
b. What’s In?
ACTIVITY 4: “Picture Identification”
Directions: Identify all four given pictures and guess the main word related to the
pictures.
1 2
3 4
Picture 1:__________________
Picture 2:__________________
Picture 3:__________________
Picture 4:__________________
MAIN WORD:

42
c. What is It?
DISCUSSION: Judaism
History
Judaism began about 4000 years ago with the Hebrew people in the Middle East. Abraham,
a Hebrew man, is considered the father of the Jewish faith because he promoted the central
idea of the Jewish faith: that there is one God. It is said that Abraham and his wife, Sarah,
who were old and childless, were told by God that their children would be as plentiful as the
stars in the sky and that they would live in a land of their own - the Promised Land
(Canaan). (uri.org)
Abraham's son, Isaac had a son, Jacob, also called Israel. In this way the descendants of
Abraham came to be known as the Israelites. God promised the Israelites he would care for
them as long as they obeyed God's laws. While still traveling, the Hebrews lived in Egypt
where they were enslaved. Moses, a Hebrew, was chosen by God to lead the Hebrew people
out of Egypt. Moses led the Hebrew people out of the Sinai Desert toward the promised
land. At Mt. Sinai, God gave Moses the Law which would guide the Israelites to today.
(uri.org)
Core Teachings
The Jewish Bible, also known as TaNaKh, is the founding document of the Jews. This
acronym refers to traditional Jewish division of the Bible
into Torah (Teaching), Nevi’im (Prophets), and Ketuvim (Writings), describing its
origins, history and visions of a just society (myjewishlearning.com). Aside from TaNaKh,
Mishnah and Talmud are some of the sacred texts of the religion.
Torah
Jews regard this as the holiest part of the Tenakh. The word ‘torah’ means ‘instruction’ in
Hebrew (the oldest Jewish language). The Jewish Bible is mainly written in Hebrew. The
Torah is known as the Five Books of Moses (Genesis, Exodus, Leviticus,
Numbers and Deuteronomy). They tell the Jews about their history, the laws they should
follow and how to live according to God’s will. Also, it is within this book that the Ten
Commandments are found. (www.bbc.co.uk)
The Ten Commandments, as written in the Torah, are (uri.org):

1. Worship no other God but me.
2. Do not make images to worship.
3. Do not misuse the name of God. Observe the Sabbath Day (Saturday).
4. Keep it Holy.
5. Honor and respect your father and mother.
6. Do not murder.
7. Do not commit adultery.
8. Do not steal.
9. Do not accuse anyone falsely. Do not tell lies about other people.
10. Do not envy other's possessions.
Nevi’im
These books describe the history of Judaism after the death of Moses. They tell of the
Jews’ relationship with Yahweh and their history. They show the covenant relationship
with God in action and how the Jewish people worked through this. The three
longer prophetic books are those of Isaiah, Jeremiah and Ezekiel. (www.bbc.co.uk)

43
Ketuvim
The purpose of this collection, as with the Nevi’im, is to record the history of the Jews
and their actions within the covenant relationship with God. The books are very varied and
deal with different events and themes. For example, the story of Job is about a righteous
man who is seriously tested by God. One of the main teachings here is that we may not
necessarily suffer due to sin. This section also contains the book of Psalms which is a
collection of writings in praise of God. (www.bbc.co.uk)
Mishnah
The Mishnah is the written collection of the Oral Torah. This collection came about as
a result of Roman oppression and occupation which caused the Jewish people to leave
the Holy Land around 200CE. It was formed due to fear that the Jewish people would lose
their unity and beliefs if they were not in the Holy City. It ran into 63 volumes, and Rabbi
Judah (the rabbi most closely associated with the compilation of the Mishnah) then
divided it into the following six sections: Zeraim (‘seeds’), Moed (‘festivals’), Nashim
(‘women’), Nezikin (‘damages’), Kedoshim (‘holy matters’) and Taharot (‘purities’).
(www.bbc.co.uk)
Talmud
The Talmud is a commentary on the Mishnah. It came as a result of the study of the
Mishnah from the end of the second century CE. The discussions between rabbis and
students in academies in Israel and Babylon were written down. There are two forms of
the Talmud: Talmud Bavli (Babylonian Talmud) – this was put together by two
Babylonian rabbis around 500 CE and Talmud Yerushalmi (The Jerusalem Talmud) –
this was attempted 100 years earlier than the Babylonian Talmud. However, the
Babylonian Talmud is more extensively studied. (www.bbc.co.uk)
Fundamental Beliefs and Practices
Prayers and Services

Traditionally, Jews pray three times a day: in the morning (shaharith), afternoon
(minhah), and evening (maarib). The times of prayer are deemed to correspond to the
times when sacrifices were offered in the Jerusalem Temple. In this and other ways,
rabbinic Judaism metaphorically carries forward the structure of the destroyed Temple
cult. A company of ten men forms a congregation, or quorum (minyan), for prayer.
(qcc.cuny.edu)
The Sabbath
The Jewish liturgical calendar carries forward the divisions of time prescribed in
the Torah and observed in the Temple cult. Every seventh day is the Sabbath, when no
work is performed. By this abstention, the Jew returns the world to its owner, that is, God,
acknowledging that humans extract its produce only on sufferance. The Sabbath is spent
in prayer, study, rest, and family feasting. An additional (musaf) service is recited in the
synagogue on Sabbaths and festivals, corresponding to the additional sacrifice that is
offered in the Temple on these days. (qcc.cuny.edu)

44
Dietary Laws
Jewish dietary laws relate to the Temple cult. One's table at home is deemed
analogous to the table of the Lord. Certain animals, considered unclean, are not to be eaten
(see Deuteronomy 14:3-21). Into this category fall pigs as well as fish without fins or
scales. Edible animals—those that have split hooves and chew their cuds—must be
properly slaughtered (kasher, or “fit”) and the blood fully drained before the meat can be
eaten. Meat and milk products are not to be eaten together. (qcc.cuny.edu)
Brit Milah, Bar Mitzvah and Bat Mitzvah

Health permitting, all Jewish boys are circumcised on the eighth day after birth.
Practiced since the days of Abraham, the Brit Milah is a physical sign of the Covenant.
(embassies.gov.il)
Also, when a Jewish girl is 12, and a Jewish boy is 13, they come of age in terms
of their religious duties and responsibilities. On this occasion, the Bar Mitzvah boy is for
the first time called up to read the Torah portion and the reading from the Prophets. In
congregations where women participate in conducting the service, Bat Mitzvah girls are
also called up to read from the Torah and the Prophets. (embassies.gov.il)
Issues of Judaism
Holocaust
The word “Holocaust,” from the Greek words “holos” (whole) and “kaustos”
(burned), was historically used to describe a sacrificial offering burned on an altar. Since
1945, the word has taken on a new and horrible meaning: the ideological and systematic
state-sponsored prosecution and mass murder of millions of European Jews (as well as
millions of others, including Gypsies, the intellectually disabled, dissidents and
homosexuals) by the German Nazi regime between 1933 and 1945.
To the anti-Semitic Nazi leader Adolf Hitler, Jews were an inferior race, an alien
threat to German racial purity and community. After years of Nazi rule in Germany, during
which Jews were consistently persecuted, Hitler’s “final solution”–now known as the
Holocaust–came to fruition under the cover of World War II, with mass killing centers
constructed in the concentration camps of occupied Poland. Approximately six million
Jews and some 5 million others, targeted for racial, political, ideological and
behavioral reasons, died in the Holocaust. More than one million of those who perished
were children. (history.com)
Antisemitism
The word antisemitism means prejudice against or hatred of Jews.
The Holocaust, the state-sponsored persecution and murder of European Jews by Nazi
Germany and its collaborators between 1933 and 1945, is history’s most extreme example
of antisemitism.
In 1879, German journalist Wilhelm Marr originated the term antisemitism,

denoting the hatred of Jews, and also hatred of various liberal, cosmopolitan, and
international political trends of the eighteenth and nineteenth centuries often associated

45
with Jews. The trends under attack included equal civil rights, constitutional democracy,
free trade, socialism, finance capitalism, and pacifism. (encyclopedia.ushmm.org)
Zionism
Zionism is a movement to recreate a Jewish presence in Israel. The name comes
from the word “Zion,” which is a Hebrew term that refers to Jerusalem. It is a religious
and political effort that brought thousands of Jews from around the world back to their
ancient homeland in the Middle East and reestablished Israel as the central location for
Jewish identity. While some critics call Zionism an aggressive and discriminatory
ideology, the Zionist movement has successfully established a Jewish homeland in the
nation of Israel. (history.com)
DAY 3
D.3 ENGAGEMENT
a. What is more?
ACTIVITY 5: “History – Their Story”

Directions: In your own words, re-write the history of Judaism. Use a clean sheet of paper for
your answer. (Rubric to be used for checking your answer is available in Letter F)
ACTIVITY 6: “Venn Diagram

Directions: Make a comparison and contrast between Filipino and Jewish core teachings,
beliefs and practices using a Venn Diagram. (Rubric to be used for checking
your answer is available in Letter F)

46
b. What I Can Do?
ACTIVITY 7: “Issue Resolution”
Directions: Pick one from the issues in Judaism and think of ways on how to solve it.
___________________________________________
(Issue)
I can solve this by/through…
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

ACTIVITY 8: “11th Commandment”
Directions: The 10 Commandments guide us as we go along in our lives. We made sure
that each of them must be followed.
Give a chance to add one commandment more, what would it be and why? (Rubric
to be used for checking your answer is available in Letter F)
_________________________________________________
(11th Commandment)
Reason:
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
DAY 4
D.4 ASSIMILATION
ACTIVITY 9: “My Takeaways”

Directions: Answer the following questions. (Rubric to be used for checking your
1. What is the history of Judaism?

_________________________________________________________________
_________________________________________________________________

47
2. What are the core teachings, beliefs and practices of the Jews?
_________________________________________________________________
_________________________________________________________________
3. What are the issues concerning Judaism?
_________________________________________________________________
_________________________________________________________________

ACTIVITY 10: “Post Test”
paper.
1. Who among the following is considered to be the “Father of Judaism”?

A. Abraham B. Isaac C. Jacob D. Moses
2. Which among the following mountains became the place where God gave Moses the 10
Commandments?
A. Mt. Ararat B. Mt. Jerusalem C. Mt. Olympus D. Mt. Sinai
3. What particular sacred text corresponds to the letter “K” in the acronym of the Jewish Bible,
TaNaKn”?
A. Ketuvim B. Kino C. Koran D. Kana
4. Which among the following DOES NOT belong to the Torah or Five Books of Moses?
A. Exodus B. Genesis C. Jeremiah D. Numbers
5. Which among the following DOES NOT belong to the 10 Commandments as written in the
Torah?
A. Do not lie. C. Do not murder.
B. Keep it Holy . D. Do not steal.
6. What do you call the books that describe the history of Judaism after the death of Moses?
7. What do you call the collection of Oral Torah?

8. Which among the following IS NOT included in the division of Rabbi Judah?
A. Kedoshim B. Moed C. Musaf D. Zeraim
9. How many times a day do Jews pray?

A. three times B. five times C. eight times D. ten times
10. What do you call the company of 10 men forming a congregation for prayer?
A. Kedoshim B. Kasher C. Minyan D. Musaf

48
11. Which of the following terms refers to the seventh day where no work is performed by the
Jews?
A. Ketuvim B. Minyan C. Sabbath D. Zeraim
12. Which of the following foods is included in Jews’ dietary restrictions?

A. Cabbage B. Chicken C. Pigs D. Plums
13. What do you call the religious duty of a girl that will start when she is 12 years old where
she called up to read from the Torah and the Prophets?
A. Bar Mitzvah C. Bat Mitzvah
B. Bar Milah D. Brit Milah
14. Who is the leader of the Nazi who viewed that Jews were an inferior race?
A. A. Hitler B. K. Marx C. J. Iscariot D. W. Marr
15. What is the term used to refer to the prejudice against the Jews?
A. Antisemitism B. Holocaust C. Xenophobia D. Zionism
E. Guide Questions

This rubric will be used to score Activities 1, 2, 6, 7, 8 and 9.
3 2 1
CRITERIA
G. Reflection
 I realized that ___________________________________________________.
Books
Ong, Jerome A. and Jose, Mary Dorothy dL. (2016), Introduction to World Religions and Belief

49
Electronic Sources
About the Jewish Religion. Retrieved from https://embassies.gov.il/hague-
en/aboutisrael/people/Pages/Jewish-Religion.aspx
Antisemitism. Retrieved from https://encyclopedia.ushmm.org/content/en/article/antisemitism
Hebrew Bible: Torah, Prophets and Writings. Retrieved from
https://www.myjewishlearning.com/article/hebrew-bible/
Holocaust. Retrieved from https://www.history.com/topics/world-war-ii/the-holocaust
Judaism: Basic Beliefs. Retrieved from https://uri.org/kids/world-religions/jewish-beliefs
Philosophy of Religion. Retrieved from
https://www.qcc.cuny.edu/socialsciences/ppecorino/phil_of_religion_text/chapter_2_
religions/Judaism.htm
Sacred Writings. Retrieved from https://www.bbc.co.uk/bitesize/guides/z6wbqp3/revision/1
Zionism. Retrieved from https://www.history.com/topics/middle-east/zionism
Photo Credits
http://request.org.uk/bible/old-testament/old-testament-introduction/
https://www.bibleinfo.com/en/questions/what-background-ten-commandments
https://www.britannica.com/topic/Star-of-David
https://www.mashed.com/204020/heres-what-happens-when-you-drink-orange-juice-every-
day/
https://www.myjewishlearning.com/article/israeli-flag/

50
51
Activities 1, 2, 4, 5, Activity 3
6, 7, 8 and 9
Activities Activity 3 1. Bluff
Subjective
1, 2, 4, 6, 2. Fact
Assessment (please
7, 8 and
refer to rubric for 3. Fact
9. 1. C
Subjectiv checking) 4. Bluff
e 5. Bluff
2. B
Assessme 6. Fact
nt (please 7. Fact
refer to 3. D
8. Bluff
rubric for
checking) 4. B 9. Fact
10. Fact
5. D
6. C
7. A Activity 10
1
S O C I E T Y
7
Activity 5 Activity 10 L
P
1. ♦ 1. C 2
A T H E I S M
2. ♥ 2. B
3. ♥ 3. B T R
3 10
4. ♦ A M
4. D
I N I M I S
5. ♦ 5. B
6. ♥ 6. A N T E
7. C
U A
8. A 8
G
9. C A N
6
10. A S
O L I
11. B 4
12. A
W O R L D V I E W N
13. C
14. C U T G
5
15. A M
L Y T H
Week 2 Week 1
Answer Key
1
Activities 1, 2, 4, Activity 3 Activity 4 Activity 10
6, 7, 8 and 9.
Subjective 1. A Picture 1: Bible / 1. A
Assessment Old Testament 2. D
2. D
(please refer to 3. A
rubric for checking) 3. B Picture 2: Ten 4. C
Commandments 5. A
4. D 6. C
5. A Picture 3: Flag of 7. B
Israel / Star of 8. C
6. C David 9. A
10. C
7. A Picture 4: Juice 11. C
8. C 12. C
Main Word: 13. C
9. A Judaism 14. A
15. A
10. C
Week 4
Activities 1, 2, 4, 5, Activity 3 Activity 10
6, 7, 8 and 9
1. Positive 1. G
Subjective 2. Negative 2. C
Assessment 3. Negative 3. D
(please refer to 4. Positive 4. B
rubric for checking) 5. Positive 5. L
6. Negative 6. A
7. Positive 7. E
8. Positive 8. F
9. Negative 9. H
10. Negative 10. I
11. Positive
12. Negative
Week 3
Answer Key
Para sa mga katanungan o puna, sumulat o tumawag sa:
Department of Education – Schools Division of Batangas
Provincial Sports Complex, Bolbok, Batangas City
Telefax: (043) 722 1840 | (043) 722-2675 (043) 722-1796 | (043) 722-1662
(043) 722-1437
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Learning Activity Sheets

Introduction to World Religions and

Learning Activity Sheets_Q1_SHS_Introduction to World Religions and Belief System

Published by the Department of Education, Schools Division of Batangas Province

WRITER/S: Jake Mark R. Ricalde

CONTENT EDITOR/S: Emerson G. Alday

LANGUAGE REVIEWER/S: Emerson G. Alday

LAYOUT ARTIST/S: Emerson G. Alday

MANAGEMENT TEAM: Merthel M. Evardome, Schools Division Superintendent

Printed in the Philippines by

Department of Education – Schools Division of Batangas

Office Address: Provincial Sports Complex, Bolbok

Learning Activity Sheets_Q1_SHS_Introduction to World Religions and Belief System

Learning Activity Sheets_Q1_SHS_Introduction to World Religions and Belief System

A. Background Information for Learners

B. Learning Competency with code

1. Read and follow each direction carefully.

a. What I need to Know

Learning Activity Sheets_Q1_SHS_Introduction to World Religions and Belief System

Activity 1: Picture Analysis

Activity 2: “Religiosity Arabic Scale of Intrinsic Religiosity (ASIR)”

Directions: Arabic Scale of Intrinsic Religiosity (ASIR) is made by Ahmed M. Abdel-

Learning Activity Sheets_Q1_SHS_Introduction to World Religions and Belief System

YOUR ASIR SCORE Interpretation:

Learning Activity Sheets_Q1_SHS_Introduction to World Religions and Belief System

Activity 3. “Fact or Bluff”

Activity 4: “Community Map”

Learning Activity Sheets_Q1_SHS_Introduction to World Religions and Belief System

Belief System (Worldview)

Learning Activity Sheets_Q1_SHS_Introduction to World Religions and Belief System

Correspondingly, the following are the various elements of religion

Learning Activity Sheets_Q1_SHS_Introduction to World Religions and Belief System

Sheila Pierce (2016) listed the four characteristics of spirituality as follows:

Researchers Gregory P. Knapik, Donna S. Martsolf, Claire Draucker and Karen D.

1. Meaning: the ontological significance of life; making sense of life situations;

Activity 5: “Decipher the Code”

Learning Activity Sheets_Q1_SHS_Introduction to World Religions and Belief System

Differences from Spirituality:

#2 Differences from Belief System:

Differences from Spirituality:

#3 Differences from Belief System:

Differences from Religion:

Learning Activity Sheets_Q1_SHS_Introduction to World Religions and Belief System

1. Tell Something about Belief System

2. Tell Something about Religion

3. Tell Something about Spirituality

a. Assessment/What I Can Show?

Activity 10: Crossword Puzzle

Learning Activity Sheets_Q1_SHS_Introduction to World Religions and Belief System

F. Rubric for Scoring

Learning Activity Sheets_Q1_SHS_Introduction to World Religions and Belief System

H. References for Learners

Learning Activity Sheets_Q1_SHS_Introduction to World Religions and Belief System

Learning Activity Sheets_Q1_SHS_Introduction to World Religions and Belief System

A. Background Information for Learners

Activity 1: News Analysis

Learning Activity Sheets_Q1_SHS_Introduction to World Religions and Belief System

Some countries are seen as holier-than-thou.

Learning Activity Sheets_Q1_SHS_Introduction to World Religions and Belief System

Activity 2: “Action Plan: Filipino Religiosity”

Problem Action Plan

Filipinos are too busy for Filipinos must learn how to

Learning Activity Sheets_Q1_SHS_Introduction to World Religions and Belief System