Saint Mary’s Angels College

Senior High School Department

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

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

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

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

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

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

Formative Being
Individual Catholic as
Reflexive
Spirituality Spirituality:
The Case of
Religiously
Involved
Filipino by
Jayeel
Cornelio
Formative http://www.
Individual ari.nus.edu.
sg/wps/wps
10_146.pdf
 Direction. The following are different
photos of personalities, events or activities
that may or may not be associated with
religion. Identify these photos by checking
the appropriate box and briefly explain
whether they can be considered religious or Summative
not. Group
(product with
rubric)

_______________

Lesson 2: How
World Religions
Began  Power point
1.Cite regions or places presentation Pre-test
1.Religions in where specific religions  World Map Individual
Various Continents: evolved showing
A Historical 2. Analyze the culture of dominant
Overview the region that gave rise religions of
2. Culture and to specific religions various
Region: 3. Explain how countries
Determinants of geography influences  Videos
Religion religion and religion  Board chalk
3. Impact and affects culture
Influence of
Culture in Shaping
Religion

Formative
Individual
(see pp. 2-3 of Introduction to World
Religions and Belief Systems by Cornelio,
et al.)

Human
Formative Geography
Individual —Ethnic
and
Universaliz
ing
Religions
https://ww
w.youtube.c
om/watch?
v=EPkbvT
RDqQA
  Activity 3 Formative
(Formative) Individual
Direction. Compare and contrast.
Differentiate the difference between
theology and philosophy of religion

Formative
Individual
• Power point
presentation
• poems and
internet articles
• Videos
• Board chalk

Summative
Individual

_______________

Lesson 3: Positive
and Negative
Effects of Religion

1. Religion: Its 1. Identify the positive

Positive and and negative effects of Goodwill Pre- test
Negative Effects religions Individual
2. Religion as a 2. Provide evidence that Understand
Factor in Shaping religion brought about an ing
History: A Critical event in history
Evidence 3. Justify that religion
3. Religion: A can have positive or
Force for Good or negative effects on
Evil? society
4. Gather print or web-
based articles, photos,
editorials, etc. showing
the positive or negative
effects of religion

Formative
Pair-off
 With rubric

• Power point
presentation
• Holy Bible
• Videos
• Board chalk
Materials for Formative
comic strip Individual
With rubric

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

Summative
Group
With Rubric
_______________

QUARTER II
Lesson 4: Judaism

1. Abraham and Pre-test

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

Formative
Individual
 • Power point
presentation
• Qur’an Formative
• Videos Individual
• Board chalk
Crossword
Puzzle

_______________ Summative
Individual
Lesson 5:
Christianity

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

Power point Formative

presentation Individual
• Sacred Texts of
the three
religions/referenc
es Formative
• Videos Pair-off
• Board chalk

Formative
Pair-off

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

Power point
presentation Formative
• Sacred Texts
Individual
• Videos/Pictures
• Materials for
Poster-making
,Board chalk

Formative
Pair-off
With rubric

_______________ Summative
Group
Lesson 7: With rubric
Comparative
Analysis
1. Judaism, 1. Identify the Pre-test
Christianity and uniqueness and Individual
Islam: Views on similarities of Judaism,
origin, morality, Christianity and Islam
purpose, destiny, 2 Provide evidence that
and views on Judaism, Christianity and Formative
women. Islam share common Power point Individual
roots from Patriarch presentation
Abraham • Sacred Texts
3. Justify that Judaism, • Videos/Pictures
Christianity and Islam, as ,Board chalk
monotheistic religions, Formative
have largely influenced Pair-off
the world today. With rubric
4.Conduct a group
research on the doctrines
of each of the three
religions and compare Summative
them in the aspects of Individual
_______________ origin, morality, purpose,
destiny, and views on
QUARTER III women
Lesson 8:
Hinduism
Resilience
1. Knowing and 1. Recite the creation Pre-test
Appreciating the story in Rig Veda Individual
Aryans 2. Identify the names of
2. Sacred Texts the major Hindu deities
3. Doctrines and as well as their
Teachings of corresponding powers
Christianity and functions
Power point
4. God: 33 million 3. Explain: The core Formative
presentation
gods and goddesses teaching of Hinduism is Group
5. Issues: Gender the attainment of • Sacred Texts With rubric
Inequality, Caste liberation in the • Videos/Pictures
System, Poverty identification of Atman Board chalk
and Brahman through the Formative
Four Yogas. Individual
4. Simulate a particular
yoga and write a
reflection paper on your
insights on Hinduism Summative
_______________ Group
With rubric
Lesson 9:
Theravada
Buddhism
Love
1. Knowing and 1. State the Four Noble Pre-test
Appreciating Truths and the Eight-fold Individual
Siddharta Gautama path
2. Sacred Texts 2. Give examples of
3. Doctrines situations that
4. God: non-theistic demonstrate cravings
5. Issues: Territory which may lead to
conflict in suffering according to
Mainland Southeast Theravada Buddhism
Asia 3. Explain: The core
teaching of Theravada
Buddhism is that life is Formative
suffering; suffering is Individual
due to craving; there is a
way to overcome
craving; and the way to
Power point
overcome craving is the
presentation
Eight-fold Path, the • Sacred Texts of
Middle Way (between
 pleasure and the Confucianism Summative
mortification). • Videos/Pictures Pair-off
4. Evaluate the Eight- Board chalk With rubric
_______________ fold Path in terms of how
it achieves the Middle
Lesson 10: Way
Mahayana
Buddhism
Generosity
1. Knowing and 1. State the three levels Pre-test
Appreciating of perfection of Individual
Siddharta Gautama Mahayana Buddhism
2. Sacred Texts (moral discipline,
3. Doctrines cultivation of virtue, and
4. God: non-theistic altruistic conduct)
5. Issues: Tibet 2. Give examples of acts
invasion, Engaged of generosity of
activism Mahayana Buddhists
6. Universality and 3. Explain: The core Formative
growth of sects: teaching of Mahayana Individual
Development of Buddhism is to seek
Buddhism to Zen complete enlightenment
(Chan) Buddhism for the benefit of all
as the fruit of its living beings through Formative
encounter with insight and compassion. Individual
Taoism. 4. Draw the insight from
the acts of generosity of
Tzu Chi Foundation that
reflect
the core teaching of Power point
Mahayana Buddhism presentation Summative
• Sacred Texts
Individual
Newspaper
With rubric
clippings
_______________
 • Videos/Pictures
Lesson 11: Board chalk
Comparative
Analysis
Respect
Hinduism, 1. Identify the for women Pre-test
Theravada uniqueness and Individual
Buddhism and similarities of Hinduism,
Mahayana Theravada Buddhism and
Buddhism: Views Mahayana Buddhism
on origin, morality, 2. Provide evidence that
purpose, destiny, Hinduism,
and views on Theravada Buddhism and
women. Mahayana Buddhism
share common roots from
India Formative
3. Justify that Hinduism, Power point Individual
Theravada Buddhism and presentation
• Sacred Texts
Mahayana Buddhism, as
Newspaper
Vedic religions, have
clippings
largely influenced the • Videos/Pictures
world today. Board chalk
4. Draw the insight from
the acts of generosity of
Tzu Chi Foundation that
reflect the core teaching
of Mahayana Buddhism

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

Lesson 13: Taoism

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

Summative
_______________ Individual

Lesson 15:
Comparative
Analysis

1. Provide evidence that Pre-test

Confucianism, Confucianism, Taoism Individual
Taoism and and Shintoism share
Shintoism: Views common traits in viewing
on origin, morality, nature and ancestors
purpose, destiny, 2. Justify that Formative
and views on Confucianism, Taoism Individual
women. and Shintoism as East
Asian
religions/philosophies
have largely influenced Formative
the world today. Individual
3. Prepare a multimedia
presentation on the
perceptions of people
 from all walks of life on
the doctrines of each of Summative
the three religions and Theology Philsophy Individual
compare them in the With Rubric
________________ of Religion
aspects of individual,
________________ ________________
family, society,
________________ ________________
government and nature.
________________ ________________
________________ ________________
__ ________________
___________

_______________

Lesson 16:
Synthesis

1.Simulate a panel
discussion of inter-
religious dialogue that
reflects the following:
a. the meaning and
ultimate value of life
b. how one is to relate to  Activity 4
one’s self, family, society (Formative)
and nature
c. the way to achieve Direction: Read and analyze
personal happiness and Being Catholic as Reflexive Spirituality:
fulfillment The Case of Religiously Involved Filipino.
After reading infer 5 ideas regarding the
main points of the said article.
  Activity 5
(Formative)

Direction. Create sketches of a person who

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

 Activity 6
(Summative)

Direction. Perform a skit about the value of

respecting other religions

 Activity 1

Direction. Identification. Answer what is

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

Direction. Analyze the map and determine

the dominant religions of various continents.

 Activity 3

Direction. Watch and l listen to the video

clip about Human Geography —Ethnic and
Universalizing Religions. After watching the
video, make a 5 minute paper emphasizing
the major lessons learned.
  Activity 4

Direction. Illustrate and identify the

relationships of geography and religion/
religion and culture.

Geograp
Religion Culture
hy

 Activity 5.

Directions. Read carefully the chapter test

and write the letter of the best answer.
(Chapter Test)

 Activity 1
Direction: Read and analyze the poem. After
reading, answer the questions below.
Guide Questions:
1. What’s the main message of the
poem?
2. Do you agree to the notion that
religion is only based on faith and
not on evidence?

 Activity 2

Direction. Create a collage using recycled

materials.
Theme: Religion: A Positive Institution
within Society

 Activity 3

Direction. Make a journal about positive and

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

 Activity 4

Direction. Identify the main and supporting

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

 Activity 5

Direction: Research regarding positive and

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

Direction. Answer the following questions:

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

 Activity 2

Direction. Recite the Ten Commandments in

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

 Activity 3

Direction. Watch the movie entitled Have a

Little Faith and identify some Jewish
customs and traditions.
  Activity 4

Direction. Make a comic strip that

demonstrates the Jewish belief in one God.
Use the Old Testament as your main
reference.

 Activity 5

Direction. Open your main reference book

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

• Activity 1
Pre-test
Direction: Answer 15 questions regarding
Christianity. (Who wants to be a Millionaire
Format)
• Activity 2
Direction: Complete the missing words in
the Nicene Creed.

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

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

• Activity 6
Direction: Select a particular event in the
life of Jesus that your group wanted to
present. Prepare the necessary materials as
instructed by the teacher.
• Activity 1
Pre-test
Direction: Crossword. Find the words that
are connected to five pillars of Islam
S A L A T T
D T Y J K L
E D I U G B
P A U Q Z K
A F H Z X J
R S O A A L
H F T K H P
A K E A U O
J U L T U K
J U C O K I
I A W M A A

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

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

• Activity 4
Direction: Conduct a panel discussion on
Muslim beliefs and practices.
• Activity 1
Pre-test
Direction: Answer the 10 item quiz about
the three religions.

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

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

• Activity 4
Direction: Research the guide questions
given by the teacher. Answer the
Comparative Analysis Table.

• Activity 1
Pre-test
Direction: Identify significant contributions
of Hinduism in the History of the World.
The teacher will provide pictures with short
details about each picture.
• Activity 2
Direction: Research about Hindu deities and
make human statue depicting the said gods
and deities.

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

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

 Activity 1

Direction: Read the trivia box on page 111

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

 Activity 2

Direction: Based on your personal

experience, list down instances when you
experienced sufferings and cravings. How
did you cope?

 Activity 3

Direction : Create a poster regarding the

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

• Activity 1
Pre-test

Direction : The teacher will give 10

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

• Activity 2

Direction : Think of examples of acts of

generosity of Mahayana Buddhism

• Activity 3

Direction : Make a comparison about the

similarities and differences of Theravada
and Mahayana Buddhism

• Activity 4
Direction : Create a script about a news
report featuring the good works of Tzu Chi
Foundation.

• Activity 1
Pre-test

Direction : The teacher will give 20

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

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

• Activity 3

Direction : Research about aspects of origin,

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

• Activity 1

Direction : Research about aspects of origin,

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

• Activity 2

Direction: Give examples of act showing

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

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

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

Direction : Answer questions in the

Jeopardy game.

• Activity 2

Direction: Cut a newspaper clipping talking

about some philosophies that can be found
in Taoism

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

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

• Activity 1
Direction : Answer questions in the 1 vs.
100 game.

• Activity 2

Direction: Cut a newspaper clipping talking

about some philosophies that can be found
in Shintois,

• Activity 3
Direction: Write a haiku about Shintoism

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

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

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

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

• Activity 4
Direction: Research the guide questions
given by the teacher. Answer the
Comparative Analysis Table.

Simulate a panel discussion of inter-

religious dialogue that reflects the
following:
a. the meaning and ultimate value of life
b. how one is to relate to one’s self, family,
society and nature
c. the way to achieve personal happiness and
fulfillment