Saint Mary’s Angels College

Senior High School Department

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

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

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

Direction. The following are different Religiosity Formative

photos of personalities, events or activities Individual
that may or may not be associated with
religion. Identify these photos by checking
the appropriate box and briefly explain
whether they can be considered religious or
not.

(see pp. 2-3 of Introduction to World

Religions and Belief Systems by Cornelio,
et al.)

 Activity 3
(Formative) Formative Philosophy
Direction. Compare and contrast. Individual and
Differentiate the difference between . Christian
theology and philosophy of religion Theology
(http://plato
.stanford.ed
u/entries/ch
Theology Philsophy ristiantheol
_____________ of Religion . 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
understandi
ng of
students)
 Activity 4 Formative
(Formative) Individual Being
Catholic as
Direction: Read and analyze Spirituality Reflexive
Being Catholic as Reflexive Spirituality: Spirituality:
The Case of Religiously Involved Filipino. The Case
After reading infer 5 ideas regarding the of
main points of the said article. Religiously
Involved
Filipino by
 Activity 5 Formative Jayeel
(Formative) Individual Cornelio
http://www.
Direction. Create sketches of a person who ari.nus.edu.
is spiritual but not religious and a person sg/wps/wps
who is religious. Explain the similarities and 10_146.pdf
the differences of the two individuals.

 Activity 6
(Summative) Summative
Group
Direction. Perform a skit about the value of (product with
respecting other religions rubric)
_______________

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

World Religions where specific religions presentation Individual
Began evolved Direction. Identification. Answer what is  World Map
2. Analyze the culture of being asked.
1.Religions in the region that gave rise showing
(Pre-test)
Various to specific religions Questions: dominant
Continents: A 3. Explain how 1. Why is culture important in shaping religions of
Historical geography influences religions? various
Overview religion and religion 2. Is Geography has crucial role in countries
2. Culture and affects culture propagation of different religions?  Videos
Region:
Determinants of  Board chalk
Religion
3. Impact and  Activity 2
Influence of
Culture in Shaping Direction. Analyze the map and determine Formative
Religion the dominant religions of various continents. Individual
  Activity 3

Direction. Watch and l listen to the video Formative

clip about Human Geography —Ethnic and Individual Human
Universalizing Religions. After watching Geography
the video, make a 5 minute paper —Ethnic
emphasizing the major lessons learned. and
Universaliz
ing
Religions
https://ww
w.youtube.
 Activity 4 com/watch
?v=EPkbvT
Direction. Illustrate and identify the Formative RDqQA
relationships of geography and religion/ Individual
religion and culture.

Religion Geography Culture

Formative
Individual

 Activity 5.

Directions. Read carefully the chapter test

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

Lesson 3: Positive 1. Identify the positive  Activity 1

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

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 Formative

materials. Pair-off
Theme: Religion: A Positive Institution With rubric
within Society

 Activity 3

Direction. Make a journal about positive and Formative

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

 Activity 4

Direction. Identify the main and supporting Formative

arguments of the essay entitled Religion in Individual Religion in
History by Alfred North Whitehead. Read With rubric History by
only The Ascent of Man and The Final Alfred
Contrast. North
Whitehead.
http://www.
mountainm
an.com.au/
whiteh_1.ht
m
 Activity 5

Direction: Research regarding positive and Summative

negative effects of religion. After that, the Group
teacher will give instructions regarding With Rubric
debate rules.
_______________
Pre-test
QUARTER II 1. Recite the Ten  Activity 1: Obedience Individual
Lesson 4: Judaism Commandments as stated Pre-test
in the Old Testament
Respect for • Power point
Parents presentation
1. Abraham and (Exodus 20). Direction. Answer the following questions:
Moses: Founding 2. Identify a Jewish a. What is the Jewish holy book? Compassion • Holy Bible
Fathers of Judaism custom or tradition b. How many books are in the Tanakh? • Videos
2.Sacred Texts: demonstrated in a movie. c. How many candles are on a • Board chalk
Torah, Poetry, 3. Justify: The core menorah? Materials for
Prophets, Talmud teaching of Judaism is d. How long does Hannukkah last?
comic strip
3.Doctrines: Ten the covenant of one God e. What is the traditional language of
Commandments with a chosen people vs. the Jewish faith?
and 618 Rules other people with many
4.Various Sects in gods.  Activity 2
Judaism: A 4. Identify a story from
Comparative the Old Testament that Direction. Recite the Ten Commandments in Formative
Analysis demonstrates the Jewish the Old Testament and give an explanation Group
5.Issues belief in one God (e.g. for at least 2 commandments. With rubric
Confronting Story of Samson)
Judaism and Jews  Activity 3

Direction. Watch the movie entitled Have a Formative

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

Direction. Make a comic strip that Formative

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

 Activity 5

Direction. Open your main reference book Summative

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

_______________

Lesson 5: 1. Recite the Apostle’s • Activity 1 Love of Pre-test

Christianity Creed, the Lord’s Prayer Pre-test God Individual
or the Beatitudes Direction: Answer 15 questions regarding
1.Knowing and 2. Interpret the Parable of Christianity. (Who wants to be a Millionaire Empathy
Appreciating Jesus the Prodigal Son Format) • Power point
2. Sacred Texts 3. Explain: The core presentation
3. Doctrines and teaching of Christianity • Holy Bible
Teachings of is the message that a • Videos
Christianity loving God sent His • Board chalk
4. God: Trinity begotten Son in order to Materials for
5. Various Sects in redeem humankind from Who wants to be
Christianity: A eternal damnation • Activity 2 a Millionaire Formative
Comparative 4. Interview a Christian Direction: Complete the missing words in Individual
Analysis parent or couple on why the Nicene Creed.
6.Issues they are Christians and
Confronting what beliefs and
Christianity and practices they adhere to.
Christians • Activity 3
Direction: Read the parable of the Prodigal Formative
Son. Interpret and analyze the meanings and Individual
symbolisms in the said story.
 • Activity 4
Direction: Select a partner and discuss the Formative
core teaching of Christianity is the message Pair-off
that a loving God sent His begotten Son in
order to redeem humankind from eternal
damnation

• Activity 5 Formative
Direction: Interview members of Couples Pair-off
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 Summative
life of Jesus that your group wanted to Group
present. Prepare the necessary materials as With rubric
instructed by the teacher.

_______________

Lesson 6: Islam 1. Read the opening lines • Activity 1 Charity

of Qur’an preferably Pre-test • Power point Pre-test
1.Knowing Prophet from an English Version Direction: Crossword. Find the words that Sacrifice presentation Individual
Muhammad 2. Retell the life and are connected to five pillars of Islam • Qur’an
2. Sacred texts times of Prophet S A L A T T • Videos
3. Doctrines Muhammad D T Y J K L • Board chalk
4. God: Allah 3. Explain: The core E D I U G B Crossword
5. Practitioners: teaching of Islam is there Puzzle
P A U Q Z K
Sunni, Shi’ite and is only one God and A F H Z X J
Sufi Muhammad is His final R S O A A L
6. Issues and greatest messenger H F T K H P
4. Conduct a panel A K E A U O
discussion on Muslim J U L T U K
beliefs and practices J U C O K I
(when possible invite a I A W M A A
Muslim)
 • Activity 2 Formative
Direction: Read page 57 of your textbook Individual
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 Formative
Direction: Create a 2D picture panorama Pair-off
depicting the life of Prophet Muhammad. With rubric

• Activity 4 Summative
Direction: Conduct a panel discussion on Group
Muslim beliefs and practices. With rubric

_______________

Lesson 7: 1. Identify the • Activity 1 Pre-test

Comparative uniqueness and Pre-test Power point Individual
Analysis similarities of Judaism, Direction: Answer the 10 item quiz about presentation
Christianity and Islam the three religions. • Sacred Texts of
1. Judaism, 2 Provide evidence that the three
Christianity and Judaism, Christianity and • Activity 2 religions/referenc Formative
Islam: Views on Islam share common Direction: Research at least 5 uniqueness es Individual
origin, morality, roots from Patriarch and similarities of Judaism, Christianity and • Videos
purpose, destiny, Abraham Islam. Make 3 columns and identify the said • Board chalk
and views on 3. Justify that Judaism, uniqueness and similarities.
women. Christianity and Islam, as
monotheistic religions, • Activity 3 Formative
have largely influenced Direction: Write a lyrics about the influence Pair-off
the world today. and impact of Judaism, Christianity and With rubric
4.Conduct a group Islam.
research on the doctrines
of each of the three • Activity 4
religions and compare Direction: Research the guide questions Summative
them in the aspects of given by the teacher. Answer the Individual
origin, morality, purpose, Comparative Analysis Table.
 destiny, and views on
women

_______________

QUARTER III 1. Recite the creation • Activity 1 Resilience Pre-test

Lesson 8: story in Rig Veda Pre-test Power point Individual
Hinduism 2. Identify the names of Direction: Identify significant contributions presentation
the major Hindu deities of Hinduism in the History of the World. • Sacred Texts of
1. Knowing and as well as their The teacher will provide pictures with short the Hinduism
Appreciating the corresponding powers details about each picture. • Videos/Pictures
Aryans and functions Gallery wall
2. Sacred Texts 3. Explain: The core • Activity 2 • Board chalk Formative
3. Doctrines and teaching of Hinduism is Direction: Research about Hindu deities and Group
Teachings of the attainment of make human statue depicting the said gods With rubric
Christianity liberation in the and deities.
4. God: 33 million identification of Atman
gods and goddesses and Brahman through the • Activity 3 Formative
5. Issues: Gender Four Yogas. Direction: Watch a short video clip of yoga. Individual
Inequality, Caste 4. Simulate a particular After that try to simulate the body
System, Poverty yoga and write a movements.
reflection paper on your
insights on Hinduism • Activity 4 Summative
Direction: Research about Hinduism and Group
make a gallery wall about it. With rubric

_______________

Lesson 9: 1. State the Four Noble  Activity 1 Love Pre-test

Theravada Truths and the Eight-fold Power point Individual
Buddhism path Direction: Read the trivia box on page 111 presentation
2. Give examples of of your main reference book. After reading, • Sacred Texts
1. Knowing and situations that the teacher will instruct you to answer trivia • Videos/Pictures
Appreciating demonstrate cravings questions. • Materials for
Siddharta Gautama which may lead to Poster-making
2. Sacred Texts suffering according to ,Board chalk
3. Doctrines Theravada Buddhism
4. God: non-theistic
5. Issues: Territory 3. Explain: The core
conflict in teaching of Theravada  Activity 2 Formative
Mainland Southeast Buddhism is that life is Individual
Asia suffering; suffering is Direction: Based on your personal
due to craving; there is a experience, list down instances when you
way to overcome experienced sufferings and cravings. How
craving; and the way to did you cope?
overcome craving is the
Eight-fold Path, the
Middle Way (between  Activity 3 Summative
pleasure and Pair-off
mortification). Direction : Create a poster regarding the With rubric
4. Evaluate the Eight- Noble Eightfold Path and explain the
fold Path in terms of how symbolisms and figures on it.
it achieves the Middle
Way
_______________

Lesson 10: • Activity 1 Generosity Power point Pre-test

Mahayana 1. State the three levels Pre-test presentation Individual
Buddhism of perfection of • Sacred Texts
Mahayana Buddhism Direction : The teacher will give 10 • Videos/Pictures
1. Knowing and (moral discipline, statements and the students will determine ,Board chalk
Appreciating cultivation of virtue, and whether or not the said statements are in
Siddharta Gautama altruistic conduct) accordance with the belief of Theravada
2. Sacred Texts 2. Give examples of acts Buddhism
3. Doctrines of generosity of
4. God: non-theistic Mahayana Buddhists • Activity 2 Formative
5. Issues: Tibet 3. Explain: The core Individual
invasion, Engaged teaching of Mahayana Direction : Think of examples of acts of
activism Buddhism is to seek generosity of Mahayana Buddhism
6. Universality and complete enlightenment
growth of sects: for the benefit of all • Activity 3 Formative
Development of living beings through Individual
Buddhism to Zen insight and compassion. Direction : Make a comparison about the
(Chan) Buddhism 4. Draw the insight from similarities and differences of Theravada
as the fruit of its the acts of generosity of and Mahayana Buddhism
encounter with Tzu Chi Foundation that
Taoism. reflect
 the core teaching of • Activity 4 Summative
Mahayana Buddhism Individual
Direction : Create a script about a news With rubric
report featuring the good works of Tzu Chi
Foundation.

_______________
Power point
Lesson 11: Respect presentation Pre-test
Comparative 1. Identify the • Activity 1 for women • Sacred Texts Individual
Analysis uniqueness and Pre-test • Videos/Pictures
similarities of Hinduism, Board chalk
Hinduism, Theravada Buddhism and Direction : The teacher will give 20
Theravada Mahayana Buddhism statements/characteristics and students are
Buddhism and 2. Provide evidence that required to identify whether it’s connected
Mahayana Hinduism, to Hinduism, Theravada Buddhism and
Buddhism: Views Theravada Buddhism and Mahayana Buddhism
on origin, morality, Mahayana Buddhism
purpose, destiny, share common roots from • Activity 2 Formative
and views on India Direction : Provide strong evidence that Individual
women. 3. Justify that Hinduism, Hinduism, Theravada Buddhism and
Theravada Buddhism and Mahayana Buddhism originated in India.
Mahayana Buddhism, as
Vedic religions, have
largely influenced the
world today.
4. Draw the insight from
the acts of generosity of
Tzu Chi Foundation that
reflect the core teaching
of Mahayana Buddhism

• Activity 3

Direction : Research about aspects of origin, Summative

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

_______________

QUARTER IV • Activity 1 Righteous Pre-test

Lesson 12: 1. Describe the five ness Power point Individual
Confucianism basic relationships (king Direction : Research about aspects of origin, presentation
to subject, father to son, morality, purpose, destiny and views of • Sacred Texts of
1. Knowing and husband to women of the three religions/philosophies the Confucianism
Appreciating wife, elder brother to studied in this quarter. After your research, • Videos/Pictures
Confucius younger brother and answer the comparative analysis table. Board chalk
2. Sacred Texts friend to friend)
3. Doctrines 2. Give examples of • Activity 2 Formative
4. God: Heaven acts showing filial piety Individual
5. Issues: Gender in the family, community Direction: Give examples of act showing
inequality and and society filial piety in the family, community and
Authoritarianism 3. Explain: The core society. Write on the board your answers.
teaching of Formative
Confucianism is to be a • Activity 3 Individual
“gentleman” by Direction: Present a character sketch of a With rubric
following the moral way person who personifies Confucian virtues.
consisting of the virtues
of love, righteousness, • Activity 4 Summative
wisdom, Direction: Answer pages 151-152 of your Individual
propriety and loyalty in reference book.
order to promote
harmony in society.
L4. Present a character
sketch of a person who
personifies the Confucian
virtues
_______________

Lesson 13: Taoism • Activity 1 Power point Pre-test

1. Knowing and 1. State that “Tao is the presentation Individual
Appreciating Lao origin of all beings Direction : Answer questions in the • Sacred Texts
Tzu whose essence is Jeopardy game. Newspaper
2. Sacred Texts nothing” clippings
3. Doctrines 2. Give examples of acts • Activity 2 • Videos/Pictures Formative
4. Tao as the Origin showing love and respect Board chalk Individual
of all Beings, of nature and the Direction: Cut a newspaper clipping talking
unnameable and environment about some philosophies that can be found
eternal 3. Explain: The core in Taoism
5. Issues: Inaction, teaching of Taoism is
Superstitious becoming one with • Activity 3 Formative
practices, ‘Tao.’ Direction: Present a character sketch of a Individual
Environmentalism 4. Identify the things she person who personifies the Philosophy of
can do without by Tao..
making an inventory of
personal belongings (e.g. • Activity 4 Summative
things in the bedroom) Direction: Answer a lesson test to be given Individual
and write a reflection on by the teacher.
Taoism based on the
result of the inventory
_______________

Lesson 14: • Activity 1 Power point Pre-test

Shintoism 1. Narrate the Kojiki presentation Individual
1.Pre-historic creation story Direction : Answer questions in the 1 vs. • Sacred Texts
Animists of Japan 2. Explain why is it 100 game. Newspaper
2.Sacred Texts important for Japanese clippings Formative
3. Doctrines: belief people to worship gods • Activity 2 • Videos/Pictures Individual
in kami and 3. Evaluate: The core Board chalk
divinity of teaching of Shintoism is Direction: Cut a newspaper clipping talking
emperors to worship the ancestors about some philosophies that can be found
4. Gods: kami and forces of nature to in Shintois,
5. Issues: Shrine achieve harmony in all
visits of Japanese dimensions. • Activity 3 Formative
Prime Ministers Direction: Write a haiku about Shintoism Individual
 4. Interpret the Kojiki
creation story creatively • Activity 4 Summative
Direction: Answer a lesson test to be given Individual
by the teacher.

_______________

Lesson 15: • Activity 1 Power point Pre-test

Comparative Pre-test presentation Individual
Analysis 1. Provide evidence that Direction: Answer the 15 item quiz about • Sacred Texts
Confucianism, Taoism the three religions. Newspaper
and Shintoism share clippings
Confucianism, common traits in viewing • Activity 2 • Videos/Pictures Formative
Taoism and nature and ancestors Direction: Research at least 5 uniqueness Board chalk Individual
Shintoism: Views 2. Justify that and similarities of Confucianism, Taoism
on origin, morality, Confucianism, Taoism and Shintoism. Make 3 columns and
purpose, destiny, and Shintoism as East identify the said uniqueness and similarities.
and views on Asian Formative
women. religions/philosophies • Activity 3 Individual
have largely influenced Direction: Write a lyrics about the influence
the world today. and impact of Chinese Philosophy in the
3. Prepare a multimedia History of the world.
presentation on the
perceptions of people • Activity 4 Summative
from all walks of life on Direction: Research the guide questions Individual
the doctrines of each of given by the teacher. Answer the With Rubric
the three religions and Comparative Analysis Table.
compare them in the
aspects of individual,
family, society,
government and nature.
_______________

Lesson 16: Simulate a panel discussion of inter-

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