K TO 12 BASIC EDUCATION CURRICULUM

SENIOR HIGH SCHOOL – ACADEMIC TRACK

Grade: 12 Semester: 1st or 2nd
Subject Title: Introduction to World Religions and Belief Systems No. of Hours/ Semester: 80 hours/ semester
Pre-requisite:

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.

CONTENT CONTENTSTANDARD PERFORMANCESTANDARD LEARNINGCOMPETENCY CODE

1.DefinitionofTerms Thelearnerpreparescharacter 1.1.Giveanexampleofabeliefsystemora
sketchesofapersonwhois worldview
spiritualbutnotreligiousanda HUMSS_WRB12
Communicateher*understandingofher
personwhoisreligiousbutnot -
religion
spiritual. I/IIIa-1.1
___
*Referstoallgenders

1.2.Differentiatereligionfrom:
a.Spirituality
b.Theology
HUMSS_WRB12
c.PhilosophyofReligion
Thelearnerdemonstrates -
Differentiatebetweenreligionashumans’way
understandingofbeliefsystemor I/IIIa-1.2
toGod,theologyasastudyofGod’swayto
worldview*,Religion,Spirituality,
humansandphilosophyasareflectionof
PhilosophyofReligion,and
humans’livedexperienceofGod
Theology.
___
1.3.Inferthat:
*Theelementsofreligion,belief
a.Abeliefsystemorworldviewisa
systemandspiritualitymustbe
particularwayoforderingtherealities
discussedhere.
ofone’sworld.
b.Religionisthepursuitof
transformationguidedbyasacred
HUMSS_WRB12
beliefsystem.
-
c.Spiritualityisone’sintegrativeviewof
I/IIIa-1.3
life.Itinvolvesaquestforthe
meaningandultimatevalueoflifeas
opposedtoaninstrumentalistor
materialisticattitudetolife.
Theelementsofreligionare:(a)reflectsan
efforttoelevatetheirwholeselftoahigher
K to 12 Senior High School Humanities and Social Sciences Strand – Introduction to World Religions and Belief Systems May 2016 Page 1 of 13
 K TO 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – ACADEMIC TRACK
CONTENT CONTENTSTANDARD PERFORMANCESTANDARD LEARNINGCOMPETENCY CODE
dimensionofexistence,(b)aframeworkof
transcendentbeliefs,(c)textorscriptures,(d)
rituals,and(e)sacredspaces(e.g.,church,
temple,mosque,synagogue).
Understandingtheworldviewofeachofthe
world’smajorreligionsiscriticalin
appreciatingtheirritualsandpractices.These
worldviewsare:
Allisone(Monistic)
1.ManyGods(Polytheistic)
2.OneGod(Monotheistic)
3.NoGod(Atheistic)
Theelementsofspiritualityare:(a)holistic
(fullyintegratedviewtolife),(b)questfor
meaning(includingthepurposeoflife),(c)
questforthesacred(beliefsaboutGod),and
(d)suggestsaself-reflectiveexistence.
1.4.Preparecharactersketchesofaperson HUMSS_WRB12
whoisspiritualbutnotreligiousandaperson -
whoisreligiousbutnotspiritual I/IIIa-1.4
2.HowWorldReligions Thelearnerdemonstrates Thelearnerconductsagroup 2.1.Citeregionsorplaceswherespecific HUMSS_WRB12
Began understandingofhistoricaland activitythatdemonstratesthe religionsevolved -
geographicalcontextsofthe influenceofareligioninacertain I/IIIb-2.1
differentreligions. culture.
2.2.Analyzethecultureoftheregionthat HUMSS_WRB12
gaverisetospecificreligions -
I/IIIb-2.2
2.3.Explainhowgeographyinfluencesreligion HUMSS_WRB12
andreligionaffectsculture -
I/IIIb-2.3
2.4.Conductagroupactivitythat HUMSS_WRB12
demonstratestheinfluenceofareligionina -
certainculture I/IIIb-2.4
3.1.Identifythepositiveandnegativeeffects HUMSS_WRB12
ofreligions -
I/IIIc-3.1
K to 12 Senior High School Humanities and Social Sciences Strand – Introduction to World Religions and Belief Systems May 2016 Page 2 of 13
3.2.Provideevidencethatreligionbrought HUMSS_WRB12
3.PositiveandNegative
aboutaneventinhistory -
EffectofReligions
I/IIIc-3.2
 K TO 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – ACADEMIC TRACK
CONTENT CONTENTSTANDARD PERFORMANCESTANDARD LEARNINGCOMPETENCY CODE
3.4.Gatherprintorweb-basedarticles, HUMSS_WRB12
photos,editorials,etc.showingthepositiveor -
negativeeffectsofreligion I/IIIc-3.4
4.Judaism Thelearnerdemonstrates HUMSS_WRB12
4.1.RecitetheTenCommandmentsasstated
understandingoftheelementsof -
intheOldTestament(Exodus20)
Judaism: I/IIId-4.1
a.Founders:Abraham(2000B.C.)
and/orMoses(1391-1271B.C.) 4.2.IdentifyaJewishcustomortradition HUMSS_WRB12
b.Sacredtexts:Torah,Poetry, Thelearneridentifiesastory demonstratedinamovie(e.g.Fiddlerinthe -
Prophets,Talmud,Mishnah fromtheOldTestamentthat Roof,TenCommandments,BenHur) I/IIId-4.2
c.Doctrines:TenCommandments, demonstratestheJewishbeliefin 4.3.Justify:ThecoreteachingofJudaismis HUMSS_WRB12
618Rules oneGod(e.g.StoryofSamson). thecovenantofoneGodwithachosenpeople -
d.God:Yahweh/Jehovah vs.otherpeoplewithmanygods. I/IIId-4.3
e.Sects:Orthodox,Conservative,
ReformLiberal 4.4.IdentifyastoryfromtheOldTestament HUMSS_WRB12
f.Issues:Antisemitism,Zionism, thatdemonstratestheJewishbeliefinone -
Holocaust God(e.g.StoryofSamson) I/IIId-4.4
5.Christianity Thelearnerdemonstrates
understandingoftheelementsof HUMSS_WRB12
5.1.RecitetheApostle’sCreed,TheLord’s
Christianity: -
PrayerortheBeatitudes
a.Founder:JesusChrist(c.7BC- I/IIIe-f-5.1
30A.D.)
b.Sacredtexts:Bible(Old
HUMSS_WRB12
TestamentandNewTestament)
5.2.InterprettheParableoftheProdigalSon -
c.Doctrines:Trinity,VirginBirth, Thelearnerinterviewsa
I/IIIe-f-5.2
DeityofChrist,Resurrection,Last Christianparentorcoupleon
Judgment whytheyareChristiansandwhat
d:God:Trinity(Father,Sonand beliefsandpracticestheyadhere 5.3.Explain:ThecoreteachingofChristianity
isthemessagethatalovingGodsentHis HUMSS_WRB12
HolySpirit) to. -
e.Sects:RomanCatholic, begottenSoninordertoredeemhumankind
frometernaldamnation. I/IIIe-f-5.3
Greek/EasternOrthodox,
Protestantism,etc.
f.Issues:Ecumenism,Sexuality 5.4.InterviewaChristianparentorcoupleon HUMSS_WRB12
issues(e.g.,contraception, whytheyareChristiansandwhatbeliefsand -
homosexuality,ordinationof practicestheyadhereto I/IIIe-f-5.4
women)

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 K TO 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – ACADEMIC TRACK
CONTENT CONTENTSTANDARD PERFORMANCESTANDARD LEARNINGCOMPETENCY CODE
6.Islam Thelearnerdemonstrates Thelearnerconductsapanel HUMSS_WRB12
6.1.ReadtheopeninglinesofQur’an
understandingoftheelementsof discussiononMuslimbeliefsand -
preferablyfromanEnglishversion
Islam: practices(whenpossibleinviting I/IIIg-h-6.1
a.Founder:ProphetMuhammad aMuslim).
(570-632A.D.) HUMSS_WRB12
6.2.RetellthelifeandtimesofProphet
b.Sacredtexts:Qur’an,Hadith -
Muhammad
c.Doctrines:FivePillarsofIslam I/IIIg-h-6.2
(Shahadah-declaringthereis 6.3.Explain:ThecoreteachingofIslamis HUMSS_WRB12
noothergodbutAllahand thereisonlyoneGodandMuhammadisHis -
MuhammadisHismessenger, finalandgreatestmessenger. I/IIIg-h-6.3
Salat-ritualprayerfivetimesa
day,Sawm-fastingduring
Ramadan,Zakat-almsgiving
tothepoor,andHajj-
pilgrimagetoMeccaatleast 6.4.ConductapaneldiscussiononMuslim HUMSS_WRB12
onceinalifetime) beliefsandpractices(whenpossibleinvitea -
d.God:Allah Muslim) I/IIIg-h-6.4
e.Practitioners:Sunni,Shi’ite,
Sufi
f.Issues:GenderInequality,
MilitantIslam,Migration
7.ComparativeAnalysis Thelearnerdemonstrates Thelearnerconductsagroup 7.1.Identifytheuniquenessandsimilaritiesof HUMSS_WRB12
understandingofthethree researchonthedoctrinesofeach Judaism,ChristianityandIslam -
religionsintheaspectsoforigin, ofthethreereligionsand I/IIIi-7.1
morality,purpose,destiny,and comparesthemintheaspectsof
viewsonwomen. origin,morality,purpose, 7.2.ProvideevidencethatJudaism, HUMSS_WRB12
destiny,andviewsonwomen. ChristianityandIslamsharecommonroots -
fromPatriarchAbraham I/IIIi-7.2
7.3.JustifythatJudaism,Christianityand HUMSS_WRB12
Islam,asmonotheisticreligions,havelargely -
influencedtheworldtoday. I/IIIi-7.3
7.4.Conductagroupresearchonthe
doctrinesofeachofthethreereligionsand HUMSS_WRB12
comparethemintheaspectsoforigin, -
morality,purpose,destiny,andviewson I/IIIi-7.4
women
8.Hinduism Thelearnerdemonstrates Thelearnersimulatesa 8.1.RecitethecreationstoryinRigVeda HUMSS_WRB12
K to 12 Senior High School Humanities and Social Sciences Strand – Introduction to World Religions and Belief Systems May 2016 Page 4 of 13
understandingoftheelementsof particularyogaandwritesa -
Hinduism: reflectionpaperonherinsights I/IIIj-II/IVa-
8.1
 K TO 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – ACADEMIC TRACK
CONTENT CONTENTSTANDARD PERFORMANCESTANDARD LEARNINGCOMPETENCY CODE
a.Founders:Aryans(1500B.C.) onHinduism. HUMSS_WRB12
8.2.IdentifythenamesofthemajorHindu
b.Sacredtexts:Vedas,Upanishads -
deitiesaswellastheircorrespondingfunctions
andBhagavad-Gita I/IIIj-II/IVa-
orpowers
c.Doctrines:Dharma-duty,Kama- 8.2
pleasure,Artha-wealth,Moksha-
liberation,Brahman,Atman,the 8.3.Explain:ThecoreteachingofHinduismis HUMSS_WRB12
IdentificationofBrahmanand theattainmentofliberationinthe -
Atman,theFourYogas(Yogaof identificationofAtmanandBrahmanthrough I/IIIj-II/IVa-
Knowledge,YogaofWork,Yogaof theFourYogas. 8.3
DevotionorLove,andYogaof
PsychologicalExercises) HUMSS_WRB12
d.Gods:33milliongodsand 8.4.Simulateaparticularyogaandwritea -
goddesses reflectionpaperonyourinsightsonHinduism I/IIIj-II/IVa-
e.Issues:GenderInequality,Caste 8.4
System,Poverty
9.TheravadaBuddhism Thelearnerdemonstrates 9.1.StatetheFourNobleTruthsandthe HUMSS_WRB12
understandingoftheelementsof Eight-foldpath -
TheravadaBuddhism: II/IVb-9.1
a.Founder:SiddharthaGautama
(563-483B.C.) 9.2.Giveexamplesofsituationsthat HUMSS_WRB12
b.Sacredtexts:Tripitaka demonstratecravingswhichmayleadto -
c.Doctrines:FourNobleTruths, sufferingaccordingtoTheravadaBuddhism II/IVb-9.2
Eight-foldPath,LawofDependent ThelearnerevaluatestheEight- 9.3.Explain:ThecoreteachingofTheravada
OriginationandTheImpermanence foldPathintermsofhowit Buddhismisthatlifeissuffering;sufferingis
ofThings achievestheMiddleWay. HUMSS_WRB12
duetocraving;thereisawaytoovercome
d.God:non-theistic -
craving;andthewaytoovercomecravingis
e.Issue:Territoryconflictin II/IVb-9.3
theEight-foldPath,theMiddleWay(between
MainlandSoutheastAsia pleasureandmortification).
9.4.EvaluatetheEight-foldPathintermsof HUMSS_WRB12
howitachievestheMiddleWay -
II/IVb-9.4
10.MahayanaBuddhism Thelearnerdemonstrates Thelearnerdrawstheinsight
10.1.Statethethreelevelsofperfectionof HUMSS_WRB12
understandingoftheelementsof fromtheactsofgenerosityof
MahayanaBuddhism(moraldiscipline, -
MahayanaBuddhism: TzuChiFoundationthatreflect
cultivationofvirtue,andaltruisticconduct) II/IVc-10.1
thecoreteachingofMahayana

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 K TO 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – ACADEMIC TRACK
CONTENT CONTENTSTANDARD PERFORMANCESTANDARD LEARNINGCOMPETENCY CODE
a.Founder:SiddharthaGautama Buddhism. HUMSS_WRB12
10.2.Giveexamplesofactsofgenerosityof
(563-483B.C.) -
MahayanaBuddhists
b.Sacredtexts:Sutras II/IVc-10.2
c.Doctrines:FourNobleTruths,
Eight-foldPath,TheSixPerfections 10.3.Explain:ThecoreteachingofMahayana
HUMSS_WRB12
tobecomeaBodhisattva Buddhismistoseekcompleteenlightenment
-
(generosity,morality,patience, forthebenefitofalllivingbeingsthrough
II/IVc-10.3
perseverance,meditation,and insightandcompassion.
insight)
d.God:non-theistic
e.Issues:Tibetinvasion,Engaged
activism 10.4.Drawtheinsightfromtheactsof HUMSS_WRB12
f.Universalityandgrowthofsects: generosityofTzuChiFoundationthatreflect -
DevelopmentofBuddhismtoZen thecoreteachingofMahayanaBuddhism II/IVc-10.4
(Chan)Buddhismasthefruitofits
encounterwithTaoism.
11.ComparativeAnalysis Thelearnerdemonstrates Thelearnerconductsan 11.1.Identifytheuniquenessandsimilarities HUMSS_WRB12
understandingofthethree interviewonthedoctrinesof ofHinduism,TheravadaBuddhismand -
religions/philosophiesinthe eachofthethree MahayanaBuddhism II/IVd-11.1
aspectsoforigin,morality, religions/philosophiesand
purpose,destiny,andviewson comparesthemintheaspectsof 11.2.ProvideevidencethatHinduism, HUMSS_WRB12
women. origin,morality,purpose, TheravadaBuddhismandMahayanaBuddhism -
destiny,andviewsonwomen. sharecommonrootsfromIndia II/IVd-11.2
11.3.JustifythatHinduism,Theravada
HUMSS_WRB12
BuddhismandMahayanaBuddhism,asVedic
-
religions,havelargelyinfluencedtheworld
II/IVd-11.3
today.
11.4.Conductaninterviewonthedoctrinesof
HUMSS_WRB12
eachofthethreereligionsandcomparethem
-
intheaspectsoforigin,morality,purpose,
II/IVd-11.4
destiny,andviewsonwomen
12.Confucianism Thelearnerpresentsacharacter 12.1.Describethefivebasicrelationships
HUMSS_WRB12
Thelearnerdemonstrates sketchofapersonwho (kingtosubject,fathertoson,husbandto
-
understandingoftheelementsof personifiestheConfucianvirtues. wife,elderbrothertoyoungerbrotherand
II/IVe-12.1
Confucianism: friendtofriend)
a.Founder:Confucius(551-479 12.2.Giveexamplesofactsshowingfilialpiety HUMSS_WRB12
B.C.)
K to 12 Senior High School Humanities and Social Sciences Strand – Introduction to World Religions and Belief Systems May 2016
inthefamily,communityandsociety Page 6 of 13
-
II/IVe-12.2
 K TO 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – ACADEMIC TRACK
CONTENT CONTENTSTANDARD PERFORMANCESTANDARD LEARNINGCOMPETENCY CODE
b.Sacredtexts:ConfucianClassics 12.3.Explain:Thecoreteachingof
c.Doctrines:MandateofHeaven, Confucianismistobea“gentleman”by
HUMSS_WRB12
T”ien,Humannatureasoriginally followingthemoralwayconsistingofthe
-
good(Mencius)orevil(HsunTze), virtuesoflove,righteousness,wisdom,
II/IVe-12.3
RectificationofNames,TheMoral proprietyandloyaltyinordertopromote
Wayconsistingoffivecardinal harmonyinsociety.
virtues,FilialPiety,andAncestor
Worship HUMSS_WRB12
d.God:Heaven 12.4.Presentacharactersketchofaperson
-
e.Issues:Genderinequality, whopersonifiestheConfucianvirtues
II/IVe-12.4
Authoritarianism
13.Taoism Thelearnerdemonstrates Thelearneridentifiesthethings 13.1.Statethat“Taoistheoriginofallbeings HUMSS_WRB12
understandingoftheelementsof shecandowithoutbymakingan whoseessenceisnothing” -
Taoism: inventoryofpersonalbelongings II/IVf-g-13.1
a.Founder:LaoTzu(604B.C.-?) (e.g.thingsinthebedroom)and
b.Sacredtexts:TaoTeChing, writesareflectiononTaoism 13.2.Giveexamplesofactsshowingloveand HUMSS_WRB12
BookofChuangTze basedontheresultofthe respectofnatureandtheenvironment -
c.Doctrines:Wu-Wei,Lawof inventory. II/IVf-g-13.2
Reversion,Followingnature 13.3.Explain:ThecoreteachingofTaoismis HUMSS_WRB12
d.TaoastheOriginofallBeings, becomingonewith‘Tao.’ -
unnameableandeternal II/IVf-g-13.3
e.Issues:Inaction,Superstitious
practices,Environmentalism 13.4.Identifythethingsshecandowithoutby
makinganinventoryofpersonalbelongings HUMSS_WRB12
(e.g.thingsinthebedroom)andwritea -
reflectiononTaoismbasedontheresultofthe II/IVf-g-13.4
inventory
14.Shintoism Thelearnerdemonstrates ThelearnerinterpretstheKojiki 14.1.NarratetheKojikicreationstory HUMSS_WRB12
understandingoftheelementsof creationstorycreatively. -
Shintoism: II/IVh-14.1
a.Founders:PrehistoricAnimistsof
Japan 14.2.ExplainwhyisitimportantforJapanese HUMSS_WRB12
b.Sacredtexts:KojikiandNihongi peopletoworshipgods -
c.Doctrines:beliefinkami,divinity II/IVh-14.2
ofemperors 14.3.Evaluate:ThecoreteachingofShintoism HUMSS_WRB12
d.Gods:kami(animistandnature istoworshiptheancestorsandforcesof -
spirits) naturetoachieveharmonyinalldimensions. II/IVh-14.3
e.Issues:ShrinevisitsofJapanese
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14.4.InterprettheKojikicreationstory Page 7 of 13
HUMSS_WRB12
primeministers
creatively -
II/IVh-14.4
 K TO 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – ACADEMIC TRACK
CONTENT CONTENTSTANDARD PERFORMANCESTANDARD LEARNINGCOMPETENCY CODE
viewsonwomen. walksoflifeonthedoctrinesof 15.2.ProvideevidencethatConfucianism, HUMSS_WRB12
eachofthethreereligionsand TaoismandShintoismsharecommontraitsin -
comparesthemintheaspectsof viewingnatureandancestors II/IVi-15.2
individual,family,society,
governmentandnature. 15.3.JustifythatConfucianism,Taoismand HUMSS_WRB12
ShintoismasEastAsianreligions/philosophies -
havelargelyinfluencedtheworldtoday. II/IVi-15.3
15.4.Prepareamultimediapresentationon
theperceptionsofpeoplefromallwalksoflife HUMSS_WRB12
onthedoctrinesofeachofthethreereligions -
andcomparethemintheaspectsofindividual, II/IVi-15.4
family,society,governmentandnature
16.Synthesis Thelearnersummarizesthe Thelearnerssimulatesapanel
significanceofreligionandthe discussionofinter-religious
Simulateapaneldiscussionofinter-religious
basicsimilaritiesofallreligions dialoguethatreflectsthe
dialoguethatreflectsthefollowing:
discussedwithinthesemester. following:
a.themeaningandultimatevalueoflife HUMSS_WRB12
a.themeaningandultimate
b.howoneistorelatetoone’sself,family, -
valueoflife
societyandnature II/IVj-16
b.howoneistorelatetoone’s
c.thewaytoachievepersonalhappinessand
self,family,societyandnature
fulfilment
c.thewaytoachievepersonal
happinessandfulfilment

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 K TO 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – ACADEMIC TRACK
COMPARATIVE ANALYSIS TEMPLATE OF JUDAISM, CHRISTIANITY AND ISLAM

RELIGION JUDAISM CHRISTIANITY ISLAM

OriginoftheUniverseand
Humankind
Morality

Purpose

Destiny

ViewsonWomen
COMPARATIVE ANALYSIS TEMPLATE OF HINDUISM, THERAVADA BUDDHISM AND MAHAYANA BUDDHISM

RELIGION HINDUISM THERAVADABUDDHISM MAHAYANABUDDHISM

OriginoftheUniverseand
Humankind
Morality

Purpose

Destiny

ViewsonWomen
COMPARATIVE ANALYSIS TEMPLATE OF CONFUCIANISM, TAOISM AND SHINTOISM

RELIGION CONFUCIANISM TAOISM SHINTOISM

OriginoftheUniverseand
Humankind
Morality

Purpose

Destiny

ViewsonWomen
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 K TO 12 BASIC EDUCATION CURRICULUM
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GLOSSARY
Beliefsystemorworldview Aparticularwayoforderingtherealitiesofone’sworld.
Religion Thepursuitoftransformationguidedbyasacredbeliefsystem.
Spirituality One’sintegrativeviewoflife;involvesaquestforthemeaningandultimatevalueoflifeasopposedtoaninstrumentalistormaterialistic
attitudetolife.
Judaism ThecoreteachingofJudaismisthecovenantofoneGodwithachosenpeoplevs.otherpeoplewithmanygods.
Christianity ThecoreteachingofChristianityisthemessagethatalovingGodsentHisbegottenSoninordertoredeemhumankindfrometernal
damnation.
Islam ThecoreteachingofIslamisthereisonlyoneGodandMuhammadisHisfinalandgreatestmessenger.
Hinduism ThecoreteachingofHinduismistheattainmentofliberationintheidentificationofAtmanandBrahmanthroughtheFourYogas.
TheravadaBuddhism ThecoreteachingofTheravadaBuddhismisthatlifeissuffering;sufferingisduetocraving;thereisawaytoovercomecraving;and
thewaytoovercomecravingistheEight-foldPath,theMiddleWay(betweenpleasureandmortification).
MahayanaBuddhism ThecoreteachingofMahayanaBuddhismistoseekcompleteenlightenmentforthebenefitofalllivingbeingsthroughinsightand
compassion.
Confucianism ThecoreteachingofConfucianismistobea“gentleman”byfollowingthemoralwayconsistingofthevirtuesoflove,righteousness,
wisdom,proprietyandloyaltyinordertopromoteharmonyinsociety.
Taoism ThecoreteachingofTaoismisbecomingonewith‘Tao.’
Shintoism ThecoreteachingofShintoismistoworshiptheancestorsandforcesofnaturetoachieveharmonyinalldimensions.

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References

Catoir, John T. (1993). World Religions: Beliefs Behind Today’s Headlines. Makati: St. Paul Publications.

Gaer, Joseph. (1956). How the Great Religions Began. New York: The New American Library, Inc.

Keown, Damien. (2005). Buddhist Ethics: A Very Short Introduction. New York: Oxford University Press, Inc.

Lewis, John. (1968). The Religions of the World Made Simple. New York: Doubleday & Company, Inc.

Markham, Ian S. & Christy Lohr. (eds.). (2009). A World Religions Reader. West Sussex: Wiley-Blackwell.

Partridge Christopher (3rd ed.) (2005). The World’s Religions (The New Lion Handbook). Oxford: Lion Hudson.

Saint-Laurent, George E. (2000). Spirituality and World Religions. California: Mayfield Publishing Company.

Sheldrake, Philip. (2012). Spirituality: A Very Short Introduction. Oxford: University Press.

Smith, Huston. (1958). The Religions of Man. New York: Harper & Row, Publishers.

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CODE BOOK LEGEND

SAMPLE CODE: HUMSS_WRB12-I/IIIa-1.1

LEGEND SAMPLE

HumanitiesandSocialSciences
Track/Strand
Strand

underscore_

IntroductiontoWorldReligionsand
Track/StrandSubject
BeliefSystems

GradeLevel 12
FirstEntry HUMSS_WRB12
-
RomanNumeral Quarter FirstQuarter/ThirdQuarter I/III
*Zeroifnospecificquarter
LowercaseLetter Week Week1 a
*Putahyphen(-)inbetweenletterstoindicate
morethanaspecificweek

-
Giveanexampleofabeliefsystem
oraworldview
ArabicNumber Competency Communicateherunderstandingof 1.1
herreligion

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References:

Archer, Peter. Religion 101. (Avon, Massachusetts: Adams Media, 2004).

Catoir, John T. World Religions. (Makati: St. Paul Publication, 1992).

Coogan, Michael D., ed. Eastern Religions. (London: Duncan Baird Publishers, 2005).

Gaer, Joseph. How the Great Religions Began. (New York: Signet Classics, 1956).

Kimball, Charles. When Religion Becomes Evil. (New York: Harper, 2003).

Partridge, Christopher, ed. The New Lion Handbook, The World's Religions. 3rd ed. (Oxford: Lion Hudson, 2005).

Saint-Laurent, George E. Spirituality and World Religions, A Comparative Introduction. (London: Mayfield Publishing, 2000).

Sheldrake, Philip. Spirituality, A Very Short Introduction. Great Clarendon Street.(Oxford University Press, United Kingdom, 2012).

Smith, Huston. The Religions of Man. (New York: Perennial Library, Harper & Row, 1965).

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