Download World Religions - Chilliwack School District

Board/Authority Authorized Course
District Name: Chilliwack
District Number: SD #33
Developed by: Gary Badker
Date Developed: Revised December 2005
School Name: Chilliwack Senior Secondary School
Board/Authority Approval Date:
Board/Authority Signature:
Course Name: World Religions 12
Grade Level of Course: Grade 12
Number of Course Credits: 4
Number of Hours of Instruction: 120 hours
Prerequisite(s): Grade 11 standing. Strong reading and writing skills an asset
Course Synopsis:
Canada is a multi-cultural society. Religion is an important part of the belief
systems of many people. This course enables students to discover what others
believe and how they live, and to appreciate their own unique heritage. Students
will learn about the teachings and traditions of a variety of religions, the place and
function of religion in human experience, and the influence of a broad range of
religions on contemporary society. Participants will be able to identify the core
tenets of major world religions, compare and contrast these tenets with their own
beliefs, and suggest positive avenues through which their understanding can build a
healthier society.
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Rationale:
As society has become more diverse, our appreciation of these differences has not
kept pace. Similarly, as the world becomes more technologically complex, a
spiritual component has emerged. This course has been developed to support and
encourage students to explore the richness and diversity which various religions
bring to our culture. This course is driven in part by the assumption that fear and
animosity are diminished through understanding.
Organizational Structure:
Units
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6
Unit 7
Unit 8
Unit 9
Unit 10
Title
Introduction: First Things
Judaism
Christianity
Islam
Buddhism
Hinduism
Sikhism
Secular/Nonreligious
Local Component:
Aboriginal Spirituality
Other Groups
Time
10 hours
13 Hours
13 Hours
13 Hours
13 Hours
13 Hours
13 Hours
13 Hours
7 Hours
Total Hours
120 Hours
12 Hours
Unit Descriptions:
Unit 1: Introduction: First Things
Time: 10 hours
Students will become familiar with terminology and categories common to the
discussion of religion. They will be introduced to questions central to the field of
comparative religions such as: What is religion? Who/What is the supreme being?
What can be known about this being? How does one develop the spiritual dimension
of life? What is the purpose of life? How does religion contribute to culture?
Curriculum Organizer – Definitions & Vocabulary
It is expected that students will:
 Define and use correctly the basic vocabulary of religious studies
 Supply examples of beliefs which define religion
 Identify the issues associated with the core beliefs
3
Curriculum Organizer – Core Concerns
It is expected that students will:
 Identify and discuss basic concerns such as creation and the afterlife
 Identify and discuss basic concepts of god(s) and spirits
 Analyze rites and rituals associated with the preceding beliefs
Unit 2: Judaism
Time: 13 hours
Curriculum Organizer – Origin
It is expected that students will:
 Describe the historical roots of the Hebrew people
 Identify the defining events which shaped the Jewish faith
Curriculum Organizer – Core Beliefs & Writings
It is expected that students will:
 Distinguish between the Torah, Prophets, Writings, Mishna, and Talmud
 Contrast monotheism and polytheism
 List several attributes of the God at the center of Judaism
 Recall the core tenets of Judaism
Curriculum Organizer – Celebrations & Practices
It is expected that students will:
 Describe the following celebrations: Rosh Hashanah, Yom Kippur, Sukkot,
Hanukkah, Purim, Passover
 Describe the Sabbath and dietary laws
Unit 3: Christianity
Time: 13 hours
Curriculum Organizer – Origin
It is expected that students will:
 Describe the historical roots of the Christian faith
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Identify the key events/beliefs which distinguish it from Judaism
Describe Jesus Christ
Distinguish between the Roman, Orthodox, and Protestant branches of the
Christian Church
Curriculum Organizer – Core Beliefs & Writings
It is expected that students will:
 Distinguish between the Old testament, New testament, Apocrypha, and
Creeds
 Recognize the structure of the Bible
 Describe the basic beliefs of historical Christianity
Curriculum Organizer – Celebrations & Practices
It is expected that students will:
 Describe Advent, Christmas, Epiphany, Lent, Palm Sunday, Good Friday,
Easter, and Pentecost
Unit 4: Islam
Time: 13 hours
Curriculum Organizer – Origin
It is expected that students will:
 Identify the links to Islam prior to Muhammad
 Describe the major events in the life of Muhammad
Curriculum Organizer – Core Beliefs & Writings
It is expected that students will:
 Explain the five articles of faith in the Muslim creed (a single God, angels,
revelation, prophets, Judgment Day)
 Describe the formulation of the content of the Qur’an
 Recall the Five Pillars of Islam
Curriculum Organizer – Celebrations & Practices
It is expected that students will:
 Recall that Muslims pray five times a day
 Explain the Holy Days of Ramadan, Lailat ul-Qadr, Ld al-Fitr, Id ul-Adha
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Unit 5: Buddhism
Time: 13 hours
Curriculum Organizer – Origin
It is expected that students will:
 Explain its origin as a nonconforming system outside of Hinduism
 Describe the early influences on Siddhartha Gautama
Curriculum Organizer – Core Beliefs & Writings
It is expected that students will:
 Explain dharma, reincarnation, and Nirvana
 Discuss the notion of “non-self” and the illusory nature of life
 Recall and describe the Four Noble Truths
 Explain the Eightfold Path
 Identify and describe the 3 divisions of the Tipitaka
Curriculum Organizer – Celebrations & Practices
It is expected that students will:
 Explain Nirvana Day, Buddha Day, and Bodhi Day
 Explain the elements of Buddhist worship and rituals
Unit 6: Hinduism
Time: 13 hours
Curriculum Organizer – Origin
It is expected that students will:
 Describe the beginnings of a religion which cannot be traced to any specific
individual or historical event
 Summarize the culture of the Indus Valley Civilization around 1500 B.C.E.
Curriculum Organizer – Core Beliefs & Writings
It is expected that students will:
 Identify the multiple holy books within the Hindu system including the Vedas
 Explain the convergence rather than suppression approach as Hinduism
encountered other faiths
 Explain the principle of reincarnation
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Explain the worship of animals and the reasons for vegetarianism
Define Brahman, Vishnu, and Shiva
Identify several classical schools of Indian philosophy
Summarize the “polytheistic” issue in Hinduism
Curriculum Organizer – Celebrations & Practices
It is expected that students will:
 Explain Duhsehra/Durga Puja, Rama navami, Krishna Janmashtami, and Shiva
Ratri
 Describe the place of the shrine in the family home
 Describe the design of the Hindu temple
 Discuss the role the pilgrimage
Unit 7: Sikhism
Time: 13 hours
Curriculum Organizer – Origin
It is expected that students will:
 Describe the historical roots of Sikhism in 15th century Punjab
 Identify the ten human gurus
Curriculum Organizer – Core Beliefs & Writings
It is expected that students will:
 Summarize the 5 core beliefs
 Describe and discuss the Guru Granth Sahib (scripture)
 Identify and explain the khanda
 Identify and explain the 5 spiritual stages
Curriculum Organizer – Celebrations & Practices
It is expected that students will:
 Describe the role of the Khalsa
 Identify the 5 Ks
 Explain a typical Sikh worship experience
 Explain the primary Sikh festivals
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Unit 8: Secular/Nonreligious
Time: 13 hours
Curriculum Organizer – Origin
It is expected that students will:
 Describe the historical / philosophical basis for the atheist and agnostic
positions
 Describe the historical / philosophical basis for the secular position
Curriculum Organizer – Core Beliefs & Writings
It is expected that students will:
 Distinguish between atheism, agnosticism, deism, theism, and secularism
 Identify the beliefs of paganism and neo-paganism
 Associate key writings of these positions with their authors
Curriculum Organizer – Celebrations & Practices
It is expected that students will:
 Describe the expressions of these beliefs
Unit 9: Local Component – Aboriginal Spirituality
Time: 7 hours
Curriculum Organizer – Origins
It is expected that students will:
 Describe aboriginal cosmology including multiple layers and World Tree
concepts
 Identify common elements and regional uniqueness
 Summarize the Beringia Theory
Curriculum Organizer – Core Beliefs & Writings
It is expected that students will:
 Describe the implications of the “Everything is Alive” belief
 Identify oral and written traditions
 Contrast the Creator / Great Spirit with the Trickster
 Recite student selected creation story
 Explain the medicine wheel
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Curriculum Organizer - Celebrations & Practices
It is expected that students will:
 Describe the potlatch, pow-wow, healing circle, sweat-lodge, Pipe Ceremony,
Sun Dance, Vision Quest
Unit 10: Other Groups
Time: 12 hours
Curriculum Organizer – Origin
It is expected that students will:
 Survey the basic tenets of several ancient civilizations such as the
Egyptians, Greeks, Mayans, and Aztecs
Curriculum Organizer – Core Beliefs & Writings
It is expected that students will:
 Identify the central beliefs of selected ancient civilizations
 Recall examples from key writings from these civilizations
Curriculum Organizer – Celebrations & Practices
It is expected that students will:
 Describe representative celebrations and practices from these civilizations
Instructional Components:
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Direct instruction
Indirect instruction
Interactive instruction
Guest instruction
Group Work – including Socratic Seminars
Field Research
Assessment Component:
o Daily written assignments
o Quizzes and tests
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o Oral presentations
o Interviews
o Media projects
o Socratic Seminars
Learning Resources:
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Guest speakers
Web based material (articles and resources)
Visits to relevant sites
Videos
Books
- various “sacred texts”
Suggested Texts:
Mayled, Jon and Libby Ahluwalia. Discovery: Philosophy & Ethics For OCR GCSE
Religious Studies. London: Nelson Thornes, 2002.
Toropov, Brandon and Father Luke Bukles. The Complete Idiot’s Guide to World
Religions. 2nd Edition. Pearson Education, 2002.