Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
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. 2 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 4 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 5 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 6 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 7 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 8 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: 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 9 o Oral presentations o Interviews o Media projects o Socratic Seminars Learning Resources: 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.