Course Overview

World Religions: Beliefs, Issues, and Religious Traditions, Grade 11, HRT3M

Course Description

This course enables students to discover what others believe and how they live and to appreciate their own unique heritage. Students learn about the teachings and traditions of a variety of religions, the connection between religion and the development of civilization, the place and function of religion in human experience, and the influence of a broad range of religions on contemporary society. This course also introduces students to skills used in researching and investigating world religions.

Course Notes

As students enter the final two years of high school, they become more aware of their world, and cognizant of differences and similarities between people. This expansion of horizons often creates curiosity about what others believe and the customs and practices which form part of others’ religious observances. In an increasingly global society, students will encounter people of various religious backgrounds. A course such as World Religions allows students to develop some understanding of the ways in which religious traditions affect the decision-making and way of life of others.

In this course, the more traditional “historical,” religion by religion, approach has been abandoned. Instead of studying each religion individually a more thematic approach is adopted. Examining each religion as an historical narrative often resulted in students being given extensive detail about matters in the distant past, rather than being taught much about how the adherents of the religion are influenced by that belief on a day-to-day basis, in the contemporary world. In teaching those religions with a lengthy history, being bound by chronology often resulted in either a disproportionate time being spent on the study of one religion, or the history of that religion being truncated. Finally, the approach taken by some teachers in the past is seen by many as too euro-centric, with the Judeo-Christian viewpoint taken as the norm, and all others receiving short shrift. All of these are significant objections to a traditional approach.

On the other hand, the learning expectations of the policy for this course are global, rather than specific to one religion, and any attempt to cover a variety of religions using the strategies of the past might easily become highly repetitive. Also, due to the global nature of the expectations, these might possibly be fulfilled by the consideration of only one or two religions in depth. Since the object of this course is to learn about “a broad range of religions”, this obviously would violate the policy, in spirit at least. This course has been designed to address such concerns, as far as is possible.

The course profile is designed around five thematic units, with the culminating activity of the course devoted to a student-selected case study of a significant issue. There are points of contact or similarity between the themes, but each is distinct enough to be treated separately. Some educators may feel intimidated by a thematic approach, but this model best addresses the concerns noted above and suits the needs and interests of students, based on our experience teaching World Religions. Each unit allows students to examine the ways in which beliefs, issues, tradition, and practice are entwined. As the course progresses, students build a repertoire of skills and knowledge that are needed to undertake the case studies of Unit 6.

Within each unit, the teacher should select two religions for study. Specific religions have been designated for each unit in this profile, but factors may dictate that other religions be substituted for the ones suggested. A list of religions, which lend themselves to study in particular units, has been included in an appendix. This list is not exhaustive but presents a good range of possibilities for study. Factors that influence selection include: the specific knowledge or expertise of the teacher; the religious profile of the class, the school, or the community; and the prominence of a given religion in current events, among other things. No religion should be selected for study in more than two units. This allows as many as ten different religions to be examined during the course; while it is not necessary to achieve that number, at least six or seven religions should be studied, however. In a multicultural and multi-religious society such as Ontario, this number seems advisable.

It is important that the teacher create a class atmosphere in which every religious point of view is treated equitably. Students must be encouraged to share their own insights, and to respect the views of others, even when representatives of that religion are not present in class. Activity 1.1 may help in establishing this atmosphere early in the course. In the past, many teachers have used the terms major, minor, primitive, etc., to describe religions; these terms can be seen as pejorative and often give a distorted impression of the significance or prevalence of individual religions. Such language should be avoided, and non-judgmental language should always be used. The particular vocabulary of religious studies should be introduced early, and reinforced often.

It is suggested that students be given a brief overview of salient features of each religion, as it is first introduced in the course. The teacher might prepare overviews ahead of time, if they are not part of possible texts used in the class. A synopsis of the central sacred story of each religion should also be assigned to students, if the story does not form part of the material covered directly in the unit’s activities.

Units: Titles and Times

Unit 1	Temples of Wisdom	12 hours
* Unit 2	The Idea of Deity	20 hours
Unit 3	The Relationship between Deity and Humanity	20 hours
Unit 4	The Relationship between Deity and the Individual	20 hours
Unit 5	Person and Community	12 hours
Unit 6	Case Studies	26 hours

* This unit is fully developed in this Course Profile.

Unit Overviews

Unit 1: Temples of Wisdom

Time: 12 hours

Unit Description

Activity 1.1 should employ brief ethical statements derived from a number of religions (see Resources) to stimulate students’ understanding. Students or pairs could be assigned one of these statements and asked to interpret it, assess how it could be used in daily life, etc. Then interpretations could be shared and a class discussion developed.

The ways in which human needs are fulfilled both through relationships with the natural world and with the supernatural are explored (Maslow’s hierarchy of needs might provide a framework for this discussion). The connection between individual and community needs should also be explored using an organizer, or similar technique. The nexus between our need, desires, and vulnerability to events beyond our control is examined in a jigsaw activity using First Nations, Aboriginal, or Animistic spirituality as an example. Different roles of religion are considered, and students are called on in a “fishbowl” lesson to defend one or more of the roles. At this point the teacher might tie the introductory activity to the discussion of the roles of religion, e.g., that humans are themselves part of a natural world and that ethical treatment of each other is a vital subset of ethical relationships with the rest of creation.

(Note: Activity 1.1 should be a stand-alone introduction, if a teacher decides to use a different unit as the first unit of study.)

Unit Overview Chart

Act.	Expectations	Assessment	Focus/Activity
1	RBV.02, HEV.01, RB2.01	Thinking Understanding	Ethics: analysis of the “golden rules”
2	RBV.01, HE1.02, HE4.02	Inquiry Knowledge	Individual and community needs explored: organizer
3	RBV.03, RB1.01, HEV.01, HEV.02, IS2.04	Application Understanding	How religions are created to fulfill human needs: the impact of events beyond our control - jigsaw
4	RB2.01, HEV.02, HE1.02, IS2.03	Inquiry Application Knowledge	Roles of religion: fishbowl lesson/defending an argument
5	SS1.04, SS1.05, ISV.05, ISV.06, IS1.04, IS1.06, IS2.05	Inquiry Application Understanding Communication	Holy places, Holy rites

Culminating Activity

Students research and express their understanding of a religion’s holy places or sacred rites. This activity invites visual, kinesthetic, and sensory learners to perform at a high level. For example, students create a visual representation of a Mayan temple, Shinto shrine, etc. and explain how this structure relates to the individual/social needs and religious belief of the people who built it. Or, students research the sacred Mayan Ball game and demonstrate to the class how it was played using the school gymnasium as the court. (This might be a cross-curricular assignment with Physical Education.). Students should be given an opportunity to peer-assess their classmates’ efforts, using a teacher-generated rubric.

Unit 2: The Idea of Deity

Time: 20 hours

Unit Description

This unit is the most complex and is explored in detail as the sample unit. Students explore how two radically different religions view the concept of deity. The first sub-unit (2.1-2.3) considers Zoroastrianism. While this is a monotheistic religion it is sufficiently different from Judeo-Christian beliefs to stimulate students’ thoughts about the constituents of a monotheistic religion. The second sub-unit (2.4-2.6) deals with Hinduism. The teacher should emphasize that, within a polytheistic belief system, monism can thrive. If the teacher so desires, some other representative monotheistic and polytheist religions may be compared. The Internet should be introduced as an aid in studying World Religions, during this unit. (Note: Unit 2 is fully developed in this profile.)

Unit Overview Chart

Act.	Expectations	Assessment	Focus/Activity
1	RB1.01, RB2.10, SSV.01, HE4.01	Understanding	Good and Evil: compare and contrast
2	RBV.03, RB2.04, RB2.09, ISV.05, ISV.06	Communication	One Single God: Ahuramazda’s role organizer
3	RB1.04, RB2.01, RB2.02, RB2.03	Knowledge	The Role of the Amesha Spentas and Yazatas: report
4	RBV.01, RB1.01, RB1.02, RB1.03, RB2.09, RB2.10, SS1.03, HEV.01, HE1.01, HE3.02, HE4.01, HE4.02, ISV.06, 1S1.06	Knowledge Application Thinking/ Inquiry	Hinduism – The Endless Cycle: case studies (biographies)
5	RB2.02. RB2.03, HEV.04, HE3.01, IS1.04	Understanding	Messengers, Avatars, Incarnations: compare and contrast
6	RB2.01, RB2.05, RB3.03, SSV.02	Thinking	The Portrayal of Deity in Art and Poetry: analysis
7	RBV.02, ISV.02, RB2.02, BR2.04, HE2.02, IS1.01	Thinking/ Inquiry Application Understanding	“Recipe” for a Religion

Culminating Activity

Students create a “recipe” or “formula” for religion, taking into account the several different approaches to spirituality examined so far in the course. They then apply this “recipe” to a sample religion to see if it meets the criteria established. Brainstorming and class discussion are used to create a list of five to ten essential “ingredients” (e.g., has a divinity or divinities; has a basic code of conduct or ethics; has an explanation for creation, etc.). Students generate an organizer and, using materials supplied by the teacher, examine Jainism to see how well it fits the “recipe.” Jainism specifically should be used, since it may challenge some preconceptions students have. In a final report they explain how it did or did not meet expectations, and draw a conclusion about the usefulness of preconceived ideas when dealing with religion.

Unit 3: The Relationship between Deity and Humanity

Time: 20 hours

Unit Description

This unit examines the different ways in which religions have seen the connection between deity and human beings. Judaism and Islam are considered and a contrast is drawn between concepts of this relationship as based on a covenant, and as based on submission. The unit is divided into sub-units on Judaism (3.1-3.4), and Islam (3.5-3.8). There are major activities at the end of each sub-unit. The Internet should be used as a research tool in this unit whenever the opportunity presents itself, and certainly in section 3.8. Section 3.9 includes the unit culminating activity and synthesizes the material covered in the two sub-units. Learning activities in this unit invite visual, kinesthetic, and sensory learners to perform at a high level.

The Judaism sub-unit gives opportunities to examine primary and secondary materials and to use debating, dramatic, and kinesthetic skills to present the student’s findings. The history and impact of the idea of the Covenant are traced and presented graphically.

Unit Overview Chart - Judaism Sub-unit

Act.	Expectations	Assessment	Focus/Activity
1	RBV.02, RBV.03, RBV.04, RB1.03, RB1.04, RB2.04, RB2.06, RB3.02, HE3.01, ISV.06, IS1.04	Thinking Understanding Communication	The Sacred Story - the sacrifice of Abraham in Judaism and Islam: debate
2	RBV.01, RBV.04, RB2.08, RB2.06, HEV.01, IS1.04	Inquiry Knowledge	One Type of Relationship: The Covenant: chart/timeline
3	RBV.04, RB2.06, RB3.02, IS1.04	Application Understanding	The Connection between Sacred Writings and Practice: re-enactment of Passover or Purim
4	RBV.01, RB1.04, RB2.09, SSV.01, HEV.01, HE4.03, ISV.01, ISV.06, IS1.04, IS1.05, IS2.02	Thinking Knowledge/ Understanding Communication	Breach of Promise - does God keep the Covenant?: mock trial/report

Sub-unit Culminating Activity: 3.4

Where is God when He is needed? Students, having developed some understanding of the relationship between God and the Jews being based on a covenant, are asked to consider whether God’s side of the bargain has been kept. The teacher should introduce readings from the Book of Job or material from the Jewish “Death of God” movement and divide the class into plaintiff and defendant legal teams and a jury. After both sides have presented their cases, the summations and jury’s decision are presented as written reports. Students, with teacher assistance, should be given the opportunity to develop a rubric for assessing the presentation.

Students are given an opportunity to learn about prejudice and stereotypes and to use research as a method to refute them, as they explore Islam. The origins and spread of this religion are highlighted using poetry and historical documents well as other (secondary) sources. The Five Pillars are explored, and students develop a presentation based on one of them.

Unit Overview Chart - Islam Sub-unit

Act.	Expectations	Assessment	Focus/Activity
5	SSV.01, SS1.02, SS1.07, HEV.02, HE2.02, ISV.03	Inquiry Understanding	Identifying Images of Islam: organizer
6	RBV.01, RB1.03, RB2.06, HE3.02, SSV.02, SS1.01, SS1.03, SS1.02	Knowledge Communication	The Origins and Growth of Islam: map/timeline/poetry analysis
7	RB3.02, ISV.O5, IS1.04, IS1.05	Thinking Application Communication	The Five Pillars – Submission to God’s Will: presentation
8	SSV.01, SSV.O4, SS1.07, HEV.02, HE2.02, ISV.03, IS1.05	Thinking Application Knowledge	Images Reconsidered: research assignment
9	RBV.02, RB2.09, SSV.04, SS1.02, HE3.02, HE4.03	Understanding Communication	Covenant and Submission Compared: short essay

Sub-unit Culminating Activity: 3.8

Students select one or two of the images of Islam generated in 3.5 and, using their class notes and further research, attempt to discover what lies behind this perception. The learning here should come from students’ discoveries, not from teacher input. A rubric could be developed which allows students to score well for their research skills and summation of the material, not on their success in proving or disproving the image. Peer assessment could be used as a component of the activity.

Unit Culminating Activity: 3.9

Students write a (750- to 1500-word, depending on the academic strengths of the class) argumentative essay on their perception of the benefits or obstacles to a community of a relationship with Deity based on Covenant or Submission.

Unit 4: The Relationship between Deity and the Individual

Time: 20 hours

Unit Description

This unit gives students the opportunity to examine the sources of religious beliefs, sacred texts, myths, and stories in greater depth and to come to an understanding of the meaning of key concepts, such as salvation and religious codes of conduct. Through the research and performance of a religious ritual, students demonstrate their understanding of the reasons for rituals and the various ways in which various religions communicate with the divine. Thus the connection between religious beliefs and individual actions in one’s daily life is further reinforced. Learning activities in this unit invite visual, kinesthetic, and sensory learners to perform at a high level.

Unit Overview Chart

Act.	Expectations	Assessment	Focus/Activity
1	RB1.04, RB2.09, RB2.10	Thinking Knowledge	The Meaning of Salvation: compare/contrast
2	RB2.10, SS1.07, HE1.01, HE3.01, HE3.02	Inquiry Understanding	Religious Ethics and Religious Role Models: research assignment
3	RB3.02, HE4.01, ISV.04, ISV.06, IS1.03	Inquiry Communication	Deity in the Daily Lives of Individual Adherents: interview/report
4	RBV.04, RB3.02, RB3.03, SS1.07, HE4.01, ISV.04, ISV.06, IS1.06	Inquiry Application Understanding	Rituals, Worship, and Lifestyle: performance/re-enactment
5	RBV.02, RBV.03, RBV.04, RB1.04, RB2.09, RB2.10, RB3.02, RB3.03, SSV.03, SS1.04, SS1.07, HEV.01, HEV.03, HE1.01, HE3.01, HE4.01, ISV.05, IS1.06	Thinking Application Knowledge Communication	“The Religious Game of Life”: design of a board game

Culminating Activity

Students research the relationship between deity and the individual in a selected religion and use their knowledge and skill to create a board game. The object of the game is for the adherent to live her/his life by the code of conduct for the chosen religion. The board must reflect modern society, and the game must be designed so the players face realistic moral/ethical challenges (the result of a class brainstorm). The board should demonstrate students’ understanding of the key concepts in the religion, sacred text or stories, knowledge of role models, the code of conduct, knowledge of sacred rituals and forms of worship, connecting with the unseen world, and the “ultimate goal” of the adherents. It is strongly suggested that teachers devote 45 minutes of class time in directing students in the development of a rubric, which will be used to evaluate this activity. This will enable students to further develop their self-assessment skills and clearly define performance expectations.

Unit 5: Person and Community

Time: 12 hours

Unit Description

An individual who practises a given religion has many complex interactions with her/his religious community. They provide the background against which many of life’s key moments are lived. In this unit, students examine what constitutes a community, the roles necessary for a fully functioning community life, how “belonging” to a particular community is expressed, and the effect of community expectations on the individual in regard to gender roles and milestones such as marriage and divorce. They also examine their own community and compare it to others in Ontario to see how the mix of religious affiliations can vary from place to place, and from year to year.

Unit Overview Chart

Act.	Expectations	Assessment	Focus/Activity
1	RB1.02, RB1.04, RB2.01, RB2.02, RB3.01, RB3.O3, SSV.04, SS1.08, HEV.02, HE1.01, ISV.05, ISV.06	Thinking Understanding	What Makes a Community?: analysis
2	RBV.01, RB1.02, SSV.01, SS1.01, SS1.03, HEV.04, HE1.03, ISV.04, IS1.01, IS1.02, IS1.05, IS2.02	Inquiry Knowledge Communication	Religious Affiliation in Ontario Communities: compare/contrast small and large centres, and one centre over time
3	RB1.05, RB2.01, SS1.02, SS1.03, HEV.01, HE2.04, HE4.01, HE4.03, IS1.01, IS1.04, IS1.06, IS2.04	Application Understanding	Belonging - how issues such as marriage outside the community can effect adherents of a religion: research
4	BRV.03, RB1.02, RB1.04, SSV.03, SS1.07, HE2.02, HE2.03, HE3.03, ISV.05, ISV.06, IS1.02, IS1.04, IS1.05, IS2.04	Knowledge/ Understanding Communication	Women and Men - gender roles and religious communities: debate

Culminating Activity

The teacher introduces the topic of gender roles and religion by doing a word association with the class and highlighting the patterns of gender bias, which emerge. The class should discuss where such stereotypes come from (e.g., scripture, religious tradition, social conventions, etc.). Two or more questions for debate should also be proposed and pro and con sides should be assigned. Students research their positions and present their cases using strict timelines. Following closing arguments, the audience can be polled for their decision as to which side won the debate. The debate should be evaluated using a rubric that is informed by awareness of the informal logical fallacies, which should be explained to students prior to the debate.

Unit 6: Case Studies

Time: 26 hours

Unit Description

Religion often serves as a nexus in conflict. Understanding of how religion affects issues in society is developed through case studies. Three sample case studies are introduced and taught separately by the teacher, with materials supplied to students. Students are shown how to analyse the information they research, create a thesis, map out an argument to support a thesis, and synthesize the results of these activities into a final presentation and report. Upon completion of the introductory activities in this unit, students are well prepared to both identify and investigate a critical issue in World Religions. Activities 6.1-6.3 lead into the culminating activity for the whole course (6.4).

Unit Overview Chart

Act.	Expectations	Assessment	Focus/Activity
1	RBV.03, BRV.04, RB1.05, RB2.06, RB2.10, SSV.03, SSV.04, SS1.01, SS1.02, SS1.03, SS1.07, HE1.01, HE2.02, HE4.01, ISV.06, IS1.05, IS2.04	Thinking Understanding	Divorce in the Jewish Community - the Great Agunah Debate: evaluation and analysis
2	RB1.01, RB1.04, RB2.04, RB2.06, RB2.09, RB2.10, SS1.08, HEV.03, HEV.04, HE1.02, HE2.01, HE4.04, 1SV.01, ISV.02, ISV.05, IS1.04, IS1.05, IS2.03, IS2.04	Inquiry Knowledge	Creationism and Science – ever since Scopes: thesis statement and outline of argument
3	RB1.02, RB1.03, RB3.03, SSV.04, SS1.02, HEV.04, IS 1.01, IS1.04, IS2.04, IS2.05	Thinking Application Knowledge Communication	The Sikh Community in Conflict: multi-paragraph essay
4	RB1.02, RB1.03, RB1.04, RB3.03, SSV.04, SS1.02, HEV.04, ISV.01, ISV.O3, ISV.05, IS1.01, IS1.04, IS2.01, IS2.02, IS2.04	Thinking/Inquiry Application Knowledge/ Understanding Communication	Individual Case Study: position paper/ storefront display

Culminating Activity

Students work in pairs to identify a socio-religious issue of current significance. They thoroughly investigate this issue, using research methodologies appropriate to their case study, and write an individual position paper in which they outline their findings, select an approach, which could be taken to resolve the issue, and defend their solution. Finally, students communicate their findings using a storefront display in a “Critical Issues in World Religions Forum.” This format allows students to communicate their specific case study findings while gathering information on a variety of other case studies. Students, with minimal teacher input, should develop a rubric for peer assessment of the storefront display component of the activity; each display should be assessed by at least two students, and each student should be responsible for assessing two displays by his/her peers. Completion of these assessments should be included in the overall mark for the activity.

Teaching/Learning Strategies

Teachers use a variety of teaching/learning strategies in presenting this course. Although this subject is weighted toward the written word, a major concern has been that sufficient learning activities be presented to enable visual, kinesthetic, and sensory learners to perform at a high level. As designed, this course provides an excellent opportunity for students to develop intelligences on multiple levels. Overall, students should be encouraged to think critically, work cooperatively, conduct research using both primary and secondary sources, and synthesize rational positions.

In Unit 1 students begin to learn the vocabulary of religious studies and to employ it in small group and class discussions. Jigsaws and organizers can be used to investigate the relationship between human needs, the natural world, and supernatural agencies.

In Unit 2 students employ compare and contrast skills; audio-visual and multimedia materials can be used to enrich their understanding of the portrayal of deity.

In Unit 3 debates, re-enactments, and mock trials give several opportunities for students to develop and employ their subject vocabulary. Map exercise and timelines increase visual learning, and poetry analysis should stimulate non-linear thinking.

In Unit 4, person-to-person interviews and performance/re-enactments are employed, as well as skills in visual presentation and conceptualization (rules of play, design of game, etc.).

In Unit 5 numeric/statistical analysis is employed. Debates here deepen analytical ability and stimulate logical processing.

Throughout, frequent use is made of brainstorming, fishbowl discussion, and problem solving, etc., as indicated. Guest speakers, audio-visual materials, field trips, Socratic lessons, and guided Internet searches, should be used as appropriate, to make the material more accessible.

Teachers should use regular formative quizzes as an aid to students, allowing them to check how well they have assimilated the factual content presented in each unit.

In order for the peer assessment element of the course culminating activity to be successful, students should be given several opportunities, in various units, to assist in developing rubrics that will be used to evaluate their work.

Assessment & Evaluation of Student Achievement

Assessment and evaluation in this course are based on the Achievement Chart categories found in The Ontario Curriculum, Grades 11 and 12, Social Sciences and Humanities.

Summative assessment of the final culminating activity comprises 30% of the overall course evaluation. The performance expectations of each unit are directly connected to the performance criteria in the culminating activity in regard to all areas of the Achievement Chart. For example:

In Unit 1, students explore the origins and implications of religious inspiration, human needs, and religious goals. Skills emphasized in this unit include note taking, discussion, organization of information, and the proper use of religious terminology. Of critical importance in this unit is the focus on defending an argument in Activity 1.4.

In Unit 2, students learn to interpret source documents and to extrapolate religious doctrine from them. Their understanding of religious terminology is extended through discussion of the critical topics of monotheism and polytheism. Students expand their skills in organizing important information, comparing and contrasting abstract concepts, analysis, and report writing. In Activity 2.4, case studies are first introduced to ensure students have familiarity with them when the culminating activity is reached.

In Unit 3, students are introduced to key concepts regarding the relationship between human beings and deity. The importance of exploring the historical origins of religious belief and practice is underlined. Skill in using primary (sacred texts) and secondary (commentaries and interpretations) materials is applied and enhanced. More use is made of the Internet, and students should be given criteria to evaluate the appropriateness of this material.

In Unit 4, students are asked to make the connection between religious beliefs and individual actions in daily life. Research methods are further developed with the introduction of oral interviews. Emphasis is placed on creatively communicating the results of inquiry. The culminating activity enables students to develop their visual presentation skills and apply their research findings to a modern setting.

In Unit 5, the concept of community is explored, and some of the ramifications of being an individual within a broader community are examined. There is more use of primary materials and statistical analysis is introduced, broadening the possible avenues of research methodology students might employ in the culminating activity.

Finally, in Unit 6, three case studies are broached and investigated collectively to give students a chance to develop greater familiarity with this approach to studying a religion. The activities associated with Activities 6.1-6.3 help students refine in detail the skills and techniques necessary to tackle the culminating activity.

In preparing this profile, assignments have been suggested for all units rather than summative tests. However, teachers may choose to substitute up to two summative tests for unit assignments, if constraints of time, etc., make this necessary. It should be noted that no exam is envisaged for this course. The culminating activity is, of itself, an authentic performance of students’ learning throughout the course.

Seventy per cent of the grade will be based on assessments and evaluations conducted throughout the course. Thirty per cent of the grade will be based on a final evaluation in the form of an examination, performance, essay, and/or other method of evaluation.

Accommodations

The study of world religions is a textual study, in the main. This presents a significant barrier to achievement if students have specific learning disabilities, such as dyslexia and dysgraphia, or where English is the student’s second language. The teacher should refer to the student’s IEP (Individual Education Plan) when considering accommodations. Individualized accommodations are included in each student’s IEP, which should provide an excellent source of strategies to deal with learning exceptionalities. Some possible accommodations include:

· Student reading comprehension level should be assessed early.

· A range of materials should be offered in any language-based activity (e.g., Activity 4.1).

· Whenever possible, vocabulary lists should be made available.

· Context clues and related vocabulary should be discussed.

· Reading material should be the subject of follow up to clarify students’ difficulties.

· Teachers should model through skills when expecting students to draw inferences, conclusions, or assess the implications of case study material (e.g., Activity 2.6).

· Main ideas and new information should be mapped out and organized via charting, blocking, graphing, categorization, paraphrasing, and highlighting (e.g., 2.1).

· ESL students may benefit from being allowed to prepare their arguments for debate
(e.g., Activity 3.1) or mock trial (e.g., Activity 3.4) in their first language.

· ESL students may need support in completing peer assessments.

· Students with visual impairment may need alternate assignments for activities involving graphic representations (e.g., Activity 3.3).

· Students with significant motor dysfunction (e.g., cerebral palsy) may need adjustments in performance-based components (e.g., Activities 1.5, 4.4).

· A slow rate of speech, pausing frequently in a natural way, should be modelled for activities requiring oral presentations (e.g., Activity 3.4).

· The ability to criticize constructively and accept constructive criticism should be discussed with students, and modelled, before peer-evaluation exercises are attempted (e.g., Activity 1.5).

· Open-ended activities should be provided whenever possible.

· Alternate units beyond the regular curriculum could be made available.

Appendix A

Religions Suggested for Study (by Unit)

This is not an exhaustive list and teachers could ensure the religions covered include as many alternatives as possible, depending on class, school, or community religious profile. Distinct religions and sects exist within many of these categories, but are not explicitly listed here in each case. The teacher should endeavour to be as specific as possible in choosing religions to teach, wherever possible, e.g., Yoruba Religion, not just “African”; Theravada, not just “Buddhism”; Anabaptism, or even Amish, rather than “Christianity.”

Unit 1: Native North American Spirituality, Mayan religion, Aboriginal Religions, Animism, Shintoism, Wicca/Neo-paganism, Jainism, Zoroastrianism.

Unit 2: Zoroastrianism, Judaism, Hinduism, Ancient Paganism, African Religions, Jainism, Shakerism, Rastafarianism, Mormonism, Theravada Buddhism.

Unit 3: Judaism, Islam, Mahayana Buddhism, Ancient Paganism, Zoroastrianism, Eastern Orthodoxy, Reformation Protestantism, Baha’ism, and Mormonism.

Unit 4: Recent Protestantism, Hinduism, Orthodox Judaism, Baha'ism, Sikhism, African religions, Wicca/Neo-paganism.

Unit 5: Sikhism, Amish/Mennonite/Anabaptism, Shintoism, Rastafarianism, Mormonism, Animism, African religions, Judaism, Roman Catholicism, Islam, Zoroastrianism.

Appendix B

Resources

Books

Atlas of the World’s Religions. Oxford University Press, 1999. ISBN 0195214498
A good source for giving some idea of the scope of various religions.

Brooks, Geraldine. Nine Parts of Desire: The Hidden World of Islamic Women. New York: Doubleday, 1995. ISBN 0385475772
Vignettes of the life of Muslim women.

Breitowitz, Irving A. Between Civil and Religious Law. Greenwood Publishing Group, 1993
ISBN 0313284717
Deals with Jewish laws regarding marriage and the difficulties faced by individuals without a Get.

Breuilly, Elizabeth, et al. Religions of the World: The Illustrated Guide to Origins, Beliefs, Traditions and Festivals. New York: Facts on file, 1997. ISBN 081603723x
This excellent resource presents each religion in up-to-date language and images. Glossary.

Canada and the World, eds. Religion A to Z. Waterloo: R/L Taylor Publishing Consultants Limited, 1999. ISBN 1-896490-42-5

Dawood, N.J., trans. The Koran, Penguin Books, 1956, 1990. ISBN 0140445587

Ellis, Marc H. Unholy Alliance: Religion and Atrocity in Our Time. Fortress Press, 1997.
ISBN 0800630807

The Encyclopaedia of Man, Myth and Magic: The Illustrated Encyclopaedia of Mythology, Religion and the Unknown. Vol. 1-21. Marshall Cavendish, 1995. ISBN 1122083092
This encyclopaedia covers in depth the religions of the world, the myths of mankind, and the supernatural. Wonderful illustrations.

The Encyclopaedia of Women and World Religion. Two volumes. Prentice-Hall Canada, 1998.
ISBN 0028646088
Comparative study of religious issues such as mythology, ordination, afterlife; also includes the study of art in religion, literature, and science; biographies of religious leaders.

Freke, Timothy. Encyclopaedia of Spirituality: Information and Inspiration go Transform Your Life. New York: Sterling Publishing, 2000. ISBN 0806999055
Divided into three sections: spiritual traditions, which cover ancient religions to new age, spiritual practices, and Spiritual teachings. Shows links between traditional religion and new movements.

Harlan, Lindsey, and Paul B Courtright, eds. From the Margins of Hindu Marriage: Essays in Gender, Religion, and Culture. Oxford University Press, 1995. ISBN 019508117X

Haynes, Stephen R. and John K. Roth, eds. The Death of God Movement and the Holocaust: Radical Theology Encounters the Shoah. Greenwood Press, 1999. ISBN 0-313-30365-7
The challenges posed by the Holocaust to Jewish theology spawned this movement (useful for Unit 3).

Jacobs, William Jay. Great Lives: World Religions. New York: Simon and Schuster, 1995.
ISBN 0684197030
Brief biographies of religious leaders from ancient religions to the present. Very readable for students.

Appendix B (Continued)

Kinsley, David R. Hinduism: A Cultural Perspective, 2nd ed. Prentice Hall, 1993. ISBN 0-1339-5732-2

Kolitz, Zvi. Yossel Rakover Speaks to God: Holocaust Challenges to Religious Faith. Ktav Publishing House, 1995. ISBN 0881255262

Matthews, Peter and Linda Schele. The Code of Kings: The Language of Seven Sacred Mayan Temples and Tombs. Touchstone Press, 1999. ISBN 0-6848-5209-8

Matthews, Reader Ian. A Simple Guide to Shint. Tallman Company, 1997. ISBN 1-8603-4003-2

Nelson, John K. A Year in the Life of a Shinto Shrine. University of Washington Press, 1996.
ISBN 0-2959-7500-8

John Bowker. The Oxford Dictionary of World Religions. Oxford, England: Oxford University Press, 1997. ISBN 0-1986-6242-4
A comprehensive and authoritative reference work. Highly recommended as a teacher resource.

Philip, Neil. Myths and Legends: Annotated Guides. Toronto: Firefly Books, 1999. ISBN 0789441179
Beautiful book combines world myths and legends with painting, artefacts, and concise annotation.

Prime, Ranchor. Hinduism and Ecology - Seeds of Truth. Cassell Publishers Ltd., 1992.
ISBN-0-304-32313

Smith, Huston. The Illustrated Worlds Religions: A Guide to Our Wisdom Traditions. Harper-Collins, 1994. ISBN 0060674407
A renowned authority on the subject of world religions.

Tanakh, Student Edition. Jewish Publication Society, 1991. ISBN 0-8276-03665
A good edition of the Jewish Bible, suitable for use by students.

Tedlock, Dennis, trans. Popul Vuh: The Mayan Book of the Dawn of Life. Simon and Schuster, 1996. ISBN 0-6848-1845-0
A good translation of the Mayan story of creation. A good source for information on the Sacred Ball Game.

Thomas, David. Marriage & Life Choices: The Catholic Experience. Glencoe/MacMillan McGraw Hill, 1993. ISBN 0026559110

Series

Oneworld Series
Scholarly look at each religion, which includes the schools of thought, doctrines, and practices. May be difficult for students with low reading skills. A good teacher resource.

Cohn-Sherbrok. Judaism: A Short Introduction. Oxford, England: Oneworld, 1999. ISBN 1851682074

Klostermaier, Klaus. Buddhism: A Short Introduction. Oxford, England: Oneworld, 1999.
ISBN 1851681868

(There are other books in this series)

Appendix B (Continued)

Videos

Beyond the Veil. CBC, 1996.
Correspondent Anna-Marie Tremonti spoke to Islamic women about gender issues in their religion.

Faith & Belief: Five Major World Religions. Knowledge unlimited, 1992.
This video compares and contrasts five different world religions.

Five Pillars of Islam. R.M. Productions, 1988.

God @ heaven.com: Is God in cyberspace? High tech culture series #03, Omni Film Production, 1995.
Religious leaders from six different faiths address questions about sin and salvation on-line.

How Beliefs and Values Define a Culture. Duncan Landaas Ltd, McIntrye, 1997.
This explores how religion and other elements define a culture.

Lord of the Dance. Thirteen-WNET, 1993.
The Hindu creation myth is presented. A look at sacred and secular dance.

The Spirit of Tibet: Journey to Enlightenment, the Life, and World of Dilgo Khyentse Rinpoche.
National Film Board, 1998.
The fascinating story of Dilgo Khyentse Rinpoche, one of Tibet’s spiritual leader.

The Spirit Within. National Film Board, 1989.
Native prisoners learning about their spiritual roots from their elders.

Holy Land, Holy People Series
“The Children of Abraham.” Villagers Media Production in association with Vision TV, 1997.
Jews, Muslims, and Christians share the same God. This film traces the spiritual roots of each religion.
“Covenant and Reality.” Villagers Media Production in association with Vision TV, 1997.
This film examines the struggles of people who live in accordance with religious ideals.
“The Desert.” Villagers Media Production in association with Vision TV, 1997.
Role of the desert in these three religions is explored.
(Other titles are available in this series)

Religions Of The World Series
Ben Kingsley narrates this series that covers history, founding leader(s) and cultural influences.
“African and African-American Religions.” Liberty International Entertainment, 1998.
“Ancient Religions of the Mediterranean.” Liberty International Entertainment, 1998.
“Native American Spirituality.” Liberty International Entertainment, 1998.
“Religions of Small Societies.” Liberty International Entertainment, 1998.
(Other titles are available in this series)

Appendix B (Continued)

Websites

Note: The URLs for the websites have been verified by the writers prior to publication. Given the frequency with which these designations change, teachers should always verify the websites prior to assigning them for student use.

Encyclopaedia Mythica – http://www.pantheon.org/mythica/
On-line encyclopaedia of mythology folklore and legend. Hard to beat as a quick source for student use.

Gender equality in Islam – http://www.mwlusa.org/pub_gender.shtml
Deals with issues involving the role of women in the Muslim community: divorce, human rights, etc.

Ontario Consultants on Religious Tolerance – http://www.religioustolerance.org/
One of the best sources for unbiased information about various religions available on the Internet.

Patterns of Religious Attendance – http://www.statcan.ca/english/indepth/indepth.htm
A PDF file from Statistics Canada’s In-Depth magazine, Winter 2000. Useful for Activity 5.2; Statistics Canada also has material on the religious breakdown of many Ontario communities.

Religion and Philosophy – http://www.digital-librarian.com/religion.html
A list of links that relate to all aspects of world religions.

World religion resources – http://www.refdesk.com/factrel.html
This site links to 116 sites related to all different religions. Very comprehensive.

Other

The Traveling World Religions, which is organized from Guelph, is an excellent resource.
The speaker provides much visual material along with superb commentary.
Contact Larry Windland, tel: 519-822-4150, fax: 519-822-1230, e-mail: lwindland@rlds.ca

Coded Expectations, World Religions: Beliefs, Issues, and Religious Traditions, Grade 11, University/College Preparation, HRT3M

Religious Beliefs

Overall Expectations

RBV.01 · summarize the major historical influences on and events in the development of various religions;

RBV.02 · analyse the similarities and differences between the central beliefs of various religions;

RBV.03 · analyse and describe the connection between the human experience and sacred writings and oral teachings;

RBV.04 · demonstrate how practice, ritual, and symbolism are external representations of the beliefs and principles of religion.

Specific Expectations

Historical Background

RB1.01 – identify the origins of various religious beliefs regarding creation, birth, death, god, destiny, and afterlife;

RB1.02 – identify the major influences in the development of various religions (e.g., social unrest, advances in technology, changing mores);

RB1.03 – identify influential personalities (e.g., Abraham, Baha’ullah, Christ, Confucius, Dalai Lama, Guru Nanak, Moses, Muhammad, Siddhartha Gautama, Zoroaster) and summarize their contributions to the development of selected religions;

RB1.04 – evaluate the impact of key concepts and events (e.g., ahimsa, resurrection, jihad, Pesach, fundamentalism, revelation, salvation) on contemporary religions;

RB1.05 – demonstrate an understanding of the development of the institutions that govern and promote the religious life of a religion’s adherents (e.g., Sanhedrin, Universal House of Justice, Papacy, Qadis).

Systems of Belief

RB2.01 – identify common problems and questions associated with the search for spiritual meaning;

RB2.02 – specify the responses of some religions to these common problems and questions;

RB2.03 – demonstrate an understanding of the concept of the supernatural in various belief systems (e.g., those of Native peoples);

RB2.04 – describe the role of faith in systems of belief;

RB2.05 – summarize the relationship religious symbolism has to these systems of belief in various religions;

RB2.06 – identify significant sacred writings and/or oral teachings from various religions;

RB2.07 – explore the origins and development of sacred writings;

RB2.08 – compare and contrast the roles sacred writings and oral teachings have in various religions;

RB2.09 – identify key principles from relevant passages of sacred writings and oral teachings in various religions;

RB2.10 – examine the influence of sacred writings and oral teachings from various religions on life in modern society.

Practices, Rituals, Symbols, and Festivals

RB3.01 – categorize the practices and rituals of various religions (e.g., adhan, almsgiving, asceticism, atonement, anointing, covenant, sacrifice, holy days, dietary laws, vision quest);

RB3.02 – identify the origin and significance of various practices, rituals, symbols, and festivals;

RB3.03 – demonstrate an understanding of the role of sign and symbol in various religions.

Social Structures

Overall Expectations

SSV.01 · summarize the ways in which religions and the development of civilizations are interconnected;

SSV.02 · analyse the influence of religion on artistic expression;

SSV.03 · describe the influence that differing gender-role expectations have had on the development of religion;

SSV.04 · demonstrate an understanding of religious pluralism as a defining feature of contemporary Canadian society.

Specific Expectations

SS1.01 – review the political, economic, social, ideological, or geographic impact of religion on at least one culture;

SS1.02 – demonstrate an understanding of how religious beliefs influence the development of the policies and practices of social institutions;

SS1.03 – describe the relationship of religion and the state, and its historical transformation in specific cultures;

SS1.04 – identify ways in which symbolic meaning is incorporated into civil practices that are commemorated in a solemn fashion (e.g., through flags, the national anthem, observances on Remembrance Day);

SS1.05 – identify ways in which religion is reflected in specific works of art, architecture, music, literature, dance, and in dress and cuisine, and interpret their religious significance;

SS1.06 – identify how and why different religions express their beliefs through distinct cultural media;

SS1.07 – analyse the role of gender stereotypes in the development of religious institutions and practices;

SS1.08 – identify the diverse religions represented in Canada, and analyse how the high degree of religious pluralism in the population is reflected in Canadian society and culture.

Religion and the Human Experience

Overall Expectations

HEV.01 · identify the function of religion in human experience;

HEV.02 · demonstrate an ability to recognize prejudices associated with, and misconceptions about, various religions, beliefs, and traditions;

HEV.03 · analyse the significance of religion or other belief systems in the lives of various historical figures;

HEV.04 · speculate on the present and future roles of religion.

Specific Expectations

Place and Function of Religion in Human Experience

HE1.01 – identify the basic role and/or responsibility of the individual adherents of a religion;

HE1.02 – demonstrate an understanding of a variety of belief systems (e.g., secular humanism, materialism, agnosticism, atheism);

HE1.03 – analyse demographic data to predict the direction of religious change in contemporary society.

Prejudices and Misconceptions

HE2.01 – identify religious leaders who used religion to oppose prejudice and discrimination (e.g., Martin Luther King Jr., Mohandas K. Gandhi, Marcus Garvey, Jesus Christ, Guru Nanak, Muhammad), and describe the ways in which they did so;

HE2.02 – analyse attitudes, biases, and prejudices held by adherents of various religions;

HE2.03 – analyse how positive and negative attitudes within religious traditions have been used to justify local and global prejudices and biases;

HE2.04 – demonstrate an understanding of differences among traditional religions, sects, cults, and other types of religious expression.

Significant Figures

HE3.01 – identify significant figures from a range of belief systems;

HE3.02 – describe how significant individuals have been motivated by the belief systems studied to influence events, create movements, and challenge the status quo of their day;

HE3.03 – demonstrate an understanding of the characteristics, functions, and roles of selected religious leaders (e.g., reformer, civil activist, politician, founder, monastic, minister, missionary, prophet, guru, liberator, diplomat).

Present and Future Roles of Religion

HE4.01 – demonstrate an understanding of the influence of religion on individuals in society;

HE4.02 – explain how the “religious impulse” can be expressed outside formal religion;

HE4.03 – evaluate religion’s place in a highly technological and scientific age;

HE4.04 – define the concept of civil religion and give examples from various societies and eras.

Research and Inquiry Skills

Overall Expectations

ISV.01 · use appropriate theories and analyses of religion in preparing an independent study;

ISV.02 · distinguish between fact and opinion, belief and religion, and theory and practice, as they apply to the study of religion;

ISV.03 · identify the implications of different research methodologies in the study of religion;

ISV.04 · employ at least one of the following research methodologies in an independent study: opinion survey, demographic study, in-depth interview, database search, exploration of primary sources;

ISV.05 · communicate the results of these inquiries effectively;

ISV.06 · demonstrate effective collaborative group skills.

Specific Expectations

Using Research and Inquiry Skills

IS1.01 – identify problems in the study of religion that require specific methods of quantitative and/or qualitative research;

IS1.02 – compile a demographic study of the various religions and traditions within their community, using personal research methodologies (e.g., interviews, surveys) and/or Statistics Canada data;

IS1.03 – conduct an in-depth interview, using an appropriate interview format, with an individual who has dedicated his or her life to a specific faith or belief system;

IS1.04 – explore and employ primary and secondary research material appropriately in completing an assignment;

IS1.05 – demonstrate an ability to organize, interpret, and evaluate the validity of information gathered through research;

IS1.06 – use the Internet and other available technologies as tools in researching topics in the study of religion, and in establishing appropriate communication with people of different faiths, as identified by the teacher.

Communicating Results

IS2.01 – record information and key ideas from their research, and document sources accurately, using correct forms of notation;

IS2.02 – effectively communicate the results of their inquiries, using a variety of methods and forms (e.g., graphs, charts, diagrams, oral presentations, written reports, essays, newspaper-style articles, videos);

IS2.03 – defend a thesis, using appropriate style, structure, argument, and documentation;

IS2.04 – use an appropriate research format to investigate a socio-religious issue or problem, and present the methods, results, discussion, and conclusion as part of a larger group assignment;

IS2.05 – use communications technology appropriately to produce and disseminate the results of their research.

Unit 2 | Course Profiles Main Menu

Acknowledgments

Course Description

Course Notes

Units: Titles and Times

Unit Overviews

Unit 1: Temples of Wisdom

Unit 2: The Idea of Deity

Unit 3: The Relationship between Deity and Humanity

Unit 4: The Relationship between Deity and the Individual

Unit 5: Person and Community

Unit 6: Case Studies

Teaching/Learning Strategies

Assessment & Evaluation of Student Achievement

Accommodations

Appendix A

Religions Suggested for Study (by Unit)

Appendix B

Resources

Appendix B (Continued)

Appendix B (Continued)

Appendix B (Continued)

Religious Beliefs

Overall Expectations

Specific Expectations

Social Structures

Overall Expectations

Specific Expectations

Religion and the Human Experience

Overall Expectations

Specific Expectations

Research and Inquiry Skills

Overall Expectations

Specific Expectations