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Course Profile World Religions: Beliefs and Daily Life,
Grade 11, Open, Catholic
Course Overview
Course Profiles are professional development materials designed to help teachers implement the new Grade 11 secondary school curriculum. These materials were created by writing partnerships of school boards and subject associations. The development of these resources was funded by the Ontario Ministry of Education. This document reflects the views of the developers and not necessarily those of the Ministry. Permission is given to reproduce these materials for any purpose except profit. Teachers are also encouraged to amend, revise, edit, cut, paste, and otherwise adapt this material for educational purposes.
Any references in this document to particular commercial resources, learning materials, equipment, or technology reflect only the opinions of the writers of this sample Course Profile, and do not reflect any official endorsement by the Ministry of Education or by the Partnership of School Boards that supported the production of the document.
© Queen’s Printer for
Lead Board
Project Manager
Allan Mackey
Writing Team
Co-lead Writer - Carla Santomero,
Co-lead Writer - Robert Ryan,
Lisa Mackay,
Joann Mansfield,
The writers of the Grade 11, Open Religious Education Catholic Course Profile wish to acknowledge the guidance of all those who have help in the reviewing and editing process of this document:
Reviewers
Bishop Paul-Andre Durocher, Auxiliary Bishop of Sault Ste. Marie Diocese
Pat Collins,
Tina D’Acunto,
Course Overview
World Religions: Beliefs and Daily Life, Grade 11, Open
This course introduces students to the range and diversity of world religions, and examines how systems of belief affect individual lives and social relationships. Students learn about a variety of religious beliefs, teachings, traditions, and practices. Through this discovery students develop their awareness of the place of religion in the lives of their neighbours as well as a more authentic understanding and a deeper commitment to their own faith tradition. This course helps break down misconceptions and prejudices regarding the other religious traditions. Students develop skills used in researching and investigating topics related to world religions. This course draws on expectations outlined in both the Social Sciences and Humanities and the Institute for Catholic Education policy document. This Open course is designed to broaden students’ knowledge and skills in subjects that reflect their interests and to prepare them for active and rewarding participation in society.
The fundamental premise of this course is that both the teacher and students are discerning believers, intent on participating in the transformation of society. Understanding that the students operate from and yearn to deepen their spirituality, this course encourages students to articulate Catholic beliefs, and to continue to journey as reflective, creative, and critical thinkers. By raising important questions about their faith, and investigating the religious traditions of others, students are led to a deeper understanding of their relationship with God and neighbour. The students are called to be caring family members and responsible citizens who respect and understand the history, cultural heritage, and pluralism of today’s contemporary society.
World Religion: Beliefs and Daily Life is an Open course and as such will attract students of a wide variety of interests and learning styles. As a result the teacher will have to take special care to ensure that activities both engage and challenge students. The course has been organized to follow a set pattern for each religion. It is believed that this repetitive pattern will assist students in understanding the beliefs and practices of may religious traditions. The pattern is to study the Sacred Story, Creed, Moral Code and Rituals and Practices of each religion to be investigated (Judaism, Christianity, Islam and Eastern traditions). This pattern will be introduced and terms defined in the first unit, which investigates the role that sacred mystery plays in our lives, and further investigates the role of religious tradition in human existence. The general premise behind this course is to help students understand those of different faith traditions as they encounter others in daily life. As well, it is hoped that this course will bring students to a deepened understanding of their own faith lives and experiences. In order to facilitate this, throughout each unit where appropriate teachers will be directed in Planning Notes as to how connections can be made between various religious experiences and those of Catholicism.
In order to facilitate learning, teachers should consider planning class trips to various places of worship to meet with the community and religious leaders of the different faith traditions. If this is not feasible, teachers are encouraged to have students complete investigations using the Internet, such as virtual tours or discussion forums with people of other faith traditions. It is important that teachers also incorporate current event issues regarding religious traditions into class activities and discussions. One of the purposes of this course is to help students differentiate between culture and religion, and using current issues will help students to understand this difference. Finally, to address the expectations ‘Research and Inquiry Skills’, students should complete a research assignment within each unit. This assignment could also incorporate current issues.
Teachers need to be attentive to, and respectful of, the individual life experiences of each of their students. The student population of any given school community includes individuals from different socio-economic, political, cultural, and religious backgrounds, each bearing their own biases, and value systems. By the very nature of this course, students will be encouraged to look at these experiences, biases, and values with a critical eye, but in the process should not feel diminished or chastised for the views that they and their families hold to be true. Teachers should be particularly considerate of students who are not of the Catholic tradition or the Christian faith. These students should be invited to share their experiences as members of other religious traditions.
In today’s technological environment, individuals must make moral and ethical decisions that seek to use technology constructively and in the service of humanity. The teacher will take every opportunity possible to encourage the use of Internet, CD-ROM, video, tape-recorded media and television, in the collection and dissemination of information. It is important that teachers instruct students in the appropriate, moral use of the Internet and that they ensure that Board/school policies concerning the use of the Internet are upheld.
Reflecting on one’s life can affect positive growth. Students keep a reflection journal and use it frequently to respond to new learning. Prayer and celebration are central to any Religious Education course. It is hoped that every class begins with a short prayer. As well, students are given the opportunity to plan, lead and participate in whole class liturgical celebrations. The themes of these celebrations should reflect the religious tradition studied in each unit. Further information is provided for these student-led prayer celebrations in each of the units.
The resources listed do not represent a prescriptive or an exhaustive list of texts that might be used to meet the Graduate outcomes or the overall and specific expectations outlined in Religious Education: Ontario Catholic Secondary Curriculum policy document.
When referring to expectations listed throughout the document teachers should be aware that this profile lists the Ministry expectations first, then in parentheses the ICE expectations that correlate. In cases where there is no correlation for either the ICE expectation or the Ministry expectation, they are listed separately. In some cases the connection between expectations is implicit rather than explicit. Teachers should be attentive to ensuring that students are aware of both the Ministry and the ICE expectations for each lesson. At times this will mean that the teacher will need to help students to make some of the connections.
|
* Unit 1 |
Encounters with the Sacred |
13.75 hours |
|
Unit 2 |
We Listen: Judaism |
28.25 hours |
|
Unit 3 |
We Believe: Christianity |
20 hours |
|
Unit 4 |
We Surrender: Islam |
16 hours |
|
Unit 5 |
We Search: Eastern Religions (Hinduism and Buddhism) |
32 hours |
* This unit is fully developed in this Course Profile.
Unit
Description
This introductory unit begins with the exploration of the often-conflicting values espoused by contemporary secular society and those of a religious nature. Study of the themes of prejudice, stereotyping, and multiculturalism, and earliest religious belief systems, lead students to a deeper understanding and appreciation of the need to move from tolerance to acceptance of others. Students examine the religious belief systems and archaeological clues that point to early peoples’ encounters with the sacred. A special emphasis focuses on creation as awareness of mystery as shared by Aboriginal spirituality and Christianity. The overall course pattern of studying the sacred story, creed, moral code and rituals, and practices are introduced in this unit.
Unit Overview
Chart
|
Act. |
Expectations |
Assessment |
Focus |
|
1 |
CGE2b, 3c, RBV.03, PFV.01, RB3.01, PF1.02B |
Knowledge/Understanding |
Multicultural Manners |
|
2 |
CGE1h, 4a, 5e, DLV.02, FLV.01, DL3.05, DL1.04, FL1.02B |
Knowledge/Understanding |
Stereotyping and Prejudice |
|
3 |
CGE2a, DLV.03, CMV.03, CMV.04, CMV.06, CM1.03B |
Thinking/Inquiry |
Secular & Religious Worldviews |
|
4 |
CGE4b, PFV.01, PFV.02, PF1.02B, PF2.01B |
Thinking/Inquiry |
Images of God |
|
5 |
CGE2b, PFV.01, PFV.02, PF1.02B, PF2.01B |
Knowledge/Understanding |
Origins of Religious Awareness |
|
6 |
CGE1h, 2b, RBV.01, RBV.02 |
Knowledge/Understanding |
Awe and Mystery in Religion |
|
7 |
CGE1h, 5e, RBV.03, DLV.04, PFV.02, RB3.01, DL3.03, PF1.02B, PF2.01B |
Knowledge/Understanding |
Daily Life, Ritual & Worship |
|
8 |
CGE2b, 3b, RBV.02, CMV.01, CMV.02, RB2.01, CM1.01B, CM1.02B, CM3.01B, CM3.02B, PF3.02B |
Knowledge/Understanding |
Beliefs (Creed) and Moral Code |
|
9 |
CGE5g, RBV.04, RB4.01, RB4.03, SC2.01B, SC3.04B |
Knowledge/Understanding |
Sacred Story |
|
10 |
CGE5a, 5e, ISV.03, PF2.01B |
Application |
Interfaith Prayer Service |
Unit
Description
Students explore the beliefs and practices of the Jewish people with an emphasis on the historical connection between Judaism and Christianity. The overall course pattern of studying the sacred story, creed, moral code and rituals and practices is the vehicle used to investigate Judaism. Students examine how Christianity has interacted with Judaism through reflection on the shared history and religious similarities and differences. A student-led prayer service concludes this unit, with liturgy inspired by and reflecting upon the elements of Judaism, and focusing on Jewish-Christian relationship and dialogue.
Unit
Overview Chart
|
Act. |
Expectations |
Assessment |
Focus |
|
1 |
CGE 1a, 1c, 1h, 1i, 7e, 7f, RBV.01, RB1.01, RB1.03, RB1.04, DL3.06, DL4.01 |
Knowledge/Understanding Communication |
Sacred Story: Origins of Judaism |
|
2 |
CGE 1d, 1e, 1h, 1i, 2a, 3c, 3d, 3f, 4a, 6b, 7e, 7f, 7h, RB3.05, DLV.02, DLV.06, DL2.01, DL2.02, DL2.03, DL2.04, DL2.06, DL3.05, FL1.10, FL1.12, FL3.06, MS1.04 |
Knowledge/Understanding
|
Moral Code: Current Challenges and Issues |
|
3 |
CGE 1a, 1c, 1h, 1i, 7e, 7f, RB2.02 |
Knowledge/Understanding |
Sacred Story: The God of Judaism |
|
4 |
CGE 1a, 1c, 1h, 1i, 7e, 7f, RBV.02, RB2.01, RB2.03 (SC1.01, PF1.03), DLV.01, DL1.02 (SC1.03), DL1.03 |
Knowledge/Understanding |
Creed: Beliefs |
|
5 |
CGE 1a, 1c, 1h, 1i, 7e, 7f, RBV.04, RB4.01, RB4.02, RB4.03 (SC1.02), RB4.04 |
Knowledge/Understanding |
Creed: Scripture |
|
6 |
CGE 1a, 1c, 1h, 1i, 7e, 7f, RB2.04, RB3.06 (PS2.04) |
Knowledge/Understanding |
Rituals and Practice: Religious Symbolism |
|
7 |
CGE 1a, 1c, 1h, 1i, 7e, 7f, RB3.01, RB3.02 (PF2.02), DL3.01 (PS1.04), DL3.04 |
Knowledge/Understanding |
Rituals and Practice: Holy places/Places of worship |
|
8 |
CGE 1f, 1h, 2e, 7e, 7f, RB3.01, RB3.03, RB3.04, FCV.01, FCV.02, FCV.03, FCV.05, FC1.01, FC1.02, FC1.03, FC1.05, FC1.06 |
Knowledge/Understanding |
Rituals and Practice: Festivals |
|
9 |
CGE 1a, 1g, 1i, 7e, 7f, MSV.01, MSV.02, MSV.03, MS1.01, MS1.02, MS1.03, FL1.03 |
Knowledge/Understanding |
Rituals and Practice: Stages of Life |
|
10 |
CGE 1d, 1e, 1h, 1i, 2a, 3c, 4a, 6b, 7e, 7f, RBV.03, RB3.02 (PF2.02), RB4.04, DLV.03, DLV.04, DLV.05, DL1.04 (CM1.06, CM2.05, CM3.05), DL3.01 (PS1.04), DL3.03, FL1.06, FL1.08 |
Knowledge/Understanding |
Moral Code: Daily Life and Family Life |
|
11 |
CGE 1a, 1c, 1h, 1i, 7e, 7f, RB1.02, RB1.03, RB1.04, DL3.02, DL3.06 |
Knowledge/Understanding |
The Holocaust |
|
12 |
CGE 1f, PS3.02, FL3.01 |
Thinking/Inquiry Communication |
Interfaith Prayer Service |
|
13 |
CGE 1d, e, h, i, 2a, 3c, 4a, 6b, 7e, f, RBV.01,.02,.03,.04, DLV.01,.03,.04, FCV.02,.03,.05, MSV.02,.03, RB1.01, 1.03, 1.04, 2.01, 2.02, 2.03, 2.04, 3.01, 3.02, 3.03, 3.04, 3.06, 4.01, 4.03, 4.04, DL1.02, 1.03, 1.04, 3.01, 3.03, 3.04, FC1.01, 1.02, 1.03, 1.05, 1.06, MS1.01, 1.02, 1.03, FL1.06, 1.08 |
Knowledge/Understanding |
Unit Test |
Unit
Description
Students explore the beliefs and practices of Christianity with an emphasis on historical events and figures that have shaped the Catholic Tradition. The overall course pattern of studying the sacred story, creed, moral code and rituals and practices continues to be the vehicle used to investigate Christianity. Students examine how Catholicism has interacted with other Christian denominations through reflection on the shared history and religious similarities and differences. Student-led prayer service concludes this unit, with the ecumenical prayer focusing on inter-denominational relationships and dialogues.
Unit
Overview Chart
|
Act. |
Expectations |
Assessment |
Focus |
|
1 |
CGE 1a, 1c, 1h, 1i, 7e, 7f, RBV.01, RB1.01, RB1.03, RB1.04, DL3.06, DL4.01 |
Knowledge/ Understanding Communication |
Sacred Story: Origins |
|
2 |
CGE 1a, 1c, 1h, 1i, 7e, 7f, RB2.02 |
Knowledge/ Understanding |
Sacred Story: Gods/gods |
|
3 |
CGE 1a, 1c, 1h, 1i, 7e, 7f, RBV.02, RB2.01, RB2.03 (PF1.03), DLV.01, DL1.02, DL1.03 |
Knowledge/ Understanding |
Creed: Beliefs |
|
4 |
CGE 1a, 1c, 1h, 1i, 7e, 7f, 1a, 1c, 1h, 1i, 7e, 7f, RBV.04, RB4.01, RB4.02, RB4.03 (SC1.02), RB4.04 |
Knowledge/ Understanding |
Creed: Scripture |
|
5 |
CGE 1a, 1c, 1h, 1i, 7e, 7f, RB2.04, RB3.06 |
Knowledge/ Understanding |
Rituals and Practice: Religious Symbolism |
|
6 |
RB3.01, RB3.02 (PF2.02), DL3.01 CGE 1a, CGE 1c, CGE 1h, CGE 1i, CGE7e, CGE 7f, (PS1.05, PS1.06), DL3.04 |
Knowledge/ Understanding Thinking/Inquiry |
Rituals and Practice: Holy places/Places of worship |
|
7 |
CGE 1f, 1h, 2e, 7e, 7f, RB3.01, RB3.03, RB3.04, FCV.01, FCV.02, FCV.03, FCV.05, FC1.01, FC1.02, FC1.03, FC1.05, FC1.06 |
Knowledge/ Understanding Thinking/Inquiry |
Rituals and Practice: Festivals |
|
8 |
CGE 1a, 1g, 1i, 7e, 7f, MSV.01, MSV.02, MSV.03, MS1.01, MS1.02, MS1.03, FL1.03 |
Knowledge/ Understanding |
Rituals and Practice: Stages of Life |
|
9 |
CGE 1d, 1e, 1h, 1i, 2a, 3c, 4a, 6b, 7e, 7f, RBV.03, RB3.02 (PF2.02), DLV.03, DLV.04, DLV.05, DL1.04 (CM1.06, CM2.05, CM3.05), DL3.01 (PS1.04), DL3.03 |
Knowledge/ Understanding Thinking/Inquiry Communication Application |
Moral Code: Daily Life |
|
10 |
CGE 1d, 1e, 1h, 1i, 2a, 3c, 4a, 6b, 6c, 7e, 7f, RB4.04, FL1.06, FL1.08 |
Knowledge Thinking/Inquiry |
Moral Code: Family Life |
|
11 |
CGE 1a, 1c, 1h, 1i, 7e, 7f, RB1.02, RB1.03, RB1.04, DL3.02, DL3.06, MS1.04 |
Knowledge/ Understanding Thinking/Inquiry |
Key historical figures/ events |
|
12 |
CGE 1d, 1e, 1h, 1i, 2a, 3c, 3d, 3f, 4a, 6b, 7e, 7f, 7h, RB3.05, DLV.02, DLV.06, DL2.01, DL2.02 (FL1.01), DL2.03, DL2.04, DL2.06, DL3.05, FL1.10, FL1.12, FL3.06, FL3.07, MS1.04 |
Knowledge/ Understanding Thinking/Inquiry Communication Application |
Moral Code: Current Challenges and Issues (Media) |
|
13 |
CGE 1h, 3e, 4a, DL2.03, DL4.02 |
Thinking/Inquiry Application |
Interaction with Christianity |
|
14 |
CGE 1f, PS3.02, FL3.01 |
Thinking/Inquiry Communication Application |
Ecumenical Prayer Service |
Unit
Description
Students explore the beliefs and practices of the Islamic faith with an emphasis on the common focus on conversion shared by Islam and Christianity. The overall course pattern of studying the sacred story, creed, moral code and rituals and practices continues to be the vehicle used to investigate Islam. Students examine how Christianity has interacted with Islam through reflection on the shared beliefs and religious similarities and differences. Student-led prayer service concludes this unit, with a liturgy focusing on inspiring elements of Islam and focusing on improving relationships between Christians and Muslims.
Unit
Overview Chart
|
Act. |
Expectations |
Assessment |
Focus |
|
1 |
CGE 1h, 3e, 4a, DLV.03, DL2.03, DL4.02 |
Thinking/Inquiry Application |
Interaction with Christianity |
|
2 |
CGE 1c, 1h, 1i, 7e, 7f, RBV.01, RB1.01, RB1.03, RB1.04, DL4.01 |
Knowledge/ Understanding Communication |
Sacred Story: Origins of Islam |
|
3 |
CGE 1c, 1h, 1i, 7e, 7f, RBV.01, RB1.02, RB1.03, RB1.04, DL3.02 |
Knowledge/ Understanding Thinking/Inquiry |
Sacred Story: Key historical figures/ events |
|
4 |
CGE 1a, 1c, 1h, 1i, 7e, 7f, RBV.02, RBV.04, DLV.01, RB2.01, RB2.02, RB2.03 (PF1.03), RB4.01, RB4.02, RB4.03, RB4.04, DL1.02, DL1.03 |
Knowledge/ Understanding |
Creed: Muslim Beliefs |
|
5 |
CGE 1c, 1h, 1i, 7e, 7f, RBV.02, RB2.04, RB3.06 |
Knowledge/ Understanding |
Rituals and Practice: Religious Symbolism |
|
6 |
CGE 1c, 1h, 1i, 7e, 7f, RBV.02, DLV.04, RB3.01, RB3.02 (PF2.02), DL3.01 (PS2.05), DL3.04 |
Knowledge/ Understanding Thinking/Inquiry |
Rituals and Practice: Holy places/ Places of worship |
|
7 |
CGE 1f, 1h, 2e, 7e, 7f, RBV.03, DLV.01, FCV.01, FCV.02, FCV.03, FCV.05, RB3.01, RB3.03, RB3.04, FC1.01, FC1.02, FC1.03, FC1.06 |