St. Vincent School Foundation, Inc.

Legaspi St., Poblacion Sur, PaniquiTarlac

S.Y. 2020-2021

TEACHING GUIDE IN INTRODUCTION TO WORLD RELIGIONS AND BELIEF SYSTEMS 11

TOPIC/ LESSON NAME The concept, elements and characteristics of belief system, world view, religion, and spirituality

The learner demonstrates understanding of belief system or worldview*, Religion, Spirituality, Philosophy of Religion, and Theology.
CONTENT STANDARDS
*The elements of religion, belief system and spirituality must be discussed here.

PERFORMANCE STANDARDS The learner prepares character sketches of a person who is spiritual but not religious and a person who is religious but not spiritual

MOST ESSENTIAL LEARNING

Differentiate the concept, elements and characteristics of belief system, world view, religion, and spirituality
COMPETENCY/IES

At the end of the lesson, the learners should be able to:

TARGET SPECIFIC LEARNING 1. define key concepts in belief system, religion, spirituality, philosophy of religion and theology;
OUTCOMES 2. value his or her faith and that of others; and
3. express a deeper understanding of the key concepts in belief system, religion, spirituality, philosophy of religion and theology
through completing differentiated tasks.
 Computing/ICT Literacy
TARGET CHARACTER VALUE/S  Critical Thinking
FOCUS  Christ-Centered
 Communication
 Respect
 Cross-cultural Understanding
 Responsibility

TIME ALLOTMENT 4 Hours/August 27, 2020

LESSON OUTLINE:

1. INTRODUCTION : Articulating learning Objectives, Picture Analysis

2. MOTIVATION : Question and Answer, Reflection
3. INSTRUCTION/DELIVERY : Lecture-discussion, PowerPoint presentation
4. PRACTICE : Matching Type Activity, Fill in the Blank Activity
5. ENRICHMENT : Essay
6. EVALUATION : Graphic Organizer

MATERIAL Learning Management System (LMS), Laptop, Webcam, PowerPoint Presentation, Worksheets

 Ong, Jerome, A. and Jose, Mary Dorothy, dL. (2016). Introduction to world religions & belief systems. 1253 Gregorio
RESOURCES
Araneta Avenue, Quezon City. Vibal Group, Inc.

PROCEDURE MEETING LEARNERS’ NEEDS

1. INTRODUCTION (10 Minutes)
 Picture Analysis TEACHER’S TASKS:
 Online Classroom Management
 Articulates learning objectives
 Activity
 “What can you tell about the picture?”

Guide Question: “What can you tell about the picture?”

 MOTIVATION (10 Minutes) TEACHER’S TASKS:
 Asking Questions!  Let students formulate their initial idea on the question “Why is
“Why is it important to differentiate religion from spirituality, theology, and philosophy it important to differentiate religion from spirituality, theology,
of religion?” and philosophy of religion?”

2. INSTRUCTION/DELIVERY (40 Minutes) TEACHER’S TASKS

The teacher discusses the following topics:
 Understanding beliefs and Worldview;  The teacher will discuss and summarize the important ideas of
 Definition and Nature of Religion; and the topics through PowerPoint presentation.
 Exploring Spirituality.
3. PRACTICE (60 Minutes)
 Activity 1: Matching Type! (see appendix 1)  Students will answer the matching type activity related to the
topics discussed.
 Activity 2: Fill in the Blanks! (see appendix 2)  Students will fill in the blank activity and answer the question
that follows: “What have you observed in your own belief
system?”
4. ENRICHMENT (60 Minutes) This activity assesses the students’ understanding of the lesson
 Essay! discussed. The learners answer the following guide questions:

 Why is it important to distinguish between religion and

spirituality?
 Do you consider yourself religious or spiritual? Explain.
5. EVALUATION (60 Minutes)
 Graphic Organizer! (see appendix 3)  Students will fill the diagrams to check their comprehension.
 Appendix 1: Activity 1: Matching Type

Match Column A with Column B. Write the letter of the correct answer on the blanks provided.

Column A Column B

__________1. A belief in the existence of one God viewed as the creative source of the human race and the world. a. Theology

__________ 2. Relating or affecting the human spirit or soul that is one’s personal integrative view on b. Agnosticism

__________ 3. The belief that there is only one God who could have designed and created the universe c. Polytheism

__________ 4. The belief in many principal gods among whom no one is supreme d. Theism

__________ 5. The belief that there is no genuine distinction between God and the universe e. Worldview

__________ 6. Denial of the existence of God f. Monism

__________ 7. The belief that God's existence is unknown and unknowable g. Monotheism

__________ 8. An organized system of beliefs, ceremonies, and rules used to worship a god or a group of gods h. Atheism

__________ 9. A collection of beliefs about life and the universe held by people i. Religion

__________ 10. The systematic study of the existence and nature of the divine j. spirituality
 Appendix 2: Activity 2: Fill in the Blanks

In the context of religion, list down 10 things that you believe in by completing the following statements. What have you observed in your own belief system?

1. I believe in/that __________________________________________________________________________.

2. I believe in/that __________________________________________________________________________.

3. I believe in/that __________________________________________________________________________.

4. I believe in/that __________________________________________________________________________.

5. I believe in/that __________________________________________________________________________.

6. I believe in/that __________________________________________________________________________.

7. I believe in/that __________________________________________________________________________.

8. I believe in/that __________________________________________________________________________.

9. I believe in/that __________________________________________________________________________.

10. I believe in/that __________________________________________________________________________.

 Appendix 3: Evaluation: Graphic Organizers

Complete the following diagrams

1. Define the following key terms:

Religion
Spirituality
Worldview
Theology
Philosophy

2. Give the elements of Religion

Elements of Religion
3. Give the elements of Spirituality

Elements

of

Spirituality

4. Enumerate the different kinds of belief systems or worldviews

Kinds Description
 St. Vincent School Foundation, Inc.
Legaspi St., Poblacion Sur, PaniquiTarlac
S.Y. 2020-2021

TEACHING GUIDE IN INTRODUCTION TO WORLD RELIGIONS AND BELIEF SYSTEMS 11

TOPIC/ LESSON NAME The interconnectedness of geography, culture and religions

CONTENT STANDARDS The learner demonstrates understanding of historical and geographical contexts of the different religions.

PERFORMANCE STANDARDS The learner conducts a group activity that demonstrates the influence of a religion in a certain culture.

MOST ESSENTIAL LEARNING

Analyze the interconnectedness of geography, culture and religions
COMPETENCY/IES

At the end of the lesson, the learners should be able to:

TARGET SPECIFIC LEARNING 1. explain the connection between geography, culture, and religion;
OUTCOMES 2. value his or her faith and that of others; and
3. express a deeper understanding of the connection between geography, culture, and religion through completing differentiated
tasks.
 Computing/ICT Literacy
TARGET CHARACTER VALUE/S  Critical Thinking
FOCUS  Christ-Centered
 Communication
 Respect
 Cross-Cultural Understanding

TIME ALLOTMENT 4 Hours/September 3, 2020

LESSON OUTLINE:
 1. INTRODUCTION : Articulating learning Objectives, Situation Analysis
2. MOTIVATION : Picture Analysis
3. INSTRUCTION/DELIVERY : Lecture-discussion, PowerPoint presentation
4. PRACTICE : Graphic organizer, Essay
5. ENRICHMENT : Poster Making
6. EVALUATION : Quiz for Comprehension Check

MATERIAL Learning Management System (LMS), Laptop, Webcam, PowerPoint Presentation,

 Ong, Jerome, A. and Jose, Mary Dorothy, dL. (2016). Introduction to world religions & belief systems. 1253 Gregorio
RESOURCES
Araneta Avenue, Quezon City. Vibal Group, Inc.

PROCEDURE MEETING LEARNERS’ NEEDS

1. INTRODUCTION (10 Minutes)
 Situation Analysis! TEACHER’S TASKS:
“What would you do if there was a newly relocated family in your area with a different  Online Classroom Management
religion and culture to you and the people in your community?”  Articulates learning objectives
 Activity
 Ask student’s opinion about a situation, “What would you do if
there was a newly relocated family in your area with a different
religion and culture to you and the people in your community?”
2. MOTIVATION (10 Minutes) TEACHER’S TASKS:
 Picture Analysis

1. 2. 3. 4.  Let students identify the religion being depicted by each picture.

 “What are the religions represented by each picture?”

Guide Question: “What are the religions represented by each picture?”

3. INSTRUCTION/DELIVERY (40 Minutes) TEACHER’S TASKS
The teacher discusses the following topics:
 History of Religion;  The teacher will discuss and summarize the important ideas of
 Geography of Faith; and the topics through PowerPoint presentation.
  The Cultural Milieu.

4. PRACTICE (60 Minutes)

 Activity 1: Graphic Organizer! (see appendix 1)  Students will create a graphic organizer showing how geography
and culture affected Abrahamic Religions, Dharmic Religions,
and Dioic Religions and how religion influenced the culture and
geography of the people in each region.
 Activity 2: Essay! This activity assesses the students’ understanding of the lesson
discussed. The learners answer the following guide questions:
 “How did geography and culture affect the development of
religions.”
 “How religion has affected the culture of the people living in a
certain community or region?”
5. ENRICHMENT (60 Minutes)
 Poster Making!  Make a poster presentation illustrating the unity of world
religions. Write a short explanation of your work. Your poster
will be graded according to its organization, content, and
explanation.
6. EVALUATION (60 Minutes)
 Quiz for comprehension check (see appendix 2)  Students answer questions related to the topics discussed to
assess their understanding of the lesson.

Appendix 1: Activity 1: Graphic Organizer!

A. Abrahamic Religions B. Dharmic Religions C. Dioic Religions

How geography How religion How geography How religion How geography How religion
and culture influence and culture influence and culture influence
affected the the geography affected the the geography affected the the geography
development of and culture development of and culture development of and culture
religions religions religions

Appendix 2: Evaluation: Quiz

 A. Write TRUE if the statement is correct. Write FALSE if the statement is incorrect.

_____ 1. The term ‘Shinto’ came from two Indian words.

_____ 2. The Hindu god of fire is Agni.
_____ 3. Judaism has 48 prophets and seven prophetesses.
_____ 4. The concept of filial piety is integral in Islam.
_____ 5. The Arabian Peninsula consists of countries that are predominantly Buddhist in character.
_____ 6. God instructed Abraham to sacrifice his son Isaac at Mount Hira.
_____ 7. The Analects and Dao De Jing are sacred texts in Chinese religions.
_____ 8. The Ganga is the holiest river for the Muslims.
_____ 9. Saudi Arabia experienced a bloody civil war from 1975 to 1990 between Christians and Muslims.
_____ 10. The Hindus believe in the trimurti or the three forms of their god.
_____ 11. Bodhisattvas have gained spiritual enlightenment but opted to postpone their entry to nirvana to assist other being in their path to salvation.
_____ 12. The holy mountains in Japan are Mount Fuji, Mount Tate, and Mount Moriah.
_____ 13. Meritocracy became the basis of government officials during the time of Confucius.
_____ 14. The Dome of the Rock is located in Mount Ararat.
_____ 15. The teachings of Confucius became the state religion during the Han Dynasty

B. Match Column A with Column B. Write the letter of the correct answer on the blanks provided.

Column A Column B
_____ 1. Type of Buddhism that developed in Japan a. Neanderthals
_____ 2. The Hindu god of water and celestial oceans b. Muhammad
_____ 3. Prehistoric species of humans c. Yahweh
_____ 4. Term for the teachings of the Buddha d. Varuna
_____ 5. Forwarded the idea of ‘three persons, one substance’ e. Dharma
_____ 6. A name given by the Hebrews to their god f. Baekje
_____ 7. Considered as the “Seal of the Prophets” g. Ishmael
_____ 8. A pilgrimage site along the river Ganga h. Zen
_____ 9. Believed to be the ancestor of the Arab people i Varanasi
_____ 10. One of the three kingdoms in Korea j. Tertullian

St. Vincent School Foundation, Inc.

Legaspi St., Poblacion Sur, PaniquiTarlac
 S.Y. 2020-2021

TEACHING GUIDE IN INTRODUCTION TO WORLD RELIGIONS AND BELIEF SYSTEMS 11

TOPIC/ LESSON NAME Positive and Negative Effect of Religions

CONTENT STANDARDS The learner demonstrates understanding of effects of Religions: positive and negative.

PERFORMANCE STANDARDS The learner gathers print or web-based articles, photos, editorial, etc. showing the positive or negative effects of religion.

MOST ESSENTIAL LEARNING

Analyze the influences of religion to culture and society
COMPETENCY/IES

At the end of the lesson, the learners should be able to:

TARGET SPECIFIC LEARNING 1. discuss the positive and negative effects of religion.;
OUTCOMES 2. value his or her faith and that of others;
3. identify an effect whether it’s a positive or negative effect;
4. explain why one effect is positive or negative and
5. express a deeper understanding of the positive and negative effects of religion through completing differentiated tasks.
 Computing/ICT Literacy
TARGET CHARACTER VALUE/S  Critical Thinking
FOCUS  Christ-Centered
 Communication
 Respect

TIME ALLOTMENT 4 hours/ September 10, 2020

LESSON OUTLINE:

1. INTRODUCTION : Articulating learning Objectives, Picture Analysis

2. MOTIVATION : Processing Question for Learners’ Engagement, Reflection
3. INSTRUCTION/DELIVERY : Lecture-discussion, PowerPoint presentation
4. PRACTICE : Identification, Essay
5. ENRICHMENT : Quiz for Comprehension Check
6. EVALUATION : Research Work

MATERIAL Learning Management System (LMS), Laptop, Webcam, PowerPoint Presentation,

 Ong, Jerome, A. and Jose, Mary Dorothy, dL. (2016). Introduction to world religions & belief systems. 1253 Gregorio
RESOURCES
Araneta Avenue, Quezon City. Vibal Group, Inc.

PROCEDURE MEETING LEARNERS’ NEEDS

1. INTRODUCTION (10 minutes)
 Picture Analysis! TEACHER’S TASKS:
 Online Classroom Management
 Articulates learning objectives
 Post a picture and let students ask the guide question: “Study the
picture. What can you tell based on your observations?”

Guide Question: “Study the picture. What can you tell based on your observations?”

2. MOTIVATION (10 minutes) TEACHER’S TASKS:

 Reflection!  Reflect on the line of the song “Imagine” by John Lennon
“Imagine there’s no countries.  “What are the possible consequences if a society has no
It isn’t hard to do. religion?”
Nothing to kill or die for,
And no Religion too.
Imagine all the people living life in peace.
You may say I’m a dreamer,
But I’m not the only one.
I hope someday you join us,
And the world will be as one.”

 “What are the possible consequences if a society has no religion?”

 3. INSTRUCTION/DELIVERY (40 minutes) TEACHER’S TASKS

The teacher discusses the following topics:  The teacher will discuss and summarize the important ideas of
 Positive Effects of Religion; the topics through PowerPoint presentation.
 Negative Effects of Religion; And
 Historical Events Caused by Religion.

4. PRACTICE (60 Minutes)

 Activity 1: Identification (see appendix 1)  Students will answer an identification type of activity and will
answer the question that follows.
 Activity 2: Graphic Organizer (see appendix 2)  Differentiate positive and negative effects of religion through
graphic organizers.
5. ENRICHMENT (60 Minutes)
 Quiz for comprehension check (see appendix 3)  Students answer questions related to the topics discussed to
assess their understanding of the lesson.
 Essay  This activity assesses the students’ understanding of the lesson
discussed. The learners answer the following guide questions:
 “How does religion encourage moral values?”
 “Can you say that religion is a double-edged sword? Why or
why not?”
6. EVALUATION (60 Minutes)
 Research Work! (Essay)  Research about the self-immolation of Thich Quang Duc.
 Discuss your thoughts about it by writing a short reflection
paper.
 Your output will be graded according to its organization and
your analysis.
 Answer the question, “Did you think the incident could have
been avoided?”

Appendix 1: Activity 1: Identification

Identify the following effects whether it is positive or negative. Explain how did you say that it was a positive or negative effect of religion.
1. Religion Triggers Conflicts and Fights
2. Religion Causes Discrimination
3. Religion Gives People a Sense of Belonging
4. Religion Reduces Fear of the Unknown
5. Religion Provides Moral Values

Appendix 2: Activity 2: Graphic Organizer

Positive Effects of
Religion
 Negative Effects of
Religion

Appendix 3: Enrichment: Quiz

A. Identification: Write the correct answer on the blank.

__________ 1. Hindu concept of god-king

__________ 2. The process of spreading Hindu-Buddhist influences from India to Southeast Asia
__________ 3. Place where the Hindu deities live according to Hindu cosmology
__________ 4. Spiritual leaders in ancient Philippine society who were mostly women
__________ 5. Name of the mosque destroyed by Hindu activists in India
__________ 6. Birthplace of Rama according to the Hindus
__________ 7. A form of torture used during the Inquisition
__________ 8. The Hindu practice of widow burning
__________ 9. The killing of oneself as a sacrifice
__________ 10. The ancient practice of boring holes in the human skull

B. Which effect of religion is referred to in the following sentences? Write the correct answer on the blank.

__________ 1. Religion integrates and stabilizes cultures as well as nations.

__________ 2. Religion should be susceptible to progress.
__________ 3. Religion sets notions of right and wrong.
__________ 4. Religion promotes obscurantism.
__________ 5. Religion gives a sense of origin and destination.
__________ 6. Religion is a source of discrimination.
__________ 7. Religion gives a sense of purpose in life.
__________ 8. Religion makes good people do evil things.
__________ 9. Religion provides personal identity to individuals as part of a group with similar world views, beliefs, values, practices and lifestyles.
__________ 10. Religion perpetuates notions of class or gender discrimination and oppression.