Unit Title: A Religious Experience

World Religions: Beliefs, Issues, and Religious Traditions

HRT3M

Grade 11, University/College Preparation

Unit Title: A Religious Experience

Authors: Anuja Bharti Erin Brimble

Gurlean Chager

July 27, 2009

Curriculum Development Project

Honour Specialist – Contemporary Studies Prepared for: Mark Melnyk

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Table of Contents

Page

Unit Overview ................................................................................................................. 3

Enduring Understandings .............................................................................................. 4

Statement of Design Process........................................................................................... 5

Assessment and Evaluation Plan ................................................................................... 6-7

Instructional Organizer .................................................................................................. 8-9

Learning Activities ......................................................................................................... 10-33

Culminating Activity ...................................................................................................... 34-35

Rubric.................................................................................................................. 36

Resources / Handouts / References

Frayer Model Handout........................................................................................ 37

Judaism............................................................................................................... 38-42

Christianity.......................................................................................................... 43-49

Islam.................................................................................................................... 50

Hinduism............................................................................................................. 51-56

Buddhism............................................................................................................ 57-60

Sikhism................................................................................................................ 61

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Unit Overview

World Religions is a course that introduces the students to various religions around the world. The course is intended to take students on a journey around the world and explore the existence of diversity. Students will examine religious beliefs, social structures, religion and the human experience and develop a skill for effective and productive research, inquiry and communication.

The first unit, A Historical Experience, takes students on a historical journey, where they examine the origins of the six major religions: Judaism, Christianity, Islam, Hinduism, Buddhism, and Sikhism.

A Religious Experience is the second unit of this course. In this unit, the purpose of study is to have the students explore belief systems, practices, rituals, symbols, and festivals of the six major religions stated above. The objective of this unit is to explore the six religions and answer the following questions:

1. What is the human condition?

2. What is salvation?

3. What is our destiny?

4. What is right/wrong?

5. What is the nature of the world?

6. What is the ultimate reality and how is it revealed?

The material in the unit is important, not only because it covers expectations stated by the Ministry of Education, but because it enables students to understand different beliefs. It gives the students the power of knowledge and therefore, it gives them a means of accepting diversity.

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Enduring Understandings

World Religions: Beliefs, Issues, and Religious Traditions (HRT3M)

Grade: 11 University/College Preparation

Prerequisite: None

Unit 2 – A Religious Experience : Enduring Understandings

1. Analyse the similarities and differences between the central beliefs of various religions.

2. Summarize the ways in which religions and the development of civilizations are interconnected.

3. Demonstrate an understanding of religious pluralism as a defining feature of contemporary Canadian Society.

4. Identify the function of religion in the Canadian experience.

5. Speculate on the present and future roles of religion.

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Statement of the Design Process

This unit design was an enriching experience for me, as I have had a wonderful opportunity to team-plan with skilled teachers while, at the same time, explore a course that I have never taught before, but have always been interested in. Throughout our initial set-up discussions, it was great to see the many ideas and approaches that can be taken for teaching such a course. The depth of creativity that stemmed from this dialogue was incredibly valuable in determining the final product of our unit plan. My group members were all eager and willing to collaborate and share ideas in a supportive, constructive way, making this experience incredibly valuable.

-Erin Brimble

Creating this unit design was an extremely interesting and educational process. It was interesting in that I got to explore a course that I have never really looked at in such detail. It was also interesting and educational to see the different interpretations of how the content in this course can be presented. My group members were just as diligent and hard working as I was, and therefore, the experience was great. We all contributed equally to the assignment and helped each other along the way. I particularly liked putting all the parts of the assignment together at the end. It was very rewarding to see a final product that we could all be proud of. Overall, designing the unit was a fun and educational experience.

-Gurlean Chager-Soor

Creating a unit of study with peers was a very valuable and enriching process. By employing a design-down model, team planning became much more fluid. After our initial decisions surrounding the enduring understandings we wanted students to achieve and the culminating activity that would demonstrate them, the planning of specific lessons became much clearer. It was very helpful to engage in professional discourse around a specific topic and see each other’s process as well as product. Each of us was able to play to our strengths in breaking down the large task and we were able to truly collaborate. In the end, we were able to create a unit that is differentiated, clear and engaging. A great experience.

- Anuja Bharti

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Assessment and Evaluation Plan

Unit 2 – A Religious Experience ( 30 Periods)

Lesson # Lesson Title Assigned Work Assessments Resources

1 What is a Belief? Frayer Model Brainstorm-Mind Map Discussion

Formative Frayer Model Smart Board/Computer /Projector Markers

2 Introduction to Judaism (Origins and Groups)

Webquest Online Discussion Questions

Formative Class Web Site

3 Introduction to Judaism (Origins and Groups)


Formative Class Web Site

4 Beliefs in Judaism Online Research Formative School Computer Lab

5 Practices, Rituals , Symbols and Festivals

Online Research

Presentations

Formative School Computer Lab

6 Jewish Milestones Online Research Formative Power Point

Computer Lab

7 Jewish Issues Roundtable Discussions Formative Articles/Paper/Markers

8 Introduction to Christ(ianity)


Class Discussion

Formative Christian denominations cards/ Video: “Jesus of Nazareth”/Video: “ The Passion of the Christ”

9 Beliefs in Christianity Jigsaw Formative Apostles Creed/textbook Exploring World Religions/Chart paper

10 Practices, Rituals, Symbols and Festivals

Creation of Christian Art Formative Rituals, Symbols and Festivals Chart/Chart paper/Markers

11 Sacraments Creation of Christian Symbols

Formative Sacraments Power Point/Chart Paper/Markers

12 Issues in Christianity Class Discussion Formative Article: “Lutheran Statements on Cloning”/ Article: “Catholic Political Issues”

13 Unit Test: Judaism and Christianity

Test Summative Test Papers/Pencils

14 Discovering Islam – The Supernatural and Symbolism

Video Discussion Identify meaning of God and other symbols Newspaper Task

Formative Video Smart Board/Computer /Projector

15 Islamic Scriptures Newspaper Task Presentation Origins of the Qur’an Pair It Up Activity Journal Entry

Formative Pair It Up Passages Computer/Projector

16 Islamic Practices, Rituals, Computer Lab Group Activity

Formative Computer Lab Computers

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Symbols, and Festivals Presentations Computer/Projector

17 What makes a Hindu a Hindu?

VideoFocus Questions Formative Video/Handout/DVD Player

18 Debating Hinduism Fishbowl Activity Formative Follow-Up Questions/ Chairs

19 Practicing Hinduism Class Discussion

ReadingJournal Responses to Questions

Formative Representations of gods and goddesses/ Basic Tenets of Hinduism Handout and Questions

20 The Story of Buddha Class Reading

Question and Answer

Formative The Story of Buddha Handout

21 Buddhism in a Nutshell Online Research

Compiling Jot Notes

Formative Computer Lab/Graphic Organizer

22 Buddhism: Defined Graphic Organizer

Jigsaw Activity

Formative Graphic Organizer/Large tables

23 Exploring Sikhism – The Supernatural and Symbolism

Lecture Artefact Exhibition Discussion Homework – Comparing definitions of God/Supernatural

Formative Smart Board/Computer /Projector Artefacts – Nishan Saab, Kangha, Kara, Replica Kirpan, Khanda

24 Exploring Sikhism – Scriptures

Lecture Passage Interpretation Activity Journal Entry

Formative Smart Board/Computer /Projector Passages from the Guru Grant Sahib

25 Exploring Sikhism – Practices, Rituals, Symbols, and Festivals

Guest Speakers Interview Presentations

Formative Smart Board/Computer /Projector 6 Sikh Priests Paper/Pens/Pencils

26/27 Review – Let’s Compare Group Review Activity Formative Notes Writing Utensils

28/29/30 Culminating Activity Summative

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Instructional Organizer

October 2009 Monday Tuesday Wednesday Thursday Friday

1

Unit 2 Lesson Title: What is a Belief?

2

Unit 2 Lesson Title: Introduction to Judaism (Origins and Groups)

F Assessment

5

Unit 2 Lesson Title: Introduction to Judaism (Origins and Groups)

F Assessment

6

Unit 2 Lesson Title: Beliefs of Judaism

F Assessment

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Unit 2 Lesson Title: Practices, Rituals, Symbols and Festivals (Judaism)

F Assessment

8

Unit 2 Lesson Title: Jewish Milestones

F Assessment

9

Unit 2 Lesson Title: Jewish Issues

F Assessment

12

Unit 2 Lesson Title: Introduction to Christ(ianity)

F Assessment

13

Unit 2 Lesson Title: Introduction to Christ(ianity)

F Assessment

14

Unit 2 Lesson Title: Beliefs of Christianity

F Assessment

15

Unit 2 Lesson Title: Practices, Rituals, Symbols and Festivals (Christianity)

S Assessment

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Unit 2 Lesson Title: Discovering Islam –The Supernatural and Symbolism

F Assessment

19

Unit 2 Lesson Title: Islamic Scriptures

F Assessment

20

Unit 2 Lesson Title: Islamic Practices, Rituals, Symbols, and Festivals

F Assessment

21

Unit 2 Lesson Title: What makes a Hindu a Hindu?

F Assessment

22

Unit 2 Lesson Title: Debating Hinduism

F Assessment

23

Unit 2 Lesson Title: Practicing Hinduism

F Assessment

26

Unit 2 Lesson Title: The Story of Buddha

F Assessment

27

Unit 2 Lesson Title: Buddhism in a Nutshell

F Assessment

28

Unit 2 Lesson Title:

Buddhism: Defined

F Assessment

29

Unit 2 Lesson Title: Exploring Sikhism –The Supernatural and Symbolism

F Assessment

30

Unit 2 Lesson Title: Exploring Sikhism – Scriptures

F Assessment

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Instructional Organizer

November 2009

Monday Tuesday Wednesday Thursday Friday

2

Unit 2 Lesson Title: Exploring Sikhism – Practices, Rituals, Symbolism, and Festivals

F Assessment

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Unit 2 Lesson Title: Review – Let’s Compare!

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Unit 2 Lesson Title: Review – Let’s Compare!

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Unit 2 Culminating Activity Day 1

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10 11 12 13

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Learning Activities

Lesson 1 75 minutes What is a Belief?

Curriculum Expectations: Describe the role of faith in systems of belief

Enduring Understandings: None

Lesson Overview: As student walk in to the class, they will see the word BELIEF written on the Smart Board. There will be instructions on the board to write down three words or sentences on a sheet of paper that describe a belief. Students will be asked to share their ideas with the class. One student will be asked to record the responses on the board as students share, brainstorm and discuss ideas. This will result in the creation of a mind map, which will be posted on the class site. The teacher will introduce the Frayer Model. Students will be required to work in pairs to complete the activity. They will write “Belief” in the middle, write down examples, non-examples, facts/characteristics, and then come up with a definition in their own words. Students will be asked to be creative with the completion of their Frayer Model. Students will submit their work. Once students submit their work, the teacher will read definitions that the class came up with. As a class, a mutual, agreed upon definition will be derived. Students will write this definition in their notes. This activity allows students to go beyond the dictionary definition and truly understand the meaning of a belief. Students will be asked to complete another Frayer Model, this time, looking at the word Faith. As a class, students will compare and contrast a belief and faith. They will discuss the role of faith in belief systems. (This is necessary so that students will be familiar with the terminology when looking at the role of faith within specific religious belief systems. Students will submit their work.

Resources:

Frayer Models Smart Board + Computer + Projector Marker

Assessments:

Formative: Question/Answer Frayer Model Discussion

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Lesson 2 and 3 150 minutes Introduction to Judaism (Origins and Groups)

Curriculum Expectations: Identify influential personalities (e.g., Abraham, Christ, Moses, Muhammad) and summarize their contributions to the development of selected religions;

Explore the origins and development of sacred writings

Enduring Understandings: Analyse the similarities and differences between the central beliefs of various religions.

Demonstrate an understanding of religious pluralism as a defining feature of contemporary Canadian Society.

Lesson Overview

Assignment Introduction (20 minutes)

As students enter the class they will receive a card from the teacher at the door. On these cards will be the following Jewish groups:

Orthodox (Hasidism) Reform

Reconstructionist Women in Judaism

Conservative

During the unit on Judaism, (approximately 6 days in length) students will be assigned a date. On that date their responsibility is to post a discussion question online relating to their assigned Jewish group. Students in the class are to respond to this discussion question. The hosts are to respond to each student’s answer, generate further discussion, and encourage class involvement. This is distributed now so that the first group is prepared to post their questions by day 3 of Judaism.

Judaism Overview (2 x 50 minutes) Students will be given a blank timeline starting at 1700 B.C.E. and ending in the present. As the lesson below unfolds, they are to complete the timeline. Students will be given a Socratic lesson covering topics relevant to the introduction of Judaism. This will include: Abraham, Introduction to Monotheism, Promised Land, Covenant, (film activity: see below), Period of Judges, Kings and Prophets, Exile, The Diaspora, The Maccabean Revolt, and Christ. The following topics will be discussed using film clips from “Ten Commandments (2007): Moses, Exodus, Ten Commandments Follow-up (2 x 10 minutes)

At the end of each day students will complete a “Kick it out the door” activity where they will have to answer a question regarding the day’s discussions correctly in order to leave.

Resources

1. Text: Exploring World Religions: The Canadian Perspective by DesRivieres and Quinlan.

2. Jewish Timeline -- http://www.jafi.org.il/education/history/

3. Films: Ten Commandments (2007)

4. Online participation checklist

Evaluation Jewish Groups, online discussion groups. This is to be evaluated using an online participation checklist.

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Lesson 4 75 minutes Beliefs of Judaism

Curriculum Expectations:

Describe the role of faith in systems of belief; Summarize the relationship religious symbolism has to these systems of belief in various religions; Identify significant sacred writings and/or oral teachings from various religions Enduring Understandings:

Analyse the similarities and differences between the central beliefs of various religions.

Lesson Overview

Today students will have the opportunity to become familiar with Jewish beliefs. Beliefs in Judaism will be researched using the internet; students will be given the questions to research below, and told specifically to stick to the resources and websites outlined below:

Print Resources Electronic Resources

Shema – Jewish Creed of Faith 13 Articles of Faith Deuteronomy 6: 4-9 http://www.religionfacts.com/judaism/beliefs/13_articles.htm

Five Fundamental Concepts of Judaism Judaism Facts Websites

Philo of Alexandria http://www.religionfacts.com/judaism/index.htm

http://www.jewfaq.org/index.htm

Key Questions for the Quest (50 minutes) 1. What is the most important fact about Judaism that is revealed by the Shema? 2. Out of the five fundamental concepts of Judaism, which do you think is the most influential on the

Jewish faith? Discuss your choice. 3. Judaism is a monotheistic religion that has been influenced by three key periods, Abraham, Moses and

the Diaspora. Outline the important events that happened in each period, in your outline discuss how the events influenced contemporary Jewish faith.

Follow-up (25 minutes) Class discussion and taking up of the key questions

Resources


2. Jewish Timeline -- http://www.jafi.org.il/education/history/

3. Jewish Facts Website – http://www.religionfacts.com/judaism/index.htm

Assessments Contribution to the webquest discussion.

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Lesson 5 150 minutes Practices, Rituals , Symbols and Festivals


Identify the origins of various religious beliefs regarding creation, birth, death, god, destiny, and afterlife;

Enduring Understandings:


Lesson Overview

Today we will focus on understanding Jewish practices, rituals, symbols and festivals.

Activity Students will be asked to create a piece of electronic artwork (collage, slide show, website, video, etc.) that reflects the practice, ritual, symbol or festival they have chosen. The students will be able to choose from symbols like:

The Synagogue, Torah Scroll, Kippah, Kiddush, Kashruth, Shabbat, Star of David, or Menorah. Or, they could also choose festivals like: Rosh Hashanah, Yom Kippur, Hanukkah or Pesach.

Once they are complete, they are to explain why they chose the medium they did, and briefly explain the significance of the practice for Jews. Once complete, they will showcase their product at the front of the room and briefly present their results to the class.

Follow-up As their peers present, students will complete the practices, Rituals, Symbols and Festivals Chart for their own notes.

Resources

1. Examples of many Jewish Symbols 2. Book Computer lab with colour printer 3. Rituals, Symbols and Festivals chart.

Assessments 1. Brief Class presentation

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Lesson 6 75 minutes Jewish Milestones


Identify ways in which symbolic meaning is incorporated into civil practices that are commemorated in a solemn fashion Demonstrate an understanding of how religious beliefs influence the development of the policies and practices of social institutions Enduring Understandings:

Summarize the ways in which religions and the development of civilizations are interconnected.

Lesson Overview Teacher Lesson (2o minutes)

There will be a Socratic type lesson via PowerPoint where the teacher discusses the religious significance of the Torah. It is expected that the students will take notes.

Activity – Jewish Milestones (45 minutes) The five Jewish milestones include: Naming a Child, Coming of Age (bar mitzvah/bat mitzvah), Marriage (divorce) and Death.

Students will be split into groups of five. Each person in the group will research a Jewish Milestone (preferably in a lab using the site: http://www.religionfacts.com/judaism/cycle.htm

Their presentation to the group should include:

The significance of the milestone for Jews.

The connection to their beliefs.

The role of the family in the milestone.

The role of the rabbi for the milestone.

The role of the community for the milestone.

Any reference to the milestone in the Torah.

Their assignment is to present on the above questions to their group. All answers are to be recorded in their Jewish Milestones Table (provided by the teacher)

Follow-up For homework they are to work on the peer assessment for their jigsaw activity.

Resources

1. Jewish Milestones Website -- http://www.religionfacts.com/judaism/cycle.htm

2. Peer assessment tool

3. Significance of the Torah Powerpoint.

4. Jewish Milestones Table

Assessments Peer assessment of Milestones Jigsaw.

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Lesson 7 75 minutes Jewish Issues


Review the political, economic, social, ideological, or geographic impact of religion on at least one culture; Speculate on the present and future roles of religion Enduring Understandings:

Identify the function of religion in the Canadian experience.

Speculate on the present and future roles of religion.

Lesson Overview

The previous night students will have been assigned an article from one of the internet sources below. All of the articles relate to Jewish issues. (Some articles are deliberately one sided.)

The topics we will focus on are Anti-Semitism and Israel as a Jewish Homeland.

Once the students have read their assigned article, they are to summarize it in one or two paragraphs and write two discussion questions.

Activity When students arrive to class they are to join one of the three roundtables. The tables will be split evenly with half the students having read about Anti-Semitism and the other half having read about Israel as a Jewish homeland. Each student will take turns summarizing their article to the group and then posing their discussion questions. All students will be peer evaluated for their summary, validity of their questions and ability to generate discussion.

Follow – Up

Peer assessment of their roundtable group.

Resources

1. Third World Network – http://www.twnside.org.sg/ 2. Jewish News -- http://jta.org/ 3. Foreign Affairs -- http://www.foreignaffairs.com/ 4. The Economist -- http://www.economist.com/ 5. Foreign Policy -- http://www.foreignpolicy.com/ 6. Encarta -- http://encarta.msn.com/ 7. Academic Search engine in the library

Assessment Peer Assessment Tool for roundtable discussions

Evaluation to follow after Christianity

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Lesson 8 and 9 150 minutes Introduction to Christ(ianity)


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; Explore the origins and development of sacred writings Enduring Understandings:


Demonstrate an understanding of religious pluralism as a defining feature of contemporary Canadian Society.

Lesson Overview

Assignment Introduction (20 minutes)

As students enter the class they will receive a card from the teacher at the door. On these cards will be the following Christian denominations:

Protestant Lutheran Baptist

Reform Anglican Methodist

Evangelical Mormon Jehovah’s Witness

During the unit on Christianity, (approximately 6 days in length) students will be assigned a date. (eg. Protestant, Reform and Evangelical on Monday etc) Their responsibility is to post a discussion question online. Students in the class are to respond to this discussion question. The hosts are to respond to each student’s answer, generate further discussion, and encourage class involvement. This is distributed now so that the first group is prepared to post their questions by day 3 of Christianity.

Christianity Overview (2 x 40 minutes) Students will be given a Socratic lesson covering topics relevant to the introduction of Christ. This will include: Birth, John the Baptist, 12 Disciples, teachings, Parables, Miracles, Betrayal, The following topics will be discussed using film clips from “Jesus of Nazareth” and The Passion of the Christ”: The Trial of Jesus, Death, Burial and Resurrection. Follow-up

At the end of the day students are to complete a plus/minus/interesting activity and they will be handed in for teacher review.

Resources


2. Christ Lifeline http://www.lifeofchrist.com/life/lifescan/default.asp

3. Films: Jesus of Nazareth and Passion of the Christ

4. Online participation evaluation checklist

Evaluation Christianity denomination, online discussion groups. This is to be evaluated using an online participation checklist.

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Lesson 10 75 minutes Beliefs of Christianity


Describe the role of faith in systems of belief; Summarize the relationship religious symbolism has to these systems of belief in various religions; Identify significant sacred writings and/or oral teachings from various religions Enduring Understandings:


Lesson Overview

Today students will have the opportunity to become familiar with Christian beliefs. Beliefs in Christianity can be summarized into six key sections as outlined in the textbook Exploring World Religions, Creation, God, The Holy Trinity, The Holy Spirit, Salvation and Eternal Life, The Last Judgement.

Today students will be provided with a couple of key resources. One resource is the Apostles Creed, which summarizes what it means to be a Christian. The students from this point will work on a jigsaw activity where they are each responsible for researching, creating notes and teaching their peers about one specific belief. Resources for each belief can be found below in the resources section.

Activity (30 minutes research, 40 minutes sharing) Students are to get into groups of 6. Each member of the group will be given a Christian belief. For about 30 minutes, each person will research the belief, focusing particular attention to the following points:

• What is the belief and where has it stemmed from? • How important is it in influencing the present day church? • Do all Christian denominations believe the same thing?

Once the research is complete they will share their findings with the group.

Follow-up Each student will submit an electronic copy of their summary to the teacher the following day and it will be added to the class website for further review.

Resources


2. Chart Paper

3. Apostles Creed -- http://www.about-jesus.org/apostles-creed.htm

4. Creation and evolution article -- http://www.msnbc.msn.com/id/19956961/

5. Articles on God, the Holy Trinity, The Holy Spirit, Salvation, and the Last Judgement can be found at: http://www.religionfacts.com/christianity/beliefs/

Assessments Review of students electronic notes for the jigsaw activity that are to be posted on the class’ website.

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Lesson 11 150 minutes Practices, Rituals , Symbols and Festivals


Identify the origins of various religious beliefs regarding creation, birth, death, god, destiny, and afterlife; Enduring Understandings:


Lesson Overview

Today we will focus on understanding Christian practices, rituals, symbols and festivals.

Activity Students will be asked to create a piece of artwork (collage, picture, model, poem, speech) that reflects the practice, ritual, symbol or festival they have chosen. The students will be able to choose from symbols like:

Chi Rho, The Fish, Crucifix, INRI, Crown of Thorns, Sacred Heart, the Dove, the Lamb or the Pieta. They could also choose festivals like: Christmas, Epiphany, Lent, Easter or Pentecost.

Once they are complete, they are to explain why they chose the medium they did, and briefly explain the significance of the practice for Christians. Once complete, they will showcase their product at the front of the room and briefly present their results to the class.

Follow-up As their peers present, students will complete the practices, rituals, symbols and festivals chart for their own notes.

Resources

1. Examples of many Christian Symbols 2. Art supplies for the creation of their art

work. 3. Rituals, symbols and festivals chart.

Assessments Brief Class presentation

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Lesson 12 75 minutes Sacraments


Identify ways in which symbolic meaning is incorporated into civil practices that are commemorated in a solemn fashion Demonstrate an understanding of how religious beliefs influence the development of the policies and practices of social institutions; Enduring Understandings:


Lesson Overview There will be a Socratic type lesson via PowerPoint where the teacher will discuss the seven sacraments. It is expected that the students will take notes on their Sacraments tables. (Provided by the teacher)

Activity Once the lesson is complete, the students are to create three new religious symbols to represent three sacraments of their choice. Once their symbol is created they need to discuss in a paragraph, the significance of each symbol, why they designed it the way they did, and how it relates to religious practice.

For example a religious symbol for baptism might be because it is the picture of John the Baptist painted by Leonardo Da Vinci. I currently hangs in the Louvre in Paris.

The symbols will be posted around the room, and the students will vote on their favourite for each sacrament.

Resources

1. Sacraments Resource -- http://www.catholic.net/index.php?option=dedestaca&id=3432&grupo=Church%20Teaching%20QA&canal=Catholicism%20101

2. Peer assessment tool

Assessments Peer assessment of symbol ideas.

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Lesson 13 75 minutes Issues in Christianity


Review the political, economic, social, ideological, or geographic impact of religion on at least one culture; Speculate on the present and future roles of religion Enduring Understandings:



Lesson Overview

Students will be given two articles when they enter the room. They are to read the articles, summarize the key points and establish an opinion based on the content of the articles. (45 minutes)

Activity Once complete they are to get into groups of 4 to 5 and discuss the following questions. What is the Christian opposition to the issue? What arguments do Christians use to defend their position? What is your position on the issue?

Resources

1. Lutheran statements on cloning: http://www.elca.org/What-We-Believe/Social-Issues/Social-Statements-in-Process/Genetics.aspx

2. Catholic political Issues Articles: http://www.catholic.org/politics/

Evaluation Test on the following:

Judaism (All content)

Christianity (All content)

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Lesson 14 75 minutes Discovering Islam - The Supernatural and Symbolism


Demonstrate an understanding of the concept of the supernatural in various belief systems

Summarize the relationship religious symbolism has to these systems of belief in various religions

Describe the role of faith in systems of beliefs in various faiths

Demonstrate an understanding of sign and symbol in various religions


Demonstrate an understanding of religious pluralism as a defining feature of contemporary Canadian society.

Lesson Overview:

Video: The lesson will start off with a five minute video introducing Islam. http://www.youtube.com/watch?v=ZHujiWd49l4

Discussion: After watching the video, the class will have a discussion (based on the video) to determine their notion of the meaning of God within Islamic tradition (Tauhid).

After we come up with a clear and accurate definition of God within Islam, the teacher will conduct a brief presentation, using the Smart Board (Notebook) identifying important symbols within Islam. Symbols: Misbaha, Kabaa, Masjid, Qu’ran, Hijab, Burka, the Crescent and Star, etc.

Homework: Students will be asked to get a newspaper and cut out any article that has something to do with Islam. Students will be asked to note key words or symbols discussed in class. They will also be asked to briefly present (the following class) their newspaper clipping, what it is about and its relevance to the Islamic faith in today’s Canadian society.

Resources:

Video on File (USB) Computer + Smart Board + Projector

Assessments:

Formative: Question and Answer Discussion

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Lesson 15 75 minutes Islamic Scriptures


Identify significant sacred writings and oral teachings from various religions


Compare and contrast the roles sacred writings and oral teachings have in various religions

Identify key principles from relevant passages of sacred writings


Analyse the similarities and differences between the central beliefs of various religions

Lesson Overview: Warm Up: Students will present their newspaper article (homework) to the class.

Lecture/Discussion: The teacher will discuss the origins and compilation of the Qu’ran through a Power Point presentation. The revelations made by Angel Gabriel to Prophet Mohammed will be discussed. The role/significance of Sunnah and Hadith will be taught.

Activity: In the activity called “Pair it Up” students will work with a partner to determine the similarities and differences between two passages (one from the Qu’ran and one from the Guru Granth Sahib). Each partner will take on the role of either a Sikh or Muslim and teach the other how scripture is used in “their” religion.

Journal: Students will write a short journal entry on their understanding of the role of the Qu’ran in Islam based on what they learned in class and the Pair it Up and role play activity.

Resources: Pair It Up Passages Computer - Projector

Assessments: Formative: Questions and Answer Pair It Up (observe discussions and role play) Journal Entry feedback

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Lesson 16 75 minutes Islamic Practices, Rituals, Symbols, and Festivals


Categorize the practices and rituals of various religions

Identify the origin and significance of various practices, rituals, symbols, and festivals


Summarize the ways in which religions and the development of civilizations are interconnected

Lesson Overview:

Students will be going to the computer lab. They will be divided into groups of three. Each group will be asked to answer the following questions. The groups will be required to submit their work at the end of the period (in the Teacher In folder).

1. What is Salah and its place within Islam?

2. What is Niyyah and rak’ah and its role within Islam?

3. What is Zakah? Research its significance within Islam.

4. What is Saum? Investigate its role within Islam.

5. What is Hajj? Research its significance as the first pillar.

6. What is Eid-ul-Adha?

7. What is nikah?

The teacher will give a brief presentation summarizing these key questions. Student work will be posted on the class website for everyone to study from. Some groups may have conducted more (or less) research on specific questions, and therefore, would benefit from looking at other students’ work.

Resources: Computer Lab Computer + Projector

Assessments: Formative: Read through students responses the questions and give students feedback on their answers

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Lesson 17 75 minutes What makes a Hindu a Hindu?


Summarize the major historical influences on and events in the development of various religions Enduring Understandings:

Analyse the similarities and differences between the central beliefs of various religions. Lesson Overview: This lesson is to give students an overview of the Hindu faith by having students watch brainstorm what they know and watch a video that provides a general explanation of Hindu tenets.

Brainstorm

Write the word India on the board, and ask student what they know about India. What images, names, places, ideas, etc. come to mind when you mention the word “India”? Write their ideas on the board. Explain that 86% of Indians are Hindu and that Hinduism has had a profound effect on shaping the country and the way Indians live their lives. Ask students the following: Which of the things on this list do you think are related to Hinduism? (For example, if students mention anything about castes, cows, the Ganges, etc., these can all be related to Hinduism.) Transfer their ideas to a new list about Hinduism. Ask them what else they know about Hinduism, if anything. Activity

Students will watch “Hinduism” from the Religions of the World series.

During the video, students should complete the accompanying questions and complete the discussion at the end.

Discussion

Share responses to questions as a class as time allows. The remainder of the questions/concepts will be discussed in the following lesson.

Resources: - Handout: Hinduism video focus questions

- Video “Hinduism” from Religions of the World series

Assessments: Formative: Answering focus questions and class discussion to clarify important concepts

25

Lesson 18 75 minutes Debating Hinduism



Demonstrate how practice, ritual, and symbolism are external representations of the beliefs and principles of religion. Enduring Understandings:


Lesson Overview: As a follow-up to the video from the first lesson, students will extend their knowledge by completing a fishbowl activity surrounding some of the key questions that arose from the video and have the opportunity to discuss and debate using their current understanding

Pre-Activity

Resume taking up questions from video and clearing up any misunderstandings or questions students may have.

Activity

Students are instructed to get into pairs and arrange their chairs in two concentric circles with one partner in the inner circle, and the second in the outer circle.

The “fishbowl” activity means that only students in the inner circle are able to speak and the outer group must simply observe silently. After some discussion on each question, the partners are to switch seats with the observers becoming the speakers and vice versa.

Based on their understanding, use the following questions to guide the discussion.

• Historically, Hinduism has been tolerant of other religions. How has this affected its development as a religion? • Hinduism is rare among major religions in that it considers animals to be sacred. Give an example of a sacred animal and explain its significance. How does this practice affect the daily life of Hindus? • How are Jainism and Buddhism related to Hinduism? • What were the political and religious consequences of the caste system throughout India’s history? • Explain why the Hindu practice of honouring and caring for images of their gods is or is not a form of idolatry. • In the end, was Gandhi too broad in his attempts to reconcile the great religious diversity found within India? • Was Gandhi’s focus primarily religious or spiritual? • Discuss Hinduism as a polytheistic or a monotheistic religion. Resources: None

Assessments: Formative: Ability to participate in discussion based on understanding of video

Communicating a perspective in a fishbowl discussion

26

Lesson 19 75 minutes Practicing Hinduism




Demonstrate an understanding of religious pluralism as a defining feature of contemporary Canadian Society. Lesson Overview: This lesson will give students a chance to reflect on the basic tenets of Hinduism and give them an opportunity to consider and discuss some applications of the beliefs in the life of a Hindu.

Warm-up Activity

Share pictorial representations of the various gods. Gather students’ impressions and talk about the characteristics of each god based on his or her appearance. Activity Each student is given a “Basic Tenets of Hinduism” Handout as well as a question sheet. After reading the questions and instructions as a class, students should work independently to reflect on the questions and complete the questions in their journals. Discussion After they have completed their journals, spend the last 10 minutes engaging students in a class discussion surrounding the similarities and differences between Hinduism and the other religions previously studied in the course. Resources: - Pictoral/idol representations of various Hindu gods and goddesses

- Basic Tenets of Hinduism Handout

- Basic Tenets of Hinduism Questions

Assessments: Formative: Warm up Discussion

Question and Answer

27

Lesson 20 75 minutes The Story of Buddha


Summarize the major historical influences on and events in the development of various religions Enduring Understandings:


Lesson Overview: This lesson is to give students an overview of the origins of Buddhism, its development and the central beliefs of the faith

Brainstorm

Bring in a small statue of the Buddha and ask students to brainstorm words/concepts that they relate to the figure. Write these words on the board and allow for discussion. After the brainstorm, clarify and misconceptions the students may have.

Activity

Give each student a copy of the handout, “Biography: The Story of Buddha”. Read through the story aloud as a class. Have students do a Think/Pair/Share by answering the questions individually, sharing with a partner, and then discussing each question as a class

Lecture

Introduce students to the concepts of the Four Noble Truths, Enlightenment, the Wheel, and Buddhist practices such as prayer and meditation.

Resources: “ Biography: The Story of Buddha”.

Assessments: Formative: Brainstorm

Think/Pair/Share

Class discussion on Buddhist concepts

28

Lesson 21 75 minutes Buddhism in a Nutshell



Demonstrate how practice, ritual, and symbolism are external representations of the beliefs and principles of religion.


Analyse the similarities and differences between the central beliefs of various religions. Lesson Overview: In groups, students will employ the website “Buddhism in a Nutshell” to complete an online jigsaw activity. This activity will allow them to each focus on a particular aspect of Buddhism and share their findings with the group

Activity

Students will be randomly assigned into groups of four and choose a letter from A to D. In the computer lab, each student will visit the site “Buddhism in a Nutshell” (Available at: http://www.buddhanet.net/e-learning/buddhism/nshellct.htm). Each student will be responsible for pages in the website

Student Responsible for pages: A The Buddha, The Dhamma, Is it a Religion? B Ethical System?, Salient Features, Karma C Rebirth, Dependant Arising, Anatta D Nibbana, Path to Nibbana, Meditations and Reflections

For each of the three sections, the student must define 5-7 key terms, identify and respond to 4 key questions arising from that page. Each student keeps jot notes while completing their research.

Homework

Complete any sections that did not get done in class.

Resources: - Computer Lab with one computer/students

- Internet Access

Assessments: Formative: Jot notes

29

Lesson 22 75 minutes Buddhism: Defined




Analyse the similarities and differences between the central beliefs of various religions. Lesson Overview: Students will share their research with each other, with students who looked into same topics, as well as those in their home groups.

Activity

All students who were assigned A’s would come together with their jot notes, all B students form a group and so on. In groups, each student chooses red, yellow, blue or orange and assigned the following roles:

Red: Moderator (to ensure that everyone stays on task)

Yellow: Timekeeper (to ensure that the goals are completed within the given time frame)

Blue: Facilitator (to ensure that everyone has a chance to participate and that no one is ‘coasting.’

Orange: Recorder (to record all of your group’s key ideas)

Everyone gets the chance to share and the group comes to a consensus on 5 key terms and 4 questions/responses for each section.

The students complete their graphic organizers for the three pages their letter was responsible for. After 30 minutes, students then return to their home groups and “teach” their home groups the key points of what they learned from their pages. Each student fills in their graphic organizer and should have completed all 12 sections which is submitted for assessment.

Resources: - Graphic Organizers

- Chart Paper for each group

- Large tables/group desks for sharing

Assessments: Formative: Completed jot notes

Completed Graphic organizer

30

Lesson 23 75 minutes

Exploring Sikhism – The Supernatural and Symbolism


Demonstrate an understanding of the concept of the supernatural in various belief systems

Summarize the relationship religious symbolism has to these systems of belief in various religions

Describe the role of faith in systems of beliefs in various faiths

Demonstrate an understanding of sign and symbol in various religions



Lesson Overview:

Lecture: As the students walk into class, they will take a seat. The teacher will conduct a brief lesson, using a power point presentation, introducing the concept of God and the supernatural in Sikhism. Students will take notes. Key concepts which will be conveyed are as follows:

Teacher Notes: Sikhism - Monotheistic Religion. One God. He is the creator of the universe. He is present throughout the universe in various forms.

Theories of Karma, Maya, Mukti.

The teacher will explain the activity, which will be an artefact exhibition.

Artefact Exhibition: There will be 5 artefacts, which students will sketch and describe the relevance of this artefact in the Sikh belief system the artefact in their notebooks. Each station will have a computer available for the students to conduct their research.

Artefacts on display: Nishan Saab, Kangha, Kara, Replica Kirpan, Khanda

Class Discussion: Students will have carry out a discussion about the various artefacts that were displayed. They will talk about their findings and their ideas about Sikh symbolism.

Homework Question: Pick one religion already studied and analyze the similarities and differences of God or the Supernatural within that religion and Sikhism. Your response should be at least one page (no longer than 2 pages) and should be supported by at least 3 references.

Resources:

Smart Board + Computer Projector Artefacts: Nishan Saab, Kangha, Kara, Replica Kirpan, Khanda

Assessments:

Formative: Question/Answer Discussion Collect Homework, provide feedback

31


Exploring Sikhism – Scriptures


Identify significant sacred writings and/or oral teachings from various religions


Identify key principles from relevant passages of scared writing and oral teachings in various religions

Examine the influence of scared writings and oral teaching from various religions on life in modern society


Demonstrate an understanding of religious pluralism as a defining feature of contemporary Canadian society

Identify the function of religion in the Canadian experience

Lesson Overview:

Lecture: Explore Who, What, Where, When, What, Why and How about the origins of the Sikh scriptures (Guru Granth Sahib) by using the Smart Board and Notebook software.

Activity: Students will be split into groups of 4. Each group will receive a different translated passage from the Guru Granth Sahib. Every passage will have embedded in it, the Sikh belief of salvation, destiny, right versus wrong, the ultimate reality and how it is revealed. Each group will interpret the passage and present it to the class. As a class, students will then discuss the compatibility of these Sikh beliefs to Canadian norms and values.

Journal: Students will write a journal entry from the perspective of a Sikh Canadian describing how the Sikh scriptures are in favour of the concept of religious pluralism in Canada.

Resources:

Smart Board + Computer Projector Passages from the Guru Granth Sahib http://www.sikhs.org/english/frame.html

Assessments:

Formative: Question/Answer Discussion Journal Entry

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Exploring Sikhism – Practices, Rituals, Symbols, and Festivals


Identify the origin and significance of various practices, rituals, symbols, and festivals


None

Lesson Overview:

Guest Speakers (6 priests from the Sikh Gurudwara-Ontario Khalsa Darbar):

Students will be divided into 6 groups. Each group will be allocated a priest and one festival/ceremony. The students will interview the priest to find out as much information about the festival/ceremony. Each student will be given a responsibility. (Interviewers, recorder, presenters). They will be given 30 minutes to complete the task. After interviewing the priests, students will take 10 minutes to prepare a brief presentation about their findings about Name Giving, Marriage, Death, Initiation, Vaisakhi, and Diwali. Students will be given a maximum of 5 minutes to complete their presentations.

Homework:

Students will type their findings and submit it the next day.

Resources:

Smart Board + Computer Projector 6 Priests Paper

Assessments:

Formative: Question/Answer Interview Presentations

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Lesson 26/27 75 minutes

Review – Let’s Compare!


N/A




Demonstrated an understanding of religious pluralism as a defining feature of contemporary Canadian society.



Lesson Overview:

Students will be given two periods to work in groups of three to review the key concepts studied in all six major religions. They will then be required to address the enduring understandings in their groups. This will help the students prepare for the final evaluation of this unit.

Resources:

Notes

Assessments:

None

34

Culminating Activity

HRT 3M – Culminating Performance Task

Purpose

The purpose of this Culminating Performance Task (CPT) is to allow you to create your own religion based on what you have learned through studying this course. Your challenge is to take ideology from 4 of the 6 religions we have studied.

This CPT will be done throughout the course, and as we complete units, you will have a greater understanding of the different components, traditions and social influences of and on religions.

Process

Unit Two / Part 1 – Religious Beliefs

• Sikhism • Islam • Christianity • Buddhism • Judaism • Hinduism

Each of the religious beliefs above has been covered in our second unit. We will emphasize later in the course that religion has been, in many ways, a wedge between different groups within society. Your challenge is to create your own belief system that incorporates the following items from 4 of the 6 religions listed above with the hope of establishing common ground for seemingly divergent beliefs:

• Origins (creation, birth, death, god, afterlife) • Influential Personalities (Christ, Moses, Dalai Lama, Guru Nanak, Abraham, Baha’ullah,

Muhammad, Siddhartha, Gautama, or Zoroaster) and the nature of their influence. • Key Concepts or Events (Jihad, resurrection, revelation, salvation etc.) • What are the sacred writings, and how will they influence contemporary practice.

It is important to note that your belief system need be only influenced by 4 of the 6 religions above; simply copying elements from those religions may result in a disjointed set of beliefs. Note: The presentation of this section can take on a multitude of forms, from websites, speeches, PowerPoint, or class presentations, the choice is yours.

Unit Three / Part 2 – Social Influences

In this section, you will further discuss where you see your religion fitting into contemporary society. As we have seen through our studies in this unit, some religions appeal to certain cultures while others do not. There are enormous social and political connections to religion. In this section discuss the following for your new religion:

• What relationship do you see your religion having with various levels of government in greatly differing countries?

• What specific part(s) of the world do you believe that your beliefs will be adopted? • What differing gender roles if any will be in place within your system of beliefs? • What cultural media (television, internet, etc) do you see your religion using to promote your

beliefs and contact believers?

35

Unit Four / Part 3 – Human Experience

In this section, you will address the shortcomings of religion in the social context and attempt to illustrate how your new religion could address these issues. Be sure to address the following:

• The overall purpose or function of your religion. • What historical figures from other religions might adopt this belief system? Justify why. • What present and future role do you see your new religion fulfilling. Focus on addressing the

shortcomings of existing religions. • What is the role of the individual in your religion? • Research Canadian religious demographic data, click here. In your research, highlight the

distribution of religions in Canada, you may choose to illustrate your research through maps, charts or graphs. Once complete, discuss how you see your religion fitting into the current Canadian picture, discuss the following:

o Who is your new religion’s target audience? o Who do you think you can appeal to most? o Is you religion inclusive? Why or why not? o Within 10 years of beginning your new religion, what are your realistic goals? (please

illustrate this graphically)

Resources

General

http://www.religionfacts.com/ -- General Facts on many religions

http://www.religioustolerance.org/worldrel.htm -- General Facts on many religions

Christianity

http://www.vatican.va/ -- Catholicism

http://www.scborromeo.org/ccc.htm -- Catechism of the Catholic Church

Judaism

http://www.torah.org/ -- Understanding the Torah

http://www.jewfaq.org/torah.htm -- Introduction to Judaism

Hinduism

http://www.hinduwebsite.com/hinduindex.asp -- Hinduism (beliefs, practices, scriptures)

http://www.academicinfo.net/hinduism.html -- Directory of Online Information regarding Hinduism

Buddhism

http://www.bbc.co.uk/religion/religions/buddhism/ - BBC Guide to Buddhism

http://www.dalailama.com/ -- The Office of His Holiness the Dalai Lama

Islam

http://www.usc.edu/schools/college/crcc/engagement/resources/texts/muslim/hadith/muslim/ -- Links to Books on Islam http://www.qss.org/articles/salah/toc.html -- Understanding Islam (a detailed overview) http://www.load-islam.com/-- Islamic Resources Sikhism www.sikhnet.com -- Comprehensive website on Sikhism

www.sikhs.org – Origins, Development, Philosophy and Scriptures of Sikhism

Timelines

You will be given 3 days of class time toward the end of each unit; the specific dates will be established in that unit.

Final Deadline: _____________________________________________

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Culminating Activity

HRT 3M – Culminating Performance Task: Presentation Rubric

Knowledge & Understanding

Level 1 Level 2 Level 3 Level 4

Content and topic research

/18

Information presented shows limited understanding of facts, terms, and concepts of the religions covered. Less than 2 religions have been taken into consideration.

Information presented shows some understanding of facts, terms, and concepts of the religions covered. Less than four religions have been taken into consideration.

Information presented shows a good understanding of the facts, terms, and concepts of the religions covered. At least four religions have been taken into consideration.

Information presented shows a thorough understanding of the facts, terms, and concepts of the religions covered . At least four religions have been taken into consideration.

Communication Level 1 Level 2 Level 3 Level 4 Evidence of Rehearsal

/6

Clarity of speech, tone, pace and volume is poor (inaudible). No eye contact, totally reading from notes.

Clarity of speech, tone, pace and volume is fair (audible). Some eye contact, often reading from notes.

Clarity of speech, tone, pace and volume is good.

Good eye contact, moderate reading from notes.

Clarity of speech, tone, pace and volume is excellent.

Constant eye contact, minimal reading from notes.

Visual Aids

/8

Very few or no visual aids, lack detail. Uses aids with minimal effectiveness for presentation.

Some visual aids used with adequate detail. Uses aids with some effectiveness for presentation

Uses fairly detailed visual aids effectively to aid presentation.

Uses detailed visual aids highly effectively to enhance presentation.

Application Level 1 Level 2 Level 3 Level 4 Connection to existing religions covered in course

/12

Ideas are not developed and limited explanation provided.

Less than 2 religions have been taken into consideration

Ideas are somewhat developed and explained in some depth.

Less than four religions have been taken into consideration

Ideas are well developed explained in depth.

At least four religions have been taken into consideration.

Ideas fully developed and explained in great detail (show insight).

At least four religions have been taken into consideration.

37

Resources / Handouts / References

Frayer Model - Handout

DEFINITION CHARACTERISTICS/FACTS

EXAMPLES NON-EXAMPLES

38

Judaism: Online Participation Checklist During our unit on Judaism, you will be assigned a Jewish group and a date. On this date your responsibility is to post a discussion question online relating to your assigned Jewish group. Your fellow classmates will be responsible for responding to this discussion question. Once they have responded, it is your responsibility to provide them with your feedback in order to generate further discussion, and encourage class involvement.

Note: The first group must be prepared to post their question by _________________.

I am in Group # _____, and must be prepared to post my group’s question

and respond to my classmate’s feedback on _____________.

Online Participation Checklist

In order to ensure success in this online forum, review this checklist before posting your group’s discussion question and providing feedback to your classmates.

Has my group proposed a relevant question regarding their Jewish group?

Yes / No

Is my group’s question worded in a way that inspires thoughtful responses?

Does my feedback extend the educational dialogue about my Jewish group?

Does my feedback offer stimulating questions and relevant information?

Does my feedback stimulate reflection and call for critical thinking?

Do I use clear, concise language that is free of spelling and grammatical errors throughout my online dialogue?

Do I use appropriate language intended for academic audiences throughout my online dialogue?

Do I use constructive criticism and supportive feedback throughout my online dialogue?

39

Some Common Jewish Symbols...

Menorah

Star of David

Torah Scroll

40

Judaism: Rituals, Symbols and Festivals

As your fellow classmates present their chosen Rituals, Symbols and Festivals, use the chart below to summarize their information. In your summary, be sure to highlight WHY this information is important to the religion of Judaism, HOW it is used, and its’ historical significance.

Student Name

Ritual / Symbol / Practice

Summary

41

Jewish Milestones Group Presentations

Your group is responsible for researching your Jewish Milestone, summarizing the information gathered, and presenting it to the class.

The website: http://www.religionfacts.com/judaism/cycle.htm may be helpful to you and your group, and should be considered a good starting point for your research in the computer lab.

Your presentation MUST include the following information:

• The significance of the milestone for Jews. • The connection to their beliefs. • The role of the family in the milestone. • The role of the rabbi for the milestone. • The role of the community for the milestone. • Any reference to the milestone in the Torah.

Each presentation should be between 5 – 10 minutes in length.

You MUST provide at least one visual aide (Overhead, Chart paper, Power point…)

All group members must be accountable and participate in the research, summarizing, and presentation of information.

Milestones

42

Jewish Milestones Table

As your group researches your Jewish Milestone, record your summarized information in the table below:

My Group’s Jewish Milestone: _____________________________

My Group Members Names: ______________________________________________

Required Information

Summary Source (Web URL)

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The connection to their beliefs

The role of the family in the milestone

The role of the rabbi for the milestone

The role of the community for the milestone

Any reference to the milestone in the Torah

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43

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44

PROTESTANT

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REFORM

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EVANGELICAL

____________________

LUTHERAN

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MORMON

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BAPTIST

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METHODIST

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JEHOVAH’S WITNESS

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45

Christianity: Online Participation Checklist

During our unit on Christianity, you will be assigned a Christian group and a date. On this date your responsibility is to post a discussion question online relating to your assigned Christian group. Your fellow classmates will be responsible for responding to this discussion question. Once they have responded, it is your responsibility to provide them with your feedback in order to generate further discussion, and encourage class involvement.

Note: The first group must be prepared to post their question by _________________.

I am in Group # _____, and must be prepared to post my group’s question

and respond to my classmate’s feedback on _____________.

Online Participation Checklist

In order to ensure success in this online forum, review this checklist before posting your group’s discussion question and providing feedback to your classmates.

Has my group proposed a relevant question regarding their Christian group?

Yes / No

Is my group’s question worded in a way that inspires thoughtful responses?

Does my feedback extend the educational dialogue about my Christian group?

Does my feedback offer stimulating questions and relevant information?

Does my feedback stimulate reflection and call for critical thinking?

Do I use clear, concise language that is free of spelling and grammatical errors throughout my online dialogue?

Do I use appropriate language intended for academic audiences throughout my online dialogue?

Do I use constructive criticism and supportive feedback throughout my online dialogue?

46

PMI: Plus, Minus, Interesting

Please take a moment to fill in your thoughts on today’s topics.

PLUS

MINUS

INTERESTING

47

Apostles' Creed

1. I believe in God the Father, Almighty, Maker of heaven and earth:

2. And in Jesus Christ, his only begotten Son, our Lord:

3. Who was conceived by the Holy Ghost, born of the Virgin Mary:

4. Suffered under Pontius Pilate; was crucified, dead and buried: He descended into hell:

5. The third day he rose again from the dead:

6. He ascended into heaven, and sits at the right hand of God the Father Almighty:

7. From thence he shall come to judge the quick and the dead:

8. I believe in the Holy Ghost:

9. I believe in the holy catholic church: the communion of saints:

10. The forgiveness of sins:

1l. The resurrection of the body:

12. And the life everlasting. Amen.

48

Some Common Christian Symbols…

Chi Roh

The Fish

Crown of Thorns

Sacred Heart

The Pieta

49

Christianity: Rituals, Symbols and Festivals

As your fellow classmates present their chosen Rituals, Symbols and Festivals, use the chart below to summarize their information. In your summary, be sure to highlight WHY this information is important to the religion of Christianity, HOW it is used, and its’ historical significance.

Student Name

Ritual / Symbol / Practice

Summary

50

Pair It Up Passages

There is but one God. True is His Name, creative His personality and immortal His form. He is without fear sans enmity, unborn and self-illumined. By the Guru's grace He is obtained. (http://www.punjabonline.com/sikhism/japtr_fr.html)

ALLAH! There is no God but He, the Living, the Self-subsisting, the Eternal. No slumber can seize Him, nor sleep. All things in heaven and earth are His. Who could intercede in his presence without His permission? He knows what appears in front of and behind His creatures. Nor can they encompass any knowledge of Him except what he wills. His throne extends over the heavens and the earth, and He feels no fatigue in guarding and preserving them, for He is the Highest and Most Exalted. The Throne Verse Qur'an 2:255 (http://www.sufism.org/society/quran.html)

51

Focus Questions ______________________________ Hinduism Video 1. Explain at least two ways a typical Hindu might begin his/her religious day. 2. What are the Vedas? What role do they play in Hinduism today? 3. What is reincarnation? 4. What were Buddhism and Jainism reacting against within the Hindu faith? 5. What is the caste system? 6. In the period from 500 B.C.E. to 800 C.E., how did the Hindus deal with the challenges of the Buddhists and the Jains? 7. Who is Shankara and what is significant about his teachings? Is his position one that is commonly accepted by most Hindus today? 8. What important Hindu lesson does the warrior Arjuna learn from the god Krishna in the Bhagavad Gita?

52

9. What are the Hindu stages of life that a man should expect to pass through in his lifetime in the pursuit of spiritual fulfillment? 10. What is the role of astrology in Hinduism? 11. What is the significance of the Ganges River in Hinduism? 12. Which day of the week is traditionally considered the Hindu Sabbath?

13. Where did the term “Hinduism” originate and when?

14. What are some of the major contributions made to Hinduism by such modern thinkers as Ram Mohun Roy or Bal Gangadhar Tilah?

15. What are the most important effects that Gandhi had on modern Hinduism? 16. Why did Gandhi use the tactic of nonviolence against British rule in India?

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Hinduism: The Basics Hinduism is considered the world's oldest living religion. It originated in India approximately 4,000 years ago. Most Hindus live in India, with approximately 83% of Indians belonging to this faith. The Immigration Act of 1965 has increased migration of Hindus to the United States. The USA census of the year 2000 is expected to report 1,000,000 people with Indian ancestry. Hinduism is different from most religions. There is no prophet, no book, no dogma. They use poetic phrases passed down thousands of years to express their philosophy of life. Writings such as the Bhagwad Gita (BUHG un vvhd GEE tah) contain statements such as, "Truth is one, the wise perceive it in many ways". Statements such as this recognize the possible limitations of their viewpoint. They are receptive to the opinion of others. They refuse to condemn society to a single interpretation of reality. Gods & Goddesses Hindus have numerous gods and goddesses; but they are all manifestations of one Supreme Being, Brahmam or the Universal Spirit. Hindus believe that everything is cyclic. The universe has been created, sustained, and destroyed many times. There are three major expressions of Brahman who rule over these manifestations of the universe: 1. Brahman, who created the world 2. Vishnu, who sustains the universe for 432 million human years 3. Shiva, who destroys the universe. This begins the cycle again. Brahman is not generally worshipped by the individual. Vishnu and Shiva are the two main gods of Hinduism that are worshipped by the masses. Vishnu has a kindly nature and is thought to try to insure the welfare of humanity. He descends from heaven to earth in one of his avatars (physical forms) whenever a catastrophe faces the universe or if humanity needs comfort and guidance. While Vishnu is very involved with humanity, Shiva is aloof from people. He is sometimes pictured meditating alone. Shiva has a third eye of higher consciousness or wisdom located in his forehead. He has great power and is beyond the distinctions of good and evil. He can be loving. He saves man y "drinking" (removing) man's sins, hence Shiva's throat is blue. Water is used in all rituals; it is an element of purification. The faithful offer water to the Gods, to the Wise Ones, and to the souls of the departed. To the water itself, is offered milk, as a symbol of fertility and plenty. In India, the river is considered a loving mother dispensing bounty, fertility, and prosperity. The Ganges (GAN jeez) River, the greatest waterway in India is also considered the most sacred. It is called Mother Ganges by millions of Hindus. Each year millions visit it, bathe in it, and take samples home. Those that are ill hope to be cured by the water. If not cured, they at least hope to die in its comforting waters, since it is thought that they will go straight to Paradise. Great Temples exist throughout India; they honor different gods. Hindus go to the Temple to worship as individuals. They do not worship as a congregation nor is there any day set aside for worship. The Temples are spread over acres and are like little towns. In the outer areas one will find tanks for ritualistic bathing, shrines, halls, and bazaars. Artists and sculptors practice their professions and sell their wares. Vendors hawk flowers, sandalwood, and souvenirs. The inner part of the Temple is where the image of the deity is kept. As one prays in this cool, darkened prayer hall; it is believed that the soul unites with the three forms of Brahman. Devout Hindus also start their mornings with personal prayer and religious rituals (puja). The worship can not begin until he visits a stream to touch the purifying waters. Before eating, puja is also performed. Reincarnation & Castes Hindus believe nothing that once existed is ever completely destroyed, it merely undergoes a change in its form. Reincarnation is the rebirth of the soul after death into the body of another. This belief in reincarnation has resulted in a caste system. The castes divide the people into lifelong social positions. They are born into a caste. It is felt that the way one has lived in a previous life dictates into which caste you are born. If you have been a good person you are awarded by being born into a higher caste. The person who has been evil is punished by having to live his life as part of a lower caste. The original castes or orders were based on the different parts of the body of a god, Purusa. o Mouth - priests and teachers called Brahmins o Arms - warriors and rulers, the Ksatriyas o Thigh - farmers and traders, Vaisyas o Feet - menial laborers, the Sudras

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Today these four original divisions have been divided into thousands of different castes. For each caste there are definite rules and regulations that dictate with whom they could marry, with whom they could socialize, and what they could eat. Those that did not belong to any caste were thought to be created from darkness that Brahma discarded when he was creating the universe. These are known as outcasts or untouchables. The government has tried to outlaw the caste system, especially untouchables, but it has been difficult in the small villages. o Brahmins are the privileged or highest caste. Originally they were not permitted to engage in any type of work other than study and religious teachings. Now they can become lawyers, doctors, businessmen, government employees or university professors. Being a member of this caste still retains an esteemed social position. Originally, those from other castes were expected to support and sustain the Brahmins with gifts of food or money. The gifts provided the donator great benefits or merit. Brahmins are expected to be lacto-vegetarians. o Ksatriyas as the warriors and rulers were originally obligated to protect the community. They had to be willing to give their lives to protect the Brahmins and the sacred animals. Since they were warriors they were permitted to kill animals, other than the sacred cow, to eat. o The Vaisyas as farmers and traders were supposed to make money to improve the economic conditions of the country. They were encouraged to give gifts to the Brahmins and money to build Temples. o The Sudras serve the three higher classes with diligence and humbleness. Some of the subdivisions created out of this class are the weavers and the carpenters. o The outcasts or untouchables are not allowed to enter the villages and towns except to do the most menial labor. They are not allowed to own land or to build houses. They live in wretched conditions.

Accessed from (http://www.gng.org/CURRENTS07/teachers/HinduismLessonPlan.pdf)

Hinduism & Food Lacto-Vegetarians Hindus believe that all living things contain a part of the divine spirit. Therefore, all life is sacred. If you take the life of even the smallest creature it is as if you harm part of Brahman. Most pious Hindus, especially Brahmins, are lacto-vegetarians. This means that the only animal foods that they eat are dairy foods. The pious do not eat eggs since they are the beginning of life. As vegetarianism is considered the most desired method of eating, non-vegetarians eat vegetarian meals on auspicious or religious occasions. Avoiding meat is thought to contribute to inner self-improvement and physical well-being. Even some vegetables are considered taboo by Orthodox Hindus who do not eat onion, garlic, turnips, or mushrooms. Meats Eaten: Those that do eat meat, eat it in small amounts with starches such as rice or bread. The main meat consumed by Hindu non-vegetarians is goat while some enjoy lamb or buffalo. Chicken and pork are sometimes avoided since these two animals are scavengers and they are considered unclean. Hindus who live in the area of Bengal (Eastern India) and on the Western coastal area eat fish. Sacred Cow All Hindus avoid eating beef since they venerate the cow. The cows appear to know that they are sacred. It is estimated that 40,000 cows wander the streets of New Delhi being patted by each person they meet. They amble slowly crossing highways or relax in the middle of the road if they feel so inclined. While all animals are considered sacred, the cow has been singled out as particularly sacred because they: o Have given years of faithful service in helping man till the soil and pull the carts. o Provide man with food, milk. o Provide man with fuel, in form of cow dung, to heat his home and cook his food. o In Hindu mythology the cow was created by Brahman on the same day as the Brahmins thus it is an animal venerated above all others. o Symbol of motherhood.

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Foods Effects Hindus believe that there is a connection between foods, moods, fitness and longevity. Foods are divided into three major categories depending upon how they are believed to affect the body. o Sattvic foods are thought to contribute to making a person serene, enlightened, healthy, and long-lived. It is considered very complimentary to say that at a person is sattvic. Sattvic foods include rice, wheat, ghee, most legumes, some other vegetables, milk and milk products (except cheeses made from rennet). Rennet comes from the stomach of animals; to obtain it, the animal would have to be slaughtered. o Rajasic foods are believed to contribute to a person becoming aggressive, greedy, passionate and desiring of power. Warriors were encouraged to eat these foods. Rajasic foods are some meats, eggs, and foods that are very bitter, sour, salty, rich and/or spicy. o Tamasic foods when used for pleasure and in excess can contribute to lust, m alice, confusion, slothfulness, and dullness. These foods are garlic, pickled, preserved, stale, or rotten foods and alcohol or drugs. Indian Medicine The classic system of Indian medicine called Ayurveda (the Code of Life and Longevity) involves the interaction of "humors" in the body and foods. If they are in balance the body will be healthy, out of balance the body will become ill. o Kapha foods like white sugar, millet and buttermilk are thought to be heavy, dense, and mucus-producing. They should be avoided when one suffers from respiratory ailments. o Vata or vayu are the "wind" or gas producing foods such as some legumes. They are thought to be "unpredictable" and should be avoided when the stomach is bloated. o "Hot" or ushna foods include mungo bean, cowpea, ripe eggplant, and papaya. These foods are thought to promote digestion. o "Cool" or seeta foods consist of the "typical" foods eaten by a lactovegetarian; many cereals, like rice, wheat, mung beans, kidney beans, most fruits and vegetables, milk from most animals except goats, butter and ghee. These foods are thought to impart strength and nourishment. Obesity Disapproved Even when one is eating proper foods, moderation is advocated since obesity is not approved. The laws of food consumption dictate that solid food should fill half the stomach, liquid one-fourth, and the remainder should be left empty for smooth digestion. Fasting is practiced by many Hindus on days particular to the god that they worship. There is no "formula" for fasting as in other religions. It can be for one meal, part of the day, or for a few days, or can just involve eating a sparse diet or avoiding a particular food group. Fasting is thought to cleanse the body and uplift the spirit. Sacred Kitchen In the Hindu home the kitchen is considered sacred. Proper reference must be observed when preparing and consuming food. Those who prepare, and those who eat, must purify themselves first by ritual bathing of the entire body. A Brahmin will not accept cooked food from a member of a lower caste, but will accept uncooked food. The shadow of a lower caste person can render the food unfit to eat. There are vast differences between North and South India, not only in culture, language, and climate, but also in cuisine

Accessed from (http://www.gng.org/CURRENTS07/teachers/HinduismLessonPlan.pdf)

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Tenets of Hinduism

1. Read “Basic Beliefs of Hinduism”, and answer one of the following questions. o In what ways is Hinduism similar to other religions you know about? In what ways is it different? o What’s the significance of water in Hinduism? How is water regarded in other religions, either in similar or different ways? o How do Hindus worship? How does worship fit into their everyday lives? 2. Read “Reincarnation and Castes”, and answer two of the following questions. o How does the concept of reincarnation fit in with India’s caste system? o What do you think of the caste system? What would it be like to be an “untouchable”? A Brahmin? o What do you think is happening to the caste system now in India in the wake of modern influences and globalization? 3. Read, “Food in Hinduism” and answer two of the following questions o What’s the role of the cow in Hinduism? o Are there any other religions that hold certain animals in high esteem? o How are Hindus’ diets affected by their faith? o What are some other food restrictions you know of that are based on religion?

o Have you ever changed your diet because of your belief

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Biography: The Story of Buddha About the year 560 B.G.E., a son, Siddhartha Gautama, was born to the ruler of

one of the provinces of northern India. Legend has it that seven wise men from the hills came to visit the ruler, and announced that the new baby was so remarkable that he was certain to become a leader of men. "If he stays with the world," they proclaimed, "he will be king of all of India. But if he rejects the world, he will become a redeemer of mankind."

The king was more interested in seeing his son become king, so he did all in his power to keep the growing boy interested in worldly affairs. "I wore garments of silk and the attendants held a white umbrella over me" (Smith, 1959, p. 91), Gautama later recalled of his childhood. As the boy grew older, his father provided him with three palaces and four thousand dancing girls. A marriage was arranged between Prince Gautama and a neighbouring princess Yasodhara, and the wedded couple were later gifted with a son, Rahula.

In spite of royal commands that Gautama be shielded from all knowledge of suffering, at one point in his young life the prince made a startling discovery. One afternoon, while out riding with one of his servants, the young prince saw a man by the roadside. It was an old man with scraggly teeth and very thin hair who was so bent with age that the was resting on a cane. 'Whatever is the matter with this man?" Gautama asked his servant. The servant had to explain that the man was bent with age and that old age comes to all who live long years.

The next day the prince and his servant went riding again, and this time they beheld a man, wracked with illness, lying by the roadside, convulsing with fever. Again Gautama asked, out of deep concern, about the status of the man, and the servant replied that the man was stricken with sickness which comes to most persons in the course of a lifetime. The prince was greatly dismayed at the suffering he was seeing.

On the third day, the prince and his servant beheld a funeral cart carrying a corpse, and a woman and children walking behind it, crying. The young prince asked, and was told, about death. He was horrified to realize that death is something that comes, sooner or later, to everyone. He spent long hours pondering this third disclosure of suffering.

On the fourth day, Prince Gautama and his servant beheld a monk, dressed in saffron robes, with his head shaven, and with a begging bowl in his hand. There was a look of serenity on the face of the monk, as if he had gone beyond the ways of the world and had come to grips with the problem of suffering. The prince realized that he, too, must renounce the world and somehow find answers to the riddle of life.

Thus, one night, when he was twenty-nine years old, Siddhartha Gautama kissed his sleeping wife and son good-bye and departed for the forest for a life of renunciation and a search for the meaning of life and an answer to suffering. Halfway into the forest, he changed clothing with his servant and sent the servant back to the palace. By himself in the forest, Gautama felt the loneliness of solitude.

The six years in the forest that followed are divided into three periods. First, Gautama studied under Hindu hermits until he had learned all that they could teach. Then he tried asceticism - giving up all worldly pleasures and eating only one bean a day to deep alive. In this second period, Gautama became so thin that he could feel his spine by pressing upon his abdomen, and the dirt accumulated so thickly on his body that it could be scraped off in large hunks. Finally, he became so weak that he could no longer think, and if friends had not come to feed him some warm rice gruel, he surely would have died.

Gautama learned from this self-torture that too much deprivation was as harmful as too much luxury, and the beginning of his doctrine of "The Middle Way" was born. The five friends, who had been fasting with him, were disappointed that Gautama had given up their way of life, but he promised them that if he should ever find the answer to the problem of suffering and to the meaning of life, he would come back to them and share his discoveries.

The third phase of Gautama's life in the forest was raja yoga, deep meditation with special body position that is conducive to thought. At the culmination of this period, on one historic night of nights, Gautama sat down under a tree and vowed he would not rise again until he had found enlightenment. Through hour after hour, he sat in deeper and deeper meditation until - in the early hours of the dawn, as the tree rained down red flowers and earth quivered as in the pangs of childbirth, the seeker knew that at last he had been put in touch with the ultimate meaning of life. For 49 days, he sat in a trance at the foot of the tree, completely in awe of his experience. Then he arose, sought out his friends, and began to communicate the meaning he had found. From that point onward, Gautama was known as the Buddha, the "Enlightened One" and the tree under which he had found enlightenment was called the "Bo" or "Bodhi" tree (the Place of Enlightenment).

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What was the answer the Buddha had found? It is best seen in the actions of the rest of his life, during which for almost five years he traveled from village to village, ministering to each person in the way he needed help. To some, the Buddha became a listener; to others, he became a provider of food and shelter; to some he gathered to himself as a band of disciples who would learn and minister with him. But all was done in a spirit of selfless compassion, and in a life midway between the extremes of luxury and poverty.

In one of his famous sermons to his followers, Buddha summarized his insight into the problem of suffering by delineating the "Four Noble Truths" and the "Eightfold Path." He also preached a way of life which, though based on his knowledge of Hinduism, denounced the caste system, scorned ritual, and ignored metaphysics. That is, the Buddha disclaimed speculation on the nature or essence of God, but bent all energies toward serving the needs of the world. His new philosophy is summed up in the parable of the man with an arrow in his back. The Buddha said that it is of no use to question who shot the arrow or where the shooter was standing but rather to bend all efforts on removing the arrow.

Finally, when the Buddha was more than 80 years old, he was invited to have dinner with a special friend by the name of Cunda. Cunda prepared mushrooms, the Buddha's favourite food. But, unknowingly, he prepared some which were poisonous. Soon the Buddha realized he was dying.

One his deathbed, the Buddha summoned his followers and, determined to ease Cunda's anguish and guilt feelings, declared: "In all my lifetime, two meals stand out supreme: one was the meal that I ate before I sat under the Bo tree, after which I received enlightenment; the other, tonight, at the home of my dear friend, Cunda, after which I shall receive NiNana." So saying, the Buddha breathed his last and passed into the eternal absence of pain, designated as NiNana.

His followers gathered his sayings and sermons into the Tripitaka, or Three Baskets of Wisdom.

Biography of Buddha: Worksheet

1. What four events caused Siddhartha to reject his princely life? Why?

2. Outline the three periods of Gautama's story in the forest. What did Gautama learn from each of these experiences?

3, What does the name “Buddha” mean? Why does this term apply to Siddhartha Gautama? What was Buddha’s answer?

4. Why did Gautama reject Hinduism?

5. How did Buddha die? Expalin the meaning of his final saying.

(Accessed on July 18, 2009 from http://www.markville.ss.yrdsb.edu.on.ca/history/religion/relunit3.html)

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“Buddhism in a Nutshell”

http://www.buddhanet.net/e-learning/buddhism/nshell.htm

Page 5-7 Key Terms Defined

4 Key Questions Answers to 4 Key Questions

The Buddha,

The Dhamma

Is it a Religion?

Ethical System?

Salient Features

Karma

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Page 5-7 Key Terms Defined

4 Key Questions Answers to 4 Key Questions

Rebirth

Dependant Arising

Anatta

Nibbana

Path to Nibbana

Meditations and Reflections

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Sikh Scriptures - Handouts

Sikh Scriptures: Destiny

By thinking, He cannot be reduced to thought, even by thinking hundreds of thousands of times. By remaining silent, inner silence is not obtained, even by remaining lovingly absorbed deep within. The hunger of the hungry is not appeased, even by piling up loads of worldly goods. Hundreds of thousands of clever tricks, but not even one of them will go along with you in the end. So how can you become truthful? And how can the veil of illusion be torn away? O Nanak, it is written that you shall obey the Hukam of His Command, and walk in the Way of His Will. || 1 || By His Command, bodies are created; His Command cannot be described. By His Command, souls come into being; by His Command, glory and greatness are obtained. By His Command, some are high and some are low; by His Written Command, pain and pleasure are obtained. Some, by His Command, are blessed and forgiven; others, by His Command, wander aimlessly forever. Everyone is subject to His Command; no one is beyond His Command. O Nanak, one who understands His Command, does not speak in ego. (http://www.sikhs.org/english/frame.html, page 1)

Sikh Scriptures: Right versus Wrong

Countless meditations, countless loves. Countless worship services, countless austere disciplines. Countless scriptures, and ritual recitations of the Vedas. Countless Yogis, whose minds remain detached from the world. Countless devotees contemplate the Wisdom and Virtues of the Lord. Countless the holy, countless the givers. Countless heroic spiritual warriors, who bear the brunt of the attack in battle (who with their mouths eat steel). Countless silent sages, vibrating the String of His Love. How can Your Creative Potency be described? I cannot even once be a sacrifice to You. Whatever pleases You is the only good done, You, Eternal and Formless One. || 17 || Countless fools, blinded by ignorance. Countless thieves and embezzlers. Countless impose their will by force. Countless cut-throats and ruthless killers. Countless sinners who keep on sinning. Countless liars, wandering lost in their lies. Countless wretches, eating filth as their ration. Countless slanderers, carrying the weight of their stupid mistakes on their heads. Nanak describes the state of the lowly. I cannot even once be a sacrifice to You. Whatever pleases You is the only good done, You, Eternal and Formless One. || 18 || (http://www.sikhs.org/english/frame.html, page 3-4)

Sikh Scriptures: Ultimate Reality

False is the king, false are the subjects; false is the whole world. False is the mansion, false are the skyscrapers; false are those who live in them. False is gold, and false is silver; false are those who wear them. False is the body, false are the clothes; false is incomparable beauty. False is the husband, false is the wife; they mourn and waste away. The false ones love falsehood, and forget their Creator. With whom should I become friends, if all the world shall pass away? False is sweetness, false is honey; through falsehood, boat-loads of men have drowned. Nanak speaks this prayer: without You, Lord, everything is totally false. || 1 ||(http://www.sikhs.org/english/frame.html, page 468)

Sikh Scriptures: What is Salvation

Baygumpura, 'the city without sorrow', is the name of the town. There is no suffering or anxiety there. There are no troubles or taxes on commodities there. There is no fear, blemish or downfall there. || 1 || Now, I have found this most excellent city. There is lasting peace and safety there, O Siblings of Destiny. || 1 || Pause || God's Kingdom is steady, stable and eternal. There is no second or third status; all are equal there. That city is populous and eternally famous. Those who live there are wealthy and contented. || 2 || They stroll about freely, just as they please. They know the Mansion of the Lord's Presence, and no one blocks their way. Says Ravi Daas, the emancipated shoe-maker: whoever is a citizen there, is a friend of mine. || 3 || 2 || (http://www.sikhs.org/english/frame.html, page 345)

Documents

Unit Title: A Religious Experience