Course Overview

World Religions: Beliefs and Daily Life, Grade 11, Open, HRF3O

Course Description

The goal of World Religions is to provide students with knowledge and appreciation of various faiths, and to develop skills that apply to their study. This course introduces students to the range and diversities of world religions, and examines how belief systems affect individual lives, social relationships, and the human condition. Students learn about a variety of religious beliefs, teachings, traditions, and practices. The course also helps students to develop skills used in researching and investigating topics related to world religions.

Course Notes

Students who choose to study World Religions come to it with a wide range of backgrounds, interests, and motivation. The Open course assumes that students have an interest in, but limited knowledge of, various religions. One of the unique attractions of World Religions is that it can draw on the different levels of knowledge and skills that a variety of students bring to a class. The teacher and students must cultivate an atmosphere of tolerance in each classroom. There are many personal values to be explored and the environment of inquiry must be safe. Personal well-being must be part of the teacher’s consideration for the students (Program Planning and Assessment, p. 12) and the teacher must provide all students with a safe and secure environment so that they can participate fully and responsibly in the educational experience (Antidiscrimination Education in OSS, p. 58).

The teacher does not have to be an expert in every religion but should have a willingness to learn about each religion as well as to engage speakers, resources, and experiences from them. When contemporary resources are not numerous or up-to-date, the teacher must be able to develop a collection of several sources, including current events. S/he should have computer skills and Internet literacy to help in the development of the course. The teacher must also be very sensitive to and cognizant of bias detection. Open-mindedness is essential for both the teacher and students.

The units are designed to provide the students with a context for their own values, to explore terms and definitions of religious elements, to study samples of Eastern and Western religions, to choose other variations to spirituality, and to synthesize their inquiry in a culminating task. In each unit the teacher should be able to integrate most of the expectations so s/he can use a model that “introduces, develops, and extends” as the course progresses.

When scoping the overall and specific expectations of the course, the view is that they flow naturally into clusters of Beliefs, Practices and Rituals, and Issues and Ethics in a Global Context. These headings logically illustrate the interplay of belief, the ways to show those beliefs, and the historical and contemporary problems identified with those beliefs and practices. The teacher can identify almost every expectation by using this suggested framework.

· Beliefs	· Origins and Sacred Writings Rites of Passage
· Practices and Rituals	· Calendars and Celebrations
	· Rites of Passage
	· Everyday Practices
· Issues and Ethics in	· An Issue Within Religions and/or Between Religions
A World Context	· A Historical or Ethical Concern

The core of the course offers a common structure from which students can practise inquiry and develop a consistent approach to world religions. By focussing on Beliefs, Practices, and Rituals, and Issues and Ethics in a World Context, students are to make authentic comparisons based on the knowledge and understanding necessary for the Thinking and Inquiry, the Communication, and the Application categories embedded in the Achievement Chart. The introduction addresses values and elements of all religions and the course culminating activity is skill-based. This framework allows students to gather information to make decisions about the dynamics involved in beliefs, behaviours, and values embedded in the course strands of exploring beliefs, daily life, festivals, and milestones. They use a cogent method to examine the effects of world religions on individual lives, social relationships, and the human condition. It provides consistency in the approach to whatever religion is studied in units - Eastern, Western, or Other Approaches to Spirituality: A Comparison.

Each unit has a performance task which focuses on Achievement Chart skills (The Ontario Curriculum, Social Sciences and Humanities, pp. 144-145), involves multiple intelligences, and uses activities that have application to the culminating activity. The expectations are pared down to represent the specific areas of focus for achievement. It is suggested that the teacher use a portfolio strategy with the students and take time in each unit so that key assessments can be gathered in a ‘collect, reflect, select’ model from each unit and activity to assist with Unit 5: A Religious Journey.

Building Blocks to the Culminating Activity

Unit	Performance Task	Assessment
1. Religion in a Global Context	Design a Religion	Thinking/Inquiry Application
2. An Eastern Religion	Conduct an interview about belonging to a religion	Knowledge/Understanding Communication
3. A Western Religion	Write a multi-paragraph essay on what it means to be Jewish	Knowledge/Understanding Communication
4. Other Approaches to Spirituality: A Comparison	Create a Declaration of Tolerance	Thinking/Inquiry Application
5. A Religious Journey	The Storybook of the Religious Journey	Knowledge/Understanding Thinking/Inquiry Application Communication

This course presents several links to other courses the students have taken. The teacher and students can make connections to the multicultural and regional aspects of Canada studied in Grade 9 Geography, or Grade 10 Canada and World Studies, or Civics. The skills of inquiry, literacy, critical thinking, communication, conflict resolution, and problem solving can be referred to, and extended from, previous studies.

Units: Titles and Times

Unit 1	Religion in a Global Context	15 hours
Unit 2	An Eastern Religion	20 hours
* Unit 3	A Western Religion	25 hours
Unit 4	Other Approaches to Spirituality: A Comparison	35 hours
Unit 5	Course Culminating Activity: A Religious Journey	15 hours

* This unit is fully developed in this Course Profile.

Unit Overviews

Unit 1: Religion in a Global Context

Time: 15 hours

Unit Description

In World Religions it is necessary for students to explore their own values and examine how they hold their beliefs. The first unit is designed to give students a sense of the commonalities that exist among religions and to develop an understanding of spirituality on an individual basis. The following expectations have been clustered in a manner to provide students in the open course common themes to examine as an introduction to religion. The unit allows teachers to use suggested examples or adapt for their professional expertise. The unit is organized to incorporate recent statistics, values activities and the inquiry model (create questions, create solutions). The unit culminates in a performance task that allows students to demonstrate their knowledge and skills in a creative fashion.

In the following table, expectations are clustered to investigate common elements, national and global trends, personal values and beliefs and their application. The unit provides students with an approach to examine common themes as an introduction to religion. The teacher can consider the following suggested activities related to the clusters.

· Elements of a Religion introduces students to the theme of religion by:

· discussing key terms such as faith, ethics, beliefs, mortality, spirituality, traditions, ritual, intolerance, philosophy, orthodoxy, orthopraxy, personal values, global values, and afterlife;

· applying skills to develop a glossary of terms;

· encouraging students to read early religious stories and make comparisons.

· Religious Demographics focuses on statistical analysis of regional, national and global religious demographic patterns. Teachers should encourage students to ask questions about the statistics and attempt to draw conclusions (inquiry model). This could involve graphing, addressing current events, or making connections with prior knowledge.

· Investigating Global Values utilizes world values surveys. Encourage students to compare and contrast practices of different communities and ask ethical questions about geopolitical values.

· Investigating Personal Values extends the above topic. Encourage students to examine their own belief systems through personal surveys and questionnaires. Opportunities exist for class discussions on ethical case studies to determine personal beliefs. The teacher is reminded that personal beliefs are not only derived from a religious affiliation but can be articulated in other contexts; such as the United Nations Declaration of Human Rights. The teacher should model the connection between values and belief, e.g., value a safe environment because of a belief in tolerance.

· What People Believe introduces the role of the supernatural and define terminology related to that concept; e.g., monotheism, polytheism, atheism. One suggested activity is to focus on an abstract question; such as, is it possible to draw God or qualities of God?

· How People Demonstrate Beliefs introduces key terms; such as, ritual, prayer, rites of passage, fact, opinion, theory (orthodoxy) and practice (orthopraxy). Examine a case study of an ancient religious ritual. Discuss the difference between popular and religious festivals and their symbols, e.g., Christmas.

· Religious Issues in Practice examines a case study, either current event or past situation. The teacher leads students to demonstrate their inquiry skills by identifying the religion, and asking three questions that would help them gain an understanding of the beliefs and practices in the specific case study.

· The Performance Task suggested is to Design a Religion. Demonstrate an understanding of key elements of religion using a multiple intelligence approach. Encourage students, in groups, to create a religion based on accepted criteria, which results in a presentation. Note: Teachers must restrict any criteria that promotes intolerance, hatred, violence, racism, sexism, ageism, or other anti-social perspectives as mentioned in the course notes and with regards to issues of equity.

Unit Overview Chart

Cluster	Expectations	Assessment	Focus
1	RBV.01, RB2.01, RB2.02, RB2.03, RB2.04, RB3.01, RB3.06, RB4.01, DL1.04, FCV.01, MSV.01, MS1.01, IS1.01	K/U	Elements of Religion: Terms and Qualities
2	RB1.01, DLV.05, DLV.06, DL1.03, DL2.04, DL2.06, DL4.01, ISV.01, ISV.02, ISI.01, ISI.03, ISI.05, ISI.06	T/I; A	Religious Demographics in a National and Global Context
3	RB1.01, RB3.02, RB3.05, DLV.02, DL2.02, DL4.03, ISV.02, DL4.01	K/U; C	Value Systems: Global
4	DLV.05, RBV.03, DLV.03, DL1.04, DL2.01, DL3.05, ISI.02	T/I; C	Value Systems: Personal
5	RB2.01, RB2.02, DLV.03, DLV.04, DL2.05, DL4.02, MSV.03, MS1.03, ISV.01	K/U; A	What People Believe: Creeds
6	RB1.03, RB2.03, RBV.03, RB2.04, RB3.01, RB3.04, DL2.02, DL3.01, DL3.03, FCV.01, FCV.03, FCV.05, FCI.03, FCV.04, MSV.02, MS1.01, ISV.01	K/U	Demonstrating Beliefs: Rituals
7	RB1.03, RB2.02, RB2.03, RB2.04, RB3.04, RB3.06, DLV.04, DLV.05, DL2.02, FCV.04, MSV.02, MS1.03, ISV.01, ISV.03, ISI.01, ISI.06, ISI.07	C; A	Religious Issues in Practice
8	RB2.01, DLV.01, DLV.05, FC1.06, MSV.02, ISV.03		Performance Task: Design a Religion

K/U = Knowledge/Understanding C = Communication

T/I = Thinking/Inquiry A = Application

Unit 2: An Eastern Religion

Time: 20 hours

Unit Description

In the past, the traditional approach to World Religions has focussed on Hinduism or Buddhism as the example of Eastern Religion. However, the new curriculum does not prescribe any one religion as the example. There are several Eastern Religions from which to choose (Hinduism, Buddhism, Taoism, Shintoism, Sikhism, and others). Some might be chosen because they originated earlier in chronological time. Others might be chosen because of interest or the student population taking the course. Choices depend on local resources and opportunities. In the following table, there is a collection of possible expectations. The teacher can choose assessment strategies and activities related to the clusters in order to monitor evidence of the students’ demonstration of knowledge and skills:

· Beliefs:
There are several non-specific terms in any religion. Choose fifteen, put one each on a file card, give one card to a pair of students, have them explain what the term means and its importance to the religion.
Conduct a classroom discussion that develops criteria to help decide the ‘believability’ of the religion. Students can discuss and assess the origins and sacred writings and explain their choices by:

· investigating the known source of the story;

· assessing the relative merit of polytheism or monotheism;

· judging the geopolitical rationale for the religion;

· examining peer or cultural beliefs.

· Practices and Rituals:
Focus on students’ answers to the question, “How would your life change if you practised this religion?” Use a display board, a reflective paper, or an interview explaining a maximum of three ways.

· Issues and Ethics:
Discuss a video to identify key issues connected within the religion or between religions, such as violence and non-violence in Kundun. Apply a problem-solving model to evaluate the resolution of one key issue, for instance, achieving freedom in a secular or a spiritual way.

· Suggested Performance Task:
Explain a belief, a practice, and the way the religion responds to an issue to illustrate your understanding of challenges in that religion. Demonstrate by using an interview, role playing, diary entry, etc.

Unit Overview Chart

Cluster	Expectations	Assessment	Focus/Activity
1	RBV.01, RBV.02, RB1.01, RB1.02, RB1.03, RB2.02, RB2.03, RB2.04, DL1.01, DL2.01, FCV.03, ISV.02, IS1.01	K/U; T/I; C; A	Belief: Origins
2	RBV.04, RB4.01, RB4.02, RB4.03, DL1.01, DL1.02, FC1.02, FC1.06, ISV.02, IS1.03	K/U; T/I	Belief: Sacred Writings
3	RB3.04, RB3.05, FCV.01, FCV.02, FCV.04, FCV.05, FC1.01, FC1.03, FC1.05, FC1.06, MS1.04, IS1.06	K/U; T/I; C	Practices and Rituals: Calendar/Celebrations
4	FC1.04, MSV.02, MS1.01, MS1.02, MS1.03, MS1.04, IS1.01, IS1.06	K/U; T/I; C	Practices and Rituals: Rites of Passage
5	RBV.03, RB3.03, RB3.06, DLV.04, DL3.01, DL3.03, DL3.04, IS1.04, IS1.06	K/U; T/I; C	Practices and Rituals: Everyday Practice
6	RB3.05, DLV.02, DLV.03, DL1.02, DL1.03, DL2.01, DL2.02, DL2.04, DL2.05, ISV.01, IS1.02, IS1.03	K/U; T/I; C; A	Issues Within and Between Religions
7	DLV.05, DL1.04, DL2.03, DL2.06, DL3.05, MS1.04, ISV.03, IS1.07	K/U; T/I; C; A	Issue/Ethical Concern
8	RB4.02, RB4.04, DLV.06, DL3.06, DL4.01, MSV.01, MSV.03, MS1.04, ISV.02	K/U; T/I; C; A	Performance Task: Communicate why you would or would not want to belong to the religion

Unit 3: A Western Religion

Time: 25 hours

Unit Description

Students examine one of the significant religious movements founded in the western world. Judaism, Islam, and Christianity are three Western Religions that originated in the Middle East and could be selected due to the number of their followers, the longevity of the movements, and/or the political, social, and cultural impact they have had on human development. Resource materials and the inherent interests of the student population may determine which example of a Western Religion is chosen for study. Regardless, the teacher is encouraged to include an overview of the origins of all three. This will have the effect of broadening the students’ awareness of other religions for comparison. Other religions can be included in ‘western,’ such as North American Aboriginal religions.

The World Religions, Open course provides a number of important expectations to consider in the examination of how the systems of beliefs, practices, and issues of the selected Western Religion affect individual lives and social relationships over time. In this sample unit, Judaism is chosen for study because of its significant role with regards to spirituality and the human condition. The framework to study Judaism is consistent with the one used to examine the selected Eastern Religion in the previous unit: Beliefs; Practices, and Rituals; and Issues and Ethics in a World Context. The student expectations for the unit should either be introduced, developed, or extended throughout the activities and sub-tasks undertaken.

The unit begins with an exploration of the most important aspects of Jewish belief. It focuses on the origins in the belief of God and Israel as well as the sacred writings related to the study of Torah. After the foundation of Jewish belief is established the students are introduced to the various practices and festivals associated with the Jewish calendar, life cycle, and daily observances. They understand the significance of living a Jewish lifestyle for Jews around the world by considering historical events and current issues. Furthermore, the students learn how the dynamics of relationships among religions can lead to challenges that threaten the very existence of that religion and people.

The teacher selects assessment strategies and activities that will monitor evidence to demonstrate the students’ knowledge and skills. The teacher can consider the following suggested activities related to the clusters:

· Beliefs:

Develop an organizer based on the concept of a covenant. Some possible criteria would include:

· What are the terms of a covenant?

· What is the nature of the relationship with God?

· What are the consequences of breaking the covenant with God?

The organizer should have two columns: the first should be entitled, “The Jewish People”, and will be filled in completely as a teacher-centred activity; the second column should be entitled, “My Religious View”, and will be completed in detail as a student-centred activity.

· Practices and Rituals:

Use research to complete a worksheet about numerous celebrations, rites of passage and daily observances in Judaism. Suggested sub-headings for the worksheet are:

· When does the event happen?

· Why does this event occur?

· What are the symbols and/or foods associated with the event?

This worksheet provides the basis for an analysis to determine which practices the students perceive to be most significant to the Jewish people and their way of life. Here is a list of a dozen possible celebrations, rituals and/or observances that could be used in this activity:

· Rosh Hashanah	· Yom Kippur	· Sukkot
· Simchat Torah	· Hanukkah	· Purim
· Pesah (Passover)	· Berit Milah	· Bar/Bat Mitzvah
· Jewish Wedding	· a Mitzvah	· Shabbat

· Issues:
Discuss at least three video clips that examine an ethical issue connected to the Holocaust (see Resources). Note: Teachers must adhere to board and school policies about the use of films and videos.

The students will be asked to identify what is at issue, ask ‘interview questions’ of the main characters, and, if pertinent, attempt to answer the questions in a role-playing interview.

Note: Teachers must preview the films, explain the context for the issues in the specific clips to the students, and organize the film pauses for the think/pair/share model of note taking.

· The Performance Task

Begin with the researching of the present state of Israel and its importance to the future of Judaism. Secondary and primary resources for this examination include topical articles from current newspapers, journals and magazines, back issues of the same; interviews and in particular the CBC News in Review video and teacher resource series. (See the unit of study for specific citations.)

Using their research on the Middle East the students are asked to write an essay on the topic, “What is involved in being Jewish today.” The students are required to develop an opinion on the present state of Judaism through the consideration of their studies on:

· The nature of the covenant between God and the Jewish people

· Important practices and rituals in Judaism

· Challenges for those who follow the Jewish faith

The evaluation of this essay should be completed using a rubric for an argumentative essay which highlights the use of a thesis statement, development of an opinion throughout the essay, effective writing mechanics, and an effective introduction and conclusion.

Unit Overview Chart

Cluster	Expectations	Assessment	Focus/Activity
1	RB1.02, RB1.03, RB2.02, RBV.02, DLV.O5, IS1.03, RB1.01	K/U; T/I; C; A	Belief: Origin
2	FCV.03, RBV.03, ISV.03, RB3.03, IS1.02, IS1.06, RB3.04, FC1.02, FC1.06, RB3.05, MSV.02, MS1.03, MS1.04	K/U; T/I	Belief: Sacred Writings
3	ISV.01, ISV.03, RB1.03, DLV.02, DLV.05, DL1.04, DL2.02, DL2.03	K/U; T/I; C	Practices: Calendar/ Celebrations
4	RBV.03, RB2.04, RB3.03, RB3.04, RB3.05, RB3.06 DLV.01, DL1.02, DL2.06, FCV.01, FCV.03, MSV.02, MS1.01, MS1.02, MS1.03, MS1.04, ISV.01, ISV.03, IS1.02	K/U; T/I; C	Practices: Rites of Passage
5	RBV.03, RB2.04, RB3.04, RB3.06, DLV.01, DLV.03, DLV.04, DL1.02, DL1.03, DL3.01, DL3.03, DL3.04, DL3.05, DL3.06, ISV.01, ISV.03, IS1.02	K/U; T/I; C	Practices: Everyday Practice
6	RB1.03, RB3.04, DLV.02, DLV.05, DL1.04, DL2.01, DL2.02, DL2.03, DL2.04, DL2.05, DL4.01, ISV.01, ISV.03, IS1.01, IS1.02, IS1.03, IS1.07	K/U; T/I; C; A	Issues: Within and Between Religions
7	ISV.01, ISV.03, RB1.03, DLV.02, DLV.05, DL1.04, DL2.02, DL2.03	K/U; T/I; C; A	Issues: Ethical Concerns
8	RB1.01, IS1.02, IS1.06, MS1.04, DLV.05, DL2.04, DLV.06, ISV.01, RB4.02	K/U; T/I; C; A	Performance Task Suggestion: Essay: “Being Jewish Today”

Unit 4: Other Approaches to Spirituality: A Comparison

Time: 35 hours

Unit Description

The unit provides the opportunity to compare and contrast other religious movements currently found throughout the world. The time allotment for this unit allows for an extended investigation on various facets of the selected religions, such as the original beliefs, sacred writings, observances, rituals and celebrations, and ethical issues and concerns. By addressing more than one religious movement during their inquiry the students can examine each aspect of the framework of study mentioned above in a varied and constructive way. Using comparative analysis to study the selected approaches to spirituality develops and extends many of the analytical skills prescribed for the course.

Moreover, the choice of religions to be studied in this unit is important due to the comparative nature of the inquiry. The intent here is to introduce students to two or three other religions. These choices can be made from one of the other religious movements not selected for examination in preceding units. These religions may have either a long or short history of existence. For example, since the profile suggests Judaism in the third unit, A Western Religion, the teacher may wish to select Christianity or one of its denominations, and/or Islam for examination along with other religious movements, such as Taoism. Through this selection process teachers will be able to address expectations of a comparative nature which are identified for the World Religions course and that have not been emphasized to this point. Furthermore, resource materials and the inherent interests of the student population may determine which religious movements are chosen for study.

In the following table there is a collection of possible expectations for this unit. The teacher can choose assessment strategies and activities that will monitor evidence to demonstrate the students’ knowledge and skills.

· Beliefs:

Create a two-sided title page or poster that identifies the foundation for belief and sacred writings of each religion. By choosing two world religions and placing them on opposite sides of the same piece of paper, the students create a comparative organizer. Teachers evaluate the students work based on the following criteria;

· knowledge of key beliefs and sacred writings;

· evidence of research;

· effective use of colour, symbols and graphics;

· overall impact and creativity.

· Practices and Rituals:

Develop the dialogue between two or three people where each person shares information about their religious daily life, and their celebrations. Students should research at least five practices. This dialogue can take the form of an Internet “chat room,” e-mail correspondence, a scripted interview, comic strip conversation, etc. The students should demonstrate the following in this activity:

· the clear expression of ideas;

· accurate and considerable knowledge about the religions being studied;

· an understanding of the differences in practices, observances and rituals shared between the individuals of different faiths;

· the correct use of the mechanics of writing.

· Issues (Between Religions):
Provide the students with a scenario that depicts two people of different religious faiths who wish to get married. Explain in the scenario that friends and/or family will have a difficult time accepting the interfaith marriage. In pairs ask the students to role-play a speech to the class who act as parents or others who do not support the marriage. In particular as the couple being criticized they must explain in some detail how they are going to make the marriage work. A number of issues need to be addressed, such as:

· continued observances, individual religious practices, or conversion;

· religious tradition of the wedding and ceremony;

· religious education of children;

· the adherence to holidays, especially when they overlap on the calendar;

· daily observances;

· funeral and burial rites;

· other conflicts (which can be brainstormed).

A written component could be included in this assignment. Peer and self-evaluation useful.

· Issues (Ethical Concerns):
The Parliament of World Religions (www.cpwr.org) is the assembly of representatives from the world’s religions and spiritual traditions who meet with the purpose of addressing the critical issues affecting humankind. Students research using the Internet and other resources the issues examined and the dialogue undertaken as a result of the two Parliaments held during the 1990s. After completing this investigation the students prepare a speech to be delivered to the Parliament as a representative from one of the religions studied in this unit. In their speeches, the students should:

· describe three objectives of the Parliament of World’s Religions

· choose an issue or event which the Parliament could discuss

· compare the religions studied in this unit with regards to this issue or event

· evaluate whether these religions could come to an understanding on this topic

Please note that the teacher can extend this activity into a Mock Parliament simulation.

· The suggested Performance Task here is a scenario where the students are asked to develop a “Declaration of Tolerance” between the religions studied in this unit. For example, the students might consider a situation where the religions studied are the predominant religions within a particular country. The scenario would explain that these religious movements are in conflict with one another over a particular issue or event. It would then be stated that for the sake of keeping the country together a “Declaration of Tolerance” be developed and signed by each of the movements. The Declaration could require agreement on five principles: two related to beliefs; two involving religious practices; and one concerning an ethical issue. The teacher may need to work with the students in this open course to assist them in using the comparative analytical skills learned in preceding units as well as during the completion of earlier activities and topics in this unit.

Unit Overview Chart

Cluster	Expectations	Assessment	Focus/Activity
1	RBV.01, RBV.02, RBV.04, RB1.02, RB1.03, RB1.04, RB2.02, RB2.03, RB2.04, DLV.02, DL1.01, DL1.02, DL2.01, FCV.03, MSV.01, MSV.03, MS1.02, ISV.01, IS1.05	K/U; T/I; C; A	Belief: Origin
2	RBV.04, RB4.01, RB4.02, RB4.03, RB4.04, DL1.01, DL1.02, FC1.02, FC1.06, ISV.01, ISI.05	K/U; T/I	Belief: Sacred Writings
3	RB3.01, RB3.04, RB3.05, RB3.06, DL2.02, DL2.05, FCV.01, FCV.02, FCV.04, FCV.05, FC1.01, FC1.02, FC1.03, FC1.05, FC1.06, MS1.04, ISV.03, IS1.05, IS1.07	K/U; T/I; C	Practices: Calendar/ Celebrations
4	RB3.02, DL2.05, FC1.04, MSV.01, MSV.02, MSV.01, MS1.02, MS1.03, MS1.04, ISV.03, IS1.05, IS1.07	K/U; T/I; C	Practices: Rites of Passage
5	RBV.03, RB3.03, RB3.06, DLV.04, DL2.05, DL3.01, DL3.03, DL3.04, ISV.03, IS1.05, IS1.07	K/U; T/I; C	Practices: Everyday Practice
6	RB3.05, RB3.06, DLV.02, DLV.03, DLV.06, DL1.02, DL1.03, DL2.01, DL2.02, DL2.03, DL2.04, DL2.05, ISV.01, ISV.03, IS1.01, IS1.02	K/U; T/I; C; A	Issues: Within and Between Religions
7	DLV.05, DL1.04, DL2.03, DL2.06, DL3.05, DL4.01, DL4.02, DL4.03, FCV.04, MS1.04, ISV.02, ISV.03, IS1.01, IS1.06	K/U; T/I; C; A	Issues: Ethical Concerns
8	RBV.02, RB2.01, RB2.03, RB3.02, RB3.05, RB4.03, DLV.04, DLV.05, DLV.06, DL1.02, DL1.04, DL2.02, DL2.04, DL4.04, MSV.01, MSV.03, ISV.03, IS1.01	K/U; T/I; C; A	Performance Task Suggestion: Scenario and Assignment: Declaration of Tolerance

Unit 5: Course Culminating Activity: A Religious Journey

Time: 15 hours

Unit Description

The culminating task of World Religions focuses on presenting a storybook on the religious journey of a fictional or real character. The unit allows students to compare and synthesize key concepts and themes creatively. Models of storybooks are required to give students creative and concrete ideas. Knowledge and skills from other units can be applied to the culminating activity. Students choose a quest or path for their “wanderer,” focus on specific encounters the wanderer may face, such as meeting a spiritual leader, experiencing spiritual moments (epiphany), searching for a place of worship or observing religious practices. The goal is for the student to have the character demonstrate his/her awareness of several religions in the world and to demonstrate the skills of the achievement chart in the analysis of the “storybook”. For example the character could be Marco Polo recounting his experiences as he travelled to China and presenting his insights into religion and spirituality.

The teacher is reminded that the portfolio as an assessment strategy throughout the course will facilitate the “collect, reflect, select” model for this culminating task. The coded expectations for this unit may vary as a result of students’ particular story focus. The flexibility of the task allows students to make their own comparisons and evaluations in the World Religions course. There are several ways to demonstrate the students’ skills such as, reading, writing, research, dramatizations, use of visuals, sequential patterning, and the use of word processing and graphics. All four categories of the Achievement Chart are included in the four-stage process of Conference, Outline, Draft and Final Product.

Plans for the course culminating activity must begin the process in the latter half of the course. The intention of the project is to build upon skills over a period-of-time. Students are expected to make reference to specific elements of religion studied during the course. It is highly recommended that the teacher use a well-designed rubric that clearly lays out the requirements of the assignment.

In the following table, there is a collection of possible expectations. These expectations are clustered in a skills based context.

· Initial Conference: focus on key aspects, such as the search or journey that the wanderer will undertake, possible past assignments that could be incorporated into the project, common features of different religions, and issues/concerns that need to be addressed.

· The Outline: develop a story outline and complete a gap analysis chart for research.

· The Draft: write the story. It is at this stage that the teacher can assess literacy skills.

· The Final Product: present the storybook. The culminating activity is an authentic assessment, which involves real life publishing considerations and should be evaluated appropriately for its overall communication techniques.

Unit Overview Chart

Cluster	Expectations	Assessment	Focus/Activity
1	MSV.01, DLV.05, IS1.01	C; T/I	Conference: Initial Plans
2	RB1.02, RB1.03, RB3.04, DL3.03, DL3.04, FCV.02, MSV.01, MSV.02, MS1.01, IS1.02, IS1.03, IS1.05	K/U; T/I	The Outline
3	RBV.02, RB1.04, RB2.02, RB3.02, DLV.04, DL4.02, MSV.01, MSV.03, ISV.02, ISI.06	C; K/U; T/I	The Draft
4	DL4.02, ISV.03, IS1.06	A; C	Final Product

Teaching/Learning Strategies

This Open course provides students with opportunities to explore, analyse and reflect on the philosophy behind world religions through diverse learning opportunities. It allows students to acquire knowledge, to gain experiences that appeal to their interests and abilities, and to prepare them for active and rewarding participation in society. Critical thinking skills such as the inquiry model, analysing primary and secondary sources, mind mapping, brainstorming, conflict resolution and understanding philosophical foundations are a focus of the course. It is of paramount importance in World Religions to examine issues of bias, prejudice and misconceptions related to value systems and personal beliefs.

Students are given multiple opportunities to develop their skills in communication through presentations, role-playing, case study analysis, response journals, writing in role and editorializing. Cooperative group learning is another important active learning strategy. Activities are designed to develop skills and concepts through a range of student learning styles. In addition, the teacher should highlight current global religious struggles and ethical concerns for students to examine.

There are several situations to provide authentic tasks. The teacher can promote career education opportunities. These may include involving speakers who can comment on religion as the context for their career choices or co-op experiences with a religious framework, for example, working with clergy, interfaith projects, and non-governmental organization initiatives. The teacher should consider student learning styles and offer flexibility and variety of assessments in the open course.

Social Sciences and Humanities have their own particular ways in which language is used to express concepts. In order to help all students, but especially ESL/ELD students, teaching and learning strategies should follow formative attention to the following aspects of language in written and oral forms:

· Specialized vocabulary words, phrases and clausal structures that indicate:

· Sequence/chronology

· Cause/effect relationships

· Comparison and contrast

· Statements of opinion, interpretation and inference

· Statements of belief, intent, necessity, persuasion, evaluation, definition

· Explanation of reason

· Formation of questions using inquiry thinking, both oral and written

· Literacy and numeracy skills, including statistical analysis

· Active listening skills

· Activities such as reading/listening tasks (case study/video viewing) need a specific and concrete product expected of students

· Completion of graphic organizers

· Note-taking, summarizing

· Non-verbal communication skills, of particular importance to presentation tasks

· Opportunities for cooperative education

All learners benefit greatly if teachers use models or organizers for oral and written tasks. Teachers must use achievement charts and learning skills when applying assessment strategies. While planning, a teacher must consider a balance of the four categories used in the Achievement Chart, The Ontario Curriculum Grades 11 and 12 Social Sciences and Humanities, 2000 (pp. 144-145). For ideas on creating interesting and unique opportunities for students, please refer to resources such as Integrating Curricula with Multiple Intelligences (R. Fogarty, Skylight, 1995)

Assessment & Evaluation of Student Achievement

Quality assessment is a major component of secondary school reform. Assessment, evaluation, and reporting are explained in The Ontario Curriculum, Grades 9 to 12, Program Planning and Assessment, 2000 (pp. 13-16). The teacher is expected to ensure that the eleven characteristics of quality assessment are used, which address validity, variety, and accountability (see PPA, p. 13). As part of assessment, the teacher gathers information from a variety of sources and provides students with formative assessment and corrective feedback to improve their learning. Evaluation refers to the process of judging the quality of the work based on established criteria and assigned in the form of a percentage grade. Student achievement must be communicated formally to students and parents on strengths, areas of improvement, and next steps. The achievement of curriculum expectations and the development of learning skills are two separate items. To the extent possible, the evaluation of learning skills should not be considered in the determination of percentage grades. Seventy percent of the grade must be based on evaluations made throughout the course and should reflect the most consistent and more recent evidence of achievement.

Thirty percent must be based on a final evaluation in the form of an examination, performance, essay, and/or other method of evaluation suitable to the whole course and administered towards the end of the course. This open course profile suggests using unit performance tasks that lead to and prepare for the course culminating activity in Unit 5: The Religious Journey.

There are several elements to quality assessment. By using the diagram the teacher can identify those parts that are essential to making a strong assessment program from the “roots.” Accountability drives the “trunk.” Assessment strategies form the “canopy.” The teacher must become aware of quality assessment and practice strategies that improve learning for students. The teacher must include diagnostic, formative, and summative assessments in a balanced way, and provide models for skills through organizers and exemplars. The course profile provides several suggested activities to guide the teacher through balanced quality assessment.

The Achievement Chart is found in The Ontario Curriculum, Grades 11 and 12, Social Sciences and Humanities, 2000 (pp. 144-145). When planning the open course and assessments, the teacher should review the required curriculum expectations and link them to the four categories to which they relate, namely, Knowledge/Understanding, Thinking/Inquiry, Communication, and Application. These categories encompass the curriculum expectations and the strands. The descriptions at Level 3 represent the provincial standard for student achievement. However, students must be provided with numerous and varied opportunities to demonstrate the full extent of their achievement of the curriculum expectations across all four levels. The teacher will have to develop accountable record keeping to reflect the Achievement Chart.

Accommodation

Every effort is made to assist all students in achieving success in the World Religions: Belief and Daily Life Open course. To this end the course is organized with the basic understanding of the concept of accommodations as outlined in the Ontario Secondary Schools: Grades 9 to 12: Programs and Diploma Requirements, 1999. This document states that in the area of special education, specialized supports and services will be provided to enable exceptional students to achieve the learning expectations. Teachers are reminded that modifications to learning expectations are not considered part of the accommodations provision (OSS, p. 79). Consequently, in the World Religions open course, specific accommodations are recommended for each activity without modifying the expectations outlined for the course in The Ontario Curriculum, Grades 11 and 12: Social Sciences and the Humanities document.

Individual Education Plans for special needs students provide teachers with specific learning strategies that work best with individual students (IEP, p. 11).

Teachers are encouraged to work with the Special Education teacher to review students’ IEPs (Individual Education Plans) to decide the best strategies to assist them in meeting the tasks and to provide teachers with some guidance towards helping students achieve in this course.

Each individual exceptional student’s program will require appropriate alterations based on the assessment and suggestions included in the IEP. Indeed, many of the activities and performance tasks suggested for the World Religions course have been developed to provide flexibility for addressing the requirements of students with special needs. For example, there are many enrichment opportunities for exceptional students who may want to explore the issues, personalities, history, literature, religious art forms, artefacts, and symbols in greater depth or from different perspectives. In fact, motivated students could benefit from reading historical fiction, which uses stories as the instrument to explain and to examine important issues within various religious contexts.

For ESL/ELD students, the proficiency levels outlined in The Ontario Curriculum, Grades 9 and 10, English As a Second Language and English Literacy Development, provide teachers and school administrators with a guide to accommodating these learners in the regular classroom. When planning accommodations in this Open course for ESL students, teachers should recognize and reflect all aspects of language development. Students who arrive with little or no previous schooling need extra support to acquire basic literacy skills and academic concepts. In addition to ESL/ELD support, first language assistance may also be provided, where resources are available, by teachers, trained and supervised tutors, or volunteers. In such situations, skills and knowledge acquired through the first language can be transferred into English and can promote the acquisition of English.

Resources

Note Concerning Permissions

Units in this profile make reference to the use of specific texts, magazines, films, and videos. Before reproducing materials for student use from books and magazines, teachers need to ensure that their board has a Cancopy licence and that resources they wish to use are covered by this licence. Before screening videos for their students, teachers need to ensure that their board/school has obtained the appropriate public performance videocassette licence from an authorized distributor (e.g., Audio Cine Films Inc.). Teachers are also reminded that much of the material on the Internet is protected by copyright. That copyright is usually owned by the person or organization that created the work. Reproduction of any work or a substantial part of any work on the Internet is not allowed without the permission of the owner.

Print

Beck, M, P. Tatz, et. al. Exploring Religions. Melbourne: Oxford University Press, 1997.
ISBN 0-19-553689-4

Breuilly, E, et. al. Religions of the World. New York: Facts on File, 1997.

Brodd, J. World Religions: A Voyage of Discovery. Winona, Minn.: St. Mary’s Press, 1998.
ISBN 0-88489-370-7

Campbell, J. Primitive Mythology: The Masks of God. Toronto: Penguin, 1987. ISBN 0-14-00.4304-7

Canada and the World, Backgrounder. “Religion.” Dec. 1999.

Dicks, S., P. Mennill, and D. Santor. The Many Faces of Religion. Toronto: Ginn, 1973.

Evans, A, R. Maynes, and L. Martinello. What Man Believes. Toronto: McGraw Hill, 1973.
ISBN 0-07-077440-4

Fogarty, R. and J. Stoehr. Integrating Curricula with Multiple Intelligences. Arlington: Skylight, 1995.

Gilligan, C. In a Different Voice. Cambridge: Harvard University Press, 1982. ISBN 0-674-44544-9

Loewenthal, K. The Psychology of Religion. Oxford: One World, 2000.

Ministry of Education. The Ontario Curriculum, Grades 11 and 12: Social Sciences and Humanities, 2000.

Ministry of Education. The Ontario Curriculum, Grades 9 to 12: Program Planning and Assessment, 2000.

Morton, T. Cooperative Learning in Social Studies. San Juan Capistrano: Kagan Cooperative Publishing, 1996. ISBN 1-879097-32-X

Nevitte, N. The Decline of Deference. Peterborough: Broadview Press, 1996. ISBN 1-55111-031-8

Oxtoby, W., ed. World Religions. Toronto: Oxford University Press, 1996. ISBN 0-19-540751-2

Rankin, J. Ethics and Religion. London: Longman, 1997. ISBN 0-582-03307-1

Reed, K. Aboriginal Peoples: Building for the Future, ed. D. Quinlan. Toronto: Oxford University Press, 1999. ISBN 0-19-541280-X

Sproule, W. People in Perspective. Scarborough: Prentice-Hall, 1979.

Trott, S. The Holy Man. New York: Riverhead Books, 1995.

Whiting, R. and S. Tornes. Religions for Today, 3rd ed. London: 1991. ISBN 0-7487-0586-4

Websites

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

Canadian Social Trends – http://www.statcan.ca/english/articles/pop-a.htm

Council for the Parliament of World Religions – http://www.cpwr.org

World Religion Resources – www.refdesk.com

Videos

Anne Frank Remembered. Sony Picture Classic, 1996, 122 min.

The Hiding Place. World Wide Pictures, Inc. 1975, 150 min.

Kundun. Touchstone Pictures, 1997, 135 min.

Life is Beautiful. Alliance Vivafilm, 1999, 118 min.

Sophie’s Choice. Universal Pictures, 1982, 150 min.

OSS Considerations

This course profile is an Open course as described in Ontario Secondary Schools, Grades 9 to 12: Program and Diploma Requirements, 1999 (p. 18). Open courses broaden knowledge and skills but may not be directly related to post-secondary goals. Expectations for accommodations and modifications of regular programs for students with special education needs are summarized in sections 5:4 (p. 22), 7:11 and 7:12 (pp. 56-58). Concerns for Anti-Discrimination, and Extra-Curricular programs are addressed in sections 7:13 (p. 58) and 7:15 (p. 60). This course could be taken as one of 12 optional credits, or as one of the additional compulsory credits listed in section 3:1 (pp. 8-9).

This course profile is designed to assist teachers with implementing the expectations described in The Ontario Curriculum, Grades 11 and 12: Social Sciences and Humanities, 2000 ( pp. 133-145).

The other document that is invaluable for describing the open course and assisting with assessment is The Ontario Curriculum, Grades 9 to 12: Program Planning and Assessment, 2000.

World Religions: Beliefs and Daily Life, Grade 11, Open

Coded Expectations, World Religions: Beliefs and Daily Life, Grade 11, Open, HRF3O

Exploring Religious Beliefs

Overall Expectations

RBV.01 · identify the origins of various religions;

RBV.02 · explain the nature of several significant beliefs from each of the religions studied;

RBV.03 · relate the practices and rituals of religions to the lives of individuals;

RBV.04 · explain the difference between sacred writings and oral teachings, providing specific examples from various religions.

Specific Expectations

Origins of Religion

RB1.01 – describe, for one or more religious traditions, the historical and geopolitical stage on which the specific religion emerged;

RB1.02 – identify major figures from the history of various religions, and be able to explain the contributions these figures made to their religion;

RB1.03 – recount in their own words some significant episodes from the history of each of the religions studied;

RB1.04 – compare and contrast the origins, development, and roles of the founders or reformers of several religions.

Significant Beliefs

RB2.01 – define the terms belief, faith, tradition, and ritual, and be able to relate these to the religions studied;

RB2.02 – demonstrate an understanding of the perceived nature and role of the supernatural in various religions;

RB2.03 – identify sacred beliefs from a variety of religions and explain any commonalities (e.g., flood narratives, creation stories);

RB2.04 – describe some of the symbols of the various religions, and explain how and when they are used.

Practices and Rituals

RB3.01 – explain the difference among ritual, habit, and custom, using examples of all three from various religions;

RB3.02 – compare and contrast the rituals and practices of various religions (e.g., holy days, dietary laws);

RB3.03 – describe the role and significance of fasts and feasts in several religious traditions;

RB3.04 – relate religious practices and rituals to specific historical incidents;

RB3.05 – critically examine the roles assigned to women by different religious traditions;

RB3.06 – demonstrate an understanding of the connections between symbols and practices in specific religions (e.g., in Catholicism, the Rosary; in Zoroastrianism, the symbolism of the Sudreh and Kusti as it relates to the Avesta; in Judaism, the mezuzah; in Native spirituality, the eagle feather).

Sacred Writings and Oral Teachings

RB4.01 – explain the difference between sacred writings and oral teachings;

RB4.02 – identify and interpret the significance of specific passages from sacred writings or oral teachings from various religions;

RB4.03 – describe the importance of sacred writings and oral teachings in the various religions studied;

RB4.04 – compare and contrast the portrayals of women in the sacred texts of different religions.

Religion and Daily Life

Overall Expectations

DLV.01 · demonstrate an understanding of religions whose beliefs and practices accommodate a range of commitment, from strict observance to liberal compromise;

DLV.02 · explain the impact of prejudices associated with, and misconceptions about, various religions, beliefs, and traditions;

DLV.03 · explain how religious beliefs, or a lack of them, can affect the ways in which individuals relate to others and address issues in daily life in Canada;

DLV.04 · analyse the role of practices and rituals in the daily lives of believers from various religious traditions;

DLV.05 · apply critical-thinking and problem-solving skills to personal situations, work situations, and social issues as they relate to the religious traditions or principles of various groups;

DLV.06 · analyse two or more of the global effects of religion.

Specific Expectations

Spectrum of Beliefs

DL1.01 – demonstrate an understanding of the terms orthopraxy/orthodoxy, conservative, liberal, secularizing, reformist, fundamentalist, reconstructionist, and normative in the context of various religions;

DL1.02 – identify specific differences in interpretation of belief within religious communities (e.g., in Christianity, the filioque clause);

DL1.03 – explain how variations in practice can cause divisions within a religion or religious community (e.g., the Taliban of Afghanistan);

DL1.04 – analyse the influence of concepts of morality and ethics in various religious traditions.

Beliefs, Prejudices, and Misconceptions

DL2.01 – describe how misconceptions can influence people’s views of various religions, beliefs, and practices;

DL2.02 – demonstrate an understanding of the concepts of prejudice, bias, and discrimination, and identify examples associated with various religions, beliefs, and practices;

DL2.03 – explain the effect of prejudice and discrimination on relationships between persons of different faiths, and apply problem-solving strategies to case studies of interreligious conflict;

DL2.04 – identify some areas in which relationships between people of different beliefs, traditions, and practices can create conflict (e.g., Aboriginal peoples’ response to the encroachment of development on sacred sites);

DL2.05 – explain the difference between secularism and fundamentalism, and discuss the effect of both on relationships between persons of various faiths;

DL2.06 – analyse the concerns of women regarding their evolving roles in various religious institutions, traditions, and practices.

Practices and Rituals

DL3.01 – demonstrate an understanding of meditation, prayer, fasting, and pilgrimage in various religious traditions;

DL3.02 – define mysticism, using examples from various traditions;

DL3.03 – categorize daily rituals employed by various religions (e.g., regular prayer, fasting);

DL3.04 – describe the main features of the places of worship of several distinct religions, demonstrating knowledge that might be gained by visiting a mosque, synagogue, temple, church, or meeting-house;

DL3.05 – analyse the difficulties that individuals who follow particular religious practices in regard to dress, diet, or behaviour may encounter living in Canadian society (e.g., wearing hejab, blood transfusions);

DL3.06 – describe how religious movements (e.g., Reform Judaism) or events (e.g., Second Vatican Council) have led to changes in religious practice over the centuries.

Global Effects

DL4.01 – demonstrate an understanding of the global dissemination of various religions;

DL4.02 – explain the concepts of ecumenism and interfaith dialogue;

DL4.03 – investigate the origins of the Parliament of World Religions and analyse the implications of its recent published statements;

DL4.04 – explain the concepts of “church” and “state” and investigate specific examples of societies in which these institutions are blended or distinct.

Exploring Festivals, Celebrations, and Memorializations

Overall Expectations

FCV.01 · evaluate the importance of celebration and memorialization in human experience;

FCV.02 · describe the major festivals and commemorations of various religions;

FCV.03 · demonstrate an understanding of the origins of common celebrations and commemorations;

FCV.04 · analyse the effects of various religious celebrations on contemporary Canadian society;

FCV.05 · differentiate between popular and religious symbolism associated with festivals and celebrations derived from various religions.

Specific Expectations

FC1.01 – identify and describe the observances associated with the major festivals, commemorations, and celebrations of various religions (e.g., the Tuvan y “fire feast”);

FC1.02 – demonstrate an understanding of the terminology associated with celebration, commemoration, and festivals in various religions (e.g., the K’uraka among the Yatiris of Bolivia);

FC1.03 – demonstrate an understanding of the importance of calendars and other cyclical calculations (e.g., jubilees) in the observance of various religions;

FC1.04 – evaluate the similarities and differences between civil and religious observances and celebrations (e.g., oath of citizenship, marriage vows, pilgrimage, visit to Parliament Hill, Canada Day, Remembrance Day, New Year’s);

FC1.05 – analyse the diverse origins of symbols associated with specific civil and religious festivals, celebrations, and commemorations (e.g., flags, Advent wreath, menorah, Kara, Kusti, lotus, fireworks, sweetgrass, military displays);

FC1.06 – demonstrate the skills and knowledge necessary to relate symbols, scriptures, and works of art, music, or literature to festivals, celebrations, and commemorations.

Exploring the Milestones of Life

Overall Expectations

MSV.01 · demonstrate an understanding of common features of individual human development across several cultures and historical eras;

MSV.02 · demonstrate an awareness of the rites of passage of the religions studied;

MSV.03 · demonstrate the skills and knowledge necessary to correlate rituals and beliefs, in regard to various religions.

Specific Expectations

MS1.01 – identify the main stages of individual human development as perceived in various cultures and religious traditions (e.g., birth, rites of passage, marriage, death, afterlife);

MS1.02 – identify the origin of various rites of passage and demonstrate an understanding of the symbols, art, and literature associated with each;

MS1.03 – describe the connection between systems of belief and the celebrations associated with various rites of passage (e.g., circumcision, baptism, moksha, bar- and bat-mitzvah, bhakti, caste, Confirmation, ashrama, Pillars of Islam, Kesh, Sacred Thread Ceremony, vision quest);

MS1.04 – analyse the reasons why such observances may have changed over time, or in various places.

Research and Inquiry Skills

Overall Expectations

ISV.01 · distinguish between fact and opinion, belief and religion, and theory and practice in the context of the study of religion;

ISV.02 · demonstrate the knowledge and skills necessary to use a variety of research methodologies in the study of religion;

ISV.03 · effectively communicate the results of individual or group research.

Specific Expectations

IS1.01 – formulate appropriate research questions relating to the beliefs or practices of various religions;

IS1.02 – employ appropriate methods to research such questions in independent and collaborative studies;

IS1.03 – use primary and secondary sources appropriately in conducting research;

IS1.04 – employ appropriate interviewing skills in conducting an in-depth interview with an individual who has dedicated his or her life to a specific religion or belief system;

IS1.05 – effectively use the Internet or other electronic data-recovery systems as a tool in researching various topics in the study of religion;

IS1.06 – effectively communicate the results of their research, using a variety of forms and methods (e.g., written reports or essays, oral presentations, group presentations);

IS1.07 – prepare and deliver assignments, using various appropriate technological means.

Unit 3 | Course Profiles Main Menu

Acknowledgments

Course Description

Course Notes

Building Blocks to the Culminating Activity

Units: Titles and Times

Unit Overviews

Unit 1: Religion in a Global Context

Unit 2: An Eastern Religion

Unit 3: A Western Religion

Unit Description

Unit 4: Other Approaches to Spirituality: A Comparison

Unit Description

Unit 5: Course Culminating Activity: A Religious Journey

Teaching/Learning Strategies

Assessment & Evaluation of Student Achievement

Accommodation

Resources

Print

Websites

Videos

OSS Considerations

Exploring Religious Beliefs

Overall Expectations

Specific Expectations

Religion and Daily Life

Overall Expectations

Specific Expectations

Exploring Festivals, Celebrations, and Memorializations

Overall Expectations

Specific Expectations

Exploring the Milestones of Life

Overall Expectations

Specific Expectations

Research and Inquiry Skills

Overall Expectations

Specific Expectations