Course Overview

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

Course Description

World Religions introduces students to the various expressions and responses to humanity’s encounter with mystery in our quest for life’s meaning. The course explores the life wisdom found in the responses of the major faith traditions to the compelling questions concerning the spiritual dimension of human experience, self-understanding, and the role of the individual within the family. In the Family Life Education strand, students explore a variety of topics related to the themes of personhood, family relationships, and sexuality.

Its purpose is to familiarize students with the language of religious discourse and to develop their awareness of the place and function of religion in human culture. This exploration can lead students to a more authentic adherence to their religious tradition and a deeper commitment to the Catholic faith. It can help to break down prejudices and misconceptions about other religious traditions and, at the same time, strengthen and affirm the students’ own search for answers to life’s meaning.

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

How This Course Supports the Ontario Catholic School Graduate Expectations

A fundamental premise of this course is that students are becoming discerning believers who are being formed in the Catholic faith tradition, intent on participating in the transformation of society. Understanding that students operate from, and yearn to deepen, their spirituality; this course encourages students to articulate Catholic beliefs, and to continue to journey as reflective, creative thinkers. By raising important questions about their faith and the faith traditions of other religions in the world, this course leads students to a deeper understanding of their relationship with God and with neighbour. The students are called to be caring family members and responsible citizens who respect and understand the history, cultural heritage, and pluralism of today’s contemporary society.

Course Notes

The Religious Education Grade 11 University/College World Religions: Beliefs, Issues and Religious Traditions course provides the foundation for ecumenical and interfaith dialogue and supposes a basic understanding of the Catholic faith tradition. The goal of the program is to further develop theological literacy around five strands from the Institute for Catholic Education’s Ontario Catholic Secondary Curriculum Policy Document: Scripture, Profession of Faith, Christian Moral Development, Prayer and Sacramentality, and Family Life as they relate to the world’s religions. The course emphasizes the encounter of the Catholic tradition with divine Mystery and with the faith traditions of Aboriginal Spiritualities, Judaism, Islam, Hinduism, Buddhism, Sikhism, and the phenomenon of secularism, cults, and sects in the modern world. The course offers students an opportunity to reflect on the historical encounters between the Catholic Tradition and other religions of the world. The aim is to enable students to break down prejudice toward other religions and to deepen their understanding and faithfulness to the teachings of the Church concerning spiritual and moral life.

This World Religions course profile mandated for Catholic secondary schools will meet the required expectations of The Ontario Curriculum Grades 11 and 12, Social Sciences and Humanities, as well as those presented in The Ontario Catholic Secondary Curriculum Document for Religious Education from the Institute for Catholic Education. Thus, this course will meet the requirements for the HRT 3M credit in Social Science and, at the same time, fulfill the expectations of the Church in its desire that Catholic students develop an objective and respectful understanding of non-Christian religions from the perspective of the Catholic tradition. To that end, student learning will include the Church’s teachings on ecumenism and interfaith dialogue, together with an historical overview of the Church’s relationship with various religions, particularly Judaism and Islam. Through our encounters with other religions of the world, we seek to discern the truth that shines in them as we grow in the understanding of our own encounter with Jesus.

The culminating activity for the course is intended to be a symposium on World Religions. Students offer this presentation either to the class, to the school, and/or to the parent community. Students complete information items as outlined in the culminating activity of each unit and store them in either their personal portfolios or a class portfolio. This information is used in the final activity of the course to construct kiosks for each of the religions studied. These kiosks are used to teach others about world religions in a one-day or evening symposium. Teachers modify this culminating activity to fit the time available within their particular school communities. They may restrict this symposium to their class or other classes. The scale of the symposium depends on logistical constraints at the time of presentation. The teacher may choose to offer the symposium at the end of Unit 5 to avoid the time pressures at the end of the course and to provide experiences for student exploration of issues raised in the final unit.

In today’s technological environment, individuals must make moral and ethical decisions that seek to use technology constructively and in the service of humanity. The teacher will take every opportunity possible to encourage the use of Internet, CD-ROM, video, tape-recorded media and television, in the collection and dissemination of information. It is important that teachers instruct students in the appropriate, moral use of the Internet and that they ensure that board/school policies concerning the use of the Internet are upheld. The teachers should familiarize themselves with section 3.2, “Role of Technology” in Religious Education: Ontario Catholic Secondary Curriculum Policy Document

Reflecting on one’s life can affect positive growth. Students are required to keep a reflection journal and to use it frequently to respond to new learning. This journal not only traces reactions to encounters with the world religions but also is a place to store reactions to various learning activities. Teachers are encouraged to supplement the suggested reflections in the activities with considerations of the Ontario Catholic Graduate Expectation being considered in that lesson. Only one Ontario Catholic Graduate Expectation is being suggested for each activity, even though others may be applicable. It is hoped that having only one expectation can focus the class on a more thorough examination of that expectation.

Prayer and celebration are central to any Religious Education course. Each class offers its own opportunity for prayer. Students are required to lead prayer regularly and to plan and participate in liturgical celebrations. Since the focus of this course is the World’s Religions, liturgies take on a particular role in exploring the rituals and prayer practices of the various religions that are covered in the course and their relationship to the prayer life of Catholic Christians.

Teachers need to be attentive to, and respectful of the individual life experiences of each of their students. The student population of any given school community includes individuals from different socio-economic, political, cultural, and religious backgrounds, each bearing their own biases, and value systems. By the very nature of this course, students will be encouraged to look at these experiences, biases, and values with a critical eye, but in the process should not feel diminished or chastised for the views that they and their families hold to be true.

Teachers should be aware that the teaching of World Religions in Catholic schools is a response to the Vatican II Document, Declaration on the Relation of the Church to Non-Christian Religions (Nostra Aetate) which states: “the church examines with great care the relation which she has to non-Christian religions. Ever aware of the duty to foster unity and charity among individuals, and even among nations, she reflects at the outset on what (human persons) have in common and what tends to promote fellowship among them.” (Article 1)

In the development of this profile, the study of the world’s religions is approached from an historical perspective. The course begins with an examination of the human search for meaning as a human response to mystery and its expression in Aboriginal peoples. Students will identify and use the various tools employed in the study of World Religions. In the units that follow, students will explore the response to mystery expressed through the major religions of the world. Units are arranged in order of each religion’s historical encounter with the Catholic Church. The authors wish also to stress their belief that respect for the integrity and autonomy of each person, or group of persons, is first and foremost expressed in an examination of their faith from the perspective of the believer. Only after a respectful presentation of each faith tradition are students provided the opportunity to explore the relationship of that faith with the Catholic tradition. The titles for each unit are meant to reflect each faith tradition’s response to the mystery of a divine presents in their lives. Thus Aboriginal Spirituality is presented as a response to the mystery in creation; Judaism as a faith community that listens to the word of God and responds with obedience; Islam as those who surrender to the Divine; and Christianity as a tradition that believes in Jesus the Christ as Saviour and Lord. In the study of Eastern Religions, Hinduism is presented as the search for unity with Brahman, Buddhism as the search for enlightenment; and Sikhism as discipleship to the gurus in the search for unity with the Creator. The final unit is based on our encounter with modernity and its challenges to religious faith.

At the same time as we honour other religious traditions and what they offer, we enrich the examination of our own faith tradition. The human response to mystery is universal and we see elements of this in our own faith tradition as we encounter the faith traditions of others. We listen to the Word of God found in sacred scripture to find truth and meaning for the mysteries of our time; we surrender to the infinite, unfathomable mystery of the Divine, we believe in Jesus the Christ as the one sent by God for the salvation of the world, and we seek wisdom, inner reality and truth to guide us on that way. As we encounter others and their distinct worldviews, belief systems and values, we grow in our own understanding of the meaning of existence in and with our God.

The study of world religions is rich with content and can be difficult to complete in one course. Teachers should cover in depth the units on Judaism, Christianity, Islam and how they express Divine Mystery in different ways. Although not always desirable, it is possible to explore the remaining religions through an independent research project if necessary. Furthermore, note that this profile presumes ideal conditions that rarely exist in the real classroom. Departments and teachers should adapt this profile to their circumstances while honouring the central call to meet the expectations laid down by the Institute for Catholic Education and the Ministry of Education.

Units: Titles and Time

Unit 1	We Encounter Mystery	15 hours
Unit 2	We Listen	20 hours
* Unit 3	We Surrender	20 hours
Unit 4	We Believe	20 hours
Unit 5	We Search	20 hours
Unit 6	We Continue in Faith	15 hours

* This unit is fully developed in this Course Profile.

Unit Overview Chart

Cluster	Expectations	Assessment	Focus
Unit 1: We Encounter Mystery 1. Who Are We?	CGE 1a, 1g, 1h, 1i, 2e, 3f, 4a 7e, 7f, 5h, (ICE), PFV.02, PS2.01, PF3.04, (ME), HEV.01, RB2.01, SSV.02, HEV.02, HE4.03, HE1.02, HE1.03, SS1.08, IS1.01	Thinking/ Inquiry	An introduction to religious belief as the human response to an encounter with Mystery, and our inevitable quest for meaning.
2. Tools for Studying Religion	(ICE), CMV.01, SC2.05, PSV.01. PS1.01, PS1.02, (ME), RBV.03, RBV.04, RB1.01, RB2.04, RB2.05, SS1.05, HE3.03, RB2.06, ISV.06. IS1.02, IS2.02	Knowledge/ Understanding	Continued analysis of the rationale for studying world religions as well as the application of tools for studying world religions including study resources, a cursory geographic and historical overview of world religions as well as an analytic model for exploring religions.
3. Aboriginal Spirituality	(ICE), PFV.03, PF1.01, PSV.04, PS1.03, (ME), RB2.03, RB2.08, RB2.09, RB3.01, RB3.02, RB3.03, SSV.01, SSV.02, SS1.01, SS1.06, HEV.02, HE3.01, HE3.02, ISV.03	Knowledge/ Understanding Thinking/ Inquiry	An overview of Aboriginal Spirituality as a response to mystery. This includes a summary of different tribes beliefs about the sacred, sacred stories and rituals, values and beliefs. There is an exploration of Aboriginal-Christian relations.

Unit 2 Overview Chart

Cluster	Expectations	Assessment	Focus
Unit 2: We Listen 4. “Hear O Israel” – Revelation and the Jewish Story	CGE 1a, 1c, 1e, 1f, 1j, 5a, 7e, 7f, 7g, (ICE), SC1.01, PFV.03, PFV.05, PFV.06, CMV.07, PF1.03, PF2.02, PF2.05, PF3.01, PF3.05, CM1.01, CM1.06, CM1.08, CM2.01, CM3.01, CM3.05, CM3.07, (ME), RBV.01, RBV.03, RB1.01, RB1.02, RB1.03, RB1.05, RB2.02, SSV.01, HEV.03, HE2.01, HEV.01, HE3.02, ISV.06	Knowledge/ Understanding	An introduction to the Jewish story of God’s intervention in their history with an emphasis on the struggle for survival.
5. Judaism Today Practice And Worship	(ICE), PFV.08, PSV.02, PSV.06, PSV.07, FLV.06, FL1.07, FL1.07, PF2.06, PS1.04, PS1.04, PS2.03, PS2.04, SSV.03, SS1.07 (ME), RBV.04, RB1.04, RB2.03, RB2.04, RB2.05, RB3.01, RB3.02, RB3.03, SSV.02, FLV.05, FLV.11, FL1.06, SS1.05, SS1.06, HE1.01, HE1.03, HE4.01, ISV.06	Knowledge/ Understanding Thinking/ Inquiry	The Jewish people’s practice of their faith in worship and in family life.
6. Jewish-Christian Relations	(ICE), (ME), HEV.02, HE2.02, HE2.03, ISV.06	Thinking/ Inquiry, Communication	Contemporary Jewish-Christian relationships and the struggle for harmony set in the context of centuries of Jewish persecution.
7. “In your hearing...” Revelation and the Church 30-500	(ICE), SCV.01, SCV.02, SCV.04, SCV.05, SC1.02, SC1.03, SC1.04, SC2.01, SC2.02, SC2.03, SC2.04, SC3.01, SC3.02, SC3.03, SC3.04, PFV.04, PF1.05, PF2.02, PF2.04, PF3.02, PF3.03, PF3.05, PF3.06, CMV.08, CM2.05, (ME), RBV.01, RBV.02, RBV.03, RB1.02, RB1.03, RB1.05, RB2.02, RB2.06, RB2.07, RB2.08, RB2.09, RB2.10, HEV.03, HE2.01, HE3.01, HE3.02, ISV.06, IS1.06	Knowledge/ Understanding Thinking/ Inquiry Communication	The Jewish people find meaning out of revelation. The emergence of the Christian Church as a participant in the same struggle to find meaning.

Unit 3 Overview Chart

	Cluster		Expectations		Assessment		Focus
Unit 3: We Surrender 8. The Story of Islam		CGE 1g, 1i, 2c, 3f, 4g, 6c, 6e, 7a, 7f, (ICE), SC1.05, PFV.06, PF1.03, PF2.05, PF3.05, CM1.01, CM3.01, CM3.07, (ME), RBV.01, RBV.02, RBV.03, RB1.01, RB1.02, RB1.03, RB2.02, RB2.06, RB2.07, RB2.08, SSV.01, HEV.03, HE2.01, HE3.01, HE3.02		Knowledge/ Understanding Communication		Introduction to the story of Islam as an endeavour to attain peace through surrender. Students explore history of Islam including the life of the prophet Muhammad, and other significant historical Muslim figures.
9. Islam Today		(ICE), SC3.04, CMV.02, CMV.08, CMV.10, CM1.02, CM2.02, CM2.05, CM2.07, CM2.08, CM3.02, CM3.07, PSV.02, PSV.03, PSV.10, PSV.11, PS2.03, PS2.05, PS1.07, (ME), RBV.04, RB1.05, RB2.03, RB2.04, RB3.01, RB3.03, SSV.02, SS1.05, SS1.06, HE1.01, HE4.01		Knowledge/ Understanding Thinking/ Inquiry Communication Application		An introduction to Islam’s contemporary expression, its beliefs, practices, ritual, symbols, sacred writings, sacred spaces, art and artefacts; A focus on Muslim moral principles.
10. Islam and The Church 500-1000		(ICE), PFV.04, PFV.05, PF2.02, PF2.04, PF3.01, PF3.02, PF3.05, PF3.06, PSV.08, PS1.05, PS2.05, (ME), RB1.05, SSV.01, HEV.02, HEV.03, HE2.02, HE2.03, ISV.04, ISV.05, ISV.06, IS1.03, IS1.04, IS1.05, IS2.02		Knowledge/ Understanding Thinking/ Inquiry Communication Application		An analysis of Muslim- Christian relationships and interfaith dialogue. Early Christianity’s surrender to the mystery with an emphasis on the Monastic tradition and the Muslim tradition of Sufism.

Unit 4 Overview Chart

Cluster	Expectations	Assessment	Focus
Unit 4: We Believe 11. The Story of Christianity	CGE 1a, 1b, 1f, 1h, 1i, 1j, 3f, 5e, 7f, 7g, (ICE), PFV.04, PFV.05, PF1.05, PF2.04, PF3.05, PFV.06, CMV.10, CM2.07, CM3.07, (ME), RBV.01, RB1.02, RB1.03, RB1.05, RB2.06, RB2.07, SSV.01, HEV.03, HE2.01, HE2.01, HE3.01, HE3.02, ISV.06	Thinking/ Inquiry	The story of Christianity continues from 1000 until 1600. The causes, events and consequences of the Great Schism and the Reformation are traced.
12. Protestant and Orthodox Churches Today	(ICE), SCV.04, SCV.05, PFV.03, PFV.06, PF1.03, PF2.02, PF2.05, PF3.01, PF3.02, PF3.03, CMV.08, CM1.06, CM2.05, CM3.05, PSV.09, PS1.06, (ME), RBV.02, RBV.03, RB1.04, RB2.02, RB2.04, RB2.05, RB2.08, RB2.09, RB2.10, SSV.02, SS1.05, SS1.06, HE1.01, HE1.03, HE2.02, HE2.03, HE4.01, ISV.06	Knowledge/ Understanding Thinking/ Inquiry Communication Application	The contemporary characteristics of Orthodox and Protestant denominations are explored.
13. Sacramentality	(ICE), PSV.02, PSV.03, PS2.03, (ME), RBV.04, RB3.01, RB3.02, RB3.03, ISV.02	Knowledge/ Understanding Application	An examination of how the principle of Sacramentality has shaped the Roman Catholic Church.

Unit 5 Overview Chart

Cluster	Expectations	Assessment	Focus
Unit 5: We Search 14. Hinduism	CGE1a, 1f, 1h, 1i, 3f, 5e, 6d, 7e, 7f, 7g, (ICE), SCV.03, SCV.04, SCV.05, SC1.06, SC3.01, PFV.03, PFV.05, PFV.07, PF1.04, PF2.03, PF2.05, PF3.01, PF3.05, CMV.09, CM1.07, CM2.06, CM2.07, CM2.08, CM3.06, CM3.07, PSV.12, PS1.08, PS1.09, FLV.02, FLV.07, FL1.05, FL1.10, FL3.04, (ME), RBV.01, RBV.02, RBV.03, RBV.04, RB1.02, RB1.03, RB1.04, RB1.05, RB2.02, RB2.03, RB2.04, RB2.05, RB2.06, RB2.07, RB2.08, RB2.09, RB2.10, RB3.01, RB3.02, RB3.03, SSV.01, SSV.02, SS1.05, SS1.06, HEV.03, HE3.01, HE3.02, HE4.01	Knowledge/ Understanding Thinking/Inquiry	An introduction to the religions of the East; An exploration of the various paths of salvation found in Hinduism (worship, knowledge, prayer and action).
15 Buddhism	(ICE), SCV.03, SC1.07, PFV.03, PFV.05, PFV.07, PF1.04, PF2.03, PF2.05, PF3.01, PF3.05, CMV.09, CM1.07, CM2.06, CM2.07, CM3.06, CM3.07, PSV.13, PS1.09, (ME), RBV.01, RBV.02, RBV.03, RBV.04, RB1.02, RB1.03, RB1.04, RB1.05, RB2.02, RB2.03, RB2.04, RB2.05, RB2.06, RB2.07, RB2.08, RB2.09, RB2.10, RB3.01, RB3.02, RB3.03, SSV.02, SS1.05, HEV.03, HE3.01, HE3.02, HE4.01	Knowledge/ Understanding Thinking/Inquiry Application	An examination of Buddhism using the “Three Jewels” of Buddhism - The Buddha; the Dharma (teaching) and the Sangha (the community) - as a framework.
16. Sikhism	(ICE), SCV.03, SCV.04, SC1.06, PFV.07, PF1.04, PF2.03, PF2.05, PF3.01, PF3.05, CMV.09, CM1.07, CM2.06, CM3.06, CM3.07, PSV.14, PS2.06, (ME), RBV.01, RBV.02, RBV.03, RBV.04, RB1.02, RB1.03, RB1.04, RB2.02, RB2.03, RB2.05, RB2.06, RB2.07, RB2.09, RB3.01, RB3.02, RB3.03, HEV.03, HEV.03, HE4.01, ISV.01, IS2.01, IS2.05.	Knowledge/ Understanding Thinking/Inquiry Communication	An independent study of Sikhism applying the analytic model of religion studied earlier in the course.
17. Christian West meets Religions of the East	(ICE), PFV.04, PF1.05, PF2.04, PF3.05, PF3.06, CMV.10, CM3.07, (ME), HEV.03, HE2.02, HE2.03, HE3.01, HE3.02, HE4.01, IS2.03	Knowledge/ Understanding Application	An outline of Church history from 1600 to 1900 with a particular concentration on the challenges of evangelization and the points of connection between Christian and Eastern religions.
18. Prayer and Spirituality	(ICE), PSV.02, PSV.15, PSV.16, PS3.01, PS3.02, PS3.03, (ME), SSV.02, SS1.05	Application/ Making Connections	A prayer experience, and a reflection upon the place of prayer in our studies.

Unit 6 Overview Chart

Cluster	Expectations	Assessment	Focus
Unit 6: We Continue in Faith 19. The Church 1900- to the present	CGE 1a, 1j, 3f, 4a, 4g, 5e, 7d, 7f, 7g, (ICE), PFV.04, PFV.05, PF1.05, PF2.04, PF3.05, PF3.06, (ME), RBV.01, RB1.02, SSV.01, HEV.03, HE3.01	Knowledge/ Understanding Thinking/ Inquiry	Introduction to contemporary challenges faced by individuals and groups in the continued quest for meaning.
20. Secularism	(ICE), PFV.01, PF1.02, PF2.01, PF3.01, PF3.07, CMV.03, CMV.04, CMV.06, CMV.11, CM1.03, CM1.05, CM2.03, CM3.03, CM3.08, PSV.05, PS2.02, PS3.04, FLV.06, FLV.08, FLV.09, FLV.10, FL1.11, FL1.12, FL2.01, FL3.06, FL3.07, (ME), RBV.02, RB2.04, SS1.02, SS1.03, SS1.04, HE2.02, HE3.01, HE4.01, HE4.02, HE4.03, HE4.04	Knowledge/ Understanding Thinking/ Inquiry	An analysis of secularism in the quest for meaning. The critical challenges to belief are explored. The role of the media is examined.
21. Sects and Cults	(ICE), SC1.08, PF3.01, CMV.05, CM1.04, CM2.04, CM3.04, FLV.01, FLV.03, FLV.04, FL1.01, FL1.02, FL1.03, FL1.04, FL3.01, FL3.02, FL3.05, (ME), RB2.01, RB2.04, HEV.04, HE2.02, HR2.04, HE3.01, IS2.04	Knowledge/ Understanding Thinking/ Inquiry Application	An analysis of sects and cults in the quest for meaning.

Teaching/Learning Strategies

Instructional Strategies

Brainstorming - group generation of initial ideas expressed without criticism or analysis

Carousel - expert groups or individuals prepare and deliver a carousel or presentation on specific topic for students who circulate from station to station in the carousel

Case Study - investigation of real and simulated problems/scenarios

Class cultural celebration - students plan a celebration with food, dance, costume, etc specific to the various religious traditions and their religious festivals

Concept attainment - from a set of examples students are to determine the concept being illustrated

Conference - student-to-student and student to teacher discussion

Debate - formal group discussions with planned presentations

Essay - research using written text, Internet, visual and auditory media resulting in a written response in appropriate essay form

Guest and Student Speakers - use of guest speakers from other faiths and students from other denominations or faiths who share their stories and worldviews

Independent Study - students explore and research a topic of interest

Jigsaw - specialized group learning followed by home group sharing

Journal - individual reflections recorded in a journal

Kiosk - visual and oral presentations gathered into a display that summarizes selected learning in a cluster

Media Analysis - critique of media resources to support new learning e.g., newspapers, music video

Media Presentation - use of computer lab, videotapes, audiotapes, newspapers, etc. to create and deliver presentation

Mind Map - a graphic method of presenting information using a central image, subsidiary concepts radiating outward, accompanied by symbols and texts

Portfolio - student work collected over the duration of the course and held in a folder

Prayer Service - prepare and participate in celebrations with prayer

Role Play/Drama - visual expressions of ideas expressed through movement, word, and song, without criticism or analysis

Simulation Games - games that encourage reflection and interpretation of events/situations

Socratic presentation - teacher presentation of information using questioning and class discussion

Story-telling - presenting ideas through the art of story telling and reflective discussion

Story Writing/Telling - students create stories and tell them orally to younger students either in their own secondary school or in neighbouring elementary school

Survey/Interview - collection of data

Symposium - students organize a set of presentations featuring different world religions. These will include the kiosks developed in each unit

Taking a Stand - students move in the classroom to a place symbolic of a stance

Think/Pair/Share - students reflect on concept, then share with a partner, then students share the partner’s reflections with larger group

Assessment & Evaluation of Student Achievement

A variety of tools are used to assess and evaluate student performance in the four categories of Knowledge/Understanding, Thinking/Inquiry, Communication and Application. It is recommended that all teachers have at their disposal a copy of Program Planning and Assessment; The Ontario Curriculum Grades 9 to 12 and a copy of Ontario Catholic Secondary Curriculum Policy Document for Religious Education, 2000.

Assessment, evaluation and reporting should be based on the Achievement Levels outlined on pp. 144-145 of The Ontario Curriculum Grades 11 and 12: Social Sciences and Humanities. The design of the summative evaluation should, where possible, provide students with the opportunity to demonstrate learning in the four categories of achievement: Knowledge/Skills, Thinking/Inquiry, Communication, Application.

Seventy per cent of the grade will be based on evaluations conducted throughout the course. This portion of the grade should reflect the student’s most consistent level of achievement throughout the course, although special consideration should be given to more recent evidence of achievement.

Thirty per cent of the grade is based on a final evaluation in the form of an examination, performance, essay, and/or other method of evaluation suitable to the course content and administered toward the end of the course (Program, Planning and Assessment: The Ontario Curriculum Grades 9 to 12, p.15). In this course it is suggested that a symposium be a culminating performance task. Suggestions for variations on this symposium are made in the course notes above.

Tools for Assessment

Personal Communication

· journals/conferencing logs

· self-assessment

· student-teacher conference

Tests

· unit tests (Knowledge)

· quiz

· final examination

Observation

· formal/informal

Performance Assessment

· debate	· simulation
· liturgy planning process	· kiosks
· presentation	· essay
· portfolio	· dramatic presentation
· graphic organizer	· project

Accommodations

The teacher will consult individual student IEPs for specific directions on accommodation for individuals. Integration into the regular classroom is a primary consideration in the placement of exceptional pupils. Accommodation suggestions for each activity have been provided within the units where deemed, appropriate. Where applicable, consideration must also be given to address cultural diversity and specifically, ESL students. The following are a list of strategies suggested within the document to assist exceptional students both gifted and challenged.

· To be inclusive of students from faith traditions other than Catholicism, encourage them to share the traditions and prayers of their faith with the class.

· Students choose from a variety of response methods: oral, written, pictorial, dramatic, musical.

· Make use of a variety of teaching strategies to address various ability levels and learning styles.

· Students’ roles within groups should be assigned based on their strengths.

· Pair students of different ability level as study buddies or for discussion activities.

· Some students may be directed to research with a chosen set of resources that are appropriate to their level of reading and comprehension. The teacher librarian is an excellent resource for accommodation material.

· ESL students or students who experience reading difficulties may benefit if written material is read to them rather then having to read it themselves.

· Where ever possible, tangible symbols should be used to assist visual learners to grasp abstract concepts.

· To accommodate experiential learners, incorporate the use of guest speakers who share their own faith experiences or visit faith centres/places of worship.

· Notes may be photocopied for students who experience difficulty making comprehensive, legible notes.

· As an option to the regular class assignment, gifted students could be given an independent research project using the Internet or CD-ROM programs to gather information.

· Students who have difficulty with grammar and spelling should use a computer/word processor with spell and grammar check, to keep a daily journal or complete written assignments.

· Students who have difficulty presenting could be encouraged to respond through tape-recorded or videotaped messages.

· Reduce the quantity of work while retaining the demand for quality, for students who are unable to complete assignments, e.g., assign only the even number question.

· Design rubrics that allow all students to succeed while challenging gifted students to excel at their highest potential.

· Provide students with below grade reading ability with a copy of the Good News Bible instead of the New Revised Standard Version Bible.

· For functional life skills children, incorporate the use of children’s books/colouring books

· about the different world religions and their practices.

Students, who assess at a level 1 as outlined in the guidelines provided in Religious Education: Ontario Catholic Secondary Curriculum Policy Document, will need special accommodations to insure a successful completion of this course. Programs for students, who are working at level 4, will require accommodation through enrichment to ensure that they are reaching their full potential.

Teachers using this course profile are expected to be acquainted with students’ Individual Educational Plan (IEP) and the unique learning characteristics of their individual students and to make the necessary accommodations.

Resources

(T = Teacher Resource, K = Key Text, S = Student Resource)

Foundational Texts

New Revised Standard Version Bible. Toronto: Oxford University Press, 1991.
ISBN: 0195283805 (T, S, K)

Brodd, Jeffrey. World Religions: A Voyage of Discovery. Winona, Minnesota: St. Mary’s Press, 1998.
ISBN: 088489486X (T, S, K)

Trafford, Larry. World Religions: People and Faith. Don Mills, ON: Maxwell Macmillan Canada Inc., 1994. ISBN: 0029542049 (T, S, K)

Ontario Conference of Catholic Bishops. AIDS: A Catholic Educational Approach to HIV, 2nd ed. Toronto: The Institute for Catholic Education, 1999. (T, S, K)

Reaching Out: Readings in Family Life Education. Toronto: Prentice Hall Ginn. 1997. (T, S, K)

Austin Flannery, ed. Vatican Council II: The Conciliar & Post Conciliar Documents, 2nd ed. Northport, NY: Costello Publishing Co., 1996. ISBN: 0918344395 (T, K)

Other Books

Religions on File. Facts on File: New York, NY: 1990, pp. 5.16-5.21, 5:37. ISBN 081602240. (T, S)

Bishop’s Conference of England and Wales. Committee for Other Faiths Leaflets. The Westminster Interfaith Programme, Heythrop College, Kensington Square, London, W8 5HN. (T, S)

Canadian Conference of Catholic Bishops. Catechism of the Catholic Church. Ottawa: CCCB Publications Service, 1994. (T)

Clemmons, Nancy. Exploring the Religions of Our World. Notre Dame, IN: Ave Maria Press, 1999, ISBN: 0877936749 (T, S)

Crim, Keith, et al. The Perennial Dictionary of World Religions. Toronto: Harper& Row, 1989
ISBN 0075486679 (T)

Fisher, Mary Pat. Living Religions, 2nd ed. Prentice Hall, Englewood Cliffs, NJ, 1994.
ISBN 0-13-044785-4 (T, S)

Koch, Carl. The Catholic Church: Journey, Wisdom and Mission. Winona, MN: Saint Mary’s Press. 1994 (S, T)

Monestero. Re. John, Sacred Journeys: Understanding the World’s Great Religions. Dubuque, IO, Brown Publishing Co., 1992. ISBN 0-697-02875-5. (T, S)

Muhitch, Tony and McKenna, Paul. A Resource Guide for World Religions Educators. Aurora, ON: YCDSB, 1999. (T)

Pastva, Loretta. Great Religions of the World. Winona, Minnesota: St. Mary’s Press. 1986 (T, S)

Pontifical Council for Inter-religious Dialogue. Journeying Together. Libreria Editrice Vatican, Citta del Vaticano. ISBN 8820928205 (T)

Smart, Ninian. The World’s Religions (Revised). New York: Cambridge University Press, 1998.
ISBN 0521637481 (T)

Wood, Chris, ed. Religions For Today Series. Oxford University Press. (S)

Human Resources

Canadian Catholic Organization for Development and Peace www.devp.org

One Family of Faith World Religions Centre (888) 411-7537 or (519) 822-4150

Scarborough Foreign Missions: (416) 261-7135

World Interfaith Education Association (WIFEA) (416) 926-1348

Video

Biography: Constantine: The Christian Emperor (see www.aande.com)

Christianity: The First Thousand Years (see www.aande.com)

Christianity: The Second Thousand Years (see www.aande.com)

Holy Land, Holy People – OECTA Publications Department (1-800-268-7230)

Islam: The Faith and the People – McIntyre Media Series, Mississauga, Ontario, 1999.

World of Faith Series – 1999 Channel 4 (see www.itf.ca)

Computer Software

Catechism of the Catholic Church. CD-ROM NCCB

The Catholic Church: Exploring Our Tradition. Maranatha Multimedia

Concordance. CD-ROM Liguori Faithware

Documents of Vatican II. Catholic Software

Encyclopaedia of Catholic History on CD-ROM. Our Sunday Visitor

On Common Ground, CD-ROM Columbia University Press (www.columbia.edu/cu/cup)

Welcome to the Catholic Church on CD-ROM. Harmony Media

Internet

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

Disclaimer: Internet sites created by particular religions need to be assessed on a regular basis by the teacher prior to use with students to ensure the tone and content of the site is in keeping with Catholic teaching on ecumenical and interfaith dialogue. Some sites that are appropriate for use in Catholic schools are linked to other sites that contain prejudicial language and are inappropriate for students studying World Religions.

Belief.net – http://beliefnet.com

Bible Gateway - http://bible.gospelcom.net/

Birdie’s World Religion Page - http://www.ajbird.demon.co.uk/

The Catechism of the Catholic Church: - http://www.christusrex.org/www1/CDHN/ccc.html

Canadian Conference of Catholic Bishops - www.cccb.ca

Catholic Information Centre on Line - http://www.catholic.net

Catholic Religious Education Consultants of Ontario - www.creco.org

Catholics And World Religions - http://www.silk.net/RelEd/religions.htm

Christian Pulpit (Audio version of the NRSV – Requires “Real Audio” - http://talkingbible.com/

Documents of the Second Vatican Council - http://www.christusrex.org/www1/CDHN/v1.html

Ecumenism and Interreligious Dialogue - http://www.camaldoli.com/english.c/dialogue.htm

Encyclicals and Other Papal Documents: - http://listserv.american.edu/catholic/church/papal/papal.html

Festivals.com - http://www.festivals.com/~finder/

Gifted Resources Home Page - http://www.eskimo.com/~user/kids.html

The Ontario Conference of Catholic Bishops - http://www.occb.on.ca/

Ontario Consultants on Religious Tolerance: - http://www.religioustolerance.org/

Religious Education Exchange Service - http://re-xs.ucsm.ac.uk/

Religious Movements Homepage - http://cti.itc.virginia.edu/~jkh8x/soc257/

Roman Catholic Church Resources: - http://home.golden.net/~wts/index2.html

Sacra Pagina - http://www.members.home.net/seanstokes/

Shap Calendar of Religious Festivals - http://www.namss.org.uk/fests.htm

The Vatican - http://www.vatican.va/

Virtual Religion Index - http://religion.rutgers.edu/vri/index.html

World Religion Course - http://www3.sympatico.ca/mcb.wayskinner/World.htm

OSS Considerations

Institute for Catholic Education. Ontario Catholic Secondary Curriculum Document for Religious Education. Toronto: Institute for Catholic Education, 1999.

Ontario Ministry of Education, Social Sciences and Humanities: The Ontario Curriculum Grades 11 and 12. Toronto: Queen’s Printer, 2000

Ontario Ministry of Education. Choices into Action: Guidance and Career Education Program policy for Ontario Elementary and Secondary Schools. Toronto: Queen’s Printer, 1999.

Ontario Ministry of Education. Cooperative Education: A Resource Guide. Toronto: Queen’s Printer, 1980.

Ontario Ministry of Education Engendering Equity: Transforming Curriculum. Toronto: Queen’s Printer, 1995.

Ontario Ministry of Education Handbook for Teachers of Students With Learning Disabilities. Toronto: Queen’s Printer, 1980.

Ontario Ministry of Education Media Literacy Resource Guide. Toronto: Queen’s Printer, 1989.

Ontario Ministry of Education. The Ontario Curriculum for Grades 9 and 10: Program Planning and Assessment. Toronto: Queen’s Printer, 1999.

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

Religious Beliefs

Overall Expectations

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

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

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

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

Specific Expectations

Historical Background

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

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

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

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

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

Systems of Belief

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

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

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

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

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

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

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

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

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

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

Practices, Rituals, Symbols, and Festivals

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

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

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

Social Structures

Overall Expectations

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

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

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

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

Specific Expectations

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

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

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

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

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

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

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

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

Religion and the Human Experience

Overall Expectations

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

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

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

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

Specific Expectations

Place and Function of Religion in Human Experience

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

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

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

Prejudices and Misconceptions

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

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

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

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

Significant Figures

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

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

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

Present and Future Roles of Religion

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

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

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

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

Research and Inquiry Skills

Overall Expectations

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

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

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

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

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

ISV.06 · demonstrate effective collaborative group skills.

Specific Expectations

Using Research and Inquiry Skills

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

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

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

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

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

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

Communicating Results

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

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

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

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

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

Ontario Catholic School Graduate Expectations

The graduate is expected to be:

A Discerning Believer Formed in the Catholic Faith Community who

CGE1a -illustrates a basic understanding of the saving story of our Christian faith;

CGE1b -participates in the sacramental life of the church and demonstrates an understanding of the centrality of the Eucharist to our Catholic story;

CGE1c -actively reflects on God’s Word as communicated through the Hebrew and Christian scriptures;

CGE1d -develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity and the common good;

CGE1e -speaks the language of life... “recognizing that life is an unearned gift and that a person entrusted with life does not own it but that one is called to protect and cherish it.” (Witnesses to Faith)

CGE1f -seeks intimacy with God and celebrates communion with God, others and creation through prayer and worship;

CGE1g -understands that one’s purpose or call in life comes from God and strives to discern and live out this call throughout life’s journey;

CGE1h -respects the faith traditions, world religions and the life-journeys of all people of good will;

CGE1i -integrates faith with life;

CGE1j -recognizes that “sin, human weakness, conflict and forgiveness are part of the human journey” and that the cross, the ultimate sign of forgiveness is at the heart of redemption. (Witnesses to Faith)

An Effective Communicator who

CGE2a -listens actively and critically to understand and learn in light of gospel values;

CGE2b -reads, understands and uses written materials effectively;

CGE2c -presents information and ideas clearly and honestly and with sensitivity to others;

CGE2d -writes and speaks fluently one or both of Canada’s official languages;

CGE2e -uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology and information systems to enhance the quality of life.

A Reflective and Creative Thinker who

CGE3a -recognizes there is more grace in our world than sin and that hope is essential in facing all challenges;

CGE3b -creates, adapts, evaluates new ideas in light of the common good;

CGE3c -thinks reflectively and creatively to evaluate situations and solve problems;

CGE3d -makes decisions in light of gospel values with an informed moral conscience;

CGE3e -adopts a holistic approach to life by integrating learning from various subject areas and experience;

CGE3f -examines, evaluates and applies knowledge of interdependent systems (physical, political, ethical, socio-economic and ecological) for the development of a just and compassionate society.

A Self-Directed, Responsible, Life Long Learner who

CGE4a -demonstrates a confident and positive sense of self and respect for the dignity and welfare of others;

CGE4b -demonstrates flexibility and adaptability;

CGE4c -takes initiative and demonstrates Christian leadership;

CGE4d -responds to, manages and constructively influences change in a discerning manner;

CGE4e -sets appropriate goals and priorities in school, work and personal life;

CGE4f -applies effective communication, decision-making, problem-solving, time and resource management skills;

CGE4g -examines and reflects on one’s personal values, abilities and aspirations influencing life’s choices and opportunities;

CGE4h -participates in leisure and fitness activities for a balanced and healthy lifestyle.

A Collaborative Contributor who

CGE5a -works effectively as an interdependent team member;

CGE5b -thinks critically about the meaning and purpose of work;

CGE5c -develops one’s God-given potential and makes a meaningful contribution to society;

CGE5d -finds meaning, dignity, fulfillment and vocation in work, which contributes to the common good;

CGE5e -respects the rights, responsibilities and contributions of self and others;

CGE5f -exercises Christian leadership in the achievement of individual and group goals;

CGE5g -achieves excellence, originality, and integrity in one’s own work and supports these qualities in the work of others;

CGE5h -applies skills for employability, self-employment and entrepreneurship relative to Christian vocation.

A Caring Family Member who

CGE6a -relates to family members in a loving, compassionate and respectful manner;

CGE6b -recognizes human intimacy and sexuality as God given gifts, to be used as the creator intended;

CGE6c -values and honours the important role of the family in society;

CGE6d -values and nurtures opportunities for family prayer;

CGE6e -ministers to the family, school, parish, and wider community through service.

A Responsible Citizen who

CGE7a -acts morally and legally as a person formed in Catholic traditions;

CGE7b -accepts accountability for one’s own actions;

CGE7c -seeks and grants forgiveness;

CGE7d -promotes the sacredness of life;

CGE7e -witnesses Catholic social teaching by promoting equality, democracy, and solidarity for a just, peaceful and compassionate society;

CGE7f -respects and affirms the diversity and interdependence of the world’s peoples and cultures;

CGE7g -respects and understands the history, cultural heritage and pluralism of today’s contemporary society;

CGE7h -exercises the rights and responsibilities of Canadian citizenship;

CGE7i -respects the environment and uses resources wisely;

CGE7j -contributes to the common good.

Unit 3 | Course Profiles Main Menu

Acknowledgments

Course Description

How This Course Supports the Ontario Catholic School Graduate Expectations

Course Notes

Units: Titles and Time

Unit Overview Chart

Unit 2 Overview Chart

Unit 3 Overview Chart

Unit 4 Overview Chart

Unit 5 Overview Chart

Unit 6 Overview Chart

Teaching/Learning Strategies

Instructional Strategies

Assessment & Evaluation of Student Achievement

Tools for Assessment

Accommodations

Resources

Other Books

Video

Computer Software

Internet

OSS Considerations

Religious Beliefs

Overall Expectations

Specific Expectations

Social Structures

Overall Expectations

Specific Expectations

Religion and the Human Experience

Overall Expectations

Specific Expectations

Research and Inquiry Skills

Overall Expectations

Specific Expectations