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MARINDUQUE MIDWEST COLLEGE

Gasan, Marinduque

K-12 BASIC EDUCATION CURRICULUM


SENIOR HIGH SCHOOL Academic Track (GAS)
HUMANITIES 1 (Specialized Subject)
SCOPE AND SEQUENCE
School Year 2016-17

Subject Title: Introduction to World Religions & Belief Systems


__________________________________________________________________Semester: 1st
Grade: 11 GAS A & GAS B _____________________________
No. of Hours: 80

FIRST QUARTER

SUBJECT DESCRIPTION:
The course explores the man tenets and practices of major world religions: Judaism, Christianity,
Islam, Hinduism, Theravada Buddhism, Mahayana Buddhism, Confucianism, Taoism and Shintoism. It aims to help
learners understand the historical contexts of nine religions, appreciate their uniqueness and similarities and
promote mutual understanding among believers of different faiths. They are expected to demonstrate
understanding and appreciation of ones faith and that of others.
CONTENT STANDARD:
The learners demonstrate understanding of belief system and elements of each of the nine major
world religions.

PERFORMANCE STANDARD:

The learners recognizes the uniqueness and similarities of each religions and demonstrates respect
their faith and that of others.

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Learning Specific
Content Code Reference/s Assessment Week
Competencies Topics
Definition Meaning, Essay
of Terms Nature, http://www.vub.ac.b Compare and
Function of e/CLEA/FOS/cfp/wha Contrast
Religion t-are-belief-
Give an example of
HUMSS_WRB12- systems.pdf
a belief system or
Types of I/IIIa-1.1
a worldview
Religious Understanding
Organizations Culture, Society and
Politics, Lanuza,
Raymundo

http://www.bombax
o.com/blog/theology
Differentiate Week 1
-and-spirituality/
religion from: Spirituality,
a. Spirituality
Theology, HUMSS_WRB12-
b. Theology
c. Philosophy of Philosophy of I/IIIa-1.2 https://en.wikipedia.
Religion Religion org/wiki/Philosophy_
of_religion\

http://www.philosop
hyofreligion.info/
HUMSS_WRB12-
Infer that: Elements of I/IIIa-1.3 http://www.vub.ac.b
a. A belief system Religion e/CLEA/FOS/cfp/wha
or worldview is a
t-are-belief-
particular way of
ordering the Worldviews of systems.pdf
realities of ones Religion
world.
b. Religion is the Elements of

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pursuit of Spirituality
transformation
guided by a sacred
belief system.
c. Spirituality is
ones integrative
view of life. It
involves a quest
for the meaning
and ultimate value
of life as opposed
to an
instrumentalist or Week 2
materialistic
attitude to life
Prepare character Being
sketches of a Religious vs.
person who is Being
spiritual but not HUMSS_WRB12- Situational
Spiritual
religious and a I/IIIa-1.4 Analysis
person who is Essay
religious but not
spiritual

Cite regions or Historical and A History of the Essay Week 3


How World places where Geographical World, Marvin Perry Modified True
HUMSS_WRB12-
Religions specific it evolved Contexts of of False
I/IIIb-2.1
Began Different
Religions
Analyze the culture HUMSS_WRB12-
of the region that I/IIIb-2.2
gave rise to
specific religions

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Explain how
geography
HUMSS_WRB12-
influences religion
I/IIIb-2.3
and religion affects
culture

Conduct a group
activity that
demonstrates the HUMSS_WRB12-
influence of a I/IIIb-2.4
religion in a certain
culture

Positive Identify the


and positive and HUMSS_WRB12-
Negative I/IIIc-3.1
negative effects
Effect of
of religions
Religions
Provide evidence
HUMSS_WRB12-
that religion
I/IIIc-3.2
brought about an
event in history
Justify that religion Effects of
Different HUMSS_WRB12- Matrix/ Essay Week 4
can have positive
Religions I/IIIc-3.3
or negative effects
on society
Gather print or
web-based articles,
photos, editorials, HUMSS_WRB12-
etc. showing the I/IIIc-3.4
positive or
negative effects of
religion
Judaism Recite the Ten Elements of HUMSS_WRB12- http://www.commisc Identification Week 5-
Commandments as Judaism: I/IIId-4.1 eo- Essay 6
stated in the Old

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Testament (Exodus global.com/blog/a-
20) brief-introduction-
Identify a Jewish HUMSS_WRB12- to-judaism
custom or tradition I/IIId-4.2
demonstrated in a
https://en.wikipedia.
movie (e.g. Fiddler
in the Roof, Ten Founder, org/wiki/Judaism#Or
Commandments, Sacred Texts, igins
Ben Hur) Doctrines,
Justify: The core God, Sects, HUMSS_WRB12-
teaching of Issues I/IIId-4.3 http://khhsvanvalke
Judaism is the Recitation
nburg.weebly.com/u
covenant of one Role Play
ploads/9/6/1/1/9611
God with a chosen
people vs. other 223/judaism_power
people with many point_overview.ppt.
gods.
Identify a story HUMSS_WRB12-
from the Old I/IIId-4.4
Testament that
demonstrates the
Jewish belief in one
God (e.g. Story of
Samson)
Christianit Recite the Elements of HUMSS_WRB12- http://www.sgasd.or Identification
y Apostles Creed, Christianity I/IIIe-f-5.1 g/cms/lib2/PA01001 Essay
The Lords Prayer 732/Centricity/Dom Recitation Week 7-
or the Beatitudes
Founder, ain/105/Judaism 8
Interpret the HUMSS_WRB12-
Sacred Texts, %20101.ppt.
Parable of the I/IIIe-f-5.2
Prodigal Son Doctrines,
Explain: The core God, Sects, HUMSS_WRB12- Bible
teaching of Issues I/IIIe-f-5.3
Christianity is the A History of the
message that a World, Marvin Perry
loving God sent His

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begotten Son in
order to redeem
humankind from
eternal damnation.
Interview a HUMSS_WRB12-
Christian parent or I/IIIe-f-5.4
couple on why they
are Christians and
what beliefs and
practices they
adhere to
Islam Read the opening HUMSS_WRB12- A History of the
lines of Quran I/IIIg-h-6.1 World, Marvin Perry
preferably from an
English version
Retell the life and HUMSS_WRB12-
times of Prophet I/IIIg-h-6.2
Elements of
Muhammad
Explain: The core Christianity HUMSS_WRB12-
teaching of Islam is I/IIIg-h-6.3 Identification
there is only one Founder, Week 9&
Essay
God and Sacred Texts, Week 11
Muhammad is His Recitation
Doctrines,
final and greatest God, Sects,
messenger.
Issues
Conduct a panel HUMSS_WRB12-
discussion on I/IIIg-h-6.4
Muslim beliefs and
practices (when
possible invite a
Muslim)
Comparativ Identify the HUMSS_WRB12- - Week 12
e Analysis uniqueness and I/IIIi-7.1
similarities of
Judaism,
Christianity and

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Islam
Provide evidence
that Judaism, HUMSS_WRB12-
Christianity and I/IIIi-7.2
Islam share
common roots
from Patriarch
Abraham
Justify that HUMSS_WRB12-
Judaism, I/IIIi-7.3
Christianity and
Islam, as
monotheistic
religions, have
largely influenced
the world today.
Conduct a group HUMSS_WRB12-
research on the I/IIIi-7.4
doctrines of each
of the three
religions and
compare them in
the aspects of
origin, morality,
purpose, destiny,
and views on
women
Recite the creation Elements of HUMSS_WRB12- - Week
Hinduism story in Rig Veda Hinduism I/IIIj-II/IVa-8.1 13-14
Identify the names HUMSS_WRB12-
of the major Hindu Founder, I/IIIj-II/IVa-8.2
deities as well as Sacred Texts,
their corresponding
Doctrines,
functions or
powers God, Sects,
Explain: The core Issues HUMSS_WRB12-

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teaching of I/IIIj-II/IVa-8.3
Hinduism is the
attainment of
liberation in the
identification of
Atman and
Brahman through
the Four Yogas.
Simulate a HUMSS_WRB12-
particular yoga and I/IIIj-II/IVa-8.4
write a reflection
paper on your
insights on
Hinduism
Theravada State the Four Elements of HUMSS_WRB12- - Week 15
Buddhism Noble Truths and Christianity II/IVb-9.1
the Eight-fold path
Give examples of Founder, HUMSS_WRB12-
situations that II/IVb-9.2
Sacred Texts,
demonstrate
cravings which Doctrines,
may lead to God, Sects,
suffering according Issues
to Theravada
Buddhism
Explain: The core HUMSS_WRB12- -
teaching of II/IVb-9.3
Theravada
Buddhism is that
life is suffering;
suffering is due to
craving; there is a
way to overcome
craving; and the
way to overcome
craving is the

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Eight-fold Path, the
Middle Way
(between pleasure
and mortification).
Evaluate the Eight-
fold Path in terms HUMSS_WRB12-
of how it achieves II/IVb-9.4
the Middle Way
Mahayana State the three Elements of HUMSS_WRB12- - Week 16
Buddhism levels of perfection Christianity II/IVc-10.1
of Mahayana
Buddhism (moral
Founder,
discipline,
cultivation of Sacred Texts,
virtue, and Doctrines,
altruistic conduct) God, Sects,
Issues
Give examples of HUMSS_WRB12-
acts of generosity II/IVc-10.2
of Mahayana
Buddhists
Explain: The core HUMSS_WRB12-
teaching of II/IVc-10.3
Mahayana
Buddhism is to
seek complete
enlightenment for
the benefit of all
living beings
through insight
and compassion.
Draw the insight HUMSS_WRB12- -
from the acts of II/IVc-10.4
generosity of Tzu
Chi Foundation
that reflect the

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core teaching of
Mahayana
Buddhism
Comparati Identify the HUMSS_WRB12- -
ve uniqueness and II/IVd-11.1 Week 17
Analysis similarities of
Hinduism,
Theravada
Buddhism and
Mahayana
Buddhism
Provide evidence HUMSS_WRB12-
that Hinduism, II/IVd-11.2
Theravada
Buddhism and
Mahayana
Buddhism share
common roots
from India
Justify that HUMSS_WRB12-
Hinduism, II/IVd-11.3
Theravada
Buddhism and
Mahayana
Buddhism, as Vedic
religions, have
largely influenced
the world today.
Conduct an HUMSS_WRB12-
interview on the II/IVd-11.4
doctrines of each
of the three
religions and
compare them in
the aspects of
origin, morality,

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purpose, destiny,
and views on
women
Confuciani Describe the five Elements of HUMSS_WRB12- - Week 18
sm basic relationships Christianity II/IVe-12.1
(king to subject,
father to son,
Founder,
husband to wife,
elder brother to Sacred Texts,
younger brother Doctrines,
and friend to God, Sects,
friend) Issues
Give examples of HUMSS_WRB12-
acts showing filial II/IVe-12.2
piety in the family,
community and
society
Explain: The core HUMSS_WRB12-
teaching of II/IVe-12.3
Confucianism is to
be a gentleman
by following the
moral way
consisting of the
virtues of love,
righteousness,
wisdom, propriety
and loyalty in order
to promote
harmony in society.

Present a character HUMSS_WRB12-


sketch of a person II/IVe-12.4
who personifies
the Confucian
virtues

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Taoism State that Tao is Elements of HUMSS_WRB12- - Week 18
the origin of all Christianity II/IVf-g-13.1
beings whose
essence is
Founder,
nothing
Sacred Texts,
Give examples of HUMSS_WRB12- -
acts showing love Doctrines, II/IVf-g-13.2
and respect of God, Sects,
nature and the Issues
environment
Explain: The core HUMSS_WRB12- -
teaching of Taoism II/IVf-g-13.3
is becoming one
with Tao.
Identify the things HUMSS_WRB12- -
she can do without II/IVf-g-13.4
by making an
inventory of
personal
belongings (e.g.
things in the
bedroom) and
write a reflection
on Taoism based
on the result of the
inventory
Shintoism Narrate the Kojiki Elements of HUMSS_WRB12- - Week 19
creation story Christianity II/IVh-14.1
Explain why is it HUMSS_WRB12- -
important for Founder, II/IVh-14.2
Japanese people to
Sacred Texts,
worship gods
Doctrines,
Evaluate: The core God, Sects, HUMSS_WRB12- -
teaching of Issues II/IVh-14.3
Shintoism is to

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worship the
ancestors and
forces of nature to
achieve harmony
in all dimensions
Interpret the Kojiki HUMSS_WRB12- -
creation story II/IVh-14.4
creatively
Comparati Identify the HUMSS_WRB12- - Week 19
ve uniqueness and II/IVi-15.1
Analysis similarities of
Confucianism,
Taoism and
Shintoism
Provide evidence -
that Confucianism, HUMSS_WRB12-
Taoism and II/IVi-15.2
Shintoism share
common traits in
viewing nature and
ancestors
Justify that HUMSS_WRB12- -
Confucianism, II/IVi-15.3
Taoism and
Shintoism as East
Asian
religions/philosophi
es have largely
influenced the
world today.
Prepare a HUMSS_WRB12- -
multimedia II/IVi-15.4
presentation on
the perceptions of
people from all
walks of life on the

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doctrines of each
of the three
religions and
compare them in
the aspects of
individual, family,
society,
government and
nature
Synthesis Simulate a panel HUMSS_WRB12- - Week 20
discussion of inter- II/IVj-16
religious dialogue
that reflects the
following:
a. the meaning and
ultimate value of
life
b. how one is to
relate to ones self,
family, society and
nature
c. the way to
achieve personal
happiness and
fulfilment

Prepared By: Noted By:

JELLIE ANN L. JALAC JOSEPHINE M. LUNA


Teacher Principal

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