|Title||World to 1900 - World Religions|
|Power Standard||Students will examine the world’s five major religions to gain insight on how the beliefs of a particular religion influence the behaviors of its believers.
|Content Standards and Objectives||
|Performance Objectives (Know/Do)||
Where each of the five major religions originated
Key individuals involved in the developing and extending each of the five major religions
What each religion offers its followers
What allowed each religion to grow to the number of followers they have today
Discover the commonalities and differences that exist among the three Abrahamic religions
Uncover why Hinduism was able to absorb Buddhism in India causing it to almost disappear entirely
Understand how a person of another religion lives and views the world
|Big Idea||World Religions
|Learning Plan & Notes to Instructor||
Throughout this unit you will explore each of the five major world religions (Hinduism, Buddhism, Judaism, Christianity, and Islam) with your students. You may choose to complete all of the following activities or you may choose to use only one or two of the activities below based on time constraints. An excellent resource for the students to use for research on religion is the BBC Religions & Ethics web page.
Students will write a history of Hinduism both chronological and complete, using the following list of people, texts, terminology, and religious concepts associated with Hinduism. Students will need to access the BBC Religions & Ethics web page to complete this assignment. As they complete their research, students must include the origin and basic beliefs of Hinduism. Instruct students to use all tabs provided with Hinduism such as history, beliefs, holy days, worship, rituals, deities, texts, etc. to create their papers. Students should conclude their papers with a points of interest section including things they read about that they found to be interesting. Students are not limited to the use of this website, students may use the library to conduct the same research.
Brahma, Vishnu and Shiva
The caste system
* If lab time is a problem at your school, the website provides printable versions for each tab that would allow you to create a packet for each student to use in the classroom. Keep in mind this would use a great deal of paper but is an option if you cannot get your students to a computer lab *
Have the students write the story of Buddhism as Siddhartha Gautama himself. They are to tell how their life as the Buddha led to the creation of the new religion, Buddhism. Their story must include at least the following concepts: The "Middle Way", Enlightenment, The Four Noble Truths, The Eightfold Path, Suffering, Nirvana, Samsara, Theravada Buddhism, and Mahayana Buddhism. Students may add other aspects of Buddhism to their stories.
Buddhism’s Disappearance in India
Have the student’s use a variety of sources to explore theories of why Buddhism disappeared from its land of origin, India. The students will need to decide on one particular theory to report to the class. Students will report their theories in an open discussion format led by the teacher. When all theories have been discussed, the class as a whole decides on which one has the most validation.
Have the students describe, “Becoming a Jew”. They will write a detailed description on the why and how of becoming a member of the Jewish faith. They can write this one of two ways. For the first format the students would write their description as if they themselves have decided to convert to Judaism. For the second format students would write their description as if a close friend or family member has decided to convert to Judaism. Their descriptions must include the following: a brief history of Judaism (mentioning Abraham, the Covenants, and the Exodus), basic beliefs, process of conversion, and holy days such as the Sabbath and Hanukkah.
To better understand Christianity, have the students write a biography of Jesus’ life highlighting the following: significance of his birth, his teachings, his disciples, his appeal to the common people, his enemies, and the significance of his death and resurrection. Students should have access to the following resources to complete this assignment: their textbook, the Bible, and the Internet. Below are few suggested Internet sites.
To gain a better understanding of the Islamic faith students will complete a classroom activity from the SAS in School web site. First, the students will take a pretest on Islam to recall facts about the religion of Islam and Islamic civilization. (pretest provided by SAS in Schools website) After taking the pretest students will be placed into small groups to discuss their responses and check the available resources in the classroom to resolve any disagreements on the pretest. The students will need to be prepared to discuss the answers to the questions in class. In addition they will have to defend their findings. It is imperative that the students’ correct misconceptions through research and discussion. Therefore, there is no set time frame for this particular activity.
*SAS in Schools is free and if your school is not a subscriber you may want to have your school’s technology advisor look into setting up a school wide account.
Academic Prompt 1
You are a graphic designer for a textbook company. Your supervisor has given you the task of designing a graphic organizer on one of the five major world religions to be inserted into a chapter of a new world history book for ninth graders. Your design’s purpose is to capture student’s attention and help them better understand that religion. Include information pertaining to the following: name of deity, founder, holy book, leadership, beliefs, and holidays. Keep in mind to be as creative as possible using colors, etc. to make sure it grabs the reader’s attention. On the teacher’s desk is a container of folded paper; you need to draw a piece of paper to see which for what religion you will be creating a graphic organizer.
Academic Prompt 2
You work for Religion Weekly and have been chosen to interview one of the following religious leaders: Muhammad (Islam), Jesus (Christianity), Moses (Judaism), Siddhartha Gautama (Buddhism), or Mahatma Gandhi (Hinduism). Create ten interview questions that you will ask the religious leader that your editor/teacher has assigned, inquiring about their goals, expectations, purpose for followers, and advice to people today. The idea is to respond as this leader would respond, by gathering facts about the leader's life, location and contributions. You will submit your final draft to your editor.
Academic Prompt 3
You are a representative of an advertising agency that has been hired by a religious Sect to create an ad campaign that is both educational and inviting to potential converts. You will need to create a storyboard for a commercial that includes beliefs and practices that makes this particular sect unique. You will then present your commercial to the religious leaders you are representing.
|Culminating Assessment or Product||
You are an investigative reporter for CNN. You will go undercover for one year to discover what it is like to live within one of the world’s major religions. Your assignment is located in the sealed envelope on your desk. Do not open your envelope until you are directed to do so. As part of your assignment, you will learn the religion’s history, customs, holidays, and worship practices. This new perspective will help you understand how a person of another religion lives and views the world. You must first create a timeline showing the important events that occur within your religion during the year. You will create five journal entries about major events within the religion explaining the details of each event to people outside of the religion. To do this you must further research your assigned religion. Even though your journal entries will be very thorough, it will be impossible to cover everything in them. After you return home you will want to share what you experienced with others. Create a poster that shows others what is important within your religion.
|Links and Other Resources||
Related Rubric Links:
World History: Patterns of Interaction © 2003 by McDougal Littell
Brian Davis - Spring Valley High School, Wayne County - firstname.lastname@example.org
Jeff Hamrick - Tri-County High School, Harrison County - email@example.com
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