Title of Unit

Curriculum Area
Developed By

Modern Belief Systems

World History
R. Garrett Peters

Grade Level
Time Frame

9th
2/20/15- 3/2/15

Identify Desired Results (Stage 1)

Planning the Unit
With Democracy and Social Justice at the Center of Instruction
Focusing on the National Network for Educational Renewal (NNER) MissionThe Four-Part Mission of the Agenda for Education in a Democracy
Equal Access to
Enculturation in a Nurturing Pedagogy Stewardship of the
Knowledge
Democratic Society Safe and Caring
Mission
for All
In this unit, students will be learning about world religions in a respectful and
objective manner. Through these means students will be offered a nurturing
pedagogy as well as equal access to knowledge. Their religious views and opinions
will be heard and delivered with respect and an open mind, allowing them to feel
safe and secure in their thoughts, ideas, and beliefs.
Content Standards
Content: 3a. Discuss the historical development and impact of major world religions and philosophies.
Literacy: Write clearly and coherently for a variety of purposes and audiences.
21st Century Skills: Demonstrate Global and Cultural Awareness

Understandings

Essential Questions

Overarching Understanding

Students will understand the origins of major modern belief

systems.
Students will understand the impact and influence of these
ancient belief systems upon modern society.
Students will understand how these belief systems spread,
gained in popularity, and maintained influence over centuries.
Students will understand the basic principles of the 5 major

Overarching

What influence do
these belief
systems maintain
command today?
Why are belief
systems necessary?
How have these

Topical

What similarities do
Hinduism, Buddhism,
Judaism, Christianity, and
Islam share?
What connections can be
made between these
belief systems?
1

belief systems
Students will understand the connections and common threads
between the 5 major belief systems.

All Muslims are terrorist

United States is a Christian nation
Buddhism is not a religion

belief systems
lasted the tests of
time?

How have these belief

systems changed over
time?

Related Misconceptions

Knowledge

Skills

Students will know

Students will be able to

The interdependent nature between these major belief

systems.
The origins of these modern belief systems
The basic tenants and principles of the belief systems

Clearly and coherently express their ideas towards

these belief systems
Be culturally and globally aware/accepting
Discuss the impact and origins of these modern belief
systems

Assessment Evidence (Stage 2)

Performance Task Description
Goal
Role
Audience
Situation

Product/Performance

To objectively teach students about major modern belief systems. To have students be respectful and
open minded as they learn about the historical development and impact, as well as the basic tenants
and principles of 5 major modern belief systems. Students will be able to articulate through writing
and discourse their sentiments and acquired content knowledge surrounding this unit.
Facilitate
Students
Classroom Unit
Content: Pre-test, TODs, various writings, drawings, questions, classroom discussion, formative and
summative assessments
Literacy: Journals, Various Writings, TODs, Essay questions, short answer responses
21st Century Skills: Participation in activities, collaboration with peers, critical thinking, being
respectful and open minded
Content: 3a. Discuss the historical development and impact of major world religions and
philosophies.

Standards

Literacy: Write clearly and coherently for a variety of purposes and audiences.

21st Century Skills: Demonstrate Global and Cultural Awareness

2

Other Evidence
Further evidence of student learning will be assessed later via cumulative midterm and final examinations. Students retention of
knowledge will also be evaluated as we continue to make references to this unit for relevance and understanding of future subjects and
units. Students will understand and appreciate the interconnected nature of the content and continue to pull upon material learned in
this unit in order to foster and create a fuller, more well- rounded understanding of subject matter. It is the full expectation that
students learn to be respectful and open minded moving forward throughout this semester.

Learning Plan (Stage 3)

Where are your students headed? Where have
they been? How will you make sure the
students know where they are going?
How will you hook students at the beginning of
the unit?

What events will help students experience and

explore the big idea and questions in the unit?
How will you equip them with needed skills and
knowledge?
How will you cause students to reflect and
rethink? How will you guide them in rehearsing,
revising, and refining their work?
How will you help students to exhibit and selfevaluate their growing skills, knowledge, and
understanding throughout the unit?
How will you tailor and otherwise personalize
the learning plan to optimize the engagement
and effectiveness of ALL students, without
compromising the goals of the unit?
How will you organize and sequence the
learning activities to optimize the engagement
and achievement of ALL students?

Students are headed towards an awareness and understanding of different

cultures and belief systems. Students have been in an ethnocentric existence
with limited exposure where ignorance drives understanding. By formative
assessments coupled with checking for understanding, students will be able to
comprehend where they are going.
In the introductory lesson, students will hooked into the unit via a pre-test,
overarching themes and questions, as well as, an activity displaying the
diversity and difference within the classroom.

Students will experience and explore the subject through interactive studentcentered lectures, hands on activities and experiences that tie them to these
faiths, as well as guest speakers to provide variety and differentiation.
Students will be reflecting and rethinking on the material in a variety of ways.
Classrooms discussions will be grounded in reflection and critical thinking.
Students will also be completing journal entries in order to creatively reflect
upon the unit.
Students will exhibit and evaluate their growing skills through formative
assessments and activities. Reflection writing and activities will serve to
promote and reinforce knowledge and understanding.
Through the relationships I have built with my students I will be receptive and
responsive to their individual needs. Lessons delivered touch on all learning
styles and adhere to multiple skill levels. Students who need extra time and
support have the opportunity to receive such. High achieving students are
placed into leadership roles and carry greater expectations of excellence.
Differentiating lessons and changing up modes of instruction will help to
ensure the engagement and achievement of all students. Information will be
acquired in a chronological, geographical, and logical manner to help student
compartmentalize and organize information. Having flexible lessons in which I
can respond to student needs will also serve to facilitate proper sequencing.

From: Wiggins, Grant and J. Mc Tighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development
3

ISBN # 0-87120-313-8 (ppk)