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Documente Cultură
Ohio Standards
Connection:
People in Societies
Benchmark A
Compare cultural practices,
products and perspectives
of past civilizations in
order to understand
commonality and diversity
of cultures.
Lesson Summary:
In this lesson, students will create questions and participate
in an activity to compare world religions and belief systems.
Students will complete a chart summarizing their knowledge
of the geographic origins, founding leaders and major
teachings of Buddhism, Christianity, Judaism, Hinduism
and Islam. Students will complete an extended response
writing comparing and contrasting world religions and
belief systems.
Estimated Duration: Six to seven hours
Indicator 2
Compare world religions
and belief systems focusing
on geographic origins,
founding leaders and
teachings including:
a. Buddhism;
b. Christianity;
c. Judaism;
d. Hinduism;
e. Islam.
Commentary:
This lesson can be presented as a review to help students
compare major world religions. It can also be adapted to
teach the three monotheistic religions of the Middle East. It
might be included as a part of a unit on Asia and its
cultures. Textbooks may serve as a basic resource for this
lesson, but additional resources may be necessary. Teachers
should be sure to present factual resources free of bias.
One teacher who field tested this lesson reported that the
students became more aware and understanding of others
religions. You could hear them discussing similarities and
differences to their own religions. Another teacher reported
tremendous conversation, discussions and learning took
place.
Pre-Assessment:
Have students complete the Pre-Assessment, Attachment A.
Instruct students to carefully read the terms in the word box
and then create groups of words that are related.
Scoring Guidelines:
Students who can accurately create the five related word
groups should be challenged to complete extension activities
during the lesson. Students who can create three or four
correct word groups should begin with developing
terminology. Students unable to create any word groups
should be given a brief overview of each religion or belief
system before proceeding with the lesson.
The first person in order of play attempts to answer the question. If a correct answer is
given, the token remains on the square. If an incorrect answer is given, the group has a
chance to confer and to offer another answer. If a correct answer is given, the token
remains on the square. If an incorrect answer is given, the group must move the token
back to their previous position.
Play proceeds in this way until one group completes the circuit around the board, winning
the game.
Other groups may continue playing until everyone has completed the circuit.
15. If playing as a whole class, read the questions aloud. When the first group completes a
circuit around the board, have them declared the winner. Other groups may continue play
until all have completed the game.
16. Have students complete the extended response part of their post-assessment, either in
class or for homework. Distribute the writing rubric, Attachment F, and have students
choose one of the following topics to write about:
Option 1:
For each of the five religions studied, describe the major ideas that make
each religion different from other religions.
Option 2:
For each religion, describe one or more ideas that it shares with other
religions.
mosque
sanctuary
church
sacred
holy land
Technology Connections:
Students could use electronic versions of the supporting documents instead of handouts.
The extended response could be submitted electronically via email.
The board game could be developed by students within drawing/painting software and
then projected during the game activity.
Research Connections:
Marzano, R. et al. Classroom Instruction that Works: Research-Based Strategies for
Increasing Student Achievement, Alexandria, VA: Association for Supervision and
Curriculum Development, 2001.
Nonlinguistic representations help students think about and recall knowledge. This
includes the following:
Creating graphic organizers;
Making physical models;
Generating mental pictures;
Drawing pictures and pictographs;
Engaging in kinesthetic activity.
Elliot Aronson, The Jigsaw Classroom, Beverly Hills: Sage Publications, 1978.
The Jigsaw method is one strategy for organizing cooperative learning groups.
General Tips:
Take extra care to treat all religions and belief systems with respect. Remind students of
the importance of this.
Be aware that many online sources of information related to belief systems are designed
to promote particular viewpoints. Teachers should preview sites to be used by students.
Background student reading from a text or other source is strongly recommended.
Students should add notes from the text to the Religions and Belief Systems Summary
Chart, Attachment D, to ensure their knowledge of all religions.
Attachments:
Attachment A, Pre-Assessment
Attachment B, Religions and Belief Systems Summary Notes
Attachment C, Religions and Belief Systems Questions
Attachment D, Religions and Belief Systems Summary Chart
Attachment E, Review Activity
Attachment F, Extended Response Scoring Rubric
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Name:
Directions: Carefully read the terms listed in the word box and then create five groups of
words that are related. When you are finished, each group will have four related words in it.
Israel
Five Pillars
Jesus
Nirvana
Buddhism
Moses
Middle Way
Vishnu
Mecca
Hinduism
Reincarnation
Christianity
Islam
Bible
Brahma
Hebrew
New Testament
Judaism
Muslim
1. ____________
____________
____________
____________
2. ____________
____________
____________
____________
3. ____________
____________
____________
____________
4. ____________
____________
____________
____________
5. ____________
____________
____________
____________
4. Identify and describe any goals, rewards or ultimate states that followers try to achieve.
Directions: As a group, create questions about your assigned topic that fulfill each
requirement. Each group member must take responsibility for composing at least one
question and one answer. The goal of the questions is to focus on the most important
information from the Summary Notes. Avoid questions that can be answered with a simple
yes or no and questions that require overly specific answers. The goal is to teach, not to trick.
1. Compose ONE question and answer related to the geographic origins of the assigned
belief system or religion.
2. Compose ONE question and answer related to the leader(s) of the assigned belief system
or religion.
3. Compose THREE questions and answers related to the major teachings of the assigned
belief system or religion.
1.
2.
3.
Founding
Leaders
Major Teachings
(Include at least 3 details.)
Buddhism
Christianity
Judaism
Hinduism
Islam
10
Islam
Hinduism
Judaism
Christianity
Buddhism
Start
Buddhism
Islam
Christianity
Hinduism
Judaism
Judaism
Hinduism
Christianity
Islam
Buddhism
Buddhism
Islam
Christianity
Hinduism
Judaism
Hinduism
Islam
Buddhism
Christianity
Judaism
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3 points
Uses an explanatory
introduction, details,
and logical
organization.
Demonstrates use of
the summary chart.
Paragraph Two
Uses a strong
explanatory
introduction, thorough
details, logical
organization and uses
the summary chart
extensively.
Uses an explanatory
introduction, details,
and logical
organization.
Demonstrates use of
the summary chart.
Paragraph
Three
Uses a strong
explanatory
introduction, thorough
details, logical
organization and uses
the summary chart
extensively.
Uses an explanatory
introduction, details,
and logical
organization.
Demonstrates use of
the summary chart.
Paragraph Four
Uses a strong
explanatory
introduction, thorough
details, logical
organization and uses
the summary chart
extensively.
Uses an explanatory
introduction, details,
and logical
organization.
Demonstrates use of
the summary chart.
Paragraph Five
Uses a strong
explanatory
introduction, thorough
details, logical
organization and uses
the summary chart
extensively.
Uses an explanatory
introduction, details
and logical
organization.
Demonstrates use of
the summary chart.
Edited for
spelling,
grammar and
punctuation
No spelling or
grammar errors.
Few spelling or
grammar errors.
Paragraph One
2 points
Attempts an
introduction, uses
details, and
somewhat logical
organization.
Demonstrates some
use of the summary
chart.
Attempts an
introduction, uses
details, and
somewhat logical
organization.
Demonstrates some
use of the summary
chart.
Attempts an
introduction, uses
details, and
somewhat logical
organization.
Demonstrates some
use of the summary
chart.
Attempts an
introduction, uses
details, and
somewhat logical
organization.
Demonstrates some
use of the summary
chart.
Attempts an
introduction, uses
details and somewhat
logical organization.
Demonstrates some
use of the summary
chart.
Spelling, grammar
and punctuation need
more work.
1 points
Use of
introduction,
details and
organization
needs more work.
Needs greater
attention to the
summary chart.
Use of
introduction,
details and
organization
needs more work.
Needs greater
attention to the
summary chart.
Use of
introduction,
details and
organization
needs more work.
Needs greater
attention to the
summary chart.
Use of
introduction,
details and
organization
needs more work.
Needs greater
attention to the
summary chart.
Use of
introduction,
details and
organization
needs more work.
Needs greater
attention to the
summary chart.
Spelling, grammar
and punctuation
need significant
revision.
12