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Subject Description: The course explores the main 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 one’s faith and that of others.
K to 14 Senior High School Humanities and Social Sciences Strand – Introduction to World Religions and Belief Systems February 2014 Page 1 of 14
K TO 12 BASIC EDUCATION CURRICULUM SENIOR
HIGH SCHOOL – ACADEMIC TRACK
1.3. Infer that:
a. A belief system or worldview is a
particular way of ordering the realities
of one’s world.
b. Religion is the pursuit of
transformation guided by a sacred
belief system.
c. Spirituality is one’s integrative view of HUMSS_WRB12-
life. It involves a quest for the meaning I/IIIa-1.3
and ultimate value of life as opposed
to an instrumentalist or materialistic
attitude to life.
K to 14 Senior High School Humanities and Social Sciences Strand – Introduction to World Religions and Belief Systems February 2014 Page 2 of 14
K TO 12 BASIC EDUCATION CURRICULUM SENIOR
HIGH SCHOOL – ACADEMIC TRACK
1.4. Prepare character sketches of a person
HUMSS_WRB12-
who is spiritual but not religious and a person
I/IIIa-1.4
who is religious but not spiritual
2. How World Religions The learner demonstrates The learner conducts a group 2.1. Cite regions or places where specific HUMSS_WRB12-
Began understanding of historical and activity that demonstrates the religions evolved I/IIIb-2.1
geographical contexts of the influence of a religion in a certain 2.2. Analyze the culture of the region that HUMSS_WRB12-
different religions. culture. gave rise to specific religions I/IIIb-2.2
2.3. Explain how geography influences religion HUMSS_WRB12-
and religion affects culture I/IIIb-2.3
2.4. Conduct a group activity that
HUMSS_WRB12-
demonstrates the influence of a religion in a
I/IIIb-2.4
certain culture
3.1. Identify the positive and negative effects HUMSS_WRB12-
3. Positive and Negative The learner demonstrates The learner gathers print or of religions I/IIIc-3.1
Effect of Religions understanding of effects of webbased articles, photos, 3.2. Provide evidence that religion brought HUMSS_WRB12-
Religions: positive and negative. editorial, etc. showing the about an event in history I/IIIc-3.2
positive or negative effects of
religion. 3.3. Justify that religion can have positive or HUMSS_WRB12-
negative effects on society I/IIIc-3.3
K to 14 Senior High School Humanities and Social Sciences Strand – Introduction to World Religions and Belief Systems February 2014 Page 3 of 14
K TO 12 BASIC EDUCATION CURRICULUM SENIOR
HIGH SCHOOL – ACADEMIC TRACK
618 Rules 4.4. Identify a story from the Old Testament
d. God: Yahweh/Jehovah that demonstrates the Jewish belief in one
e. Sects: Orthodox, Conservative, God (e.g. Story of Samson) HUMSS_WRB12-
Reform Liberal I/IIId-4.4
f. Issues: Antisemitism, Zionism,
Holocaust
5. Christianity The learner demonstrates The learner interviews a
understanding of the elements of Christian parent or couple on 5.1. Recite the Apostle’s Creed, The Lord’s HUMSS_WRB12-
Christianity: why they are Christians and what Prayer or the Beatitudes I/IIIe-f-5.1
beliefs and practices they adhere
a. Founder: Jesus Christ (c. 7 BC- to.
30 A.D.)
b. Sacred texts: Bible (Old HUMSS_WRB12-
5.2. Interpret the Parable of the Prodigal Son
Testament and New Testament) I/IIIe-f-5.2
c. Doctrines: Trinity, Virgin
Birth, Deity of Christ, Resurrection,
Last Judgment 5.3. Explain: The core teaching of Christianity
d: God: Trinity (Father, Son and is the message that a loving God sent His HUMSS_WRB12-
Holy Spirit) begotten Son in order to redeem humankind I/IIIe-f-5.3
e. Sects: Roman Catholic, from eternal damnation.
Greek/Eastern Orthodox,
Protestantism, etc.
f. Issues: Ecumenism, 5.4. Interview a Christian parent or couple on
Sexuality issues (e.g., HUMSS_WRB12-
why they are Christians and what beliefs and
contraception, I/IIIe-f-5.4
practices they adhere to
homosexuality, ordination of
women)
K to 14 Senior High School Humanities and Social Sciences Strand – Introduction to World Religions and Belief Systems February 2014 Page 4 of 14
K TO 12 BASIC EDUCATION CURRICULUM SENIOR
HIGH SCHOOL – ACADEMIC TRACK
(570-632 A.D.)
b. Sacred texts: Qur’an, Hadith
c. Doctrines: Five Pillars of Islam 6.2. Retell the life and times of Prophet HUMSS_WRB12-
(Shahadah-declaring there is Muhammad I/IIIg-h-6.2
no other god but Allah and
Muhammad is His messenger,
Salat-ritual prayer five times a 6.3. Explain: The core teaching of Islam is
day, Sawm-fasting during
there is only one God and Muhammad is His HUMSS_WRB12-
Ramadan, Zakat-alms giving to
final and greatest messenger. I/IIIg-h-6.3
the poor, and Hajjpilgrimage
to Mecca at least once in a
lifetime)
d. God: Allah
e. Practitioners: Sunni, Shi’ite, 6.4. Conduct a panel discussion on Muslim
HUMSS_WRB12-
Sufi beliefs and practices (when possible invite a
I/IIIg-h-6.4
f. Issues: Gender Inequality, Muslim)
Militant Islam, Migration
7. Comparative Analysis The learner demonstrates The learner conducts a group 7.1. Identify the uniqueness and similarities of HUMSS_WRB12-
understanding of the three research on the doctrines of each Judaism, Christianity and Islam I/IIIi-7.1
religions in the aspects of origin, of the three religions and 7.2. Provide evidence that Judaism,
morality, purpose, destiny, and compares them in the aspects of HUMSS_WRB12-
Christianity and Islam share common roots
views on women. origin, morality, purpose, I/IIIi-7.2
from Patriarch Abraham
destiny, and views on women. 7.3. Justify that Judaism, Christianity and
HUMSS_WRB12-
Islam, as monotheistic religions, have largely
I/IIIi-7.3
influenced the world today.
7.4. Conduct a group research on the
doctrines of each of the three religions and
HUMSS_WRB12-
compare them in the aspects of origin,
morality, purpose, destiny, and views on I/IIIi-7.4
women
8. Hinduism The learner demonstrates The learner simulates a HUMSS_WRB12-
understanding of the elements of particular yoga and writes a 8.1. Recite the creation story in Rig Veda I/IIIj-II/IVa8.1
Hinduism: reflection paper on her insights
K to 14 Senior High School Humanities and Social Sciences Strand – Introduction to World Religions and Belief Systems February 2014 Page 5 of 14
K TO 12 BASIC EDUCATION CURRICULUM SENIOR
HIGH SCHOOL – ACADEMIC TRACK
on Hinduism.
a. Founders: Aryans (1500 8.2. Identify the names of the major Hindu
B.C.) deities as well as their corresponding functions HUMSS_WRB12-
b. Sacred texts: Vedas, or powers I/IIIj-II/IVa8.2
Upanishads and Bhagavad-Gita
c. Doctrines: Dharma-duty,
Kamapleasure, Artha-wealth, 8.3. Explain: The core teaching of Hinduism is
Mokshaliberation, Brahman, Atman, the attainment of liberation in the
the Identification of Brahman and HUMSS_WRB12-
identification of Atman and Brahman through
Atman, the Four Yogas (Yoga of I/IIIj-II/IVa8.3
the Four Yogas.
Knowledge, Yoga of Work, Yoga of
Devotion or Love, and Yoga of
Psychological Exercises)
d. Gods: 33 million gods and
8.4. Simulate a particular yoga and write a
goddesses HUMSS_WRB12-
e. Issues: Gender Inequality, reflection paper on your insights on Hinduism
I/IIIj-II/IVa8.4
Caste
System, Poverty
9. Theravada Buddhism The learner demonstrates The learner evaluates the 9.1. State the Four Noble Truths and the HUMSS_WRB12-
understanding of the elements of Eightfold Path in terms of how it Eight-fold path II/IVb-9.1
Theravada Buddhism: achieves the Middle Way. 9.2. Give examples of situations that
HUMSS_WRB12-
demonstrate cravings which may lead to
a. Founder: Siddhartha II/IVb-9.2
suffering according to Theravada Buddhism
Gautama
9.3. Explain: The core teaching of Theravada
(563-483 B.C.)
Buddhism is that life is suffering; suffering is
b. Sacred texts: Tripitaka
due to craving; there is a way to overcome HUMSS_WRB12-
c. Doctrines: Four Noble
Truths, Eight-fold Path, Law of craving; and the way to overcome craving is II/IVb-9.3
Dependent Origination and The the Eight-fold Path, the Middle Way (between
Impermanence of Things pleasure and mortification).
d. God: non-theistic
9.4. Evaluate the Eight-fold Path in terms of HUMSS_WRB12-
e. Issue: Territory conflict in
how it achieves the Middle Way II/IVb-9.4
Mainland Southeast Asia
10. Mahayana Buddhism The learner demonstrates The learner draws the insight
understanding of the elements of from the acts of generosity of 10.1. State the three levels of perfection of
HUMSS_WRB12-
Mahayana Buddhism: Tzu Chi Foundation that reflect Mahayana Buddhism (moral discipline,
II/IVc-10.1
the core teaching of Mahayana cultivation of virtue, and altruistic conduct)
K to 14 Senior High School Humanities and Social Sciences Strand – Introduction to World Religions and Belief Systems February 2014 Page 6 of 14
K TO 12 BASIC EDUCATION CURRICULUM SENIOR
HIGH SCHOOL – ACADEMIC TRACK
K to 14 Senior High School Humanities and Social Sciences Strand – Introduction to World Religions and Belief Systems February 2014 Page 7 of 14
K TO 12 BASIC EDUCATION CURRICULUM SENIOR
HIGH SCHOOL – ACADEMIC TRACK
friend to friend)
a. Founder: Confucius (551-479
B.C.)
K to 14 Senior High School Humanities and Social Sciences Strand – Introduction to World Religions and Belief Systems February 2014 Page 8 of 14
K TO 12 BASIC EDUCATION CURRICULUM SENIOR
HIGH SCHOOL – ACADEMIC TRACK
14. Shintoism The learner demonstrates The learner interprets the Kojiki
HUMSS_WRB12-
understanding of the elements of creation story creatively. 14.1. Narrate the Kojiki creation story
II/IVh-14.1
Shintoism:
14.2. Explain why is it important for Japanese
a. Founders: Prehistoric HUMSS_WRB12-
people to worship gods
Animists of II/IVh-14.2
Japan 14.3. Evaluate: The core teaching of Shintoism
b. Sacred texts: Kojiki and HUMSS_WRB12-
is to worship the ancestors and forces of
Nihongi II/IVh-14.3
nature to achieve harmony in all dimensions.
c. Doctrines: belief in kami,
divinity of emperors
d. Gods: kami (animist and 14.4. Interpret the Kojiki creation story HUMSS_WRB12-
nature spirits) creatively II/IVh-14.4
e. Issues: Shrine visits of
Japanese prime ministers
15. Comparative Analysis The learner compares the three The learner prepares a 15.1. Identify the uniqueness and similarities
HUMSS_WRB12-
religions in the aspects of origin, multimedia presentation on the of Confucianism, Taoism and Shintoism
II/IVi-15.1
morality, purpose, destiny, and perceptions of people from all
CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCY CODE
views on women. walks of life on the doctrines of 15.2. Provide evidence that Confucianism,
HUMSS_WRB12-
each of the three religions and Taoism and Shintoism share common traits in
II/IVi-15.2
compares them in the aspects of viewing nature and ancestors
individual, family, society, 15.3. Justify that Confucianism, Taoism and
government and nature. HUMSS_WRB12-
Shintoism as East Asian religions/philosophies
II/IVi-15.3
have largely influenced the world today.
15.4. Prepare a multimedia presentation on the
perceptions of people from all walks of life on
HUMSS_WRB12-
the doctrines of each of the three religions and
II/IVi-15.4
compare them in the aspects of individual,
family, society, government and nature
K to 14 Senior High School Humanities and Social Sciences Strand – Introduction to World Religions and Belief Systems February 2014 Page 9 of 14
K TO 12 BASIC EDUCATION CURRICULUM SENIOR
HIGH SCHOOL – ACADEMIC TRACK
16. Synthesis The learner summarizes the The learners simulates a panel
significance of religion and the basic discussion of inter-religious
dialogue that reflects the Simulate a panel discussion of inter-religious
similarities of all religions discussed
following: dialogue that reflects the following:
within the semester.
Purpose
Destiny
Views on Women
K to 14 Senior High School Humanities and Social Sciences Strand – Introduction to World Religions and Belief Systems February 2014 Page 10 of 14
K TO 12 BASIC EDUCATION CURRICULUM SENIOR
HIGH SCHOOL – ACADEMIC TRACK
COMPARATIVE ANALYSIS TEMPLATE OF HINDUISM, THERAVADA BUDDHISM AND MAHAYANA BUDDHISM
RELIGION HINDUISM THERAVADA BUDDHISM MAHAYANA BUDDHISM
Origin of the Universe and
Humankind
Morality
Purpose
Destiny
Views on Women
Purpose
Destiny
Views on Women
GLOSSARY
Belief system or worldview A particular way of ordering the realities of one’s world.
Religion The pursuit of transformation guided by a sacred belief system.
Spirituality One’s integrative view of life; involves a quest for the meaning and ultimate value of life as opposed to an instrumentalist or materialistic
attitude to life.
Judaism The core teaching of Judaism is the covenant of one God with a chosen people vs. other people with many gods.
Christianity The core teaching of Christianity is the message that a loving God sent His begotten Son in order to redeem humankind from eternal
damnation.
Islam The core teaching of Islam is there is only one God and Muhammad is His final and greatest messenger.
K to 14 Senior High School Humanities and Social Sciences Strand – Introduction to World Religions and Belief Systems February 2014 Page 11 of 14
K TO 12 BASIC EDUCATION CURRICULUM SENIOR
HIGH SCHOOL – ACADEMIC TRACK
Hinduism The core teaching of Hinduism is the attainment of liberation in the identification of Atman and Brahman through the Four Yogas.
Theravada Buddhism The core teaching of 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 Eight-fold Path, the Middle Way (between pleasure and mortification).
Mahayana Buddhism The core teaching of Mahayana Buddhism is to seek complete enlightenment for the benefit of all living beings through insight and
compassion.
Confucianism The core teaching of 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.
Taoism The core teaching of Taoism is becoming one with ‘Tao.’
Shintoism The core teaching of Shintoism is to worship the ancestors and forces of nature to achieve harmony in all dimensions.
References
Catoir, John T. (1993). World Religions: Beliefs Behind Today’s Headlines. Makati: St. Paul Publications.
Gaer, Joseph. (1956). How the Great Religions Began. New York: The New American Library, Inc.
Keown, Damien. (2005). Buddhist Ethics: A Very Short Introduction . New York: Oxford University Press, Inc.
Lewis, John. (1968). The Religions of the World Made Simple. New York: Doubleday & Company, Inc.
K to 14 Senior High School Humanities and Social Sciences Strand – Introduction to World Religions and Belief Systems February 2014 Page 12 of 14
K TO 12 BASIC EDUCATION CURRICULUM SENIOR
HIGH SCHOOL – ACADEMIC TRACK
Markham, Ian S. & Christy Lohr. (eds.). (2009). A World Religions Reader. West Sussex: Wiley-Blackwell.
Partridge Christopher (3rd ed.) (2005). The World’s Religions (The New Lion Handbook). Oxford: Lion Hudson.
Saint-Laurent, George E. (2000). Spirituality and World Religions. California: Mayfield Publishing Company.
Sheldrake, Philip. (2012). Spirituality: A Very Short Introduction. Oxford: University Press.
Smith, Huston. (1958). The Religions of Man. New York: Harper & Row, Publishers.
LEGEND SAMPLE
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K TO 12 BASIC EDUCATION CURRICULUM SENIOR
HIGH SCHOOL – ACADEMIC TRACK
underscore_
Grade Level 12
-
Roman Numeral
*Zero if no specific quarter
Quarter First Quarter/Third Quarter I/III
Lowercase Letter
*Put a hyphen (-) in between letters to indicate Week Week 1 a
more than a specific week
-
Give an example of a belief system
or a worldview
Arabic Number Competency 1.1
Communicate her understanding of
her religion
K to 14 Senior High School Humanities and Social Sciences Strand – Introduction to World Religions and Belief Systems February 2014 Page 14 of 14