Unit Title: A Religious Experience

Transcription

1 Curriculum Development Project Honour Specialist Contemporary Studies Prepared for: Mark Melnyk World Religions: Beliefs, Issues, and Religious Traditions HRT3M Grade 11, University/College Preparation Unit Title: A Religious Experience Authors: Anuja Bharti Erin Brimble Gurlean Chager July 27, 2009

2 Table of Contents Page Unit Overview... 3 Enduring Understandings... 4 Statement of Design Process... 5 Assessment and Evaluation Plan Instructional Organizer Learning Activities Culminating Activity Rubric Resources / Handouts / References Frayer Model Handout Judaism Christianity Islam Hinduism Buddhism Sikhism

3 Unit Overview World Religions is a course that introduces the students to various religions around the world. The course is intended to take students on a journey around the world and explore the existence of diversity. Students will examine religious beliefs, social structures, religion and the human experience and develop a skill for effective and productive research, inquiry and communication. The first unit, A Historical Experience, takes students on a historical journey, where they examine the origins of the six major religions: Judaism, Christianity, Islam, Hinduism, Buddhism, and Sikhism. A Religious Experience is the second unit of this course. In this unit, the purpose of study is to have the students explore belief systems, practices, rituals, symbols, and festivals of the six major religions stated above. The objective of this unit is to explore the six religions and answer the following questions: 1. What is the human condition? 2. What is salvation? 3. What is our destiny? 4. What is right/wrong? 5. What is the nature of the world? 6. What is the ultimate reality and how is it revealed? The material in the unit is important, not only because it covers expectations stated by the Ministry of Education, but because it enables students to understand different beliefs. It gives the students the power of knowledge and therefore, it gives them a means of accepting diversity. 3

4 Enduring Understandings World Religions: Beliefs, Issues, and Religious Traditions (HRT3M) Grade: 11 University/College Preparation Prerequisite: None Unit 2 A Religious Experience : Enduring Understandings 1. Analyse the similarities and differences between the central beliefs of various religions. 2. Summarize the ways in which religions and the development of civilizations are interconnected. 3. Demonstrate an understanding of religious pluralism as a defining feature of contemporary Canadian Society. 4. Identify the function of religion in the Canadian experience. 5. Speculate on the present and future roles of religion. 4

5 Statement of the Design Process Creating a unit of study with peers was a very valuable and enriching process. By employing a design-down model, team planning became much more fluid. After our initial decisions surrounding the enduring understandings we wanted students to achieve and the culminating activity that would demonstrate them, the planning of specific lessons became much clearer. It was very helpful to engage in professional discourse around a specific topic and see each other s process as well as product. Each of us was able to play to our strengths in breaking down the large task and we were able to truly collaborate. In the end, we were able to create a unit that is differentiated, clear and engaging. A great experience. - Anuja Bharti This unit design was an enriching experience for me, as I have had a wonderful opportunity to team-plan with skilled teachers while, at the same time, explore a course that I have never taught before, but have always been interested in. Throughout our initial set-up discussions, it was great to see the many ideas and approaches that can be taken for teaching such a course. The depth of creativity that stemmed from this dialogue was incredibly valuable in determining the final product of our unit plan. My group members were all eager and willing to collaborate and share ideas in a supportive, constructive way, making this experience incredibly valuable. -Erin Brimble Creating this unit design was an extremely interesting and educational process. It was interesting in that I got to explore a course that I have never really looked at in such detail. It was also interesting and educational to see the different interpretations of how the content in this course can be presented. My group members were just as diligent and hard working as I was, and therefore, the experience was great. We all contributed equally to the assignment and helped each other along the way. I particularly liked putting all the parts of the assignment together at the end. It was very rewarding to see a final product that we could all be proud of. Overall, designing the unit was a fun and educational experience. -Gurlean Chager-Soor 5

6 Assessment and Evaluation Plan Unit 2 A Religious Experience ( 30 Periods) Lesson # Lesson Title Assigned Work Assessments Resources 1 What is a Belief? Frayer Model Brainstorm-Mind Map Discussion Formative Frayer Model Smart Board/Computer /Projector Markers 2 Introduction to Judaism (Origins and Groups) Webquest Online Discussion Questions Formative Class Web Site 3 Introduction to Judaism (Origins and Groups) Webquest Online Discussion Questions Formative Class Web Site 4 Beliefs in Judaism Online Research Formative School Computer Lab 5 Practices, Rituals, Symbols and Festivals Online Research Presentations Formative School Computer Lab 6 Jewish Milestones Online Research Formative Power Point Computer Lab 7 Jewish Issues Roundtable Discussions Formative Articles/Paper/Markers 8 Introduction to Christ(ianity) Webquest Online Discussion Questions Class Discussion Formative Christian denominations cards/ Video: Jesus of Nazareth /Video: The Passion of the Christ 9 Beliefs in Christianity Jigsaw Formative Apostles Creed/textbook Exploring World Religions/Chart paper 10 Practices, Rituals, Symbols and Festivals Creation of Christian Art Formative Rituals, Symbols and Festivals Chart/Chart paper/markers 11 Sacraments Creation of Christian Symbols Formative Sacraments Power Point/Chart Paper/Markers 12 Issues in Christianity Class Discussion Formative Article: Lutheran Statements on Cloning / Article: Catholic Political Issues 13 Unit Test: Judaism and Christianity Test Summative Test Papers/Pencils 14 Discovering Islam The Supernatural and Symbolism Video Discussion Identify meaning of God and other symbols Newspaper Task Formative Video Smart Board/Computer /Projector 15 Islamic Scriptures Newspaper Task Presentation Origins of the Qur an Pair It Up Activity Journal Entry Formative Pair It Up Passages Computer/Projector 16 Islamic Practices, Rituals, Computer Lab Group Activity Formative Computer Lab Computers 6

7 Symbols, and Festivals Presentations Computer/Projector 17 What makes a Hindu a Hindu? VideoFocus Questions Formative Video/Handout/DVD Player 18 Debating Hinduism Fishbowl Activity Formative Follow-Up Questions/ Chairs 19 Practicing Hinduism Class Discussion ReadingJournal Responses to Questions 20 The Story of Buddha Class Reading Question and Answer 21 Buddhism in a Nutshell Online Research Compiling Jot Notes 22 Buddhism: Defined Graphic Organizer Jigsaw Activity Formative Formative Formative Formative Representations of gods and goddesses/ Basic Tenets of Hinduism Handout and Questions The Story of Buddha Handout Computer Lab/Graphic Organizer Graphic Organizer/Large tables 23 Exploring Sikhism The Supernatural and Symbolism Lecture Artefact Exhibition Discussion Homework Comparing definitions of God/Supernatural Formative Smart Board/Computer /Projector Artefacts Nishan Saab, Kangha, Kara, Replica Kirpan, Khanda 24 Exploring Sikhism Scriptures Lecture Passage Interpretation Activity Journal Entry Formative Smart Board/Computer /Projector Passages from the Guru Grant Sahib 25 Exploring Sikhism Practices, Rituals, Symbols, and Festivals Guest Speakers Interview Presentations Formative Smart Board/Computer /Projector 6 Sikh Priests Paper/Pens/Pencils 26/27 Review Let s Compare Group Review Activity Formative Notes Writing Utensils 28/29/30 Culminating Activity Summative 7

8 Instructional Organizer October 2009 Monday Tuesday Wednesday Thursday Friday 1 Unit 2 Lesson Title: What is a Belief? 2 Unit 2 Lesson Title: Introduction to Judaism (Origins and Groups) F Assessment Unit 2 Lesson Title: Introduction to Judaism (Origins and Groups) Unit 2 Lesson Title: Beliefs of Judaism F Assessment Unit 2 Lesson Title: Practices, Rituals, Symbols and Festivals (Judaism) Unit 2 Lesson Title: Jewish Milestones F Assessment Unit 2 Lesson Title: Jewish Issues F Assessment F Assessment F Assessment Unit 2 Lesson Title: Introduction to Christ(ianity) F Assessment Unit 2 Lesson Title: Introduction to Christ(ianity) F Assessment Unit 2 Lesson Title: Beliefs of Christianity F Assessment Unit 2 Lesson Title: Practices, Rituals, Symbols and Festivals (Christianity) S Assessment Unit 2 Lesson Title: Discovering Islam The Supernatural and Symbolism F Assessment Unit 2 Lesson Title: Islamic Scriptures F Assessment Unit 2 Lesson Title: Islamic Practices, Rituals, Symbols, and Festivals F Assessment Unit 2 Lesson Title: What makes a Hindu a Hindu? F Assessment Unit 2 Lesson Title: Debating Hinduism F Assessment Unit 2 Lesson Title: Practicing Hinduism F Assessment Unit 2 Lesson Title: The Story of Buddha F Assessment Unit 2 Lesson Title: Buddhism in a Nutshell F Assessment Unit 2 Lesson Title: Buddhism: Defined F Assessment Unit 2 Lesson Title: Exploring Sikhism The Supernatural and Symbolism F Assessment Unit 2 Lesson Title: Exploring Sikhism Scriptures F Assessment 8

9 Instructional Organizer November 2009 Monday Tuesday Wednesday Thursday Friday Unit 2 Lesson Title: Exploring Sikhism Practices, Rituals, Symbolism, and Festivals Unit 2 Lesson Title: Review Let s Compare! Unit 2 Lesson Title: Review Let s Compare! Unit 2 Culminating Activity Day 1 Unit 2 Culminating Activity Day 2 F Assessment Unit 2 Culminating Activity Day 3 9

10 Learning Activities Lesson 1 What is a Belief? 75 minutes Curriculum Expectations: Describe the role of faith in systems of belief Enduring Understandings: None Lesson Overview: As student walk in to the class, they will see the word BELIEF written on the Smart Board. There will be instructions on the board to write down three words or sentences on a sheet of paper that describe a belief. Students will be asked to share their ideas with the class. One student will be asked to record the responses on the board as students share, brainstorm and discuss ideas. This will result in the creation of a mind map, which will be posted on the class site. The teacher will introduce the Frayer Model. Students will be required to work in pairs to complete the activity. They will write Belief in the middle, write down examples, non-examples, facts/characteristics, and then come up with a definition in their own words. Students will be asked to be creative with the completion of their Frayer Model. Students will submit their work. Once students submit their work, the teacher will read definitions that the class came up with. As a class, a mutual, agreed upon definition will be derived. Students will write this definition in their notes. This activity allows students to go beyond the dictionary definition and truly understand the meaning of a belief. Students will be asked to complete another Frayer Model, this time, looking at the word Faith. As a class, students will compare and contrast a belief and faith. They will discuss the role of faith in belief systems. (This is necessary so that students will be familiar with the terminology when looking at the role of faith within specific religious belief systems. Students will submit their work. Resources: Frayer Models Smart Board + Computer + Projector Marker Assessments: Formative: Question/Answer Frayer Model Discussion 10

11 Lesson 2 and 3 Introduction to Judaism (Origins and Groups) 150 minutes Curriculum Expectations: Identify influential personalities (e.g., Abraham, Christ, Moses, Muhammad) and summarize their contributions to the development of selected religions; Explore the origins and development of sacred writings Enduring Understandings: Analyse the similarities and differences between the central beliefs of various religions. Demonstrate an understanding of religious pluralism as a defining feature of contemporary Canadian Society. Lesson Overview Assignment Introduction (20 minutes) As students enter the class they will receive a card from the teacher at the door. On these cards will be the following Jewish groups: Orthodox (Hasidism) Reconstructionist Reform Women in Judaism Conservative During the unit on Judaism, (approximately 6 days in length) students will be assigned a date. On that date their responsibility is to post a discussion question online relating to their assigned Jewish group. Students in the class are to respond to this discussion question. The hosts are to respond to each student s answer, generate further discussion, and encourage class involvement. This is distributed now so that the first group is prepared to post their questions by day 3 of Judaism. Judaism Overview (2 x 50 minutes) Students will be given a blank timeline starting at 1700 B.C.E. and ending in the present. As the lesson below unfolds, they are to complete the timeline. Students will be given a Socratic lesson covering topics relevant to the introduction of Judaism. This will include: Abraham, Introduction to Monotheism, Promised Land, Covenant, (film activity: see below), Period of Judges, Kings and Prophets, Exile, The Diaspora, The Maccabean Revolt, and Christ. The following topics will be discussed using film clips from Ten Commandments (2007): Moses, Exodus, Ten Commandments Follow-up (2 x 10 minutes) At the end of each day students will complete a Kick it out the door activity where they will have to answer a question regarding the day s discussions correctly in order to leave. Resources 1. Text: Exploring World Religions: The Canadian Perspective by DesRivieres and Quinlan. 2. Jewish Timeline -- Evaluation Jewish Groups, online discussion groups. This is to be evaluated using an online participation checklist. 3. Films: Ten Commandments (2007) 4. Online participation checklist 11

12 Lesson 4 Curriculum Expectations: Beliefs of Judaism 75 minutes Describe the role of faith in systems of belief; Summarize the relationship religious symbolism has to these systems of belief in various religions; Identify significant sacred writings and/or oral teachings from various religions Enduring Understandings: Analyse the similarities and differences between the central beliefs of various religions. Lesson Overview Today students will have the opportunity to become familiar with Jewish beliefs. Beliefs in Judaism will be researched using the internet; students will be given the questions to research below, and told specifically to stick to the resources and websites outlined below: Print Resources Electronic Resources Shema Jewish Creed of Faith 13 Articles of Faith Deuteronomy 6: Five Fundamental Concepts of Judaism Philo of Alexandria Judaism Facts Websites Key Questions for the Quest (50 minutes) 1. What is the most important fact about Judaism that is revealed by the Shema? 2. Out of the five fundamental concepts of Judaism, which do you think is the most influential on the Jewish faith? Discuss your choice. 3. Judaism is a monotheistic religion that has been influenced by three key periods, Abraham, Moses and the Diaspora. Outline the important events that happened in each period, in your outline discuss how the events influenced contemporary Jewish faith. Follow-up (25 minutes) Class discussion and taking up of the key questions Resources 1. Text: Exploring World Religions: The Canadian Perspective by DesRivieres and Quinlan. Assessments Contribution to the webquest discussion. 2. Jewish Timeline Jewish Facts Website htm 12

13 Lesson 5 Curriculum Expectations: Practices, Rituals, Symbols and Festivals 150 minutes Identify the origins of various religious beliefs regarding creation, birth, death, god, destiny, and afterlife; Enduring Understandings: Analyse the similarities and differences between the central beliefs of various religions. Lesson Overview Today we will focus on understanding Jewish practices, rituals, symbols and festivals. Activity Students will be asked to create a piece of electronic artwork (collage, slide show, website, video, etc.) that reflects the practice, ritual, symbol or festival they have chosen. The students will be able to choose from symbols like: The Synagogue, Torah Scroll, Kippah, Kiddush, Kashruth, Shabbat, Star of David, or Menorah. Or, they could also choose festivals like: Rosh Hashanah, Yom Kippur, Hanukkah or Pesach. Once they are complete, they are to explain why they chose the medium they did, and briefly explain the significance of the practice for Jews. Once complete, they will showcase their product at the front of the room and briefly present their results to the class. Follow-up As their peers present, students will complete the practices, Rituals, Symbols and Festivals Chart for their own notes. Resources 1. Examples of many Jewish Symbols 2. Book Computer lab with colour printer 3. Rituals, Symbols and Festivals chart. Assessments 1. Brief Class presentation 13

14 Lesson 6 Curriculum Expectations: Jewish Milestones 75 minutes Identify ways in which symbolic meaning is incorporated into civil practices that are commemorated in a solemn fashion Demonstrate an understanding of how religious beliefs influence the development of the policies and practices of social institutions Enduring Understandings: Summarize the ways in which religions and the development of civilizations are interconnected. Lesson Overview Teacher Lesson (2o minutes) There will be a Socratic type lesson via PowerPoint where the teacher discusses the religious significance of the Torah. It is expected that the students will take notes. Activity Jewish Milestones (45 minutes) The five Jewish milestones include: Naming a Child, Coming of Age (bar mitzvah/bat mitzvah), Marriage (divorce) and Death. Students will be split into groups of five. Each person in the group will research a Jewish Milestone (preferably in a lab using the site: Their presentation to the group should include: The significance of the milestone for Jews. The connection to their beliefs. The role of the family in the milestone. The role of the rabbi for the milestone. The role of the community for the milestone. Any reference to the milestone in the Torah. Their assignment is to present on the above questions to their group. All answers are to be recorded in their Jewish Milestones Table (provided by the teacher) Follow-up For homework they are to work on the peer assessment for their jigsaw activity. Resources 1. Jewish Milestones Website -- Assessments Peer assessment of Milestones Jigsaw. 2. Peer assessment tool 3. Significance of the Torah Powerpoint. 4. Jewish Milestones Table 14

15 Lesson 7 Curriculum Expectations: Jewish Issues 75 minutes Review the political, economic, social, ideological, or geographic impact of religion on at least one culture; Speculate on the present and future roles of religion Enduring Understandings: Identify the function of religion in the Canadian experience. Speculate on the present and future roles of religion. Lesson Overview The previous night students will have been assigned an article from one of the internet sources below. All of the articles relate to Jewish issues. (Some articles are deliberately one sided.) The topics we will focus on are Anti-Semitism and Israel as a Jewish Homeland. Once the students have read their assigned article, they are to summarize it in one or two paragraphs and write two discussion questions. Activity When students arrive to class they are to join one of the three roundtables. The tables will be split evenly with half the students having read about Anti-Semitism and the other half having read about Israel as a Jewish homeland. Each student will take turns summarizing their article to the group and then posing their discussion questions. All students will be peer evaluated for their summary, validity of their questions and ability to generate discussion. Follow Up Peer assessment of their roundtable group. Resources 1. Third World Network 2. Jewish News Foreign Affairs The Economist Foreign Policy Encarta Academic Search engine in the library Assessment Peer Assessment Tool for roundtable discussions Evaluation to follow after Christianity 15

16 Lesson 8 and 9 Curriculum Expectations: Introduction to Christ(ianity) 150 minutes Identify influential personalities (e.g., Abraham, Baha ullah, Christ, Confucius, Dalai Lama, Guru Nanak, Moses, Muhammad, Siddhartha Gautama, Zoroaster) and summarize their contributions to the development of selected religions; Explore the origins and development of sacred writings Enduring Understandings: Analyse the similarities and differences between the central beliefs of various religions. Demonstrate an understanding of religious pluralism as a defining feature of contemporary Canadian Society. Lesson Overview Assignment Introduction (20 minutes) As students enter the class they will receive a card from the teacher at the door. On these cards will be the following Christian denominations: Protestant Lutheran Baptist Reform Anglican Methodist Evangelical Mormon Jehovah s Witness During the unit on Christianity, (approximately 6 days in length) students will be assigned a date. (eg. Protestant, Reform and Evangelical on Monday etc) Their responsibility is to post a discussion question online. Students in the class are to respond to this discussion question. The hosts are to respond to each student s answer, generate further discussion, and encourage class involvement. This is distributed now so that the first group is prepared to post their questions by day 3 of Christianity. Christianity Overview (2 x 40 minutes) Students will be given a Socratic lesson covering topics relevant to the introduction of Christ. This will include: Birth, John the Baptist, 12 Disciples, teachings, Parables, Miracles, Betrayal, The following topics will be discussed using film clips from Jesus of Nazareth and The Passion of the Christ : The Trial of Jesus, Death, Burial and Resurrection. Follow-up At the end of the day students are to complete a plus/minus/interesting activity and they will be handed in for teacher review. Resources 1. Text: Exploring World Religions: The Canadian Perspective by DesRivieres and Quinlan. 2. Christ Lifeline lt.asp Evaluation Christianity denomination, online discussion groups. This is to be evaluated using an online participation checklist. 3. Films: Jesus of Nazareth and Passion of the Christ 4. Online participation evaluation checklist 16

17 Lesson 10 Curriculum Expectations: Beliefs of Christianity 75 minutes Describe the role of faith in systems of belief; Summarize the relationship religious symbolism has to these systems of belief in various religions; Identify significant sacred writings and/or oral teachings from various religions Enduring Understandings: Analyse the similarities and differences between the central beliefs of various religions. Lesson Overview Today students will have the opportunity to become familiar with Christian beliefs. Beliefs in Christianity can be summarized into six key sections as outlined in the textbook Exploring World Religions, Creation, God, The Holy Trinity, The Holy Spirit, Salvation and Eternal Life, The Last Judgement. Today students will be provided with a couple of key resources. One resource is the Apostles Creed, which summarizes what it means to be a Christian. The students from this point will work on a jigsaw activity where they are each responsible for researching, creating notes and teaching their peers about one specific belief. Resources for each belief can be found below in the resources section. Activity (30 minutes research, 40 minutes sharing) Students are to get into groups of 6. Each member of the group will be given a Christian belief. For about 30 minutes, each person will research the belief, focusing particular attention to the following points: What is the belief and where has it stemmed from? How important is it in influencing the present day church? Do all Christian denominations believe the same thing? Once the research is complete they will share their findings with the group. Follow-up Each student will submit an electronic copy of their summary to the teacher the following day and it will be added to the class website for further review. Resources 1. Text: Exploring World Religions: The Canadian Perspective by DesRivieres and Quinlan. Assessments Review of students electronic notes for the jigsaw activity that are to be posted on the class website. 2. Chart Paper 3. Apostles Creed Creation and evolution article Articles on God, the Holy Trinity, The Holy Spirit, Salvation, and the Last Judgement can be found at: iefs/ 17

18 Lesson 11 Curriculum Expectations: Practices, Rituals, Symbols and Festivals 150 minutes Identify the origins of various religious beliefs regarding creation, birth, death, god, destiny, and afterlife; Enduring Understandings: Analyse the similarities and differences between the central beliefs of various religions. Lesson Overview Today we will focus on understanding Christian practices, rituals, symbols and festivals. Activity Students will be asked to create a piece of artwork (collage, picture, model, poem, speech) that reflects the practice, ritual, symbol or festival they have chosen. The students will be able to choose from symbols like: Chi Rho, The Fish, Crucifix, INRI, Crown of Thorns, Sacred Heart, the Dove, the Lamb or the Pieta. They could also choose festivals like: Christmas, Epiphany, Lent, Easter or Pentecost. Once they are complete, they are to explain why they chose the medium they did, and briefly explain the significance of the practice for Christians. Once complete, they will showcase their product at the front of the room and briefly present their results to the class. Follow-up As their peers present, students will complete the practices, rituals, symbols and festivals chart for their own notes. Resources 1. Examples of many Christian Symbols 2. Art supplies for the creation of their art work. 3. Rituals, symbols and festivals chart. Assessments Brief Class presentation 18

19 Lesson 12 Curriculum Expectations: Sacraments 75 minutes Identify ways in which symbolic meaning is incorporated into civil practices that are commemorated in a solemn fashion Demonstrate an understanding of how religious beliefs influence the development of the policies and practices of social institutions; Enduring Understandings: Summarize the ways in which religions and the development of civilizations are interconnected. Lesson Overview There will be a Socratic type lesson via PowerPoint where the teacher will discuss the seven sacraments. It is expected that the students will take notes on their Sacraments tables. (Provided by the teacher) Activity Once the lesson is complete, the students are to create three new religious symbols to represent three sacraments of their choice. Once their symbol is created they need to discuss in a paragraph, the significance of each symbol, why they designed it the way they did, and how it relates to religious practice. For example a religious symbol for baptism might be because it is the picture of John the Baptist painted by Leonardo Da Vinci. I currently hangs in the Louvre in Paris. The symbols will be posted around the room, and the students will vote on their favourite for each sacrament. Resources 1. Sacraments Resource -- taca&id=3432&grupo=church%20teaching%20q A&canal=Catholicism%20101 Assessments Peer assessment of symbol ideas. 2. Peer assessment tool 19

20 Lesson 13 Curriculum Expectations: Issues in Christianity 75 minutes Review the political, economic, social, ideological, or geographic impact of religion on at least one culture; Speculate on the present and future roles of religion Enduring Understandings: Identify the function of religion in the Canadian experience. Speculate on the present and future roles of religion. Lesson Overview Students will be given two articles when they enter the room. They are to read the articles, summarize the key points and establish an opinion based on the content of the articles. (45 minutes) Activity Once complete they are to get into groups of 4 to 5 and discuss the following questions. What is the Christian opposition to the issue? What arguments do Christians use to defend their position? What is your position on the issue? Resources 1. Lutheran statements on cloning: Issues/Social-Statements-in-Process/Genetics.aspx 2. Catholic political Issues Articles: Evaluation Test on the following: Judaism (All content) Christianity (All content) 20

21 Lesson 14 Discovering Islam - The Supernatural and Symbolism 75 minutes Curriculum Expectations: Demonstrate an understanding of the concept of the supernatural in various belief systems Summarize the relationship religious symbolism has to these systems of belief in various religions Describe the role of faith in systems of beliefs in various faiths Demonstrate an understanding of sign and symbol in various religions Enduring Understandings: Demonstrate an understanding of religious pluralism as a defining feature of contemporary Canadian society. Lesson Overview: Video: The lesson will start off with a five minute video introducing Islam. Discussion: After watching the video, the class will have a discussion (based on the video) to determine their notion of the meaning of God within Islamic tradition (Tauhid). After we come up with a clear and accurate definition of God within Islam, the teacher will conduct a brief presentation, using the Smart Board (Notebook) identifying important symbols within Islam. Symbols: Misbaha, Kabaa, Masjid, Qu ran, Hijab, Burka, the Crescent and Star, etc. Homework: Students will be asked to get a newspaper and cut out any article that has something to do with Islam. Students will be asked to note key words or symbols discussed in class. They will also be asked to briefly present (the following class) their newspaper clipping, what it is about and its relevance to the Islamic faith in today s Canadian society. Resources: Video on File (USB) Computer + Smart Board + Projector Assessments: Formative: Question and Answer Discussion 21

22 Lesson 15 Curriculum Expectations: Islamic Scriptures 75 minutes Identify significant sacred writings and oral teachings from various religions Explore the origins and development of sacred writings Compare and contrast the roles sacred writings and oral teachings have in various religions Identify key principles from relevant passages of sacred writings Enduring Understandings: Analyse the similarities and differences between the central beliefs of various religions Lesson Overview: Warm Up: Students will present their newspaper article (homework) to the class. Lecture/Discussion: The teacher will discuss the origins and compilation of the Qu ran through a Power Point presentation. The revelations made by Angel Gabriel to Prophet Mohammed will be discussed. The role/significance of Sunnah and Hadith will be taught. Activity: In the activity called Pair it Up students will work with a partner to determine the similarities and differences between two passages (one from the Qu ran and one from the Guru Granth Sahib). Each partner will take on the role of either a Sikh or Muslim and teach the other how scripture is used in their religion. Journal: Students will write a short journal entry on their understanding of the role of the Qu ran in Islam based on what they learned in class and the Pair it Up and role play activity. Resources: Pair It Up Passages Computer - Projector Assessments: Formative: Questions and Answer Pair It Up (observe discussions and role play) Journal Entry feedback 22

23 Lesson 16 Islamic Practices, Rituals, Symbols, and Festivals 75 minutes Curriculum Expectations: Categorize the practices and rituals of various religions Identify the origin and significance of various practices, rituals, symbols, and festivals Enduring Understandings: Summarize the ways in which religions and the development of civilizations are interconnected Lesson Overview: Students will be going to the computer lab. They will be divided into groups of three. Each group will be asked to answer the following questions. The groups will be required to submit their work at the end of the period (in the Teacher In folder). 1. What is Salah and its place within Islam? 2. What is Niyyah and rak ah and its role within Islam? 3. What is Zakah? Research its significance within Islam. 4. What is Saum? Investigate its role within Islam. 5. What is Hajj? Research its significance as the first pillar. 6. What is Eid-ul-Adha? 7. What is nikah? The teacher will give a brief presentation summarizing these key questions. Student work will be posted on the class website for everyone to study from. Some groups may have conducted more (or less) research on specific questions, and therefore, would benefit from looking at other students work. Resources: Computer Lab Computer + Projector Assessments: Formative: Read through students responses the questions and give students feedback on their answers 23

24 Lesson 17 Curriculum Expectations: What makes a Hindu a Hindu? 75 minutes Summarize the major historical influences on and events in the development of various religions Enduring Understandings: Analyse the similarities and differences between the central beliefs of various religions. Lesson Overview: This lesson is to give students an overview of the Hindu faith by having students watch brainstorm what they know and watch a video that provides a general explanation of Hindu tenets. Brainstorm Write the word India on the board, and ask student what they know about India. What images, names, places, ideas, etc. come to mind when you mention the word India? Write their ideas on the board. Explain that 86% of Indians are Hindu and that Hinduism has had a profound effect on shaping the country and the way Indians live their lives. Ask students the following: Which of the things on this list do you think are related to Hinduism? (For example, if students mention anything about castes, cows, the Ganges, etc., these can all be related to Hinduism.) Transfer their ideas to a new list about Hinduism. Ask them what else they know about Hinduism, if anything. Activity Students will watch Hinduism from the Religions of the World series. During the video, students should complete the accompanying questions and complete the discussion at the end. Discussion Share responses to questions as a class as time allows. The remainder of the questions/concepts will be discussed in the following lesson. Resources: - Handout: Hinduism video focus questions - Video Hinduism from Religions of the World series Assessments: Formative: Answering focus questions and class discussion to clarify important concepts 24

25 Lesson 18 Debating Hinduism 75 minutes Curriculum Expectations: Analyse the similarities and differences between the central beliefs of various religions Demonstrate how practice, ritual, and symbolism are external representations of the beliefs and principles of religion. Enduring Understandings: Speculate on the present and future roles of religion. Lesson Overview: As a follow-up to the video from the first lesson, students will extend their knowledge by completing a fishbowl activity surrounding some of the key questions that arose from the video and have the opportunity to discuss and debate using their current understanding Pre-Activity Resume taking up questions from video and clearing up any misunderstandings or questions students may have. Activity Students are instructed to get into pairs and arrange their chairs in two concentric circles with one partner in the inner circle, and the second in the outer circle. The fishbowl activity means that only students in the inner circle are able to speak and the outer group must simply observe silently. After some discussion on each question, the partners are to switch seats with the observers becoming the speakers and vice versa. Based on their understanding, use the following questions to guide the discussion. Historically, Hinduism has been tolerant of other religions. How has this affected its development as a religion? Hinduism is rare among major religions in that it considers animals to be sacred. Give an example of a sacred animal and explain its significance. How does this practice affect the daily life of Hindus? How are Jainism and Buddhism related to Hinduism? What were the political and religious consequences of the caste system throughout India s history? Explain why the Hindu practice of honouring and caring for images of their gods is or is not a form of idolatry. In the end, was Gandhi too broad in his attempts to reconcile the great religious diversity found within India? Was Gandhi s focus primarily religious or spiritual? Discuss Hinduism as a polytheistic or a monotheistic religion. Resources: None Assessments: Formative: Ability to participate in discussion based on understanding of video Communicating a perspective in a fishbowl discussion 25

26 Lesson 19 Curriculum Expectations: Practicing Hinduism 75 minutes Analyse the similarities and differences between the central beliefs of various religions Demonstrate how practice, ritual, and symbolism are external representations of the beliefs and principles of religion. Enduring Understandings: Demonstrate an understanding of religious pluralism as a defining feature of contemporary Canadian Society. Lesson Overview: This lesson will give students a chance to reflect on the basic tenets of Hinduism and give them an opportunity to consider and discuss some applications of the beliefs in the life of a Hindu. Warm-up Activity Share pictorial representations of the various gods. Gather students impressions and talk about the characteristics of each god based on his or her appearance. Activity Each student is given a Basic Tenets of Hinduism Handout as well as a question sheet. After reading the questions and instructions as a class, students should work independently to reflect on the questions and complete the questions in their journals. Discussion After they have completed their journals, spend the last 10 minutes engaging students in a class discussion surrounding the similarities and differences between Hinduism and the other religions previously studied in the course. Resources: - Pictoral/idol representations of various Hindu gods and goddesses - Basic Tenets of Hinduism Handout - Basic Tenets of Hinduism Questions Assessments: Formative: Warm up Discussion Question and Answer 26

27 Lesson 20 Curriculum Expectations: The Story of Buddha 75 minutes Summarize the major historical influences on and events in the development of various religions Enduring Understandings: Analyse the similarities and differences between the central beliefs of various religions. Lesson Overview: This lesson is to give students an overview of the origins of Buddhism, its development and the central beliefs of the faith Brainstorm Bring in a small statue of the Buddha and ask students to brainstorm words/concepts that they relate to the figure. Write these words on the board and allow for discussion. After the brainstorm, clarify and misconceptions the students may have. Activity Give each student a copy of the handout, Biography: The Story of Buddha. Read through the story aloud as a class. Have students do a Think/Pair/Share by answering the questions individually, sharing with a partner, and then discussing each question as a class Lecture Introduce students to the concepts of the Four Noble Truths, Enlightenment, the Wheel, and Buddhist practices such as prayer and meditation. Resources: Biography: The Story of Buddha. Assessments: Formative: Brainstorm Think/Pair/Share Class discussion on Buddhist concepts 27

28 Lesson 21 Curriculum Expectations: Buddhism in a Nutshell 75 minutes Analyse the similarities and differences between the central beliefs of various religions Demonstrate how practice, ritual, and symbolism are external representations of the beliefs and principles of religion. Enduring Understandings: Analyse the similarities and differences between the central beliefs of various religions. Lesson Overview: In groups, students will employ the website Buddhism in a Nutshell to complete an online jigsaw activity. This activity will allow them to each focus on a particular aspect of Buddhism and share their findings with the group Activity Students will be randomly assigned into groups of four and choose a letter from A to D. In the computer lab, each student will visit the site Buddhism in a Nutshell (Available at: Each student will be responsible for pages in the website Student A B C D Responsible for pages: The Buddha, The Dhamma, Is it a Religion? Ethical System?, Salient Features, Karma Rebirth, Dependant Arising, Anatta Nibbana, Path to Nibbana, Meditations and Reflections For each of the three sections, the student must define 5-7 key terms, identify and respond to 4 key questions arising from that page. Each student keeps jot notes while completing their research. Homework Complete any sections that did not get done in class. Resources: - Computer Lab with one computer/students Assessments: Formative: Jot notes - Internet Access 28

29 Lesson 22 Curriculum Expectations: Buddhism: Defined 75 minutes Analyse the similarities and differences between the central beliefs of various religions Demonstrate how practice, ritual, and symbolism are external representations of the beliefs and principles of religion. Enduring Understandings: Analyse the similarities and differences between the central beliefs of various religions. Lesson Overview: Students will share their research with each other, with students who looked into same topics, as well as those in their home groups. Activity All students who were assigned A s would come together with their jot notes, all B students form a group and so on. In groups, each student chooses red, yellow, blue or orange and assigned the following roles: Red: Moderator (to ensure that everyone stays on task) Yellow: Timekeeper (to ensure that the goals are completed within the given time frame) Blue: Facilitator (to ensure that everyone has a chance to participate and that no one is coasting. Orange: Recorder (to record all of your group s key ideas) Everyone gets the chance to share and the group comes to a consensus on 5 key terms and 4 questions/responses for each section. The students complete their graphic organizers for the three pages their letter was responsible for. After 30 minutes, students then return to their home groups and teach their home groups the key points of what they learned from their pages. Each student fills in their graphic organizer and should have completed all 12 sections which is submitted for assessment. Resources: - Graphic Organizers - Chart Paper for each group Assessments: Formative: Completed jot notes Completed Graphic organizer - Large tables/group desks for sharing 29

30 Lesson minutes Curriculum Expectations: Exploring Sikhism The Supernatural and Symbolism Demonstrate an understanding of the concept of the supernatural in various belief systems Summarize the relationship religious symbolism has to these systems of belief in various religions Describe the role of faith in systems of beliefs in various faiths Demonstrate an understanding of sign and symbol in various religions Enduring Understandings: Analyse the similarities and differences between the central beliefs of various religions Lesson Overview: Lecture: As the students walk into class, they will take a seat. The teacher will conduct a brief lesson, using a power point presentation, introducing the concept of God and the supernatural in Sikhism. Students will take notes. Key concepts which will be conveyed are as follows: Teacher Notes: Sikhism - Monotheistic Religion. One God. He is the creator of the universe. He is present throughout the universe in various forms. Theories of Karma, Maya, Mukti. The teacher will explain the activity, which will be an artefact exhibition. Artefact Exhibition: There will be 5 artefacts, which students will sketch and describe the relevance of this artefact in the Sikh belief system the artefact in their notebooks. Each station will have a computer available for the students to conduct their research. Artefacts on display: Nishan Saab, Kangha, Kara, Replica Kirpan, Khanda Class Discussion: Students will have carry out a discussion about the various artefacts that were displayed. They will talk about their findings and their ideas about Sikh symbolism. Homework Question: Pick one religion already studied and analyze the similarities and differences of God or the Supernatural within that religion and Sikhism. Your response should be at least one page (no longer than 2 pages) and should be supported by at least 3 references. Resources: Smart Board + Computer Projector Artefacts: Nishan Saab, Kangha, Kara, Replica Kirpan, Khanda Assessments: Formative: Question/Answer Discussion Collect Homework, provide feedback 30

31 Lesson minutes Exploring Sikhism Scriptures Curriculum Expectations: Identify significant sacred writings and/or oral teachings from various religions Explore the origins and development of sacred writings Identify key principles from relevant passages of scared writing and oral teachings in various religions Examine the influence of scared writings and oral teaching from various religions on life in modern society Enduring Understandings: Demonstrate an understanding of religious pluralism as a defining feature of contemporary Canadian society Identify the function of religion in the Canadian experience Lesson Overview: Lecture: Explore Who, What, Where, When, What, Why and How about the origins of the Sikh scriptures (Guru Granth Sahib) by using the Smart Board and Notebook software. Activity: Students will be split into groups of 4. Each group will receive a different translated passage from the Guru Granth Sahib. Every passage will have embedded in it, the Sikh belief of salvation, destiny, right versus wrong, the ultimate reality and how it is revealed. Each group will interpret the passage and present it to the class. As a class, students will then discuss the compatibility of these Sikh beliefs to Canadian norms and values. Journal: Students will write a journal entry from the perspective of a Sikh Canadian describing how the Sikh scriptures are in favour of the concept of religious pluralism in Canada. Resources: Smart Board + Computer Projector Passages from the Guru Granth Sahib Assessments: Formative: Question/Answer Discussion Journal Entry 31

32 Lesson minutes Curriculum Expectations: Exploring Sikhism Practices, Rituals, Symbols, and Festivals Identify the origin and significance of various practices, rituals, symbols, and festivals Enduring Understandings: None Lesson Overview: Guest Speakers (6 priests from the Sikh Gurudwara-Ontario Khalsa Darbar): Students will be divided into 6 groups. Each group will be allocated a priest and one festival/ceremony. The students will interview the priest to find out as much information about the festival/ceremony. Each student will be given a responsibility. (Interviewers, recorder, presenters). They will be given 30 minutes to complete the task. After interviewing the priests, students will take 10 minutes to prepare a brief presentation about their findings about Name Giving, Marriage, Death, Initiation, Vaisakhi, and Diwali. Students will be given a maximum of 5 minutes to complete their presentations. Homework: Students will type their findings and submit it the next day. Resources: Smart Board + Computer Projector 6 Priests Paper Assessments: Formative: Question/Answer Interview Presentations 32

33 Lesson 26/27 75 minutes Review Let s Compare! Curriculum Expectations: N/A Enduring Understandings: Analyse the similarities and differences between the central beliefs of various religions. Summarize the ways in which religions and the development of civilizations are interconnected. Demonstrated an understanding of religious pluralism as a defining feature of contemporary Canadian society. Identify the function of religion in the Canadian experience. Speculate on the present and future roles of religion. Lesson Overview: Students will be given two periods to work in groups of three to review the key concepts studied in all six major religions. They will then be required to address the enduring understandings in their groups. This will help the students prepare for the final evaluation of this unit. Resources: Notes Assessments: None 33

34 Culminating Activity HRT 3M Culminating Performance Task Purpose The purpose of this Culminating Performance Task (CPT) is to allow you to create your own religion based on what you have learned through studying this course. Your challenge is to take ideology from 4 of the 6 religions we have studied. This CPT will be done throughout the course, and as we complete units, you will have a greater understanding of the different components, traditions and social influences of and on religions. Process Unit Two / Part 1 Religious Beliefs Sikhism Islam Christianity Buddhism Judaism Hinduism Each of the religious beliefs above has been covered in our second unit. We will emphasize later in the course that religion has been, in many ways, a wedge between different groups within society. Your challenge is to create your own belief system that incorporates the following items from 4 of the 6 religions listed above with the hope of establishing common ground for seemingly divergent beliefs: Origins (creation, birth, death, god, afterlife) Influential Personalities (Christ, Moses, Dalai Lama, Guru Nanak, Abraham, Baha ullah, Muhammad, Siddhartha, Gautama, or Zoroaster) and the nature of their influence. Key Concepts or Events (Jihad, resurrection, revelation, salvation etc.) What are the sacred writings, and how will they influence contemporary practice. It is important to note that your belief system need be only influenced by 4 of the 6 religions above; simply copying elements from those religions may result in a disjointed set of beliefs. Note: The presentation of this section can take on a multitude of forms, from websites, speeches, PowerPoint, or class presentations, the choice is yours. Unit Three / Part 2 Social Influences In this section, you will further discuss where you see your religion fitting into contemporary society. As we have seen through our studies in this unit, some religions appeal to certain cultures while others do not. There are enormous social and political connections to religion. In this section discuss the following for your new religion: What relationship do you see your religion having with various levels of government in greatly differing countries? What specific part(s) of the world do you believe that your beliefs will be adopted? What differing gender roles if any will be in place within your system of beliefs? What cultural media (television, internet, etc) do you see your religion using to promote your beliefs and contact believers? 34

35 Unit Four / Part 3 Human Experience In this section, you will address the shortcomings of religion in the social context and attempt to illustrate how your new religion could address these issues. Be sure to address the following: The overall purpose or function of your religion. What historical figures from other religions might adopt this belief system? Justify why. What present and future role do you see your new religion fulfilling. Focus on addressing the shortcomings of existing religions. What is the role of the individual in your religion? Research Canadian religious demographic data, click here. In your research, highlight the distribution of religions in Canada, you may choose to illustrate your research through maps, charts or graphs. Once complete, discuss how you see your religion fitting into the current Canadian picture, discuss the following: o Who is your new religion s target audience? o Who do you think you can appeal to most? o o Is you religion inclusive? Why or why not? Within 10 years of beginning your new religion, what are your realistic goals? (please illustrate this graphically) Resources General -- General Facts on many religions -- General Facts on many religions Christianity -- Catholicism -- Catechism of the Catholic Church Judaism -- Understanding the Torah -- Introduction to Judaism Hinduism -- Hinduism (beliefs, practices, scriptures) -- Directory of Online Information regarding Hinduism Buddhism - BBC Guide to Buddhism -- The Office of His Holiness the Dalai Lama Islam -- Links to Books on Islam -- Understanding Islam (a detailed overview) Islamic Resources Sikhism -- Comprehensive website on Sikhism Origins, Development, Philosophy and Scriptures of Sikhism Timelines You will be given 3 days of class time toward the end of each unit; the specific dates will be established in that unit. Final Deadline: 35

36 Culminating Activity HRT 3M Culminating Performance Task: Presentation Rubric Knowledge & Understanding Content and topic research /18 Level 1 Level 2 Level 3 Level 4 Information presented shows limited understanding of facts, terms, and concepts of the religions covered. Less than 2 religions have been taken into consideration. Information presented shows some understanding of facts, terms, and concepts of the religions covered. Less than four religions have been taken into consideration. Information presented shows a good understanding of the facts, terms, and concepts of the religions covered. At least four religions have been taken into consideration. Information presented shows a thorough understanding of the facts, terms, and concepts of the religions covered. At least four religions have been taken into consideration. Communication Level 1 Level 2 Level 3 Level 4 Evidence of Rehearsal /6 Visual Aids /8 Clarity of speech, tone, pace and volume is poor (inaudible). No eye contact, totally reading from notes. Very few or no visual aids, lack detail. Uses aids with minimal effectiveness for presentation. Clarity of speech, tone, pace and volume is fair (audible). Some eye contact, often reading from notes. Some visual aids used with adequate detail. Uses aids with some effectiveness for presentation Clarity of speech, tone, pace and volume is good. Good eye contact, moderate reading from notes. Uses fairly detailed visual aids effectively to aid presentation. Clarity of speech, tone, pace and volume is excellent. Constant eye contact, minimal reading from notes. Uses detailed visual aids highly effectively to enhance presentation. Application Level 1 Level 2 Level 3 Level 4 Connection to existing religions covered in course Ideas are not developed and limited explanation provided. Ideas are somewhat developed and explained in some depth. Ideas are well developed explained in depth. Ideas fully developed and explained in great detail (show insight). /12 Less than 2 religions have been taken into consideration Less than four religions have been taken into consideration At least four religions have been taken into consideration. At least four religions have been taken into consideration. 36

37 Resources / Handouts / References Frayer Model - Handout DEFINITION CHARACTERISTICS/FACTS EXAMPLES NON-EXAMPLES 37

38 Judaism: Online Participation Checklist During our unit on Judaism, you will be assigned a Jewish group and a date. On this date your responsibility is to post a discussion question online relating to your assigned Jewish group. Your fellow classmates will be responsible for responding to this discussion question. Once they have responded, it is your responsibility to provide them with your feedback in order to generate further discussion, and encourage class involvement. Note: The first group must be prepared to post their question by. I am in Group #, and must be prepared to post my group s question and respond to my classmate s feedback on. Online Participation Checklist In order to ensure success in this online forum, review this checklist before posting your group s discussion question and providing feedback to your classmates. Has my group proposed a relevant question regarding their Jewish group? Yes / No Is my group s question worded in a way that inspires thoughtful responses? Does my feedback extend the educational dialogue about my Jewish group? Does my feedback offer stimulating questions and relevant information? Does my feedback stimulate reflection and call for critical thinking? Do I use clear, concise language that is free of spelling and grammatical errors throughout my online dialogue? Do I use appropriate language intended for academic audiences throughout my online dialogue? Do I use constructive criticism and supportive feedback throughout my online dialogue? 38

39 Some Common Jewish Symbols... Menorah Star of David Torah Scroll 39

40 Judaism: Rituals, Symbols and Festivals As your fellow classmates present their chosen Rituals, Symbols and Festivals, use the chart below to summarize their information. In your summary, be sure to highlight WHY this information is important to the religion of Judaism, HOW it is used, and its historical significance. Student Name Ritual / Symbol / Practice Summary 40

41 Jewish Milestones Group Presentations Your group is responsible for researching your Jewish Milestone, summarizing the information gathered, and presenting it to the class. The website: may be helpful to you and your group, and should be considered a good starting point for your research in the computer lab. Your presentation MUST include the following information: The significance of the milestone for Jews. The connection to their beliefs. The role of the family in the milestone. The role of the rabbi for the milestone. The role of the community for the milestone. Any reference to the milestone in the Torah. Each presentation should be between 5 10 minutes in length. You MUST provide at least one visual aide (Overhead, Chart paper, Power point ) All group members must be accountable and participate in the research, summarizing, and presentation of information. Milestones 41

42 Jewish Milestones Table As your group researches your Jewish Milestone, record your summarized information in the table below: My Group s Jewish Milestone: My Group Members Names: Required Information The significance of the milestone for Jews Summary Source (Web URL) The connection to their beliefs The role of the family in the milestone The role of the rabbi for the milestone The role of the community for the milestone Any reference to the milestone in the Torah 42

43 Roundtable Discussion: Peer Assessment Form Now that you have completed the roundtable discussion, reflect on your experience as you complete the following Peer Evaluation form for your group members. Please evaluate each member out of 10. Also, be sure that all comments are constructive and supportive in nature. Group Member: The summary of the article was informative, concise, and accurate The questions posed were valid and stimulated critical thinking and productive dialogue The group member was able to stimulate discussion in a constructive manner /10 /10 /10 Comments: Group Member: The summary of the article was informative, concise, and accurate The questions posed were valid and stimulated critical thinking and productive dialogue The group member was able to stimulate discussion in a constructive manner /10 /10 /10 Comments: Group Member: The summary of the article was informative, concise, and accurate The questions posed were valid and stimulated critical thinking and productive dialogue The group member was able to stimulate discussion in a constructive manner /10 /10 /10 Comments: 43

44 PROTESTANT REFORM EVANGELICAL LUTHERAN ANGLICAN MORMON BAPTIST METHODIST JEHOVAH S WITNESS 44

45 Christianity: Online Participation Checklist During our unit on Christianity, you will be assigned a Christian group and a date. On this date your responsibility is to post a discussion question online relating to your assigned Christian group. Your fellow classmates will be responsible for responding to this discussion question. Once they have responded, it is your responsibility to provide them with your feedback in order to generate further discussion, and encourage class involvement. Note: The first group must be prepared to post their question by. I am in Group #, and must be prepared to post my group s question and respond to my classmate s feedback on. Online Participation Checklist In order to ensure success in this online forum, review this checklist before posting your group s discussion question and providing feedback to your classmates. Has my group proposed a relevant question regarding their Christian group? Yes / No Is my group s question worded in a way that inspires thoughtful responses? Does my feedback extend the educational dialogue about my Christian group? Does my feedback offer stimulating questions and relevant information? Does my feedback stimulate reflection and call for critical thinking? Do I use clear, concise language that is free of spelling and grammatical errors throughout my online dialogue? Do I use appropriate language intended for academic audiences throughout my online dialogue? Do I use constructive criticism and supportive feedback throughout my online dialogue? 45

46 PMI: Plus, Minus, Interesting Please take a moment to fill in your thoughts on today s topics. PLUS MINUS INTERESTING 46

47 Apostles' Creed 1. I believe in God the Father, Almighty, Maker of heaven and earth: 2. And in Jesus Christ, his only begotten Son, our Lord: 3. Who was conceived by the Holy Ghost, born of the Virgin Mary: 4. Suffered under Pontius Pilate; was crucified, dead and buried: He descended into hell: 5. The third day he rose again from the dead: 6. He ascended into heaven, and sits at the right hand of God the Father Almighty: 7. From thence he shall come to judge the quick and the dead: 8. I believe in the Holy Ghost: 9. I believe in the holy catholic church: the communion of saints: 10. The forgiveness of sins: 1l. The resurrection of the body: 12. And the life everlasting. Amen. 47

48 Some Common Christian Symbols Chi Roh The Fish Crown of Thorns Sacred Heart The Pieta 48

49 Christianity: Rituals, Symbols and Festivals As your fellow classmates present their chosen Rituals, Symbols and Festivals, use the chart below to summarize their information. In your summary, be sure to highlight WHY this information is important to the religion of Christianity, HOW it is used, and its historical significance. Student Name Ritual / Symbol / Practice Summary 49