World Religions A Semester Elective Social Science Course for Loudoun County Public Schools

Transcription

1 World Religions A Semester Elective Social Science Course for Loudoun County Public Schools Ashburn, Virginia 2016

2 World Religions The purpose of this course is to have students grow in their understanding of people from different global perspectives, and to do so through one of the most important operative manifestations of human culture: Religion. The aim is to help students develop an openminded understanding of the role played by religion and religious culture in the creation of human outlooks, perspectives, and behaviors. World Religions will begin with a short introductory unit--unit 1--that will explore various definitions of religion, and will pursue the questions of why religions develop, how they take form, and how they serve or influence the people in a culture. Following this introduction, Units 2 and 3 will focus on specific religions, and will proceed with three basic areas of exploration: 1. The Descriptive questions: a. What are the beliefs and practices of this religion? b. Who are the people of this religion s organized structure and what are their roles? c. What are the symbols and narrative sources which play a large role in describing and explaining this religion? 2. What is the history and what are the social structures that exist in the culture(s) where this religion is practiced? 3. HOW do these beliefs, people, and symbols, etc. reflect the culture in which we find the religion practiced? Unit 2 will look to the Middle East as the source of three major religions: Judaism, Christianity, and Islam. Using the framing questions above, students will deepen their knowledge and understanding of those religions and be able to explain their connections to particular cultural contexts. Unit 3 turns eastward to the various traditions that gave rise to Hinduism and Buddhism in India, and to Daoism, Confucianism, and Buddhism in China. Along the way, attention will be given to other significant religions such as Jainism, Sikhism, and Shinto by examining their basic beliefs and their roots in the societies around them. After having studied the religions of the Middle East, students should see that the beliefs of people of the east arise out of a social order that is different from the prophetic tradition. Unit 4 will seek to bring together the most central and enduring themes and concepts found among the world s religions. Its purpose is to have students take the cumulative knowledge gained in the course and apply it to the contextual frameworks of history and culture. Ashburn, Virginia, *Many thanks go to Ting-Yi Oei for the thought and organization he put into this curriculum. Social Science & Global Studies William F. Brazier, Supervisor Patricia Coggins, Specialist

3 Resources: LCPS: Library Media Services, Research Databases. Teachers should investigate the online research services provided by LCPS. One example: Encyclopedia Britannica: Religion sub-topics: Provides comprehensive and valuable information including maps, current demographic and growth data. Internet Sacred Text Archive: Religious Tolerance: Teaching Tolerance, Southern Poverty Law Center: Article, "One Nation, Many Gods: The BBC (British Broadcasting System): New York Times Learning Network: John Bowker, World Religions: The Great Faiths Explored and Explained, Dorling Kindersley, New York, 2006, ISBN: Huston Smith, The Illustrated World Religions: A Guide to Our Wisdom Traditions, Harper San Francisco, 1994, ISBN:

4 1. Introduction - What is Religion? Why Does it Exist? At the end of this unit, students will be able to: 1. Articulate at least 2 different definitions of religion, and explain why and how the definitions may have originated. 2. List and explain four reasons why religions might arise or exist in human communities. 3. Explain what allows religions to last or endure despite changes in human beings over time, and despite the differing cultures or societies in which they exist. Important Concepts that inform this unit: religion vs. spirituality; religion vs. myth; religion vs. philosophy; norms; social cohesion; allegory; polytheism; animism; rites and rituals; scripture; mysticism; shaman; prophet; cult; symbol; narrative.

5 Unit 1: What is Religion? Why does it Exist?

6 Unit 1: What is Religion? Why does it Exist I. Possible Definitions of Religion II. 1. Student Generated Allow students to explore what they mean by religion, its key elements and how a religion is practiced. 2. Etymology Students look up definition in dictionary and in their textbook; work together to discuss the origins of the word, then compare to their own and the group's definition. 3. Usage and Connotation Have students determine what else they considered in their definitions; what other thoughts are suggested by the word religion? Why have Religion? Why does Religion Endure? Give a variety of examples from different religious traditions to illustrate how religions can do the following: 1. Explain Existence (Religion for Self-Transcendence) (A life of purpose) 2. Explain the Unknowable ( 3. Provide Order, Social Cohesion, or Security Ex: Absolutism + Catholicism ( Ex: Social Order in India ( 4. Provide and Explain History Creation Stories:

7 Unit 2: The Middle East and the Monotheistic Tradition: God and His Prophets

8 2A: Religions of the Middle East: Judaism At the end of this sub-unit, students will be able to: 1. Describe the Tanakh, Torah, and Talmud, and note the significance of each in the practice of Judaism. Identify and explain at least one other important Jewish text. 2. Explain the significance of the word covenant in Jewish tradition. 3. Identify and explain key events in history that have contributed to the development of Jewish identity; give examples of historical events that are commemorated in religious practice. 4. The Jewish diaspora refers to the migrations of the Jewish people around the world. What historical events prompted these movements? 5. Discuss the major branches of thought in contemporary Judaism. What issues have led to the development of different branches? How do they differ on such issues as the interpretation of sacred texts, religious practices, the role of women? 6. Trace the evolving role of women as illustrated by Biblical figures such as Eve and Sarah, statements found in the Talmud and other texts, and women s roles in the contemporary world. 7. Describe the origins of Zionism and the creation of the modern state of Israel. What are some of the key issues facing Israel in today s world? 8. Describe the extent of Judaism today--both in terms of geography and in its adherents around the world. Important concepts that inform this unit: prophet; covenant; Hebrew; Holocaust; Hasidim; Orthodox; Conservative; Reform; kabbalah; messiah, mishrah; Talmud; Tanakh; Torah; Zionism.

9 2A:Religions of the Middle East: Judaism

10 2A: Judaism I. World View A people among other peoples, often in exile. The world is an imperfect place; Jews strive to improve it. A covenant exists between God and the Jewish people (Diaspora Background Information) II. Core Beliefs Monotheistic, Torah, Talmud. Role of prophets, messianic promise III. Institutions, Rituals, Practices Rabbis, synagogues, Midrash: Interpretation, both legal and non-legal of Torah (holy days, Folklore, coming of age,) IV. Modern Views (Information on Synagogues, architecture and structure) Evolving view, Zionism, modern Israel, multiple ways of practicing the faith. _maxy_is=&num=30&as_brr=0 (Late 19 th century Herzl. Primary Source document make a selection) Resources: My Jewish Learning: BBC Religions: Jewish Women s Archive: Jewish Encyclopedia: Tikkun: Jewish magazine focused on interfaith understanding. For comparative studies, follow this internal link:

11 2B: Religions of the Middle East: Christianity At the end of this sub-unit, students will be able to: 1. Describe the major themes of Jesus teachings. Be able to support with examples from the Biblical texts. 2. Explain the major figures, events, ands issues contributing to the rise of the early Christian Church: Paul, Constantine, the Trinity, Nicene Creed, and others. 3. Describe the emergence of key branches of Christianity: Roman Catholicism, Eastern Orthodox, and Protestantism. Relate these branches in terms of geography, main principles and differences, and practices. 4. Identify several of the major contemporary issues and conflicts present among the Christian Churches today. 5. Answer: What about Jesus teachings may be considered radical in its time or even today? 6. Answer: What factors and events over time have influenced the development and growth of Christianity? Consider: Judaism, persecution, Roman Empire (and later empires or kingdoms), Age of Discovery, the Enlightenment, Colonialism and Imperialism 7. What attributes of Christianity contributed to its growth and acceptance around the world? 8. Describe the role of Christianity (in its many varieties) as it relates to contemporary issues such as globalization, environmental concerns, religious leadership, authoritarianism, the role of women, social justice. 9. Describe the extent of Christianity today both in terms of geography and in its adherents around the world. Important concepts that inform this sub-unit: messiah; creed; dogma; gospel; Gnosticism; incarnation; mysticism; Protestant; Catholic; Orthodox; prophet; proselytize.

12 2B:Religions of the Middle East: Christianity

13 2B:Christianity I. World View Christianity has a universal mission and message of salvation for all people. II. Core Beliefs Divine nature of Jesus, God made human, the Savoir, the Messiah. Message of peace, love, forgiveness of sins. Reward of eternal, glorified life hereafter. III. Institutions, Rituals, Practices Church, hierarchical clergy, sacraments, Creeds, liturgy, holidays (Christmas, Easter), Saints IV. Modern Views Christian practices vary widely even in basic beliefs and institutions from those above; some are major differences, others less so. Ecumenical movement seeks to bridge differences. Resources Hartford Institute for Religion Research: Orthodox Christian Information Center: World Council of Churches: (See the National Council of Churches [ncccusa.org] for a similar approach on a national level.)

14 2C: Religions of the Middle East: Islam At the end of this sub-unit, students will be able to: 1. Outline key events in Mohammed s life and how they influence Islamic practice and belief. 2. Explain the Five Pillars of Islam, the purpose of each and how each is practiced. 3. Explain what is meant by the term People of the Book and why that is important. 4. Explain what the Qu ran is and its fundamental importance to Muslims along with Hadith, the collection of important sayings and actions of Mohammed. 5. Describe the key differences between Sunni and Shi a Islam, and the nature of Sufism. 6. Explain how Islam was able to expand so rapidly from its Middle Eastern roots to become a world religion. 7. Describe the most important religious themes and people that Islam, Christianity, and Judaism have in common. 8. Describe how the role of women in Islam changed during the course of time, and what particular challenges this poses for Muslims today? 9. Explain the complexities of the controversial concept in Islam, jihad. How has that term been interpreted, applied, or misused over time? 10. Describe the extent of Islam today both in terms of geography and in its adherents around the world. Concepts to inform this sub-unit: Five Pillars; Mohammed; Hadith; jihad; fatwa; people of the Book ; Qu ran or Koran; Ramadan; Shariah; Shia; Sunni; Sufi; prophet.

15 2C:Religions of the Middle East: Islam

16 2C:Islam I. World View Islam is the universal religion, encompasses all other religions. Humans are all of one family. History has revealed signs through prophets of God s, Allah's, work, mercy and protection. II. Core Beliefs Mohammed is the final prophet or messenger, the last and ultimate authority of God as revealed in the Qu ran to humans. One must freely accept and surrender to the teachings and power of God. For the just and merciful, closeness to God, paradise, awaits. III. Institutions, Rituals, Practices Five Pillars; mosque, two major groups; Sunni and Shi'a; clerical hierarchies in both; Sufism. IV. Modern Views Challenges within and outside of Islam; Restore view of human community as central to the faith. Resources Al-Islam: Islam and Islamic Studies Resources: University of Georgia. Professor Dr. Alan Godlas website for resources on contemporary Islamic Studies: Center for Contemporary Arab Studies, Georgetown University, K-12 Educational Outreach.

17 Unit 3: Religions of the East

18 3A:Religions of the East: Hinduism At the end of this sub-unit, students will be able to: 1. Name the important texts in Hindu literature and explain their influence on the life and culture of the people: the Vedas, Bhagavad-Gita, the Upanishads, Ramayana, Mahabharata. 2. Describe Hindu rituals, practices, and festivals and explain them using the vocabulary correctly associated with Hindu beliefs such as dharma, karma, darshan, atman, deva, puja, samsara, yoga. 3. Describe Hindu views regarding social roles, duties and responsibilities in regard to caste, gender, and life stages. 4. Explain the challenges for Hinduism in today s world a world of changing values in the social order, especially in terms of lingering caste distinctions and the role of women. 5. Describe the influence Hindu beliefs have had on other peoples and religions in more recent times. Give specific examples. 6. Describe the extent of Hinduism today both in terms of geography and in its adherents around the world. Concepts to inform this sub-unit: trinity; caste; guru; karma; moksha; Sanskrit; yoga; polytheism; samsara.

19 3A:Religions of the East: Hinduism

20 3A:Hinduism I. World View An integrated, universal view of all life, its multiple forms, among them humans. II. Core Beliefs A universal breath of creation came from Brahman, the source of all existence. Many different aspects of Brahman represented as deities, gods or goddesses. Three major forces derive from these: creating, preserving, destroying. Inward looking, understanding self and its source, Brahman, brings transcendent peace & bliss. Karma (actions & consequences of action); ethical behaviour, suffering as part of life. Reincarnation. III. Institutions, Rituals, Practices Religious texts, the Vedas, Brahmanas, provide stories, explanations, ethical guidance for behavior. Huge variety of rituals & practices have emerged over centuries: meditation, yoga, 16 rites to purify, sanctify life. Role of water and fire in rituals: cleansing and death. Structure of society (caste), life stages. IV. Modern Views Universal religion of value to all, message of tolerance. Coping with cultural practices re caste system, views towards women and other modern social reform movements. Very diverse practices worldwide throw complexity into a single standard view of Hinduism. Resources Himalayan Academy: Hinduism Today:

21 3B:Religions of the East: Buddhism At the end of this sub-unit, students will be able to: 1. Tell the story of Siddhartha Gautama and his path to enlightenment as the Buddha. (Similar stories to leaders of other faiths the mythic journey, Joseph Campbell) 2. Explain the Four Noble Truths, the Eightfold Path, and the Middle Way. 3. Identify the major branches of Buddhism and how they came to be, explaining the significant differences between them (Mahayana, Theravada, and Vajrayana). 4. Explain how Hinduism and Buddhism are similar and different. 5. Identify the factors that contributed to the spread of Buddhism throughout Asia and explain why it declined in influence in India. 6. Explain how time and reality can be said to be different in western and eastern religions. 7. Explain some of the modern trends in Buddhism and how are they influencing religious and social thought throughout the world. 8. Describe the role of the Dalai Lama as both a spiritual and political leader. 9. Describe the extent of Buddhism today both in terms of geography and in its adherents around the world. Concepts to inform this sub-unit: bodhisattva; Nirvana; mantra; meditation; Samsara; suffering; Mahayana; Theravada; Zen; middle way.

22 3B:Religions of the East: Buddhism

23 3B:Buddhism I. World View Universal view of all life of which humans are a part (see Hinduism) II. Core Beliefs Nontheistic, Life of Buddha shows a way to Enlightenment (Nirvana), a path of spiritual awakening. Four Noble Truths whose core is suffering. 8-Fold Path, wheel of birth and death. III. Institutions, Rituals, Practices Meditation, devotional practices associated with sacred texts, temples, monasticism, varied images of the Buddha. IV. Modern Views Wide variety of practices spreading internationally; socially engaged Buddhism; How is seeking Enlightenment engaged in the 21st century? Resources Buddha Education Foundation: Zen Mountain Ministry:

24 3C:Religions of the East: Daoism and Confucianism At the end of this sub-unit, students will be able to: 1. Describe ancient Chinese traditions such as ancestor worship, divination, and the concept of cosmic balance. 2. Explain how these various traditions contribute to the elements of both Daoism and Confucianism. 3. Explain the role of a deity or the divine in Daoism and Confucianism. How valid or even useful are these terms in understanding these beliefs? 4. Compare and contrast the differences between Daoism and Confucianism. 5. Describe the ways Daoism, Confucianism, and Buddhism may be blended together in practice. Can you see similar patterns of blending religions elsewhere in the world? 6. Explain how Confucianism has adapted in modern times as political and social changes continue to transform China. 7. Describe the extent of Confucian and Daoist beliefs today both in terms of geography and in its adherents around the world. Concepts to inform this sub-unit: cosmic balance; Li; chi; Ren; wu wei; Yin-Yang.

25 3C:Religions of the East: Daoism and Confucianism

26 3C:Daoism and Confucianism I. World View Everything is part of a cosmic process which is in a constant ebb and flow seeking balance. II. Core Beliefs The Dao, the "Way" or "Path," to live in harmony with nature, yin yang; experience the transcendent unity of all things; noninterference or "actionless action." Confucianism based on order, maintaining key relationships, to attain a just and ethical society. Virtue (ren) is goodness, love, benevolence. Honorable person is guided by moral behavior and self-improvement. III. Institutions, Rituals, Practices Text, Dao de Jing, empasizes openness, receptiveness, being quiet. Contemplative life in natural settings; individual spiritual practices, tied to inner transformation, recognition of three treasures: jing, ji, and shen Confucian practice based on respect for proper relationships and behavior with mutual obligations and responsibilities. His teachings, the Analects, the Six Classics form basis of individual and societal ideals. IV. Modern Views Both are important and influential today independent of any pure adherents of either. Thoughts influence views on environment, education, social relationships, business relationships, exercise of political leadership & power,

27 3D:Religions of the East: Sikhism At the end of this sub-unit, students will be able to: 1. Identify the ways (historically, geographically, philosophically) Sikhism rose out of a reaction to the existing practices of Hinduism and Islam. 2. Describe the fundamental role Guru Nanak Dev Ji played in the advent of Sikhism and identify his essential beliefs. 3. Describe how Sikhs view other religions and people of other faiths. 4. Identify and discuss some of the symbols that are associated with Sikhism. Explain the role they play in the faith and how some of these symbols are misunderstood by outsiders to the faith. 5. Explain why rituals play much less of a significant role in Sikhism than in most other faiths 6. Identify beliefs and practices that demonstrate the importance of incorporating ethical behavior as part of a way of life.

28 3D:Religions of the East: Sikhism

29 3D:Sikhism I. World View Views other religions as inspirations, ways to know God. One's spiritual life is very much a part of this world. II. Core Beliefs Monotheistic, equality & social justice, acceptance of others' beliefs. Reincarnation. III. Institutions, Rituals, Practices Rejects rituals as empty & meaningless, except for "baptism," seen as cleansing. Daily meditation, vegetarianism, no alcohol or drugs. IV. Modern Views Important to be very much in this world & involved; Sikhism as an ethical way of life, not just a faith.

30 3E:Religions of the East: Shinto At the end of this sub-unit, students will be able to: 1.Explain what is meant by Shinto being the indigenous faith of Japan. 2.Explain what kami are and the role they play in Shintoism. 3.Illustrate how Buddhism, Daoism, and Confucianism have influenced the beliefs and practices of Shintoism both in the past in the lives of people today. 4.Describe some of the basic elements of Shinto practice and rituals and explain their importance. 5.Explain the relationship of Shinto to other beliefs in Japan. Compare and contrast these relationships to how other faiths interact with each other. 6.Describe how Shinto beliefs came to be identified with the imperial authority of Japan.

31 3E:Religions of the East - Shinto

32 3E:Shinto I. World View Indigenous faith of Japan but beliefs applicable to whole world II. Core Beliefs Polytheistic: gods or spirits (kami) seen as part of natural world: mountains, rivers, animals, etc. Mysterious creating & harmonizing power of kami. Respect, cooperation, harmony are important values III. Institutions, Rituals, Practices Shrines seen as homes of kami, torii (gates); no sacred texts; worship & offerings at home & shrine. Purification rituals, occasional festivals mark rites of passage with prescribed services. No regular, weekly services. IV. Modern Views Belief in kami as source of human life, guides one to live in accordance with truth. All people worthy of respect, human rights. Cyclical view of history. The present moment is the center of all conceivable times.

33 Resources for Confucianism, Daoism, Sikhism, and Shinto East Asian Languages and Cultures, University of Winnipeg, Canada: Asia for Educators: Specific link to a lesson on Confucianism. (Links to other religions also available) Online Museum Resources on Asian Art: Once on a topic, you can link further to specific museum sites, i.e.: Shinto Online Network Association: Daoist studies:

34 Unit 4: The Role of Religion in Human Life At the end of this unit students will be able to: Reflect on their learning to respond coherently, explicitly, and extensively to the fundamental, overarching question: Given what you have seen and studied as religious manifestations in different cultures across the globe, what is the role of religion in human life? To address this fundamental question, students will have to address a series of sub-questions in this unit. These sub-questions are listed below, in italics. They are integrated into the curriculum outline after the mind map.

35 Unit 4:The Role of Religion in Human Life

36 Unit 4: The Role of Religion in Human Life I. Understanding the Unknown 1. Sacred Texts, Doctrines, Narratives How important are sacred texts, creeds, dogma to daily life within a faith? What is the significance of stories and myths relative to sacred or divine texts? 2. Life Beyond Earthly Existence? How do religions address questions of life beyond that of Earthly existence? II. Ethical and Moral Behavior 1. Common Codes between Religions? What ethical values and practices (views on peace or non-violence, charity, penance, social obligations, social justice ) do all faiths seem to share? 2. Role of the Clergy What role do leaders (clergy, teachers, monks, others) play in the faith? How extensive is their authority or power? 3. Changes in Knowledge and Belief over Time How do religions handle change over time especially when confronted by scientific advances, changing social values? How easy is it for a religion to transform itself and stay relevant to new generations? 4. Relations between Religions How do believers of one faith behave and treat those who are either of their faith, non-believers, or atheists?

37 5. Behaviors defining a "Religious" Person What constitutes adherence to the faith? (Practice and rituals, attendance?) III. Comfort, Security 1. Role of God What is the role of God or a deity; saints, or other human figures of significance in various world religions? 2. The Role of Prayer What role does prayer play in faith? What is its purpose? To whom or to what does one pray and for what? What form does prayer take? (Public and group prayer, private prayer, meditation, asceticism.) 3. Holy Places What significance do holy places hold in the thinking of adherents of various faiths? IV. Hope for Improved Existence 1. God and Holy Figures What is the role of God or a deity; saints, or other human figures of significance in various world religions? 2. The Role of Prayer What role does prayer play in faith? What is its purpose? To whom or to what does one pray and for what? What form does prayer take? (Public and group prayer, private prayer, meditation, asceticism.)

38 3. Extending the Faith How important is it to spread and expand the faith to others? a. Religions in Decline or Expansion In the modern world of today, what factors contribute to the growth or decline of a faith? As populations shift due to immigration or other factors, how is a faith transformed? Resources: John Bowker, World Religions: The Great Faiths Explored and Explained, Dorling Kindersley, New York, 2006, ISBN: Huston Smith, The Illustrated World Religions: A Guide to Our Wisdom Traditions, Harper San Francisco, 1994, ISBN: