Immaculate Conception School of Guiuan, Inc.

Brgy.9-A, Guimbaolibot Avenue,

Guiuan, Eastern Samar
SY 2024-2025

SHS DEPARTMENT
SHS COURSE SYLLABUS-ACADEMIC TRACK
Grade Level: Grade 11
Semester: 1ST Semester
Specialized Subject Title: Introduction to World Religions and Belief Systems
No. of Hours/Semester: 80 hours/semester
Pre-requisite:
Subject Teachers’ Name: Juan B. Dela Cruz

Section Handling Date & Time

11- Sr. Francis & M T W Th Fri
Andrew 7:30 AM -8:30 8:30 AM-9:30 AM 1:00 PM-2:00 3:00 PM-4:00
AM PM PM
11-St. Patrick 1:00 PM-2:00 PM 1:00 PM-2:00 3:00 PM-4:00 8:30 AM-9:30
PM PM AM

GRADING SYSTEM

Components & Written 25 Performance Task 45 Quarterly Assessment 30%

Percentage Works % %

SPECIALIZED 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.

LEARNING STANDARDS

Q1. The learners demonstrate an understanding of belief system or worldview,

Religion, Spirituality, Philosophy of Religion, and Theology;

Content Standard Q1. The learners demonstrate an understanding of historical and geographical
contexts of the different religions;

Q1. The learners demonstrate an understanding of effects of Religions: positive

and negative;

Q1. The learner demonstrates understanding of the elements of Judaism: a.

Founders: Abraham (2000 B.C.) and/or Moses (1391-1271 B.C.); b. Sacred texts:
Torah, Poetry, Prophets, Talmud, Mishnah c. Doctrines: Ten Commandments, 618
Rules; d. God: Yahweh/Jehovah; e. Sects: Orthodox, Conservative, Reform
Liberal;

Q1. The learner demonstrates understanding of the elements of Christianity: a.

Founder: Jesus Christ (c. 7 BC30 A.D.) b. Sacred texts: Bible (Old Testament and
New Testament) c. Doctrines: Trinity, Virgin Birth, Deity of Christ, Resurrection,
Last Judgment d: God: Trinity (Father, Son and Holy Spirit) e. Sects: Roman
Catholic, Greek/Eastern Orthodox, Protestantism, etc. f. Issues: Ecumenism,
Sexuality issues (e.g., contraception, homosexuality, ordination of women;

Q1. The learner demonstrates understanding of the elements of Islam: a. Founder:

Prophet Muhammad (570-632 A.D.) b. Sacred texts: Qur’an, Hadith c. Doctrines:
Five Pillars of Islam (Shahadahdeclaring there is no other god but Allah and
Muhammad is His messenger, Salat-ritual prayer five times a day, Sawm-fasting
Introduction to World Religions & Belief System SHS Course Syllabus
 during Ramadan, Zakat-alms giving to the poor, and Hajj (pilgrimage to Mecca at
least once in a lifetime) d. God: Allah e. Practitioners: Sunni, Shi’ite, Sufi f. Issues:
Gender Inequality, Militant Islam, Migration; and

Q1. The learner demonstrates understanding of the elements of Hinduism: a.

Founders: Aryans (1500 B.C.) b. Sacred texts: Vedas, Upanishads and Bhagavad-
Gita c. Doctrines: Dharma- duty, Kama pleasure, Artha-wealth, Moksha liberation,
Brahman, Atman, the Identification of Brahman and Atman, the Four Yogas (Yoga
of Knowledge, Yoga of Work, Yoga of Devotion or Love, and Yoga of
Psychological Exercises) d. Gods: 33 million gods and goddesses e. Issues:
Gender Inequality, Caste System, Poverty.

Q2. The learners demonstrate an understanding of the elements of Theravada

Buddhism: a. Founder: Siddhartha Gautama (563-483 B.C.) b. Sacred texts:
Tripitaka c. Doctrines: Four Noble Truths, Eight-fold Path, Law of Dependent
Origination and The Impermanence of Things d. God: non-theistic e. Issue:
Territory conflict in Mainland Southeast Asia;

Q2. The learner demonstrates understanding of the elements of Mahayana

Buddhism: a. Founder: Siddhartha Gautama (563-483 B.C.) b. Sacred texts:
Sutras c. Doctrines: Four Noble Truths, Eight-fold Path, The Six Perfections to
become a Bodhisattva (generosity, morality, patience, perseverance, meditation,
and insight) d. God: nontheistic e. Issues: Tibet invasion, Engaged, activism f.
Universality and growth of sects: Development of Buddhism to Zen (Chan)
Buddhism as the fruit of its encounter with Taoism;

Q2. The learner demonstrates understanding of the elements of Confucianism: a.

Founder: Confucius (551-479 B.C.) b. Sacred texts: Confucian Classics c.
Doctrines: Mandate of Heaven, T”ien, Human nature as originally good (Mencius)
or evil (Hsun Tze), Rectification of Names, The Moral Way consisting of five
cardinal virtues, Filial Piety, and Ancestor Worship d. God: Heaven e. Issues:
Gender inequality, Authoritarianism;

Q2. The learner demonstrates understanding of the elements of Taoism: a.

Founder: Lao Tzu (604 B.C. - ?) b. Sacred texts: Tao Te Ching, Book of Chuang
Tze c. Doctrines: Wu-Wei, Law of Reversion, Following nature d. Tao as the Origin
of all Beings, unnameable and eternal e. Issues: Inaction, Superstitious practices,
Environmentalism; and

Q2. The learner demonstrates understanding of the elements of Shintoism: a.

Founders: Prehistoric Animists of Japan b. Sacred texts: Kojiki and Nihongi c.
Doctrines: belief in kami, divinity of emperors d. Gods: kami (animist and nature
spirits) e. Issues: Shrine visits of Japanese prime minister.

Q1. The learner prepares character sketches of a person who is spiritual but not
religious and a person who is religious but not spiritual;
Q1. The learner conducts a group activity that demonstrates the influence of a
religion in a certain culture;
Performance Q1. The learner gathers print or web-based articles, photos, editorial, etc. showing
Standard the positive or negative effects of religion;
Q1. The learner demonstrates understanding of the elements of Judaism: The
learner identifies a story from the Old Testament that demonstrates the Jewish
belief in one God (e.g., Story of Samson);
Q1. The learner interviews a Christian parent or couple on why they are Christians
and what beliefs and practices they adhere to
Q1. The learner conducts a panel discussion on Muslim beliefs and practices
(when possible, inviting a Muslim); and
Q1. The learner simulates a particular yoga and writes a reflection paper on her
insights.

Q2. The learner evaluates the Eightfold Path in terms of how it achieves the Middle
Way;
Q2. The learner draws the insight from the acts of generosity of Tzu Chi
Foundation that reflect the core teaching of Mahayana;
Q2. The learner presents a character sketch of a person who personifies the
Confucian virtues;

Introduction to World Religions & Belief System SHS Course Syllabus

 Q2. The learner identifies the things she can do without by making an inventory of
personal belongings (e.g., things in the bedroom) and writes a reflection on Taoism
based on the result of the inventory;
Q2. The learner interprets the Kojiki creation story creatively;

TOPIC AND MOST ESSENTIAL LEARNING COMPETENCIES

TOPIC/s MELC/ s

Quarter 1 Quarter 1
Understanding the Nature of Religion
1. Understanding Beliefs and  Differentiate the concept, elements and characteristics
Worldviews of belief system, world view, religion, and spirituality;
2. Definition and Origins of Religion
3. Exploring Spirituality  Analyze the interconnectedness of geography, culture
and religions;
How World Religions Began
1. Historical Background  Analyze the influences of religion to culture and
2. Geography of Faith society;
3. The Cultural Milieu
 Examine the brief history, core teachings, fundamental
Positive and Negative Effects of Religion beliefs, practices, and related issues of Judaism;
1. Positive Effects of Religion
2. Negative Effects of Religion  Examine the brief history, core teachings, fundamental
3. Historical Events caused by beliefs, practices, and related issues of Christianity;
Religion
 Examine the brief history, core teachings, fundamental
Judaism beliefs, practices, and related issues of Islam;
1. Historical Background
2. Sacred Scriptures and the Ten  Compare and contrast the uniqueness and similarities
Commandments of Judaism, Christianity and Islam; and
3. Sects
4. Selected Issues
 Analyze the brief history, core teachings, fundamental
Christianity beliefs, practices, and related issues of Hinduism
1. Historical Background
2. The Holy Trinity, Sacred Scriptures,
and Doctrines;
3. Subdivisions
4. Selected Issues

Islam
1. Historical Background and the Life
of Muhammad
2. Sacred Scriptures
3. The Five Pillars of Islam
4. Subdivisions
5. Selected Issues

Comparative Analysis of Abrahamic

Religions
1. Origin and Morality
2. Purpose and Destiny
3. Views on Women

Hinduism
1. Historical Background
2. Sacred Scriptures
3. Beliefs and Doctrines
4. Selected Issues
Quarter 2 Quarter 2
Theravada Buddhism  Analyze the brief history, core teachings, fundamental
1. Historical Background and Life of beliefs, practices, and related issues of Theravada
the Buddha Buddhism;
2. Sacred Scriptures
3. Beliefs and Doctrines  Analyze the brief history, core teachings, fundamental

Introduction to World Religions & Belief System SHS Course Syllabus

 4. Subdivisions and Selected Issues beliefs, practices, and related issues of Mahayana
Mahayana Buddhism Buddhism;
1. Historical Background
2. Sacred Scriptures and Worship  Explain the uniqueness and similarities of Mahayana
3. Beliefs and Doctrines and Theravada Buddhism;
4. Subdivisions
5. Selected Issues  Analyze the brief history, core teachings, fundamental
Comparative Analysis of Dharmic Religions beliefs, practices, and related issues of Confucianism;
1. Origin and Morality
2. Purpose and Destiny  Analyze the brief history, core teachings, fundamental
3. Views on Women beliefs, practices, and related issues of Taoism;
Confucianism
1. Historical Background and the Life  Examine the brief history, core teachings, fundamental
of Confucius beliefs, practices, and related issues of Shintoism; and
2. Symbols and Sacred Scriptures
3. Confucian Beliefs and Observances  Explain the uniqueness and similarities of
4. Selected Issues Confucianism, Taoism and Shintoism
Daoism
1. Historical Background and Symbols
2. Sacred Scriptures and Worship
3. Beliefs and Concepts
4. Selected Issues
Shinto
1. Symbol and Historical Background
2. Sacred Scriptures
3. Worship and Observances
4. Beliefs and Doctrines
5. Subdivisions and Selected Issues
Comparative Analysis of Daoic Religions
1. Origin and Morality
2. Purpose and Destiny
3. Views on Women
Religion in the 21st Century
1. The Significance of Religion
2. Basic Similarities of World Religions
3. Religion in the 21st Century

PERFORMANCE TASK
Introduction
We live in a culturally diverse world. Each culture has their own set of traditions and norms, and these
may either be different or completely at odds with the ones you personally grew up with. Still, if we are to keep
a harmonious relationship with others, we must learn to respect other people’s culture and appreciate them for
the unique perspective they offer. This is more so important for different religions and belief systems that
various communities espouse.

By understanding these various beliefs and religions, one can begin to nurture a sense of respect and
appreciation for them. Moreover, accepting beliefs and cultures that are different from ours is important when it
comes to forming new bonds and maintaining healthy relationships with others.

Performance Scenario

GOAL: To create a video presentation that appreciates and respects the different world religions and belief
systems
ROLE: Theologian
AUDIENCE: Humanities and Social Science (HUMSS) Students, Subject Teachers, SHS Coordinator
SITUATION: The Senior High School (SHS) Department of Immaculate Conception School of Guiuan, Inc. will
conduct its quarterly Strand and Course Expo. As a theologian who is expert in the study of religious faith, and
the different system of religious beliefs and ideas, you were invited by the HUMSS students to be one of their
presenters related to their Course, “Introduction of World Religions and Belief System.” The students also
asked you to present a video that highlights appreciation and respect towards the different world religions and
belief systems.
PRODUCT: Video Presentation
STANDARDS: Your video presentation will be rated through the following criteria: Organization; Accuracy and
Relevance of the Content; Understanding of the different culture; Music/Sound Effects/ Voice; Creativity and
Elements of Design; and punctuality of submission.
Introduction to World Religions & Belief System SHS Course Syllabus
 ANALYTIC RUBRIC

Criteria Exemplary Good Needs Unsatisfactory Score

(4 Points) (3 Points) Improvement (1 Point)
(2 Points)
Organization The The The presentation The presentation
presentation presentation was not easy to was difficult to
was very easy was easy to follow. follow due to
to follow. follow. disorganization
of the utterances.
Accuracy and The contents of Most of the Some contents The contents of
Relevance of the video are contents of the in the video are the video are
the Content accurate and video are accurate and neither accurate
related to the accurate and related to the nor related to the
topic. related to the topic. topic.
topic.
Understanding Interprets Recognizes Identifies Views the
of different intercultural intellectual and components of experience of
culture experience emotional other cultural others but does
from the dimensions of perspectives but so through own
perspectives of more than one in all situations cultural
own and more worldview. with own worldview.
than one worldview.
worldview.
Music/Sound Audio/video The audio and The audio and/or The audio or
Effects/ Voice effects flow video effects video effects are video is garbled
exceedingly- are of of moderate and hard to
well and are of acceptable quality. Some decipher. Too
high quality. quality. There background much
are few noises not background
distracting related to the interference
aspects to the presentation are and/or the video
audio/video. heard. is of low quality.
Creativity and Excellent sense Good use of Minimal use of Use of design
Elements of of design. graphics and/or design elements. elements
Design other design distracts the
elements. video.
The task was The task was The task was The task was
Submission submitted submitted on submitted a day submitted two
before the the deadline. after the days or more
deadline. deadline. after the
deadline.

Prepared by: Checked & Reviewed:

JUAN B. DE LA CRUZ YVONNE JEMIMA G. CALIWAN
SHS Coordinator SHS Coordinator

Recommending Approval:
Approved:
REGIEM P. DEMDAM, JR.
CARIDAD A. SISON
Academic Coordinator
Principal

Introduction to World Religions & Belief System SHS Course Syllabus