LESSON 1: DEFINITION OF TERMS

1.1. Give an example of a belief system or a worldview

*A belief system or worldview is a particular way of ordering the realities of one’s world.

*Each particular religion is a world view- a lens through which human beings see themselves and their ultimate
purpose and engage with their fellow beings (human and nonhuman)

*Each religious worldview is rooted in and shaped by a specific historico-cultural and sociological context;
manifests itself concretely through its creed , code, cult

● CREED- Latin “credo” meaning I believe; consists of religious beliefs and assumptions; TEACHINGS,
DOCTRINES
● CODE- norms of behavior that every adherent of a religion is expected to observe.- MORALS
● CULT- Latin “cultus” meaning worship,- comprises practices that nourish believers’ interiority/ spirituality
and their union with ultimate realities (solitary or communal)

*Understanding the worldview of each of the world’s major religions is critical in appreciating their rituals and
practices.

These worldviews are:

1. All is one (Monistic)
2. Many Gods (Polytheistic)
3. One God (Monotheistic)
4. No God (Atheistic)

COMMON CHARACTERISTICS OF RELIGION WORLDVIEWS

1. Express ways of dealing with people’s relationship to an unseen and transcendent realm of existence,
usually inhabited by spirits, deities, and ancestors…
2. A set of myths or stories about this unseen world and rituals to commune with it or appease it.
3. A system of organized rituals celebrated in holy places by consecrated persons and embodied in sacred
texts.
4. Statements about life beyond death ( heaven and hell, reincarnation)
5. A code of ethical behavior or moral order
6. Large followings, either currently or some time in the past.

1.2 Differentiate religion from:

a. Spirituality b. Theology c. Philosophy of Religion
● religion as humans’ way to God,
● theology as a study of God’s way to humans and
● philosophy as a reflection of humans’ lived experience of God

*Religion is the pursuit of transformation guided by a sacred belief system.

*Spirituality is one’s integrative view of life. It involves a quest for the meaning and ultimate value of life as
opposed to an instrumentalist or materialistic attitude to life.

RELIGION
● originates from the Latin “religio” which means conscientiousness or reverence, referring to the awe or
fear felt in the presence of a spirit or deity.
● related to the Latin “religare” which means to bind fast
● institutionalized system of beliefs and practices from which an individual or community derives meaning
and significance and to which it formally adheres in response to ultimate questions and the struggles of
everyday life in the light of transcendent reality.
● One way through which human beings seek meaning and fulfillment.

The elements of religion are:

(a) reflects an effort to elevate their whole self to a higher dimension of existence,
(b) a framework of transcendent beliefs,
(c) text or scriptures,
(d) rituals, and
(e) sacred spaces (e.g., church, temple, mosque, synagogue).

The elements of spirituality are:

(a) holistic (fully integrated view to life),
(b) quest for meaning (including the purpose of life),
(c) quest for the sacred (beliefs about God), and
(d) suggests a self-reflective existence.

Religion Spirituality Similarities

Practicing values of Religion Practicing spiritual values Both help society
Speaks about stories, ideologies, etc A method of one’s transformation Both talk about practice of good
Specific to one ethnic Can be across all religions habits
Has a narrower meaning Has a wider meaning Both direct the person for well-
Preaches certain practices Continuous practice of a certain way being of himself as well as his
pronounced in that religion of life contribution to society
Giving rise to difference of opinion Does not give rise to conflict of
Has sub-divisions interest
Talks about idols and prayers Has no sub-divisions
Starts with preaching from religious Does not involve idols and prayers
leaders Starts from introspection of one
Has religious leaders person
Does not involve religious leaders

1.4. Prepare character sketches of a person who is spiritual but not religious and a person who is religious
but not spiritual

ACTIVITY #1: PICTURE ANALYSIS: RELIGIOUS or SPIRITUAL? WHY?

CULMINATING ACTIVITY:
Activity #1: Write a character sketch of a person who is religious devoid of spirituality and a person who is faithful
both to the religious tradition and its spirituality.

WHAT IS A CHARACTER SKETCH?

In composition, a character sketch is a brief description in prose of a particular person or type of person.
- Prose is ordinary writing (both fiction and nonfiction) as distinguished from verse.
- Most essays, compositions, reports, articles, research papers, short stories, and journal entries are types
of prose writings.
A character sketch highlights several important characteristics or personality traits of a person -- a real person, a person in
literature, or an imagined person. A good character sketch provides support detail for each identified trait.

Character Sketch Format/Graphic Organizer 

Topic Sentence: ____________________________________________________ 
Trait #1 _________________________________ 
Example(s) __________________________________________
Trait #2 _________________________________ 
Example(s) __________________________________________
Trait #3 _________________________________ 
Example(s) __________________________________________
Concluding Sentence: ____________________________________________________
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Write a Character Sketch

Get inside your character's head
A character sketch is a quick rendering of a character, and writing a sketch is about asking and answering questions. In order
to write a character sketch, you must ask yourself questions about your character.
 1. Who is your character physically?
2. What is your character doing?
3. What is your character feeling?
https://www.scribendi.com/advice/how_to_write_a_character_sketch.en.html

The primary purpose of a character sketch is to inform, but it can also impress or entertain the reader or praise the
subject. . . . The facts, traits, idiosyncrasies and accomplishments of the subject provide the fabric of the character
sketch. Anecdotes and quotes are also helpful in portraying the subject. You can stress the subject's personality, appearance,
character or accomplishments."
https://www.thoughtco.com/character-sketch-composition-1689746

Character Sketch Guidelines

When you are writing a Character Sketch, look for qualities of character and/or personality traits that you see in the
person you want to write about.  The main goal of the assignment is to be able  to tell something  about the person you are
researching. Think of it like  an introduction.  In essence, you are introducing the reader to the person you are writing about.
  Be sure to use strong visual words in your writing. You want to provide a lasting mental image of the person or
character you are writing about. The use of quality adjectives and feeling in your writing,  using words that relate to the five
senses,  elicit an emotional response from your reader.  This will allow your reader to not only connect with you and the
character but will show how you felt when reading a piece or spending time with the person you are writing about.
  A  character sketch is not a history of the person; however,  this type of paper requires you to give only a brief glimpse
of the individual. When you are preparing to write make a list of the traits or details you want to include. If you have a word
limit on the assignment it is possible to assign the number of traits equal to the # of paragraphs or supporting topics needed. 
Or you can categorize the subjects into a broader spectrum which allows you to have multiple supporting points for each
topic.  It is always best to outline your writing material first so you have a good idea what you are writing.

Your outline should include descriptions on the following details:

Here is a sample outline for you to follow. It is a basic 5 paragraph ( approximately 500 word essay outline)  Feel free to take
this and make it your own or make your own outline using this as a guide.
          I.            Introduction:
This section will introduce the character and is typically the 1st paragraph in  your paper.  It should include the following:
● Your thesis statement ( the overall theme of the paper or the main idea of what you are writing) . The Thesis
statement should  include the most  important character traits.
● The subtopics ( these become the topic sentence in your body paragraphs) should be included in this paragraph as
well. For example: use 1 – 2 sentences to list the traits that you are going to talk about. End with a transition sentence
that ties into the 2nd paragraph.
II.            Body:
● This is paragraphs 2-4 or the in between paragraphs.
● The body comes between the Introduction and the Conclusion.
● These paragraphs detail the traits listed as the subtopics from the Introduction. Those subtopics should be the topic
sentences in each body paragraph.
Always try to include the most important trait 1st, the second most important detail next, and so on.  Each paragraph has 1
trait which is discussed in detail. Include information  about experiences that support the trait which is being discussed.
   III.            Conclusion:
This is the last paragraph in your paper. Try to conclude with a final comment, pointed and well-expressed, that highlights the
traits discussed in the paper.
Remember a good paragraph is 3-7 sentences. All sentences need to have a subject and a predicate. They should be a
complete thought. Utilize tools to dress up your writing. ie: quality adjectives, strong verbs, adverbs, prepositions,
adverbial and or adjectival clauses etc.
Last point!  RE-read your papers.  Always have someone else read it through for those little editing mistakes it is easy
to miss in  your own writing.
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LC1.1 Communicate her* understanding of her religion

Theology- one way of engaging in a formal study of a particular religious tradition.
- Rooted from Christian tradition
- Greek words “theos”(god) and logos (word)
o the verbal expression of the human experience of transcendent (supreme,divine)
reality
-it is the formal, systematic attempt to give a rational explanation of the beliefs and practices of a
religious institution and of the religious experiences of its adherents (believers)

-an intellectual exposition of a religious tradition from within its community of adherents

Religious studies- another of engaging in an academic study of religion.

-include fields such as history of religions, philosophy of religion, psychology of
religion, sociology of religion and anthropology of religion .

Philosophy of religion- philosophical study of the nature and meaning of religion, consists in
analyzing religious concepts, beliefs and practices of religious adherents.
- It usually asks more critical questions pertaining to a religious tradition; more objective
Psychology of religion- explain religious behavior by making use of current theories in psychology.

Sociology of religion – describes religious phenomena in terms of their function in human societies

Anthropology of religion- studies the cultural significance of religious experiences, ideas and institutions.

ACTIVITY #1 : Personal Reflection

1. What is one basic belief in your religion? What is its relevance to your daily life?
2. What is the highest form of worship in your religion? Why is it considered so?

ACTIVITY #2 : Interview
1. Name one important law observed by a follower of your religion
What does it bring about in the individual and community?
2. Identify one story or myth that can be read from your sacred writings. What truth does it convey about life
or relationships?

LESSON 2: How World Religions Began

2.1. Cite regions or places where specific religions evolved HUMSS_WRB12I/IIIb-2.1

2.2. Analyze the culture of the region that gave rise to specific religions HUMSS_WRB12I/IIIb-2.2
2.3. Explain how geography influences religion and religion affects culture HUMSS_WRB12I/IIIb-2.3
2.4. Conduct a group activity that demonstrates the influence of a religion in a certain culture
HUMSS_WRB12I/IIIb-2.4

Activity #2- Make a videoclip or draw a caricature that demonstrates the influence of religion in a certain culture

How do religious beliefs influence culture?

● There's an old saying that "culture is religion externalized."

This is a simple way of saying that by looking at the culture a society creates and consumes, a person can
discern, in general, that society's basic beliefs and worldview.

As Christian philosopher R.J. Rushdoony explains:

● Every culture is a religion externalized, a faith incarnated into life and action. The mainspring of every
culture is its basic faith, its religious beliefs which undergird its hopes, action, and perspective.

● Religious beliefs help determine the value systems used in a culture. (many of the regulations and laws
are based on concepts and principles articulated in the Bible). These principles set forth acceptable
behaviors and necessary consequences for breaking them. These similarly align to the Ten Commandments
in the bible. 

● Laws came out of moral (and moralistic) prohibitions and strictures of religions, and in time those moral
codes worked their way into the rise of more objective ideals of fairness and justice (e.g. equity, tort,
criminal law, civil codes, etc).

● Another way religious beliefs influence cultures has to do with service to others. Religious groups help to
foster community, giving, and fellowship. Having common beliefs puts people in accountable relationships.
Research has even demonstrated that participants in churches, regardless of denomination or sect, live
happier and longer lives.

● Religious beliefs often unify people in a culture. Coming together for meals, listening to the same music
that identifies a religious belief, and practicing the same methods of worship gives people a shared identity.

● Religion gives order to our perceptions of the world around us, and, in this, functions as a microcosm of
culture in general.

● it is the single most influential factor in defining and reinforcing group norms. Societies that are deeply
religious tend to demonstrate wider cultural homogeneity than those where religious officials, churches,
and believers exert less influence.
● Social cohesiveness . Religion has always been an institutionalizing influence on society and on people
individually. We can look at the early days of religion (any) giving force to allow and forbade certain
conduct and thoughts. That led to the society as a whole to develop certain norms to live by, and the
penalties for breaching them.
 https://www.quora.com/What-are-some-of-the-ways-that-religion-has-influenced-the-development-of-
civilization-and-culture
LESSON 3. Positive and Negative Effect of Religions
● CONTENT STANDARD:
The learner demonstrates understanding of effects of Religions: positive and negative.
● PERFORMANCE STANDARD:
The learner gathers print or web-based articles, photos, editorial, etc. showing the positive or negative effects of
religion.
● COMPETENCIES:
3.1. Identify the positive and negative effects of religions HUMSS_WRB12I/IIIc-3.1
3.2. Provide evidence that religion brought about an event in history HUMSS_WRB12I/IIIc-3.2
3.3. Justify that religion can have positive or negative effects on society HUMSS_WRB12I/IIIc-3.3

Activity #1: Picture analysis

POSITIVE EFFECT
In many cultures and civilizations, religion has played the following roles:
1. Promoting unity: religion has traditionally been a social glue that creates an in-group.
- from Kwakitul tribes each united under a private totem
- the 'Dar-al 'Islam' under which concept all Muslims are theoretically united,

2. Promoting value: Confucius believed that religion was necessary so that people could learn right from
wrong. The Rabbi Hillel once stated that the Golden Rule was "the whole of the Torah."

3. Supporting the state: many rulers throughout history have claimed some equivalent to the "divine right of
kings" or the "mandate of heaven".

4. religion has been for some people a way of challenging the existing social authority.
EXAMPLE: The Polish Solidarity movement had a strong Catholic component, because the Catholic
Church was the only way to challenge Communist authority.

5. Religion often gives us our mythologies.

The Legend of King Arthur - helps to understand that Arthurian legend blends Christian symbols (the
Holy Grail) with traditions from England's druidic past ... notably the magical roles of Merlin and
Morgana le Fey.
The Senegalese singer Youssou N'Dour writes songs about local Islamic saints and about morals applied
to daily life ... bringing traditional culture into popular culture.
 ● Shared religion will generally reinforce shared moral values in a society which increases societal cohesion.

6. Hope and fear concerning an afterlife provides a sort of invisible policeman which may improve behavior
- By suggesting that life has a divine purpose and as a focus for ritual and tradition religion provides
comfort and relief from anxiety

NEGATIVE
● Leaders have used religion to reinforce their legitimacy and authority

● Religion has tended to atrophy (weaken/ degenerate) moral rules and the organization of society because
there is generally no mechanism for updating scripture beyond the limits of reinterpretation.
- religion resists new information about reality which conflict with scripture or religious tradition
● By clearly delineating one group from another religion creates division between groups and makes conflict
more likely.
7. Because religious tenets are generally not grounded in empirical evidence there is no way to reconcile
competing religious claims or the claims of empirical investigation and this is a source of conflict

● Much time, money, effort and resources are used up in support of religion

To sum up religion is certainly one of the conservative influences on a civilization which lead to resistance to
change and ultimate decline relative to younger neighbours perhaps not burdened with such out-of-date ideas.

*3 RELATED PURPOSES THAT RELIGION SERVES ( James L. Griffith)

1. Religion helps ensure group security
2. Religion helps buid and strengthen the individual sense of self as being worthy and competent
3. Religion helps reduce personal suffering- of self and others.

Positive Negative
1. Religion has served as a cohesive bond (solid, ● People sacrifice their individual lives out of
unified, organized) loyalty to religious groups
● Becoming morally blind because of a
misguided sense of religious group loyalty
Example: bloc voting for electoral candidates endorsed
by religious leaders; covering up / defending the
crimes of supposedly divinely anointed officials.
2. Religion ensures group security ● Moral contempt for nonbelieving outsiders
● It serves as a refuge generates in-group camaraderie through a sense of
● It uplifts one’s morale purpose and power.
Example: holy wars- Crusades, Spanish Reconquista
and subsequent inquisition
3. Religion has recommended means for coping ● Many of these recommendations propel
with life’s sufferings religious behaviors with untoward
consequences

WHEN IS RELIGION A BLESSING?

*The practice of authentic spirituality makes religion work wonders.

1.Encounter with the Sacred/ Transcendence that stimulate reflection, creativity and ethical behavior.
-this leads to life-giving introspection (self-analysis/reflection) rather than to dominate or hurt others.
-being more fair and sensitive to the needs of others.
2. Commitment to an ethic of compassion
- it means transcending narcissistic indifference, responding to the suffering of another,
- strives to contain personal woundedness , prevents revenge and retaliation
3. emotional posture of resilience ( flexibility, pliability, bounciness)
- being steadfast in the face of uncertainty, suffering
-looking toward the future with eagerness and trust in spite of risky and challenging situations
4. emphasis on prioritizing the well-being of individuals (self or others) over the needs of religious group
-being less self-righteous, accepting, open-minded and inclusive.

Activity #3- Make a collage of photos showing the positive and negative effect of religion

Create a separate online posts of these items on your social media account. Put a title and description or put them
on your freedom wall. Invite friends/viewers to comment on your post
CHAPTER 2: MONOTHEISTIC RELIGIONS
Lesson 1: Judaism
GROUP 1- JUDAISM
CONTENT STANDARDS:
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
f. Issues: Antisemitism, Zionism, Holocaust
PERFORMANCE STANDARDS:
The learner identifies a story from the Old Testament that demonstrates the Jewish belief in one God (e.g. Story of
Samson).

COMPETENCIES
4.1. Recite the Ten Commandments as stated in the Old Testament (Exodus 20) HUMSS_WRB12I/IIId-4.1
4.2. Identify a Jewish custom or tradition demonstrated in a movie
(e.g. Fiddler in the Roof, Ten Commandments, Ben Hur) HUMSS_WRB12I/IIId-4.2
4.3. Justify: The core teaching of Judaism is the covenant of one God with a chosen people vs. other people with
many gods. HUMSS_WRB12I/IIId-4.3
4.4. Identify a story from the Old Testament that demonstrates the Jewish belief in one God
(e.g. Story of Samson) HUMSS_WRB12I/IIId-4.4

JUDAISM
-One of the world’s oldest religions (originated around 3,500 yrs ago)
-religious beliefs and practices of the people of Israel

Followers:

● Hebrews- refer to those who accepted Yahweh as their God ( their history is written in the Hebrew Bible-
OT)

● Israelites/ Israeli Jews- refer to the descendants of the Hebrew which originated from Abraham.
- Refer to the citizens of Israel
- *Jacob (grandson of Abraham) has 12 sons (12 tribes of Israel)
● Jew – come from Yehudah or Judah, southern Kingdom of Israel
-now refers to someone who practices Judaism and takes part in Jewish culture.

Origin:
● Judaism traces its heritage to the divine covenant made between Adonai and their ancestor Abraham.
(Abraham’s family migrated from Mesopotamia to Canaan (now territory of the states of Israel and
Palestine)

Covenant :
● God will care for them, but the Jews must obey the laws that He gave.
(This shows why the Jews are diligent in observing the traditional laws even until today)

Adonai promised - a great name, numerous descendants, a land of their own

SACRED TEXTS:
● TANAKH – Hebrew Bible; collection of 24 books
- 3 parts: Torah – Teaching or Law ; Jewish practices; early History of Judaism
( first 5 books)
Nevi’im – prophets
Ketuvim- writings

Genesis
- Origin of the world
- Fall of Man
- Great flood
- Patriarchs and Matriarchs (ancestors of the Jews)
 Abraham- Isaac – 12 sons of Jacob- 12 tribes of Israel
Joseph- (son of Jacob)- “Joseph the Dreamer- gained the trust of the pharaoh
-his bothers settle in Egypt permanently- they populate Egypt.
BELIEFS
● Adam, Eve, Noah- symbolic figures
● God created man in his image and likeness; man has a special responsibility to the rest of creation
(Stewards of the earth); Jews agree that they have a unique place in the world.
● Veneration of the Sabbath Day - God rested, and so there is no work.

EXODUS:
- Egyptians threatened by the growing population of the Hebrews; treat them as slaves
- All Jewish boys were killed
- Moses was called by God through te burning bush; introduced Himself as YHWH ( I am who am)-
Yahweh or Jehovah
- 10 plagues- because the Pharaoh refuse to grant leave to the Israelites

GROUP 2- Christianity
CONTENT STANDARDS:
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)

PERFORMANCE STANDARDS
The learner interviews a Christian parent or couple on why they are Christians and what beliefs and practices they
adhere to.

COMPETENCIES
5.1. Recite the Apostle’s Creed, The Lord’s Prayer or the Beatitudes HUMSS_WRB12I/IIIe-f-5.1
5.2. Interpret the Parable of the Prodigal Son HUMSS_WRB12I/IIIe-f-5.2
5.3. Explain: The core teaching of Christianity is the message that a loving God sent His begotten Son in order to
redeem humankind from eternal damnation.
HUMSS_WRB12I/IIIe-f-5.3
5.4. Interview a Christian parent or couple on why they are Christians and what beliefs and practices they adhere
to HUMSS_WRB12I/IIIe-f-5.4

CHRISTIANITY:

ORIGIN

● JESUS OF NAZARETH
JESUS- means “ Adonai is salvation”
Latin- “Iesus” ( from Iesous) – Greek for Hebrew Yehoshua or Joshua
Full name: Jesus, son of Joseph (Hebrew: Yehoshua ben Yosef/ Aramaic: Yeshu(a) bar Yosef) –
- local language in Palestine in Jesus’ time

-born 4 BCE in Bethlehem, Judah

-grew up in Nazareth, Galilie
-mother : Mary (Hebrew: Miriam)
-father: Joseph
-baptized by John the Baptist
-30 yrs old- when he started his ministry; preached about the coming of the Kingdom of God
-chose 12 men ( establishment of new Israel)- as his constant companions
-popularly known as prophet and healer
-believed that the Torah is sacred and by strictly following it enters a closer relationship with Adonai
-showed liberal(open-minded) attitude towards observance of Jewish laws

-*following the Torah can be summed up in 2 commandments: love Adonai(God); love your neighbor (for
him, this is the essence of Judaism that he wants people to know)

*he has a very intimate relationship with his Adonai- (Abba- father)
*center of Jesus’ teaching- Kingdom/ reigning of God
*shows extra-ordinary compassion for the poor and the marginalized ( the least, the lost, the last)
*proclaimed the possibility of sin being forgiven and of being reconciled with a merciful God
*challenges to love one’s enemies ( be merciful as God is merciful)

Within 3 years- travelled to Jerusalem (30 CE)

- Found him to be a threat; opposed him and eliminate him
- Tried and found guilty; (under Pontius Pilate- Roman prefect of Judea)
- sentenced to die by crucifixion like a common criminal
- buried in a borrowed tomb
- 2 days later, tomb was found empty
- Narratives described Jesus appearing alive to many of his followers- encouraging them to continue his
work…

CHRISTIANITY- began as a Jewish sect

*Rabbinic Judaism- consider it as heretical Jewish sect; bec they proclaim Jesus as the long-awaited messiah;
crucified as an insurgent; raised from the dead
*followers were persecuted for their unusual belief

*Followers were known as Followers of the Way

*Known as Christians ( 45 CE- in Antioch)- comes from Christos ( Greek: anointed/ Messiah)
*Constantine the Great – (272- 337 CE) – granted toleration of Christians (Edict of Milan – 313-CE)
- he attributed his success in defeting Maxentius to the favor and protection of the God of the Christians (vision-
cross intertwined with the Greek X (chi) and P (rho) – first 2 letters – greek word for Christ.

-he intervened in the life of the Christians by for

Jews- united by 3 great institutions; yet hopelessly divided

a. Land of Israel ( Palestine/ canaan)
b. Law of Moses
c. Temple in Jerusalem

Members of the priestly families in Jerusalem

1. Sadducees (Descendants of the priest Zadok )
-controlled the priesthood and the Temple
-collaborated with the Romans to stay in power
-demand tribute from the poorer priests outside Jerusalem
2. Zealots- revolutionaries; resist against Roman occupiers and their Jewish collaborators (Sadducees)
Increase the Romans’ desire to crush the Jewish population.
3.Pharisees- lay people who strive for holiness by strict observance of the law of Moses
4. Essenes- religious sect who also strive for holiness by observing community life and asceticism (self-denial,
simplicity, austerity)
5. Am ha- aretz- people of the land; ordinary people; knew very little about the Law of Moses and its proper
observance.

GROUP 3- Islam
CONTENT STANDARDS
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 (Shahadah-declaring there is no other god but Allah and Muhammad is His
messenger, Salat-ritual prayer five times a day, Sawm-fasting 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

PERFORMANCE STANDARD
The learner conducts a panel discussion on Muslim beliefs and practices (when possible inviting a Muslim).

COMPETENCIES
6.1. Read the opening lines of Qur’an preferably from an English version HUMSS_WRB12I/IIIg-h-6.1
6.2. Retell the life and times of Prophet Muhammad HUMSS_WRB12I/IIIg-h-6.2
6.3. Explain: The core teaching of Islam is there is only one God and Muhammad is His final and greatest
messenger. HUMSS_WRB12I/IIIg-h-6.3
6.4. Conduct a panel discussion on Muslim beliefs and practices (when possible invite a Muslim)
HUMSS_WRB12I/IIIg-h-6.4

Comparative Analysis

CONTENT STANDARDs:
The learner demonstrates understanding of the three religions in the aspects of origin, morality, purpose,
destiny, and views on women

PERFORMANCE STANDARD
The learner conducts a group research on the doctrines of each of the three religions and compares them in the
aspects of origin, morality, purpose, destiny, and views on women.

COMPETENCIES
7.1. Identify the uniqueness and similarities of Judaism, Christianity and Islam HUMSS_WRB12I/IIIi-7.1
7.2. Provide evidence that Judaism, Christianity and Islam share common roots from Patriarch Abraham
HUMSS_WRB12I/IIIi-7.2
7.3. Justify that Judaism, Christianity and Islam, as monotheistic religions, have largely influenced the world
today. HUMSS_WRB12I/IIIi-7.3
7.4. Conduct a group research on the doctrines of each of the three religions and compare them in the aspects of
origin, morality, purpose, destiny, and views on women HUMSS_WRB12I/IIIi-7.4

Week 9

GROUP 4- Hinduism
CONTENT STANDARD
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, Kamapleasure, Artha-wealth, Mokshaliberation, 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

PERFROMANCE STANDARD
The learner simulates a particular yoga and writes a reflection paper on her insights on Hinduism

COMPETENCIES
8.1. Recite the creation story in Rig Veda HUMSS_WRB12I/IIIj-II/IVa8.1
8.2. Identify the names of the major Hindu deities as well as their corresponding functions or powers
HUMSS_WRB12I/IIIj-II/IVa8.2
8.3. Explain: The core teaching of Hinduism is the attainment of liberation in the identification of Atman and
Brahman through the Four Yogas. HUMSS_WRB12I/IIIj-II/IVa8.3
8.4. Simulate a particular yoga and write a reflection paper on your insights on Hinduism
HUMSS_WRB12I/IIIj-II/IVa8.4

GROUP 5- Theravada Buddhism - Second Quarter- Week 11/Week 2

CONTENT STANDARD
The learner demonstrates 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

PERFORMANCE STANDARD
The learner evaluates the Eightfold Path in terms of how it achieves the Middle Way.

COMPETENCIES
9.1. State the Four Noble Truths and the Eight-fold path HUMSS_WRB12II/IVb-9.1
9.2. Give examples of situations that demonstrate cravings which may lead to suffering according to Theravada
Buddhism HUMSS_WRB12II/IVb-9.2
9.3. Explain: The core teaching of Theravada Buddhism is that life is suffering; suffering is due to craving; there is
a way to overcome craving; and the way to overcome craving is the Eight-fold Path, the Middle Way (between
pleasure and mortification). HUMSS_WRB12II/IVb-9.3
9.4. Evaluate the Eight-fold Path in terms of how it achieves the Middle Way HUMSS_WRB12II/IVb-9.4

GROUP 6- Mahayana Buddhism - Second Semester Week 12/Week 3

CONTENT STANDARD
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: non-theistic
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

COMPETENCIES
10.1. State the three levels of perfection of Mahayana Buddhism (moral discipline, cultivation of virtue, and
altruistic conduct) HUMSS_WRB12II/IVc-10.1
10.2. Give examples of acts of generosity of Mahayana Buddhists HUMSS_WRB12II/IVc-10.2
10.3. Explain: The core teaching of Mahayana Buddhism is to seek complete enlightenment for the benefit of all
living beings through insight and compassion. HUMSS_WRB12II/IVc-10.3
10.4. Draw the insight from the acts of generosity of Tzu Chi Foundation that reflect the core teaching of
Mahayana Buddhism HUMSS_WRB12II/IVc-10.4

The learner draws the insight from the acts of generosity of Tzu Chi Foundation that reflect the core teaching of
Mahayana Buddhism.

11. Comparative Analysis- -Second Semester Week 12/ Week 4

CONTENT STANDARD
The learner demonstrates understanding of the three religions/philosophies in the aspects of origin, morality,
purpose, destiny, and views on women.

PERFORMANCE STANDARD
The learner conducts an interview on the doctrines of each of the three religions/philosophies and compares
them in the aspects of origin, morality, purpose, destiny, and views on women.

COMPETENCIES
11.1. Identify the uniqueness and similarities of Hinduism, Theravada Buddhism and Mahayana Buddhism
HUMSS_WRB12II/IVd-11.1
11.2. Provide evidence that Hinduism, Theravada Buddhism and Mahayana Buddhism share common roots from
India HUMSS_WRB12II/IVd-11.2
11.3. Justify that Hinduism, Theravada Buddhism and Mahayana Buddhism, as Vedic religions, have largely
influenced the world today. HUMSS_WRB12II/IVd-11.3
11.4. Conduct an interview on the doctrines of each of the three religions and compare them in the aspects of
origin, morality, purpose, destiny, and views on women HUMSS_WRB12II/IVd-11.4

GROUP 7-Confucianism

CONTENT STANDARD
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
PERFORMANCE STANDARD
The learner presents a character sketch of a person who personifies the Confucian virtues.

COMPETENCIES
12.1. Describe the five basic relationships (king to subject, father to son, husband to wife, elder brother to
younger brother and friend to friend) HUMSS_WRB12II/IVe-12.1
12.2. Give examples of acts showing filial piety in the family, community and society
HUMSS_WRB12II/IVe-12.2
12.3. Explain: The core teaching of Confucianism is to be a “gentleman” by following the moral way consisting of
the virtues of love, righteousness, wisdom, propriety and loyalty in order to promote harmony in society.
HUMSS_WRB12II/IVe-12.3
12.4. Present a character sketch of a person who personifies the Confucian virtues
HUMSS_WRB12II/IVe-12.4

GROUP 8- Taoism-
CONTENT STANDARD
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

PERFORMANCE STANDARD
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.

COMPETENCIES
13.1. State that “Tao is the origin of all beings whose essence is nothing” HUMSS_WRB12II/IVf-g-13.1
13.2. Give examples of acts showing love and respect of nature and the environment HUMSS_WRB12II/IVf-g-
13.2
13.3. Explain: The core teaching of Taoism is becoming one with ‘Tao.’ HUMSS_WRB12II/IVf-g-13.3
13.4. Identify the things she can do without by making an inventory of personal belongings (e.g. things in the
bedroom) and write a reflection on Taoism based on the result of the inventory
HUMSS_WRB12II/IVf-g-13.4

GROUP 9- Shintoism

CONTENT STANDARD
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 ministers

PERFORMANCE STANDARD
The learner interprets the Kojiki creation story creatively

COMPETENCIES
14.1. Narrate the Kojiki creation story HUMSS_WRB12II/IVh-14.1
14.2. Explain why is it important for Japanese people to worship gods HUMSS_WRB12II/IVh-14.2
14.3. Evaluate: The core teaching of Shintoism is to worship the ancestors and forces of nature to achieve
harmony in all dimensions. HUMSS_WRB12II/IVh-14.3
14.4. Interpret the Kojiki creation story creatively HUMSS_WRB12II/IVh-14.4

15. Comparative Analysis

CONTENT STANDARD
The learner compares the three religions in the aspects of origin, morality, purpose, destiny, and views on
women.

PERFORMANCE TASK
The learner prepares a multimedia presentation on the perceptions of people from all walks of life on the
doctrines of each of the three religions and compares them in the aspects of individual, family, society,
government and nature.

COMPETENCIES
15.1. Identify the uniqueness and similarities of Confucianism, Taoism and Shintoism HUMSS_WRB12II/IVi-15.1
15.2. Provide evidence that Confucianism, Taoism and Shintoism share common traits in viewing nature and
ancestors HUMSS_WRB12II/IVi-15.2
15.3. Justify that Confucianism, Taoism and Shintoism as East Asian religions/philosophies have largely
influenced the world today. HUMSS_WRB12II/IVi-15.3
15.4. Prepare a multimedia presentation on the perceptions of people from all walks of life on the doctrines of
each of the three religions and compare them in the aspects of individual, family, society, government and nature
HUMSS_WRB12II/IVi-15.4

16. Synthesis - Second Semester Week 20/ Week 10

CONTENT STANDARD
The learner summarizes the significance of religion and the basic similarities of all religions discussed within the
semester.

PERFORMANCE STANDARD
The learners simulates a panel discussion of inter-religious dialogue that reflects the following:
a. the meaning and ultimate value of life
b. how one is to relate to one’s self, family, society and nature
c. the way to achieve personal happiness and fulfilment

COMPETENCIES
Simulate a panel discussion of inter-religious dialogue that reflects the following:
a. the meaning and ultimate value of life
b. how one is to relate to one’s self, family, society and nature
c. the way to achieve personal happiness and fulfilment HUMSS_WRB12II/IVj-16