Budgeted Outlay in INTRODUCTION TO THE WORLD RELIGIONS AND BELIEF SYSTEMS

Time: 1 hours/session , 4 days/week

3rd QUARTER
Content Content Standard Performance Learning Code No. of Days Teaching Strategies
Standard Competency to Teach Assessment Tools
Definition of Terms The learner The learners Give examples of belief HUMSS_WRB12I/IIIa- Game (Match different world beliefs into its
demonstrates prepare character systems or worldviews. 1.1 2 definition using paper strips with labels
understanding of sketches of a
belief system or person who is
K-W-L Diagram
worldview*, Religion, spiritual but not Matching Type test
Spirituality, religious and a Differentiate religion HUMSS_WRB12I/IIIa- Summarizing using graphic organizer (Venn
Philosophy of person who is from: 1.2 1 Diagram)
Religion, and religious but not a. Spirituality
b. Theology
Discussion
Theology. spiritual.
c. Philosophy of Religion Graphic organizer
Infer that: HUMSS_WRB12I/IIIa- Brainstorming
a. A belief system or 1.3 Making inference
worldview is a
particular way of
2
ordering the realities of Definition of terms
one’s world.
b. Religion is the pursuit
of transformation guided
by a sacred belief
system.
c. 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.
Prepare character HUMSS_WRB12I/IIIa- Writing a character sketch
sketches of a person who 1.4 1 Documentations
is spiritual but not
religious and a person
Paper works: Character Sketch
who is religious but not
spiritual
How World Religions The learner The learner Cite regions or places HUMSS_WRB12I/IIIb- Map location
Began demonstrates conducts a group where specific religions 2.1 1 Lecture
understanding of activity that evolved
historical and demonstrates the
Map location
geographical influence of a identification
contexts of the religion in a certain Analyze the culture of HUMSS_WRB12I/IIIb- Group discussion
different religions. culture. the region that gave rise 2.2 2 Reporting
to specific religions
Analysis
Explain how geography HUMSS_WRB12I/IIIb- Small group sharing on how culture affects
influences religion and 2.3 2 religion and religion affects culture
religion affects culture

Reporting
Conduct a group activity HUMSS_WRB12I/IIIb- Group research on how the culture of particular
that demonstrates the 2.4 2 place affects the religion or the belief system of
influence of a religion in
a certain culture
the community.
Research work
Positive and Negative The learner The learner gathers Identify the positive and HUMSS_WRB12I/IIIc- Picture analysis on the positive and negative
Effect of Religions demonstrates print or web based negative effects of 3.1 2 effects of religion
understanding of articles, photos, religions
effects of Religions: editorial, etc.
Oral exam
positive and negative showing the Provide evidence that HUMSS_WRB12I/IIIc- Short video presentation on the different events
positive or religion brought about an 3.2 2 in history as evidence brought about religion
negative effects of event in history
Lecture
religion. Reflection paper
Justify that religion can HUMSS_WRB12I/IIIc- *Poster making that depicts the unity of
have positive or negative 3.3 2 different religions despite of its diversity of
effects on society
beliefs
*Small group sharing on personal experiences or
observations in society to justify the positive and
negative effects of religion.
Poster making with rubrics
Gather print or web- HUMSS_WRB12I/IIIc- *Scrapbook making that contains print or web-
based articles, photos, 3.4 1 based articles, photos, editorials, etc. showing
editorials, etc. showing
the positive or negative
the positive or negative effects of religion
effects of religion Scrapbook making with rubrics
Judaism The learner The learner Recite the Ten HUMSS_WRB12I/IIId- *Oral recitation of the 10 Commandments
demonstrates identifies a story Commandments as 4.1 1 *Video clips analysis on the Ten Commandments
understanding of the from the Old stated in the Old
elements of Judaism: Testament that Testament (Exodus 20)
*Discussion
a. Founders: demonstrates the *Filling in the matrix
Abraham (2000 B.C.) Jewish belief in one *Graphic Organizer
and/or Moses (1391- God (e.g. Story of Oral recitation
1271 B.C.) Samson).
b. Sacred texts:
Torah, Poetry, Identify a Jewish custom HUMSS_WRB12I/IIId- Film viewing Fiddler on the Roof
Prophets, Talmud, or tradition
Mishnah 4.2 2 Listing of the Jewish customs or traditions
demonstrated in a movie
c. Doctrines: Ten (e.g. Fiddler in the Roof,
demonstrated in a movie
Commandments, 618 Ten Commandments, Listing
Rules Ben Hur) Enumeration
d. God: Justify: The core teaching HUMSS_WRB12I/IIId- Lecture
Yahweh/Jehovah e. of Judaism is the
Sects: Orthodox, 4.3 2 Multimedia presentation on the sacred texts and
covenant of one God
Conservative, Reform with a chosen people vs.
doctrines of Judaism
Liberal f. Issues: other people with many Paper pencil test – identification and multiple
Antisemitism, gods. choice
Zionism, Holocaust
Identify a story from the HUMSS_WRB12I/IIId- Identifying story in the Bible that demonstrate
Old Testament that 4.4 2 Jewish belief in one God
demonstrates the Jewish
belief in one God (e.g.
Story analysis
Story of Samson) Story analysis

4th QUARTER
Christianity The learner The learner 5.1. Recite the Apostle’s HUMSS_WRB12I/IIIe- Lecture on the historical background of
demonstrates interviews a Creed, The Lord’s Prayer
understanding of the f-5.1 2 Christianity
Christian parent or or the Beatitudes
elements of
couple on why they
Making of the Timeline on the history of
Christianity: Christianity
are Christians and
a. Founder: Jesus Christ
(c. 7 BC30 A.D.) b. what beliefs and Recitation of the Apostle’s Creed, and the
Sacred texts: Bible (Old practices they Beatitudes
Testament and New adhere to.
Testament) c.
Interpret the Parable of HUMSS_WRB12I/IIIe- Story analysis on the ministerial life of Jesus
Doctrines: Trinity, Virgin
Birth, Deity of Christ,
the Prodigal Son f-5.2 Christ
Resurrection, Last 2 Story analysis of the Parable of the Prodigal Son
Judgment d: God:
 Trinity (Father, Son and Explain: The core HUMSS_WRB12I/IIIe- Think-pair-share on the important text and
Holy Spirit) e. Sects: teaching of Christianity is
Roman Catholic, f-5.3 beliefs of Christianity (Sacraments)
the message that a loving
Greek/Eastern
God sent His begotten
1 Deepening Session on the core teaching of
Orthodox, Christianity
Son in order to redeem
Protestantism, etc. f.
Issues: Ecumenism, humankind from eternal
Sexuality issues (e.g., damnation.
contraception, Interview a Christian HUMSS_WRB12I/IIIe- Conduct an interview of a Christian parent or couple
homosexuality, parent or couple on why f-5.4 1 about their Christians beliefs and practices
ordination of women) they are Christians and
what beliefs and
practices they adhere to
Islam The learner The learner 6.1. Read the opening HUMSS_WRB12I/IIIg- Lecture
demonstrates conducts panel lines of Qur’an preferably
understanding of the h-6.1 1 Reading the opening lines of Qur’an
discussion on from an English version
elements of Islam:
Muslim beliefs and
a. Founder: Prophet
practices (when 6.2. Retell the life and HUMSS_WRB12I/IIIg- Make a timeline on the life of Muhammad
Muhammad (570-632
A.D.) b. Sacred texts: possible inviting a times of Prophet h-6.2 2 Video clips presentation on the life of
Qur’an, Hadith c. Muslim). Muhammad
Muhammad
Doctrines: Five Pillars of
Islam (Shahadah- Small group sharing
declaring there is no Explain: The core HUMSS_WRB12I/IIIg- Completing a matrix on the Five Pillars of Islam
other god but Allah and teaching of Islam is there h-6.3 2 Class discussion on the teachings and practices
Muhammad is His is only one God and
messenger, Salat-ritual Muhammad is His final
of Islam
prayer five times a day, and greatest messenger.
Sawm-fasting during
Ramadan, Zakat-alms
giving to the poor, and Conduct a panel HUMSS_WRB12I/IIIg- Conduct a Lecture Forum: “Understanding More
Hajj pilgrimage to discussion on Muslim h-6.4 1 About Islam” inviting a Muslim adherent, Tyas
Mecca at least once in a beliefs and practices
lifetime) d. God: Allah e. (when possible invite a
Prayesti and discuss about Islam teachings and
Practitioners: Sunni, Muslim) practices.
Shi’ite, Sufi f. Issues:
Gender Inequality,
Militant Islam,
Migration

Comparative Analysis The learner The learner conducts Identify the uniqueness HUMSS_WRB12I/IIIi- Venn Diagram
demonstrates a group research on and similarities of Judaism,
understanding of the the doctrines of each Christianity and Islam 7.1 1
three religions in the of the three religions Provide evidence that HUMSS_WRB12I/IIIi- Lecture/Discussion
aspects of origin, and compares them Judaism, Christianity and
morality, purpose, in the aspects of Islam share common roots 7.2 2 Making graphic organizer
destiny, and views on origin, morality, from Patriarch Abraham
 women. purpose, destiny, and Justify that Judaism, HUMSS_WRB12I/IIIi-
views on women. Christianity and Islam, as
monotheistic religions, have 7.3
largely influenced the world
today.
Conduct a group research HUMSS_WRB12I/IIIi- Group research on the doctrines of the three
on the doctrines of each of
the three religions and 7.4 monotheistic religion
compare them in the 2
aspects of origin, morality,
purpose, destiny, and views
on women
The learner demonstrates The learner simulates 8.1. Recite the creation HUMSS_WRB12I/IIIj-
Hinduism understanding of the a particular yoga and story in Rig Veda
elements of Hinduism: writes a reflection II/IVa8.1 Video clips
a. Founders: Aryans (1500 Power point presentation
paper on her insights
B.C.) b. Sacred texts:
Vedas, Upanishads and On Hinduism 2 Lecture and Discussion
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
Identify the names of the HUMSS_WRB12I/IIIj- Lecture
major Hindu deities as well
as their corresponding II/IVa8.2 Video clips of the Hindu main deities
functions or powers 2 Power point presentation
Explain: The core teaching HUMSS_WRB12I/IIIj-
of Hinduism is the
attainment of liberation in II/IVa8.3
the identification of Atman
and Brahman through the
Four Yogas.

Simulate a particular yoga HUMSS_WRB12I/IIIj- Simulate yoga and make a reflection

and write a reflection paper
on your insights on II/IVa8.4 1
Hinduism
 The learner The learner evaluates State the Four Noble Truths HUMSS_WRB12II/IVb- Lecture
demonstrates the Eightfold Path in and the Eight-fold path
understanding of the terms of how it 9.1 Illustration of the Four Noble Truths and the
elements of Theravada achieves the Middle 2 Eight-fold path
Buddhism: Way. Recitation of the Four Noble Truths and the
a. Founder: Siddhartha Eight-fold path
Gautama (563-483 Give examples of situations HUMSS_WRB12II/IVb- Discussion
B.C.) b. Sacred texts: that demonstrate cravings
which may lead to suffering 9.2 1 Group sharing of the examples of situations that
Tripitaka c. Doctrines:
Four Noble Truths, according to Theravada demonstrate cravings which may lead to
Eight-fold Path, Law of Buddhism suffering
Theravada Buddhism Dependent Origination
and The Impermanence Explain: The core teaching HUMSS_WRB12II/IVb- Discussion of the core teaching of Theravada
of Things d. God: non- of Theravada Buddhism is
theistic e. Issue: that life is suffering; 9.3 Buddhism
Territory conflict in suffering is due to craving; 2
Mainland Southeast there is a way to overcome
Asia craving; and the way to
overcome craving is the
Eight-fold Path, the Middle
Way (between pleasure and
mortification).

Evaluate the Eight-fold Path HUMSS_WRB12II/IVb- Evaluate the Eight-fold Path in terms of how it
in terms of how it achieves
the Middle Way 9.4 1 achieves the Middle Way

Prepared by:

ERLYN F. GELVOLEO
Subject Teacher

Noted by: Approved:

JANICE J. MONTENID LYDIO TERRE

Social Studies Department OIC-Secondary School Principal I
SHS Subject Group Coordinator