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COURSE OUTLINE

Course Title: World Religions: Beliefs, Issues, and Religious Traditions
Course Code: HRT3M
Grade: 11
Course Type: University / College Preparation
Credit Value: 1
Prerequisite: None
Curriculum Policy Document: Social Science and Humanities, The Ontario Curriculum, Grades 11 and 12, 2000
Department: Social Sciences and Humanities
Course Developer: Dr. John Frogley
Development Date: April 2004
Course Revised by: -
Revision Date: -

Course Description:

This course enables students to discover what others believe and how they live, and to appreciate their own unique heritage. Students will learn about the teachings and traditions of a variety of religions, the connections between religion and the development of civilizations, the place and function of religion in human experience, and the influence of a broad range of religions on contemporary society. This course also introduces students to skills used in researching and investigating world religions.

Unit	Titles and Descriptions	Time and Sequence
Unit 1	The Journey In this unit students are introduced to the way the course content is set up. Students will embark on quests which will have three parts each. The journey metaphor, which is shared by all the world religions, will help us structure the course. Thus, there is a beginning - an introduction to the journey; middle - the seven quests; and an end - the summative composed of three parts.	23 hours
Unit 2	The Seven Quests Most World Religions courses have a textbook that take you through the major religions in chronological order. We do not. Our textbooks are the resources supplied here and the Internet. Our approach is topical and thematic and students will explore essential elements found in most religions through the seven quests: God; Founders and Followers; Worship; Holy Days and Holy Places; Sacred Texts and Literature; Books; and Choice.	77 hours
	Final Evaluation The summative evaluation is worth 30% of the student’s final mark and lets students demonstrate their knowledge gained in a survey of World Religions. The final assessment task of this course helps students put it all together through the construction of three summative tasks: the journal, "ABC's of World Religions," and exam.	10 hours
	Total	110 hours

Teaching / Learning Strategies:

Since the over-riding aim of this course is to help students use language skillfully, confidently and flexibly, a wide variety of instructional strategies are used to provide learning opportunities to accommodate a variety of learning styles, interests and ability levels. These include:

Reading various works	Independent research	Directed Reading Activities
Comparative Essay Writing	Direct Instruction	Research Process
Independent Study	Writing Processes	Writing to Learn
Journal writing	Portfolio	Report
Conferencing	Textbooks	Expressing Another Point of View
Interviews	Guided Internet Research	Guided Writing
Mentoring	Independent Reading	Reading Responses
Writing to Learn	Media Analysis	Story Mapping
Brainstorming	Response Journal	Simulation
Role Playing	Creative Writing	Issue Based Analysis

Assessment and Evaluation Strategies of Student Performance:

Assessment is a systematic process of collecting information or evidence about student learning. Evaluation is the judgment we make about the assessments of student learning based on established criteria. The purpose of assessment is to improve student learning. This means that judgments of student performance must be criterion-referenced so that feedback can be given that includes clearly expressed next steps for improvement. Tools of varying complexity are used by the teacher to facilitate this. For the more complex evaluations, the criteria are incorporated into a rubric where levels of performance for each criterion are stated in language that can be understood by students.

Strategy	Purpose	Who	Assessment Tool
Discussion Postings	Diagnostic	Teacher	Anecdotal records
Response Journal	Assessment	Self/teacher	Checklist
Interview	Assessment	Self/teacher	Diagnostic
Internet Research	Assessment	Teacher	Rating scale
Map Making	Assessment	Teacher	Checklist
Peer Teaching	Assessment	Peers/Teacher	Anecdotal records
Creative Writing	Assessment	Teacher	Checklist
Issue Based Analysis	Assessment	Teacher	Checklist
Essay Writing	Evaluation	Teacher	Rubric
Speech Writing	Evaluation	Teacher	Checklist
Role Playing	Evaluation	Teacher	Checklist
Document Analysis	Evaluation	Teacher	Rubric
Unit Tests	Evaluation	Teacher	Marking scheme
Pamphlet Construction	Evaluation	Teacher	Checklist
Simulation	Evaluation	Teacher	Rating scale
Visitation Reports	Assessment	Teacher	Rating scale
Multimedia Presentation	Evaluation	Teacher	Rubric
Pensee	Evaluation	Teacher	Rubric
Project	Evaluation	Teacher	Rubric
Final Exam	Evaluation	Teacher	Rubric / Marking scheme

Assessment is embedded within the instructional process throughout each unit rather than being an isolated event at the end. Often, the learning and assessment tasks are the same, with formative assessment provided throughout the unit. In every case, the desired demonstration of learning is articulated clearly and the learning activity is planned to make that demonstration possible. This process of beginning with the end in mind helps to keep focus on the expectations of the course as stated in the course guideline. The evaluations are expressed as a percentage based upon the levels of achievement.

Overall Expectations - HRT3M

Religious Beliefs
Overall Expectations
RRB.01	summarize the major historical influences on and events in the development of various religions;
RRB.02	analyse the similarities and differences between the central beliefs of various religions;
RRB.03	analyse and describe the connection between the human experience and sacred writings and oral teachings;
RRB.04	demonstrate how practice, ritual, and symbolism are external representations of the beliefs and principles of religion.
Social Structures
Overall Expectations
RSS.01	summarize the ways in which religions and the development of civilizations are interconnected;
RSS.02	analyse the influence of religion on artistic expression;
RSS.03	describe the influence that differing gender-role expectations have had on the development of religion;
RSS.04	demonstrate an understanding of religious pluralism as a defining feature of contemporary Canadian society.
Religion and the Human Experience
Overall Expectations
RHE.01	identify the function of religion in human experience;
RHE.02	demonstrate an ability to recognize prejudices associated with, and misconceptions about, various religions, beliefs, and traditions;
RHE.03	analyse the significance of religion or other belief systems in the lives of various historical figures;
RHE.04	speculate on the present and future roles of religion.
Research and Inquiry Skills
Overall Expectations
RIS.01	use appropriate theories and analyses of religion in preparing an independent study;
RIS.02	distinguish between fact and opinion, belief and religion, and theory and practice, as they apply to the study of religion;
RIS.03	identify the implications of different research methodologies in the study of religion;
RIS.04	employ at least one of the following research methodologies in an independent study: opinion survey, demographic study, in-depth interview, database search, exploration of primary sources;
RIS.05	communicate the results of these inquiries effectively;/TD>
RIS.06	demonstrate effective collaborative group skills.

The Final Grade:

The evaluation for this course is based on the student's achievement of curriculum expectations and the demonstrated skills required for effective learning.

The percentage grade represents the quality of the student's overall achievement of the expectations for the course and reflects the corresponding level of achievement as described in the achievement chart for the discipline.

A credit is granted and recorded for this course if the student's grade is 50% or higher. The final grade for this course will be determined as follows:

• 70% of the grade will be based upon evaluations conducted throughout the course. This portion of the grade will reflect the student's most consistent level of achievement throughout the course, although special consideration will be given to more recent evidence of achievement.



• 30% of the grade will be based on a final evaluation of three products administered at the end of the course. The first product is a Pensee worth 15% of the course marks. This one will be evaluated using a rubric based on the achievement chart. The second product is a World Religions ABC’s worth 7.5% of the course marks. This one will also be evaluated using a rubric based on the achievement chart. The third and final product is a final exam worth 7.5% of the course marks and covers a summary of information from the course and the student's reports. This will be evaluated using a marking scheme.

The report card will focus on two distinct but related aspects of student achievement; the achievement of curriculum expectations and the development of learning skills. The report card will contain separate sections for the reporting of these two aspects.

A Summary Description of Achievement in Each Percentage Grade Range and Corresponding Level of Achievement
Percentage Grade Range	Achievement Level	Summary Description
80-100%	Level 4	A very high to outstanding level of achievement. Achievement is above the provincial standard.
70-79%	Level 3	A high level of achievement. Achievement is at the provincial standard.
60-69%	Level 2	A moderate level of achievement. Achievement is below, but approaching, the provincial standard.
50-59%	Level 1	A passable level of achievement. Achievement is below the provincial standard.
below 50%	Level R	Insufficient achievement of curriculum expectations. A credit will not be granted.

Achievement Chart: Social Sciences and the Humanities, Grades 9-12

Categories	50-59% (Level 1)	60-69% (Level 2)	70-79% (Level 3)	80-100% (Level 4)
Knowledge and Understanding - Subject-specific content acquired in each course (knowledge), and the comprehension of its meaning and significance (understanding)
	The student:
knowledge of facts and terms	demonstrates limited understanding of facts and terms	demonstrates some understanding of facts and terms	demonstrates considerable understanding of facts and terms	demonstrates thorough understanding of facts and terms
understanding of concepts, principles, and theories	demonstrates limited knowledge of concepts, principles, and theories	demonstrates some knowledge of concepts, principles, and theories	demonstrates considerable knowledge of concepts, principles, and theories	demonstrates thorough knowledge of concepts, principles, and theories
understanding of relationships among concepts, principles, and theories	demonstrates limited understanding of relationships among concepts, principles, and theories	demonstrates some understanding of relationships among concepts, principles, and theories	demonstrates considerable understanding of relationships among concepts, principles, and theories	demonstrates thorough and insightful understanding of relationships among concepts, principles, and theories
Thinking and Inquiry - The use of critical and creative thinking and inquiry skills and/or processes
	The student:
critical and creative thinking skills (e.g., decision-making skills, problem-solving skills)	uses critical and creative thinking skills with limited effectiveness	uses critical and creative thinking skills with moderate effectiveness	uses critical and creative thinking skills with considerable effectiveness	uses critical and creative thinking skills with a high degree of effectiveness
research and inquiry skills (e.g., formulating questions; selecting strategies and resources; analysing and evaluating information; forming conclusions)	applies few of the skills involved in an inquiry process	applies some of the skills involved in an inquiry process	applies most of the skills involved in an inquiry process	applies all or almost all of the skills involved in an inquiry process
Communication - The conveying of meaning through various forms
	The student:
communication of information and ideas	communicates information and ideas with limited clarity	communicates information and ideas with some clarity	communicates information and ideas with considerable clarity	communicates information and ideas with a high degree of clarity, and with confidence
use of language, symbols, and visuals	uses language, symbols, and visuals with limited accuracy and effectiveness	uses language, symbols, and visuals with some accuracy and effectiveness	uses language, symbols, and visuals with considerable accuracy and effectiveness	uses language, symbols, and visuals with a high degree of accuracy and effectiveness
communication for different audiences and purpose	communicates with a limited sense of audience and purpose	communicates with some sense of audience and purpose	communicates with a clear sense of audience and purpose	communicates with a strong sense of audience and purpose
use of various forms of communication (e.g., reports, interviews)	demonstrates limited command of the various forms	demonstrates moderate command of the various forms	demonstrates considerable command of the various forms	demonstrates extensive command of the various forms
Application - The use of knowledge and skills to make connections within and between various contexts
	The student:
application of ideas and skills in familiar contexts	applies ideas and skills in familiar contexts with limited effectiveness	applies ideas and skills in familiar contexts with moderate effectiveness	applies ideas and skills in familiar contexts with considerable effectiveness	applies ideas and skills in familiar contexts with a high degree of effectiveness
transfer of concepts, skills, and procedures to new contexts	transfers concepts, skills, and procedures to new contexts with limited effectiveness	transfers concepts, skills, and procedures to new contexts with moderate effectiveness	transfers concepts, skills, and procedures to new contexts with considerable effectiveness	transfers concepts, skills, and procedures to new contexts with a high degree of effectiveness
application of procedures, equipment, and technology	uses procedures, equipment, and technology safely and correctly only with supervision	uses procedures, equipment, and technology safely and correctly with some supervision	uses procedures, equipment, and technology safely and correctly	demonstrates and promotes the safe and correct use of procedures, equipment, and technology
making connections (e.g., between personal experiences and the subject, between subjects, between the subject and the world outside the school)	makes connections with limited effectiveness	makes connections with moderate effectiveness	makes connections with considerable effectiveness	makes connections with a high degree of effectiveness

Resources:

• HRT3M online course of study
• Various writings by various authors
• Various reference texts
• dictionary
• thesaurus
• maps
• various internet websites;

Reference Material:

• Exploring World Religions; Don Quinlan, Peter Lawley, Dennis DesRivieres, James Ellsworth, Deo Kernahan, et al.; Oxford University Press Canada, 2001

Program Planning Considerations for Social Studies and Humanities:

All four of the subject areas encompassed by the secondary program in social sciences and humanities – family studies, general social science, philosophy, and world religions – are concerned with how students view themselves, their families, their communities, and society as they seek to find meaning in the world around them. Through practical experiences, discussions, debates, research, study and reflection, and other vehicles for developing critical and creative thinking skills, social science and humanities courses help students become self- motivated problem-solvers equipped with the skills and knowledge that will allow them to face their changing world with confidence.

Teachers who are planning a program in Social Sciences and Humanities must take into account considerations in a number of important areas. Essential information that pertains to all disciplines is provided in the companion piece to this document, The Ontario Curriculum, Grades 9 to 12: Program Planning and Assessment, 2000. The areas of concern to all teachers that are outlined there include the following:

• types of secondary school courses
• education for exceptional students
• the role of technology in the curriculum
• English as a second language (ESL) and English literacy development (ELD)
• career education
• cooperative education and other workplace experiences
• health and safety

Considerations relating to the areas listed above that have particular relevance for program planning in Social Sciences and Humanities are noted here.

Education for Exceptional Students. In planning courses in Social Sciences and Humanities, teachers should take into account the needs of exceptional students as set out in their Individual Education Plan. Social Sciences and Humanities courses reflect the creative part of our religious world, which offers a vast array of opportunities for exceptional students. Students who use alternative techniques for communication may find a venue for their talents. Just as Social Sciences and Humanities responds to the needs and demands of the greater world of work, Social Sciences and Humanities courses are largely shaped by the needs and demands of students who will all eventually end up in this greater world.

The Role of Technology in the Curriculum. Information technology is considered a learning tool that must be accessed by Social Sciences and Humanities students when the situation is appropriate. As a result, students will develop transferable skills through their experience with word processing, internet research, presentation software, and telecommunication tools, as would be expected in any business environment.

English As a Second Language and English Literacy Development (ESL/ELD). This Social Sciences and Humanities course can provide a wide range of options to address the needs of ESL/ELD students. Detailed analysis of the the various writings will help ESL students in mastering the English language and all of its idiosyncrasies. In addition, since all occupations require employees with a wide range of English skills and abilities, many students will learn how their backgrounds and language skills can contribute to their success in the larger world.

Career Education. Social Sciences and Humanities definitely helps prepare students for employment in a huge number of diverse areas. The skills, knowledge and creativity that students acquire through this Social Sciences and Humanities course are essential for a wide range of careers. Being able to express oneself in a clear concise manner and without ambiguity would be an overall intention of this Social Sciences and Humanities course, as it helps students prepare for success in their working lives.

Cooperative Education and Other Workplace Experiences. By applying the skills they have developed, students will readily connect their classroom learning to real-life activities in the world in which they live. Cooperative education and other workplace experiences will broaden their knowledge of employment opportunities in a wide range of fields. In addition, students will increase their understanding of workplace practices and the nature of the employer-employee relationship. Teachers of Social Sciences and Humanities should maintain links with community-based businesses to ensure that students have access to hands-on experiences that will reinforce the knowledge they have gained in school.

Health and Safety. The Social Sciences and Humanities program provides the reading skills for the student to be able to explore the variety of concepts relating to health and safety in the workplace. Teachers who provide support for students in workplace learning placements need to assess placements for safety and ensure that students can read and understand the importance of issues relating to health and safety in the workplace.