Guelph Collegiate Vocational Institute
Upper Grand District School Board
Course Outline
Department: History
Course Title: World Religions and Belief
Traditions
Course Type: University/ College
Grade: 11
Course Code: HRT 3M
Credit Value: 1
Department Head: Jill Goodreau
Teachers: Ms. C MacGillivary
Teacher email: (not mandatory)
Date of Development: 2015/2016
Curriculum Document: (copy subject-specific
document from secondary curriculum website
http://www.edu.gov.on.ca/eng/curriculum/second
ary/)
Course Prerequisites/Co-requisites:
None
Course Description:
This course provides students with opportunities to explore various religions and belief
traditions. Students will develop knowledge of the terms and concepts relevant to this area of
study, will examine the ways in which religions and belief traditions meet various human
needs, and will learn about the relationship between belief and action. They will examine
sacred writing and teachings, consider how concepts of time and place influence different
religions and belief traditions, and develop research and inquiry skills related to the study of
human expressions of belief.
Term Work (70% of the final mark)
Unit Title, Big Ideas, and Unit Culminating Tasks
Unit One: The Religious Impulse
 Why Religion?
 Native Spirituality
Unit Two: Hinduism (The Endless Cycle)
- Karma, Dharma, teachings, beliefs, rituals
Unit Three: Buddhism (The Search for Nirvana)
- The Three Jewels, The Dalai Lama, The eightfold path
Unit Four: Judaism (The Chosen)
- Monotheism, Abraham, Moses
Unit Five: Christianity (A Revolution)
-Jesus, New Testament,
Unit Six: Islam (We look to Allah)
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Create a Religion 5%
Intro Test 5%
Whale Rider 10%
Hindu Assignment /test (12%)
Buddhism (bitstrip) 11%
Monotheism assign and Quiz 12%
Journals 5%
Infograph 10%
Big Ideas:
- analyze the similarities and differences between the central beliefs of various religions;
analyze and describe the connection between the human experience and sacred writings and
oral teachings;
- identify the function of religion in human experience.
- demonstrate an understanding of religious pluralism as a defining feature of contemporary
Canadian society.
- demonstrate an ability to recognize prejudices associated with and misconceptions about,
various religions, beliefs and traditions
- speculate on the present and future roles of religion
- distinguish between fact and opinion, belief and religion and theory and practice, as they
apply to the study of religion;
Culminating Tasks/Exams (30% or the final mark)
Course Culminating Task/Exams and Description
Presentation 10%
Final Exam
Based on the range of students’ learning needs, a selection from the strategies listed below may be
utilized. Refer to list of teaching and assessment strategies.
Teaching Strategies:
The nature of the social science and humanities curriculum calls for a variety of strategies for
learning. The social science and humanities curriculum is designed both to engage students
in reflective learning and to help them develop practical skills. Students are expected to learn
and apply the inquiry skills and research methods particular to the discipline, and to conduct
research and analysis using both traditional and technological resources.
Since the over-riding aim of this course is to help students use language skilfully, 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.
Assessment and evaluation strategies:
Our theory of assessment and evaluation follows the Ministry of Education's Growing
Success document, and it is our firm belief that doing so is in the best interests of students.
We seek to design assessment in such a way as to make it possible to gather and show
evidence of learning in a variety of ways to gradually release responsibility to the students,
and to give multiple and varied opportunities to reflect on learning and receive detailed
feedback.
Growing Success articulates the vision the Ministry has for the purpose and structure of
assessment and evaluation techniques. There are seven fundamental principles that ensure
best practices and procedures of assessment and evaluation by Virtual High School teachers.
VHS assessments and evaluations,
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are fair, transparent, and equitable for all students;
support all students, including those with special education needs, those who are
learning the language of instruction (English or French), and those who are First
Nation, Métis, or Inuit;
are carefully planned to relate to the curriculum expectations and learning goals and,
as much as possible, to the interests, learning styles and preferences, needs, and
experiences of all students;
are communicated clearly to students and parents at the beginning of the course and
at other points throughout the school year or course;
are ongoing, varied in nature, and administered over a period of time to provide
multiple opportunities for students to demonstrate the full range of their learning;
provide ongoing descriptive feedback that is clear, specific, meaningful, and timely to
support improved learning and achievement;
develop students’ self-assessment skills to enable them to assess their own learning,
set specific goals, and plan next steps for their learning.
For a full explanation, please refer to Growing Success:
http://www.edu.gov.on.ca/eng/policyfunding/growsuccess.pdf
Textbooks/Learning Resource Materials (align with Policy 603)
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DesRivieres, D., & Quinlan, D. (2001). Exploring world religions: The Canadian
perspective. Don Mills, Ont: Oxford University Press.
Fees for Learning Materials/Activities
Learning Materials/Activities
Cost
Please refer to the GCVI Student Handbook for our school policies on:
● academic integrity
● late and missed assignments