Belief Systems – Grade Six
Ohio Standards
Connection:
People in Societies
Benchmark A
Compare cultural practices,
products and perspectives
of past civilizations in
order to understand
commonality and diversity
of cultures.
Lesson Summary:
In this lesson, students will create questions and participate
in an activity to compare world religions and belief systems.
Students will complete a chart summarizing their knowledge
of the geographic origins, founding leaders and major
teachings of Buddhism, Christianity, Judaism, Hinduism
and Islam. Students will complete an extended response
writing comparing and contrasting world religions and
belief systems.
Estimated Duration: Six to seven hours
Indicator 2
Compare world religions
and belief systems focusing
on geographic origins,
founding leaders and
teachings including:
a. Buddhism;
b. Christianity;
c. Judaism;
d. Hinduism;
e. Islam.
Commentary:
This lesson can be presented as a review to help students
compare major world religions. It can also be adapted to
teach the three monotheistic religions of the Middle East. It
might be included as a part of a unit on Asia and its
cultures. Textbooks may serve as a basic resource for this
lesson, but additional resources may be necessary. Teachers
should be sure to present factual resources free of bias.
One teacher who field tested this lesson reported that “the
students became more aware and understanding of others’
religions. You could hear them discussing similarities and
differences to their own religions.” Another teacher reported
“tremendous conversation, discussions and learning took
place.”
Pre-Assessment:
Have students complete the Pre-Assessment, Attachment A.
Instruct students to carefully read the terms in the word box
and then create groups of words that are related.
Scoring Guidelines:
Students who can accurately create the five related word
groups should be challenged to complete extension activities
during the lesson. Students who can create three or four
correct word groups should begin with developing
terminology. Students unable to create any word groups
should be given a brief overview of each religion or belief
system before proceeding with the lesson.
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Belief Systems – Grade Six
Students should group the following words together:
 Judaism, Israel, Moses, Hebrew
 Buddhism, Four Noble Truths, Middle Way, Nirvana
 Islam, Mecca, Five Pillars, Muslim
 Christianity, Jesus, New Testament, Bible
 Hinduism, Reincarnation, Vishnu, Brahma
Post-Assessment:
Extended Response Writing
Have students use the information from the Summary Chart to compose a five-paragraph
extended response for one of the following topics.
Option 1: For each of the five religions studied, describe the major ideas that make each
religion different from other religions.
Option 2: For each religion, describe one or more ideas that it shares with other religions.
Scoring Guidelines:
Use the rubric provided on Attachment F.
Instructional Procedures:
Days One, Two and Three
1. Administer the Pre-Assessment, Attachment A, and determine the best way to proceed
with the lesson. In introducing the lesson, emphasize that we study belief systems
because it helps us to understand cultures and to respect other religions.
2. Explain that the class will be divided into groups to research a religion or belief system
and to create questions for an educational board game the class will play to enhance their
knowledge.
3. Divide the class into five cooperative learning groups and assign a religion or belief
system to each group (Buddhism, Christianity, Judaism, Hinduism, or Islam).
4. Distribute Religions and Belief Systems Summary Notes, Attachment B, to each student.
Have students work as cooperative groups to determine responses to each part of the
handout; have each student produce his or her own copy.
5. Instruct the groups to use their textbooks, reference books or encyclopedias to locate
information. Circulate among groups assisting with note taking, offering additional
information and checking student work for specific examples and details.
Instructional Tip:
This portion of the lesson may take a longer period of time. Determine the pacing based on
classroom observation. It is strongly recommended that students read background
information outside of class from their textbook or other source on all religions, not just the
one they are researching in class. This background information will prepare students for the
sharing session later in the lesson.
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Belief Systems – Grade Six
Days Four and Five
6. Distribute Religions and Belief Systems Questions, Attachment C, to each cooperative
learning group.
7. Explain that each student will be responsible for composing at least one question.
8. Hold one student in each group responsible for creating a token that reflects or
symbolizes the religion or belief system. For example, a lotus flower for Buddhism or a
statue of Vishnu for Hinduism.
9. Collect the student-created questions and answers from the five groups. Review the
questions and answers for content and clarity.
10. Have each group copy their teacher-approved questions and answers onto note cards and
submit their cards to the teacher for use in the review activity.
Days Six and Seven
11. Using a Jigsaw approach, organize new groups with one student from each of the five
cooperative groups.
12. Have each student act as a reporter from their original group and share their notes from
Attachment B. In this way, all students hear an overview of each religion or belief
system.
13. Instruct students to complete the Religions and Belief Systems Summary Chart,
Attachment D, as each student presents his or her information.
Day Eight
14. Have students return to their cooperative learning groups for participation in the review
activity. The activity may be conducted as a whole class, with learning groups as teams,
or within learning groups with students playing individually.
15. Explain the review activity instructions and display the game board, Attachment E.
Instructional Tip:
The game board may be drawn on bulletin board paper and placed on the floor so the class
can sit around the perimeter. The board could also be drawn by the separate groups on poster
paper, allowing multiple groups to play at the same time on their own boards (cards would
need to be copied in advance and multiple game pieces would need to be provided or
created). Other options might include projecting the board from an overhead so that it is
visible by the class.
Review Activity Instructions:
 All groups place their token on the “Start” position and determine the order of play for
their team.
 Each group will roll a die; the group with the highest number will go first.
 The group rolls the die and moves their token the appropriate number of spaces.
 The teacher asks a question from the corresponding cards. For example, if the first team
rolls a four and lands on the “Hinduism” square, the teacher asks the question from the
first card in the “Hinduism” stack.
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Belief Systems – Grade Six



The first person in order of play attempts to answer the question. If a correct answer is
given, the token remains on the square. If an incorrect answer is given, the group has a
chance to confer and to offer another answer. If a correct answer is given, the token
remains on the square. If an incorrect answer is given, the group must move the token
back to their previous position.
Play proceeds in this way until one group completes the circuit around the board, winning
the game.
Other groups may continue playing until everyone has completed the circuit.
15. If playing as a whole class, read the questions aloud. When the first group completes a
circuit around the board, have them declared the winner. Other groups may continue play
until all have completed the game.
16. Have students complete the extended response part of their post-assessment, either in
class or for homework. Distribute the writing rubric, Attachment F, and have students
choose one of the following topics to write about:
Option 1:
For each of the five religions studied, describe the major ideas that make
each religion different from other religions.
Option 2:
For each religion, describe one or more ideas that it shares with other
religions.
Differentiated Instructional Support:
Instruction is differentiated according to learner needs, to help all learners either meet the
intent of the specified indicator(s) or, if the indicator is already met, to advance beyond the
specified indicators.
 Have students work in heterogeneous groups so students with various abilities can assist
each other.
 Have students complete the Religions and Belief Systems Summary Chart, Attachment D,
with pictures and words.
 For students working beyond the indicator, add historical summaries to note taking.
 Have students create a time line of major events or changes in world religions.
Extensions:
 Cooperative groups might further research a holiday, celebration or rite of passage
important to the belief system or religion they studied.
 Have students create Venn diagrams comparing belief systems.
Homework Options and Home Connections:
Have students research the presence of other religions in their local community, county or
state.
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Belief Systems – Grade Six
Interdisciplinary Connections:
Language Arts
 Writing Applications
Benchmark D: Produce informational essays or reports that convey a clear and accurate
perspective and support the main ideas with facts, details, examples and explanations.
Indicator 4: Write informational essays or reports, including research, that present a
literal understanding of the topic, include specific facts, details and examples from
multiple sources and create an organizing structure appropriate to the purpose, audience
and context.
Materials and Resources:
The inclusion of a specific resource in any lesson formulated by the Ohio Department of
Education should not be interpreted as an endorsement of that particular resource, or any of
its contents, by the Ohio Department of Education. The Ohio Department of Education does
not endorse any particular resource. The Web addresses listed are for a given site’s main
page, therefore, it may be necessary to search within that site to find the specific information
required for a given lesson. Please note that information published on the Internet changes
over time, therefore the links provided may no longer contain the specific information related
to a given lesson. Teachers are advised to preview all sites before using them with students.
For the teacher: Research materials.
For the students: Research materials such as textbooks, reference books, encyclopedias,
Internet access.
Vocabulary:
 religion
 belief system
 Islam
 Hinduism
 Christianity
 Judaism
 Buddhism
 Five Pillars of Islam
 10 Commandments
 Eight Fold Path
 Four Noble Truths
 reincarnation
 nirvana
 dharma
 hajj
 pilgrimage
 temple
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Belief Systems – Grade Six





mosque
sanctuary
church
sacred
holy land
Technology Connections:
 Students could use electronic versions of the supporting documents instead of handouts.
 The extended response could be submitted electronically via email.
 The board game could be developed by students within drawing/painting software and
then projected during the game activity.
Research Connections:
Marzano, R. et al. Classroom Instruction that Works: Research-Based Strategies for
Increasing Student Achievement, Alexandria, VA: Association for Supervision and
Curriculum Development, 2001.
Nonlinguistic representations help students think about and recall knowledge. This
includes the following:
 Creating graphic organizers;
 Making physical models;
 Generating mental pictures;
 Drawing pictures and pictographs;
 Engaging in kinesthetic activity.
Elliot Aronson, The Jigsaw Classroom, Beverly Hills: Sage Publications, 1978.
The Jigsaw method is one strategy for organizing cooperative learning groups.
General Tips:
 Take extra care to treat all religions and belief systems with respect. Remind students of
the importance of this.
 Be aware that many online sources of information related to belief systems are designed
to promote particular viewpoints. Teachers should preview sites to be used by students.
 Background student reading from a text or other source is strongly recommended.
Students should add notes from the text to the Religions and Belief Systems Summary
Chart, Attachment D, to ensure their knowledge of all religions.
Attachments:
Attachment A, Pre-Assessment
Attachment B, Religions and Belief Systems Summary Notes
Attachment C, Religions and Belief Systems Questions
Attachment D, Religions and Belief Systems Summary Chart
Attachment E, Review Activity
Attachment F, Extended Response Scoring Rubric
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Belief Systems – Grade Six
Attachment A
Pre-Assessment
Religions and Belief Systems
Name:
Directions: Carefully read the terms listed in the word box and then create five groups of
words that are related. When you are finished, each group will have four related words in it.
Israel
Five Pillars
Jesus
Nirvana
Buddhism
Moses
Middle Way
Vishnu
Mecca
Hinduism
Reincarnation
Christianity
Islam
Bible
Brahma
Hebrew
New Testament
Judaism
Four Noble Truths
Muslim
1. ____________
____________
____________
____________
2. ____________
____________
____________
____________
3. ____________
____________
____________
____________
4. ____________
____________
____________
____________
5. ____________
____________
____________
____________
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Belief Systems – Grade Six
Attachment B
Religions and Belief Systems Summary Notes
Name: ________________________________________
Group Members: ___________________________________________________________
Belief or Religion: _____________________________________________________
Directions: Use your textbook, reference books, encyclopedias or online sources to complete
the following information. Your group members may share information as long as everyone
completes a worksheet.
1. Identify the geographic origins of your assigned belief or religion.
2. Identify the founding leader(s) of your assigned belief or religion.
3. Identify and describe any important books or writings.
4. Identify and describe any goals, rewards or ultimate states that followers try to achieve.
5. Identify any rules or guidelines that should be followed.
6. Identify and explain any major holidays or observances.
7. Identify and describe any other major traditions.
8. Explain any other noteworthy information.
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Belief Systems – Grade Six
Attachment C
Religions and Belief Systems Questions
Group Members: ________________________________________________________
Belief or Religion: _______________________________________________
Directions: As a group, create questions about your assigned topic that fulfill each
requirement. Each group member must take responsibility for composing at least one
question and one answer. The goal of the questions is to focus on the most important
information from the Summary Notes. Avoid questions that can be answered with a simple
yes or no and questions that require overly specific answers. The goal is to teach, not to trick.
1. Compose ONE question and answer related to the geographic origins of the assigned
belief system or religion.
2. Compose ONE question and answer related to the leader(s) of the assigned belief system
or religion.
3. Compose THREE questions and answers related to the major teachings of the assigned
belief system or religion.
1.
2.
3.
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Belief Systems – Grade Six
Attachment D
Religions and Belief Systems Summary Chart
Name: ____________________________________
Directions: In your group, give each person an opportunity to share the information from
their Summary Notes. Complete each portion of the chart in order to expand your knowledge
of each religion or belief system. You may use additional paper if necessary.
Geographic
Origins
Founding
Leaders
Major Teachings
(Include at least 3 details.)
Buddhism
Christianity
Judaism
Hinduism
Islam
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Belief Systems – Grade Six
Attachment E
Review Activity
Islam
Hinduism
Judaism
Christianity
Buddhism
Start
Buddhism
Islam
Christianity
Hinduism
Judaism
Judaism
Hinduism
Christianity
Islam
Buddhism
Buddhism
Islam
Christianity
Hinduism
Judaism
Hinduism
Islam
Buddhism
Christianity
Judaism
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Belief Systems – Grade Six
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Belief Systems – Grade Six
Attachment F
Extended Response Scoring Rubric
4 points
Uses a strong
explanatory
introduction, thorough
details, logical
organization and uses
the summary chart
extensively.
3 points
Uses an explanatory
introduction, details,
and logical
organization.
Demonstrates use of
the summary chart.
Paragraph Two
Uses a strong
explanatory
introduction, thorough
details, logical
organization and uses
the summary chart
extensively.
Uses an explanatory
introduction, details,
and logical
organization.
Demonstrates use of
the summary chart.
Paragraph
Three
Uses a strong
explanatory
introduction, thorough
details, logical
organization and uses
the summary chart
extensively.
Uses an explanatory
introduction, details,
and logical
organization.
Demonstrates use of
the summary chart.
Paragraph Four
Uses a strong
explanatory
introduction, thorough
details, logical
organization and uses
the summary chart
extensively.
Uses an explanatory
introduction, details,
and logical
organization.
Demonstrates use of
the summary chart.
Paragraph Five
Uses a strong
explanatory
introduction, thorough
details, logical
organization and uses
the summary chart
extensively.
Uses an explanatory
introduction, details
and logical
organization.
Demonstrates use of
the summary chart.
Edited for
spelling,
grammar and
punctuation
No spelling or
grammar errors.
Few spelling or
grammar errors.
Paragraph One
2 points
Attempts an
introduction, uses
details, and
somewhat logical
organization.
Demonstrates some
use of the summary
chart.
Attempts an
introduction, uses
details, and
somewhat logical
organization.
Demonstrates some
use of the summary
chart.
Attempts an
introduction, uses
details, and
somewhat logical
organization.
Demonstrates some
use of the summary
chart.
Attempts an
introduction, uses
details, and
somewhat logical
organization.
Demonstrates some
use of the summary
chart.
Attempts an
introduction, uses
details and somewhat
logical organization.
Demonstrates some
use of the summary
chart.
Spelling, grammar
and punctuation need
more work.
1 points
Use of
introduction,
details and
organization
needs more work.
Needs greater
attention to the
summary chart.
Use of
introduction,
details and
organization
needs more work.
Needs greater
attention to the
summary chart.
Use of
introduction,
details and
organization
needs more work.
Needs greater
attention to the
summary chart.
Use of
introduction,
details and
organization
needs more work.
Needs greater
attention to the
summary chart.
Use of
introduction,
details and
organization
needs more work.
Needs greater
attention to the
summary chart.
Spelling, grammar
and punctuation
need significant
revision.
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