Religions of Ancient Origin
22 indicative hours
The focus of this study is the response of religions of ancient origin to the human search for ultimate meaning and purpose.
The five religious traditions of Buddhism, Christianity, Hinduism, Islam and Judaism are NOT to be studied.
Syllabus Outcomes:
P1
P2
P6
P7
P8
P9
describes the main characteristics of religion and belief systems
identifies the influence of religion and belief systems on individuals and society
selects and uses relevant information about religion from a variety of sources
undertakes effective research about religion, making appropriate use of time and resources
uses appropriate terminology related to religion and belief systems
effectively communicates information, ideas and issues using appropriate written, oral and graphic forms
Content: Students are to select TWO religions of ancient origin to study from the following:
- Aztec or Inca or Mayan
- Celtic
- Nordic
- Shinto
- Taoism
- an Indigenous religion from outside Australia
Students
about:
learn Students
to:
learn
The nature of TWO
religions of ancient
origin in relation
to:
For each of the
TWO religions of
ancient origin:
 origins of the
universe
 outline the
principal beliefs
concerning the
origins of the
universe
Suggested Teaching and Learning Strategies
Introduction – Land of Origin/Settlement
a) Geographic location. Students locate the region where the Religion of Ancient Origin is located on a world map
using an atlas/ the Internet.
b) Explain reasons for settlement in this region (mythology), e.g. Chosen by a deity.
c) Identify the geographical features which enabled settlement e.g. Sources of water and other resources
d) Discuss how these geographical features contributed to the religious beliefs of the community.
Origins of the Universe
From the chosen religions of ancient origin:
a) Conduct a pre-test using ICT (a program such as ‘Inspiration’) or a whiteboard summary to determine students’
prior knowledge of the religion of ancient origin chosen for study.
b) Present students with visual images of the religions of ancient origin chosen as a link with the Nature of
Religion and Beliefs unit. Students identify the beliefs presented in these images.
c) Use library and/or Internet to research the myths and legends concerning the origins of the universe. Students
retell the stories in a format of their choice (oral, visual, dramatic) highlighting features that explain the beliefs
concerning the origins/beginnings of the universe.
d) Living Religions pp182 – 183 as an introduction to Religions of Ancient Origin.
e) Students commence a glossary of terms to be developed pertaining to the religions.
f)
After examining the cultural/social context of the Religion of Ancient Origin, students apply this knowledge to
construct a narrative explaining/describing the origins of the universe. Students then compare their narratives
with the accepted myth of that Religion of Ancient Origin.
Principal beliefs
 principal beliefs
 identify the
principal beliefs of
the religion
a) Use aspects of the first Star Wars Trilogy depicting the principal beliefs of the Jedi Warrior as an introduction to
the concept of principal beliefs in religious expression other than Christianity,
b) Use textbooks and other resources to list and explain the principal beliefs of the chosen religion. Use the data
that has been gathered to form a summary of the beliefs. Living Religions pp 232-241 Special Table Section.
c) Class discussion: students to speculate as to why these beliefs were important
- think about the time frame in which they lived
- the geographical setting
- their neighbours
- their culture – were they nomadic / settled agricultural people…?
- their economy
d) Specific beliefs about the afterlife. Pair research task presented to be presented to the class:
- Heaven - how to get there, what happens?
- Hell - how to get there, what happens?
- The existence of a Soul. Were tests conducted on the soul before entry to either Heaven or Hell?
Creatures/ demons/ gods/ deities.
e) Ethical systems group work
- Critically evaluate how the ancient society’s relationship with their deities determined what was deemed
appropriate behaviour. For example: the acceptance of human sacrifice to appease the gods.
f)
Expression of Principal Beliefs
- Students use art, music, dance costumes and poetry to describe the expression of principal beliefs of the
religion being studied.
Supernatural powers and deities
 supernatural
powers and deities
 identify and
describe the role
of the supernatural
powers and deities
in the religion
a) Identify the significant supernatural powers or deities of the religion.
b) Explain their role in relation to the principal beliefs identified above. Where possible provide illustrations of the
image of the supernatural power or deity.
c) Using visual images of deities, brainstorm characteristics/supernatural powers emphasized. Relate these to the
culture and society of the religion.
d) In small groups or pairs students research particular supernatural powers and deities:
- Identify their significance to the society/culture
- Locate the god/goddess on ‘social ladders’ (e.g. major, minor, supernatural powers and deities)
- Give a physical description of the supernatural powers or deities
- Translate their name (if applicable)
- Outline the features that made them ‘supernatural’
- Rituals of worship attributed to the supernatural powers and deities (e.g. sacrifice)
- Overall impact of the deities on daily life (e.g. prayer time, jewels, statues in the home, tributes, oaths.)
4. Rituals
 rituals
 discuss the
relationship
between sacred
spaces and the
beliefs of the
religion
 identify the
principal rituals
and examine their
significance for the
individual and
community
a) Identify whether this ancient religion set aside special spaces that were regarded as sacred. Describe
examples and explain their purpose and importance. Where possible provide an illustration of the sacred
space. Look for a connection between elements of the space and key beliefs.
b) Identify the principal rituals.
c) What significant life events did these rituals recognise?
d) Research celebrations of birth, coming of age, partnership, childbirth, and death. Describe their significance to
the individual or to the whole community?
e) Death and Burial
- Discuss the significance of an afterlife to the society.
- Examine rituals of preparing the body for burial
- Burial processes, particular rituals and sites/grounds chosen e.g. cremation, tombs.
- Belief in the afterlife and the meaning of this
f) Sacred space/site (the geographical features e.g. volcanoes)
- Use diagrams of temples and shrines to visualize places of worship.
g) Sacrifice to the gods
- Examine the reason for sacrifices
- Brainstorm examples of sacrifice
Religion and society
 influence in the
society
 explain the
relationship
between the
religion and its
society
a) Describe the society in which the religion existed.
b) Examine the interrelationship of the society, beliefs and practices of the religion.
c) Where possible explain how the ethical systems of the ancient religion were reflected in society.
d) Identify aspects of the society in which the Religion of Ancient Origin is still practiced.
e) Examine the Social Structure and its levels. Identify who was represented at each level and their role in society.
f)
Research festivals and ceremonies the society participated in to favour their gods. Name the festival. Describe
the meaning of the name and outline what happened during this time.
Search for meaning
 human search for
meaning
 explain how the
religion provides a
distinctive
response to the
search for
meaning
Working in groups students reflect on this study. Collaboratively present their understanding of how this ancient
religion attempted to satisfy their search for meaning.
NB It may be helpful to refer to material and discussions undertaken in the topic The Nature of Religion and Beliefs
as a means of informing this discussion.
Resources
General:
Baquedano E, Everyday Life of the Aztecs, Harper Collins, 1993
Clemmons N, Exploring the Religions of the World, Ave Maria Press, Indiana, USA, 1999
Drury N, Shamanism, A Richly Illustrated Voyage into the Rituals and Inner Worlds of Shamanism, Element Books, Australia, 1996
Farrington K, History of Religion, Chancellor Press, London, 2000
Jordan M, Eastern Wisdom, The Philosophies and Rituals of the East, Carlton, 1997
Randal R (Ed) The Children’s Book of Myths and Legends, Armadillo, UK, 2001
Smith J, Your Aztec Homework Helper, Ticktock Media, 2004
Wood T, The Aztecs, Hamlyn, 1992
DVD/ Video
Sea Kingdoms - History of Celtic Britain and Ireland (Order from http://shop.abc.net.au/browse/product.asp?productid=721540 )
The History of Britain 6 DVD (Order from http://shop.abc.net.au/browse/product.asp?productid=714644 )
Various religions:
http://www.sacred-texts.com/index.htm
http://www.studyreligion.org/start/ancient.html
http://www.meta-religion.com/World_Religions/Ancient_religions/ancient_religions.htm
http://religion-cults.com/ancient.htm
http://bbc.co.uk
Aztec:
http://www.latinamericanstudies.org
http://en.wikipedia.org/wiki/Aztec
http://www.answers.com/topic
http://members.aol.com/TeacherNet/Aztecs.html
http://philtar.ucsm.ac.uk/encyclopedia
http://www.elbalero.gob.mx/kids/history/
http://www.wsu.edu/~dee/
Shinto:
International Shinto research institute site: http://www.shinto.org/isri/eng/top-e.html
http://rubens.anu.edu.au/student.projects97/sumo/religion/shinto.html
http://www.kids.net.au/encyclopedia-wiki/sh/Shinto
http://www.abc.net.au/rn/relig/enc/stories/s1199005.htm
http://www.uwec.edu/philrel/shimbutsudo/
Celtic:
http://en.wikipedia.org/wiki/Celtic_Mythology
http://www.sacred-texts.com/neu/celt/rac/
http://gate.cia.edu/cbergengren/arthistory/celtic/
Nordic Religion:
http://www.mnh.si.edu/vikings/learning/vocabulary.html
http://www.kids.net.au/encyclopedia-wiki/no/Norse_mythology
http://www.wizardrealm.com/norse/gods.html
http://www.feri.com/dawn/religion.html
Indigenous Pacific Island religions:
http://www.sacred-texts.com/pac/
Indigenous Polynesian religion:
http://philtar.ucsm.ac.uk/encyclopedia/poly/geness.html
Maori:
http://www.worldofmaori.co.nz/index.htm
http://www.maori.org.nz
http://www.tu.co.nz/haka.htm
Mayan, Aztec:
http://www.angelfire.com/ca/humanorigins/religion.html
http://www.sci.mus.mn.us/sln/ma/top.html (Good visuals)
Taoism:
https://maxvps001.maximumasp.com/v001u23zac/Tao/Index.asp
http://www.eng.taoism.org.hk
http://bhsu.edu/artssciences/asfaculty/dsalomon/hum388/spring2004/
http://www.clas.ufl.edu/users/gthursby/taoism/
Virtual ancient religion museum: Dershem, G http://projects.edtech.sandi.net/kroc/worldreligions/