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GRADE 11 RELIGON – HRT 3M1
WORLD RELIGIONS: BELIEFS, ISSUES, AND
RELIGIOUS TRADITION
FRANCIS LIBERMANN CATHOLIC HIGH SCHOOL
COURSE BOOKLET
2013-2014
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COURSE INFORMATION SHEET
DEPARTMENT: RELIGION
DATE: 03/09/2013
SECONDARY SCHOOL: FRANCIS LIBERMANN CATHOLIC HIGH SCHOOL
DEPARTMENT HEAD: MS. TUZI
TEACHER:
Ontario Catholic Secondary Curriculum Policy Document—
Religious Education from the Institute of Catholic Education
(ICE)
CURRICULUM POLICY DOCUMENT
COURSE CODE
HRT 3M1
PRE-REQUISITE
World Religions : Beliefs,
Issues, and Religious Tradition
HRE 2O
GRADE & TYPE
11, Academic
FULL YEAR /
SEMESTER
Full Year
CREDIT VALUE
1
COURSE TITLE
COURSE DESCRIPTION (AS SPECIFIED IN MINISTRY OF EDUCATION POLICY DOCUMENT)
World Religions introduces students to the various expressions and responses to humanity’s encounter with mystery in
our quest for life’s meaning. The course explores the life wisdom found in the responses of the major faith traditions to
the compelling questions concerning the spiritual dimension of human experience, self-understanding, and the role of
the individual within the family. Its purpose is to familiarize students with the language of religious discourse and to
develop their awareness of the place and function of religion in human culture. This exploration can lead students to a
more authentic adherence to their religious tradition and a deeper commitment to the Catholic faith. It can help to break
down prejudices and misconceptions about other religious traditions and, at the same time, strengthen and affirm the
student’s own search for answers to life’s meaning. 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 religions, 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.
LISTED IN ORDER OF INSTRUCTIONAL DELIVERY
STRAND / UNIT TITLES
UNIT 1:
WE ENCOUNTER MYSTERY
UNIT 2:
WE LISTEN—JUDAISM
UNIT 3:
WE BELIEVE—
CHRISTIANITY
HOURS
OVERALL EXPECTATIONS / UNIT DESCRIPTION
An introduction to religious belief as the human response to mystery
An awareness of Aboriginal Spirituality as a response to mystery
15
20
35
The Jewish story—God’s intervention in our history
Jewish worship and family life
Contemporary Jewish/Christian relationships
Jewish persecution (Night)
Early Christianity – 30-500 AD
Christ from 1000-1600 AD
The Great Schism and the Reformation
Orthodox and Protestant denominations
Sacramentality in the Church
The Church from 1900-the present
Secularism
Sects and Cults
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UNIT 4:
WE SURRENDER—ISLAM
UNIT 5:
THE SEARCH—EASTERN
RELIGIONS
20
20
History of Islam
Islam’s contemporary expressions—beliefs and practices
Muslim-Christian relationships and interfaith dialogue
Islam and the Church 500-1000 AD
The various paths of salvation found in Hinduism
The “Three Jewels” of Buddhism
An independent study of Sikhism
The Catholic Church from 1600-1900—evangelization and points of
connection between Christian and Eastern religions
STUDENT EVALUATION CRITERIA
TERM – 70%
10 ≤
RELATIVE EMPHASIS / WEIGHTING ≤
KNOWLEDGE/UNDERSTANDING
INQUIRY/THINKING
COMMUNICATION
APPLICATION
TERM TOTAL
WRITTEN
Multiple Choice
Short Answer
Open/Free Response
Essay/Journal
Papers/Reports
Think/Pair/Share
Case Study
Conference
FINAL REPORT CARD GRADE
CALCULATION – 100%
FINAL – 30%
40
20%
20%
15%
15%
70
RELATIVE EMPHASIS / WEIGHTING
ISU
Final Exam
FINAL TOTAL
10%
20%
TERM TOTAL + FINAL TOTAL
= REPORT CARD MARK
30
ASSESSMENT FORMAT USED (EXAMPLES PROVIDED)
PERFORMANCE
OTHER
Group Visuals
Debates
Teacher Observation
Carousel
Interviews
Extended Investigations
Portfolios
Projects
Skills Checklist
Concept Mapping
Socratic Presentation
Vee Heuristic
Focus Groups
Media Presentation
Jigsaw
Presentations
TEXTBOOK
STUDENT MATERIALS
EXCURSIONS
COMPUTER USE
COURSE RELATED WEBSITES
RESOURCES (EXAMPLES PROVIDED)
Exploring World Religions: The Canadian Perspective
Electronic, photocopies, binder, pencil, pen, paper, highlighter
Scarboro Mission, Holy Places tour
Encouraged
TBA
POLICIES & PROCEDURES (EXAMPLES PROVIDED)
PLAGIARISM, LATE
Refer to school/departmental policy
ASSIGNMENTS, MISSED WORK,
ABSENCES, HOMEWORK
TEACHER CONTACTS
Provided in class
REPORTING DATES
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LEARNING SKILLS CRITERIA
IN EACH REPORTING PERIOD, REPORT ON THE QUALITY OF THE LEARNING SKILLS DEMONSTRATED BY THE
STUDENT IN EACH OF THE CATEGORIES IDENTIFIED ON THE REPORT CARD USING THE FOLLOWING LETTER
SYMBOLS.
E–EXCELLENT
G–GOOD
S–SATISFACTORY
N–NEEDS IMPROVEMENT
SKILL: WORKS INDEPENDENTLY
INDICATORS:
• accomplishes tasks independently
• accepts responsibility for completing tasks
• follows instructions
• regularly completes assignments on time and with care
• demonstrates self-direction in learning
• independently selects, evaluates, and uses appropriate
learning materials, resources, and activities
• demonstrates persistence in bringing tasks to completion
• uses time effectively
• uses prior knowledge and experience to solve problems and
make decisions
• reflects on learning experiences
SKILL: ORGANIZATION
INDICATORS:
• organizes work when faced with a number of tasks
• devises and follows a coherent plan to complete a task
• follows specific steps to reach goals or to make
improvements
• revises steps and strategies when necessary to achieve a goal
• manages and uses time effectively and creatively
• demonstrates ability to organize and manage information
• follows an effective process for inquiry and research
• uses appropriate information technologies to organize
information and tasks
SKILL: INITIATIVE
INDICATORS:
• seeks out new opportunities for learning
• responds to challenges and takes risks
• demonstrates interest and curiosity about concepts, objects,
events, and resources
• seeks necessary and additional information in print,
electronic, and media resources
• identifies problems to solve, conducts investigations, and
generates questions for further inquiry
• requires little prompting to complete a task, displaying selfmotivation and self-direction
• approaches new learning situations with confidence and a
positive attitude
• develops original ideas and devises innovative procedures
• attempts a variety of learning activities
• seeks assistance when needed
• uses information technologies in creative ways to improve
learning for self or others
SKILL: TEAMWORK
INDICATORS:
• works willingly and cooperatively with others
• shares resources, materials, and equipment with others
• responds and is sensitive to the needs and welfare of others
• solves problems collaboratively
• accepts various roles, including leadership roles
• takes responsibility for his or her own share of the work to be
done
• works to help achieve the goals of the group or the class
• helps to motivate others, encouraging them to participate
• contributes information and ideas to solve problems and
make decisions
• questions the ideas of the group to seek clarification, test
thinking, or reach agreement
• shows respect for the ideas and opinions of others in the
group or class
• listens attentively, without interrupting
• in discussions, paraphrases points of view and asks questions
to clarify meaning and promote understanding
• recognizes the contribution of group members by means of
encouragement, support, or praise
• seeks consensus and negotiates agreement before making
decisions
SKILL: WORK HABITS/HOMEWORK
INDICATORS:
• begins work promptly and uses time effectively
• completes homework on time and with care
• perseveres with complex projects that require sustained effort
• puts forth consistent effort
• applies effective study practices
• follows directions
• shows attention to detail
• uses materials and equipment effectively
NOTE: The above chart is a reformatting of the skills identified in the Ministry of Education’s Guide to the
Provincial Report Card, Grades 9 – 12 : Appendix C: pages 27 to 29 .