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UNIT COVER PAGE
Unit 4
School District:
BHSD 228
Department:
Unit Title: Unit 4 - World Religions
Social Studies
Course:
Grade Levels:
World History
10
Topic Areas: Christianity, Judaism, Isalm, Hinduism, Buddism
1 Week
2009
Date Created: Spring, 2004
Date Modified:
G. Andruch, M. Barcena, J. Curtin, W. Podbbielniak, J. Robison, D. Stell,
Unit Designer(s): R.Tustin, D. Uniek
Time Frame:
Link to State Standards
14.D.5 - Interpret a variety of public policies and issues from the perspectives of different
individuals and groups.
16.B.1 - Explain the contributions of individuals and groups who are featured in biographies,
legends, folklore and traditions.
16.B.2a - Describe the historical development of monarchies, oligarchies and city-states in
ancient civilizations.
16.D.2 - Describe the various roles of men, women and children in the family, at work, and in the
community in various time periods and places (e.g., ancient Rome, Medieval Europe, ancient
China, Sub-Saharan Africa).
Summary of Unit
Students will compare and contrast the five different major religions of the world.
Resources
See Curriculum Binder
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Key Words
Apostle, bishop, pope, Muhammad, Mosque, Buddhism, Christianity, Hinduism, Islam, Judaism, Confucianism,
reincarnation, moksha, karma, nirvana, 4 Noble Truths, 8 Fold Path, enlightenment
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STAGE 1: IDENTIFY DESIRED RESULTS
Enduring Understandings
Students will understand that
societies use religious beliefs to help outline their morals, social beliefs, and to answer questions they may not
have answers for.
religions share similar values and are able to co exist.
Essential Questions
How are the major religions of the world similar and different?
How do religious beliefs reveal about the way people behave?
What are key ideas in each major religion?
How might we reach an understanding on how different religions co exist?
How are views about religion shaped by values?
Knowledge and Skills
Students will know
Christianity
Jesus Christ
Old Testament
New Testament
Islam
Muhammad
Koran
Judaism
Torah
Buddhism
Buddha
Hinduism
Students will be able to:
Compare and contrast the major religions of the world.
Determine and explain the geographical distribution of religions
Students will be familiar with
Beliefs, values, Confucius, reincarnation, Five Pillars of Islam, Ten Commandments
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STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
What evidence will show that students understand?
Required Assessments (brief description)
Religious Board Game Performance Assessments
Other Assessments (brief description)
Major religions power point
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PLAN LEARNING EXPERIENCES AND INSTRUCTION
What sequence of teaching and learning experiences will equip students to develop and demonstrate the
desired understandings?
Learning Activities
W
How will you ensure that all students know where they are headed in the unit, why they are
headed there, and how they will be evaluated?
-Weekly calendars provided to the students.
-Objectives stated at each lesson
-Rubrics will be used as an assessment tool
H
How will you hook students at the beginning of the unit?
Draw connections between ones religion and the five major religions presented in the unit
E
What events will help students experience and explore the big idea and questions in the unit?
How will you equip them with needed skills and knowledge?
Students will research and explain the five major religions in conjunction with the religious board
game.
R
How will you cause students to reflect and rethink? How will you guide them in rehearsing,
revising, and refining their work?
Students will participate in journal entries.
Students will be exposed to quizzes and self correct assessments with provided rubrics
E
How will you help students to exhibit and self-evaluate their growing skills, knowledge, and
understanding throughout the unit?
Students will be analyze their work based on pre distributed rubrics
Exit cards will contain reflective questioning to illustrate growth
T
How will you tailor and otherwise personalize the learning plan to optimize the engagement and
effectiveness of ALL students, without compromising the goals of the unit?
Multiple intelligence research will be utilized in creating assessments.
EPAS reading scores will assist teachers in tailoring instruction and assessment
Students will be given a variety of assessment choices
O
How will you organize and sequence the learning activities to optimize the engagement and
achievement of ALL students?
Each unit will be approached topically to identify common themes.
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WORLD HISTORY
Humanities
Major Religion Board Game
Performance Assessment
Teacher Guide
LPO:
2.3
TLW analyze and interpret the history of the world with an
emphasis on the United States and Illinois and apply this understanding
to make decisions in everyday life.
CURRICULUM
OUTCOME:
TLW understand that music, literature, philosophy and religion
of civilizations, past and present, reflected and influenced their own culture and at
times, subsequent cultures.
ASSIGNMENT
OUTCOME:
TLW work in a group to develop a game to learn the world’s major religions.
TASK
OVERVIEW:
TASK
PARAMETERS/
SPECIAL
CONDITIONS:
The student group will:
1.
Select or be assigned one of the 5 major religions, Hinduism, Christianity,
Judaism, Islam, Buddhism.
2.
Research information to learn about the selected religion:
a. religious hierarchy
b. customs, traditions, other unique characteristics
c. growth and relationship to other major religions
d. other information
3.
Design a board game containing the previous information.
4.
Write instructions on how to play the game and what the goal of the game is.
5.
Present game to the class explaining it, the role each member had, and how the
game is played.
1.
Students must have access to information of the religions through the IMC or
internet.
2.
Based on information gathered, groups will produce a board game or other game
with prior teacher approval, containing all of information.
a. Recommended size of game board may be 24” X 24”
b. A written explanation of the goal or objective of the game and instructions to
play the game must be done.
3. The student groups will present the game to the class, explaining the board game
contents, instructions, and goal. Each person in the group must explain his/her role in
this project. The game must actually be played by members of the class.
TIME FRAME:
1 week
WORLD HISTORY
Humanities
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Major Religion Board Game
Performance Assessment
Student Assignment
ASSIGNMENT
OUTCOME:
TLW work in a group to develop a game to learn the world’s major religion.
INTRODUCTION: Parker Brothers has developed a contest for all high schools to develop a board game
characterizing the major religions of the world – Hinduism, Christianity, Judaism, Islam
and Buddhism. Groups that develop marketable games will be rewarded with
scholarships and monetary awards.
TASK:
Your group will:
1. Be assigned one of the major religions.
2. Research the religion, identifying areas such as:
a. Religion’s hierarchy
b. Customs, traditions, other unique characteristics
c. Religion’s growth and relationship to other major religions.
d. Any other pertinent information.
3. Design and build a board game which will contain information identified above for
the religion.
4. Write instructions on how to play the game and what the goal of the game is.
5. Present the finished game to the class, highlighting such things as structure and
content and explaining what part of the game each person in the group contributed.
The group must demonstrate actual playing of the game.
TIME FRAME:
1 week
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COMPONENTS
OUTSTANDING
SUCCESSFUL
NOT YET SUCCESSFUL
Religion
Research
All the required
information on the
group’s religion is
researched in detail plus
additional information.
15-14 points
The required information
is researched adequately.
The required
information is not
researched adequately.
All the required
information is
incorporated into the
game in an outstanding
manner. The game
demonstrates
outstanding creativity
and contains many things
that were not required.
The game plays without
problems.
20 – 18 points
The required information
is incorporated into the
game adequately.
Creativity is demonstrated
in the game. The game
plays with minor problems.
The presentation did an
outstanding job of
explaining the game. The
written instructions do an
outstanding job of
explaining how the game
is played and its’ goal. All
members of the group
explained their role in the
project and the workload
was shared equitably.
The game was played by
class members without
problems.
15 - 14 points
The presentation was
adequate explaining the
game. The written
instructions were
adequate to explain how
the game is played and its’
goal. All members of the
group explained their role
in the project but the
workload may not have
been equitable. The game
was played by class
members with minor
problems.
13 - 9 points
________
Board Game
_________
Presentation
_________
TOTAL: _________/ 50
13 – 9 points
8 – 0 points
17 – 12 points
The required
information is not
incorporated into the
game adequately and/or
not enough creativity is
demonstrated and/or the
game is hard to play
because of serious
problems.
11 - 0 points
The presentation was
inadequate explaining
the game and/or the
written instructions
were inadequate and/or
not all members
explained their role
and/or the workload was
unacceptably inequitable
and/or the game was
played in class with
serious problems.
9 - 0 points
50 – 45 OUTSTANDING
44 – 30 SUCCESSFUL
29 – 0 NOT YET SUCCESSFUL
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Student Performance Task
Unit: 4
Course: World History
Task: Major Religion Board Game
Time Frame: 3 Days
Overarching Understanding:
 Students will understand that the human search for answers has led to conflict between
established ideas and new beliefs
Enduring Understanding:
 Students will understand that religions share similar values and are able to coexist.
Essential Question:
 How are the major religions of the world similar and different?
Vignette:
The student group will:
1. Select or be assigned one of the 5 major religions, Hinduism,
Christianity, Judaism, Islam, Buddhism.
2. Research information to learn about the selected religion:
a. religious hierarchy
b. customs, traditions, other unique characteristics
c. growth and relationship to other major religions
d. other information
3. Design a board game containing the previous information.
4. Write instructions on how to play the game and what the goal
of the game is
5. Present game to the class explaining it, the role each member
had, and how the game is played.
Standard:
You will be graded on the following scale:
See attached rubric