Pedagogical
Competencies
Explore/Research/Reflec
Application
t
People in Societies:
Buddhism Founded in
Cultures: 2. Compare
India 2,500 years ago,
world religions and belief Buddhism remains the
systems focusing on
dominant religion of the
geographic origins,
Far East and is
founding leaders and
increasingly popular in the
teaching including:
West. Over its long
Buddhism, Christianity,
history, Buddhism has
Judaism, Hinduism and
developed into a wide
Islam.
Buddhism Qui variety of forms, ranging
nn, D. P. (1997). I Am
from an emphasis on
Buddhist. Powerkids. -A religious rituals and
worship of deities to a
young Chinesecomplete rejection of both
American girl living in
San Francisco with her rituals and deities in favor
of pure meditation. All
family describes the
share in common a great
principles and
Station 1 (20 points)
respect for the teachings
ceremonies of
Identify the OACS that
of the Buddha, 'The
Buddhism.
Robinson, Enlightened One'. After he
focus on World
B. A. (2011, March 17). became enlightened, he
Religions
-Be able to
Buddhism, based on the taught that the way to
find and recognize
teachings of Siddhartha eliminate suffering begins
appropriate resources
Gautama. In Religious with understanding the
about religion when
needed, on the Internet or Tolerance. Retrieved
true nature of the world.
in more traditional media. July 19, 2011, from
However, the Buddha
http://www.religioustoler considered knowledge
ance.org/buddhism.htm important only as it
Basics of Buddhism. remains practical. He
In PBS. Retrieved July rejected speculation about
such matters as God, the
19, 2011, from
nature of the universe and
http://www.pbs.org/eden the afterlife, urging his
s/thailand/buddhism.htm followers to focus instead
Christianity Sevastia on the Four Noble Truths
des, P. D. (1997). I Am
by which they can free
Roman Catholic. Rosen themselves from
Publishing Group. suffering.
Christianity
Introduces the basics of Christianity was founded
Roman Catholicism
in the early 1st century
through the eyes of a
AD, with the teaching,
Catholic
miracles, crucifixion and
child.
Robinson, B. A. resurrection of Jesus of
Nazareth. Today it is the
(2010, August 15).
Christianity: The world's largest religion in the
world, with around 2 billion
largest religion. In
followers. Especially
Religious Tolerance.
Retrieved July 19, 2011, dominant in the western
world, today's Christianity
from
has a wide variety of
http://www.religioustoler forms, beliefs and
ance.org/christ.htm
Hi practices but all center
story of Christianity.
around faith in Jesus
(2010). In Religion
Christ. Nearly all
Facts. Retrieved July
Christians regard the Bible
19, 2011, from
as divinely inspired and
http://www.religionfacts. authoritative, but views
com/christianity/history.h differ as to the nature and
tm Judaism Weiss, B. extent of its authority.
Christianity has divided
P. (1996). I Am Jewish.
into three major branches
Rosen Publishing
over the centuries. Roman
Group. -This book
Catholicism represents the
describes Judaism and
continuation of the
some of its religious
historical organized church
traditions and
holidays.
Robinson, B. as it developed in Western
Europe and is headed by
A. (2011, July 16).
the Pope. Eastern
Judaism: Beliefs,
practices, Jewish-Christian Orthodoxy, which includes
the Greek and Russian
relations, news. In
Orthodox Churches and
Religious Tolerance.
Retrieved July 19, 2011, several others, is the
continuation of the
from
http://www.religioustoleran historical organized church
ce.org/judaism.htm
Jud as it developed in Eastern
aism. (2010). In Religion Europe. Protestantism
Facts. Retrieved July 19, arose in the 16th century
during the Reformation,
2011, from
http://www.religionfacts.co which took place mainly in
m/judaism/index.htm
Hi Germany, Switzerland and
nduism Aiyengar, D. S. Britain. Protestants to not
(1997). I Am Hindu. Rosen acknowledge the authority
of the Pope, reject many
Publishing Group. -A
traditions and beliefs of
child introduces the
the Catholic Church,
reader to the Hindu
emphasize the importance
religion.
Robinson, B. of reading the Bible and
A. (2011, May 25).
hold to the doctrine of
Hinduism: The world's salvation by faith
alone.
Judaism Judai
sm is one of the oldest
religions still existing
today. It began as the
religion of the small nation
of the Hebrews and
through thousands of
Hinduism. (2010). In
years of suffering,
Religion Facts. Retrieved
persecution, dispersion
July 19, 2011, from
and occasional victory,
http://www.religionfacts.co
has continued to be a
m/hinduism/index.htm
I
profoundly influential
slam Chalfonte, J.
religion and culture.
(1997). I Am Muslim.
Today, 14 million people
Powerkids. -A Muslim
identify themselves as
child describes the Islam
Jewish. Modern Judaism
religion, traditions, and
is a complex phenomenon
holidays.
Robinson, B.
that incorporates both a
A. (2010, October 17).
nation and a religion and
Islam: The second largest
often combines strict
world religion and growing.
adherence to ritual laws
In Religious Tolerance.
with a more liberal attitude
Retrieved July 19, 2011.
towards religious belief.
from
Unlike Christianity and
http://www.religioustoleran
Islam, Judaism has no
ce.org/islam.htm
Carr,
official creed or universal
Dr. Karen. (2011, May 25).
doctrinal requirements for
Islam. In Kidipede.
membership. In general, a
Retrieved July 19, 2011,
person can be considered
from
'Jewish' whether he
http://www.historyforkids.o
adheres to a complete
rg/learn/islam/religion/
system of beliefs about
God and the afterlife,
holds only a few simple
beliefs that give meaning
to ritual or even does not
believe in God at
all.
Hinduism Hinduis
m is an ancient religion
with no founder or known
date of origin. The term
'Hinduism' simply derives
from the word 'India' and
refers to a wide variety of
religious traditions and
philosophies that have
third largest religion. In
Religious Tolerance.
Retrieved July 19, 2011,
from
http://www.religioustoler
ance.org/hinduism.htm
developed in India over
thousands of years. The
religious life of many
Hindus is focused on
devotion to God
(perceived as Brahman,
Shiva, Vishnu or Shakti) or
several gods. This
devotion usually takes the
form of rituals associated
with sculptures and
images of gods in home
shrines. Most Hindus
worship one or more
deities, believe in
reincarnation, value the
practice of meditation and
observe festive holidays
like Diwali and Holi. More
philosophically-minded
Hindus ignore the gods
altogether and seek
Realization of the Self
through intense
meditation. Still others
focus primarily on fulfilling
the social and moral duties
appropriate to their
position in
life. Islam The
religious faith of Islam, as
it was practiced between
about 650 and 1500 AD,
was closely related to
Judaism and Christianity.
Like Jews and Christians,
Muslims believed that
there was only one God,
whom they called 'Allah'.
Muslims believed that
Moses and Jesus had
both existed and that they
were important holy men
and that Mohammed was
another in the same line,
also holy. Many of the
stories in the Koran are
the same as the stories in
the Judeo-Christian Bible.
After the Islamic Empire
was founded, many
Muslims lived in the old
Sassanian Empire and a
lot of old Zoroastrian
beliefs also became
common among Muslims.
Muslims believed that if
you did things which
pleased Allah, you would
have a good life on earth
and also a good life after
you died. There were five
main things Allah liked.
These are the five pillars
of Islam.
-Talking about religion can 1. By having a group
touch the depth of
discussion of their
someone's identity,
religious beliefs and
causing some discussions practices, you are able to
to feel like an attack,
see what they already
especially when based on know and build from their.
misinformation and
Then through discussion,
Station 2 (15 points)
- stereotypes. Therefore, it you can relate other
Develop skills in leading is imperative to foster a
religions from around the
students in discussion
climate of tolerance,
world to what they already
regarding their religious
respect and honesty by
know. By relating to what
beliefs and practices, as encouraging students
they already know, this will
well as the beliefs and
to; 1. more away from
help them to better
practices of others. -Be making generalizations
understand and remember
aware of examples of best toward more qualified
other information and
practices in teaching about statements - from, for
religions.
2. By making
religion.
-Develop the example, 'All Christians
teaching more student
ability to present multiple are intolerant' to 'I have
centered it makes the
religious perspectives in a heard that Christians are learning process more
fair or neutral way.
intolerant - is this true?' Or engaging. When learning
to 'Some Christians are
about world religions you
intolerant'; 2. examine
should provide them with
how their judgments may different ways to learn
impact others; 3. explore about the different
ideas and ask questions religions. By providing
without fear.
-Best
different opportunities for
practices: 1. Teaching them to learn you are
Station 3 (15 points)
Understand the difference
between the secular
academic and devotional
approaches to religion,
and consistently use the
secular academic
approach.
-Be able to
address in a constructive
way religious
about religions through
making it student
music, theatre, film and
centered. As the teacher
the creative arts. These
you can teach about
provide rich opportunities religion through music,
for studying religion from a theatre, film and the
nonsectarian perspective. creative arts.
3. When
2. Another way to
teaching world religions,
introduce students to
you can present them in a
religion is to plan field trips fair or neutral way. By
to places of worship such giving them all the facts
as a church, mosque,
about different religions,
temple or shrine.
-The let them create their own
distinction between the
beliefs and views about
study of religion and
them. The most important
religious devotional
thing to remember is to
expression is rarely
keep your opinion out of it,
understood by those who so you are not seen as
have never been exposed forcing your beliefs on the
to religious studies.
students.
Making this distinction
clear to students before
embarking on any lessons
that relate to religion
will: 1. help them realize
that learning about religion
is a legal and appropriate
undertaking for public
schools. 2. help them
realize that the aim of
teaching about religion is
to better understand the
religious dimensions of
human experience, not to
promote religion or a
particular religious
perspective.
Cultural Studies: "It
As the teacher I must
serves as a tool to build
facilitate a discussion that
upon and enhance the
allows students to talk
other three approaches in about religion. The most
its emphasis on
important thing for me is to
recognizing the ways that keep my opinion out of it,
religion is embedded in
so I am not forcing certain
culture and cannot be
views upon them. I provide
understood in isolation
them with the facts and
from its particular social
beliefs of the different
disagreements and
conflicts that arise in the
classroom.
-Be aware
of, and manage
effectively, religious
diversity in the
classroom.
-Create an
environment of respect
and tolerance - a safe
environment in which
students feel free to talk
about religion.
historical expressions." I religions.
If a student is
would use the cultural
of a different religion, you
studies approach in my
must take this into
classroom. I feel it is
consideration during
important for the students discussion. Conflicts and
to not only learn about the disagreements may arise,
religion, but why it is
but it is important to
important to the specific remind students that not
culture. I agree that
everyone has the same
religion is embedded in
beliefs and background. It
the culture. This is why the is important to respect
people of the religion
what others believe even if
believe the things they do. you don't agree with
"It helps students to
them.
recognize that religion is a
part of the fabric of human
experience and that in
order to understand it one
must consider religious
beliefs and practices as
they shape and are
shaped by all elements of
culture." I feel with this
way of teaching students
will get the best
understanding as to why
religions are important.
1. By using the secular
academic approach
versus the devotional
approach, you are keeping
opinion out of it
completely. With the
secular academic
approach, you are giving
the facts of each religion,
where the teaching of
religion 'neither privileges
nor rejects any particular
religious tradition or
expression.'
2. As the
teacher I must facilitate a
constructive discussion
about religions in my
classroom, knowing that
conflicts and
disagreements may
arise.
3. Within the
classroom, you may
encounter religious
diversity. This is
something you should be
aware of when discussing
religion.
4. The
classroom environment
should be one of respect
and tolerance. Students
should be able to discuss
their opinions freely in the
classroom, but with
respect for others and
themselves.
Station 4 (10
points) Final
Reflection
Miss. K's 6th grade
Social Studies
Classroom: In my
classroom, we have a very
open and respectful
environment. Students are
This document has
able to ask questions and
shown me the importance share their opinions. All
of teaching religions in the students listen to what
classroom and the
others have to say are
precautions we must take respectful even if they do
when doing so. It is
not have the same belief.
important to start with the We are discussing
assumptions, talk about
Buddhism and what they
what they may already
already know about it. A
know. Build on what they student makes a list on the
know by giving them all
board of what all is said.
the information on the
We then, as a whole class,
different religions. Make read I Am Buddhist
sure they respect
together. Then as a class
themselves and their
we look back at our list
classmates for their beliefs that we have already
because some of them will made and see which
be different.
statements are true, then
we add to our list new
things they may have
learned.
-This
'snapshot of practice'
allows for student
discussion first of
assumptions. Then they
hear the facts about
Buddhism and what it is to
be a Buddhist. Then we
correct these assumptions
and discuss the truths and
beliefs about the Buddhist
religion.