Note: This overview differs slightly from the version that appears on the OCC website.

World Religions: Beliefs, Issues, and Religious TraditionsReligious Education

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. In the Family Life Education strand, students explore a variety of topics related to the themes of personhood, family relationships and sexuality.

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 students’ 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. This course also introduces students to skills used in researching and investigating world religions.

A fundamental premise of this course is that students are becoming discerning believers who are being formed in the Catholic faith tradition, intent on participating in the transformation of society. Understanding that the students operate from, and yearn to deepen their spirituality, this course encourages students to articulate Catholic beliefs, and to continue to journey as reflective, creative thinkers. By raising important questions about their faith and the faith traditions of other religions in the world, this course leads students to a deeper understanding of their relationship with God and with neighbour. The students are called to be caring family members and responsible citizens who respect and understand the history, cultural heritage and pluralism of today’s contemporary society.

The Religious Education Grade 11 University/College World Religions: Beliefs, Issues and Religious Traditions course provides the foundation for ecumenical and interfaith dialogue and supposes a basic understanding of the Catholic faith tradition. The goal of the program is to further develop theological literacy around five strands from the Institute for Catholic Education’s Ontario Catholic Secondary Curriculum Policy Document: Scripture, Profession of Faith, Christian Moral Development, Prayer and Sacramentality, and Family Life as they relate to the world’s religions. The course emphasizes the encounter of the Catholic tradition with divine Mystery and with the faith traditions of Aboriginal Spiritualities, Judaism, Islam, Hinduism, Buddhism, Sikhism and the phenomenon of secularism, cults and sects in the modern world. The course offers students an opportunity to reflect on the historical encounters between the Catholic Tradition and other religions of the world. The aim is to enable students to break down prejudice toward other religions and to deepen their understanding and faithfulness to the teachings of the Church concerning spiritual and moral life.

This World Religions course profile mandated for Catholic secondary schools will meet the required expectations of the Ontario Curriculum Grades 11 and 12, Social Sciences and Humanities, as well as those presented in the Ontario Catholic Secondary Curriculum Document for Religious Education from the Institute for Catholic Education. Thus, this course will meet the requirements for the HRT 3M credit in Social Science and, at the same time, fulfill the expectations of the Church in its desire that Catholic students develop an objective and respectful understanding of non-Christian religions from the perspective of the Catholic tradition. To that end, student learning will include the Church’s teachings on ecumenism and interfaith dialogue, together with an historical overview of the Church’s relationship with various religions, particularly Judaism and Islam. Through our encounters with other religions of the world, we seek to discern the truth that shines in them as we grow in the understanding of our own encounter with Jesus.

The culminating activity for the course is intended to be a symposium on World Religions. Students offer this presentation either to the class, to the school, and/or to the parent community. Students complete information items as outlined in the culminating activity of each unit and store them in either their personal portfolios or a class portfolio. This information is used in the final activity of the course to construct kiosks for each of the Religions studied. These kiosks are used to teach others about world religions in a one-day or evening symposium. Teachers are free to modify this culminating activity to fit the time available within their particular school communities. They may restrict this symposium to their class or other classes. The scale of the symposium depends on logistical constraints at the time of presentation. The teacher may chose to offer the symposium at the end of Unit 5 to avoid the time pressures at the end of the course and to provide experiences for student exploration of issues raised in the final unit.

The measure of any learning is the degree to which it effects change. For Religious Education, growth in theological knowledge and understanding should result in the practice of Christian living within community. For this reason this course offers students the opportunity to experience and reflect on the meaning of Christian service in relationship to ecumenical and interfaith dialogue.

In today’s technological environment, individuals must make moral and ethical decisions that seek to use technology constructively and in the service of humanity. The teacher will take every opportunity possible to encourage the use of Internet, CD-ROM, video, tape-recorded media and television, in the collection and dissemination of information. It is important that teachers instruct students in the appropriate, moral use of the internet and that they ensure that board/school policies concerning the use of the internet are upheld. The teachers should familiarize themselves with section 3.2, "Role of Technology" in Religious Education: Ontario Catholic Secondary Curriculum Policy Document

Reflecting on one’s life can affect positive growth. Students are required to keep a reflection journal and to use it frequently to respond to new learning. This journal not only traces reactions to encounters with the world religions but also is a place to store reactions to various learning activities. Teachers are encouraged to supplement the suggested reflections in the activities with considerations of the Ontario Catholic Graduate Expectation being considered in that lesson. Only one Ontario Catholic Graduate Expectation is being suggested for each activity, even though others may be applicable. It is hoped that having only one expectation can focus the class on a more thorough examination of that expectation.

Prayer and celebration are central to any Religious Education course. Each class offers its own opportunity for prayer. Students are required to lead prayer regularly and to plan and participate in liturgical celebrations. Since the focus of this course is the World’s Religions, liturgies take on a particular role in exploring the rituals and prayer practices of the various religions that are covered in the course and their relationship to the prayer life of Catholic Christians.

Teachers need to be attentive to, and respectful of the individual life experiences of each of their students. The student population of any given school community includes individuals from different socio-economic, political, cultural, and religious backgrounds, each bearing their own biases and value systems. By the very nature of this course, students will be encouraged to look at these experiences, biases and values with a critical eye, but in the process should not feel diminished or chastised for the views that they and their families hold to be true.

Teachers should be aware that the teaching of World Religions in Catholic schools is a response to the Vatican II Document, Declaration on the Relation of the Church to Non-Christian Religions (Nostra Aetate) which states: "the church examines with great care the relation which she has to non-Christian religions. Ever aware of the duty to foster unity and charity among individuals, and even among nations, she reflects at the outset on what (human persons) have in common and what tends to promote fellowship among them." (Article 1)

As the Holy Father declared at the end of the Jubilee year, Christians can enrich their faith through interfaith encounters. "We know that, in the presence of the mystery of grace, infinitely full of possibilities and implications for human life and history, the Church herself will never cease putting questions, trusting in the help of the Paraclete... .This is a fundamental principle ... for Christian dialogue with other philosophies, cultures and religions. In the common experience of humanity ... the Spirit of God ... not infrequently reveals signs of his presence which help Christ's followers to understand more deeply the message they bear." (Novo Millenio Ineunte, #56)

In the development of this profile, the study of the world’s religions is approached from an historical perspective. The course begins with an examination of the human search for meaning as a human response to mystery and its expression in Aboriginal Peoples. Students will identify and use the various tools employed in the study of World Religions. In the units that follow, students will explore the response to mystery expressed through the major religions of the world. Units are arranged in order of each religion’s historical encounter with the Catholic Church. The authors wish also to stress their belief that respect for the integrity and autonomy of each person, or group of persons, is first and foremost expressed in an examination of their faith from the perspective of the believer. Only after a respectful presentation of each faith tradition are students provided the opportunity to explore the relationship of that faith with the Catholic tradition. The titles for each unit are meant to reflect each faith tradition’s response to the mystery of a divine presents in their lives. Thus Aboriginal Spirituality is presented as a response to the mystery in creation; Judaism as a faith community that listens to the word of God and responds with obedience; Islam as those who surrender to the Divine; and Christianity as a tradition that believes in Jesus the Christ as Saviour and Lord. In the study of Eastern Religions, Hinduism is presented as the search for unity with Brahman, Buddhism as the search for enlightenment; and Sikhism as discipleship to the gurus in the search for unity with the Creator. The final unit is based on our encounter with modernity and its challenges to religious faith.

At the same time as we honour other religious traditions and what they offer, we enrich the examination of our own faith tradition. The human response to mystery is universal and we see elements of this in our own faith tradition as we encounter the faith traditions of others. We listen to the Word of God found in sacred scripture to find truth and meaning for the mysteries of our time; we surrender to the infinite, unfathomable mystery of the Divine, we believe in Jesus the Christ as the one sent by God for the salvation of the world, and we seek wisdom, inner reality and truth to guide us on that way. As we encounter others and their distinct worldviews, belief systems and values, we grow in our own understanding of the meaning of existence in and with our God.

Morality and Family Life issues are explored within all units as an integral part of each faith tradition expressed within a given culture.

Several feature films are used as resources in this profile. Schools and/or boards are requested to obtain copyright permission to show these in the classroom where necessary.

The study of world religions is rich with content and can be difficult to complete in one course. Teachers should cover in depth the units on Judaism, Christianity, Islam and how they express Divine Mystery in different ways. Although not always desirable, it is possible to explore the remaining religions through an independent research project if necessary. Furthermore, note that this profile presumes ideal conditions that rarely exist in the real classroom. Departments and teachers should adapt this profile to their circumstances while honouring the central call to meet the expectations laid down by the Institute for Religious Education and the Ministry of Education.

A variety of tools are used to assess and evaluate student performance in the four categories of Knowledge/Understanding, Thinking/Inquiry, Communication and Application. Sample generic rubrics have been provided to assist teachers in the assessment of expectations addressed in the sample. These will be available on the ICE web site. It is recommended that all teachers have at their disposal a copy of Program Planning and Assessment; The Ontario Curriculum Grades 9 to 12 and a copy of Ontario Catholic Secondary Curriculum Policy Document for Religious Education, 2000.

Assessment, evaluation and reporting should be based on the Achievement Levels outlined on pages 144 & 145 of The Ontario Curriculum Grades 11 and 12: Social Sciences and Humanities. The design of the summative evaluation should, where possible, provide students with the opportunity to demonstrate learning in the four categories of achievement:

1. Knowledge/Skills,

2. Thinking/Inquiry,

3. Communication,

4. Application.

Seventy per cent of the grade will be based on evaluations conducted throughout the course. This portion of the grade should reflect the student’s most consistent level of achievement throughout the course, although special consideration should be given to more recent evidence of achievement.

Thirty per cent of the grade is based on a final evaluation in the form of an examination, performance, essay, and /or other method of evaluation suitable to the course content and administered toward the end of the course. (Program, Planning and Assessment: The Ontario Curriculum Grades 9 to 12, p.15) In this course it is suggested that a symposium be a culminating performance task. Suggestions for variations on this symposium are made in the course notes above.

• journals/conferencing logs
• self-assessment
• student-teacher conference

• unit tests (knowledge)
• quiz
• final examination

• formal/informal

• debate
• presentation
• portfolio
• graphic organizer
• simulation
• project
• dramatic presentation
• essay
• kiosks

Integration into the regular classroom is a primary consideration in the placement of exceptional pupils. Accommodation suggestions for each activity have been provided within the units where deemed appropriate. Where applicable, consideration must also be given to address cultural diversity and ESL students. The following are a list of strategies suggested within the document to assist exceptional students both gifted and challenged.

1. To be inclusive of students from faith traditions other than Catholicism, encourage them to share the traditions and prayers to their faith with the class.

2. Students choose from a variety of response methods: oral, written, pictorial, dramatic, musical.

3. Make use of a variety of teaching strategies to address various ability levels and learning styles.

4. Students’ roles within groups should be assigned based on their strengths.

5. Pair students of different ability level as study buddies or for discussion activities.

6. Some students may be directed to research with a chosen set of resources that are appropriate to their level of reading and comprehension. The teacher librarian is an excellent resource for accommodation material.

7. ESL students or students who experience reading difficulties may benefit if written material is read to them rather then having to read it themselves.

8. Where ever possible, tangible symbols should be used to assist visual learners to grasp abstract concepts.

9. To accommodate experiential learners, incorporate the use of guest speakers who share their own faith experiences or visit faith centers/places of worship.

10. Notes may be photocopied for students who experience difficulty making comprehensive, legible notes.

11. As an option to the regular class assignment, gifted students could be given an independent research project using the Internet or CD-ROM programs to gather information.

12. Students who have difficulty with grammar and spelling should use a computer/word processor with spell and grammar check, to keep a daily journal or complete written assignments.

13. Students who have difficulty presenting could be encouraged to respond through tape-recorded or videotaped messages.

14. Reduce the quantity of work while retaining the demand for quality, for students who are unable to complete assignments e.g. assign only the even number question.

15. Design rubrics that allow all students to succeed while challenging gifted students to excel at their highest potential.

16. Provide students with below grade reading ability with a copy of the Good News Bible instead of the New Revised Standard Version.

17. For functional life skills children, incorporate the use of children’s books about the different world religions and their practices, colouring books.

Students, who assess at a level one as outlined in the guidelines provided in Religious Education: Ontario Catholic Secondary Curriculum Policy Document, will need special accommodations to insure a successful completion of this course. Programs for students, who are working at level 4, will require accommodation through enrichment to ensure that they are reaching their full potential.

Since the Bible is the central literary resource for all Religious Education Courses, many outcomes in this document require and understanding of literary forms and genres. Students are also expected to use critical approaches to the reading of Sacred Scripture. Where this offers opportunity for gifted students to work at full potential, it can prove to be very challenging for others. Since some students may not have a sufficient Catholic understanding of the Bible, special consideration must be given to ensure their ability to do required Biblical exegesis.

Teachers using this course profile are expected to be acquainted with students’ Individual Educational Plan (IEP) and the unique learning characteristics of their individual students and to make the necessary accommodations.

Ministry mandate requires the teaching information on HIV/AIDS to all students in grades 7 through 12. One way of providing students with the required information while avoiding an artificial insertion of the content into one of the units outlined for this course is to arrange an HIV/AIDS school presentation during AIDS Awareness Week in the Fall or during Education Week in the Spring.

1. New Revised Standard Version Bible. Toronto: Oxford University Press, 1991. ISBN: 0195283805 (T,S,K)

2. Brodd, Jeffrey. World Religions: A Voyage of Discovery. Winona, Minnesota. St. Mary’s Press, 1998. ISBN: 088489486X .(T,S,K)

3. Trafford, Larry. World Religions: People and Faith. Don Mills, ON: Maxwell Macmillan Canada Inc. 1994. ISBN: 0029542049 (T,S,K)

4. Ontario Conference of Catholic Bishops. AIDS: A Catholic Educational Approach to HIV, 2^nd edition. Toronto: The Institute for Catholic Education, 1999. (T,S,K)

5. Reaching Out: Readings in Family Life Education. Toronto: Prentice Hall Ginn. 1997. (T,S,K)

6. Austin Flannery, ed. "Decree On Ecumenism: Unitatis Redintegratio" and "Declaration On The Relation Of The Church To Non-Christian Religions: Nostra Aetate." in Vatican Council II : The Conciliar & Post Conciliar Documents 2^nd Edition. Northport, NY: Costello Publishing Co., 1996. ISBN: 0918344395 (T,K)

Religions on File. Facts on File: New York, NY: 1990, pp. 5.16-5.21, 5:37 ISBN 081602240. (T,S)

Anderson, James. The World’s Religions, Intervarsity Press, London, 1983. ISBN 0802816363 (T)

Biallas, Leonard T. World Relgions: A Story Approach, Twenty-Third Publications, Mystic, CT, 1991. ISBN 0896224937. (T,S)

Bishop’s Conference of England and Wales. Committee for Other Faiths Leaflets. The Westminster Interfaith Programme, Heythrop College, Kensington Square, London, W8 5HN. (T,S)

Canadian Conference of Catholic Bishops. Catechism of the Catholic Church. Ottawa: CCCB Publications Service, 1994. (T)

Clemmons, Nancy. Exploring the Religions of Our World. Notre Dame, IN: Ave Maria Press, 1999, ISBN: 0877936749 (T,S)

Crim, Keith, et al. The Perennial Dictionary of World Religions, Harper& Row, Toronto, 1989 ISBN 0075486679. (T)

Cox, Harvey. Many Mansions. Boston: Beacon Press, 1992. ISBN: 0807012130 (T)

Driedger, Patricia M. The Church: Our Story. Notre Dame, IL: Ave Maria Press, 1999. ISBN: 0877936676 (T,S)

Fisher, Mary Pat. Living Religions 2^nd edition. Prentice Hall, Englewood Cliffs, NJ, 1994. ISBN 0-13-044785-4 (T,S)

Gabriele, Edward., Prayer with Searchers and Saints. Winona, MN: Saint Mary's Press, 1998. ISBN: 0884895262 (T,S)

Koch, Carl. The Catholic Church: Journey, Wisdom and Mission. Winona, MN: Saint Mary’s Press. 1994 (S, T)

Kohlenberger III, John R. ed. The Concise Concordance to the New Revised Standard Version. Oxford: University Press, 1993. (T, S)

McBrien, Richard. Catholicism. San Francisco: HarperSanFrancisco Publishers.1994. (T)

Monestero. Re. John, Sacred Journeys: Understanding the World’s Great Religions. Brown Pulishing Co., Dubuque, IO, 1992. ISBN 0-697-02875-5. (T,S)

Muhitch, Tony and McKenna, Paul. A Resource Guide for World Religions Educators. Aurora, ON: YCDSB, 1999.(T)

Pastva, Loretta. Great Religions of the World. Winona, Minnesota: St. Mary’s Press. 1986 (T,S)

Pontifical Council for Inter-religious Dialogue. Journeying Together. Libreria Editrice Vatican, Citta del Vaticano. ISBN:8820928205. (T)

Smart, Ninian. The World's Religions (Revised). New York: Cambridge University Press, 1998. ISBN: 0521637481 (T)

Smith, Virginia. World Religions: A Primer for Catholics. Catholic Update CO700. St. Anthony’s Messenger Press, 2000. (T.S)

Wood, Chris, ed. Religions For Today Series. Oxford University Press. (S)

World Religions Curriculum Development Centre, Religion in Human Culture: the Islamic Tradition. Argus Communication, Allen TX, 1974. ISBN 0-89505-009-9. (T)

Wilkins, Ronald J. Religions of the World. Wm. Brown Publishing Co., Dubuque, IO, 1978. ISBN 0-697-01928-4 (T,S)

1. Canadian Catholic Organization for Development and Peace www.devp.org

2. The Harvard Center for the Study of World Religions http://www.hds.harvard.edu/cswr/

3. One Family of Faith World Religions Centre (888) 411-7537 or (519) 822-4150

4. Scarborough Foreign Missions: (416) 261-7135

5. World Interfaith Education Association (WIFEA) (416) 926-1348

1. Biography: Constantine: The Christian Emperor (see www.aande.com)

2. Brother Sun, Sister Moon – 1973 Malofilm

3. Children Of Heaven -- 1998 Miramax

4. Christianity: The First Thousand Years (see www.aande.com)

5. Christianity: The Second Thousand Years (see www.aande.com)

6. Gandhi--1982 Columbia Pictures

7. Holy Land, Holy People -- OECTA Publications Department (1-800-268-7230)

8. Islam: The Faith and the People-- McIntyre Media Series, Mississauga, Ontario, 1999.

9. Little Buddha-- 1994 Miramax

10. The Mission--1986 Warner Studios

11. Romeo and Juliet in Sarajevo --1994, 81 min 57 sec (see www.nfb.ca)

12. Schindler’s List –1993 Universal Studios

13. Ticket to Heaven--1981Simitar

14. World of Faith Series --1999 Channel 4 (see www.itf.ca)

Catechism of the Catholic Church. CD-ROM NCCB

The Catholic Church: Exploring Our Tradition. Maranatha Multimedia

Concordance. CD-ROM Liguori Faithware

Documents of Vatican II. Catholic Software

Encyclopedia of Catholic History on CD-ROM. Our Sunday Visitor

On Common Ground, CD-ROM Columbia University Press (www.columbia.edu/cu/cup)

Welcome to the Catholic Church on CD-ROM. Harmony Media

Disclaimer: Internet sites created by particular religions need to be assess on a regular basis by the teacher prior to use with students to ensure the tone and content of the site is in keeping with Catholic teaching on ecumenical and interfaith dialogue. Often sites that are appropriate for use in Catholic schools are linked to other sites that contain prejudicial language and are inappropriate of students studying World Religions.

Amnesty International: http://www.amnesty.ca

Belief.net – http://beliefnet.com

Bible Gateway: http://bible.gospelcom.net/

Birdie’s World Religion Page: http://www.ajbird.demon.co.uk/

BC Education: Special Education Branch: http://www.bced.gov.bc.ca/specialized/gifted/strategies.html/

Bible Gateway http://bible.gospelcom.net

The Catechism of the Catholic Church: http://www.christusrex.org/www1/CDHN/ccc.html

Canadian Catholic Organization for Development and Peace: www.devp.org

Canadian Conference of Catholic Bishops: www.cccb.ca

Catholic Canada: http://www.catholicanada.com/

Catholic Information Centre on Line: http://www.catholic.net

Catholic Religious Education Consultants of Ontario: www.creco.org

Catholic Update: http://www.americancatholic.org/

Catholics And World Religions: http://www.silk.net/RelEd/religions.htm

Christian Pulpit (Audio version of the NRSV – Requires "Real Audio": http://talkingbible.com

Documents of the Second Vatican Council: http://www.christusrex.org/www1/CDHN/v1.html

Dominus Iesus: http://www.vatican.va/roman_curia/congregations/cfaith/documents/rc_con_cfaith_doc_20000806_dominus-iesus_en.html

Ecumenism and Interreligious Dialogue: http://www.camaldoli.com/english.c/dialogue.htm

Encyclicals and Other Papal Documents: http://listserv.american.edu/catholic/church/papal/papal.html

Festivals.com: http://www.festivals.com/~finder/

Gifted Resources Home Page: http://www.eskimo.com/~user/kids.html

New American Bible: http://www.nccbuscc.org/nab/bible/index.htm

Novo Millenio Inuente http://www.vatican.va/holy_father/john_paul_ii/apost_letters/documents/hf_jp-ii_apl_20010106_novo-millennio-ineunte_en.html

The Ontario Conference of Catholic Bishops: http://www.occb.on.ca/

Ontario Consultants on Religious Tolerance: http://www.religioustolerance.org/

Refuel: http://www.refuel.org.uk/curric/index.html

Religions on the WWW: http://members.aol.com/porchfour/religion/scriptur.htm

Religious Education Exchange Service: http://re-xs.ucsm.ac.uk/

Religious Movements Homepage: http://cti.itc.virginia.edu/~jkh8x/soc257/

Roman Catholic Church Resources: http://home.golden.net/~wts/index2.html

Sacra Pagina: http://www.members.home.net/seanstokes/

Shap Calendar of Religious Festivals: http://www.namss.org.uk/fests.htm

United States Bishop’s Conference: www.nccbuscc.org

The Vatican: http://www.vatican.va/

Virtual Religion Index: http://religion.rutgers.edu/vri/index.html

World Religion Course: http://www3.sympatico.ca/mcb.wayskinner/World.ht

1. Institute for Catholic Education. Ontario Catholic Secondary Curriculum Document for Religious Education. Toronto: Institute for Catholic Education, 1999.

2. Ontario Ministry of Education and Training, Social Sciences and Humanities: The Ontario Curriculum Grades 11 and 12. Toronto: Queen’s Printer, 2000

3. Ontario Ministry of Education and Training. Choices into Action: Guidance and Career Education Program policy for Ontario Elementary and Secondary Schools. Toronto: Queen’s Printer, 1999.

4. Ontario Ministry of Education and Training. Cooperative Education: A Resource Guide. Toronto: Queen’s Printer, 1980.

5. Ontario Ministry of Education and Training Engendering Equity: Transforming Curriculum. Toronto: Queen’s Printer, 1995.

6. Ontario Ministry of Education and Training Handbook for Teachers of Students With Learning Disabilities. Toronto: Queen’s Printer, 1980.

7. Ontario Ministry of Education and Training Media Literacy Resource Guide. Toronto: Queen’s Printer, 1989.

8. Ontario Ministry of Education and Training. The Ontario Curriculum for Grades 9 and 10: Program Planning and Assessment. Toronto: Queen’s Printer, 1999.