Overall Unit Question: How have world religions shaped
who I am today?
Lesson 4 Includes:
- Lesson Question
- Learning Standards Addressed
- Performance Objective Addressed
- Resources Listed
- Learning tasks
- Assessment tasks
- Rubrics for assessment
- Reflection guide
Lesson Question: How did beliefs in each of the main world religions of Islam, Hinduism,
Buddhism, Confucianism, Animism, Judaism, or Christianity influence behavior of believers?
Learning Standards Addressed:
Standard 2 - World History of Learning Standards for Social
- Students can analyze changing and competing interpretations
of issues, events, and developments throughout world history.
- Musical pieces from each of the world's great religions can
be played, and students can formulate reactions to the message
the music delivers.
- Religious art and artifacts (via slides) can be analyzed.
- Students can analyze the roles and contributions of individuals
and groups in cultural and religious practices and activities.
- They can understand the development and connectedness of world religions over time.
Performance Objective Addressed:
Show how beliefs from each main religion govern the behavior
A. Set: Final interview presentations from lesson 2.
Share a few of the students most significant facts recorded during
presentations. Invite presenters to respond to some of these.
B. Teaching and Learning Tasks:
A research class. Have students individually or in pairs search for facts about the culture as it
was influenced by one of the world religions. While students will choose a religion to research,
teacher should ensure all religions are covered.
Research on world religions might include the following:
- interviews with experts
- representative music
- lecture notes or fact sheets on the topic
- library searches
- personal knowledge
Using examples from the 1999 Regents exam, students will create 5 additional questions that
might appear on future exams on the topic of how world religions influenced behavior of
believers. They will create well written, final copies of answers that provide a key to their questions.
C. Rubrics for Assessment:
Excellent exam questions will:
- target significant facts
- contain accurate responses
- demonstrate relevancy
- be clearly stated and understood by peers
- show evidence of good reasoning.
Student pairs will choose one question to ask the class orally.
They will elicit responses from students first, and then present
their research findings as closure.
E. Lesson Reflection:
Jot down a few notes about the process of this lesson. Look at it from the students' eyes and adjust the work so that they learn more successfully as the unit progresses.