WNET Education
Home About the Series Resources
Lesson Plan
1  |  2  |  3  |  4  |  5


Overall Unit Question: How have world religions shaped who I am today?

Lesson 4 Includes:

  1. Lesson Question
  2. Learning Standards Addressed
  3. Performance Objective Addressed
  4. Resources Listed
  5. Learning tasks
  6. Assessment tasks
  7. Rubrics for assessment
  8. 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 Studies.

  • 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 of believers.

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:

  • textbooks
  • Internet
  • interviews with experts
  • films
  • representative music
  • literature
  • lecture notes or fact sheets on the topic
  • library searches
  • personal knowledge

Assessment Tasks:
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.

D. Closure:
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.

Workshop: Tapping Into Multiple Intelligences
Explanation | Demonstration | Exploration | Implementation | Get Credit

Concept to Classroom | About the Series | Resources | Sitemap | Credits

Disney Learning Partnership | Thirteen Ed Online