Belief Systems Global Review: Difference between revisions
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'''Aim:''' What are the characteristics (traits) of the world's most popular belief systems? | '''Aim:''' What are the characteristics (traits) of the world's most popular belief systems? | ||
'''Do Now:''' [http://www. | '''Do Now:''' [http://www.classroomexplorations.org/wiki/images/0/01/Beliefsysreviewdonow.pdf Belief System Review Worksheet] | ||
'''Lesson Overview:''' | '''Lesson Overview:''' | ||
| Line 42: | Line 42: | ||
'''Lesson PowerPoint:''' | '''Lesson PowerPoint:''' | ||
* [http://www. | * [http://www.classroomexplorations.org/wiki/images/d/d8/Beliefsystemsppt.pptx Belief Systems Overview] | ||
* [[Belief Systems|Belief Systems Research]] | * [[Belief Systems|Belief Systems Research]] | ||
'''Lesson Video:''' | '''Lesson Video:''' | ||
* [http://www. | * [http://www.classroomexplorations.org/wiki/classroom/video/religion/Lets_Look_at_World_Religions__Seven_Faiths.mp4 World's 7 Faiths] | ||
* [http://www. | * [http://www.classroomexplorations.org/wiki/classroom/video/religion/Lets_Look_at_World_Religions__Buddhism.wmv Buddhism] | ||
* [http://www. | * [http://www.classroomexplorations.org/wiki/classroom/video/religion/Lets_Look_at_World_Religions__Hinduism.mp4 Hinduism] | ||
* [http://www. | * [http://www.classroomexplorations.org/wiki/classroom/video/religion/Lets_Look_at_World_Religions__Islam.mp4 Islam] | ||
* [http://www. | * [http://www.classroomexplorations.org/wiki/classroom/video/religion/Let_s_Look_at_World_Religions__Judaism.mp4 Judaism] | ||
* [http://www. | * [http://www.classroomexplorations.org/wiki/classroom/video/religion/Lets_Look_at_World_Religions__Christianity.mp4 Christianity] | ||
* [http://www. | * [http://www.classroomexplorations.org/wiki/classroom/video/religion/Introducing_Sikhism.mp4 Sikhism] | ||
* [http://www. | * [http://www.classroomexplorations.org/wiki/classroom/video/religion/Shinto%20&%20Buddhism%20in%20Japan.mp4 Shinto & Buddhism] | ||
* [http://www. | * [http://www.classroomexplorations.org/wiki/classroom/video/religion/News_Stories__Japan_News_Stories.mp4 Faiths in Japan] | ||
'''Lesson Activity:''' | '''Lesson Activity:''' | ||
* [http://www. | * [http://www.classroomexplorations.org/wiki/images/a/ac/Beliefsystemchart.pdf Belief System Chart] | ||
* [http://www. | * [http://www.classroomexplorations.org/wiki/images/1/15/Beliefsystenchartanswers.pdf Belief System Chart Answers] | ||
* [http://www. | * [http://www.classroomexplorations.org/wiki/images/f/fa/Beliefsystemsquiz1.pdf Belief Systems Quiz #1] | ||
* [http://www. | * [http://www.classroomexplorations.org/wiki/images/b/b0/Focusquestions1.pdf Belief Systems Focus Questions] | ||
'''Homework:''' | '''Homework:''' | ||
* Day 1: [http://www. | * Day 1: [http://www.classroomexplorations.org/wiki/images/d/de/Beliefsyshw1.pdf Belief Systems Buddhism - Homework #1] | ||
* Day 2: [http://www. | * Day 2: [http://www.classroomexplorations.org/wiki/images/4/48/Beliefsyshw2.pdf Belief Systems Hinduism - Homework #2] | ||
* Day 3: [http://www. | * Day 3: [http://www.classroomexplorations.org/wiki/images/e/e9/Beliefsyshw3.pdf Belief Systems Islam - Homework #3] | ||
* Day 4: [http://www. | * Day 4: [http://www.classroomexplorations.org/wiki/images/3/31/Beliefsyshw4a.pdf Belief Systems Judaism - Homework #4a] | ||
* Day 4: [http://www. | * Day 4: [http://www.classroomexplorations.org/wiki/images/5/52/Beliefsyshw4b.pdf Belief Systems Christianity - Homework #4b] | ||
* Day 5: [http://www. | * Day 5: [http://www.classroomexplorations.org/wiki/images/e/e2/Beliefsyshh5.pdf Belief Systems Confucianism - Homework #5] | ||
== Special Education Modifications == | == Special Education Modifications == | ||
Latest revision as of 18:17, 27 February 2022
| AP Psychology | Current Events | Resource Room (SETSS) |
|---|---|---|
| Period 1 | Periods 3 & 5 | Period 8 |
| Mr. Ott | Mr. Ott | Mr. Ott |
Aim: What are the characteristics (traits) of the world's most popular belief systems?
Do Now: Belief System Review Worksheet
Lesson Overview:
| Item | Approx Time |
| Do Now | 5 Min |
| Mini Lesson | 35 Min |
Belief Systems
Essential Questions
- Do belief systems unite or divide people
- How do movements of people and ideas affect people, places, and regions?
- What defines a turning point?
Focus Questions
- How did the fundamental beliefs and ideas of the religions, philosophies, and belief systems affect different areas of the world?
- How do these belief systems affect peoples lives today?
- In what ways are Christianity, Islam and Judaism systems similar and different?
- How did the religions that emerged in this period unite the peoples of diverse political and ethnic identities?
- How did religions such as Buddhism and Islam foster cultural exchanges throughout Afro-Eurasia?
- How did the expansion of Islam, Confucianism, Christianity, and Buddhism encourage the encounter and exchanges of peoples, goods, and ideas?
- What role did missionaries, traders, and conquerors play in the spread of religions?
- What individuals and groups are associated with the major religions of the world?
- What holy books or texts are associated with the major religions of the world?
- How did a culture’s belief system impact its arts?
- How did Judaism, Confucianism, Buddhism, Christianity, and Islam affect gender status, gender roles, and the development of patriarchal societies?
Classwork & Homework
Lesson PowerPoint:
Lesson Video:
- World's 7 Faiths
- Buddhism
- Hinduism
- Islam
- Judaism
- Christianity
- Sikhism
- Shinto & Buddhism
- Faiths in Japan
Lesson Activity:
Homework:
- Day 1: Belief Systems Buddhism - Homework #1
- Day 2: Belief Systems Hinduism - Homework #2
- Day 3: Belief Systems Islam - Homework #3
- Day 4: Belief Systems Judaism - Homework #4a
- Day 4: Belief Systems Christianity - Homework #4b
- Day 5: Belief Systems Confucianism - Homework #5
Special Education Modifications
- Teaching Model: Co-Teaching
- Special Education Teacher will work with All students General Ed and Special Ed.
- Special Ed Students:
- Teacher will read-aloud to students when necessary.
- Teachers will break down assignments into smaller tasks.
- Teachers will work with students on vocabulary acquisition by breaking down words into prefixes/suffixes and etymology.
- Teachers will group students according to learning style inventory as a homogeneous group.
- Teachers will keep students on-task by managing distractions and on-task behavior.
- Teachers will modify note-taking by modeling notes from PowerPoint to chalkboard/whiteboard.
- Teachers will differentiate lessons by using; verbal cues for auditory learners, graphic organizers for visual learners, and hands-on cues for tactile learners.
- Special Ed Students: