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History of Religion

INTRODUCTION

In the twentieth and into the twenty first century, the study of world has become increasingly important because of mass communications and the ease of travel.

People from varied are coming into increased contact. Additionally, acts of terror and war have necessitated a comprehensive understanding of the world’s major religions.

This course is designed to aid the students in learning how people first developed what can be called religion. It will show how primitive religions evolved into the major ones of today. The basic beliefs of those major religions will be outlined. In today’s world of travel, terror, and communication, students will see how religion is playing increasing role in political conflict at home and abroad.

An understanding of why religion began, and what it is today can help to alleviate conflict, terrorism, and war and bring about peaceful understanding and eventual world peace. In this course, there will be no attempts to rate religions, criticize religion, or have one change any of their beliefs about religion. It is simply to help us understand ourselves and others to promote tolerance.

As a one semester, academic, social studies elective, it is open to interested students. There will be research, oral projects using technology, tests, quizzes and homework. It will adhere to all the New Jersey Core Curriculum Standards and Board of

Education requirements. History of Religion 2

OBJECTIVES

The New Jersey Core Curriculum Standards below have been edited to apply to this course of study.

A. NJ Core Curriculum Content Standards For Social Studies

STANDARD 6.1: ALL STUDENTS WILL UTILIZE HISTORICAL THINKING, PROBLEM SOLVING, AND RESEARCH SKILLS TO MAXIMIZE THEIR UNDERSTANDING OF CIVICS, HISTORY, GEOGRAPHY, AND ECONOMICS.

Descriptive Statement: The purpose of this standard is to develop the requisite skills needed to fully appreciate, comprehend, and apply knowledge of the five social studies standards: civics, world history, United States and New Jersey history, geography, and economics. These skills must be integrated across all five standards. Students must understand basic concepts such as time, location, distance, and relationships and must be able to apply these concepts to the study of people, places, events, and issues. These skills focus on the importance of historical research as well as the need to distinguish fact from fiction and to understand cause and effect. These skills should not be taught in isolation; rather, students must use these skills in the study of all social studies disciplines. Strands and Cumulative Indicators

Building upon knowledge and skills gained in previous grades, by the end of Grade 12 students will:

A. Social Studies Skills 1. Analyze how historical events shape the modern world. 2. Formulate questions and hypotheses from multiple perspectives using multiple sources. History of Religion 3

3. Gather, analyze, and reconcile information from primary and secondary sources to support or reject hypotheses. 4. Examine source data within the historical, social, political, geographic, or economic context in which it was created, testing credibility and evaluating bias. 5. Evaluate current issues, events, or themes and trace their evolution through historical periods. 6. Apply problem-solving skills to national, state, or local issues and propose reasoned solutions. 7. Analyze social, political, and cultural change and evaluate the impact of each on local, state, national, and international issues and events. 8. Evaluate historical and contemporary communications to identify factual accuracy, soundness of evidence, and absence of bias and discuss strategies used by the government, political candidates, and the media to communicate with the public.

STANDARD 6.2 (CIVICS) ALL STUDENTS WILL KNOW, UNDERSTAND AND APPRECIATE THE VALUES AND PRINCIPLES OF AMERICAN DEMOCRACY AND THE RIGHTS, RESPONSIBILTIES, AND ROLES OF A CITIZEN IN THE NATION AND THE WORLD.

Descriptive Statement: The purpose of this standard is to prepare students to be informed, active, and responsible citizens in the American democratic republic. It is essential that students have an understanding of the historical foundations, underlying values, and principles upon which the American system of representative democracy is based. Before citizens can make informed, responsible decisions as voters, jurors, workers, consumers, and community residents, they must have an understanding and appreciation of the fundamental concepts, laws and documents which form the American heritage including the Declaration of Independence, the United States Constitution, and the New Jersey State Constitution. Students must understand how a representative democracy works and the value of citizen preparation in the nation, state and local History of Religion 4 communities. In addition, students must also be prepared to serve as global citizens; that is, students must be aware that the United States has a significant impact on the rest of the world, and conversely, the rest of the world impacts the United States. Technological advances bring the world to our doorstep. International education enables students to broaden their understanding of global issues that impact their life as Americans.

The study of politics, government, and should start in early elementary grades with the identification of the need for rules, laws, and structures for decision-making or governance, and proceed through upper elementary grades to identify key documents and ideas that express democratic principles. Intermediate students should examine the various forms of government, the functions of the various branches of our federal government, as well as local and state levels of government. They must understand the ongoing need to balance individual rights and public needs. High school students should build on their knowledge and skills by analyzing the scope of governmental power, the spectrum of political views, and how the United States functions in a global society. Students should be encouraged not only to learn about how government works but also to apply their knowledge and to use their critical thinking, listening, and speaking skills to better understand the value of citizen participation in a representative democracy. Five major topics are addressed in the indicators and are reflected in the following questions:

• What is government and what should it do? • What are the basic values and principles of American democracy? • How does the government established by the Constitution embody the purposes, values, and principles of American democracy? • What is the relationship of the United States to other nations and to world affairs? • How can citizens and groups participate effectively in the democratic process?

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Strands and Cumulative Progress Indicators

Building upon knowledge and skills gained in preceding grades, by the end of Grade 12, students will:

A. Civic Life, Politics, and Government 3. Analyze how individual responsibility and commitment to law are related to the stability of American society. 4. Evaluate competing ideas about the purpose of the national and state governments and how they have changed over time (e.g., the American version of federalism, the powers of the federal government and the states, differing interpretations of Article I, Sections 8-10).

B. American Values and Principles 2. Propose and justify new local, state, or federal governmental policies on a variety of contemporary issues (e.g., definition of marriage, voting systems and procedures, censorship, religion in public places). 5. Analyze the successes of American society and disparities between American ideals and reality in American political, social, and economic life and suggest ways to address them (e.g., rights of minorities, women, physically and mentally challenged individuals, foreign born individuals). 6. Explore the presence of voluntarism and philanthropy in America and examine the role of local, state, national, and international organizations such as the American Red Cross, the Army, and the Rotary.

C. The Constitution and American Democracy 2. Analyze, through current and historical examples and Supreme Court cases, the scope of governmental power and how the constitutional History of Religion 6

distribution of responsibilities seeks to prevent the abuse of that power.

D. Citizenship 3. Compare and contrast the benefits of American citizenship (e.g., habeas corpus, secret ballots, freedom of movement and expression) with those of citizens of other nations, including democratic and non- democratic countries.

E. International Education: Global Challenges, Cultures, and Connections 10. Compare and contrast common social and behavioral practices in various cultures (e.g., birth, marriage, death, gender issues, family structure, health issues). 11. Participate in activities that foster understanding and appreciation for diverse cultures (e.g., world language instruction, student exchange, clubs, international forums, community service, speaker programs, arts, sports). 13. Analyze how the media presents cultural stereotypes and images and discuss how this impacts beliefs and behaviors. 14. Connect the concept of universal human rights to world events and issues. 15. Compare and contrast current and past genocidal acts and other acts of hatred and violence for the purposes of subjugation and exploitation (e.g., Holocaust, Native Americans, Irish Famine, Armenia, Ukrainian collectivization, Cambodia, Rwanda) and discuss present and future actions by individual and governments to prevent the reoccurrence of such events.

STANDARD 6.3 (WORLD HISTORY) ALL STUDENTS WILL DEMONSTRATE KNOWLEDGE OF WORLD HISTORY IN ORDER TO UNDERSTAND LIFE AND History of Religion 7

EVENTS IN THE PAST AND HOW THEY RELATE TO THE PRESENT AND THE FUTURE. Strands and Cumulative Progress Indicators

Building upon knowledge and skills gained in preceding grades, by the end of Grade 12, students will:

A. The Birth of Civilization to 1000 BCE Reinforce indicators from previous grade levels.

B. Early Human to 500 CE Reinforce indicators from previous grade levels.

C. Expanding Zones of Exchange and Interaction to 1400 CE Reinforce indicators from previous grade levels.

D. The Age of Global Encounters (1400-1750) 4. Describe the early influences on the Scientific Revolution and the Enlightenment, including: • Renaissance with emphasis n human reason as opposed to total reliance on . • Medieval • New global knowledge • The use of reason and freedom of inquiry as challenges to authoritarianism, including the works of Montesquieu, Locke, and Jefferson 6. Discuss the major developments in European society and , including: • The Protestant as a result of the weakening of the Papacy and revolts against in the • and as leaders of new that establish History of Religion 8

the importance of the individual conscience, including religious choice • European explorations and the establishment of colonial empires • Trans-Atlantic slave trade and its impact on Africa • Commercial Revolution • The English Revolution and the strengthening of Parliament as a countervailing force to the monarchy and importance of the balance of powers, including the Glorius Revolution and the English Bill of Rights • Economic consequences of European expansion, including the role of the mercantilist economic theory, the commercial revolution, and the early growth of capitalism • The economic, social, religious, and political impact of the Plague

E. The Age of Revolutionary Change (1750-1914) 6. Describe how , , and spread during this period, including the area of influence and reasons for growth.

B. Course Outline

The following course outline is very detailed and designed to assist the teacher fully. It is expected that the teacher will complete through Unit VII in one marking period, and from Unit VIII to completion in the next marking period. This allows time for testing, oral participation, and presentations, and other important activities for student involvement.

I. Origins of Religion

A. Definition of Religion -A personal awareness or conviction of the existence of a supreme being or of powers or influences controlling one’s own, humanity’s or all nature’s destiny. History of Religion 9

B. Theories of Origins 1. Animistic Theory a. primitive people dreamed of their dead and come to believe they were actually alive in another world or form b. a sense of developed from experiences with death and dreams c. developed that were found in people and all of nature d. the practice of ancestor or veneration developed eventually and the spirits of the dead are attended to e. souls found in all of nature develops polytheistic religions worshipping sky, earth and water f. monotheistic religions later evolved

2. Nature - Worship Theory a. people developed their religions by observing the forces of nature i. regularity of seasons, tides, and the moon ii. personalized iii. tales are begun to describe these and become mythology b. pantheons develop around myths

3. Original Theory a. the high , after creating the world and moral codes, went away and had little contact with the world b. high god will one day return and judge the world based on its morality c. local duties receive most of the daily worship and attention History of Religion 10

d. more advanced society have returned to monotheism

4. The Magic Theory a. people first attempted to control nature using magic b. when nature was not controlled, people then employed nature to cooperate (religion) c. when religion seemed to fail, people turned to science to rationally comprehend nature C. Basic religions 1. Characteristic of Primitive Religions a. recognition of the i. place of religious importance ii. sacred or event iii. sacred is an attitude uniting respect and caution 2. Religious ritual and anxiety a. anxiety sources i. crises or strain in the life of a person or community ii. may not have been performed properly or quickly enough give rise to additional rituals iii. rituals provide reassurance

3. Intermingling of religion and magic a. religion appears when magic fails b. magic - attempts to coerce the powers of nature by the use of certain procedures c. when nature could not be controlled by magic, people resorted to coaxing and persuasion () d. religious and magical procedures became two aspects of one ritual

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4. Belief in Mana (dynarnism)—The widespread belief in occult force or indwelling power independent of either persons or spirits. The extraordinary in quality can be fused into anything by people

5. —Objects as well as living creatures have souls or spirits in them. Every human being has a soul that leaves the body with a finality at death.

6. Veneration and Worship of Spirits a. an object is not worshipped, but is the symbol of the reality which is worshipped b. worship can be veneration and awe. Example-- veneration of stones, plants, trees and animals

7. Recognition of high a. god in the sky who sees all, but does not interfere b. idea of a supreme being

8. Divination - prediction of the future a. done by people prepared just for this a prophet or predictor b. signs from god in smoke fumes, animal entrails or the flight of a bird

9. Taboo - avoiding certain actions, lest the world unleash harmful effects a. holy places, people and objects may be taboo to people b. taboos in some cultures regarding certain foods

10. Totem - feeling of kinship by humans for other creatures or objects in nature History of Religion 12

a. type of animism or identification between a group and an animal b. nations, high schools use animals as a symbol of spirit

11. Myth a. used to explain the whys and how of the world b. stories about the relationship of gods with humans

12. Rites of Passages a. rituals at the key points of change in life b. birth, marriage, death involve ceremonies c. passage from childhood to adulthood

13. Ancestor Veneration - veneration/worship of: a. deceased family members b. ancestors living in another realm based on dreams c. the deceased can benefit the living, so steps are taken to please them. Example - food offerings

II. The Religions of India ()

A. Pre-Aryan India - 4000 years B.P. (2500 BCE) High advanced civilization - The Dravidians 1. existed in the India River Valley 2. cities of 40,000 people in a well planned grid 3. brick homes 4. running water 5. highly developed agricultural system with irrigation 6. untranslatable written language 7. religious system with fertility duties

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B. The Aryan Invasion - Classical Era of Indian Religion 1. Who were the Aryans? 2. Invasion 1750 - 1200 B.C.E. 3. Arrived in India immigratory waves 4. Nomadic tribes led by a chieftain or rajas 5. Settled in cities in sixth century B.C.E. 6. Developed into a class based society a. priests or Brahmins b. chieftains and warriors or Kshatriyas c. commoners and merchants or Vaishyas d. slaves or servants or Shudras

C. The Aryan Religion 1. Information source is the Vedic literature 2. Polytheistic a. comes from ancient animistic religion b. worship of personified natural forces-example: sun, moon, fertility, etc. 3. main manner of worship was the -example: animals, food

D. The Vedic Period 1. The written by Aryans after entering India 2. Basic source of Hindu understanding 3. Four basic Vedic books (Veda means knowledge) a. Rig-Veda - over 1000 hymns to Aryan Gods containing mythology of the gods b. Yajur-Veda - materials to be recited during sacrifice to the gods such as dedications, and litanies c. Sama-Veda - verses from basic hymns recited by priests at sacrifice History of Religion 14

d. Atharva-Veda - contains ritual used at home, popular prayers, and spells and incantations

4. Each Veda has four sections a. Mantras - hymns to the gods b. Brahmanas - instructions for performing c. Aranyakas - material for in pursuit of their religion d. - philosophical materials

5. Vedas are written originally in Verdic, an early form of

6. Major gods mentioned in Vedas a. Indra - god of storms and ruler of heaven b. Agni - god of fire c. Vareena - god of the universe and forgiver of sinners d. other gods include Vishnu, Rudra, Shiva and Yama

7. The Upanishads a. becomes the basis for later b. about 200 of varying lengths c. support a monotheistic philosophy d. - only one reality i. all other beings are an expression of Brahman ii. if it is not Brahman it is not real iii. impersonal god - being, eternal, infinite, unknowable iv. emphasize as a means of worship v. people’s real problem is ignorance of their plight vi. thought knowledge people will find their release vii. - every action and every thought has its consequences. Positive or negative qualities are demonstrations of actions in the past History of Religion 15

viii. Samsara - life force of an individual does not die with the body but wanders across to another time and body and continues to live (Reincarnation or transmigration of the Soul) ix. goal is to break the cycle of karma and samsara and break free from life (called moksha) x. achieve unity with the Brahman

8. Law of Manu a. traditional Indian literature written from 300 B.C.E. to 300 C.E. b. describes the Varna or traditional caste system c. gives duties and responsibilities of caste members d. explain four stages of life for a Brahmin man e. role of women is to be dependent on men f. statement of moral and ethical beliefs of the time it was written. examples: pleasantness, honesty, purity, knowledge, truthfulness, non-irritability, etc.

9. Bhagavad Gita a. great epic poem of Indian religion and culture b. part of a longer epic called the Mahabharata c. Gita dates from Second century B.C.E. to Third century C.E. d. story of struggles and battles between two Indian families e. relates to the problems of life that confront mortals from the view of Krishna, the incarnation of the god Vishnu f. individuals should perform duties of their caste to avoid karma History of Religion 16

g. people can achieve release from life by a variety of means, such as meditation, , worship or obedience to caste h. symbolizes the end of the classical period of Indian religion

E. Post classical Hinduism 1. Religious Changes in India a. worship in many forms of a few major gods b. worship becomes love and devotion to the gods c. temples built to gods d. literature centers on the duties e. gods take on human form and involved in human affairs f. become as important as the gods

2. Major Gods a. - ultimate reality, with three functions i. Braham - the creator ii. Shiva- the destroyer, most popular iii. Vishnu - the preserver b. Brahma - widely respected by all with no cult of devotees c. Shiva - god of death, destruction and disease i. god to Hindu ascetics ii. got of vegetable, animal and human reproduction as is the prelude to rebirth iii. devotees are known as Shivaites and have several sects d. Vishnu - god of love, benevolence and forgiveness i. enjoys playing with humans, and tricks and pranks ii. concern for humanity iii. appears on earth in various forms (Avatars) History of Religion 17

example: as Krishna in the Bhagavad Gita iv. devotees are known for their deep love of god and for poems and hymns written to praise him v. Hare Krishna in American movement traces its origin to Krishna

F. Modern Hinduism 1. Indian reformers a. Mohandas K. Gandhi (1869 - 1948) combines religious idealism and civil disobedience to end British colonial rule b. believed in non-injury to life, and was a vegetarian c. believed in passive resistance and so influenced Martin Luther King Jr.

2. Development of modern caste system a. caste dictates diet, vocation, residence and mate b. born into a caste c. hierarchy of castes is based on purity and pollution d. today, discrimination by caste is forbidden but tradition dies very slowly

3. Present issues a. conflict between and b. must deal with modern complex urban society c. difficult for Hindus to function in Western nations

III. A. Begun as an alternative, or protest against Hinduism 1. founded by Nataputta Vardhamana, known as a Mahavira or Great Founder, (c599 - 527 B.C.E) 2. became as severe ascetic to find release of his soul from life History of Religion 18

3. non-injury to all living beings

B. Teaching of Jainism 1. view life as endless reincarnations 2. an individual builds up karma as the result of any activity 3. world consists of soul and matter a. soul is life, eternal and valuable b. matter is lifeless, material and evil c. matter adheres to the soul because of past actions (Karma) d. goal is free the soul from matter e. flesh is evil and the soul can be released by tormenting the flesh, or severe asceticism f. individual must do it, and not be assisted by others g. little if any need for gods

C. Five Great Vows 1. non injury of life a. not harm any living creature b. be a vegetarian c. avoid leather products d. sweep the street before walking e. avoid 2. always speak the truth 3. do not take anything unless given 4. renounce all pleasures of the flesh 5. give up all attachments to and love for anything 6. All Jains take the first three vows and Jain adhere to all five vows

D. Jains Today 1. Jains are excellent business men History of Religion 19

2. One of richest classes in India 3. Worldwide, there are about 3.7 million Jains

IV. Buddhism A. Founded by Gautama Siddhartha 560 - 48- B.C.E. 1. grew up very wealthy shielded and then married 2. in his twenties, he saw human misery 3. tried severe asceticism for many year and failed to find enlightenment 4. abandoned asceticism and tried meditation 5. realized desire causes karma and fetters people 6. understood that when he ceased to desire enlightenment, he found it 7. became the Buddha or the Enlightened One 8. began to preach (c. 35 years old) that one should avoid extremes and seek to live in the middle way to attain enlightenment

B. Teachings of Buddha 1. accepted many Hindu teachings 2. people find their own enlightenment without help from the gods 3. eightfold way to reach Nirvana or release from the endless cycle of life a. right views b. right intentions c. right speech d. right action e. right livelihood f. right effort g. right mindfulness h. right concentration 4. one must extinguish desire to reach Nirvana History of Religion 20

5. Emperor Asoka of India converted to Buddhism in 297 B.C.E. and send out to convert people around the known world

C. Buddhism Today 1. under the Dalai Lama has unique practices a. concern for magic to cope with life’s problems b. use of the prayer wheel c. Llamas or Ones are spiritual and temporal rulers 2. Buddhism a. uses riddles, tales, and short statements to lead people into enlightenment b. followers meditate and if they understand the riddles etc. they will learn the truth beyond reason c. Japanese practice Zen using the principles of beauty, profundity, and simplicity 3. Revival of Buddhism in the Asian nations a. reaction against the colonial period b. message of peace and tolerance appeals to many c. strongest in China, Japan, Vietnam and Korea

V. A. Background 1. originated in northwest India in the sixteenth century C.E. 2. based on the teachings of Nanak 3. reform of Hinduism with elements from Islam 4. 19.1 million worldwide followers

B. Nanak (1469 - 1538 C.E.) 1. received a vision from God when he was about thirty years old 2. preached the essential unity of Hinduism and Islam History of Religion 21

3. his followers are Sikh, meaning 4. Islamic idea adopted: there is but one God 5. God is called the True Name 6. Hindu elements adopted a. reincarnation b. principle of karma 7. rejected ceremonialism of Hinduism and Islam and taught a plain, simple form of religion 8. belief in

C. Modern Sikhism 1. simple ceremonies 2. join when mature enough to accept religion by 3. daily rituals of a morning bath and morning and evening prayers 4. congregational worship, but no priests, led by a member of the community 5. no caste or sexual differences in worship 6. demand for a independent nation in India 7. three major sects today with different characteristics

VI. Chinese Religion A. Basic concepts of 1. recognition of many gods and spirits controlling the universe 2. ancient Chinese were polytheistic and animistic 3. first it was a philosophy that became a religion a. Yin was the negative force in nature b. Yang was the positive force in nature c. universe operates as a balance between the two 4. respect and veneration of aged family members 5. the unity of the universe allowed future events to be predicted History of Religion 22

a. divination, the heated tortoise shell, cracked and told the future b. I ching (Book of changes) - Ancient Chinese book changes 6. Willingness to accept and advocate more than one religion at time

B. 1. founded by Lao-tzu, sixth century B.C.E. by tradition 2. wrote the Te’ Ching (the way of nature) a philosophy of Lao-Tzu’s wisdom. Many have been written over centuries 3. theme is that all human achievements are folly especially elaborate government 4. Chuang-tzu disciple of fourth century B.C.E summed up beliefs a. unity behind the universe is an undefinable force called the Tao or nature’s way b. life is the greatest of all possessions, fame, wealth, power and education were illusions c. life must be lived simply and quietly d. pomp and glory are despised. These cause strife and discord. Pride invites destruction

C. 1. Confusius (K’ung Fu-tzu, Kung the Master) 511 - 479, B.C.E. 2. believed in the existence of gods 3. gods were secondary to an equitable social order 4. not an atheist, and not interested in beginning a religion 5. developed a system of ethics, a theory of government and a set of personal and social goals 6. must live by li, the course of life as it is intended to go History of Religion 23

7. taught people should love one another and practice respect and courtesy daily 8. five basic relationships in life for the ideal society a. father to son b. elder to younger brother c. husband to wife d. elder to junior e. ruler to subject 9. good government brings out goodness in people 10. good conduct is its own reward 11. Interpreters of Confucianism a. Mencius (372 - 289, B.C.E.), shared the focus of Confucius and added his own ideas in an Orthodox manner b. Hsun tzu (298 - 239. B.C.E.) i. believed in rites (li) as ways to bring people together and educate them ii. denied the basic goodness of people and claimed they were evil by nature. Goodness comes from training 12. Han Dynasty - placed Confusian scholars in charge of education for government leaders in 136 B.C.E. 13. Chinese civil service exams then followed Confucian teachings until 1905 C.E. 14. a cult of Confucianism develops at the same time

D. Taoism and Confucianism Today 1. early twentieth century, they ceased to be influential in Chinese life, being replaced by Buddhism, 2. People’s Republic of China (created 1949) made China and unhealthy place for any religion History of Religion 24

3. Cultural Revolution, 1966, severely repressed any remnants of religion in China 4. death of Mao, 1977, led to a freer view of religion with regular services and studies in schools

VII. (the way of the gods) of Japan

A. Wide variety of beliefs and practices 1. form of 2. mythology as a superior land 3. shrines commemorate great heroes and events in Japanese history 4. emperors descended from the sun 5. includes animism and ancestor worship 6. influenced by Buddhism, Taoism, and Confucianism and Shinto almost disappeared as a separate religion

B. Revival of Shinto in 17th Century 1. expulsion of most foreign thoughts and ideas 2. idealization of the Samarai and the code of conduct (Bushido) a. loyalty to master in the feudal hierarchy b. courage in life and battle. Willing to die for his master c. man of honor d. polite to his master and to people of authority e. must be a gentleman, and bring justice to victims of injustice 3. three forms of Shinto a. state Shinto established to encourage patriotism and loyalty to Japan in 1889 b. sectarian Shinto - supports the religious side of Shinto through many sects History of Religion 25

c. domestic Shinto - simple and common form found in Japanese households, consisting of symbols of religious significance to the family 4. remains an important aspect of Japan’s culture today

VIII. A. General Characteristics 1. Religions of ancient Persia, about 3000 years old 2. today there are about 250,000 followers 3. Gathas, or hymns, are the spiritual literature 4. Supreme God called Ahura Mazda (The Wise Lord) 5. Zoroaster (c 1000 - 600 B.C.E.) is the founder 6. many contributions to Christianity, , and Islam B. Zoroaster’s Teaching 1. there is only one True God (Ahura Mayda) and he created the world and rules the universe (monotheistic) 2. Ahura Mayda has a Beneficent Spirit and an Evil Spirit (Satan under his control) 3. People divide freely to follow the good or evil and are responsible for their choices (as you sow, so shall you reap) 4. soul remains in a deceased person for three days and is judged on the fourth for heaven or hell 5. high ethical standards 6. Earth, fire water, and air are held sacred 7. eternal fire burn in temples tended by priests and sandalwood is offered as a sacrifice 8. many ceremonies or rituals at certain points of life such as birth, entering the religion, marriage, and death 9. Parsi (from Persia) are Zoroastes who migrated to India and found tolerance from the Hendus (9th century C.E.)

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IX. Judaism A. Historical Jewish Beliefs and Practices 1. book of Genesis and from Ur. 2. Patriarchs of the Jewish people 3. Nomads in the Fertile Cresent 4. gives information about Jewish theology using stories of the Patriarchs 5. The Exodus is the heart and soul of Jewish religion and is reflected in the holidays today 6. Moses receives the Ten Absolute Laws from YAHWEH on Mt. Sinai 7. The first five books of the Bible are the most important B. Judaism after Mt. Sinai 1. The Ark of the Covenant in Solomon’s Temple, destroyed 586 B.C.E. 2. Prophetic movement - sought to have Israelites return to their God 3. Ten Lost Tribes, Israel destroyed by the Assyrians in 721 B.C.E. 4. Judah survives the Assyrians, but destroyed in 586 B.C.E. by Babylonians a. Temple of Solomon destroyed b. people retained their custom and religion, led by Ezekiel. (Babylonian Captivity 586 - 538 B.C.E.) c. Jews become the chosen people of YAHWEH d. YAHWEH becomes the only True God for the entire world 5. Diaspora (scattering of Jews through out the world) began in 721 B.C.E. a. rise of the synagogue or assembly for study and prayer History of Religion 27

b. the rabbi becomes a person who studies and teaches the Scripture c. Jews separated from the gentiles by following distinctive cultural traditions

6. Judah ha-Nasi collected all Jewish commentary into the Mishnah as an interpretation of the religion 7. Split of the from the Jews after 70 C.E. a. Christians turned against Jews who refused to accept as Messiah b. Jews turned against Christians who accepted gentiles into the religion who were not required to follow the laws of Judaism 8. The Talmud is completed 425 C.E. Additional commentary called Gemara, added to the Mishnah 9. Growth of Islam and the conflict with Jews on the a. use of Christianity results in Jewish persecution in Spain b. the Crusaders often attached Jews in c. by the end of the Middle Ages, Judaism was in an era of persecution, exile, poverty and depression would wide d. many Jews fled to Poland (c. 1500 CE) and developed the Yiddish language (German and Hebrew) e. Counter-Reformation of the Church used the against the Jews and developed idea of the Ghetto f. Mendelssohn (c750C.E.) encouraged Jews to leave ghettos and join the modern world (Orthodox) g. Baal Shemtov becomes founder of the Hasidim believing in a simple, heartfelt faith, not scholarly Biblical research History of Religion 28

h. began 1843, called for a relaxation of Jewish laws and moved closer to Protestant worship i. , began by Theodor Herzl, wanted a Jewish state so they could be treated fairly j. Lord Balfour, 1917, states the British are committed to creating a Jewish state in Palestine k. the Holocaust during World War II l. creation of the state of Israel in 1947 and the resulting problem of Palestinian displacement

C. World Judaism Today 1. Orthodox - the largest, preserve tradition Jewish culture, follow the bible, and speak Hebrew 2. Reform Judaism - United States and Europe modern beliefs and practices 3. - Bible between Reform and Orthodox in beliefs and traditions 4. reconstructionist Judaism, began in 1930s. Jews most study and practice both as a religion and culture 5. non observant Jews - support culture and heritage but not religious beliefs and practices 6. continuing struggle and debate among Jews of their place in a gentile society

X. Christianity A. First Century C.E. World 1. dominated by the Roman empire 2. common languages of Greek and Latin 3. generally a peaceful period 4. no large scale religious belief 5. many mystery religions in various areas of the Empire History of Religion 29

B. Jesus of Nazareth 1. limited materials on his early life 2. four Gospels written 40 years after his death a. best information on Jesus b. series of four written by Mark, John, Matthew, and Luke c. generally all agreement, but details show disagreements 3. Gospels give teaching of Jesus a. used teaching device called parable b. taught over a three year period c. teachings do not have one central theme d. many similar to Jewish teachings of the first century C.E. e. concern with human values and compassion among people f. shown as a worker of g. some indicators that he considered himself messianic h. opposition to Jesus and his statements came from several contemporary sources, mostly importantly the Roman government i. agreement on his death and resurrection j. early Christians considered themselves another of Judaism, except for the separate belief in Jesus 4. Paul a. wrote half of the Book of Acts, and main epistles b. early c. first to attempt a systematic statements of Theology d. allowed non-Jews to become Christians e. used baptism and communion meal in the conversion of people to Christianity History of Religion 30

5. a. early Christians read the b. New Testament contains Paul’s letters to Christian communities, contains comments on church doctrine, leadership, worship, and biographical materials c. Gospel of John (90 - 100 C.E.) d. Gospel of Mark (c 70 C.E.) e. Gospels of Matthew and Luke, use Mark as a base f. other epistles by anonymous writers (90 - 150 C.E.) make eight books of New Testament g. Fourth century C.E., Athanasius of Alexandria finalized the 27 books making the New Testament 6. The Growth of the Church of Rome a. becomes most powerful of all because i. Peter as first bishop of Rome, passed on his authority to successors ii. Constantine moved the Roman Empire’s capital to Byzantium in 330 C.E. and the bishops of Rome filled the power vacuum iii. the western church was united in beliefs, and the eastern churches were split by controversies over beliefs b. Emperor Constantine supported Christians in the Edict of Milan in 313 C.E. and becomes a Christian in 337 C.E. c. Christianity becomes the of the empire in 383 C.E. d. the influences of Augustine and on contemporary doctrine 7. Eastern and divide a. Theological differences History of Religion 31

i. East concerned with theological formulation ii. West was practical and concerned with survival in a hostile world iii. East supported divine nature of Christ while West supported his humanity b. The Papal authority i. Rome was the only major city in the West and becomes center of Christianity ii. East had many cities and patriarchs with authority iii. East would not accept Rome as its leader 8. The Protestant Reformation a. General causes i. rise of European Nationalism and Monarchs ii. decline of the papacy - idea of the priesthood of the believer begins iii. the Renaissance learnings and secular needs b. 1517 - Martin Luther (1483 - 1546) Ninety-five thesis on a church door in Wittenberg c. John Calvin (1509 - 1564) and the Reformed Church, supports education, hard work and simple living

XI. Islam A. General characteristics 1. youngest of world’s major religions 2. dominates in Asia, Africa and 3. basic belief: there is one God (Allah) and in his last prophet 4. adapted many Arab Tribal, Judaic, Christian beliefs into Islam

B. Muhammad’s life (570 - 632) History of Religion 32

1. orphan, illiterate, caravan worker from Mecca 2. married wealthy woman Khadja and has two sons and four daughters 3. had frequent revelations from God 4. as a prophet, he believed he was completing what others had began 5. he is not considered divine 6. 622 C.E. journey from Mecca to Medina and is the start of the Muslim calendar (A.H. Anno hegirae), year of the migration or Hijrah 7. 630, Muhammad conquers Mecca and becomes the leader of the Arab people 8. 632, Muhammad dies and abu-Bakr becomes the successor or caliph

C. The Qur’an - the scripture of Islam 1. believed to be God’s lost word to people, not written by man 2. revealed to Muhammad as the speaker for Allah and are the exact words of Allah 3. 114 chapters with 6000 verses arranged from longest to shortest chapter 4. supports strict absolute monotheism 5. believers must submit to the will of God 6. at the resurrection, people will be judged by their good deeds in life

D. Religious Institutions 1. The Mosque - followers are required to pray their on Friday led by the iman 2. Five Pillars of Faith History of Religion 33

a. repetition of the - there is no God but Allah and Muhammad is his messenger b. daily prayer - five times a day c. almsgiving to the poor widows, orphans and religious institutions d. fasting during Ramadan annually e. pilgrimage to Mecca at least once in a lifetime 3. Halal - diet restrictions of certain foods and the proper slaughtering of animals for food 4. Jihad - struggle in the path of God a. struggle can be physical or emotional sense to follow Islam b. only defensive wars are a true jihad c. Muslim leaders use the concept to justify their actions with limited results

E. Reasons for the world wide 1. recognizes no natural barriers or racial differences 2. simple and easily practiced 3. early Muslim conquerors were treated as deliverers because Christian’s rulers had abused Jews and 4. many Muslim missionaries

F. Sunnes vs. Shi’ites 1. The Sunnes a. 85% of Muslims are Sunnes (traditionalists) b. based on Qur’an and traditions c. iman leads community prayer 2. Shi’ites a. iman speaks with authority of God b. believe a messiah will one day appear and lean the world to an era of justice History of Religion 34

c. prize martyrdom d. Ali is believed to be Muhammad's successor e. distrust Sunni interpretation of the Qur’an because Ali is not mentioned there f. followers are suspicious of the world at large g. distrust of the present and look to future for the appearance of the Divine Iman h. common in (Persia) i. Shi’ites minorities today in Arabia, Iraq, India, Pakistan, Yemen, USA, and Europe

ASSESSMENT

Social Studies teachers use a wide variety of evaluative techniques to measure student progress and accomplishment. 1. Mandatory individual technology based project 2. Unit tests; objective and essay 3. Quizzes 4. Homework assignments - 20% of marking period grade as per Board policy 5. Oral reports 6. Class participation 7. Research projects 8. Internet usage 9. Work sheets 10. Map work 11. Debates 12. Final exams - 20% of final grade as per Board policy 13. Group projects 14. Student self-evaluations 15. Alternate assessments as needed History of Religion 35

TEACHER/CURRICULUM ASSESSMENT

The subject teachers and the supervisor will be in contact throughout the academic year concerning curriculum assessment. The teachers are encouraged to make suggestions for change and improvement at any time. The supervisor may also request an annual meeting or written review from the subject teachers about the curriculum, suggestions for modification, and about meeting Core Curriculum Standards.

ARTICULATION/SCOPE & SEQUENCE/TIME FRAME

This one semester elective is designed for students in grades eleven and twelve. Classes are grouped heterogeneously, and will only be offered if a sufficient number of students enroll.

GENERAL INFORMATION

1. Classes are grouped by grade level in a heterogeneous manner. 2. The course is open to all students in grade 11 and 12 without prerequisites or placement criteria. 3. Teachers will use all teaching methods and technologies available to them as needed. 4. All New Jersey Core Curriculum Standards and mandates will be reviewed by each teacher. 5. Since students in each class will have a wide range of academic abilities, teachers will use differentiated instruction to encourage all students to work at their best ability and to maintain high academic standards.

History of Religion 36

RESOURCES

1. Speakers—Teachers are encouraged to use local individuals, parents, and organizations to obtain speakers who can enhance the curriculum with the approval of the administration. The New Jersey Speakers Bureau can also be consulted

2. References—The social studies office has many references for teacher use. These include all the New Jersey Holocaust and Genocide suggested materials and plans information. The library contains all the audio visual materials and technology and printed references. Student atlases are also available in each room.

3. Technology—Each classroom has at least one computer with full e-mail and Internet capabilities. This technology will be incorporated into the differentiated lesson plans. Each room also has its own TV and VCR to be used as with the computer. There are several computer labs which be used by a class. Students are expected to use these properly to enhance their learning.

4. Supplies/Materials—Rooms contain map resources, posters, atlases, and other materials to be used as needed relevant to the lessons. The library contains books and audio visual materials. Teachers and students will use these for differentiated instruction and supplemental readings.

A. Video tapes (VHS) - The Social Studies office and the library maintain these for teacher student use. B. Textbook and reference materials - The Social Studies office maintains these materials for teacher use. C. Holocaust & Genocide - New Jersey Department of Education publications are in the social studies office. History of Religion 37

D. CD-ROMs , these are kept in the Social Studies office

5. Text/Supplemental Reading—Proposed supplemental reading paperback book

Hopfel, L. and Woodward, M., Religions of the World, 8th edition, Prentice Hall: 2001

METHODOLOGIES

To comply with state regulations and mandates, classes are heterogeneously grouped. Therefore there can be a wide range of academic abilities, background, and challenged students, all of whom must have and deserve equal educational opportunities. To achieve this, teachers must employ a variety of instructional methods. The following are suggestions, not limits, as to what a teacher can do:

1. Differentiated instruction 2. Cooperative education 3. All other types of group work 4. Computer use, including CD ROMs, Internet, and other programs 5. Videotapes 6. Individualized assignments.

SUGGESTED ACTIVITIES

1. Use current events to show historical base and interconnections 2. Geography project relating the topic studied to the proper geographical context. 3. Research projects and presentations by individual or groups. 4. Field trips as determined by the teacher. 5. Slide show presentations by the students using computer technology combined with oral presentations. History of Religion 38

6. Technology using digital cameras and I-Movies to enhance studies. 7. Writing across the curriculum, students will write essays linking social studies to other disciplines such as reading, art, and music. 8. CD programs can be used by the teacher according to student and curriculum needs. 9. Integrating career studies into social studies topics being studied.

INTERDISCIPLINARY CONNECTIONS

The teacher will use the professional resources available in the district to further the student’s knowledge of art, music, and literature, as it relates to the growth and development of the United States. The English, art, and music teachers will develop lessons and materials to parallel what is being learned in history. Possible areas of coordination are music, art, and literature of the second half of the 20th century. This coordination is expected to grow as the curriculum in related areas is revised.

PROFESSIONAL DEVELOPMENT

The teacher will continue to improve his/her expertise through participation in a variety of professional development opportunities as provided by the Board of Education as per the PIP/100 hour requirements.