IB World Religions 5 credits Grade 11-12: Unit Three 1 | Page Course Description The Diploma Programme SL world religions course is a systematic, analytical yet empathetic study of the variety of beliefs and practices encountered in nine main religions of the world. The course seeks to promote an awareness of religious issues in the contemporary world by requiring the study of a diverse range of religions. In the context of the mission statement of the IB it is most appropriate to study a number of living world religions in a scholarly, open-minded and objective way. The religions should be studied in such a way that students acquire a sense of what it is like to belong to a particular religion and how that influences the way in which the followers of that religion understand the world, act in it, and relate and respond to others. The course consists of an introductory unit, exploring five of the nine living world religions that form the basis of the syllabus. This is complemented by an in-depth study of two religions chosen from six world religions. This part of the syllabus is guided by themes, key concepts and key questions. The final component is the investigative study, which provides opportunities for individual research of an aspect of the religious experience, practice or belief of a group and/or individual adherents. In the study of world religions, the experiential dimension to learning is of great importance, and it is hoped that the course will be a catalyst for visits to and from members of different faith communities. Where this is not possible, imaginative teaching, combined with the use of a range of resources, should enable the students to come to know what it means to be a follower of a particular religion. Religion Choices Hinduism** Judaism Taoism* Buddhism* Christianity** Jainism Sikhism Islam* Baha’i Faith *Intro lessons ** In-Depth lessons *** Any lesson can be substituted for a different Religion 2 | Page IB Learner Profile IB Programs aim to develop internationally minded people who are striving to become: Inquirers Their natural curiosity is nurtured. They acquire the skills necessary to conduct constructive inquiry and research, and become independent active learners. They actively enjoy learning and this love of learning will be sustained throughout their lives. Knowledgeable They explore concepts, ideas and issues, which have global relevance and importance. In so doing, they acquire, and are able to make use of, a significant body of knowledge across a range of disciplines. Critical They exercise initiative in applying thinking skills critically and creatively to approach complex problems and make reasoned decisions. thinkers Communicators They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. Risk-takers They approach unfamiliar situations with confidence and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are courageous and articulate in defending those things in which they believe. Principled They have a sound grasp of the principles of moral reasoning. They have integrity, honesty, a sense of fairness and justice and respect for the dignity of the individual. Caring They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to action and service to make a positive difference to the environment and to the lives of others. Open-minded Through an understanding and appreciation of their own culture, they are open to the perspectives, values and traditions of other individuals and cultures and are accustomed to seeking and considering a range of points of view. Well-balanced They understand the importance of physical and mental balance and personal wellbeing for themselves and others. They demonstrate perseverance and self-discipline. Reflective They give thoughtful consideration to their own learning and personal development. They are able to analyze their strengths and weaknesses in a constructive manner. 3 | Page Unit # Topic Suggested Timing 1 Introduction to IB World Religions (Buddhism, Taoism, Islam) 10 Weeks 2 In-Depth #1 Christianity 10 Weeks 3 In-Depth #2 Hinduism 10 Weeks 4 Internal Assessment 10 Weeks 4 | Page Educational Technology Standards Note: Insert additional educational technology standards that align with the specific CTE standards for this course 8.1.8.A.1, 8.1.8.B.1, 8.1.8.C.1, 8.1.8.D.1, 8.1.8.E.1, 8.1.8.F.1 Technology Operations and Concepts Create professional documents (e.g., newsletter, personalized learning plan, business letter or flyer) using advanced features of a word processing program. Creativity and Innovation Synthesize and publish information about a local or global issue or event on a collaborative, web-based service. Communication and Collaboration Participate in an online learning community with learners from other countries to understand their perspectives on a global problem or issue, and propose possible solutions. Digital Citizenship Model appropriate online behaviors related to cyber safety, cyber bullying, cyber security, and cyber ethics. Research and Information Literacy Gather and analyze findings using data collection technology to produce a possible solution for a content-related or real-world problem. Critical Thinking, Problem Solving, Decision Making Use an electronic authoring tool in collaboration with learners from other countries to evaluate and summarize the perspectives of other cultures about a current event or contemporary figure. 5 | Page 21st Century Life & Career Skills Standards: 9.1.8.A.1, 9.1.8.A.2, 9.1.8.B.1, 9.1.8.C.1, 9.1.8.C.2, 9.1.8.C.3, 9.1.8.D.2, 9.1.8.D.3, 9.3.8.B.3 Learning and Innovation Skills: Creativity and Innovation Use multiple points of view to create alternative solutions. Critical Thinking and Problem Solving Develop strategies to reinforce positive attitudes and productive behaviors that impact critical thinking and problem-solving skills. Implement problem-solving strategies to solve a problem in school or the community. Communication and Collaboration Skills Determine an individual’s responsibility for personal actions and contributions to group activities. Demonstrate the use of compromise, consensus, and community building strategies for carrying out different tasks, assignments, and projects. Model leadership skills during classroom and extra-curricular activities. Cross-Cultural Understanding and Interpersonal Communication Demonstrate the ability to understand inferences. Use effective communication skills in face-to-face and online interactions with peers and adults from home and from diverse cultures. Career Exploration Evaluate personal abilities, interests, and motivations and discuss how they might influence job and career selection. 6 | Page Career Ready Practices Career Ready Practices describe the career-ready skills that all educators in all content areas should seek to develop in their students. They are practices that have been linked to increase college, career, and life success. Career Ready Practices should be taught and reinforced in all career exploration and preparation programs with increasingly higher levels of complexity and expectation as a student advances through a program of study. CRP1. Act as a responsible and contributing citizen and employee Career-ready individuals understand the obligations and responsibilities of being a member of a community, and they demonstrate this understanding every day through their interactions with others. They are conscientious of the impacts of their decisions on others and the environment around them. They think about the near-term and long-term consequences of their actions and seek to act in ways that contribute to the betterment of their teams, families, community and workplace. They are reliable and consistent in going beyond the minimum expectation and in participating in activities that serve the greater good. CRP2. Apply appropriate academic and technical skills. Career-ready individuals readily access and use the knowledge and skills acquired through experience and education to be more productive. They make connections between abstract concepts with real-world applications, and they make correct insights about when it is appropriate to apply the use of an academic skill in a workplace situation. CRP3. Attend to personal health and financial well-being. Career-ready individuals understand the relationship between personal health, workplace performance and personal well-being; they act on that understanding to regularly practice healthy diet, exercise and mental health activities. Career-ready individuals also take regular action to contribute to their personal financial well-being, understanding that personal financial security provides the peace of mind required to contribute more fully to their own career success. CRP4. Communicate clearly and effectively and with reason. Career-ready individuals communicate thoughts, ideas, and action plans with clarity, whether using written, verbal, and/or visual methods. They communicate in the workplace with clarity and purpose to make maximum use of their own and others’ time. They are excellent writers; they master conventions, word choice, and organization, and use effective tone and presentation skills to articulate ideas. They are skilled at interacting 7 | Page Career Ready Practices with others; they are active listeners and speak clearly and with purpose. Career-ready