In this resource, students will learn about diversity, culture, and communication through the lens of religion. By learning about the role of religion in their own lives, communities, and across the world, students will come to appreciate the richness of cultural diversity. Students will also discuss how people can communicate across cultural differences, and come together to solve problems. The focus of each lesson is:
Lesson 1: How do My Values Relate to the Values of Others?
Lesson 2: What Does Religion Look Like in My Community?
Lesson 3: Religion Across the World
Lesson 4: Exploring Religion
Lesson 5: Communication, Conflict, and Collaboration Across Religions
In this resource, students will learn to solve conflict peacefully.
This resource would be an excellent teaching tool for middle school classrooms in social studies and history courses.
The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.
Principle | Rating | Explanation |
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Consideration of Alternative Perspectives | Very Good | This resource focuses on exploring students ideas and values on the topic of religion. They are encouraged to do this via open ended discussions. They will form their own opinion and take informed positions on the topic. |
Consideration of Alternative Perspectives:
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Multiple Dimensions of Problems & Solutions | Satisfactory | |
Multiple Dimensions of Problems & Solutions: Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
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Respects Complexity | Satisfactory | |
Respects Complexity: The complexity of the problems/issues being discussed is respected. | ||
Acting on Learning | Poor/Not considered | This is not a goal of this resource. |
Acting on Learning: Learning moves from understanding issues to working towards positive change — in personal lifestyle, in school, in the community, or for the planet
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Values Education | Very Good | Students will learn about culture and diversity by looking at different religions. This will be done by exploring students beliefs and values through open discussions. |
Values Education: Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values. | ||
Empathy & Respect for Humans | Very Good | In completing this resource, students will learn diversity and culture through the lens of religion. |
Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.). | ||
Personal Affinity with Earth | Poor/Not considered | This is not the focus of this resource. |
Personal Affinity with Earth: Encourages a personal affinity with -the natural world.
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Locally-Focused Learning | Very Good | If the teachers decides to, students will get a chance to learn about the different religions within their community by visiting places of worship. |
Locally-Focused Learning: Includes learning experiences that take advantage of issues/elements within the local community.
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Past, Present & Future | Good | |
Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future. |
Principle | Rating | Explanation |
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Open-Ended Instruction | Very Good | In this resource, students get to express their beliefs and values and make their own opinions on the subject. |
Open-Ended Instruction
: Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer. | ||
Integrated Learning | Good | This resource can be used in civics, social studies, and history courses. |
Integrated Learning: Learning brings together content and skills from more than one subject area
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Inquiry Learning | Poor/Not considered | This is not a focus of this resource. |
Inquiry Learning: Learning is directed by questions, problems, or challenges that students work to address.
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Differentiated Instruction | Good | This resource has a lot of different activities and therefore addresses the needs of different learning styles. For examples, students will get to discuss their beliefs, watch some videos, write a letter, make a skit, etc. However, modification for students with learning disabilities are not included. |
Differentiated Instruction: Activities address a range of student learning styles, abilities and readiness.
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Experiential Learning | Satisfactory | Students will get to solve a made up conflict in the form of a simulation. |
Experiential Learning: Authentic learning experiences are provided
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Cooperative Learning | Satisfactory | Students will work in groups to complete the activities. |
Cooperative Learning: Group and cooperative learning strategies are a priority.
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Assessment & Evaluation | Good | Each lesson is equipped with an idea on how to assess students. However, rubrics and evaluation materials are not included in this resource. |
Assessment & Evaluation: Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc. | ||
Peer Teaching | Satisfactory | Students will get the opportunity to do a presentation for their peers on the topic of religion and influential people. |
Peer Teaching: Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
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Case Studies | Good | Students will get exposed to religious leaders who are making positive changes to their society. |
Case Studies: Relevant case studies are included. Case studies are thorough descriptions of real events from real situations that students use to explore concepts in an authentic context. | ||
Locus of Control | Good | |
Locus of Control: Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue. |