HRT 3M
World Religions
Canadian & World Studies Department
Colonel By Secondary School

I. Course Description - HTR3M

The study of religion in its various manifestations offers an illuminating view of human development historically, socially, intellectually and spiritually. This course is designed in the hope that it will contribute not only to a deeper understanding of, but also to a greater tolerance and respect for, the religious of all peoples.

II. Units of Study

Each unit is designed to cover the strands as identified by the Ministry. These strands are major themes that will be developed throughout the entire course of study. Some include good vs. evil, the face of God, religious practices, and the study of primary texts. These strands will be studied within the following units:

1. The Meaning and Elements of Religion
2. Early Religions
3. Western Religions
—Judaism
—Christianity
—Islam
4. Eastern religions
—Hinduism
—Buddhism
5. Independent Research

The Independent Unit will allow the student to become an "expert" in a particular sect of religion. Most of the research and study will be done outside of class time. This presents an opportunity for the student to learn more about a religion that either the course did not study or one that the student is particularly interested in learning more about for whatever reason.

III. Course Evaluation

The course will be evaluated using four different categories totaling 70% of the overall grade. The remaining 30% will be a summative evaluation that will be conducted within the final weeks of the course.

Term Evaluation
—Knowledge and Understanding 20%
—Thinking and Inquiry 20%
—Communication 15%
—Application 15%
Summative Evaluation Marks
—Summative Evaluation 10%
—Examination 20%

Assessment & Evaluation:
Assessment and evaluation are tools to aid in and develop the learning process. Students should differentiate between the two, incorporating the feedback and measure of their progress into their own strategies for success. Should any questions about either assessment or evaluation arise at any time throughout the course, it is imperative answers be sought.

Assessment and Evaluation will reflect student learning and curriculum expectations in the following categories of achievement: Knowledge & Understanding, Thinking & Inquiry, Application, and Communication.

Knowledge & Understanding:
-knowledge of facts and terms
-understanding of concepts principles and theories
-understanding of relationships between concepts

Thinking & Inquiry:
-critical thinking skills (e.g., conducting analysis, detecting point of view and bias)
-creative thinking skills (e.g., problem solving that uses multiple perspectives)
-inquiry skills (e.g., formulating questions; organising and conducting research; analysing, interpreting, and evaluating information; drawing conclusions)

Application:
-application of concepts, skills, and procedures in familiar context
-transfer of concepts, skills, and procedures to new contexts
-making logical conclusions or generalizations
-making predictions and planning courses of action
-use of technology, equipment, and materials
-making connections (e.g., between past, present, and future contexts and roles; between subjects; between subjects and the world outside the school)

Communication:
-oral communication (e.g., debates, role playing) for different audiences and purposes
-written communication (e.g., reviews, short essays, long essays, letters) for different audiences and purposes

Summative Evaluation:
The sum of student learning and skills development will be measured within the last 30 days of the course in the four categories of achievement (above). This summative evaluation will comprise 30% of the final grade for the course.

Textbook: