Page 366 - Social Sciences Humanities - The Ontario Curriculum Grades 9 to 12 - 2013

Grade 11, University/College Preparation
D3. Prescribed Roles and Influential Figures
D2. Sacred Writings and Oral Teachings
THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities
God conflict with the first Buddhist precept of ahimsa?” “How is the emphasis on community responsibility over individual rights reflected in First Nation traditions?”
By the end of this course, students will:
D2.1 identify significant sacred writings (e.g., the Qur’an, the Mahabharata, the New Testament, the Torah) and oral teachings (e.g., the Code of Handsome Lake, the Seven Grandfather Teachings, the Mishnah) of various religions and belief traditions
D2.2 explain the origins and development
of various sacred writings and oral teachings (e.g., the influence of the political conditions in early Christian communities on the writing of the Gospels; the role and varieties of revelation as a source of teachings and texts)
Teacher prompt: “How did the Roman occupa­ tion of ancient Palestine influence the events recorded in and writing of the New Testament?”
D2.3 identify the central principles outlined
in key oral teachings and passages of sacred writings in various religions and belief tradi­ tions (e.g., the Ten Commandments, the Sermon in the Deer Park, the Sermon on the Mount, Aboriginal creation stories)
D2.4 compare sacred writings and oral teachings within the same tradition in terms of their rec­ ognized importance and influence on believers (e.g., the Qur’an and the Hadith in Islam, the Torah and the Mishnah in Judaism, the Rig Veda and the Laws of Manu in Hinduism)
Teacher prompts: “How do the Torah and the Mishnah differ in the way they guide the life of a believer?” “How do differences in authority between the Rig Veda and the Laws of Manu affect how each is used and interpreted
by Hindus?”
By the end of this course, students will:
D3.1 identify and explain concepts that define the basic roles and/or responsibilities of adherents of various religions and belief traditions (e.g., ahimsa, satya, and tyaga; dharma; love of God and neighbour; submission; re-enactment of the Dreaming through sacred art)
Teacher prompts: “How does the concept of dharma influence the conduct of Hindus?” “How is the Christian concept of love of neighbour intended to influence conduct?” “How is the concept of the Dreaming reflected in rituals involving sacred sites and symbols left by the Ancestors?” “What guidelines for ethical con­ duct are outlined in the Ten Commandments?”
D3.2 identify and explain the purpose of specific roles associated with various religions and belief traditions (e.g., ascetic, Brahmin, cantor, elder, guru, imam, laity, priest, prophet, senator
in the Métis tradition, shaman)
D3.3 identify influential figures associated
with various religions and belief traditions (e.g., Abraham, Jesus of Nazareth, Confucius, Guru Nanak, Mirza Husayn, Ali Nuri, Moses, Mother Ann Lee, Muhammad, Siddhartha Gautama, Zoroaster, Handsome Lake), describe the contexts in which they emerged, and summarize their influence on the particular religion or belief tradition
D3.4 analyse the impact of leaders and activists associated with various religions and belief traditions (e.g., Dietrich Bonhoeffer, Thich Quang Duc, Mohandas K. Gandhi, Mother Teresa, Martin Luther King Jr., Elie Wiesel, the women of Chipko)
Teacher prompts: “Why do both Lutheran and Anglican Christians venerate Pope John XXIII as a ‘renewer of the Church’?” “How did Thich Quang Duc become an example to other Buddhists, and what impact did he have on Buddhism, especially in Vietnam?” “How are the experiences and lessons of the women of Chipko relevant to current global and environmental issues?”
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