16 Indicativehours ___________________________________________________________________________________________________________ The focus of this study is the nature of religion and beliefs including Australian Aboriginal beliefs

and spiritualities, as a distinctive response to the human search for meaning in life. Syllabus Outcomes:
P1 describes the main characteristics of religion and belief systems P2 identifies the influence of religion and belief systems on individuals and society P6 selects and uses relevant information about religion from a variety of sources P8 uses appropriate language and terminology related to religion and belief systems Students learn to:

Natureof Religionand Beliefs

Students learn about:

The Nature of Religion religion as a worldview that:

Suggested Teaching and Learning Strategies 1. Understanding what is a world view: a. b. c. d. e. Class discussion to determine what aspects of human life enable one to make sense of the world. In groups, decide what aspects of a society or culture help the human create order and sense. Discuss the place of religion in bringing about an understanding of who is the human. Define for the students the concept of worldview as that system of understanding that gives a human a sense of order and meaning. Use of comic strips, as a stimulus for discussion, on the meaning of life. For example King Features provides links to many cartoons. Try Hagar the Horrible at: http://www.kingfeatures.com/features/comics/hagar/about.htm Commence a glossary of terms. Use of artwork from a range of different religious perspectives (including primitive art, goddess worship, Aboriginal spirituality and established religious traditions) to discuss

f. g.

religion as a way of looking at reality. 2. Acknowledging the supernatural dimension:

acknowledges the supernatural dimension define the supernatural dimension

a. b.

c. d. e.

Students brainstorm the elements of the natural world: For example, environment, societies, space and time, sub-atomic world, inter-stellar space. Develop a definition of the supernatural dimension using student responses from (a0 as a starting point. Discuss how the supernatural explains the elements of existence that occur beyond the natural world. For example a range of definitions are available at: http://www.answers.com/topic/supernatural Provide extracts from literature e.g. poetry of Gerard Manley Hopkins http://www.theotherpages.org/poems/hopkins1.html; or the art of William Blake http://www.tate.org.uk/britain/exhibitions/blakeinteractive/ Incorporate prayer/meditation on the supernatural dimension of life, including the universe, creation. For example, based on Psalm 104 and/or the miracles of Jesus. Living Religion pp15-17.

3. Believing in a divine being or powers beyond the human and/or dwelling within the

human:
has a belief in a divine being or powers beyond the human and/or dwelling within the individual discuss a transcendent religious worldview which has a belief in a divine power and/or powers beyond the human discuss an immanent religious worldview which has a belief in a divine being or powers dwelling within the individual

a. b.

Supply students with a definition of transcendence such as that provided at the following site: http://mb-soft.com/belief/txc/transcend.htm Examine one transcendent religious worldview familiar to the students, e.g., Christianity. In pairs, students outline the various aspects of that religion as known to them which illustrate transcendence, e.g., Divinity, angels, salvation and hell. In groups, students describe what a religion would be like if its believers understood that the divine dwelt within each of them. Aspects such as prophecy, healing and spiritual gifts can be discussed. View extracts from the DVD Chasing God that illustrates the search for the supernatural. Accompanying worksheets available at http://www.roninfilms.com.au View stimulus material of miraculous occurrences. For example, deeds of the Buddha, apparitions of Mary, miracles of the Sufis and discuss elements of the

c.

d. e.

transcendent and immanent worldviews.

characteristics of religion: - beliefs and believers - sacred texts and writings - ethics - rituals and ceremonies

4. Defining the characteristics of religion:

define the characteristics of religion

a. View a DVD that presents the religious life of peoples from a range of religious expressions or from an expression outside of the major religious traditions. For example, Baraka or The Taradja of the Central Celebes. Film analysis: Outline and explain the characteristics of religion portrayed in the film. b. Students examine the content of textbooks on this material: Living Religion pp18-20; Studies of Religion pp1 - 5. c. In groups students create their own religion (See detailed activity at the end of this program). Teacher draws from group presentations to demonstrate the characteristics of religion. Illustrate these characteristics using aspects of Christianity. d. Writing task: Describe the relationship among the characteristics of religion with reference to one religious tradition. 5. Appreciating the contribution of religion:

explore the ways in which these characteristics interact to create a dynamic, living religion

the contribution of religion

appreciate the contribution of religion to: - individuals - society and culture

a. Class debate: Religion contributes to the life of the individual. b. Research task: Choose one religious tradition and find examples of its contribution to the following areas: art music architecture food dress

c. Survey people from a variety of ages about the significance of religion in their lives and the contribution of religion to society. Present findings to the class. d. See Living Religion p 22.

Australian Aboriginal Beliefs and Spiritualities

NB Where possible schools are encouraged to work with local/regional Aboriginal communities. It is important that teachers and students develop knowledge and understanding about appropriate protocols and ethical research so that they are able to work effectively with Aboriginal communities. Representatives of the class contact local or regional Aboriginal communities seeking information about Aboriginal spirituality and the needs of the particular local community.

The Dreaming nature of the Dreaming outline the nature of the Dreaming in relation to: - origins of the universe - sacred sites - stories of the Dreaming - symbolism and art

6. Outlining the nature of the Dreaming a. Introduce a definition of the Dreaming. For example: http://indigenousaustralia.frogandtoad.com.au/story.html .

b. Provide a range of source material to explore the concepts of origins of the universe, sacred sites, stories of the Dreaming, symbolism and art c. Students create a visual representation to demonstrate the vital connection of all aspects of Aboriginal Dreaming. d. View film or documentary e.g. Painting Country (available from Ronin Films) Students design questions concerning the Dreaming that they need to explore further. Divide these questions between groups to report back in the next lesson. e. Guest speaker/ artwork/ video/ stories as a stimulus for discussion. f. Living Religion pp 23-30; Studies of Religion pp7-11. Discussing the diversity of the Dreaming for Aboriginal peoples: a. Presentation of the diversity of the Dreaming by teacher: language differences, geographical determinants, isolation, effect of colonization, urban versus rural situations. b. Students reflect on the impact and implications of this diversity c. Class feedback and discussion/summary

discuss the diversity of the Dreaming for Aboriginal peoples

the inextricable connection of the Dreaming, the land and identity

d. Web task from Living Religion p24. 8. Recognizing the importance of the Dreaming for the life of Aboriginal people:
recognise the importance of the Dreaming for the life of Aboriginal peoples

a. Discuss the effects of loss of identity on humans and apply such to the importance of the Dreaming for Aboriginal people b. Define refugee, asylum seekers, migrants. Refer to United Nations Declaration of Human Rights at http://www.un.org/Overview/rights.html c. Empathy task on the concept of dispossession, eg migrants, refugees, Tsunami victims. Link with the importance of the Dreaming. www.acc.asn.au/stories d. Use of newspaper articles, visuals or poetry on Aboriginal dispossession, followed by a diary entry. e. Living Religion p29. Activity based on visual stimulus. 9. Investigate the inextricable connection of the Dreaming, the land and identity: a. Aboriginal guest speaker Use personal reflections from Aboriginal peoples to illustrate the connection of the Dreaming, land and identity. For example extracts from Bringing Them Home access at http://www.hreoc.gov.au/socialA_justice/ music of Yothu Yindi; extracts from literature such as Sally Morgans My Place or Aboriginal poets; extracts from films such as Lousy Little Sixpence and Rabbit Proof Fence. Writing Task in response to a range of stimulus material. Glossary quiz. Living Religion p 27.

investigate the inextricable connection of the Dreaming, the land and identity

b.

c. d. e.

. In groups students develop a set of questions to contribute to class revision of the complete unit. Answers to be done in class and corrected.

Bibliography
Texts and Teacher Background Eliade, M. Essential Sacred Writings from Around the World, Harper Collins, San Francisco, 1992 Farrington, K. Historical Atlas of Religions Thalamus Publishing, 2002 Lovat, T. et al, Studies Of Religion, 3rd Ed., Social Science Press, Victoria, 2005 Mudge, P. et al, Living Religion 3rd Ed., Pearson Education Australia, Melbourne, 2005 Morgan, S. My Place Freemantle Arts Centre Press, 1999 Multimedia Resources Bringing Them Home: the Stolen Children report http://www.hreoc.gov.au/social_justice/stolen_children/ Racism http://www.racismnoway.com.au A definition of the Dreaming, for example: http://indigenousaustralia.frogandtoad.com.au/story.html Film resources http://www.roninfilms.com.au A definition of transcendence http://mb-soft.com/believe/txc/transcen.htm A definition of supernatural http://www.answers.com/topics/supernatural Poetry of Gerard Manley Hopkins http://www.theotherpages.org/poems/hopkins1.html Art of William Blake http://www.tate.org.uk/britain/exhibitions/blakeinteractive/ United Nations Declaration of Human Rights. http://www.un.org/Overview/rights.html Aboriginal poets such as Oodgeroo Noonuccal (Kath Walker) http://oldpoetry.com/authors/Oodgeroo%20Noonuccal Examples of comic strips http://www.kingfeatures.com/features/comics/hagar/about.htm Great religious and cultural images from the film Baraka can be found at http://www.spiritofbaraka.com/baraka.aspx

Film

See Ronin Films website above The Taradja of the central Celebes Painting Country (Ronin Films) Lousy Little Sixpence Rabbit Proof Fence Baraka Kundun Music

Music of Yothu Yindi. Information about the band and their expression of Aboriginal beliefs and experience at http://www.yothuyindi.com/