Core Curriculum

 

Sligo School Project has its own ethical core curriculum. The document has being revised during the school year 2011/2012. A steering group provided a proposal for the document. This proposal was brought into the discussion at our annual symposium in May 2012 and changes to the proposal were made afterwards.

The Executive Committee ratified the revised core curriculum in September 2012. Below you find the complete text. A printed version of the core curriculum is available at a rate of € 4. If you wish to avail of a printed copy of the document, please contact the school directly.

 

Core Curriculum Sligo School Project

September 2012

 Preface

The purpose of this booklet is to provide information about the ethical education core curriculum which is offered in Sligo School Project National School. It seeks to develop the awareness, interest and involvement of the entire school community in the core curriculum. It is a guide to present practice in the school.

The teaching of ethical education is informative and does not include denominational instruction. Pupils will be taught objectively about ethics and various religions, both those of the present and the past, their origin, cultural background, history, teachings, distribution and – where applicable – their cessation. In the same fashion the pupils will be taught about non-theistic world views.

The core curriculum covers a wide range of religious, social and ethical issues. These issues are dealt with in a sensitive manner appropriate to children of all religions and none.

The Principles of Sligo School Project

The fundamental principles of Sligo School Project determine that the ethos of the school reflects a society in which there are many social, cultural and religious strands. The principles are:

The multi-denominational principle

All children have equal right of access to the school. The religious, cultural and social background of each is equally respected.

The co-educational principle

Each child will be encouraged to develop his or her potential in a school setting that is committed to equal opportunities for girls and boys.

The child-centred principle

The child is seen to be the most active participant in his/her own education and acquires knowledge to a large extent through personal experience and active participation in his or her learning.

The democratic principle

Sligo School Project is committed to being aware of and sensitive to the needs and aspirations of its children, parents, teachers and wider school community to enable a high level of participation and partnership of all involved.

The open communication principle

Sligo School Project is committed to having a positive approach to proper and open communication among parents, teachers and the school community.

Aims of the Ethical Education

Core Curriculum

1. To enable teachers to raise awareness and appreciation of our multicultural society.

2. To equip teachers with a scaffolding for the presentation of knowledge about various religious beliefs, festivals and practises as well as world views which disbelieve in the existence of a supreme being or supreme beings, in accordance with the “Toledo Guiding Principles on Teaching about Religions and Beliefs in Public Schools.”

3. To foster a sense of confidence and self worth.

4. To address emotions such as joy, enthusiasm, desire, grief, frustration, anger and disappointment with overall approval, acknowledgement for their reasons and the intent to understand them in their social origins.

5. To support the development of individual talents, and encourage initiative, independence in thought and action as much as solidarity and empathy.

6. To encourage a climate of critical analysis in all areas of school life.

7. To promote equality among the sexes and to cultivate attitudes of care and respect towards the rights of others.

8. To address the issues arising as a consequence from being in groups, large or small, voluntary or compulsory, like group think, peer pressure, mutual support and team spirit.

9. To promote a culture of conflict resolution in a respectful and open minded manner.

10. To promote an active and responsible role in caring for the environment.

11. To raise awareness towards the hegemonies role of mass media and the presentation of consumer goods.

12. To raise awareness of human rights, equality and justice in society.

Above all, the Sligo School Project is dedicated to the happiness, welfare and education of its pupils.

Rationale behind the Core Curriculum

The high aspirations that lurk between a compilation of ethical principles and aims of ethical education can easily lead to a feeling of being overwhelmed. Everyday life can seem so far away from these principles and aims that they appear as simply too challenging for the average person.

This take on ethical education is very understandable, however it just as easily leads to a dismissal of the principles and aims. Consequently the relevant documents – like this one which you are reading at the moment – can be put on the shelf and become dust catchers.

In practice, it will always be possible to interpret terms such as respect, democracy, equality, tolerance etc. in different ways. Therefore, a concrete interpretation in a given social situation is required. This exactly is the task of all members of the school community.

School ethos is not only what is written on paper. It is the lived practice that is the real ethos of a school. In this sense ethos requires constant attention. Likewise, ethical education can not be construed as conveying a number of categorical imperatives to be learnt by rote. Ethical education is education by example as much as it is education through academic considerations of various topics.

For teachers in Sligo School Project the art of ethical education lies in applying the aims of the ethical core curriculum to the daily practice. The following sections are meant as a source for teachers to tap into to find anchor points.

The teachers’ practice is to be understood as active engagement in a process of interpreting the school ethos together with the children. Engaging with sixth class children in a critical analysis of religious practices, or initiating a role play with senior infants on Best Friends are as much ethical education as an art project of third class on Dying or an excursion with second class to the donkey sanctuary.

Ethical education not only overlaps with other subject areas in the primary curriculum. It also permeates the entire school life in which the teacher determines topic selection, forms of presentation and scope of engagement.

With the core curriculum we wish to encourage our teachers, pupils and parents to engage in a collective effort to find those topics that are most fitting at a given time.

In the core curriculum four areas are presented to make the finding of anchor points for teachers and children easier:

myself

the world

belief/thought systems (infants: celebrations)

the environment

Separating these four areas is a technical fix to allow for different points of departure in approaching a topic. It is clear that in real life such a separation is never applicable. The various aspects of individual (myself) and social life (the world), thought/belief systems and material world (environment) all influence each other.

For each of these four areas a number of topical headings are identified. These topical headings are understood as a general guide for teachers, they are meant to provide the already mentioned anchor points. The topical headings follow a logic of age related development and widening horizons of the children. Some of the topical headings appear in more than one age group, some others appear at a given point in time. They are specified for four age groups: infant classes; 1st and 2nd class; 3rd and 4th class, 5th and 6th class.

It is our hope that a culture of creative consideration of ethical aspects continues to evolve as a shared practice in Sligo School Project.

JuniorInfants/SeniorInfants

Myself

Physical Self (my body, food, shelter, hygiene, exercise, rest safety)

Feelings (happiness, sadness anger, hatred, jealousy, fear, disappointment,)

Safety (road and personal)

I am unique

The World

My family and extended family (grandparents, relations)

My community

School life

Friends

Media influences

Celebrations

Community celebrations (community games, local music performances)

Feasts and festivals (Eid, Christmas, Divali, Bealtaine, St. Patrick’s Day)

Family celebrations

Birthdays

The Environment

The seasons

Growth and change

Caring for the classroom

Litter

Recycling

First/SecondClasses

Myself

Self awareness/self esteem.

Dealing with my feelings/emotions e.g. anger, disappointment, sadness.

My body

My talents/achievements.

My likes/dislikes.

Personal decision making.

The World

My family.

 

Other family structures.

Gender equity.

Communities (geographical communities, communities of interest)

Homes (my home, homes in other cultures)

Media education

Belief & Thought Systems

Religious Festivals (e.g. Lughnasa, Harvest, Chinese New Year, Halloween, Easter, Winter solstice)

Creation Stories (e. g. Aboriginal dream time, Native American stories, Christian creation story)

Religious Symbols (e.g. Cross, Star of David, Shamrock)Animal protection/endangered species

Conservation of water/energy

Habitats (e.g. birds, fish, wild gardens)

Recycling

The Environment

Animal protection

Endangered species

Conservation of water/energy

Habitats (e.g. birds, fish, wild gardens)

Recycling

Third/FourthClasses

Myself

Self awareness/Self esteem

My body and how it change

Talents/Challenges

Hopes/Ambitions

Feelings/Emotions

Rights/Responsibilities

The World

Democracy in our school.

 

Gender equity.

Cultural differences / Appreciation of diversity.

Homes (e.g. settled / nomadic / traveller)

Homelessness.

Conflict resolution.

Poverty.

Discrimination.

Media education.

Belief & Thought Systems

Special books in belief systems (e.g. The Qur’an, The Tanakh, The Dhammapada, The Bible, The Bhagavad Gita)

 

Places of Worship (e.g. Church, Temple, Mosque, Synagogue)

Religions of the past (e.g. Greek mythology, Ancient Egypt, Native Americans Aztec, Incas, Maya)

Belief Systems (e.g. Jehovahs Witnesses, Christianity, Islam, Taoism, Agnosticism, Hinduism, Deism)

The Environment

Natural resources

 

Pollution

Local environmental issues

Recycling

Fifth/SixthClasses

Myself

My body

Self image

Decision making

Health issues

Feelings /emotions

The World

Democracy on a global level

 

Discrimination

Equality

Racism

Human rights

Citizenship

Critical reflection

Media education

Human evolution

Relationships

Peer pressure

Belief & Thought Systems

Key figures in belief systems (e.g. Church of Ireland Vicar, Roman Catholic Priest, Jewish Rabbi, Muslim Imam, Sikh Granthi)

 

Belief Systems (e.g. Atheism, Judaism, Bah’ai, Buddhism, Humanism, Sikhism, Cargo Cults)

The Environment

Natural disasters (e.g. earthquakes, tsunami)

 

Food organic / processed

Relationship between nature and humans

Recycling

 Resources

In the print version we refrain from listing resources for the four areas. However there are numerous resources available, be it in printed or in electronic format. It seems to be self-evident that the resources listed here are not meant to represent the views of Sligo School Project. They are rather seen as useful material to engage with in the course of ethical education. Thanks to Frank who compiled the list below. If there is a link that is outdated at some stage, you may let us know.

 

Resources for Myself and the World

Books

 

Feelings (Afraid, Lonely, Angry, Sad, Jealous, Hurt)

Series of Books on – co-operating, belonging, relating, loving, choosing,

communicating, sharing, caring, living)

Investigating Morals and Values

Racism

Spectrum

Battle Against Leprosy

All Our Children

I was Black

Refugees

Why are people different?

Janikovsky, E – Even Granny was young once

Steadman, R  – That’s my Dad

Hughes, T – How the Whale became

Conroy, D – The Owl Who Couldn’t Give a Hoot

Hawkins, C & J – Terrible Terrible Tiger

Larsen, H – What are you scared of?

Cass, J – The Persistent Mouse

Tomlinson, J – The Otter who wanted to know

Oram, H – Angry Arthur

Omerod, J – Be Brave Billy

Smith, W – The Lonely Only Mouse

Sendak, M – Where the Wild Things are

Carle, E – The Bad-Tempered Ladybird

Wilkelm, H – Let’s Be Friends Again

Hughes, S – It’s too frightening for me

Tomilson, J – The Owl who was afraid of the dark

Murphy, J – Peace at Last

Aliki – Feelings

Coates, D – The New Baby

Tomilson, J – The Gorilla Who Wanted to Grow Up

Garth, M – Moonbeam

Althea –  Feeling Jealous (A&C Black)

Whitehouse & Pudney – A Volcano in my Tummy

Charlish, A – We’re Talking About Bullying

Ross, T – Oscar got the Blame

Atkinson, M –‘Why Can’t I be Happy all the Time?’

Baker, J – Where the Forest Meets the Sea

Benjamin, F – Skip Across the Ocean (Nursery rhymes from around the world)

Foreman, M – One World

Gray, N – Running Away From Home

Greenfield, E – Granpa’s Face

Hathorn, L – Grandma’s Shoes

Jeffers, S – Brother Eagle, Sister Sky

Kelleher, V – Where the Whales Sing

Mc Grath, H & Francey, S – Friendly Kids, Friendly Classrooms

Wood, AJ – The Little Penguin

Dorling Kindersley in association with UNICEF – A Life Like Mine – How Children Live Around the World

Fitch, S & Labrosse, D – If You Could Wear My Sneakers (Rights of the child)*

Hatch, Virginia et al – Human Rights for Children (Curriculum for teaching human rights to children)

UNICEF – For Every Child – The UN Convention on the Rights of the Child for Children

Amos, J – Series of books (Bully, Cheat, Liar, Moody, Selfish, Cheat, Fair, Honest, Reliable)

Feelings Series (Confident, Brave, Friendly, Happy, Angry, Lonely, Afraid, Jealous,             Sad) – Cherrytree Books

Levete,S – Series of books (Being Jealous, Being Angry, How do I fit in? Bullies and Gangs)

Moses, B Poems about you and me (Poems about values)

It wasn’t me (values series)

I Feel Frightened / angry / Jealous / Sad (series of books)

Rae, Tina – Dealing With Feeling and Dealing with Some More Feelings (Emotional Literacy Programmes with books, resources and CD rom)

 

Novels with various themes:

Benny and Omar (Set in Tunisia)

The Underground Railway (Slavery)

Looking After Louis (Autism)

Cinnamon Tree (Landmines)

Amazing Grace (Gender and racist prejudice)

I am David (Internment in a Camp)

Out of the Flames (Refugee comes to Ireland)

Just Joshua (Diversity)

Letang’s New Friend / Letang and Julie save the Day / Trouble for Letang and Julie (Friendship, inclusion, race, disability – moving to a new school and country)

Other resources:

Bright Ideas for Assemblies (TCD publications)

Bright Ideas – Festivals (Scholastic publication)

Series of books on feelings (Cherrytree Books)

Benjamin Books – various themes

With Travellers – A handbook for teachers

So Everybody fights? (Teaching programme on development education for 9 to 13 year olds. Irish Commission for Justice and peace)

Material from Trocaire

Websites

http://www.bbc.co.uk/schools/citizenship

www.signposts.ie

www.susankramer/child

www.ananda.ie

www.daynuv.com

www.bigheartkids.com

www.behaviour4learning.com

www.circle-time.co.uk

www.learningtogive.org

www.amnesty.ie/humanrights

www.abcand123learning.com

www.teacherplanet.com

www.teachers.tv

www.irishaid.gov.ie

www.history.com/blackhistory

www.selfesteem2go.com

www.humanityquest.com

www.fairtrade.ie

www.slides.com

www.theredcard.ie

www.un.orgcyberschoolbsu

www.globaleye.org.uk

www.sei.ie

www.nationalgeographic.com/education

www.endangeredspecies.com

www.daintreerainforest.com

www.greenpeace.org

www.nationalspringclean.org

www.primaryresources.co.uk

www.channel4learning.com

www.assemblies.org

www.forestfriends.org

www.ecounesco.ie

www.logainm.org

www.angairdin.ie/movie

www.planetpals.com

www.justforest.org

www.kwdkids.com/recycling

www.plastiki.com

www.greenchoices.org

www.prim-ed.com (Values Education Programme)

www.festivalshop.co.uk (CDs and other resources on various topics)

www.scholastic.com (catalogue)

www.barnardos.ie

www.itmtrav.ie (Irish Traveller Movement)

www.cs.org (Indigenous peoples and their cultures)

www.oneworld.net (Senior Classes)

www.educationworld.com (Diversity in classrooms)

www.trocaire.org

 

Programmes from other primary schools:

Alive O ( Religious programme for Catholic primary schools)

Follow Me (Religious Programme for Church of Ireland primary schools)

Learn Together (Ethical Education Curriculum for Educate Together schools)

 

Resources for Environmental Education

Books

Swallow Tale:  A book following the swallow’s journey looking at various environments along the way.

Brother Eagle Sister Sky (Penguin): A book outlining the Native American attitude to the environment : 8 -12 years.

Window (Walker Books): A book introducing environmental issues to young children 4-7 years.

Websites

Educate Together www.educatetogether.ie/eec/resources

ENFO The Environmental Information Service www.enfo.ie

Environmental Education for kids www.eek.net

Environmental Youth Programmes www.earthforce.org

An Taisce www.antaisce.org

www.sei.ie

www.endangeredspecies.com

www.greenpeace.org

www.nationalspringclean.org

www.forestfriends.org

www.angairdin.ie/movie

www.justforest.org

www.greenbeltmovement.com

www.greenchoises.org

www.earthprint.co.uk

Resources for Belief Systems

 Books

 General

Toledo Guiding Principles on Teaching about Religions and Beliefs in Public Schools

What do You Believe? (DK Publishing)

Special Ceremonies – Growing Up

Special Ceremonies – Feasts and Fasting

Temples and Other Places of Worship

Festivals

Let’s Discuss Religion

Mormons, Christian Scientists, Jehovah’s Witnesses

Religious Topics – Religious Teachers and Prophets

Religious Topics – Pilgrimage

Religious Topics – Religious Dress

Mankind’s Search for God

Creation Stories

Festivals Together

Festivals and Celebrations

Teaching World Religions

Poems about Festivals

Seasonal Festivals – Summer Festivals

Festivals, Family and Food

Exploring World Religions

High Days and Holidays

 

Buddhism

Introducing Religions – Buddhism

Great Religious Leaders: The Buddha and Buddhism

Buddhism

Festivals – Buddhist Festivals

Christianity

Christianity (Eyewitness Books)

Hinduism

The Story of the Hindus

Religious Stories – Hindu Stories

I am a Hindu

Stories from the Hindu World

Great Religious Leaders – Krishna and Hinduism

The Divali Story

Hinduism Fact Sheet

Hinduism

Hindu Festivals

Judaism

BBC Pathways of Belief – Judaism

Religions of the World – Judaism

The Story of the Jews

Introducing Religions – Judaism

Stories from the Jewish World

Celebrations – Jewish Festivals

Great Religious Leaders – Moses and Judaism

Sikhism

Religions of the World – Sikhism

Introducing Religions – Sikhism

I am a Sikh

Great Religious Leaders – Guru Nanak and Sikhism

Stories from the Sikh World

Other

Islam

The Bahά’i Faith

The Rastafarians

I am a Rastafarian

Belief and Believers

Autumn Festivals

 

Websites

General

http://www.osce.org/odihr/29154

(Toledo Guiding Principles on Teaching about Religions and Beliefs in Public Schools)

http://www.bbc.co.uk/religion/religions/

(Atheism, Bahá’í, Buddhism, Candomblé, Christianity, Hinduism, Islam, Jainism, Jehovah’s Witnesses, Judaism, Mormonism, Paganism, Rastafari, Santeria, Shinto, Sikhism, Spiritualism, Taoism, Unitarianism, Zoroastrianism)

http://www.primaryresources.co.uk/re/re.htm

http://www.ucc.ie/en/hr/equality-wellbeing/health/mental/religion/

http://www.world-faiths.com/

(Buddhism, Christianity, Hinduism, Islam, Judaism, Sikhism)

http://www.religioustolerance.org/

http://www.religioustolerance.org/var_rel.htm

http://religionfacts.com/

http://www.channel4learning.com/

http://www.youtube.com

 

Celebrations

Birthdays:

http://teacherlink.ed.usu.edu/tlresources/units/byrnes-celebrations/birthday.html

http://www.abc.net.au/schoolstv/juniors/pages/ceremonies/birthdays/intro.htm

http://www.slideshare.net/tresorejas/culture-learning-and-teaching-a-birthday#

http://en.wikipedia.org/wiki/Birthday

Family Celebrations:

http://www.thunderbay.org/upload/documents/grade2-1.pdf

http://k6.boardofstudies.nsw.edu.au/linkages/IntegratedUnits/TeacherLibrarians/librarians_celebrate.html

http://www.eduplace.com/activity/cele.html

http://en.wikipedia.org/wiki/Wedding

http://en.wikipedia.org/wiki/Baby_shower

http://en.wikipedia.org/wiki/Funeral

Community Celebrations:

http://family.go.com/parenting/pkg-school-age/article-826268-holiday-celebrations-around-the-world-t/

http://www.topics-mag.com/internatl/holidays/festivals.htm

http://www.teach-nology.com/themes/holidays/stpats/

http://en.wikipedia.org/wiki/Children%27s_Day

http://www.childrensday.org.nz/documents/kids-and-you-things-to-do/childrens-day-around-the-world.pdf

http://www.apples4theteacher.com/holidays/labor-day/

http://en.wikipedia.org/wiki/Earth_Day

Feasts and festivals:

http://www.earthyfamily.com/festivals.htm

http://www.reonline.org.uk/festivals/

http://newurbanhabitat.com/2010/06/07/celebrate-the-first-day-of-summer-2/

http://newurbanhabitat.com/2009/08/31/celebrate-the-first-day-of-fall/

http://en.wikipedia.org/wiki/Yule

http://en.wikipedia.org/wiki/Beltaine

http://en.wikipedia.org/wiki/Eid_ul-Fitr

http://www.mysticcosmos.com/solstice.htm

http://www.vbt.com/blog/vbt-community/celebrations-around-the-world

http://en.wikipedia.org/wiki/Christmas

http://www.christmasaroundtheworld.org/

http://en.wikipedia.org/wiki/Divali

http://www.teach-nology.com/themes/holidays/stpats/

http://en.wikipedia.org/wiki/St.Patrick%27s_Day

http://family.go.com/disney/pkg-disney-parties-and-holidays/pkg-disney-st-patricks-day-crafts-recipes-printables/

Religious Festivals

Harvest:

http://en.wikipedia.org/wiki/Lughnasa

http://www.examiner.com/paganism-in-new-york/lughnasa-celebrates-abundance-and-loss

http://www.familyculture.com/holidays/harvestcelebrations.htm

Chinese New Year:

http://www.kiddyhouse.com/CNY/

http://www.apples4theteacher.com/holidays/chinese-new-year/

http://en.wikipedia.org/wiki/Chinese_New_Year

Halloween:

http://en.wikipedia.org/wiki/Halloween

http://seasonal.theteacherscorner.net/halloween/

http://www.teachervision.fen.com/halloween/teacher-resources/6626.html

Easter:

http://en.wikipedia.org/wiki/Easter

http://www.teachervision.fen.com/easter/teacher-resources/6614.html

Winter solstice:

http://www.mysticcosmos.com/solstice.htm

http://en.wikipedia.org/wiki/Winter_solstice

http://olc.spsd.sk.ca/teachers/month/december/solstice.html

Creation Stories

http://www.gly.uga.edu/railsback/CS/CSIndex.html

http://www.innovationslearning.co.uk/subjects/re/information/creation/creation_home.htm

Native American stories:

http://www.religioustolerance.org/ev_denom3.htm

Aboriginal Dreamtime:

http://en.wikipedia.org/wiki/Dreamtime

Judeo-Christian Creation Story:

http://www.gly.uga.edu/railsback/CS/CSYahweh.html

Religious Symbols

http://www.religioustolerance.org/var_rel.htm

Special books in belief systems

The Qur’an:

http://en.wikipedia.org/wiki/Quran

http://en.wikipedia.org/wiki/Criticism_of_the_Quran

http://www.primaryresources.co.uk/re/powerpoint/The_quran_LH.ppt#256,1,Islam Week 3

The Tanakh:

http://en.wikipedia.org/wiki/Tanakh

http://www.threetwoone.org/diagrams/HebrewBibleOutlinePresentation.gif

(Diagram of characters of the Tanakh/Old Testament)

The Dhammapada:

http://en.wikipedia.org/wiki/Dhammapada

http://www.viewonbuddhism.org/resources/dhammapada.html

The Bible:

http://en.wikipedia.org/wiki/Bible

http://en.wikipedia.org/wiki/Biblical_criticism

The Bhagavad Gita:

http://en.wikipedia.org/wiki/Bhagavad_Gita

http://teachergenius.teachtci.com/duty-and-devotion-in-the-bhagavad-gita/

Places of Worship

Church:

http://en.wikipedia.org/wiki/Church_(building)

Temple:

http://en.wikipedia.org/wiki/Temple

Mosque:

http://en.wikipedia.org/wiki/Mosque

Synagogue:

http://en.wikipedia.org/wiki/Synagogue

Religions of the past

http://www.religioustolerance.org/asatru.htm

http://www.wizardrealm.com/norse/holidays.html

http://www.mysticcosmos.com/solstice.htm

http://celts.mrdonn.org/druids.html

http://www.bbc.co.uk/schools/primaryhistory/

http://www.bbc.co.uk/schools/primaryhistory/vikings/beliefs_and_stories/

http://www.bbc.co.uk/schools/primaryhistory/romans/religion/

http://www.bbc.co.uk/schools/primaryhistory/anglo_saxons/anglo-saxon_beliefs/

Ancient Greece:

http://www.bbc.co.uk/schools/primaryhistory/ancient_greeks/gods_and_heroes/

http://www.woodlands-junior.kent.sch.uk/Homework/greece/greekgods.htm

http://www.ancientgreece.co.uk/gods/home_set.html

http://en.wikipedia.org/wiki/Hellenistic_religion

http://en.wikipedia.org/wiki/Religion_in_ancient_Greece

Ancient Egypt:

http://www.woodlands-junior.kent.sch.uk/Homework/egypt/gods.htm

http://www.ancientegypt.co.uk/gods/home.html

http://www.ancientegypt.co.uk/gods/story/main.html

http://www.ancientegypt.co.uk/gods/explore/main.html

http://en.wikipedia.org/wiki/Ancient_Egyptian_religion

South American:

http://www.religioustolerance.org/var_rel.htm

http://en.wikipedia.org/wiki/Native_American_religion

http://home.freeuk.net/elloughton13/aztecgod.htm

http://incas.mrdonn.org/quickhistory.html

http://incas.mrdonn.org/religion.html

http://incas.mrdonn.org/lords.html

http://mayas.mrdonn.org/religion.html

http://www.lost-civilizations.net/mayan-gods.html

Belief Systems I

http://en.wikipedia.org/wiki/Abrahamic_religions

http://en.wikipedia.org/wiki/Indian_religions

http://en.wikipedia.org/wiki/East_Asian_religions

Christianity:

http://www.bbc.co.uk/religion/religions/christianity/

http://www.religioustolerance.org/christ.htm

http://www.primaryresources.co.uk/re/re_Christianity.htm

http://www.world-faiths.com/Christianity/christianity.htm

http://en.wikipedia.org/wiki/Christianity

Islam:

http://www.bbc.co.uk/religion/religions/islam/

http://www.world-faiths.com/Islam/ISLAM.HTM

http://www.religioustolerance.org/islam.htm

http://www.primaryresources.co.uk/re/re_Islam.htm

http://en.wikipedia.org/wiki/Islam

Taoism:

http://www.bbc.co.uk/religion/religions/taoism/

http://www.religioustolerance.org/taoism.htm

http://en.wikipedia.org/wiki/Taoism

Agnosticism:

http://www.religioustolerance.org/agnostic.htm

http://en.wikipedia.org/wiki/Agnosticism

Hinduism:

http://www.bbc.co.uk/religion/religions/hinduism/

http://www.world-faiths.com/Hinduism/HINDUISM.HTM

http://www.religioustolerance.org/hinduism.htm

http://www.primaryresources.co.uk/re/re_Hinduism.htm

http://en.wikipedia.org/wiki/Hinduism

Deism:

http://www.religioustolerance.org/deism.htm

http://en.wikipedia.org/wiki/Deism

Key figures in belief systems

http://en.wikipedia.org/wiki/Clergy

http://www.directessays.com/viewpaper/107292.html

Vicar:

http://en.wikipedia.org/wiki/Vicar_(Anglicanism)

Roman Catholic Priest:

http://en.wikipedia.org/wiki/Priesthood_(Catholic_Church)

Jewish Rabbi:

http://en.wikipedia.org/wiki/Rabbi

Muslim Imam:

http://en.wikipedia.org/wiki/Imam

Sikh Granthi:

http://www.sgpc.net/glossary/Granthi.asp

Belief Systems II

Atheism:

http://www.bbc.co.uk/religion/religions/atheism/

http://www.uua.org/re/tapestry/youth/bridges/workshop20/workshopplan/leaderresources/191036.shtml

http://www.religioustolerance.org/atheist.htm

http://franklludwig.com/atheism.html

http://en.wikipedia.org/wiki/Atheism

http://www.uua.org/re/tapestry/youth/bridges/workshop20/-Atheism%20and%20Agnosticism%20-%20Not%20in%20Temples%20Made%20with%20Hands.doc

Bah’ai:

http://www.bbc.co.uk/religion/religions/bahai/

http://www.religioustolerance.org/bahai.htm

http://en.wikipedia.org/wiki/Bah%C3%A1%27%C3%AD_Faith

Buddhism:

http://www.bbc.co.uk/religion/religions/buddhism/

http://www.world-faiths.com/Buddhism/BUDDHISM.HTM

http://www.religioustolerance.org/buddhism.htm

http://www.primaryresources.co.uk/re/re_Buddhism.htm

http://en.wikipedia.org/wiki/Buddism

Humanism:

http://www.religioustolerance.org/humanism.htm

http://en.wikipedia.org/wiki/Humanism

Sikhism:

http://www.bbc.co.uk/religion/religions/sikhism/

http://www.world-faiths.com/Sikhism/sikhism.htm

http://www.religioustolerance.org/sikhism.htm

http://www.primaryresources.co.uk/re/re_Sikhism.htm

http://en.wikipedia.org/wiki/Sikhism

http://www.sikhnet.com/

Cargo Cults:

http://en.wikipedia.org/wiki/Cargo_cult

http://en.wikipedia.org/wiki/John_Frum

http://en.wikipedia.org/wiki/Prince_Philip_Movement