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Global Schools Program Grade 5

Elementary, Middle


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?

  • Students will complete an exercise where they articulate their own values, and then discuss how different religions may or may not align with those values.

Lesson 2: What Does Religion Look Like in My Community?

  • Students will explore the religions available in one’s community, either through accessing online resources such as websites and YouTube videos or by having students walk around in their local community and visit different houses of worship.

Lesson 3: Religion Across the World

  • Students will be exposed to religious leaders who are making positive contributions to their societies, and spark a discussion by having them think of and articulate questions in a mindful, respectful manner while learning the similarities and differences between world religions.

Lesson 4: Exploring Religion

  • Students will be given a class period to start on a miniature group research project where they can explore a religious topic they are curious about. They will then share their research and discovery with other students.

Lesson 5: Communication, Conflict, and Collaboration Across Religions

  • Students will be given example conflict scenarios and will then work in small groups to design a skit that models their ideal solution to the conflict. They will then present these to the class. 

General Assessment

What skills does this resource explicitly teach?

In this resource, students will learn to solve conflict peacefully. 


  • Every lesson is well described for the teacher.
  • Each lesson is equipped with additional resources for the teacher and students.
  • The additional resources are direct-linked. 
  • Ideas for evaluating students knowledge are provided in the resource. 
  • While the lesson is designed to be taught in its entirety, teachers could choose to only do one activity. 


  • All activities are completed within the classroom.
  • No action project is provided for students to work on.
  • Activities for struggling learners are not provided in this resource.

Recommendation of how and where to use it

This resource would be an excellent teaching tool for middle school classrooms in social studies and history courses.

Relevant Curriculum Units

The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.

  • Step 1Select a province
  • British Columbia
    • Step 2Select a grade level
    • Grade 7
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • The Ancient World to the 7th Century: Religious and cultural practices that emerged during this period have endured and continue to influence people.
  • New Brunswick
    • Step 2Select a grade level
    • Grade 5
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • Investigating Past Societies: Social Structure
  • Newfoundland & Labrador
    • Step 2Select a grade level
    • Grade 5
      • Step 3Select a subject
      • Religious Education
        • Step 4Relevant matches
        • Community and Environment Concepts
        • Personal Concepts
      • Social Studies
        • Step 4Relevant matches
        • Socities: Social Structure
    • Grade 6
      • Step 3Select a subject
      • Religious Education
        • Step 4Relevant matches
        • Community and Environment Concepts
        • Personal Concepts
      • Social Studies
        • Step 4Relevant matches
        • An Introduction to Culture
        • Some Elements of Culture
    • Grade 7
      • Step 3Select a subject
      • Religious Education
        • Step 4Relevant matches
        • Personal Search and Commitment
        • Religion: Contemporary Focus
        • Spiritual Expressions
        • Spiritual Roots
    • Grade 8
      • Step 3Select a subject
      • Religious Education
        • Step 4Relevant matches
        • Emotions, Values and Principles
        • Ethics and Morality
        • Religion - Contemporary Focus
        • Self Discovery
  • Prince Edward Island
    • Step 2Select a grade level
    • Grade 6
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • An Introduction to Culture
        • Some Elements of Culture
  • Yukon Territory
    • Step 2Select a grade level
    • Grade 7
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • The Ancient World to the 7th Century: Religious and cultural practices that emerged during this period have endured and continue to influence people.

Themes Addressed

Citizenship (1)

  • Community-Building and Participation

Human Rights (2)

  • Cultural Diversity
  • Religious Diversity

Sustainability Education Principles

Principle Rating Explanation
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:
  • Satisfactory: absence of bias towards any one point of view
  • Good: students consider different points of view regarding issues, problems discussed
  • Very good: based on the consideration of different views, students form opinions and  take an informed position
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.

  • Satisfactory: resource supports the examination of  these dimensions
  • Good:  resource explicitly examines the interplay of these dimensions
  • Very Good:  a systems-thinking approach is encouraged to examine these three dimensions
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

  • Satisfactory: action opportunities are included as extensions 
  • Good: action opportunities are core components of the resource
  • Very Good: action opportunities for students are well supported and intended to result in observable, positive change
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.  

  • Satisfactory: connection is made to the natural world
  • Good: fosters appreciation/concern for the natural world
  • Very Good: fosters stewardship though practical and respectful experiences out-of-doors 
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. 

  • Satisfactory: learning is made relevant to the lives of the learners
  • Good: learning is made relevant and has a local focus
  • Very Good: learning is made relevant, local and takes place ‘outside’ , in the community 
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.

Pedagogical Approaches

Principle Rating Explanation
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

  • Satisfactory: content from a number of different  subject areas is readily identifiable
  • Good:  resource is appropriate for use in more than one subject area
  • Very Good:  the lines between subjects are blurred 
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.   

  • Satisfactory: Students are provided with questions/problems to solve and some direction on how to arrive at solutions.
  • Good: students, assisted by the teacher clarify the question(s) to ask and the process to follow to arrive at solutions.  Sometimes referred to as Guided Inquiry
  • Very Good:  students generate the questions and assume much of the responsibility for how to solve them.  . Sometimes referred to as self-directed learning.


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.

  • Satisfactory:  includes a variety of instructional approaches
  • Good: addresses  the needs of visual, auditory &  kinesthetic learners
  • Very Good: also includes strategies for learners with difficulties
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

  • Satisfactory: learning takes place through ‘hands-on’ experience or simulation
  • Good: learning involves direct experience in a ‘real world context’
  • Very good: learning involves ‘real world experiences’ taking place’ beyond the school walls.
Cooperative Learning Satisfactory

Students will work in groups to complete the activities. 

Cooperative Learning:

Group and cooperative learning strategies are a priority.

  • Satisfactory:  students work in groups
  • Good: cooperative learning skills are explicitly taught and practiced
  • Very Good: cooperative learning skills are explicitly taught, practiced and assessed
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.

  • Satisfactory: incidental teaching that arises from cooperative learning, presentations, etc.
  • Good or Very Good: an opportunity is intentionally created to empower students to teach other students/community members. The audience is somehow reliant on the students' teaching (students are not simply ‘presenting')
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.