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Unit  Sustaining Community
Lesson Name  Understanding “Lived Religions” through 6-point Framework
Grade Band 

Middle School (6-8)

High School (9-12)
Required Materials
Standards / Competencies 

SEL Core Competencies: 

  • Self-Awareness: identifying emotions, experiencing self-efficacy, linking feelings, values and thoughts, demonstrating honesty and integrity 

  • Self-Management: managing one’s emotions, exhibiting self-discipline 

  • Social Awareness: taking others’ perspectives, recognizing strengths in others, demonstrating empathy and compassion, identifying diverse social norms, showing concern for the feelings of others 

  • Relationship Skills: communicating effectively, developing positive relationships, showing leadership in groups, resolving conflicts constructively, seeking or offering support when needed 

ELA Standards: Listening and Speaking, Reading, Writing 

Social Studies Theme: Individual Development and Identity, Culture, Global Connections 
Recommended Time  60 mins 
Essential Question  How can we understand religion as a lived phenomenon?
Learning Objectives 

Describe and analyze examples of how religions are internally diverse at both macro levels (sects and divisions within traditions) and micro levels (differences within specific religious communities.)

Describe and analyze examples of how religions evolve and change over time in response to differing social, historical, and political contexts.

Describe and analyze examples of how religions are embedded in all aspects of culture and cannot only be isolated to the “private” sphere.
Activating Prior Knowledge 

To begin, the teacher will review the Cultural
Studies method by using a simple descriptive explanation slide. They will also explain the 3 Bs of religion, which are beliefs, behaviors, and belonging. 

  • Beliefs include theologies, doctrines, holy texts, social values, and ethics that guide daily life. 

  • Behaviors include religious rituals and religiously motivated habits connected to daily life.

  • Belonging refers to being part of a shared religious community that transcends time and cultures. These can also be racial, ethnic, and familial identities which inform and are informed by religious identities.
Core Instruction 

Next, the teacher will introduce the concept of “lived religion” by having students examine a religious tradition. Students will use a graphic organizer to understand the religious tradition as a “lived religion.” The teacher will give students the assignment, Lived
Religion: Applying a 6-Point Framework for Understanding Religion. The teacher will read the directions to the graphic organizer, instructing students to find evidence that exemplifies the six-point framework for understanding religious traditions. The teacher will remind students to provide good details with their examples and draw upon their prior knowledge of that religious tradition.

Students should work in groups of 3-4 to complete the graphic organizer. The teacher will circulate the room, providing feedback as needed. When students complete the graphic organizer, the teacher will review responses as a class, focusing on the diversity within the religious traditions and its status as a “lived religion” that is dynamic, diverse, and contemporary.
Wrap-up  In a learning journal, ask students to respond to the following
question: “Did the “lived religion” framework help you to better
understand this religious tradition as a diverse, dynamic, and
contemporary religion? How can this framework be beneficial in
understanding other religious traditions?”
Learning Beyond Classroom Walls  Students can apply the 6-point framework to other sources of
religious traditions providing the opportunity to see other world
religions as “lived religion.”
Supplementary Resources 
Instructional Content Adaptations  Students can return to their notes that define the components of
“lived religion” to strengthen their content learning. Students also
have the opportunity to extend the lesson by adding additional details
to the graphic organizer.

Lesson prepared by Tim Hall, Ph.D., Vance County Schools, K-12
Social Studies Instructional Coordinator

Download this lesson to access handouts.