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The society constitutes various religious beliefs, ideas and feelings, which considerably influence various aspects of peoples’ lives. Learning about religion in schools plays a central role in shaping meta-cognitive beliefs among students and promotes an environment suitable for continuation of knowing.
Religious education for students in the 6th grade helps young people to identify and differentiate various categories of meta-cognitive beliefs and guides them in ascertaining their conviction of transformative powers relating to diverse religions (Wood, 2007). The “unify religion” PowerPoint presentation would serve as an effective tool for imparting students in the 6th grade with knowledge on diverse religions as it does not exhibit aspects of religious bias, and is effective in illustrating the core concepts that create the foundation for each of the major religions (Marzano et al., 2001). The approach employed in the presentation is beneficial in the dissemination of information on various topics of religious studies that influence students’ view on a religion and their level of respect and acknowledgement of the religions (Wood, 2007). Methods of teaching that allow students to personally define religion and encourage students to participate in practices relating to diverse religions are important in ensuring that students learn to acknowledge the diverse images of God in the context of different beliefs (Marzano et al., 2011). Religious education for students in the 6th grade introduces young people to the crucial role of religious beliefs in influencing family relationships. When young people have knowledge concerning dominant religions, they can easily establish effective relationships at both the personal and societal level (Wood, 2007). Students have a strong conviction concerning the teacher’s content and, thus, the development of their meta-cognitive beliefs depends on the content delivered. The approach used in the PowerPoint presentation promotes empathy and respect for all religions and their contributions (Marzano et al., 2001). These approaches ensure equal dedication of attention to all religions under discussion to avoid creating the notion that some religions are superior to others (Marzano et al., 2011).