Matching – with young students, the Messengers of God could be on cards of one colour,  the Holy Books a 2^nd colour, the names given to followers a 3^rd colour and symbols a 4^th .

Very young students could use a subset and start by matching colours, at the next level the names on cards would be read. Older students could match one of each colour, to put the correct symbol, Book and name of followers by the Messenger.

Also collect quotes of similar meaning from different religions.

Contrasting - Which are most different, in what ways, and why?

Sequencing – older students could consider the order in which the religions were revealed, with approximate dates.

Role-playing – one student pretends to be of another religion, others try to convince him/her that the Bahá’í Faith is more appropriate for the age in which we live. (but they should concentrate a lot on the similarities between religions first, leading up to the idea of progressive revelation and the "return" of the messenger of God from the other religion; the ability to do this will clearly improve as students get older.)

Discussion – will obviously follow on from the role-play; were the points of view expressed for the other religion correct? were the responses appropriate? how could they be improved?