Teaching about the Bible in Public Schools

4. As a part of a public high school curriculum, a Hebrew Bible course should encourage acceptance of the Bible as a religious document. 5. Teachers may quote the views of others, such as the Founding Fathers, even when they are reverential toward a religious text if the words connect to the lesson. 6. A secular educational program may not include religious studies. 7. The term "secular" means the same as "religious." 8. Academic programs that "teach about religion” instruct students on the role of religion in the historical, cultural, literary, and social development of the United States and other nations. 9. In public schools, classes about religion should instill understanding, tolerance, and respect for a pluralistic society. 10. When discussing religion in an objective context, religious instruction is neutral, balanced, and shared factually. 11. In public education, religious classes should educate students about the principle of religious liberty as one of the fundamental elements of freedom and democracy in the United States. 12. Religious indoctrination is acceptable in public school settings if the administration supports the practice. 13. Legally, a public-school curriculum may not be devotional or doctrinal. 14. A teacher in public education must not promote nor denigrate any religion, or lack of religious belief. 15. In religious discussions, a public-school teacher may interject personal views or advocate the religious beliefs of certain students, while dismissing the beliefs of others. 16. Teachers in public education must be extremely sensitive to respect a student's religious beliefs and practices. 17. Teachers cannot encourage public-school students to conform to specific religious beliefs or practices. 18. In public education, a Bible literature course is the same as teaching religious doctrine to students. 19. The lessons in a public school's Bible literature class must not be secular, or religiously neutral. 20. Public schools may teach secular values, such as honesty, courage, kindness, respect for human dignity, and good citizenship across the curriculum. 21. Public school officials may instill in students such values as independent thought, tolerance of diverse views, self-respect, maturity, self-reliance, and logical decision-making in biblical literacy classes. 22. In biblical literacy education, no student should feel that his or her personal religious beliefs or practices are questionable, violated, or compromised. 23. In public education, a student should never feel ostracized because of his or her religious beliefs. 24. Class discussions in public education should include minority as well as majority religions. 25. Public-school students should have opportunities to explain their religious or cultural traditions. 26. Public school teachers should be able to discuss religion without personal biases. 27. “Teaching religion” and “teaching about religion” are different in meaning.

28. While it is constitutionally permissible for public educators to teach about religion, it is unconstitutional for public schools and their employees to engage in religious holidays or to promote a certain religious belief over another. 29. Knowledge about religions is not only a characteristic of an educated person, but it is also necessary for understanding and living in a global society. 30. High school graduates should have a basic understanding of religion as a part of human experience.

Vocabulary Practice – (Assignment two-1st Amendment Guides)

Directions: Use an online dictionary or other proper resources to select the best word for each definition. 1. denoting attitudes, activities, or other things that have no religious or spiritual basis

A. celebratory B. secular C. pluralistic D. fundamental E. balanced

2. the circumstances that form the setting for an event, statement, or idea, in terms of which it is understood and assessed, such as a ________clue A. objective B. democracy C. advocate D. tradition E. context

3. of or used in religious worship A. neutral B. devotional C. neutral D. sensitive E. prohibited

4. a person who starts or helps to start a movement or institution A. principle B. minority C. citizen D. element E. Founding Father

5. criticize unfairly; disparage A. denigrate B. indoctrinate C. interject D. promote E. compromise

Directions (Assignment three): Indicate whether the following statements are (A) CORRECT or (B) INCORRECT following 1st Amendment mandates for teaching about the Bible and religion in public education. 6. In public schools, Christmas holidays are usually celebratory events that involve all teachers and students devotionally. 7. Members of a church should promote their doctrine in public classroom settings. 8. A pluralistic society will have only one race of people and one religious doctrine. 9. When one stays neutral, expect the person to help or support a single side of a conflict, or disagreement. 10. Another word for neutral is impartial. 11. An objective individual works by personal feelings or opinions in considering and being facts. 12. When someone is impartial, he or she is fair. 13. A principle is a basic truth or proposition that serves as the foundation for a system of beliefs.

14. Expect societies to have basic principles passed down from one generation to another. 15. A democracy is a system of government run by the entire population or by all the eligible members of a state, usually through elected representatives. 16. A democratic society does not consider the opinions of citizens in the minority populations. 17. Public school teachers should engage in indoctrinating students assigned to their classes. 18. Public school teachers should require students to accept a set of religious beliefs without critical thinking opportunities. 19. Something prohibited is open to the public for use. 20. Expect a disgruntled person to promote his least favorite idea. 21. Teachers in public schools should proselytize or advance their personal religious beliefs. 22. Students in public schools should disparage the religious beliefs of other students. 23. Devotional activities are usually a part of a secular program of public education. 24. When one infringes his or her beliefs upon another person, he or she will have an objective view while interacting with others. 25. Expect a public-school campus to have a diverse population.

For Reflection:

Directions (Assignment four): Write a reflection (5-8 sentences) about your learning experience from this lesson about 1st Amendment rights in public education. Edit your writing to correct errors in spelling, grammar, punctuation, clarity, and structure. Post your reflection on the discussion board. Label the post: Lesson One- A Reflection on 1st Amendment Rights in Public Education.

A Closing Thought:

"The book to read is not one which thinks for you, but the one that makes you think. No other book in the world equals the Bible for that."

-James McCosh

LESSON TWO

UNDERSTANDING THE ESTABLISHMENT CLAUSE

Overview:

This lesson presents two opposed situations involving religion in public schools. The goal of the lesson is to strengthen students’ understanding of the two clauses of the First Amendment that relate to religion in the public square: establishment of religion or prohibiting the free exercise thereof.

Key Concept:

The Establishment Clause found in the First Amendment to the U.S. Constitution (“Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof...”)

Lesson Objectives

Students will:

 understand the types of situations that can result in issues addressed by the Establishment

Clause.  understand how the interpretation of the Establishment Clause has developed over time.  apply the text, history, and interpretation of the Establishment Clause to current issues.  understand the current questions that surround the rights to religious freedom in public education.  cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.  apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts.  participate in class discussions.  edit writing to correct errors.

Expected Student Learning Outcomes

At the end of this lesson, students will:  decide what an assigned text says explicitly and implicitly states.  make logical conclusions/inferences from assigned readings.  summarize the key supporting details and ideas in assigned readings.  cite specific textual evidence to support conclusions drawn from the text.  interpret key words and phrases as used in the assigned texts.  demonstrate vocabulary knowledge that is important to comprehension or expression of knowledge of the First Amendment.

 use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.  participate in class discussions.  edit writing to correct errors.

Duration: 2-3 hours

Materials:

To complete the lesson, students will need:  Article: “The Establishment Clause” by the Constitution Center (https://constitutioncenter.org/interactive-constitution/interpretation/amendment-i/ interps/264)  A computer with internet access and editing capability

Extended Learning Study Questions:

Directions: Show the statement in each set that is INCORRECT.

1. Which of the following statements is INCORRECT? a. America was built upon a single religious principle. b. America’s early settlers came from a variety of religious backgrounds. c. During the Colonial Period, the Church of England existed by law in all the southern colonies. d. Localized Puritan (or “Congregationalist”) establishments settled in the New England states during colonial times. e. All the statements above are correct.

2. Which of the following statements is INCORRECT? a. In the New England colonies, colonial authorities ordained and disciplined people for religious duties. b. The colonists in New England paid religious taxes. c. “Dissenters” were people who conformed to the doctrine, discipline, and worship of the Church of England. d. In the early settlements in America, religious authorities punished dissenters for preaching without a license or for refusing to pay taxes to a church they opposed. e. All the statements above are correct.

3. Which of the following statements is INCORRECT? a. After the Declaration of Independence, there was widespread agreement that there should be no nationally established church. b. The Establishment Clause of the First Amendment, principally authored by James Madison, reflects this consensus. c. The language of the Establishment Clause itself applies only to the federal government.