Issues in Public Education

LESSON THREE

EXAMINING “SEPARATION OF CHURCH AND STATE” ISSUES IN PUBLIC EDUCATION

Lesson Overview:

Coined by Thomas Jefferson, the term, "separation of church and state," is derived from the expression, “wall of separation between church and state.” Separation of church and state means that the government cannot exercise its authority to establish a national religion. Since public schools constitute a local extension of the government, they cannot make religion mandatory for all students. This lesson presents two completely opposing situations involving religion in public high schools to foster an understanding of the two clauses of the First Amendment.

Key Concepts: Establishment Clause, Separation of Church and State laws

Lesson Objectives

Students will:

• understand the main idea of material heard, viewed, or read. • interpret or summarize ideas in own words. • apply an abstract idea in a concrete situation to solve a problem or relate it to a prior experience. • break down a concept or idea into parts and show the relationships among the parts. • make informed judgements about the value of ideas or materials. • apply 1st Amendment rights to everyday situations in public education.

Expected Student Learning Objectives:

At the end of the lesson, students will be able to:

• explain the meaning of the term, “Separation of Church and State.” • apply the Establishment Clause to religious practices in public schools. • clarify misconceptions about teaching about religion and the Hebrew Bible in public education.

Duration: 2-3 hours

Materials:

• Article: “Public Schools and Religion” (https://mtsu.edu/first-amendment/encyclopedia/case/98/public-schools-and-religion)

Academic Initiatives for Biblical Literacy in Secondary Education

29

Examining ‘Separation of Church and State’ Issues in Public Education

(https://mtsu.edu/first-amendment/page/religion-public-schools)

• A Teacher’s Guide to Religion in the Public Schools, by Charles C. Haynes (https://religiousfreedomcenter.org/wp-content/uploads/2014/08/teachersguide.pdf) • STATEMENT ON THE BIBLE IN PUBLIC SCHOOLS: A FIRST AMENDMENT GUIDE (https://www.aclu.org/other/statement-bible-public-schools-first-amendment-guide) • Teaching about the Bible in Public School: How to do it Right (https://www.au.org/the-latest/church-and-state/articles/teaching-about-the-bible-inpublic-schools/ ) • The First Amendment Lesson Plan: Religion in Public School (https://mtsu.edu/firstamendment/page/religion-public-schools) • Religion in Colonial America: Trends, Regulations, and Beliefs • Finding Common Ground: A Guide to Religious Liberty in Public Schools, by Charles C.

Haynes and Oliver Thomas. First Amendment Center, 2011. • “How Should We Teach the Bible in Public Schools? by Mark A. Chancey (2014) (https://religionandpolitics.org/2014/01/07/how-should-we-teach-the-bible-in-publicschools/ ) • Internet access/e-mail/computer editing capacity • Notebook/paper/pen

Procedure:

• Use a reliable internet resource to read the First Amendment Establishment Clause resources listed above. • Explain the meaning of and purpose for the Establishment Clause. • Give examples of how religious liberty might be infringed upon by the local, state, and federal governments. • Read the two hypothetical situations in the First Amendment Lesson Plan: Religion in

Public School (https://mtsu.edu/first-amendment/page/religion-public-schools). • Contrast the actions of the school officials in both situations. • Explain why, under the First Amendment, the school officials’ actions were wrong. • Respond to study questions. • Write a reflection on the lesson. • Edit your writing. • Post the reflection on the discussion board. • Label the reflection: A Reflection on “Separation of Church and State” Issues

Directions: Read the passages below and respond to the study questions.

(Reference: The First Amendment Lesson Plan: Religion in Public School) (https://mtsu.edu/first-amendment/page/religion-public-schools.)

Situation A. After a vote by the school district, North High School begins broadcasting a nondenominational Christian prayer over the loudspeaker each morning after the Pledge of

Academic Initiatives for Biblical Literacy in Secondary Education 30

A Literary Study of the Book of Genesis by Wilma J. Brown-Foreman, ED. S

Allegiance. Some of the prayers specifically invoke Jesus Christ. Students are told that they may sit or stand during the prayer, as they wish. Those giving the prayers include school administrators, teachers, volunteering students and local Christian clergy from various denominations. Parents of Jewish, Muslim, and Sikh students protestthe practice. They say their students have to hear prayers that do not reflect their faiths, and that the practice is an unconstitutional violation of the First Amendment right to religious freedom.

Situation B. Administrators at South High School, fearful of complaints and lawsuits stemming from mentions of religion in public school, declare that any expression of religious belief or faith on school grounds is forbidden. Students who have been gathering each morning to pray before school are told that they may no longer do so or risk suspension. Students also may not pray alone, silently, or otherwise, or discuss their faith with others on campus. Bibles, Korans, and other religious texts are barred from classrooms. A group of parents of several faiths object to the new policy, saying it is an unconstitutional restriction of religious freedom under the First Amendment.

Study Questions

Are the following statements (A) CORRECT or (B) INCORRECT about the First Amendment Establishment Clause: “Congress shall make no law respecting an establishment of religion or prohibiting the free exercise thereof …”?

1. Under the “establishment” clause of the First Amendment, and in line with U.S. Supreme

Court rulings, public school educators should lead students in prayer during the school day. 2. As agents of the state, public school teachers may not require prayer or other religious practices from students, even if students do not object to participating in the devotional activities. 3. The first religion clause says government and its agencies cannot establish religious beliefs in students. 4. Local, state, and federal governments cannot establish a national religion. 5. The Establishment Clause prohibits the government from favoring one religion over another. 6. School administrators cannot broadcast prayers over a school public-address system. 7. Under the “free exercise” clause of the First Amendment, public schools may not prevent students from expressing or sharing religious beliefs privately. 8. Public school students may express their religious beliefs if they do not disrupt the school environment. 9. The second part of the Establishment clause says that the government and its agencies may not forbid or interfere with individuals’ practice of religion. 10. Students may bring religious texts to school to read and discuss them.

Study Questions

Reference: “Teaching about the Bible in Public School: How to do it Right” by Mark A. Chancey

(https://www.au.org/the-latest/church-and-state/articles/teaching-about-the-bible-in-publicschools/ )

Academic Initiatives for Biblical Literacy in Secondary Education 31

Examining ‘Separation of Church and State’ Issues in Public Education

Directions: Based on this article, are the following statements (A) TRUE or (B) FALSE? 11. Teaching about the Hebrew Bible is illegal on public school campuses. 12. Studies about the Hebrew Bible are permissible on public school grounds only if other religions are in the curriculum also. 13. Mark Chance, professor of religious studies at Southern Methodist University in Dallas, Studied the teaching practices of teachers of Bible Literacy courses in public schools. 14. According to Chancey, successful Bible literacy courses in public school curricula rely primarily on resources by a variety of biblical scholarship. 15. Successful Bible literacy classes in public education show sensitivity toward issues resulting from religious diversity. 16. Bible literacy class assignments should be intellectually challenging and require critical thinking. 17. Students in Bible literacy classes should avoid creativity so as not to offend other students with different religious persuasions. 18. Bible literacy lessons in public schools should focus on rote memorization of scriptures. 19. Bible literacy curriculum should inform students about different Bibles of various religious traditions, including Jewish and Christian. 20. Bible literacy teachers should recognize biblical texts as historical sources. 21. Teachers of the Hebrew Bible in public education should present the text as a completely historical document. 22. Bible literacy classes may include lessons on the theological, ethical, and moral claims of the biblical text. 23. Teachers of Bible literacy in public education should present the biblical text as the only authoritative text for making theological, ethical, and moral decisions. 24. Bible literacy classes should treat Judaism as a religion with its own culture. 25. Teachers of biblical literacy courses recognize the Hebrew Bible as a religious text instead of a science book.

Assignment:

• Reread the article “How Should We Teach the Bible in Public Schools? by Mark A.

Chancey (2014) (https://religionandpolitics.org/2014/01/07/how-should-we-teach-thebible-in-public-schools/). • Respond in complete sentences to the following:

a. What are the problems that Chancey found in the teaching practices of biblical literacy classes in Texas? b. Summarize the practices of the successful Bible literacy classes. (Give three-five examples.)

• Edit your writing to correct errors. • Post your examples on the discussion board. Label the post: Examples of Successful

Bible Literacy Classes in Public Education.

Academic Initiatives for Biblical Literacy in Secondary Education 32

A Literary Study of the Book of Genesis by Wilma J. Brown-Foreman, ED. S

A Closing Thought:

“The man who asks a question is a fool for a minute, the man who does not ask is a fool for life.”

—Confucius

Academic Initiatives for Biblical Literacy in Secondary Education 33

Academic Initiatives for Biblical Literacy in Secondary Education

34