Religion & Ethics NewsWeekly

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For Educators

Faith-Based Initiatives: Separation of Church and State – Procedures For Teachers

In This Lesson

Prep — Preparing for the lesson
Steps — Conducting the lesson
Extension — Additional Activities


Prep

Media Components

Computer Resources:

  • Modem: 56.6 Kbps or faster.
  • Browser: Netscape Navigator 4.0 or above or Internet Explorer 4.0 or above.
  • Personal computer (Pentium II 350 MHz or Celeron 600 MHz) running Windows® 95 or higher and at least 32 MB of RAM.
    Macintosh computer: System 8.1 or above and at least 32 MB of RAM.
  • RealPlayer
  • Adobe Acrobat Reader 4.0 or higher. Download the free Adobe Acrobat reader here:
    http://www.adobe.com/products/acrobat/readstep2.html.

Bookmarked sites and video resources:

Before teaching this lesson, bookmark all of the Web sites used in the lesson on each computer in your classroom, create a word-processing document with all of the Web sites listed as hyperlinks and email to each student (or type out the URL’s and print), or upload all links to an online bookmarking utility such as www.portaportal.com, so that students can access the information on these sites. Make sure that your computer has necessary media players, like RealPlayer, to show streaming clips (if applicable).

Preview all of the sites and videos before presenting them to your class.

RELIGION & ETHICS NEWSWEEKLY Web sites:

These transcripts frame the controversy between those who favor federal funding for religious social service providers and those who oppose it:

The following videos represent different stories that will help frame the controversy between those who favor federal funding for religious social service providers and those who oppose it:

Other sites:

Materials:

Teachers will need the following supplies:

  • Board and/or chart paper
  • Ideally, a screen on which to project the video clips
  • Handouts of Web resources if computers are not available in the classroom

Students will need the following supplies:

  • Computers with the capacities indicated above
  • Notebook or journal
  • Pens/pencils

Steps

Introductory Activity 1: Religion in everyday life

  1. To begin, write on the board or on chart paper the word “Religion”. Ask students to think of everything they notice in everyday life that is connected with religion. Chart their responses. Examples would include churches, synagogues, and mosques; religious shows on TV and radio; saying grace at meals; people handing out religious tracts; references to God in the Pledge of Allegiance and in public addresses (e.g., politicians ending speeches with ‘God bless’); prayers at athletic events; and the motto ‘In God We Trust’ on the monetary system.
  2. When you have a reasonably substantial list, ask what all these things tell us about the United States. Responses might include diversity of religions, choice of religion, predominance of Christianity, injection of religion into politics.

Introductory Activity 2: Agree or disagree

  1. This is a “vote with your feet” activity. At opposite ends of the room post two signs: one that says AGREE and one that says DISAGREE. Ask students to gather between the two signs, facing you. Tell them you will read a series of statements and that they should position themselves according to their point of view. If they strongly agree, they will stand close to the AGREE sign; If they strongly disagree, they will stand close to the DISAGREE sign; and if they are somewhere in the middle, they will find a place on the continuum between the two signs that represents their opinion.NOTE: Explain to the students that this exercise should be done silently and they will be given the opportunity to discuss the exercise afterwards.
  2. Read the following statements. As the group shifts, comment in a general way on what you see: e.g., “The group is really spread out on that one,” or “I see clumping at either extreme.”Statements:
    • It is a good thing for our leaders to have strong religious beliefs.
    • Religious institutions perform many valuable functions for society.
    • Religious institutions do some things that are detrimental to society.
    • In the U.S., some religions are favored over others.
    • For religious holidays, it is OK to display religious symbols, like manger scenes and menorahs, in public places.
    • In the U.S., someone who is openly an atheist would have a hard time being elected to public office.
    • It is important to keep religion separate from government.
    • People who do not belong to a mainstream religion are looked down on in our society.
    • Many people are uncomfortable talking about religion.
  3. When you have finished, ask students to take their seats, and invite comments and discussion about the activity. Ask about both the process (e.g., what it was like to publicly choose where you would stand) and the content (e.g., which issues are most controversial).
  4. Explain that the class will now be looking in greater depth at the relationship of religion to government and its role in public life.

Learning Activities:

Activity 1: Reading RELIGION & ETHICS NEWSWEEKLY Segments

  1. Introduce the topic of faith-based initiatives. Ask students what they know and chart their responses. Then ask what more they would like to know and chart their questions.
  2. Then introduce the following bookmarked RELIGION & ETHICS NEWSWEEKLY segment, which frames the controversy over federal funding for religious social service providers.
  3. Before students read the transcript, pre-teach the following vocabulary. If time allows, have students define the words, using dictionaries and/or online reference resources like www.bartleby.com.
    • compassionate
    • proselytize
    • ecumenical
    • nuanced
    • secular
    • discrimination
  4. Distribute Student Organizer 1. As they read, ask students to note the points for and against the use of government funds to support faith-based services.NOTE: This is a high-level reading selection. You might have students read it in mixed-level groups, or read it with the class, listing pros and cons as they come up. (Students should record these on their own sheets as well, for later reference.)
  5. Proceed similarly with the following RELIGION & ETHICS NEWSWEEKLY segments that continue to frame the controversy over federal funding for religious social service providers. Instruct students to continue to add to the lists of pros and cons on Student Organizer 1.

    NOTE: Point out the dates on these segments, noting the time gap between the third and the last one. Ask students: what happened to put this issue on hold for such a long time? September 11th happened, shifting much of America’s focus to the threat of terrorism.

Activity 2: Viewing RELIGION & ETHICS NEWSWEEKLY Segments

  1. To show faith-based initiatives in action, have students watch the video for the following Religion and Ethics segments. As they watch, ask the students to take notes on the focus questions asked on Student Organizer 2. At the conclusion of each segment, ask students to take a few minutes to free-write any thoughts and reactions.
  2. When the class has viewed all three video segments conduct a class discussion of the segments, using the focus questions on Student Organizer 2.
    • What are the good points of the programs featured in these segments? Are there any negative points?
    • Do you think the religious aspect of these programs affects their success, positively or negatively?
    • What else would you like to know about these programs that would be relevant to the question of whether they should be funded with public monies?

Activity 3: Guest Speakers

  1. To raise student awareness of social service agencies and charitable organizations in their community, and to further explore the federal funding of faith-based initiatives, you can invite guest speakers to speak to students about their work. Try to have several guests, from both secular and faith-based organizations.
  2. Speakers should plan on a presentation of 5-10 minutes followed by “Q and A”. The tip sheet, Student Organizer 3, Guest Speaker Planning Sheet, can be given to guests in advance.
  3. When your speaker or speakers are scheduled, tell the class who will be coming to speak with them, giving names, places of origin, and a brief summary of their backgrounds. Help students develop general questions to ask each speaker. (Alternatively, students can work in small groups to develop questions and then report out to the class. Student Handout 3, Tips for Getting the Most out of Guest Speaker Presentations and Student Handout 4, Guest Speaker Planning Sheet, can guide their work).Possible questions to ask speakers are:
    • Describe the work of your organization and what you do there.
    • What are the most rewarding aspects of your organization’s work? What are some of the toughest problems you deal with?
    • If the organization is faith-based: How does religion enter into or affect your work and the work of the organization?
    • What is your opinion on federal support of faith-based service providers? What, if any, are the dangers? What are the benefits?

    NOTE: Presentations can be video or audio taped, with the guest’s permission in advance. Afterwards, students should write thank-you notes to the speaker.

Activity 4: Separation of Church and State: Case study

  1. To further examine the issue of separation of church and state, students can research and report on the recent case in which, under the orders of a federal court judge, a monument to the Ten Commandments was removed from the rotunda of Alabama’s state judicial building in Montgomery Alabama.
  2. It is suggested that students work in groups of 4-6 to create a group report on this issue. The following Web-based resources are a start in researching the issue; students can conduct additional online research and utilize other resources, including print resources.

    NOTE: If you instruct students to research additional online resources it is important that they use critical judgment to assess the reliability of Web sites and whether a particular agenda is being pushed. You can ask the students to use a Web site evaluation form to help them make such judgments. Kathy Schrock’s Guide for Educator’s offers several examples.

  3. When students have put their reports together, they can present their findings to the class, using whatever modes and media they wish. If equipment is available, students can also videotape the presentations. The format of the report can be that of a traditional research paper, or students might have the option of presenting a play or skit, a rap, or some other performance mode.

Culminating Activity: Debate and Creative Controversy

  1. Ask the students to debate the Ten Commandments controversy. Divide the class in half and direct one half to argue in favor of retaining the monument at the state building, and the other half to argue against it.
  2. Students can use the research they did in Activity 4 to help them formulate their arguments. They also can use the Exploring Controversial Issues handout to help them plan their arguments. They can marshal their information, rehearse, and then stage their debates in front of the class.
  3. Alternatively, they can use the alternative to classic debate called “academic controversy” or “creative controversy.” A lesson plan using this form to explore the issue of hate crimes can be found on the Thirteen’s Ed Online Web site.

Extensions:

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