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Religion and Ethics Newsweekly, the Thandi Center

Retrieved From:
https://www.pbs.org/wnet/religionandethics/for-educators/muslim-hindu-conflict-in-india-background/

Students are exposed to one of the most relevant and contentious religious conflicts in the modern world. With roots stemming back generations, the current conflict also sheds lights on ancient practices and cultures which compel the student to think beyond their typical frame of reference. For grades 9-12, students will work in small groups and perform research to understand and discuss the topic.

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Retrieved From:
https://www.youtube.com/watch?v=m6dCxo7t_aE

TEDed, John Bellaimy: A talk explaining common connections between the five major religions, including the kinds of questions that they ask. An excellent resource for teachers to show students what people of diverse faiths have in common.

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Retrieved From:
http://www.jewfaq.org/: a website explaining the basic tenets of Judaism in the english language, an excellent basic resource for those unfamiliar to the faith. The website is a good resource for either students or teachers looking for basic research.

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by Paul Johnson: one of the most well known historical writers in modern times, Paul Johnson focuses on the history of Christianity as it has shaped and influenced western institutions. Another excellent resource for a teacher trying to broaden their own understanding and explain particular stories to their students.

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Christianity, The First Three Thousand Years

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Christianity, The First Three Thousand Years

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by Diarmaid MacCulloch- a scholarly and historical approach to the origins and history of the Christian faith, analyzing its historical figures, doctrines, and practices all over the world. Macculloch’s book is a perfect resource for an educator seeking to broaden their own understanding and pull additional resources and stories to expose to students.

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by Jon J. Muth- book on Zen Buddhism- written in such a way that young children can understand the concepts of one of the world’s oldest and largest religions.

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by C.S. Lewis- specifically written by an apologist to explain the Christian faith. One of the most well recognized and known pieces of apologist literature written on Christianity by one of its most well known writers, anyone trying to understand the general Christian faith ought to read this book.

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What do Latter-day Saints Believe? (2014, October 13). Retrieved from https://newsroom.churchofjesuschrist.org/article/latter-day-saints-101

This website is about the Church of Jesus Christ of Latter Day Saints: it is information on what this religion in particular believes. It’s important to keep it in mind to be informed of it, as the majority of Utah students know someone who is LDS.

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Khan, A. (2020, February 20). Retrieved from https://podcasts.apple.com/us/podcast/interfaith-voices-podcast/id129605646?mt=2

This is a list of podcasts available for students and teachers in order to better understand different perspectives of other religions. They discuss a lot of topics regarding the history of religions, where they are at currently, what the belief systems are like, etc. It is an amazing resource to look into.

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Can Christian teachers express their faith in public schools? 

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Can Christian teachers express their faith in public schools? 

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Cushman, C. (2016, November 11). Can Christian teachers express their faith in public schools? Retrieved from https://erlc.com/resource-library/articles/can-christian-teachers-express-their-faith-in-public-schools

This article is a Q&A that includes several tips for teachers regarding the utilization or showing of their religion. Essentially, the freedom of speech/ the power to express oneself is allowed and if teachers want to talk about their religion to students, they are free to do so. However, certain cautions need to be exercised and considered in order for students not to interpret it the “wrong” way or to avoid sticky situations with children in elementary school. This article is for all teachers in all grade levels.

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You CAN Teach About Religion in Public School!

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You CAN Teach About Religion in Public School!

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Wicht, S. (2014, May 9). You CAN Teach About Religion in Public School! https://www.tolerance.org/magazine/you-can-teach-about-religion-in-public-school

This article mainly focuses on different ways to approach teaching about religion. There are three main approaches to consider: the Historical approach, the Literacy approach and the Cultural Studies or Traditions- Based approach. They are all useful to know so educators can be sure to remain respectful as well as comfortable with sharing insights on other religions. This article aims to inform secondary level students like middle and high schoolers. However, it can be modified in a way to suit elementary school students as well. This is something for teachers to note!

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Clemmons, N. (1999). Exploring the religions of our world. Notre Dame, IN: Ave Maria Press.

This book is meant to build on student’s understanding of Catholicism but it includes several other less common religions, such as Islam, Hinduism, Buddhism, Taoism, Confucianism and Shintoism. It also aims to include a variety of other religions like Mormonism, Jehovah’s Witnesses, the Church of Christ, Scientist, etc. The book goes into the history of how all of these religions came to be. I think this is a really good and broad resource that can be utilized to expand the knowledge of those who know little about these other religions. It can also be a tool for inclusion and more respect towards students with less commonly followed religions. This book is most suitable for Juniors and Seniors in high school, but can also be administered throughout grades 9-12.

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Bullard, L., & Conger, H. (2015). My religion, your religion. Minneapolis: Millbrook Press.

The main character, David, is a Christian and he gets invited to a Jewish Synagogue. He is nervous and a little confused at first but he soon realizes that there are a plethora of other religions that are cool to know and learn about. This book is specifically for Pre-K to 1st grade students but the message is a good one: it makes children aware early on that there are people that have different beliefs and different religions. And it’s a good way to introduce them to the idea that that’s okay.

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Books for Secondary: Star, Fleur. (2011)  What Do You Believe: Religion and Faith in the World Today. DK Publishing..  

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Books for Secondary: Star, Fleur. (2011)  What Do You Believe: Religion and Faith in the World Today. DK Publishing..  

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-In this book, Fluer Star presents religion clearly for children to understand. He brings various ideas on religion and dives into the purpose of life

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Taking a Closer Look at Religions Around the World.

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Taking a Closer Look at Religions Around the World.

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Retrieved March 29, 2020, from https://www.tolerance.org/classroom-resources/tolerance-lessons/taking-a-closer-look-at-religions-around-the-world

Lesson plan for sixth- eight grade students that discusses religious tolerance. Designed to promote a long in depth study of tolerance. Plan is adjustable to 9-12 grades.

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Vocabulary

mufti [muhf-tee] (noun) a Muslim legal expert who is empowered to give rulings on religious matters

signatory [sig-nuh-tohr-ee] (noun) a party that has signed an agreement, esp. a country that has signed a treaty

solidarity [sol-i-dar-i-tee] (noun) unity or agreement of feeling or action, esp. among individuals with a common interest; mutual support within a group

tenet [ten-it] (noun) a principle or belief, especially one of the main principles of a religion or philosophy

unprecedented [uhn-pres-i-den-tid] (adjective) never done or known before

Suggested Procedure

1. Ask students to complete a 10-minute quick-write to address the question, "What is religion?" After writing, invite them to share responses with a small group or partner.

2. Then ask, "How were your answers similar? Different?" Next, based on those discussions, ask each student to identify something he or she considers a religion as well as something that someone else considers a religion but that he or she doesn't. Tell students to compile a list of criteria for what their group believes constitutes a religion. Then instruct them to collaborate on a paper or presentation related to that essential question: "What is religion?"

3. As a follow-up task, explore with students the difficulty of talking about differences. Ask the class, "Is a letter an effective method for bridging differences and recognizing similarities? Why or why not?"

4. Break the class into teams of six, with half of each team being supporters and the other half being non-supporters of the effectiveness of written dialogue. Have groups discuss share what they know of their position and develop a strategy for the debate. Allow time to research and prepare for the debate-but, instead of debating their researched point, have everyone switch sides and become supporters of the opposing perspective/position. After their group shares what they already know of the other side's perspective/position, ask students to come together as a group of six again in order to reach an agreement, a compromise. Then have students write a brief summary of their experience in the process of seeing both sides and the outcome.

5. As a class, read " A Muslim Letter to Christians " by Emily Flynn Vencat, making note of any unfamiliar details or facts and any difficult vocabulary terms they encounter. Invite the class to write down reactions, feelings, or thoughts about Vencat's argument. In addition, display a wall map and have students note the location of each place mentioned in the article. In pairs, have students work together to reach an understanding of difficult terms and/or unfamiliar details/places and then discuss their reactions. Next, pairs pair and share what they have learned.

6. Hold an all-class discussion and raise these questions: "What else could be done to reduce animosity between religions? What historical precedents exist to show that people with diverse beliefs have come to an understanding and practiced tolerance?" Have students write their own letter to a religious leader that they consider in a position to promote tolerance or peace between disparate groups or factions. Point out Emily Flynn Vencat's use of metaphors (e.g., weeks/fruits). Ask students to experiment with using metaphors in their letter. Ask: "In your opinion, what are the most important points to include?"

7. In conclusion,, challenge students to describe what intrigued or interested them most about this topic. Ask: "How are you and your local community connected to other people and religions and faith traditions in the world? What can you do to make the world a better place for people of all religious and non-religious belief systems?" Finally, ask students to identify any unanswered questions they may have, as the starting point to delve deeper into this topic.

Extension Activity

1. Have the class visit the British Library Web site for an activity that presents stories from six world religions: Judaism, Christianity, Islam, Hinduism, Sikhism and Buddhism. Divide students into six groups, with each group exploring one of the six sacred texts. After investigating the sacred text and stories, have each group share their understandings with the class, create a summary noting leading characters as well as moral and historical references. In addition, each group might want to identify quotations from the sacred texts to share with the class. Note: As a modification to this activity, have students explore some religious traditions not listed here (e.g., Daoism, Shinto, unaffiliated Pagans, Sufism, Wicca, etc.).

2. Invite guest speakers who can present information about their own religion or faith tradition. The Islamic Networks Group  is a good starting place to help you locate guest speakers across the United States. Before the guest speaker comes to visit your class, have a pre-discussion on the topic and begin to think of possible questions you may wish to ask. Keep in mind that the guest speaker's perspective is only one of many. Remember to write a thank-you letter to your guest speaker after the session.

3. Another intriguing offering on the British Library's website features a variety of clergy, academics, believers and doubters discussing the three Abrahamic sacred texts: Jewish Bible, Christian Bible and the Qur'an. (Visitors to the site can choose which book to hear about). If your class is inspired by this treatment, develop your own panel discussion in class with groups representing the believers of each text (or texts from other religions). To ensure productive discussions, first have your students create a code of cooperation together-which should include respect, non-judgment and compassion.

Common Core State Standards: R.1, R.4, R.6, R.7, W.1, W.2, W.4, W.7, W.8, W.9, SL.1, SL.2, SL.4, L.4, L.5, L.6

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Taking a Closer Look at Religions Around the World

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This lesson offers a starting point for exploring religions and faith traditions, creating an ongoing respectful dialogue about religious tolerance. By helping students understand the roots of varying faiths, we help them to better comprehend the reasons behind divergent national and international religious beliefs.

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Religious Tradition: Definition & Examples.

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Religious Tradition: Definition & Examples.

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Religious Tradition: Definition & Examples. (2017, October 18). Retrieved from https://study.com/academy/lesson/religious-tradition-definition-examples.html.

Brief video overview of the main world religeons. Includes a written text available for discourse. This article is benificial for teachers and for secondary students.

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Definition of Religion

We hear the word all the time, but what exactly is a religion? How does it differ from a philosophy? Or a cult? Or some guy making up stories about how the universe began?

By most standard definitions, a religion must contain a few specific elements. First, it must include a set of beliefs in a higher power (or something that exists beyond our understanding of the natural world) that exerts influence over the universe and, in most cases, created the universe. Second, it must contain a system of practices for worshiping that higher power, such as attending a religious institution (such as a church, synagogue, etc.), prayer, and communion with other worshipers. Finally, it should have a set of moral principles that the followers of the religion are supposed to follow (such as 'Thou shalt not kill'). The specific practices that bind a religion together, such as prayer, holidays, and attending services, make up a religious tradition.

Monotheism and Polytheism

The religious traditions in existence around the world are staggering in their numbers and diversity. There are hundreds, perhaps thousands, of different active religions around the world and even the major religions, such as Christianity or Islam, have multiple smaller groups, called sects, within them.

Generally, the world's major religions can generally be broken into two categories. The monotheistic religions of Judaism, Christianity, and Islam all believe in a single god. Polytheistic religions such as Hinduism, Buddhism, and Taoism believe in multiple gods.

Monotheistic Traditions

Judaism, the oldest of the monotheistic religions, arose around 3000 years ago in the area now known as the Middle East. In opposition to the polytheistic religions of the time that worshiped multiple gods responsible for different aspects of life and nature, Jews worshiped a single deity who is all-knowing and all-powerful. The central holy text of Judaism, the Torah, lays out many specific rules for how Jews are supposed to live their lives in order to appease God.

Christianity began as a splinter group from Judaism about 2000 years ago. Followers of Jesus Christ believed him to be the living son of the Jewish God. Their sacred text is the Holy Bible, which incorporates Jewish sacred texts (known as the Old Testament) and writings about Jesus (known as the New Testament).

Christianity has grown to be the largest single religion in the world, with around 2 billion followers all around the world. Though Christianity incorporates hundreds of sects, which makes it difficult to generalize about their beliefs, Christianity generally emphasizes moral principles over the ritual practices that form a large part of the Torah. They also believe in evangelizing, or bringing in new members, something that Judaism does not.

About 600 years after the rise of Christianity, another religion arose, deriving elements from both Judaism and Christianity. Islam was founded by the Prophet Muhammad, who claimed that God had delivered him a message directly. This message was written down as the Quran, the sacred text of Islam. Islamic tradition respects Jewish and Christian history but believes their texts, the Torah and Holy Bible, had become corrupted by the interference of man and the Quran is the true, unaltered word of God. Today, Islam has over 1 billion followers. They are mostly concentrated in the Middle East and North Africa, where many countries, such as Saudi Arabia, are governed explicitly on Muslim principles.

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religious tradition: definition & examples - video & lesson transcript | study.com

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Religious Tradition: Definition & Examples - Video & Lesson Transcript | Study.com

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We hear the word all the time, but what exactly is a religion? How does it differ from a philosophy? Or a cult? Or some guy making up stories about how the universe began? By most standard definitions, a religion must contain a few specific elements.

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http://www.primaryhomeworkhelp.co.uk/Religion.html

Reviews the five main world religions. Provides examples of beliefs, founders, differing break off groups, sacred buildings, sacred texts, etc.

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© Copyright - please read
All the materials on these pages are free for homework and classroom use only. You may not redistribute, sell or place the content of this page on any other website or blog without written permission from the author Mandy Barrow.

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World Religions for Children doing their homework

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Book For Teachers:

Pugliese, M. A., & Hwang, A. Y. (2017). Teaching interreligious encounters. New York, NY: Oxford University Press.

This book introduces how to build lesson plans concerning inter-religious classroom environments.  The volume goes over five main points including: teaching inter-religious encounters; course design; practical ideas for textual analysis, practice, and application in real world situations.

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Pugliese, Marc A., and Alexander Y. Hwang, eds. Description

In Teaching Interreligious Encounters, Marc A. Pugliese and Alexander Y. Hwang have gathered together a multidisciplinary and international group of scholar-teachers to explore the pedagogical issues that occur at the intersection of different religious traditions.

This volume is a theoretical and practical guide for new teachers as well as seasoned scholars. It breaks the pedagogy of interreligious encounters down into five distinct components. In the first part, essays explore the theory of teaching these encounters; in the second, essays discuss course design. The parts that follow engage practical ideas for teaching textual analysis, practice, and real-world application.

Despite their disciplinary, contextual, and methodological diversity, these essays share a common vision for the learning goals and outcomes of teaching interreligious encounters. This is a much-needed resource for any teacher participating in these conversations in our age of globalization and migration, with its attendant hopes and fears.
Additional Information Ordering Information
AAR members receive a 30% discount on all AAR/OUP series titles. Sign in to Member Discounts and click the link to OUP.

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Pugliese, Marc A., and Alexander Y. Hwang, eds. Description In Teaching Interreligious Encounters, Marc A. Pugliese and Alexander Y. Hwang have gathered together a multidisciplinary and international group of scholar-teachers to explore the pedagogical issues that occur at the intersection of different religious traditions.

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Books for Secondary:

Defoe, D., & Wyeth, N. C. (2018). Robinson Crusoe. Orinda, CA: SeaWolf Press.

Fictional work folloing the adventures of Robinson Crusoe, an Englishman, who is deserted on an island. Written in 1719 the books follows Robinson’s thoughts as he tries to survive, make peace with himself and God, and attempts to return home.

Would serve as an excellent analysis for how the protagonist deals with generating his own beliefs about Christianity and his exposure to the radically different "savage" ideals of his friend Friday.

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Boritzer, E., & Marantz, R. (2016). What is God? Venice: Veronica Lane Books.

Compares  the beliefs and religious texts in Christianity, Islam, Judaism, Hinduism, Buddhism. This book focuses on spirituality for young children. Discusses religious practices. Appropriate for second to fifth grade analysis.

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Hansen, K. (2018, February 5). Geography-Religion and Movement. Retrieved from https://www.uen.org/lessonplan/view/21694

This lesson plan has the students working in groups where they each research a different religion. In their groups they also map the religion including major cities and how it has changed over time. It is a two day lesson plan designed for 6th graders.

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URI Kids: World Religions. (n.d.). Retrieved from https://uri.org/kids/world-religions

This website is great for introducing religions to kids, particularly middle school aged kids. It has a lot of information about many different religions. On each page, you can learn about the beliefs of the religion, major holidays, symbols/imagery of that religion, etc. It is filled with information as an overview of each religion.

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Appiah, K. A. (2014, May). Is religion good or bad? (This is a trick question). Retrieved from https://www.ted.com/talks/kwame_anthony_appiah_is_religion_good_or_bad_this_is_a_trick_question?language=en

This TED talk is about religion from an abstract point of view. It talks about defining what a religion is, and really that it cannot be defined so easily. He also speaks about why we talk about religion and what makes us want to define it. This could be good for both educators and students, as it is another way of thinking about religion.

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Website:The Catholic Toolbox. (n.d.). Retrieved from https://catholicfaitheducation.blogspot.com/2010/09/catholic-toolbox                                            -The Cathoilic Toolbox is a resource specifically for the Catholic Faith. It has worksheets, lesson plans, puzzles, games etc. to help with religious teaching in the classroom. 

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Website:The Catholic Toolbox. (n.d.). Retrieved from https://catholicfaitheducation.blogspot.com/2010/09/catholic-toolbox                                            -The Cathoilic Toolbox is a resource specifically for the Catholic Faith. It has worksheets, lesson plans, puzzles, games etc. to help with religious teaching in the classroom. 

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Multimedia:                                  Dennett, D. (n.d.). Retrieved March 28, 2020, from https://www.ted.com/talks/dan_dennett_let_s_teach_religion_all_religion_in_schools?language=en       This video presented by Dan Dennett explains the importance of teaching religion in all schools. He speaks about the natural phenomenon, Religion, and importance of hitting it head on.                        

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Multimedia:                                  Dennett, D. (n.d.). Retrieved March 28, 2020, from https://www.ted.com/talks/dan_dennett_let_s_teach_religion_all_religion_in_schools?language=en       This video presented by Dan Dennett explains the importance of teaching religion in all schools. He speaks about the natural phenomenon, Religion, and importance of hitting it head on.                        

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Dan Dennett: Let's teach religion -- all religion -- in schools

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Philosopher Dan Dennett calls for religion -- all religion -- to be taught in schools, so we can understand its nature as a natural phenomenon. Then he takes on The Purpose-Driven Life, disputing its claim that, to be moral, one must deny evolution.

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Lesson Plan:                                 Cochran, K. M. (n.d.). Religion, Culture, and Diversity. Retrieved from https://www.pbs.org/wnet/religionandethics/for-educators/religion-culture-and-diversity-background/ In this lesson plan, students learn more about various religions, they share their own religious traditions, and they explore some of the tensions associated with religious and cultural differences.This is a specific lesson plan for grades 4-8.            

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Lesson Plan:                                 Cochran, K. M. (n.d.). Religion, Culture, and Diversity. Retrieved from https://www.pbs.org/wnet/religionandethics/for-educators/religion-culture-and-diversity-background/ In this lesson plan, students learn more about various religions, they share their own religious traditions, and they explore some of the tensions associated with religious and cultural differences.This is a specific lesson plan for grades 4-8.            

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Diversity and pluralism are hallmarks of our society. The plethora of traditions and values that share our continent are bound both to conflict with, and to enrich, one other. Each new group of immigrants challenges the mainstream to accept its religion and culture, and is challenged to keep its identity while getting along and blending in.

In this lesson, students learn more about various religions, they share their own religious traditions, and they explore some of the tensions associated with religious and cultural differences. Resources include segments from RELIGION & ETHICS NEWSWEEKLY, Web sites, and interviews with family members and other adults. Art projects on themes of religion, spirituality, and diversity are a culminating activity.
Grade Level:

Grades 4-8
This lesson is intended for elementary grades but can easily be scaled to accommodate middle school students.
Time Allotment:
This lesson [unit] can carry over anywhere from a few days to several weeks, depending on the level of interest and commitment to the topic.
Subject Matter:
Science; social studies; English/ language arts; religion
Learning Objectives
Students will:

Recognize that religious differences are a source of controversy and conflict, as well as growth and change.

Recognize that newcomers who are different are not always welcome.

Learn about the beliefs and practices of a variety of religious groups.

Interview grandparents and/or other older adults about their religious and cultural traditions.

Reflect on their own religious and cultural traditions.

Appreciate the diversity of religious and cultural traditions in the U.S.

Identify everyday ways in which religion is infused into public life.

Standards
This lesson was prepared by: Kathleen M. Cochran, Ed.M.

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Religion, Culture, and Diversity - Background - Religion & Ethics NewsWeekly

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Overview Diversity and pluralism are hallmarks of our society. The plethora of traditions and values that share our continent are bound both to conflict with, and to enrich, one other. Each new group of immigrants challenges the mainstream to accept ... More →

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Books for Elementary:

Snyder, Laurel, and David Goldin.(2010) Baxter, the Pig Who Wanted to Be Kosher. Tricycle Press.

-In this book meant for Pre-K- 2nd grade and is intended to teach children in a funny way about a shabbat dinner and what it means to be Kosher.

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Thomas, R. M. (2006). Religion in schools: controversies around the world. Westport, Conn.: Praeger.

In this book, the author speaks about how religion is not only a controversial topic in school in America, but all around the world. There are many countries that have conflicts regarding teaching religion in schools. He uses case examples to discuss how and why different countries are handling the controversy differently. This would be a great book for educators to help see the conversation in a more broad sense.

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Baylor, B. (2007). The Way to Start a Day. Paw Prints.

This is a picture book for young elementary aged children. It depicts the ways different people around the world and throughout history start the day. It offers a wide diversity of beliefs and is a good way to start a conversation with young children about how not everyone has the same beliefs.

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This article explains the need of religion in schools and to separate that from faith. Faith shouldn’t be taught but religion is important.

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At high school graduation three decades ago, keeping my lips pursed shut, I stared straight ahead as my classmates bowed their heads and echoed the pastor's words, "In Jesus's name, we pray."

It was the same silent protest I had performed repeatedly since elementary school in my rural Ohio school system. Pastors led us in prayer at annual Easter and Christmas assemblies in the gymnasium; a Christian band's singers urged us to proclaim our love for Jesus at a special assembly.

My parents and I did nothing, though we knew the school was violating the constitution's Establishment Clause prohibiting the promotion of one religion. We were afraid of backlash; we were the only Jewish family in the school system.

My story should be a thing of the past, but it's all too present: Just ask Kaylee Cole, a 17-year-old from Webster Parish, La., who is fighting a battle over morning prayers and other overtly religious activities at her public school. Her mother sued the teen's school system on her behalf in December; the case is pending in federal court.

Ms. Cole's lawsuit comes at a troubling time for those of us who want to see more focus on educating the next generation about many religions, rather than pushing Christianity into public schools.

Ms. Cole, who told her story to CNN in late January, described how some classmates glared at her when she said nothing rather than recite the Lord's Prayer as it was said daily over the loudspeaker during morning announcements. The suit claims that nearly all school events, including assemblies, have had Christian-sponsored prayer or religious messages. Ms. Cole considers herself agnostic; her mother describes herself as Christian.

The school system denies the allegations, saying in its response to the suit that the prayers were voluntary and student-led. Those claims of innocence ring hollow. But, if the prayers were okay, why then did the school system stop using the prayers in announcements after Ms. Cole's mother filed the lawsuit?

Ms. Cole's lawsuit comes at a troubling time for those of us who want to see more focus on educating the next generation about many religions, rather than pushing Christianity into public schools. The national conversation on religion and schools has been heading in the wrong direction.

Teaching about world religions is the better approach, because such instruction can help erase stereotypes of religious minorities and fill a pressing need to reduce ignorance about religion.

And religious conservatives have an advocate in the White House: President Trump has been vocal about welcoming expressions of religion in schools and has vowed to make it okay to say Merry Christmas again - though such a greeting has never been forbidden.

Last year, a mother of a kindergartener sued the Mercer County, W. Va., school system to halt weekly religious Christian Bible classes conducted in classrooms. The mother, an atheist, noted that such classes held in school were unconstitutional. The school system, in response to the lawsuit, suspended the program for a year. A federal judge in November dismissed the lawsuit because the program never resumed. Meanwhile, in Florida, a state lawmaker is promoting a bill that would require all public schools to post "In God We Trust" in their buildings.

And West Virginia and Iowa lawmakers are promoting measures to require elective courses on the Bible in schools, mirroring laws already passed in a handful of other states. Such bills would be appropriate if they were truly designed to improve religious literacy, and the Religious Freedom Center of the Newseum Institute has been providing more training for teachers so they learn where the legal lines are (Religion scholars have been creating more resources for teachers as well.) But as Texas's experience has shown, many of the courses end up using a Bible course to preach Christian values.

Religion does have a place in school: as a part of lessons meant to show various religions' place in history as well as their similarities and differences.

Teaching about world religions is the better approach, because such instruction can help erase stereotypes of religious minorities and fill a pressing need to reduce ignorance about religion. Americans flubbed half of 32 questions on a religious knowledge survey given by the Pew Research Center.

Those who teach courses on world religions often include another important element: Lessons on the First Amendment. Ms. Cole's school, for instance, rather than trying to satisfy the religious desires of its predominantly Christian community with morning prayers, would have done better by students if it had spent time teaching about the 1963 case, Abington v. Schempp. That case pitted a 16-year-old atheist named Ellery Schempp against his school system, where teachers lead morning prayers. The Supreme Court ruled in favor of Mr. Schempp, saying it was unconstitutional for his teachers to lead students in Bible verses. Just like students in Abington, Pa. were, students in Ms. Cole's high school are a captive audience.

Justice Tom C. Clark, who wrote the majority opinion in the case, laid out what was okay and what was not: Religious exercises led by public school teachers are not okay, but teaching about religion is fine.

Schools cannot promote prayer, because they are institutions for educating, not preaching.

Religion does have a place in school: as a part of lessons meant to show various religions' place in history as well as their similarities and differences. And, around the country, most state standards actually require schools to teach about the world's religions as a part of world history or geography.

Those who want to restore formalized prayer and God to America's schools are misguided. Students can pray in school - that is their right - but schools cannot promote the prayer, because they are institutions for educating, not preaching.

I returned to my school system in Ohio about five years ago, and saw that my school had shed some (but not all) of its past practices of promoting Christianity, and students in social studies were learning about world religions. As a child, I felt like an outsider because peers saw my religion as foreign; now students may know enough to refrain from telling a Jewish girl that she is going to Hell because she does not pray to Jesus.
Linda K. Wertheimer, a veteran journalist, is the author of "Faith Ed, Teaching About Religion In An Age of Intolerance" and gives workshops on teaching about religion to educators.

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Opinion | Schools should teach religion. They shouldn't teach faith.

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At high school graduation three decades ago, keeping my lips pursed shut, I stared straight ahead as my classmates bowed their heads and echoed the pastor's words, "In Jesus's name, we pray." It was the same silent protest I had performed repeatedly since elementary school in my rural Ohio school system.

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Website:

The Religion Teacher. (n.d.). Retrieved from https://www.teacherspayteachers.com/Store/The-Religion-Teacher

-The religion teacher is a website that gives activities for teachers who want to share and teach religion in the classroom. It has resources like worksheets, projects, videos, lesson plans and so much more for students of all ages.

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United States - Indiana - Mishawaka

Our Vision: Every Day, Every Class, Every Student, an Encounter with Christ

Ask The Religion Teacher a question. They will receive an automated email and will return to answer you as soon as possible. Please Login to ask your question.

I have taught at various levels of religious education in both Catholic schools and parish religious education programs. I have developed numerous resources for teachers and catechists for a Catholic publisher as well as my website, The Religion Teacher (www.thereligionteacher.com).

I live by a few important teaching principles: 1. Activity + Objective = Achievement 2. Classroom Engagement > Classroom Management 3. Be Yourself 4. Focus on the student.

HONORS/AWARDS/SHINING TEACHER MOMENT

Roy Bowen Ward Award for outstanding undergraduate study in Biblical Studies, May 2004

MY OWN EDUCATIONAL HISTORY

BA in History and Religion, University of Notre Dame M.Ed., University of Notre Dame MA in Theology, University of Notre Dame

ADDITIONAL BIOGRAPHICAL INFORMATION

The Religion Teacher: https://www.thereligionteacher.com

English Language Arts, Specialty, Religion, Character Education, Reading Strategies, Holidays/Seasonal, Christmas/ Chanukah/ Kwanzaa, Winter, Easter

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United States - Indiana - Mishawaka Our Vision: Every Day, Every Class, Every Student, an Encounter with Christ Ask The Religion Teacher a question. They will receive an automated email and will return to answer you as soon as possible. Please Login to ask your question.

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Secondary Article:

Moore, D. L. (2019, February 20). Public School Students Need to Study Religion. Retrieved from https://www.edweek.org/ew/articles/2018/10/10/public-school-students-need-to-study-religion.html

This article is to explain the different conflicts with religion and people’s different outlooks on them because of different views and experiences.

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Should religion be taught in public schools?

Yes, but not in the ways you might think.

There has been much publicity in recent years highlighting how ignorant U.S. citizens are about religion. The 2010 U.S. Religious Knowledge Survey conducted by the Pew Research Center (the most recent available of its type), for example, revealed that only 66 percent of Christians surveyed knew that Genesis is the first book of the Bible, fewer than half of Americans knew that the Dalai Lama is Buddhist, and even fewer knew that Shiva and Vishnu were associated with Hinduism.

The Pew survey reflects the same kinds of knowledge about religion that students might learn in U.S. public schools. For example, in nearly all world history or world culture textbooks, students will find a "religion unit" with the primary content represented through three to five pages of multicolored charts representing the "major world religions" and highlighting their "facts" such as number of adherents, geographical location, founder or major figures, scripture, ritual practices, and beliefs. Here students learn about the Four Noble Truths of Buddhism, the Five Pillars of Islam, and the 10 Commandments of Judaism and Christianity.

At first glance, this may sound like a good vehicle to strengthen knowledge about religion, but the limitation of this approach is quickly revealed when reading the morning news. How will knowing the Four Noble Truths help students understand how some Buddhists in Myanmar are actively engaged in the persecution of minority Rohingya Muslims? Or how does knowing the 10 Commandments help explain why 80 percent of white Evangelical Christians voted for Donald Trump in the 2016 presidential election? Or how will knowing the Five Pillars of Islam help explain the resurgence of the Taliban in Afghanistan?

The limitations are even more apparent when considering history. How can knowing the Christian Beatitudes explain the Crusades or the Inquisition or Christian support for chattel slavery?

It is important to note, of course, that there are counter-examples for each of the illustrations I cite. Though some Buddhists in Myanmar are promoting the persecution of Muslims, many others are opposing these actions. And while it is true that a majority of Evangelical Christians voted for Donald Trump, many others did not, and understanding the diverse reasons for each of these actions is important. Similarly, many Muslims in Afghanistan and throughout the world oppose the Taliban.

These facts help to highlight why teaching about religion through the isolated lens of rituals, beliefs, and practices is problematic.

As an alternative, the American Academy of Religion and the National Council for the Social Studies promote a different way to teach about religion that focuses on giving students the tools to understand the complex roles that religions play in human experience. (I collaborated with both organizations to produce and utilize these guidelines.) In this approach, students learn the following four fundamental tenets of the academic study of religion. These tenets challenge many of the commonly held assumptions about religion that teaching about rituals, beliefs, and practices reproduce.

1. There is a distinction between personal or communal religious convictions and the study of diverse assertions that constitutes the academic study of religion. This distinction honors individual faith stances but doesn't presume that any one stance represents the whole of the tradition itself. The academic study of religion is the appropriate and constitutionally sound way to teach about religion in public schools.

2. Religions are internally diverse as opposed to uniform. Their internal diversity extends beyond differing sects of a tradition (e.g., Mormons, Quakers, and Roman Catholics for Christianity; Mahayana and Theravada for Buddhism; Reform, Conservative, Orthodox, and Reconstructionist for Judaism). There is diversity even within a particular religious community because religions are living traditions interpreted and practiced through the lens of adherents. In this way, it is always problematic to assert that "Buddhists are nonviolent" or "Christians oppose same-sex marriage." Such declarations are always too simplistic to capture the rich and dynamic diversity of religious expression and belief.

3. Human interpretation and experience of religion evolves and changes in response to differing social and historical contexts. For example, in the 1970s, the Southern Baptist Convention passed a series of resolutions affirming the moral legitimacy of abortion and supporting Roe v. Wade. In 2003, however, the SBC officially retracted all past resolutions that gave moral sanction to abortion. Southern Baptists themselves can (and do) debate which of these stances is the "correct" one, but the question for students of religion is different. Our question is: What were the social and historical conditions that gave rise to the first resolution, and what shifts led to the 2003 reversal?

4. Religions are embedded in all dimensions of human experience and can't be isolated in a so-called "private" sphere of faith. The belief that religion is a private matter and separable from the "public" realm of political and economic activity is a persistent one and it had a profound influence on the discipline of international relations. For decades, foreign service officers and diplomats considered religion the "third rail," with which they shouldn't engage. It wasn't until the rise of liberation theology in Latin America, the Islamic Revolution in Iran, and the Polish Solidarity movement in the second half of the 20th century that international relations theorists began to rethink this tenet of strict separation. Former U.S. Secretary of State John Kerry famously commented that he wished he had majored in comparative religions to learn the tools needed to address the complex roles that religions play in contemporary global affairs.

We at the Religious Literacy Project-which seeks to advance the public understanding of religion with special attention to power, peace, and conflict-at Harvard Divinity School support and extend this approach by partnering with teachers to create new resources for classroom use and by offering a weeklong summer training institute.

Giving students the tools to better understand the complex and powerful roles that religions play in human experience has the potential to help mitigate bigotry based on misrepresentation, while simultaneously enhancing empathy and understanding across differences of all kinds. In our current climate of extreme partisanship (a climate that today's students experience as "normal"), we need all the empathy and understanding we can muster.

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Public School Students Need to Study Religion (Opinion)

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Religion should be taught in school, just not in the ways you might think, argues the Religious Literacy Project's Diane L. Moore.

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Elementary Article:   J, S., & Reid, S. (2010, August 7). Teaching about Religion in Elementary School: The Experience of One Texas District. Retrieved from https://www.tandfonline.com/doi/abs/10.3200/TSSS.96.1.14-17?journalCode=vss20   

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Elementary Article:   J, S., & Reid, S. (2010, August 7). Teaching about Religion in Elementary School: The Experience of One Texas District. Retrieved from https://www.tandfonline.com/doi/abs/10.3200/TSSS.96.1.14-17?journalCode=vss20   

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This article explains the reasons why teaching Religion in Elementary School is important and it’s hard to overlook the need to teach about it.

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Teaching about Religion in Elementary School: The Experience of One Texas District

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(2005). Teaching about Religion in Elementary School: The Experience of One Texas District. The Social Studies: Vol. 96, No. 1, pp. 14-17.

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Osborne, M. P. (1996). One world, many religions: the ways we worship. Cincinnati, OH: Knopf Books for Young Readers.

This book has a general overview of the 7 major religions throughout the world. It also discusses how these religions have affected art, government, literature, education, etc. in different countries. This book provides a lot of targeted information as well as pictures to aid in understanding. This book is great for secondary students to get an understanding of major religions.