By

Beverly Ralston

Rogers Middle School for the Creative and the Performing Arts

When we stop to examine religion in American society, there are many statements that could be made. America is a country that contains a diverse population; therefore there are a variety of religions as well. Yet, when we look at our public schools, which in some cases are diverse populations too, there is very little or nothing discussed in classes about religion. Even though the United States was founded on strong religious beliefs, religion is not discussed in the classroom. Why is it as public school teachers, we shy away from that subject? Not only as teachers, but as lay people too, we believe that if we start a conversation about religion, it could turn into a national debate or a heated argument. Debates are situations we try to avoid at all costs. As public school teachers we would not want to have a debate about the merits of different religions in the classroom, but somehow incorporate how much religion has influenced the history of America. In talking with one Christian school student, he explained to me that a debate is exactly what they were doing in their religion class. They had to choose a religion other than Christianity, and debate it against the scriptures. The young man I talked to chose the Muslim faith. They were not permitted to debate any religion that had to do with Satanism. As interesting as that sounded, it seemed to be highly impossible to incorporate in a public school classroom lesson. In the public school classroom, teachers also must watch what they say about different religious beliefs no matter how strong one may feel about his or her own religion. If we say the "wrong" thing, then we are in danger of a student going home and saying to his or her parent we discussed religion in class today and this is what the teacher said. If we are not careful, we may find ourselves in a meeting in the principal's office with the parents and/or guardians doing our best to defend what we said.

In the first amendment of the Constitution of the United States it declares that; "Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or the press, or the right of the people to peaceably assemble and petition the government for a redress of grievances."

At first glance this could seem very foreign to a child. What does it mean to have the government not establish our religion for us? What does it mean to have the free exercise of religion? Why did this seem so important to the government at that time? There are some countries that do not believe in this practice. There are still some countries that you have to hide to practice your religion. If you are caught practicing other than what has been dictated, their citizens may be punished or put to death. So many times in America, we take our freedom for granted. If we did not have this freedom, then what would the religion be for this country? How would people react to what they do not believe? Would there be more murders because of one's belief? Would we need larger jails because of wanting to practice what an individual had the right to be? These questions are questions that can be investigated in the classroom without having a huge debate on the merits of one religion over another. Would our schools be as diverse as some of them are if it had not been for the freedom we now enjoy because of our forefathers' insight? It appears that so many people died for the sake of being able to practice the religion of their choosing, the founding fathers decided they wanted no more bloodshed or lives lost for the sake of religion and therefore wrote the first amendment to avoid such troubling injuries and deaths. Should we be grateful to our forefathers for saving future generations from civil wars for the sake of religion? It could definitely be verbalized. For whatever one believes, one has the utmost right to practice it.

King John of England sealed the Magna Carta on June 15, 1215. The Magna Carta of England could be compared to the Constitution of the United States. After having a huge argument with Pope Innocent III of the Catholic Church about whom he was appointing the archbishop, he disallowed the church to hold public church services. King John of England also lost some vital land to Philip II. In an effort to strengthen the military force, he raised taxes to an all time high. The people had enough, and excommunicated him. After severe unrest, the king made peace with the Catholic Church and promised he would never take away their right to hold public service again. When he penned the Magna Carta, he restated that in the first clause. The clauses in the Magna Carta could be compared to the amendments in the Constitution. How fascinating it is that the first amendment and the first clause of the Magna Carta both state that the government will not enforce one particular religion on any individual and that they will not prohibit the freedom of assembly.

During the time of slavery in the 1600's, Africans were brought over on ships from their native land. Some refused to become slaves in America and died by refusing to eat or leaped to their death into the icy waters. There were also some who died from different diseases and in some cases were tossed overboard so they would not infect the others. There were those who did what they had to do to survive. Once they arrived to the states, they were examined. The men were examined to see how they strong they were. They were used in the fields to plow, and pick whatever crops the masters had on their plantations. The women were examined to see how strong they were and to see if they would be good breeders. Even though, some families came over on the boats together, in many cases they were sold to different masters, therefore breaking up the family. Some would never see each other again.

Once the master had paid for his or her new property, it was up to him or her to make sure they would learn enough to communicate with other slaves as well as the master and his or her family members. After the slaves seemed to be acclimated to their new surroundings, some masters felt that they needed some religion and invited them to church. The slaves were permitted to come to the church services, but had to sit in the back or in the balcony, and always had to allow their masters to sit before they did. Soon they were asked to begin their own church services. Most of the slaves were not taught to read and write by their masters, but there were some slaves who were taught by their masters' children. Some of the men who knew how to read and write were assigned to begin the churches for the slaves. They were the ones who would preach giving the congregation a better understanding of what the Bible said. Some sermons taught the slaves how to survive as slaves and other sermons talked about how slavery was wrong in God's eyes, and if they would keep the faith, eventually they would all be free one day.

Since the masters believed that the slaves could not hurt them as long as they were gathering in the church, many times this is where talk about freedom happened. There would be signals sounded by way of instruments and songs. In the songs would be words that would let the slave know that the freedom train was on the way. These songs are known as "Negro Spirituals" and are still sung in some churches today. A song with the lyrics: "Get on board little children, get on board little children there's room for many a more." This song was letting the slaves who dared to take a chance on being free know that the people headed for freedom up North were coming through. If you wanted to be with that group of people there was plenty of room, but the way was not going to be easy. Harriet Tubman was a conductor on the Underground Railroad. It was called the Underground Railroad because some of the route was under buildings where the masters and overseers could not find them. Also the slaves trying to escape were hidden in old farms and were met at certain borders by other free blacks and Quakers. Because of her continued success with the "railroad" and never being caught, she was known as the "Moses" of her people because of how Moses lead the Israelites out of Egypt. When she was coming through, slaves would sing: Go down Moses, Go down Moses and tell ol' Pharaoh to let my people go. The masters were compared as Pharaohs. Even though all of the slaves knew they could not be free at the same time, there was hope and belief in God or in a higher power that future generations would not have to experience the same hardships that they had experienced. Older slaves believed that when they died and went to heaven to be with Jesus that that would be their freedom. In spite of separation from family members, being raped by their masters, having children sold from them, being made to work from sunup to sundown, being made to feel as though you were worth nothing, they still held on to their faith, believing that some day, things would be better than they were at that moment.

In the year of 1900, two brothers named James Weldon and John Rosamond Johnson penned the song Lift Every Voice and Sing, also known as the Negro National Anthem. The last verse is as follows: "God of our weary years, God of our silent tears, Thou who hast brought us thus far on the way; Thou who hast by thy might, led us into the light, keep us forever in the path, we pray. Lest our feet stray from the places our God where we met Thee, Lest our hearts drunk with the wine of the world, we forget Thee: Shadowed beneath thy hand, may we forever stand true to our God true to our native land." Here is a song that was composed long after the Emancipation Proclamation was signed, but encourages African-Americans to not forget how they have made it thus far and that we should not forget who has brought as far as we are.

During the Civil Rights era in the 1950's and 1960's, black preachers were preaching from their pulpits how the struggle for freedom was still being fought. Blacks still had to fight for the right to vote, the right to drink at any water fountain, sit at any lunch counter, shop at any store, and sit where they wanted to on the bus. In spite of these rights that had to be rightfully gained, it was in the churches where meetings were held to discuss protest methods. It was to remain as non-violent as possible. Two of the most famous leaders of that era were Malcolm X who was a Muslim and Rev. Dr. Martin Luther King Jr., a Baptist Minister. Both had different opinions about how action against the oppressors should be taken, but they were both strong religious leaders in the black community. Many religious leaders: rabbis, priests and preachers joined together to protest against segregation and the rights of not just black people, but all people.

Another terrible part of our history is the Holocaust. There were about 6 million Jews that were murdered during this period. Jews were killed during this period not because of something they had done, but because they were Jewish. What exactly does that mean and why did so many have to die senselessly? One has to wonder how much hope they had that the life they were living at that moment would not happen to future generations. Did they hold onto their faith in God or another higher power? What was it that helped the survivors survive? How did the United States deal with this terrible part of our history? There are quite a few Holocaust survivors who escaped to the United States and are still here. There are some who are more than willing to go from school to school and talk candidly about their harrowing experience and how and where they had the will to survive.

During the holiday season at Rogers for the Creative and Performing Arts Middle School, we observed the Festival of Lights. The celebration consisted of different lecturers explaining how the different religions or cultures celebrate the way they do. There was a Rabbi to tell us about Hanukah and the menorah, a minister to tell us about Christmas, and a Professor of African-American Studies explained the meaning of Kwanza. The principal at Rogers gave a brief history of what it is the Muslims believe and how they participate with the festival of lights. This Festival of Lights presentation was done so that we could have a better understanding of one another's belief. A better understanding gives us the ability to acknowledge the similarities and celebrate the differences.

With all these examples of how religion has impacted our society, how is it that we can continue to ignore it the classroom? Granted it is a difficult subject to discuss in a public school, but it is possible to do. Public school teachers must learn how to incorporate a discussion of religion without invoking a debate. The golden rule states do unto others, as you would have them do unto you. This rule is taken right from the Bible. A discussion of how this idea is interpreted by various religions would make for and interesting dialog in the classroom.

The activities and assignments listed will incorporate all COMMUNICATION standards.

All students compute, measure, and estimate to solve theoretical and practical problems, using appropriate tools, including modern technology such as calculators and computers.

 

CITIZENSHIP (SOCIAL STUDIES)

All students demonstrate an understanding of major events, cultures, groups and individuals in the historical development of Pennsylvania, the United States and other nations, and describe themes and patterns of historical development.

All students demonstrate their skills of communicating, negotiating and cooperating with others.

All students demonstrate they can work effectively with others.

All students demonstrate an understanding of the history and nature of prejudice and relate their knowledge to current issues facing communities, the United States and other nations.

All students demonstrate basic computer literacy, including word-processing, software applications, and the ability to access the global infrastructure, using current technology.

 

Objective:

The student will learn the difference between being religious and doing things religiously.

Activity:

Students will engage in an open discussion about religion and what it means to be a particular type of religion and doing things religiously. Students will be instructed to take notes. They will also have a discussion on the effects of religion on American History.

Objective:

The students will discuss the meaning of freedom of religion.

Activity:

After reviewing the previous day's discussion, students will list the various religions that exist and parley what it means to be able to practice someone's religion of choice. Answer any questions students may have and include any comments from students that could prove helpful during the discussion.

Objective:

The students will be able to do a group project.

Activity:

Assign students to groups of 3 or 4 students. The group, if possible, should consist of a variety of religions. This should make the discussions and research more interesting. The students will be instructed to interview each other as well as research on the Internet and using Encarta 98. They can research what it means to light the menorah. What does the holiday season mean to the Muslim? The students must understand that plagiarizing is wrong and could result in failure in the assignment. Encourage the use of endnotes or foot notes when necessary.

Objective:

The students will be able to continue their group discussion as well as their research.

Activity:

The students will continue to the assignment from the previous day's lesson.

Objective:

The students will be able to begin composing their papers.

Activity:

The students will use the computer to begin writing their papers as a group and as individuals. Each group will have to have one paper with all names of the members of the group on it.

Objective:

The students will be able to finish the rough draft for the group paper.

Activity:

Each member of the group will be assigned a task in order to complete the paper.

Ex. One member can be designated as the typist, another proofread, and another do the presentation.

Objective:

The students will be able to present his or her research.

Activity:

The students will begin to present their findings. They will be able to present using whatever means necessary with approval from the teacher. Ex. PowerPoint, skits, posters, or music. If approved by the principal, final presentations could be presented to the entire school during the holiday season.

Haynes, Charles C., Finding Common Ground, Tennessee: First Amendment Center 1994

Kniker, Charles., Accommodating the Religious Diversity of Public School Students, Resource Center Publications

Marty, Martin. Around Religion, about Religion, of Religion, and Religion

Resource Center Publications

Piediscalzi, Nicholas. Public Education Religion Studies: 1950-2000,

Resource Center Publications

Kniker, Charles R. Teaching About Religions in Today's Secondary Social Studies Classrooms: The Iowa Survey, Resource Center Publications

An Introduction to Public Education Religion Studies, A NCRPE Curriculum Resource Guide, Resource Center Publications

Teaching About World Religion, NCRPE Curriculum Resource Guide

Resource Center Publications

Encarta 98 Encyclopedia

Questions and Answers: Religious Holidays in the Public Schools.

Resource Center Publications