1) The document discusses the history of how religious studies has been taught in schools, from colonial times through the present. It focuses on a case study of the Modesto, CA school district which mandates a world religions course for graduation. 2) The Modesto course covers major world religions equally and is intended to promote understanding and prevent harassment. It has positive effects like increasing respect among students for different faiths. 3) Challenges to teaching religious studies include lack of emphasis on assessments and need for teacher training. Support can come from strong administration, clear communication, and integrating religion into history and social studies courses.

1. Religious Study: How it was taught and where it is goingby Ashley RhodesEDUC 6001Spring 2010

2. “…it might as well be said that one’s education is not complete without a study of comparative religion or the history of religion and its relationship to the advancement of civilization.” –Justice Clark remarking on the Schempp decision of 1963(Romanowski, 137)

3. A Historical Look at Religious StudiesColonial times: The primary purpose of school besides learning the three R’s, was to teach the lessons of the Bible.1800s: There were no state-authorized public schools and education was the job of the church.

4. Historical Look Cont’dMid-to late 1800s: Public schools as we know them began. The “Establishment Clause” states that the government cannot “promote or endorse a religion, nor may it stop people from freely practicing their religion” (Passe, 103).Late 1800s: The state supreme courts in Ohio and Wisconsin take away mandatory Bible reading in public schools.

5. Historical Look Cont’dMid-1900s: The U.S. Supreme Court rules that “the Bible may be studied for its literary and historical merits, but may not be used for daily religious exercises” (Manzo). Religious and educational organizations issue guidelines for teaching about religion in public schools. They recommend an approach that is academic, not devotional.Late 1900s: The Bible and Literacy Project and First Amendment Center issue a guide on how to teach using the Bible. Due to massive Asian immigration, a movement for “multicultural education” was endorsed.

6. Present Practices of Religious Studies in Our High SchoolsStudents make comparison charts to see differences and similarities between various religions, which does not require religious belief from studentsStudents examine religious texts’ literary structures and how ideas are taught through these literary works

7. Mandating a World Religions CourseSince 2000, the Modesto, CA school district mandates for high school graduation a ninth grade semester-long course in world religions. It is the only district in the country that has this policy and is part of its “safe schools” policy intended to create a comfortable environment for its students.

8. How Modesto’s World Religions Course was Prepared and TaughtTeacher-led committee created the curriculum with local community involvement in the processTeachers identified each religion they would cover and they worked in teams to research the different faithsReligious leaders and representatives were invited to attend meetings to get their input and to review the textbook, which dedicated equal number of pages to each religion

9. World Religions Course Preparation Cont’dTeachers participated in 30 hours of in-service training preparationAdministrators applied stricter teaching guidelines for this course to prevent teacher biasAn opt-out policy for parents uncomfortable with the curriculum was provided by the district

10. Modesto’s World Religions CourseThe semester-long course began with an overview of the First Amendment. Teachers stressed the importance of respectful questioning. Students studied an equal amount of time on units covering Buddhism, Christianity, Hinduism, Islam, Judaism, and Sikhism.Each unit studied the history of each faith, the basic doctrines, and examples of each religion’s influence on society.

11. Modesto’s World Religions Course Cont’dTeachers were not allowed to share their personal faith backgrounds during the semester.Outside speakers were not allowed.Teachers followed a prescribed lesson plan where every class watched the same videos and read the same textbook, The Usborne Book of World Religions.

12. Modesto’s World Religions Course Effects(Lester, 27)

13. Modesto’s Effects Cont’d(Lester, 28)

14. Modesto’s Effects Cont’d(Lester, 29)

15. Modesto’s Effects Cont’d(Lester, 37)

16. Benefits of Religious StudyStudents’ respect for the rights of other religions increasesStudents are more willing to protect the rights of people of other faithsAfter 9-11, Modesto did not have a single schoolyard harassment against Muslim students during the 2001-2002 school yearLeads to a stronger society where the United States adjusts to the challenges that come with globalizationDevelops active citizensKindles intellectual and moral thoughts regarding what is important in life and how what we believe shapes our lives

17. Challenges of Religious StudyHigh-stakes, end-of-grade tests seldom include questions about religious knowledge and so emphasis on religion may be diminished Teachers lack the knowledge and skills to effectively teach about world religionsTeachers are confused about the legality of teaching religion and fear personal and legal conflicts from students and their parents

18. Ways to Support Religious StudiesProvide a comprehensive training program for teachersAdministration must strongly support religious studyClearly communicate to parents and other community members that schools are teaching about religion and not what to believeClearly state and reinforce the educational program’s objectives

19. Tips for Starting a World Religions CurriculumInvolve the community.Engage diverse voices.Build trust.Be sensitive.Get district buy-in.(Kilman, 19)

20. Tips Cont’dRecognize that you can never have enough training.Opt-in for teachers.Communicate with parents.Lay the groundwork for respect.Maintain neutrality.(Kilman, 19)

21. Meaningful Ways to Integrate Religion into Social Studies ClassesTeachers identify historical time periods or movements in which religious influences are key reasonsProvide students opportunities to analyze the beliefs that support political and social positions of religious groupsCritically examine how religion and faith have shaped the American culture and our daily lives

22. Meaningful Ways Cont’dAnalyze how faith and beliefs of U.S. key figures have played a role in influencing their actions and decisionsAllow students to compare and contrast their own religion and beliefs to those of historical figures

23. “Knowledge about religions is not only a characteristic of an educated person, but is also absolutely necessary for understanding and living in a world of diversity.” National Council for the Social Studies(Romanowski, 136)

24. Works CitedDiversity02_transparent image. (2010). Retrieved May 2, 2010, from http://blogs.freshminds.co.uk/talent/?p=794. DiversityConnects Logo. (2010). Retrieved May 2, 2010, from http://www.cde.state.co.us/cdelib/DiversitySummit/index.htm. Kilman, C. (2007, November). One Nation, Many Gods. Education Digest: Essential Readings Condensed for Quick Review, 73, 14-20. Retrieved May 2, 2010, from ERIC database.Lester, E., & Roberts, P. S. (2006). Learning About World Religions in Public Schools: The Impact of Student Attitudes and Community Acceptance in Modesto, Calif. Arlington, VA: First Amendment Center.Manzo, K. K. (2007, May). The Bible Makes a Comeback. Education Week, 26, 25-27. Retrieved May 2, 2010, from ERIC database.

25. Works Cited Cont’dMeredith, S. (2006). Usborne Book of World Religions. London, England: Usborne Books.Modesto City Schools. (2009). Retrieved May 2, 2010, from http://mcs.monet.k12.ca.us/default.aspx. Nobles, S. (2009, September). Head Scarves and Stocking Feet: Pushing Boundaries through Literature. Phi Delta Kappan, 91, 65-67. Retrieved May 2, 2010, from ERIC database.Passe, J. (2009, May). Teaching Religion in America’s Public Schools: A Necessary Disruption. Social Studies, 100 , 102-106. Retrieved May 2, 2010, from ERIC database.Pur17 Image. Retrieved May 2, 2010, from http://www.nd.edu/~rbarger/www7/pur17.jpg.Romanowski, M. H. (2000, January). Addressing the Influence of Religion and Faith in American History. Clearing House, 73, 134-137. Retrieved May 2, 2010, from ERIC database.Wikimedia Image. (2008). Religion symbol. Retrieved May 2, 2010, from http://www.jameslogancourier.org/index.php?itemid=3390.

26. “This project work is original and I have not submitted it for credit in any other course at ECU or any other higher education institution.”