In this lesson, students will use the case of Park51’s Islamic Cultural Center as a starting point for a discussion about whether religious freedom is absolute and if religious freedom requires respect for other religions.
Activities will help students:
Notebooks
Handout: The First Amendment [1]
Article: Mosque Protests Add Note of Discord to 9/11 Remembrances [2]
Handout: Responses to Islamic Center [3]
Framework
Understanding the religious beliefs of
others is a key element of tolerance since people’s faith traditions often
define a significant part of their identity. In the United States, the spectrum
of religious diversity is an integral part of our culture as a whole. Religion
can sometimes be at the center of political debate. This is especially apparent
when certain laws impact the way a person practices his or her religion. For
example, Jehovah’s Witnesses are not permitted to recite the Pledge of
Allegiance as it violates elements of their belief system. Today, another
raging debate illustrating the clashing between religion and politics is taking
place in New York.
Great controversy swirls over the planned construction of Park51, the Islamic Cultural Center proposed for Lower Manhattan. Many opponents of the center acknowledge its right to exist. However, they claim it’s in poor judgment to build it close to Ground Zero, because the terrorists responsible for the 9/11 tragedy were Muslim. Supporters of the center argue that any group has a right to build a place of worship anywhere in America, and both sides agree that this right is protected under the Constitution.
This controversy sheds light on the rising tide of American Islamophobia and emboldened other communities, like Sheboygan, Wisconsin or Murfreesboro, Tennessee [4], in trying to prevent or forestall the establishment or expansion of mosques.
Professional Development
What's a Teacher to
Do? [5] provides several tips for setting up a culturally sensitive classroom.
Maintain Neutrality [6] illustrates how schools can teach religious tolerance — and stay within constitutional law.
Glossary
religious freedom [rel-ih-jus frē-dəm]
(noun) the right to practice any religion you choose,
or to live without any religion at all
Additional Resources
Park51 [7]
Activities
1) In America, religious freedom is protected in the First Amendment of the U.S. Constitution. Religious freedom can be defined as “the right to practice any religion you choose, or to live without any religion at all.” Put this definition into your own words. In your opinion, what is included under the term religious freedom? (Note: If students struggle, ask the following questions to help prompt their ideas: Should people be allowed to practice their religion anywhere they want? Why or why not? Are there any reasons that someone should NOT be allowed to practice his religion?)
2) In small groups, discuss the following questions:
3) The Constitution protects all Americans’ freedom of religion. Read the handout The First Amendment [1] to learn more.
4) One current example of a group’s religious freedom being questioned is the Islamic Cultural Center in lower Manhattan. Read more about both sides of this controversy in this Time magazine article, Mosque Protests Add Note of Discord to 9/11 Remembrances [2], (Note: Consider expanding to include other communities in the United States where there is resistance to mosques being built, e.g., Sheboygan, Wisconsin or Murfreesboro, Tennessee [4].
5) After reading the article, discuss the following:
6) This is a complex issue with many sides to it. Read about some leaders’ opinions on the handout Responses to Islamic Center [3]. You may want to add a couple of quotes that support or oppose the building of mosques elsewhere to the handout. In small groups, discuss each quote.
7) Choose one of the quotes from the handout. How does this quote reflect the idea of religious freedom? Write a short response in your journal. Then form small groups and share your thoughts.
Standards [9]
Activities and embedded assessments address the following standards (McREL 4th edition [9])
Language Arts
Standard 1: [10] Uses the general skills and strategies of the writing process
Standard 5: [11] Uses the general skills and strategies of the reading process
Standard 7: Uses reading skills and strategies to understand and interpret a variety of informational texts
Standard 8: Uses listening and speaking strategies for different purposes
Civics
Standard 9: [12] Understands the importance of Americans sharing and supporting certain values, beliefs, and principles of American constitutional democracy
Standard 11: Understands the role of diversity in American life and the importance of shared values, political beliefs, and civic beliefs in an increasingly diverse American society
Standard 24: [13]Understands the meaning of citizenship in the United States, and knows the requirements for citizenship and naturalization
Standard 25: Understands issues regarding personal, political, and economic rights
United States History
Standard 31: [14] Understands economic, social, and cultural developments in the contemporary United States
Organize a Religious Diversity Day in your school district where all students, teachers and administrators can learn about different religious customs and traditions. You can even invite guest speakers from your community to join in.
Links:
[1] http://www.tolerance.org/sites/default/files/general/tt_first amendment_handout.pdf
[2] http://www.time.com/time/nation/article/0,8599,2017674,00.html?iid=sphere-inline-bottom
[3] http://www.tolerance.org/sites/default/files/general/tt_response_to_islamic_center_handout.pdf
[4] http://www.cbsnews.com/stories/2010/09/09/eveningnews/main6851256.shtml
[5] http://www.tolerance.org/activity/whats-teacher-do
[6] http://www.tolerance.org/activity/maintain-neutrality
[7] http://blog.park51.org/
[8] http://www.firstamendmentschools.org/
[9] http://www.mcrel.org/compendium/browse.asp
[10] http://www.mcrel.org/compendium/standardDetails.asp?subjectID=7&standardID=1
[11] http://www.mcrel.org/compendium/standardDetails.asp?subjectID=7&standardID=5
[12] http://www.mcrel.org/compendium/standardDetails.asp?subjectID=14&standardID=9
[13] http://www.mcrel.org/compendium/standardDetails.asp?subjectID=14&standardID=24
[14] http://www.mcrel.org/compendium/standardDetails.asp?subjectID=5&standardID=31