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- Acquiring background knowledge, thoughtful planning, balanced exposure to different religious cultures, inclusive language, and home-school communication are critical elements to learning about religion in the elementary and middle grades classroom.
www.interfaithamerica.org/article/teach-religion-classroom/
Sep 18, 2019 · By a) developing an awareness of the religious and non-religious perspectives and intersectional identities of our students and ourselves, b) teaching the discussion and deliberation skills needed to create openings in our classrooms for real dialogue, and c) equipping ourselves with a sound knowledge of our legal responsibilities as educators ...
Jan 4, 2024 · Acquiring background knowledge, thoughtful planning, balanced exposure to different religious cultures, inclusive language, and home-school communication are critical elements to learning about religion in the elementary and middle grades classroom.
- Smita Garg
Apr 4, 2016 · Below are guiding questions and lesson ideas for investigating religious identity in the classroom. 1. Belief. Sacred beliefs—including those about the ultimate nature of deities or the...
- Contributor
This revised eBook is organized around a three-step approach (narrowed from four steps in the previous version) to lesson planning: first know the topic; then set the lesson objectives; and finally plug in effective activities that will help students reach those objectives.
Three premises inform this project: illiteracy regarding religion 1) is widespread, 2) fuels prejudice and antagonism, and 3) can be diminished by teaching about religion in public schools using a non-devotional, academic perspective, called religious studies.
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Nov 14, 2017 · Based on my experience in both high school and higher ed, I outline five ways to bring religion into the classroom in non-religious and religious schools. 1. Require students to study religion in context — not just in history or tangentially in literature.
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Dec 4, 2018 · In 1963, the Supreme Court outlawed mandatory Bible study courses in schools, but ruled that schools may teach objectively about religion — as opposed to teaching religious indoctrination — in history classes and “Bible as literature” classes.
