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The World Series and Thanksgiving

Imagine students asking their teacher what the baseball World Series is about. What would you think if, instead of explaining that it is the annual championship series between the top team in the American League and the top team in National League, the teacher taught the students that the World Series is a nostalgic remembrance of the first World Series in 1903.

The teacher tells the students that we celebrate the World Series every year by talking about what happened in that first World Series in 1903 between the Boston Americans and the Pittsburgh Pirates. The teacher explains that we gather with family, eat the hot dogs the baseball players ate, and sometimes even dress up like the old teams.

Sound ridiculous? Too often, unfortunately, that’s what educators do when they teach about Thanksgiving. They teach it as a nostalgic remembrance of what happened 400 years ago.

When I am lecturing at universities in their Schools of Education, I’ll ask the students how many of them were taught, when they were in public schools, that Thanksgiving is a time to remember how the Pilgrims invited the Indians to a dinner to thank them. And, of course, all the hands go up.

The fact of the matter is, we celebrate Thanksgiving every year because the President of the United States asks the nation to thank God for the blessings we’ve received during the previous year. That’s why it’s an annual event.

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George Washington started things off by calling on the nation to “acknowledge the providence [provision] of Almighty God, to obey his will, to be grateful for his benefits, and humbly to implore his protection and favor.” He never mentioned the Pilgrims.

Until President Lincoln, it was celebrated on different days around the country. He wanted to promote national unity and established the day in November for the entire country to celebrate together. No mention of the Pilgrims.

While modern presidents have gotten into the politically correct habit of mentioning the Pilgrims and Native Americans, they also call on the nation to thank God.

In case of Lynch v. Donnelly, the Supreme Court ruled:

 

“Our history is replete with official references to the value and invocation of Divine guidance in deliberations and pronouncements of the Founding Fathers and contemporary leaders. Beginning in the early colonial period long before Independence, a day of Thanksgiving was celebrated as a religious holiday to give thanks for the bounties of Nature as gifts from God. President Washington and his successors proclaimed Thanksgiving, with all its religious overtones, a day of national celebration and Congress made it a National Holiday more than a century ago. Ch. 167, 16 Stat. 168. That holiday has not lost its theme of expressing thanks for Divine aid any more than has Christmas lost its religious significance. [465 U.S. 668, 676]”

 

It is perfectly acceptable, in fact it is academically imperative, for public school educators to teach that Thanksgiving is a time when the entire nation gathers, at the request of the President, to thank God for the blessings we have received as a nation and individually. We do it every year because we are to reflect on how God has blessed us in the past twelve months.

PRACTICAL APPLICATION

Lesson Plan: Teaching Students about the Presidential Thanksgiving Proclamation

Use the President’s annual Thanksgiving Proclamation to teach about the holiday. Here is website where you can find all the Presidential Proclamation.

Gateways THANKSGIVING CARD for teachers

Understanding the Pursuit of Happiness this Independence Day

By Eric Buehrer

With Independence Day coming, it would be good to discuss with your family and students an often-misunderstood term in the Declaration of Independence.

The “pursuit of happiness” today in popular culture is not the kind of happiness America’s founders declared as an inalienable right. If we are to have a flourishing society in the twenty-first century, we must raise a generation that knows what it truly means to pursue happiness.

When the Founders referred to “life, liberty, and the pursuit of happiness” in the Declaration of Independence, they were not advocating a license to simply pursue pleasure. It was understood to be the pursuit of a virtuous (morally upright) life under the authority of God. In that context, Liberty means the right to do as you ought, instead of the right to do whatever you feel like doing.

Imagine what America would be like if everyone was motivated by “love thy neighbor.” Love is not a feeling. It is a willing. It is a willingness to act for the good of someone. In today’s culture we have reduced love to mere passion, desire, feeling. However, true love, agape love, is an act of the will to do what is right for the good of another. That is a virtuous life.

The Pursuit of Virtue

The Founders understood true happiness was the result of living a virtuous life. Therefore, in order to pursue happiness one must pursue virtue. Thomas Jefferson, who penned the Declaration of Independence, later wrote, “Virtue [is] the foundation of happiness.”

Benjamin Franklin, who assisted Jefferson in drafting the Declaration of Independence wrote:

“I believe [God] is pleased and delights in the Happiness of those he created; and since without Virtue Man can have no Happiness in this World, I firmly believe he delights to see me Virtuous, because he is pleas’d when he sees me Happy.”

The Founders were also greatly influenced by Christian philosopher John Locke. He wrote of “the necessity of pursing happiness [as] the foundation of liberty” and explained that God “joined virtue and public happiness together, and made the practice thereof necessary to the preservation of society.”

To act on the Founders wisdom, we must return to the formula they outlined in the Northwest Ordinance of 1787:

“Religion, morality, and knowledge being necessary to good government and the happiness of mankind, schools and the means of education shall forever be encouraged.”

While public schools cannot establish any particular religion, they need to educate students in the important principles that religion brings to society in helping its citizens live virtuous and fulfilling lives.

When the Founders wrote about “religion, morality, and knowledge being necessary to good government and the happiness of mankind,” they were referring to the three key elements for a virtuous and flourishing society — thus, a happy society. To be a self-governing people, each one of us must govern ourselves to love our neighbor as ourselves. This Independence Day is a great opportunity to remind ourselves that to pursue happiness we must pursue virtue.

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Eric Buehrer is the president of Gateways to Better Education and author of the professional development seminar, Faith, Freedom & Public Schools: Addressing the Bible and Christianity without Mixing Church and State. To bring the seminar to your community, call (800) 929-1163 or email kim@gtbe.org

Teaching without Fear, Part 7: Easter in Your Classroom

How can public school educators teach about Easter's religious aspects? Well, as I've written about Christmas, you can teach all about the religious nature of a holiday as long as it's done academically and objectively-not devotionally. Besides its religious value for Christians, the story of the death and resurrection of Jesus has historical and cultural relevance for non-Christians. Teaching students the New Testament story has academic value.

Academically Expected

Some states provide educators with detailed standards for what students should learn about the Bible and Christianity. For example, in California, sixth-grade students are expected to:

"Note the origins of Christianity in the Jewish Messianic prophecies, the life and teachings of Jesus of Nazareth as described in the New Testament, and the contribution of St. Paul the Apostle to the definition and spread of Christian beliefs (e.g., belief in the Trinity, resurrection, salvation)."

The new California History-Social Science framework (adopted in July 2016) also adds that students should learn that "Jesus shared the Jewish belief in one God, but he added the promise of eternal salvation to those who believe in him as their savior." (See 189)

In Massachusetts, seventh-grade students are expected to:

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"Describe the origins of Christianity and its central features. A. Monotheism; B. the belief in Jesus as the Messiah and God's son who redeemed humans from sin; C. the concept of salvation; D. belief in the Old and New Testament; E. the lives and teachings of Jesus and Saint Paul."

As part of World History, states across the country expect students to learn about the teachings and beliefs of Christianity. Of course, the death and resurrection of Jesus is the central teaching of Christianity.

The Easter Story and Commonly Used Terms

Several terms we use in literature and conversation come from the Easter story. We talk about somebody being a Judas - that is, a traitor. To suffer under something is referred to as "your cross to bear." To be criticized unfairly and persistently is sometimes referred to as being "crucified." An action or relationship that ruins someone is referred to as "the kiss of death." To disassociate from someone or something can be referred to as "washing my hands of this." A person who refuses to believe something until shown proof can be referred to as "a doubting Thomas."

Cultural & Historical Connections

Teachers can help students make cultural connections, whether it's history, literature, art, or social movements.

Leonardo da Vinci painted his idea of The Last Supper. The legends of King Arthur refer to the quest for the "Holy Grail" -- the cup or plate used by Jesus during the Last Supper which supposedly holds magical powers.

William Shakespeare assumed that those who attended his plays knew the stories in the Bible. He made hundreds of references to the Bible. For example, in his play King Richard the Second, the king says: "So Judas did to Christ: but he, in twelve, found truth in all but one; I, in twelve thousand, none. God save the king! Will no man say, amen?"

During the Civil War, a popular song was entitled "The Battle Hymn of the Republic." It is still well known across the country today. You may recognize its stirring chorus, "Glory, glory, hallelujah! His truth is marching on." It reflects a spiritually-motivated desire to end slavery and references the sacrifice of Jesus as an example to live by. For example, one verse reads: "In the beauty of the lilies Christ was born across the sea, With a glory in His bosom that transfigures you and me: As He died to make men holy, let us die to make men free, While God is marching on." A later version changed the words to "let us live to make men free."

In 1963, the Reverend Martin Luther King, Jr. was jailed for his civil rights actions. Some people called him an extremist-being too bold and going too far in his activities. He wrote a response, entitled "Letter from a Birmingham Jail." He used the Bible to explain the importance of being extreme for goodness. He used the death of Jesus as an example:

"In that dramatic scene on Calvary's hill three men were crucified. We must never forget that all three were crucified for the same crime-the crime of extremism. Two were extremists for immorality, and thus fell below their environment. The other, Jesus Christ, was an extremist for love, truth and goodness, and thereby rose above his environment. Perhaps the South, the nation and the world are in dire need of creative extremists."

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J.R.R. Tolkien was an English author who wrote The Lord of the Rings. He was a Christian and used biblical allusions in his writing. For example, Gandolf's dramatic fight against the giant demonic figure Balrog of Moria illustrates the battle between good and evil. Gandolf sacrifices himself to save his friends, but later is "resurrected" in robes of white and appears to Aragorn, Gimli, and Legolas in a forest.

Ben Myers lists twenty-five of his favorite pieces of literature that use Christ imagery. These include Don Quixote, Jim in Huckleberry Finn, Billy Bud, Jim Casey in The Grapes of Wrath, Aslan in The Lion, the Witch and the Wardrobe, Santiago in The Old Man and the Sea, and Simon in Lord of the Flies.

PRACTICAL APPLICATION

Terminology It may be helpful to use the term "recognizing Easter" rather than "celebrating Easter." Using the word "celebrate" may cause some people to feel that you are promoting religious participation in the holiday. There is a difference between "participating" in the holiday in a devotional manner and "recognizing" the holiday in an engaging academic manner.

It is also best to teach about Easter using words of attribution such as: "Christians believe...;" "The Bible says...;" "Martin Luther King, Jr., referenced the crucifixion when he wrote...;" and so forth.

Reading the story of the death and resurrection of Jesus to students is permissible to help students gain a basic academic familiarity with a person who has influenced so many people throughout history in government, art, literature, music, and social movements.

Presented with an eye toward education, not endorsement or devotion, recognizing the religious aspects of Easter is a legitimate academic activity.

CLICK HERE to download the textbook-style Easter lesson.

CLICK HERE to download the textbook-style Easter lesson.

RESOURCES:

Click here to order our Easter Card for teachers.

Alliance Defending Freedom - What Can Be Done in Public Schools Regarding Religious Holidays

Literary Christ Figures (Power Point used in South Plantation High School - Plantation, FL)

How to Identify a Christ Figure in Literature (from Mill Valley School District - Mill Valley, CA)

How to Tell the Easter Story in Public School

Education leaders from around the country recognize the importance of students learning about the Bible. For example, California’s sixth grade academic standards expect that students will learn about "the life and teachings of Jesus of Nazareth as described in the New Testament" (History-Social Science Content Standards for California Public Schools, p.26)

In Massachusetts, seventh graders are to "describe the origins of Christianity and its central features: A. monotheism; B. the belief in Jesus as the Messiah and God’s son who redeemed humans from sin; C. the concept of salvation; D. belief in the Old and New Testament; E. the lives and teachings of Jesus and Saint Paul." (Massachusetts History & Social Science Framework, p. 90)

In Florida, sixth grade students are to, "Identify key figures and the basic beliefs of early Christianity and how these beliefs impacted the Roman Empire. Examples are Christian monotheism, Jesus as the son of God, Peter, and Paul.” (Florida SS.6W.3.13)

Objectivity

It is important when teaching students about a religion, that you remain objective. The best way to achieve this is by attribution. For example, when introducing this lesson on Easter, explain to students that it is from Luke’s account of the life of Jesus. Use phrases such as, "Luke wrote that...," or "The Bible says...".

When referring to beliefs about the story, use phrases such as "Christians believe...," or John Newton believed..."

Your goal should be to introduce students to the story and help them understand the influence it has had on history, literature, art, and music. The lesson is not designed to prove the story is true, nor question whether the story is accurate.

According to the U.S. Department of Education’s guidance on religious expression in schools:

“Public schools may not provide religious instruction, but they may teach about religion. For example, philosophical questions concerning religion, the history of religion, comparative religion, the Bible (or other religious teachings) as literature, and the role of religion in the history of the United States and other countries all are permissible public school subjects.”

As a teacher, you can be confident in addressing this topic. This story has had significant influence in world history and should be understood as such. You are not teaching Sunday school; you are teaching history, literature, art, music, and language arts.

CLICK HERE to download our free textbook-style lesson on Easter. Make copies and share it with your students.

What is Religious Freedom Day? - Teaching Without Fear, Part 19

Each year since 1993, the President declares January 16th to be “Religious Freedom Day,” and calls upon Americans to “observe this day through appropriate events and activities in homes, schools, and places of worship.” It’s not the day you get to have religious freedom! It’s a day to celebrate the freedom we have year ‘round.

It’s the anniversary of the passage, in 1786, of the Virginia Statute on Religious Freedom. Thomas Jefferson drafted the legislation and considered it one of his greatest achievements. It protected the rights of people to express their religious beliefs without suffering discrimination and it influenced how the First Amendment was written just three years later.

It’s a great opportunity for students to learn a civics lesson about their religious freedom at school. Ask your school to recognize the Day, and have teachers give students a list of their freedoms to express their faith in class.

For more information on Religious Freedom Day and the list of freedoms students have, click on the link below.

Resources:

ReligiousFreedomDay.com