Lesson 1

Describe the theme of the “religiously neutral classroom” and relate its meaning to classroom practice

State which student freedom actually underlies the necessity for a classroom that is religiously neutral

Identify the source of the legal basis for a public school's responsibility for neutrality toward various religious faiths and between religion and nonreligion

Explain the theme that “teachers who aim for the neutrality ideal and model it in their classrooms will help the students (proto-citizens all) to look upon one another with similar fairness”

Compare and contrast the roles under the law of private and public school teachers with regard to religion

Classify teacher actions by likelihood of being conducive (or contrary) to a religiously neutral climate

Has there been development in your general understanding of religious neutrality?  (Identify specific changes: new learning)

Lesson 2

Explain why the lesson theme relates the "realm of ultimate beliefs" to a kaleidoscope that a person would "look through" in order to see

Relate Professors Eck’s statement that: "The United States is the most religiously diverse nation in the world" to current consequences in the classroom in regards to religious/nonreligious diversity 

Explain why so many people's deeply held beliefs (whether based on religion or not) are so important to them

Explain why so many Americans shy away from discussing religion

Specify the problem associated with this task:  "Define religion."

Describe how the power and preciousness of human "life stance" may be viewed in both a positive and a negative light

Assess the adequacy of teacher empathy and factual accuracy as two "guidelines" key to appropriate dealing with religion in school and curriculum

State examples of some serious difficulties when worldviews yield different conceptions of the public, private, religious, and secular domains and varied interpretations of terminology

Have you reflected on your own "worldview lens"? (Identify any new understandings)

Lesson 3

Accurately depict (in broad brush outline) the demographics of religious diversity in the U.S.

Explain how the nation can be described as "homogeneous" regarding religion in one sense and as "heterogeneous" in another

Describe how the notion of unbelief fits into the scene (national arena)

Characterize the general status of Americans' understanding and awareness of beliefs and practices of non-Christians

Compare the terms "religion" and "worldview" in terms of focus and inclusiveness

Identify how using the term "worldview" rather than the word "religion" in is beneficial in certain situations

Are you more informed about the relative sizes of major worldview groups in the nation?  (Identify specific new understandings)

Lesson 4

Specify some drawbacks to "certainty" (the stance by which teachers customarily approach subject matter) in this domain

Identify upside and downside to labeling youngsters by religious category in a real life American classroom

Explain why you should not have an expectation of youngsters that they tell you or classmates their religion or describe their worldview or cherished ultimate beliefs

Describe ways the notions of nonreligion and of nonbelief fit into the classroom scene

Explain how positioning of a teacher's own outlook/religious identification matters in the classroom and community picture

Depict strategies to help achieve a proper stance for a teacher in a classroom where there is plurality of values and ultimate beliefs

Explain how seeing your classroom as a microcosm of the nation can support your practical teaching of its ideals

Suggest how you could make your own use of language better serve the ideal of neutrality

Identify the value of substituting the term "religion" for "faith" or using "worldview" as opposed to "religion" in certain circumstances

Have you reflected on your own situation and noticed some likely challenges to neutrality?  (Identify any practical plans to surmount them in your classroom.)