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Ethical Culture Sunday School at Home Curriculum

Created by Bob Bhaerman and Aimee Neumann

In Ethical Culture, we focus on people and their relationships with other people and things around them. . . . we stress that we can be good people by the way we act and treat each other (our deeds). We believe that people can work to better themselves and make other people better; by doing this, we can make the world a better place to live.

A Brief Introduction to the Framework
for the Sunday School at Home Curriculum

Ethical education for children is an important focus of Ethical Culture societies. This material is provided as a resource for parents and teachers for use with children at home or in existing ethical society Sunday School programs.

Our goal is to encourage parents to work with their children to understand and enhance ethical actions that focus on values, moral decision making, and living with the difficulties one is faced with growing up. An extensive resource library is available to individuals and local societies and a committee produces AEU curriculum on a regular basis.

A family conference is held annually in the Fall for exchanging curriculum and instructional ideas. Many of the resources are available on line, as noted below. However, for those of you who are not computer users, there are several places to contact: (1) the AEU office at 2 West 64th Street, New York, 10023-7104 or phone: 212/873-6500; (2) Aimee Neumann, the AEU's Interim Director of Religious Education, in care of the Ethical Humanist Society of Greater Chicago, 7574 North Lincoln Avenue, Skokie, Illinois, 60077-3335; the society's phone number is – 847/677-3334.

Sample curriculum materials are available which can be downloaded, for example, ethical heroes coloring books are appropriate for preschool through early elementary aged children, e.g., Felix Adler as a Young Boy and Anna Garlin Spencer. Other valuable resources are:

• Our Ethical Culture Tapestry: The People, The Patterns, The Principles (available on line) includes stories and curriculum resources about Ethical Culture for elementary aged children. This also can be used with older children and adults as an introduction to Ethical Heroes and Heroines
.
• The Love Your Neighbor curriculum (also available on line) accompanies the book of the same name written by Arthur Dobrin, Leader Emeritus of the Ethical Humanist Society of Long Island. The book of stories, available through Scholastic books, is appropriate for preschool through early elementary aged children. The curriculum includes lessons to go along with 13 stories. The lessons include art projects, songs, dramatic play, and discussion questions. Materials for the lessons are primarily basic, easy-to-find supplies. These lessons can easily be used at home. For each lesson, key ethical Core Values are identified. The stories were originally written to be shared with intergenerational groups since they are enjoyed by all ages. [http://ethicalunion.org/documents/Love-Your-Neighbor.pdf]

The Framework for the Sunday School at Home Curriculum

Ethical Culture has no dogma, no set of rules or values that everyone is expected to follow. However, we have found it useful to identify certain core ideas and values as a means to learn about and discuss Ethical Culture. The Eight Commitments of Ethical Culture was written in collaboration with Leaders and members of the American Ethical Union, coordinated by Lois Kathleen Kellerman, Emeritus Leader, Brooklyn Society for Ethical Culture. The Sunday School Program of the Ethical Society of St. Louis has identified 12 Core Values and those are the ones refered to in this document.

12 Core Values are the foundations on which the Curriculum Framework has been developed. Most of them, as you will see, are aligned with the Eight Commitments of Ethical Culture.	Eight Commitments [Note: Two separate lists of the commitments have been developed. The ones shown in italics were affirmed by the National Leaders Council in 1994; the list in standard type was adapted by several societies from the original list.]	Focus of units	Lesson Plans (General areas)	Lesson Plans (General areas)	Lesson Plans (General areas)
1 - Ethics is my religion	I. Ethics is central. II. Ethics begins with choice. VIII. Life itself inspires “religious” response.	Understanding my religion: ethical identity; understanding world religions	1A -- Ethical Culture – identity and history. What do I mean when I say that I am an Ethical Humanist?	1B – Western religions, including Native American	1C – Religions of the East
2 - Every person is important and unique.	3. I treat people and all living things as important and unique.	Understanding & appreciating the values & uniqueness of each individual	2A -- Relationships with elderly citizens	2B -- Relationships with individuals with disabilities	2C -- Xenophobia – what it is and how it can be overcome
3 - Every person deserves to be treated fairly and kindly.	4. I treat people kindly and fairly. III. We choose to treat each other as ends not merely means. IV. We seek to act with integrity	Developing positive relationships with family members, friends and classmates; worth and dignity of all people	3A -- “Bullying – Not Allowed in School or Elsewhere” – including conflict resolution, dealing with anger, cooperation	3B -- Violence prevention in our community and what can be done about it	3C – Violence prevention in our county and what can be done about it
4 - I can learn from everyone.	7. Together we can make better decisions if we listen to everyone and let everyone take part.	Promoting knowledge & celebration of diversity among all people	4A -- Celebrating our individuals heritages	4B -- Celebrating diversity in our neighborhoods	4C -- Celebrating diversity across our world
5 - I am part of this earth; I cherish it and all the life upon it.	N/A	Understanding one’s world: key environ- mental issues	5A -- Global warming	5B -- Endangered species	5C -- Environmental justice
6 - I learn from the world around me by using senses, mind, and feelings	V. We are committed to educate ourselves.	Understanding one’s feelings and the feelings of others	6A -- Compassion – what does it mean and how can it be developed?	6B -- Empathy – what does it mean and how can it be developed?	6C -- Reasoning – what does it mean to be “rational”? how can rationality be developed?
7 - I am a member of the world community, which depends on the cooperation of all people for peace and justice.	6. I have many good and creative ideas and so do others. Working together, we can build a happier world. VI. Self-reflection and our social nature require us to shape a more humane world.	Working toward peace and social justice	7A -- Working for peace and social justice in our communities -- focus on family, schools, towns and cities	7B -- Working for peace and social justice in our country -- civil rights and civil liberties	7C -- Working for peace and social justice in the world -- the United Nations
8 - I can learn from the past to build for the future.	5. I can learn, grow and change.	Learning from our pasts; avoiding mistakes from our own past and from past history	8A -- Lessons from our own individual pasts: tuning into our feelings	8B -- Planning for the future – my own and the community in which I live	8C -- Considering and planning for my future in the Ethical Action/ the Ethical Humanist movement
9 - I am free to question.	N/A	Developing problem-solving and questioning skills.	9A -- Understanding the principles of humanism -- also the celebration of humanist seasonal festivals	9B -- Understanding the scientific method (the importance of facts and evidence)	9C -- Understanding evolution – and counter “theories”
10 - I am free to chose what I believe.	N/A	Determining one’s personal belief system – and ways to demonstrate it	10 A -- Considering two important questions: How do I know what to believe? How do I make good choices?	10 B -- Speaking my mind (based on facts & evidence)	10 C -- Writing a journal of what I believe and why
11 - I accept responsibility for my choices and actions.	2. I accept responsibility for my choices and actions.	Exploring values such as integrity, honesty, courage, commitment, and responsibility	11 A -- Becoming a responsible person – what does it mean to be responsible to one’s self (body) and to one’s community?	11 B -- Building character (character education/ development)	11 C -- “Profiles in Courage” – what does it mean to be courageous? (Ethical heroes)
12 - I strive to live my values.	1. I can help to make the world more ethical. 8. I want to live a good life & help make life better for others VII. Democratic process is essential to ourtask.	Acting on my beliefs: social & ethical action [Three dimensions: Awareness, Advocacy, and Action]	12 A -- Social and ethical action: hunger,homelessness and poverty	12 B -- Social and ethical action : community development and beautification	12 C -- Social and ethical action: promoting healthy habits

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Lesson Plan 1A-1

Understanding Ethical Culture -- For Early Elementary School Age Children

Objective: To understand Ethical Culture as a way of life so that children (ages 7 and 8) feel confident when their friends talk about attending a "church."

Suggested procedures: The St. Louis Sunday School program has outlined a procedure that we have adapted here.

Begin by asking whether anyone has asked your child "what religion are you?" or "if you don't believe in God, how will you go to heaven?" or "what is an Ethical Society?" How should you answer them? Does it make you feel a little nervous to answer them? Do you feel that you are the only one who doesn't go to a "regular" church or synagogue?

Have the students make a book dealing with these age-old questions. Discuss what the word "religion" means, e.g., "Religion is people coming together to help each other learn how to lead a good life." If we say that "ethics is my religion," we need to understand the word "ethics" (the principle of right or good conduct.). Ethical Culture means "cultivating" (like a farmer's garden) good behavior. Does this make sense to you? Let's talk about it. What are the ingredients that make for a good garden?

Have the students draw a cartoon showing a conversation the child has had with someone who doesn't know what Ethical Culture is. Also draw a picture of a society building and compare it to churches they have seen (that is, unless you are a member of the ESWoW). Then draw a picture or write a sentence or two on what religion means to you (e.g., persons on their knees praying?).

The next question is "what is ethics?" Again, have the child draw a picture or write a few sentences on "ethics" and "how do I know if I am behaving ethically?" Have the child list or illustrate their "favorite" core value or values. Discuss the idea that in Ethical Culture we don't feel that we need to have a god tell us how to be good or what rewards we would receive. Instead, we have our intelligent minds that help us make choices and decisions -- and that it feels much better to make good ethical choices than be told what to do by some unseen, unknowable authority figure.

Discuss some good and bad choices and the outcomes (the consequences). The most important thing to do is to think clearly and thoughtfully about how we treat each other and how we treat the earth.

The last activity might be called "I have a good mind" which will help the child think for herself or himself and decide right from wrong, make good choices, and consider the consequences of ones actions. The child also might draw a picture of themselves in an activity that is ethical -- a good behavior.

Resources -- One little AEU booklet of 14 pages should be on the reading list of early primary school age children. Uh Oh . . . What Should I Do? Here is a brief overview of some of the questions that are raised in the book: what does ethical mean? what is a humanist? what is culture? what is Ethical Culture? what do Ethical people believe? where do Ethical people get to know each other? what is an Ethical Society? what's a community? what would you do (in three situations calling for choices to be made)? What do Ethical people believe? A simple -- and on-target -- answer is offered for children to consider, namely, "We believe it is everyone's job to make the world a better place for all people." One is never too young, or too old, to learn that lesson.

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Lesson Plan 1A-2

Understanding Ethical Culture -- For Upper Elementary & Middle School Age Children

Objective: To understand the meaning of Ethical Humanism and how one can "define" our beliefs to others.

Suggested procedures

• Start with the following questions: What is an Ethical Culture society? Are we a religion? What do members believe about god? Why do we have a "Sunday School" ? (Obviously, this set of questions is intended for children who have been to an Ethical Culture Society and Sunday School.) How do you know how to be good if you don't have the Bible or Koran to guide you? What do you think happens to you after your life end?
• There are three parts that make up a "religion" -- ideals, practices and ceremonies, and theology or world view.
• What do you believe the ideal is in Ethical Culture? (Have the child explain the idea of "deed before creed" in her or his own words.) What are some of our traditional practices and ceremonies? (E.g., naming ceremonies, coming of age ceremonies, wedding ceremonies, memorial ceremonies, and seasonal festivals). We do not have "traditional practices" such as baptism or circumcision. We have no "dogma" (statements of beliefs by authorities that are considered to be the absolute truth). Each person can believe or not believe in a god. These are personal beliefs. What matters most is our ethical actions. These are the ideas we need to know to talk with confidence about Ethical Culture.

Additional discussion questions and discussion points

• Do you feel comfortable when someone asks you to explain your "religion?" Do you know what to say? Can you answer their questions with confidence? To many people, the most important part of their "belief system" is how people treat each other and what it means to live a good life. Both the Hebrew and Christian bibles and the Koran are filled with moral codes sent from "god" to help people make good choices. People who grow up with these religious beliefs often find it difficult to understand how one can be ethical without a god-idea. What do we have in Ethical Culture which gives us guidelines on how to live an ethical life? We have no creeds or rituals (discuss these terms). We have Eight Commitments and a number of Core Values that guide us. Discuss both of these. What matters most is that people work together to strive for better ways to treat each other.
• Felix Adler once said "Freedom is thought of as a sacred right of every individual . . . believe or disbelieve as you wish . . . but be one of us in action." What does this idea mean to you? Many people believe that one cannot be an ethical person without a god to tell you what those morals are. Do you agree or disagree? Why? How can one be ethical without a god? What makes you decide how to act? Is it fear of punishment from parents or teachers or something else? What is it that makes you make bad choices? Is it an "outside evil force" or just plain poor judgment? Do bad choices make you a bad person? Why or why not? The basic view of Ethical Culture is that it is for the individual to work out his or her own personal beliefs about the unknown and the challenges of life, such where humans came from, why are we here, and what happens to us when we die?
• Discuss the following terms -- noting that some Ethical Culture members subscribe to each view:
  • Theist -- one who believes that a good god created and rules the universe and cares about people
  • Deist -- god created the world but takes no more part in it or in the lives of people
  • Pantheist -- everything in the world is part of god but that god is not a personality separate from the world
  • Agnostic -- the existence of god or the nature of god is unknown
  • Atheist -- no supernatural god of any kind exists
• Discuss what is meant by the term "supernatural" -- things that are attributed to a power that extends beyond natural laws.
• Discuss Humanism. A good place to begin is with the most recent summary statement from Humanist Manifesto 3:

Humanism is a progressive philosophy of life that, without supernaturalism, affirms our ability and responsibility to lead ethical lives of personal fulfillment that aspire to the greater good of humanity. The following manifests a consensus of what we believe:

• Knowledge of the world is derived by observation, experimentation, and rational analysis.
• Humans are an integral part of nature, the result of unguided evolutionary change.
• Ethical values are derived from human need and interest as tested by experience.
• Life's fulfillment emerges from individual participation in the service of humane ideals.
• Humans are social by nature and find meaning in relationships.
• Working to benefit society maximizes individual happiness.

We work to uphold the equal enjoyment of human rights and civil liberties in an open, secular society and find that humanity has the ability to progress toward its highest ideals. The responsibility for our lives and the kind of world in which we live is ours and ours alone.

• These humanist principles offer "jumping off points" for an in-depth discussion of Humanism. We need to convey the idea that one religion is not necessarily better than another -- although they differ. If we want people to respect us, we need to set the example by respecting other people's beliefs.
• Although some people criticize us for our beliefs (or lack of them), we should not fall into the trap of ridiculing others for their beliefs -- even if they are making fun of ours. Try to understand where they are coming from. Convey information rather than trying to convert others. What matters most is that we try to be the best person we know how to be and look for "common ground" between those whose views differ from ours.
• We often say that "Ethics is my religion." What does that mean to you? Can you give some examples of when you have acted ethically? Also read the Ten Commandments. How are they like our Core Values? How are they different?

The Ten Commandments
• ONE: You shall have no other gods before Me.
• TWO: You shall not make for yourself a carved image--any likeness of anything that is in heaven above, or that is in the earth beneath, or that is in the water under the earth.
• THREE: You shall not take the name of the LORD your God in vain.
• FOUR: Remember the Sabbath day, to keep it holy.'
• FIVE: Honor your father and your mother.
• SIX: You shall not murder.
• SEVEN: You shall not commit adultery.
• EIGHT: You shall not steal.
• NINE: You shall not bear false witness against your neighbor.
• TEN: You shall not covet your neighbor's house; you shall not covet your neighbor's wife, nor his male servant, nor his female servant, nor his ox, nor his donkey, nor anything that is your neighbor's.

Twelve Core Values in Ethical Culture (Developed by Ethical Culture Sunday Schools)

• Every Person is Important and Unique.
• Every Person Deserves to be Treated Fairly and Kindly.
• I can Learn from Everyone.
• I am Part of This Earth; I Cherish It and All Life upon It.
• I Learn from the World Around Me by Using Senses, Mind, and Feelings.
• I Am a Member of the World Community Which Depends on the Cooperation of All People for Peace and Justice.
• I Can Learn from the Past to Build for the Future.
• I Am Free to Question.
• I Am Free to Choose What I Believe.
• I Accept Responsibility for My Choices and Actions.
• I Strive to Live My Values.
• I View Ethics as My Religion.

For a Humanist interpretation of the Ten Commandments, see Jone Johnson Lewis' "Toward an Initial Declaration of a Global Ethic" -- Available on line: [LINK]

• I. Thou shalt worship all truth, goodness, beauty, as manifest in human life and accept no person in lieu thereof
• II. Remember each day and keep it holy
• III. Honor all worthy of honor
• IV. Thou shalt preserve life
• V. Thou shalt be pure in heart
• VI. Thou shalt speak the truth with all
• VII. Thou shalt desire only that which is for the good of all
• VIII. Thou shalt love thy neighbor as thyself
• IX. Thou shalt resist evil, but not hate the evildoer
• X. Deal justly with thine enemy and deal fairly with those that hate thee

Discuss how these relate to the Core Values of Ethical Culture and compare to the Ten Commandments.

Eight Commitments of Ethical Culture

• 1. Ethics is central. The most central human issue in our lives involves creating a more humane environment.
• 2. Ethics begins with choice. Creating a more humane environment begins by affirming the need to make significant choices in our lives.
• 3. We choose to treat each other as ends, not merely means. To enable us to be whole, in a fragmented world, we choose to treat each other as unique individuals having intrinsic worth.
• 4. We seek to act with integrity. Treating one another as ends requires that we learn to act with integrity. This includes keeping commitments, and being more open, honest, caring, and responsive.
• 5. We are committed to educate ourselves. Personal progress is possible, both in wisdom and in social life. Learning how to build ethical relationships and cultivate a humane community is a life-long endeavor.
• 6. Self-reflection and our social nature require us to shape a more humane world. Spiritual life is rooted in self-reflection, but can only come to full flower in community. This is because people are social, needing both primary relationships and larger supportive groups to become fully human. Our social nature requires that we reach beyond ourselves to decrease suffering and increase creativity in the world.
• 7. Democratic process is essential to our task. The democratic process is essential to a humane social order because it respects the worth of persons and elicits and allows a greater expression of human capacities. Democratic process also implies a commitment to shared responsibility and authority.
• 8. Life itself inspires religious response. Although awareness of impending death intensifies the human quest for meaning, and lends perspective to all our achievements, the mystery of life itself, the need to belong, to feel connected to the universe, and the desire for celebration and joy, are primary factors motivating human "religious" response.

Another version of the Eight Commitments has been developed by several Sunday Schools that speaks more directly to younger children:

• 1. I can help to make the world more ethical.
• 2. I accept responsibility for my choices and actions.
• 3. I treat people and all living things as important and unique.
• 4. I treat people kindly and fairly.
• 5. I can learn, grow and change.
• 6. I have many good and creative ideas and so do others. Working together, we can build a happier world.
• 7. Together we can make better decisions if we listen to everyone and let everyone take part.
• 8. I want to live a good life & help make life better for others.

Resources

Black, Algernon D. (1965) The First Book of Ethics. American Ethical Union. Although this book is a number of years old, it qualifies to be called a "golden oldie." Some of the topics are Ethics is Questions -- and Answers, Retaliation: A Wrong for a Wrong, Four Important Commandments, What is a Good Act and Good Conduct? Big Ethical Issues, Three Challenges, Hard Choices, Ethics in the Struggle for Democracy, and many, many more.

Thorn, Emily. (1997) A Teacher's Guide for Algernon Black's First Book of Ethics. American Ethical Union. Fifteen outstanding lesson plans are included in this classic guidebook that parallel and build on Al Black's thought-provoking book.

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Lesson Plan 1A - 3

Understanding A "Creedless" Religion -- For Upper Elementary & Middle School Children

Objectives: To understand what is meant when we say we are a "creedless" religion

Suggested procedures

• Many religions have a "creed," i.e., a statement of doctrine which everyone in that religion must agree with in order to belong. The ethical movement never has had one. As Algernon Black, a long-time Ethical Culture leader, wrote: From the very beginning, those who have joined the Ethical Movement have interpreted religion broadly and we have members today who interpret religion as a way of life -- a way of life dedicated to ethical values -- rather than the acceptance of a set of doctrine . . . . The Ethical Societies are fellowships of people fostering moral growth and a clearer orientation on terms of human values -- stressing education, service, community action....
• Here is an example of a creed. The Nicene Creed which was written by a gathering of leaders in the Christian Church between 325 and 381 CE (Common Era):

  I believe in one God, the Father Almighty, Maker of heaven and earth, and of all things visible and invisible. And in one Lord Jesus Christ, the only-begotten Son of God, begotten of the Father before all worlds; God of God, Light of Light, very God of very God; begotten, not made, being of one substance with the Father, by whom all things were made.
  
  Who, for us men and for our salvation, came down from heaven, and was incarnate by the Holy Spirit of the virgin Mary, and was made man; and was crucified also for us under Pontius Pilate; He suffered and was buried; and the third day He rose again, according to the Scriptures; and ascended into heaven, and sits on the right hand of the Father; and He shall come again, with glory, to judge the quick and the dead; whose kingdom shall have no end. And I believe in the Holy Ghost, the Lord and Giver of Life; who proceeds from the Father and the Son; who with the Father and the Son together is worshipped and glorified; who spoke by the prophets.And I believe one holy catholic and apostolic Church. I acknowledge one baptism for the remission of sins; and I look for the resurrection of the dead, and the life of the world to come.

• The Apostles' Creed, drawn up in the 1st or 2nd centuries CE, is another example: I believe in God, the Father almighty, creator of heaven and earth. I believe in Jesus Christ, God's only Son, our Lord, who was conceived by the Holy Spirit, born of the Virgin Mary, suffered under Pontius Pilate, was crucified, died, and was buried; he descended to the dead. On the third day he rose again;

  he ascended into heaven, he is seated at the right hand of the Father, and he will come again to judge the living and the dead. I believe in the Holy Spirit, the holy catholic church, the communion of saints, the forgiveness of sins, the resurrection of the body, and the life everlasting.

Discussion questions

Why do you think the church leaders felt the need to write a creed? The Nicene Creed is recited every week in many churches. What do you think that would be like? Why do you think some religious leaders rejected creeds? Since we do not have a creed, what do you think holds us together as a movement?

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Lesson Plan 1A - 4

Understanding Ethical Dilemmas -- For Upper Elementary & Middle School Children

Objective: To explore several Ethical Dilemmas (defined as "a situation that requires one to choose between two or more equally balanced alternatives.")

Suggested procedures: Discuss the following nine situations and add others of your own choosing. You might also discuss the situations as open-ended questions without giving suggested possibilities.

• 1. Three friends are talking. One of them makes fun of another friend's haircut. Do you?
  • a. Tell them that you don't feel comfortable talking about a friend behind their back.
  • b. Join in and laugh harder.
  • c. Say nothing; hope they stop talking; change the subject.
• 2. You see your best friend looking at answers they have written on their hand during a test. Do you?
  • a. Tell the teacher.
  • b. Do nothing.
  • c. After the test, tell your friend it's not fair to everyone else.
• 3. You find a $5 bill on the floor in the lunchroom at school. Do you?
  • a. Keep it and say nothing to anyone.
  • b. Bring it to the teacher or monitor and tell where you found it.
  • c. Jump up and ask who lost $5.
• 4. You are a 5th grader. After school, you see a 1st grader with a rare Yugio card. Do you?
  • a. Take it from him.
  • b. Offer 5 ordinary cards to trade for it.
  • c. Offer 15 ordinary cards to trade for it.
• 5. There is a sign in the store parking lot that says "No Skateboarding". But the lot is empty and on one is in sight, so you decide to skate board there. You knock into a garbage can and badly damage it. Do you?
  • a. Run away.
  • b. Leave a note with your name and phone number.
  • c. Go home and tell your parents.
• 6. You are playing with a friend's toy and it breaks, but they don't see. Do you?
  • a. Hide it under the other toys.
  • b. Show it; ten apologize and offer to buy a new one.
  • c. Give them your own unbroken toy.
• 7. You were riding your friend's bike and you ripped out the streamers. Do you?
  • a. Buy new ones from your own allowance.
  • b. Ask your parents to buy new ones.
  • c. Say it wasn't your fault.
• 8. Why wearing your Mom's sweater without her permission, you get a smear of ketchup on the sleeve. You tried washing it but the stain still shows. Do you?
  • a. Hide it in her closet and act like you don't know anything.
  • b. Tell her about the spot and offer to pay to get it cleaned.
  • c. Let her find the spot and then apologize.
• 9. You are at the town Memorial Day Parade with some friends from school. A group of children go by in the parade with their bikes decorated with streamers and tinsel. Someone in your group says, "That bike looks gay." Do you?
  • a. Tell him one of your friends is riding a decorated bike and he is not gay.
  • b. Say nothing.
  • c. Ask him why he associated a decorated bike with "gay".

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Lesson Plan 1A -5

A Brief History of Ethical Culture -- For Upper Elementary & Middle School Children (Adapted from Florence Klaber's History of Ethical Culture for Children and Our Ethical Culture Tapestry)

Objective: To understand the background of Felix Adler, the founder of Ethical Culture, and when and how the movement began.

Suggested background reading for the teacher: Felix Adler's Founding Address which is available on line at AEU Library [LINK].

Suggested procedures

Discussion questions and related background information:

• What do we mean by the term "religion"? (Various definition, e.g., belief in and reverence to a supernatural power regarded as creator and governor of the universe; a system grounded in such belief and worship; a set of beliefs and practices based on the teachings of a spiritual leader; or causes or activities pursued with conscientious devotion.) How many different religions can you name? Is Ethical Culture a religion? Why or why not?
• In addition to what people say, what they do and how they act is part of their "religion." One of the central principles of Ethical Culture is that it is important to do something about what you believe, to act on your beliefs. How can we define the words "ethical" and "culture"? The dictionary defines "ethics" as the art/science of right living. The word "culture" has many meanings, but the most pertinent from out perspective in "cultivate" just as farmers do when they plant, feed and care for their plants. Ethical Culture similarly strives to "make right living grow."
• Some religions say that there is a god who takes care of us and helps us do what is right. In Ethical Culture, we focus on people and their relationships with other people and things around them. We maintain that one may believe in a god or not [a creed], but we stress that we can be good people by the way we act and treat each other [our deeds]. We believe that people can work to better themselves and make other people better; by doing this, we can make the world a better place to live. Our deeds and actions are primary; "creed" is a distant second.
• The Ethical Culture movement started 100 years after the founding of the United States, that is, in 1876. The founder was a young man by the name of Felix Adler. In his early 20s, Adler spent time in Europe studying to become a rabbi [define what a rabbi is] but was greatly troubled that some people mistreated others so that they could get something for themselves without considering the feelings of other people. He also believed that there are "moral laws" that are realized in the minds of people and that we should try to live according to these rules and laws. [Morals defined as being concerned with the judgment of "goodness" or "badness" of human action and character; conforming to standards of what behavior is "right" and what is "wrong."]
• When Adler returned home, he conceived the idea for a religion based on ethics common to all religions rather than on doctrines of god, rules for worship, or dogmas (defined as authoritative statements of "absolute truth") that divide people. On May 15, 1876, the first Ethical Culture society was established in New York City with about 100 members, some former Christians and some former Jews. At first they had no building and, in a way, were like an "Ethical Society Without Walls." The building "walls" would come later. But now they had a foundation on which to build a community that focused on ethical and social action, as we do today.
• Discuss examples of moral laws and which of the 12 Core Values are relevant. What do you think about Adler's ideas? What were his visions of the future? What are your visions of how you would like things to be in the future? Make a poster of your vision for the future. Write and talk about ways that we can make our dreams and visions for a better future come true. Think about how you feel when you have made an unethical choice about something and how you can learn from it. Practice one of the "Core Values" during the coming week.

Resources

Our Ethical Culture Tapestry: The People, The Patterns, The Principle (1998). Stories written by Judith Eckerson, Edited by Lynn Hunt and Joy McConnell. Copies available at the AEU Office -- 2 West 64th Street, New York, NY 10023. -- These wonderful and well-written stories include a number of Ethical Culture leaders and members, for example, Felix Adler, Anna Garlin Spencer, Samuel Gompers, Jane Addams, Algernon Black, John Lovejoy Elliott, and several others. The resource also includes numerous discussion questions as well as a timeline.

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Lesson Plan 1A - 6

Understanding the History of Ethical Culture in the Context of Other Events -- For High School Age Youth

Objective: To understand more about the history of Ethical Culture in the context of other events that took place in these years

Suggested procedures. Study the Ethical Culture timeline, a sampling of significant events in Ethical Culture history:

• 1876 First Meeting, May 15, Standard Hall, New York City
• 1877 New York Society for Ethical Culture founds the Visiting Nurse Service (originally District Nursing), the first social service that did no missionary work for organized religion.
• 1880 The Workingman's School established. Renamed The Ethical Culture School in 1895.
• 1886 The Neighborhood Guild in New York City (now University Settlement), the first settlement house in the United States, established by Stanton Coit.
• 1889 American Ethical Union founded.
• 1897 Hudson Guild Settlement established by John Lovejoy Elliott.
• 1904 National Child Labor Foundation established with Felix Adler serving as chairman until 1922.
• 1933 The Humanist Manifesto is published with the signatures of many of the new generation of Ethical Culture Leaders.
• 1939 The Good Neighbor Committee, providing assistance of all sorts to refugees throughout the war, with the active participation of Eleanor Roosevelt and many others, centers its work in the New York Society Meeting House.
• 1952 International Humanist Ethical Union founded.
• 1967 AEU Peace Commission established.
• 1973 Humanist Manifesto II is published with significant contribution from Ethical Culture leadership.
• 1976 Ethical Action Office established in Washington D.C.
• 1984 Humanist Institute founded.
• 1996 AEU Lay Leadership Summer School holds its first session.
• 2003 Humanist Manifesto III is published with a number of Ethical Culture leaders signing on.

Suggested questions: What other significant events in American history occurred in these years? What else has happened since 1996? Can you bring this list up to date? (Also add the year in which you were born.)

Resources. Most of the dates are taken from the very informative Toward Common Ground: A History of the Ethical Societies of the United States by Howard B. Radest. (Published by the Fieldston Press, Inc., Garden City, New York, 1969)

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Lesson Plan 1B-1

Understanding Western Religions, including Native American -- For Upper Elementary, Middle School and High School Age Students . . . and . . .

Lesson Plan 1C-1

Understanding Religions of the East -- For Upper Elementary, Middle School and High School Age Students

Objectives: To understand the tenets of major world religions, their places of origin, their key elements, and the status of those religions today.

Suggested procedures

• We recommend that these two lesson plans be studied using a similar structure and approach (i.e., a research activity) which would be age-appropriate and which would be added to as the child or children deepen their interest in further exploring the various Western religions -- Judaism, Christianity, Islam or the many Eastern religions (e.g., Hinduism, Buddhism, Confucianism, Baha'i, Sikhism, Shinto, Jainism). After the various charts have been developed, many specific activities are possible, including writing a book for younger students, developing power point presentations, creating art projects to illustrate the various elements of a religion, and the like. Let the students imaginations soar . . . .

My Study of World Religions

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Founder:

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Location:

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Creation myth, narratives, and stories:

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Relationship with god:

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Goal of life:

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Sacred texts:

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Artifacts and religious art

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Rules for moral conduct:

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Religious holidays:

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Rituals:

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Particular dress /clothing:

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Hierarchy/organization:

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• Depending on the age of the child or children, consider the following items and questions that could be addressed in a written report or power point presentation:
  1. Background information, such as the founder, the date of its origin, and the location.
  2. The basic philosophies and beliefs of the religion.
  3. What makes this religion unique?
  4. What are some interesting customs? Is there any way of identifying practitioners of this religion?
  5. Where in the world is this religion practiced today?
  6. Provide some statistics concerning the religion. It may be based on the increase or decrease of practitioners, or on the percentage of certain populations, or on another relevant statistic that you may find. You may also want to chart the countries where this religion exists with the different percentages
  7. Find out if there have been any wars or conflict of any kind concerning it. Be sure you are clear on the conflicts of the past and those that are still happening.
  8. What are some positive contributions of this religion to society or mankind in general? What are some good things from this religion that we can learn from?

Resources. The resources are almost endless! What follows is only the "tip of the iceberg." Your local library and school and home libraries are the best places to begin "filling in the blanks." This should be a fun activity -- and a great learning activity -- for the entire family.

• One of the most interesting and comprehensive resources is called "Mr. Donn's Lesson Plans & Activities." It includes Judaism, Islam, Christianity, as well as Buddhism, Hinduism, Confucianism, Taoism, Sikhism, Shintoism and other religions. It also includes information about Greek mythology and resources on World Religions in Art, Ancient Religions of the Mediterranean, African and African-American Religions, and Free Clip Art that would be useful in writing reports. The web site for this important resource: http://www.mrdonn.org/religions.html

Here is a brief example from the web site on "Religions of the World -- The Basics": www.42explore2.com/religion.htm

• Easier - Religion is belief in a supreme being or beings; belief in God or gods. Religion is a belief system that is practiced through faith, obedience, prayer, and worship.
• Harder - People practice religion for many reasons. Some follow a religion because it's part of their family or tribal heritage and culture. For others, religion provides a feeling of security because the divine power is believed to be watching over them. Some follow a religion because it promises salvation and happiness or a chance to improve themselves in another life after death. For other people, religion yields a sense of individual fulfillment and provides meaning to life. Finally, many people follow their religion to enjoy a sense of kinship with fellow believers.
• For many people, religion is an organized system of beliefs, ceremonies, practices, and worship involving one supreme God or Deity. Other peoples' religions involve a number of different gods. Some people's religion has no specific God or gods to be worshiped. There are also people who practice their religious beliefs in their own personal way, largely independent of organized religion. But almost all people who follow some form of religion believe that a supreme being created the world and influences their lives.
• There are thousands of religions. The eight major ones in our world are Buddhism, Christianity, Confucianism, Hinduism, Islam, Judaism, Shinto, and Taoism. Hinduism, Shinto, and Taoism developed over many, many centuries. Each of the others bases faith on the life or teachings of specific individuals: Prince Siddhartha Gautama, who became known as Gautama Buddha, for Buddhism; Jesus Christ for Christianity; Confucius for Confucianism; Muhammad for Islam; and Abraham and Moses for Judaism.

Background information on Native American Spirituality

• The diversity of Indian tribes precludes a comprehensive examination of their religions and belief systems. Anthropologists have compiled extensive information detailing practices and beliefs of many groups. The beliefs and practices of many groups are derivatives of other native groups. There also is a significant infusion of Christianity and, more recently, New Age beliefs and practices.
• The general characteristics and origins of Native American religion shed light on the more contemporary sects. But the development of the numerous individual traditions, passed down orally, remains unclear. The sheer number of groups and the diversity of the nuances of belief complicates matters.
• The religions share some common tendencies and tend to be closely related to the natural world. The local terrain is elevated with supernatural meaning; natural objects are imbued with sacred presences. Ceremonial rituals involving these supernatural/natural objects are meant to ensure communal and individual prosperity. These common underlying features unite a diversity of contemporary Native American sects.
• Animal ceremonialism, the quest for spiritual power, Male Supreme Being, annual ceremony of cosmic rejuvenation, and life after death beyond the horizon or in the sky were tenets of hunting-pattern religions. Rain and fertility ceremonies, priestly ritual, goddesses and gods, yearly round fertility rites, shrines and temples, medicine society ritualism, and life after death in the underworld or among the clouds characterized the new horticultural-pattern religions.
• Ceremonies play an essential role in Native American religions. The people were eager to embrace ceremonies or portions of ceremonies that provided power to conquer the difficulties of life. As these practices developed, they were modified and imbued with additional meanings.
• Medicine men and priests were usually those who thought more deeply than the average men in the tribe. They tended to live among the more successful tribes. To think, one needed at least some time free from the chore of procuring food. The medicine men or shamans were in a different class than other men of their tribe. This special status was not dependent on their hunting and fishing. Contact with other tribes enabled thinkers to build and expand their belief frameworks, so shamans were more prevalent in tribes that were accessible to outsiders.

Source. For additional information on Native American Spirituality and Christianity, see: http://religiousmovements.lib.virginia.edu/nrms/naspirit.html

Websites on World Religions

• http://atschool.eduweb.co.uk/southwold/links2001.htm#a29 -- Reference site
• http://re-xs.ucsm.ac.uk/ -- Reference site with a section on 6 different world religions
• http://www.bbc.co.uk/religion/religions/islam/index.shtml -- Information on Islam
• http://www.bbc.co.uk/religion/religions/buddhism/index.shtml -- Information on Buddhism
• http://www.bbc.co.uk/religion/religions/judaism/index.shtml -- Information on Judaism
• http://www.bbc.co.uk/religion/religions/sikhism/index.shtml -- Information on Sikhism
• http://www.bbc.co.uk/religion/religions/christianity/index.shtml -- Information on Christianity

Resources for Teaching World Religions

The extensive BBC site can be found at http://www.bbc.co.uk/schools/religion/ or http://www.bbc.co.uk/religion/religions/

Free presentations in Powerpoint format, interactive activities, and lessons on Buddhism, Hinduism, Islam, Confucianism, Christianity, Judaism, Taoism, and other religions can be found at -- http://religions.pppst.com/index.html

Judaism Christianity Unit: Scripture as Literature (Grade 6)
http://www.coreknowledge.org/CKproto2/resrcs/lessons/698Judaism.htm Students interpret scripture as literature and learn how central these writings are to Judeo-Christian beliefs.

People's Attorney from the Southern Poverty Law Center (Grades 4-6)
http://www.splcenter.org/teachingtolerance/tt-57.html Using a biography article and accompanying activities, teachers can introduce students not just to anti-Semitism but also to the concept of religious tolerance.

Other Related Lesson Plans from the Law Center:

City of Brotherly Love -- http://www.splcenter.org/teachingtolerance/tt-9a.html

Firmly Set to Do His Bidding -- http://www.splcenter.org/teachingtolerance/tt-59.html

Spread of Islam (Grades 5-7) [LINK IS HERE] This lesson focuses on the spread of Islam and the connection between human migration and religious diffusion.

Theology/Religion/Catholic Education Resources

http://www.cloudnet.com/~edrbsass/edthe.htm This links-page contains resources and lesson plans for religious education. Other Lesson Links-Pages: Jewish Holidays from Mr. Donn -- http://members.aol.com/Donnpages/2Holidays.html#HIGH

Additional Resource Information and Links to Lesson Plans:

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Buddhism

A philosophy/religion created by Siddhartha Gautama (Buddha) over 2500 years ago, founded on Hindu beliefs. There are two major divisions, Mahayana and Theravada, and many subdivisions (Ch'an, or Zen, Buddhism is not one of these). Fundamentally, Buddhists believe that one must rise above desires, to reach a state of enlightenment. (definition from: http://www.reasoned.org/)

Background Information

• http://www.abm.ndirect.co.uk/redirect.htm
• http://members.cruzio.com/~zdino/basicbuddhism.htm
• http://online.sfsu.edu/~rone/Buddhism/Buddhism.htm
• http://ak.essortment.com/informationbudd_rrad.htm
• http://www.buddhistinformation.com/

Lesson Plans

• http://school.discovery.com/lessonplans/programs/buddhism/
• http://www.lessonplanet.com/search/Social_Studies/Religions/Buddhism#
• http://members.aol.com/DonnAnCiv/Behavior.html
• http://www.glencoe.com/sec/socialstudies/worldhistory/gwh2003/content.php4/432/5
• http://edsitement.neh.gov/view_lesson_plan.asp?id=592

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Islam

A monotheistic religion and Abrahamic faith founded in the seventh century CE. Muslims-practitioners of Islam-believe the Qur'an (Koran) to be the literal word of God as revealed to the Prophet Muhammad through the angel Gabriel. In Arabic, Islam is the verb form of sallama, to submit oneself, especially to the will of God (Allah). Its root word is salam, which means peace and tranquility. In Islamic theology, true submission to God will result in the attainment of peace in this world and the Hereafter.
(definition from: http://www.itvs.org/facetoface/glossary/)

Background Information:

• http://www.islamic-knowledge.com/
• http://www.iiie.net/1/
• http://www.islaminfo.com/new/
• http://www.islam.com/
• http://www.ciie.org/

Lesson Plans:

• http://school.discovery.com/lessonplans/programs/islam/
• http://score.rims.k12.ca.us/activity/islam/index.html
• http://trip.mcpss.com/SSlessonplans/SS_8_14.htm
• http://regentsprep.org/Regents/global/themes/goldenages/islam.cfm
• http://www.ncela.gwu.edu/practice/tolerance/4_culture.htm

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Christianity

An Abrahamic religion based on the storied life, teachings, death by crucifixion, and resurrection of Jesus of Nazareth as described in the New Testament. Although Christians are monotheistic, the one God is thought by many Christians to exist in three persons, called the Trinity (the Father, Son, and Holy Spirit). Most Christians believe that Jesus is the son of God and the Messiah of the Jews as prophesied in the Hebrew Bible. (definition from: http://en.wikipedia.org/wiki/Christianity)

Background Information:

• http://www.covingtoninnovations.com/christian.html
• http://www.carm.org/
• http://www.orthodoxinfo.com/
• http://atheism.about.com/library/FAQs/christian/blfaq_xian_index.htm
• http://www.clarifyingchristianity.com/

Lesson Plans:

• http://school.discovery.com/lessonplans/programs/jesus/
• http://www.primaryresources.co.uk/re/pdfs/introtore.pdf
• http://www.chalkface.com/catalog/html/custom/_Beliefs_and_Practice:_Christianity_201.html
• http://www.lessonplanet.com/search/Social_Studies/Religions/Judaism
• http://edsitement.neh.gov/view_lesson_plan.asp?id=318

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Judaism

The religion and culture of the Jews based on the ancient Hebrew beliefs and writings (referred to as the "Old Testament" by other religions). The primary doctrine is that if every member of the faith strives to live within God's law, God will fulfill his promise (covenant) and send a messiah to restore the Jews to their rightful place as the ruling class. There are many divisions within the religion, but it is overall a fluid belief system which evolves with time. (definition from: http://www.reasoned.org/glossary.htm)

Background Information:

• http://www.jewfaq.org/
• http://mb-soft.com/believe/txo/judaism.htm
• http://www.ou.org/about/judaism2.htm
• http://www.allspiritual.com/Judaism.php3

Lesson Plans:

• http://www.thirteen.org/edonline/teachingheritage/lessons/lp5/
• http://www.lookstein.org/lessonplans_output.php?id=-3949509&existing=
• http://www.coreknowledge.org/CKproto2/resrcs/lessons/698Judaism.htm
• http://filebox.vt.edu/users/cecraig/portweb/islamunit/islam4.htm
• http://www.jecc.org/edres/medtech/teachisrael/judaism.htm

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Native American Religion Web Sites:

Native American Spirituality. This Native American section of the Ontario Consultants on Religious Tolerance homepage is a good starting point of reference. The page defines key concepts and explains general trends. http://www.religioustolerance.org/nataspir.htm

• First Nations. This comprehensive site includes bibliographies of Native American Nations. Although spirituality is not emphasized, an essay on "When Spiritual Teaching Turns Into Cultural Theft" is insightful. http://www.dickshovel.com/www.html
• Index of Native American Resources on the Internet. Provides hundreds of links to access materials. http://www.hanksville.org/NAresources/
• Native Web.org. Provides many kinds of resources for indigenous cultures around the world. http://www.nativeweb.org/
• New Age Spirituality. This section of the Ontario Consultants on Religious Tolerance outlines basic New Age concepts and terms. http://www.religioustolerance.org/newage.htm
• Declaration of War Against Exploiters of Lakota Spirituality. The Lakota censure those they see exploiting traditional Lakota faith. http://puffin.creighton.edu/lakota/war.html
• Responses to War Against Exploiters of Lakota Spirituality. The "exploiters" respond to the Lakota Declaration of War. http://puffin.creighton.edu/lakota/war_resp.html
• Walking Stick Foundation. A cooperative Jewish and Native American venture in New Mexico dedicated to the recovery and preservation of indigenous spirituality. http://www.walkingstick.org/

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Additional Websites for Student Research

• http://virtualreligion.net/vri/ -- A comprehensive directory for research on any aspect of religion on the Internet.
• http://www.mrdowling.com/605westr.html -- Understanding other religions.
• http://christianity.about.com/cs/worldreligions/ -- Major world religions and their relationship to Christianity.
• http://library.thinkquest.org/28111/ -- Paganism in both its ancient and modern forms.
• http://www.pbs.org/wgbh/globalconnections/mideast/themes/religion/index.html -- Three Religions, One God from PBS Global Connections the Middle East
• http://www.ciolek.com/WWWVL-Buddhism.html -- The Internet Guide to Buddhism and Buddhist Studies
• http://www.loc.gov/exhibits/world/ -- Explore the viewpoint of more than 50 cultures' accounts of the creation or the beginning of the universe.
• http://www.hindukids.org/ -- Learn about Hinduism. Another Hinduism Website: Hinduism from the Social Studies School Service -- [LINK HERE]. Hinduism for Schools -- [LINK HERE].
• http://www.pbs.org/empires/islam/ -- The history of Islam's faith and culture and profiles of important people. Other Websites on Islam: Basics of Islam -- http://www.ifgstl.org/html/basics/basicsnf.htm Jaferia Islamic Center (Washington, D.C.) -- http://www.gcol.com/jafri/ Mosques -- [LINK HERE].
• http://www.jewfaq.org/ -- Jewish beliefs, people, places, things, language, scripture, holidays, and customs. Other Sites on Judaism: Holidays (Jewish) -- [LINK HERE] Judaism and Jewish Resources -- http://shamash.org/trb/judaism.html Lost Tribes of Israel from PBS NOVA Online -- http://www.pbs.org/wgbh/nova/israel/
• http://www.cryst.bbk.ac.uk/~ubcg09q/dmr/intro.htm -- An overview of the Quaker movement from 1650 to 1990. Related Website: George Fox -- [LINK HERE].
• http://www.vatican.va/ -- The official site for the Vatican, The Holy See, and the Pope. Related Websites: Chester's Catholic Index (Links-site) -- http://www.sgroi.com/catholic/catholic.html English Translation of the Catechism of the Catholic Church -- http://www.scborromeo.org/ccc.htm
• http://www.montana.edu/webquest/socialstudies/grades6to12/ueland/ -- Early American Religions
• http://score.rims.k12.ca.us/activity/islam/index.html -- Includes activities related to aspects of Islam .

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And still some more for both parents and their children

• Baha'i Faith [http://www.bahai.us/]-- Provides an overview of the primary teachings of the Bahá'í Faith and also provides a number of related links to resources and to other Bahá'í homepages on the internet.
• BBC: Religion and Ethics [http://www.bbc.co.uk/religion/religions/] -- Describes most religions of the world, their places of worship, and ethical issues such as euthanasia, war, human cloning, etc. in each of these religions.
• Belief Net [http://beliefnet.com] -- An interactive and informative web page that provides detailed information on many religions.
• Internet Indian History Sourcebook [www.fordham.edu/halsall/india/indiasbook.html] -- A collection of links and source material on the history, religion and culture of the subcontinent from the earliest times.
• Islam for Children [http://atschool.eduweb.co.uk/carolrb/islam/islamintro.html] -- This site focuses on Islam for children ages 7 to 12.
• http://jainism.org -- Provides a thorough compendium of Jainist philosophies, links and history. There is also a section titled Jain Education material that provides workshop ideas and lesson plans.
• The Pluralism Project [http://www.pluralism.org/] -- The Pluralism Project at Harvard has spent years in mapping religious diversity across the states. The site includes course syllabi, daily news from throughout the country, links to resources for the study of religion, and more.
• Religion and Ethics Newsweekly [http://www.pbs.org/religion] -- Provides a number of video and other resources for teachers at all levels on both ethical issues and timely matters of religion and religious diversity. Lesson plans ideas also are included.
• Religions of the World [http://www.mnsu.edu/emuseum/cultural/religion/] -- The focus of the site is on Islam, Judasim, Buddhism, Animism, Christianity, and Hinduism.
• Religions on the WWW - Scriptures of World Religions
  [http://members.aol.com/porchfour/religion/scriptur.htm] -- Provides links to the English translations to scriptural writings and documents of the world's religions
• Religious Tolerance [http://www.religioustolerance.org/] -- This site, maintained by the Ontario Consultants on Religious Tolerance, "promotes religious freedom, and diversity as positive cultural values."
• The Shinto Online Network Association [http://jinja.jp/english/] -- Topics include Shinto beliefs, the priesthood, worshipping in a Shinto shrine and festivals among other areas.
• The Standards Site - Secondary Religious Education
  [http://www.standards.dfes.gov.uk/schemes2/secondary_RE/] -- The 15 units include ones on beliefs and practices.
• Taoism Information Page [http://www.religiousworlds.com/taoism/index.html] -- Explores the Taoist religion or philosophy of life and has an indexed format that allows the user to find information on aspects of Taoism.
• Virtual Religion Index [http://virtualreligion.net/vri/] -- The Index is described as a tool for students with little time. It analyzes & highlights important content of religion-related websites to speed research.
• World Religions Index [http://wri.leaderu.com/] -- Describes itself as "Equipping Christians to Understand Other World Faiths and Religious Philosophies".
• World Sikh Organization [http://www.worldsikh.org/] -- This webpage provides a detailed summary of the Sikh religion, its philosophies and practices. It also provides an outline on different facts about Sikhism as well as a cultural view on the music and the art.

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Suggested Readings -- and a DVD

• What About Gods? by Chris Brockman. Prometheus Books, Amherst , NY. Republished in 1989. "Non-theistic parents of children between the ages of 7 and 11 will find this book a valuable teaching tool." -- Progressive World
• Religion Explained: A Beginner's Guide to World Faiths by Anita Ganeri. Henry Holt and Co. NY, 1997. This book, appropriate for children ages 9 to 12, devotes several pages to each of the major religions but also gives briefer looks at less widely practiced religions, such as Sikhism, Jainism, the spirit religions of South and North America, Africa, and Australasia, and new religions such as Rastafarianism and Bahaism and the Hare Krishna and New Age movements.
• Living Religions by Mary Pat Fisher. (5th edition) Prentice-Hall, 2002-- A text for use with high school age youth, this book provides a good look at a wide variety of religious traditions, with the added benefits of a companion website (www.prenhall.com/fisher) and a companion volume, titled An Anthology of Living Religions. Fisher also has written a shorter work called Living Religions, A Brief Introduction. Includes an on-line study guide at [THIS SITE].
• Introduction to World Religions by Christopher H. Partridge (general editor) Fortress Press, 2005 -- The text begins with short essays about the nature and practice of religion, introduces "Religions of Antiquity" and "Indigenous Religions" and then contains sections on nine individual traditions. To access the contents, see [THIS SITE].
• A Compendium of Readings on World Religions by Jane Baron Rechtman and Terry Ward (editors) Council for Spiritual and Ethical Education. Portland, OR, 2002. -- Includes an excellent selection of readings: some traditional, some modern, all carefully selected. For a detailed review, see: http://www.rsiss.net/compendium.html
• The Kingfisher Book of Religions: Festivals, Ceremonies, and Beliefs from Around the World by Trevor Barnes. Kingfisher Publications, 1999 -- This book is a good introduction to the subject for middle school students and has been used as a classroom text by 5th graders. Available at [THIS SITE].
• A World of Faith by Peggy Fletcher Stack & Kathleen Peterson. Signature Books, 2002 -- This is a resources for elementary school age children. The authors have 28 "faith groups" represented with a page of text and an illustration for each. It also information about what religions have in common. Reviews can be found at: http://www.signaturebooks.com/reviews/world.htm
• What Do You Believe: The Religious and Spiritual Lives of American Teenagers by Sarah Feinbloom. This 53-minute DVD documentary on teens and their religious and spiritual beliefs is an excellent resource for stimulating discussion about religious diversity and inter-religious understanding. Feinbloom interviewed scores of students and then focused on six, of different faiths. See: [THIS SITE].