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		Pre-Viewing Lesson Plan Understanding Key Concepts and Terms Student Worksheet: Key Concepts and Terms Student Worksheet: A Glossary for Reference Extending the Lesson: Religion in Colonial and Early America Student Worksheet: The Role of Religion in the Founding on the American Republic Student Worksheet: True/False Quiz Answer Sheet to the True/False Quiz
		Viewing Lesson Plan Key People to Watch in "The Jesus Factor" Student Viewing Guide: Key People to Watch in "The Jesus Factor"
		Post-Viewing Lesson Plan The Big Picture/Two Debate Possibilities Extending the Lesson: Faith-Based Initiatives Student Worksheet: The "Faith-Based Initiative" and Faith-Based Organizations
		Further Resources
		Printable .pdf of Entire Guide (Adobe Acrobat required)

» Post-Viewing Lesson Plan:

» Lesson Objectives:

Part One: To understand the points of view students heard in the film

Part Two: To debate the larger issues that the film raises about the relationship between religion and the state

» Materials Needed:

• Student Worksheets: "Key Concepts and Terms; "A Glossary for Reference;" "The Role of Religion in the Founding of the American Republic;" "True/False Quiz"
• Student Viewing Guide: "Key People To Watch In 'The Jesus Factor'"

» Time Needed:

10-20 minutes for small groups to compare notes about "their" person
30-40 minutes for addressing Discussion Questions
30-45 minutes for Part Two (the debate or debates)

» Procedure:

Part One: Round-Table Discussion

Students should sit with others who share "their" person. Each small group should meet briefly to compare notes. Then, the teacher should introduce the following discussion questions to the whole class. Students will engage in a round-table discussion about the points of view of the person they were following in the film. (Reassure students that they will have an opportunity to express their own views in Part Two.)

Discussion questions the teacher might pose:

1. What problems was the community of Midland, Texas facing in the mid-1980s after "the biggest oil bust in a generation"?
   
   
2. What does "your" person think about how George Bush's problems mirrored those of his community?
   
   
3. What does "your" person think about how George Bush's religious faith affects the way he leads his life?
   
   
4. What does "your" person think about how George Bush's religious faith affect the way he leads the country?
   
   
5. How does "your" person see the benefits and risks of government support of faith-based organizations like Teen Challenge?

Note: If teachers wish, they can include the activity on faith-based organizations at this point. The activity is in the "Post-Viewing Lesson Extension" section.

Part Two: Debate/Discussion:

Begin by referring students back to what they wrote about the First Amendment and Jefferson's 1802 letter for the Pre-Viewing lesson. Then, introduce the following two topics. The topics overlap and could be done together.

• With reference to the views you heard in the film and to your own views, what does the First Amendment mean today? What should it mean?
  
  
• Should there be a "wall of separation between church and state"? Why or why not?

Depending on time, the teacher could either set up a formal debate or allow students to engage in a whole-class discussion. Once again, teachers should be prepared for genuine disagreement.

» Method of Assessment:

Performance in the Round-Table Discussion and in the Debate/Discussion
Notes from Student Worksheets

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