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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)

» Extending the Lesson

» Lesson Objectives:

Part One: To learn about the rise of government-supported faith-based organizations in the United States

Part Two: To have students apply what they have learned from all the activities in a real-world context.

» Materials Needed:

Part One:
Student Worksheet: "Faith-Based Organizations"
Computers with Internet access

Part Two:
Notes and worksheets from all the activities

» Time Needed:

Part One: 45-60 minutes for research (can be done as homework) followed by 30-45 minutes for discussion

Part Two: 30-45 minutes for writing (can be done as homework)

» Procedure:

Part One:

Using the Student Worksheet "Faith-Based Organizations" as a guide, students should research the controversial role of faith-based organizations in the United States today. The teacher should facilitate a discussion after the students have completed their research.

Part Two:

1. Based on what they have seen and learned, both in the film and in classroom activities, each student should write a letter or editorial expressing his or her views about the intersection of religion and government.

2. Students should turn in two copies of this written assignment -- one for the teacher and the other to be sent to the intended audience.

Some ideas:
Students might write to the School Board about:

• A curricular issue; for example, how should health classes teach sex education? Should religion enter the discussion?
  
  
• Whether prayer before athletic events or at graduation should be allowed. If so, what prayer?
  
  
• Whether clubs affiliated with religious organizations should meet on school property
  
  
• Whether students should read the Bible in their literature classes
  
  
• Whether students should learn about world religions and read their sacred texts, for example, the Quran (Koran)

Students might write an editorial or a letter to the editor for a local newspaper in which they discuss their view of the appropriate role for religion in public or school life. They should be sure to give examples.

In order to stress the importance of student involvement, teachers should explain that these writing exercises are not simply classroom assignments -- the letters or editorials will be sent.

» Method of Assessment:

Part One:
Completion of the "Faith-Based Initiative" and Faith-Based Organizations Student Worksheet
Participation in classroom discussion

Part Two: The teacher should read and grade the letters or editorials.

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