Utah Case Studies in Civil Dialogue

Teacher's Guide


Need for Dialogue for citizenship. 

What is civil dialogue as a skill. 

KSAM Method

Overview of each case

The 3Rs Framework

The Utah 3Rs Project promotes the civic understanding of constitutional rights by using humanities education to promote the 3Rs of religious liberty: every person has Rights; we all have the Responsibility to protect the rights of others, including people who are different; and we all have the duty to be Respectful toward other people even when we disagree.

The Utah 3Rs Project is a civic education initiative that uses humanities scholarship to cultivate students’ knowledge about the origins and effects of the First Amendment’s religion clauses. Our objective is to create a constitutional culture in Utah, whose residents respect and honor one another’s differences. This is especially critical in our current political moment as polarization increases and political attention for the marginalized has amplified.

Learning Objectives

By using Utah Case Studies in Civil Dialogue, students will…





Ways to Use this Lesson Plan

Option 1. Asynchronous Assignment. The lessons are designed for students grades 7 to 12 to use at their own pace. Assign the videos and interactives and ask them to send you written reflections on the discussion questions.

Option 2. Synchronous Exercises. Watch the videos and interact with the lessons together in real time. Use the discussion questions to engage and assess their learning.

Option 3. Hybrid Experience. Combine both asynchronous and synchronous learning. Start by assigning the videos and interactives as pre-work. Whether you gather your students in person or via a video conferencing, use the discussion questions to engage and assess their learning.

Option 4. Classroom Experience. Use a large screen in the classroom to show the  videos and use the discussion questions to engage students. Demonstrate on the large screen how to use the interactives as part of your in-person learning experience.

Utah Learning Standards

Civic Preparation

Civic engagement is one of the fundamental purposes of education. The preparation of young people for participation in America’s democratic republic is vital. The progress of our communities, state, nation, and world rests upon the preparation of young people to collaboratively and deliberatively address problems, to defend their own rights and the rights of others, and to balance personal interests with the common good. Social studies classrooms are the ideal locations to foster civic virtue, consider current issues, learn how to act civilly toward others, and build a civic identity and an awareness of global issues. These skills, habits, and qualities of character will prepare students to accept responsibility for preserving and defending their liberties.

To reach these ends, student should have ample opportunities to:

Utah Studies (7th Grade)

  • Engage in deliberative, collaborative, and civil dialogue regarding historical and current issues.
  • Identify local, state, national, or international problems; engage with solutions to these problems; and share their ideas with appropriate public and/or private stakeholders.

United States History I (8th Grade)

United States History II (High School)

World History (High School)

Same as above, plus: 

  • Develop and demonstrate the values that sustain America’s democratic republic including open-mindedness, engagement, honesty, problem- solving, responsibility, diligence, resilience, empathy, self-control, and cooperation.

Download Discussion Questions

Students are prompted in the module to download these questions and respond as they go. They are also instructed to bring their responses to their class discussion with their teacher at the close of the module.

Teachers' Guide

Funders & Partners

These Utah-based case studies have been made possible by funding from Adebiyi Law, research assistance from The Center for the Study of Ethics at Utah Valley University, method consulting from the Foundation for Religious Diplomacy, and e-learning design from The Foundation for Religious Literacy. 

A logo of the UVU Center for the Study of Ethics

Humanities Scholars

Eleesha Tucker, M.A., the project director and civics/history educator, brings ten years of experience designing educational resources for educators. She is known for connecting First Amendment principles to classroom audiences. She is based in Utah.

Brian Birch, Ph.D., is professor of philosophy and director of the Center for the Study of Ethics at Utah Valley University. He drew upon this research areas on the intersection of ethics, religion, and public life to advise this project. 

Jodi Ide, M.A., Jodi Ide is a Teacher Specialist for High School Social Studies, Canyons School District, and has been an educator for over 18 years. She was a facilitator for the international program Generation Global for over five years where she facilitated dialogue across cultural differences for thousands of students. 

Charles Randall Paul, Ph.D., is board chair, founder, and president of the Foundation for Religious Diplomacy. He has lectured widely and written numerous articles on healthy methods for engaging differences in religions and ideologies. 

Nathan C. Walker, Ed.D., is an e-learning specialist and First Amendment educator having previously designed online courses for New York University and the Religious Freedom Center of the Newseum Institute. His contributions build upon his academic research at Columbia University on effective ways to use technology in the classroom.