Religion and American Slavery

Subtitle

Overview

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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 Religion and American Slavery, students will…

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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. Use a video conferencing platform to gather your students. 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 homework. 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 them. Demonstrate on the large screen how to use the interactives as part of your in-person learning experience.

Utah Learning Standards

Utah Studies, Standard 2:4 (7th Grade): Students will research multiple perspectives to explain one or more of the political, social, cultural, religious conflicts of the period, including the U.S. Civil War and more localized conflicts such as the Utah War, the Mountain Meadows Massacre, the Bear River Massacre, the Black Hawk War, or other Federal-Mormon conflicts (history).

Utah Studies, Standard 2:7 (7th Grade) Students will identify the political challenges that delayed Utah’s statehood and explain how these changes were overcome (civics).

Utah Studies, Standard 3:1 (7th Grade) Students will identify the civic virtues and principles codified by the Utah Constitution.

U.S. History I, Standard 4.1 (8th Grade): Students will explain how the ideas, events, and compromises which led to the development and ratification of the Constitution are reflected in the document itself.

U.S. History I, Standard 4.2 (8th Grade): Students will describe the structure and function of the government that the Constitution creates.

U.S. History I, Standard 4.3 (8th Grade): Students will use historic case studies and current events to trace how and explain why the rights, liberties, and responsibilities of citizens have changed over time.

U.S. Government and Citizenship, Standard 2.1 (High School): Students will use historic and modern case studies, including Supreme Court cases, amendment initiatives, and legislation to trace the application of civil liberties, civil rights, and responsibilities spelled out in the Constitution, the Bill of Rights, and other amendments.

U.S. History II, Standard 7.5 (High School): Students will use evidence to demonstrate how technological developments (such as television and social media), government policies (such as Supreme Court decisions), trends (such as rock ‘n’ roll or environmental conservation), and/or demographic changes (such as the growth of suburbs and modern immigration) have influenced American culture.

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

We are grateful for funding from Utah Humanities, The Foundation for Religious Literacy and Craig and Connie Thatcher Foundation for making this curriculum possible. We are also grateful to our research partners: The Center for the Study of Ethics at Utah Valley University, the Quill Project at the University of Oxford, and 1791 Delegates.

A logo of the UVU Center for the Study of Ethics

Humanities Scholars

Eleesha Tucker, M.A., the project director and history/civics educator, brings ten years of experience designing educational resources for educators. She is known for connecting the history of America’s founding to contemporary audiences. She is based in Utah.

Nicholas Cole, Ph.D., a British historian of American history, oversees the verification of the archives used in this lesson plan, ensuring historical accuracy. Dr. Cole provides Utah students access to digitized historical sources from the Quill Project of Oxford University.

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. 

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.