Students predict the principles for a separation between church and state. Then they do a high-level review of the changing role of religion in the region of modern Turkey—the Byzantine Empire and Christianity, the Ottoman Empire and Islam, Atatürk and secularization—and they take a stand on the role of the Hagia Sophia. Next they learn about the Islamic Revolution in Iran and discuss the unintended consequences. Finally they research the role of religion in a given country.
Students read an introduction to the Establishment Clause and the idea of a “wall of separation between church and state,” then respond to a prompt by posting their ideas about the principles of separation between church and state.
Teacher MovesExplain the Establishment Clause and the concept of political separation between religious institutions and the state, including how legal views can change over time. Pose concrete scenarios (such as religious displays in public spaces, school prayer, religious groups meeting in public buildings, and religious phrases on currency) and guide students to consider whether each does or does not violate separation of church and state.
Students examine background text and images to trace three major periods in the history of the region that is now Turkey—the Byzantine Empire and Christianity, the Ottoman Empire and Islam, and the secular Republic of Turkey. They read Atatürk's Vision of Secularism Still Relevant Today to understand Atatürk’s efforts to build a modern, secular state, then complete a graphic organizer by creating a brief timeline that identifies each period and its dominant religion. Students next read about recent political developments in Turkey and watch It's a church. It's a mosque. It's Hagia Sophia. to understand the historical and religious significance of the Hagia Sophia. Finally, they post a response taking a position on whether the Hagia Sophia should remain a museum or function as an active mosque, citing evidence to support their view.
Teacher MovesClarify key points about each historical period in Turkish history and support students as they connect political change with shifts in religious influence. Guide students in completing the timeline organizer, checking that they accurately match each era with its major religion and the move toward secularization. During the Hagia Sophia discussion, emphasize that students may reasonably support different positions and press them to justify their claims with specific historical or contemporary evidence rather than personal preference alone. Organize students into small groups in preparation for the next scenes.
Students read about the long religious and cultural history of Persia/Iran, including the spread of Islam, the Islamic Golden Age, and the transition from monarchy under the shah to the Islamic Republic. They explore how oil wealth, political unrest, and opposition to authoritarian rule contributed to the 1979 Islamic Revolution, and watch The Revolution That Led to the Iran We Know Today to deepen their understanding of these events. In small groups, they discuss the Islamic Revolution as an example of unintended consequences, then have a designated notetaker post a summary of their group’s discussion.
Teacher MovesHighlight the diversity of religious traditions in Persia/Iran over time and the shift from an absolute monarchy allied with the West to an Islamic Republic. Explain that many protesters against the shah sought greater openness and democracy, not an Islamic fundamentalist state, and use this to illustrate unintended consequences. Circulate among groups as they discuss, prompting them to connect causes and outcomes and to distinguish between the goals of different groups and the actual results of the revolution.
In small groups, students select or are assigned a country (such as Brazil, Communist China, India, Indonesia, Iraq, Ireland, Israel, Japan, the Philippines, or Sudan) and research the role of religion there. They focus on aspects such as modern history, political structures, social impacts, or treatment of religious minorities, and develop a guiding question for their report. Each group prepares a written report or product and has a notetaker post the report or a link to it for others to view.
Teacher MovesAssign or approve country choices for each group and set clear time limits for research and report completion. Support students in narrowing and refining their guiding questions and in locating appropriate information about religion’s role in their chosen country. Monitor group work, ensuring that all members contribute, and provide feedback on how well their reports connect to broader themes of secularization, religious influence on government, and the relationship between religion and society.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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