Martin Luther King, Jr.'s Christian Pledge

As part of your lessons on Martin Luther King, Jr., help students understand the depth of how Dr. King's Christian faith impacted his leadership in the civil rights movement.

Below is an excerpt from a U.S. State Department website that reminds us of a largely-forgotten part of the non-violent protests for civil rights. For the complete article, click on the link at the end of this article.

IMPORTANT REMINDER: You are not proselytizing for merely teaching your students about Dr. King's passionate insistence that his fellow protesters base their actions on Christian principles.

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Excerpted from "The Martin Luther King We Remember" by Adam Wolfson and Senator Daniel Patrick Moynihan 

The Christian springs of King's statesmanship are abundantly evident. With the successful end of the Montgomery bus boycott, King founded the Southern Christian Leadership Conference (SCLC) in order to take the civil rights struggle and his nonviolent message throughout the South. One of his most trusted aides urged him to drop the word Christian from the new organization. It was argued that such an explicit religious reference would alienate white Northern liberals, whose support would be crucial in the years ahead. King was adamant, however, and the word Christian remained. He also insisted that civil rights participants be guided by Christian principles. For example, volunteers in the Birmingham campaign were required to sign a "Commitment Card" that read in part:

I HEREBY PLEDGE MYSELF--MY PERSON AND MY BODY--TO THE NONVIOLENT MOVEMENT. THEREFORE I WILL KEEP THE FOLLOWING TEN COMMANDMENTS:

1. MEDITATE daily on the teachings and life of Jesus.

2. REMEMBER always that the nonviolent movement in Birmingham seeks justice and reconciliation-not victory.

3. WALK and TALK in the manner of love, for God is love.

4. PRAY daily to be used by God in order that all men might be free.

5. SACRIFICE personal wishes in order that all men might be free.

6. OBSERVE with both friend and foe the ordinary rules of courtesy.

7. SEEK to perform regular service for others and for the world.

8. REFRAIN from the violence of fist, tongue, or heart.

9. STRIVE to be in good spiritual and bodily health.

10. FOLLOW the directions of the movement and of the captain on a demonstration.

To read the full article CLICK HERE.

The Bible in State Academic Standards

There is a common misconception that teaching about the Bible and Christianity is not allowed in public school classrooms because of concerns over the establishment of religion. As The Bible in State Academic Standards shows, quite to the contrary, state academic standards across the nation provide ample opportunity for educators to teach about the Bible, Christian beliefs, and Christians who were influential in history. For example, California sixth graders are expected to:

“Note the origins of Christianity in the Jewish Messianic prophecies, the life and teachings of Jesus of Nazareth as described in the New Testament, and the contribution of St. Paul the Apostle to the definition and spread of Christian beliefs (e.g., belief in the Trinity, resurrection, salvation).” (Standard 6.7.6, adopted in 1998 and reaffirmed in 2005)

We have reviewed every states academic standards. In our Summaries we include:

• State academic standards related to the Bible and Christianity

• The preambles to state constitutions that reference God because most states have an expectation that students will learn about their constitutions

• State laws regarding freedom of religious expression

We will mail you a Summary of your State Academic Standards if you fill out the form below.

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Evaluate Your Schools

WELCOME TO THE CAUSE of creating a better future for our children by keeping God in our schools. By that, we mean:

We envision public schools as places where students feel the freedom to express their faith and where they gain an academic appreciation for the Bible and Christianity across the whole curriculum as it relates to history, culture, and values. This can be done legally and appropriately within existing constitutional boundaries and in keeping with current laws and state standards. 

What Can I Do? 
The School Checklist (below) answers the question: “What should I do?” The checklist becomes a simple way to review your schools and, if necessary, advocate for improvements. It focuses on two areas:

1. Religious freedom so students feel the freedom to express their faith;

2. Academic freedom so students gain an appreciation for the Bible and Christianity across the whole curriculum as they relate to history, culture, and values.

Evaluate two things in your schools:

• POLICIES - School policies need to promote and protect freedom of religious expression and academic freedom to address topics related to religion

• PRACTICES - Classroom practices need to foster freedom of religious expression and instruction about the cultural and historical influence of the Bible and Christianity.

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School Checklist

ACADEMIC FREEDOM

School District Policies

The school district has a favorable policy about religious topics	Y	N
The school district has a policy regarding holidays similar to the Sioux Falls School District which was found constitutional in Florey v. Sioux Falls	Y	N
The school district allows for, or requires, a moment of silence at the beginning of each day (applicable in 34 states)	Y	N

 School Practices  

Teachers are adequately informed of the school district’s favorable policy on teaching about religious topics	Y	N
Bible literacy and Judeo-Christian history, culture, and values are appropriately included across the curriculum (see examples below)	Y	N
In Social Studies – students learn about the Bible and Christianity’s influence on American and Western civilization (link)	Y	N
In Language Arts – Bible literacy  is incorporated to enhance literary understanding	Y	N
In Science – students are taught the limits of science and have access to the full range of scientific views about evolution (link)	Y	N
In Mathematics – students learn how people of faith use math to benefit others (e.g., charity, inventions)	Y	N
In Foreign Language – students learn the Christian cultures of foreign countries	Y	N
In Music – sacred music is incorporated into the music program	Y	N
In Art – students learn the significant role of Christianity in the support and develop of the arts	Y	N
In the Library – students have access to the Bible and books with Christian characters and themes	Y	N
As part of the music program, students sing Christmas carols and other songs with religious themes	Y	N
Educators teach about the religious aspects of Thanksgiving, Christmas, and Easter	Y	N
Teachers conduct a moment of silence at the beginning of each day (applicable in 34 states)	Y	N

RELIGIOUS FREEDOM

School District Policies

Religious Freedom Day is officially recognized annually by a resolution or policy from the school board. (Sample resolution)	Y	N
The school district has a policy and guidelines clarifying students’ and educators’ religious liberties. (Sample Policy)  (Sample Guidelines)	Y	N
The school district has a policy allowing religious release time programs.	Y	N
The school district has a policy allowing student-led religious clubs.	Y	N
The school district has a policy allowing after-school religious clubs.	Y	N

School Practices

Religious Freedom Day is recognized by each school.	Y	N
Schools annually distribute information about students’ religious liberties to all students, parents, educators, and administrators. Schools consider video for announcements. (sample video)	Y	N
Character education lessons include explaining the freedom to express one’s faith in word and deed at school. (See article)	Y	N
The schools offer a religious release time program. (link, link)	Y	N
The schools have student-led religious clubs. (link)	Y	N
The schools have after-school religious clubs. (link)	Y	N

St. Patrick's Day - Something You May Not Know

Apostle to the Irish/ The Real Saint Patrick

If you ask people who Saint Patrick was, you're likely to hear that he was an Irishman who chased the snakes out of Ireland.

It may surprise you to learn that the real Saint Patrick was not actually Irish -- yet his robust faith changed the Emerald Isle forever.

Patrick was born in Roman Britain to a middle-class family in about A.D. 390. When Patrick was a teenager, marauding Irish raiders attacked his home. Patrick was captured, taken to Ireland, and sold to an Irish king, who put him to work as a shepherd..... 

Six Years a Slave

Who was the first person to go on record against slavery? Here’s a little known fact that kids won’t learn in school (unless you change that): according to historian Thomas Cahill, the first person in history to write against slavery was Saint Patrick. Both his Christian faith and experience led him to do it. 

Patrick was born in the 4th century to Christian parents who were Roman citizens in Briton. As a boy he was kidnapped and become a slave for six years in Ireland. He prayed daily that God would rescue him, and eventually he escaped and returned home. But he felt God calling him to return to Ireland with the Gospel. 

By the end of his life he had baptized over 120,000 Irishmen and established 300 churches. Within his lifetime, or shortly thereafter, the Irish slave trade ended – the result of a transformed people. St. Patrick’s Day (March 17, the day of his death) is the honoring of a Christian for his missionary work. Unfortunately, the true history of Patrick is seldom told in schools today. But, you can change that simply by telling the real story.

Resources:

• Here’s a 2-minute video from the History Channel you can show in class.

• Here’s our  One Minute with Gateways (video) on St. Patrick’s Day.

• St. Patrick – Catholic Online

• How the Irish Saved Civilization, by Thomas Cahill

• Book for your classroom, Patrick, Courageous Series by Voice of the Martyrs

What to Do About a Problem Teacher

At some point in your child's education you may have an insurmountable personality conflict with a teacher. What can you do then? 

Meeting with the Teacher

Meet with the teacher and express your concerns in a gracious and tactful way. Use "I" statements rather than "you" statements as you talk about the problem. Instead of saying, "You are causing Sally to hate school," say, "I sense that Sally doesn't like coming to school any more." Solicit suggestions from the teacher on what may be causing Sally's problem and discuss various solutions. This conveys that you are not attacking the teacher but are seeking her advice on how to solve the problem. It is also important that you help the teacher understand why your child is upset by something that is going on in the class. If the teacher suggests that your child needs to change in some way and it seems reasonable, acknowledge it. Then tactfully ask how the teacher will change in order to create a win-win situation. Guide the conversation and suggestions to a satisfactory conclusion. If you can't seem to resolve the problem with the teacher, it will be necessary to meet with the principal. 

Meeting with the Principal

Visit the principal to discuss your concerns. However, realize that the principal will not outwardly agree with your criticism of the teacher. It is important that the principal maintain a positive and supportive relationship with all the teachers in the school. He will not undermine that relationship by siding against one of his staff, at least not in front of a parent. Does this mean the administrator is indifferent to your concern? No, not at all. However, he is not going to appear to undermine the teacher's classroom authority. It would be unprofessional of him to criticize a member of his staff in a conversation with a parent. 

When talking with the principal, be gracious and positive about finding a solution. List your concerns on a note pad to refresh your memory as you talk. Your concerns need to focus on the problems that are causing a disruption of your child's education. Also, list a few suggestions for how you think the problem can be resolved. The principal will discuss your concerns with the teacher and seek a resolution. However, there are occasions when the best course of action is to transfer your child to another class. 

Asking for a Transfer

The principal can transfer your child if he thinks it is best. When talking to the principal, emphasize that you are not attacking the teacher's competency – you are concerned that your child isn't doing as well as he could because of the problems between the teacher and the student. Reassignment may not be easy for an administrator to do. He may be concerned about setting a precedent; he may have no room in other classes; he may be concerned that such a move would undermine staff morale. 

It is important that you use your best "people skills" to persuade the administrator that moving your child is the right thing to do. The principal most likely will not transfer a student simply because the parent doesn't like the teacher or the teacher is unpopular with students. The principal will need to see legitimate academic or social concerns that warrant such an action. 

He may also want to wait a little while for space to open up in another classroom. In most schools there is a constant stream of students moving in and out of classes due to families moving in and out of the community. The principal will most likely wait for this to create an opening for your child. 

Sometimes the problem is not the teacher, but a specific book the class is reading or a subject they are studying. In this case, you don't need to transfer your child to another class, but you may want to temporarily remove him from the classroom. 

Removing your Child from a Lesson

If the problem is over a particular book or curriculum being used by the teacher, you may wonder whether you should remove your child from the classroom. I suggest to parents that they should seek to remove their child from a program when they can no longer influence their child's learning. That means that either they cannot influence their partner – the teacher – to choose another educational strategy, or they cannot sufficiently undo what the child is learning in class. 

You don't need to remove your child from an activity if you can influence the teacher to choose a better alternative. The mother of an eighth-grader told me how she was able to influence her child's teacher to alter the lesson plan. This not only saved her from having to remove her child from the activity, but it improved the lesson plan for the other children, too. 

The teacher announced she would be showing an R-rated movie (Blade Runner) as part of a science fiction unit. "I called her, expressed appreciation for her hard work, and told her I felt R-rated movies were not appropriate for the classroom. I suggested some positive alternatives. She considered my suggestions and changed the movie." 

© Eric Buehrer