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World Religions in Greater Indianapolis Teaching Module
Teacher Name: Jonathan Arbuckle
World Religion: Christianity
Humanities Discipline: Anthropology
Date: February 26th, 2016
Teaching Module Title: Christianity Part 2
Teaching Module Goals:
1. Introduce students to the impact of colonial Christianity in the United States and how it has helped influence the
religious landscape today.
2. Explore the similarities and differences between global Christian ethics and practices and the intentional Amish and
Mennonite communities in the Midwest.
3. Become familiar with intentional communities, ethnic boundaries, and Christian religious experiences and practices.
Assigned Readings and/or Websites:
Bowker: World Religions, pages 151-173
Wills: Christianity in the United States, pages 11-20
Brende: Better Off. Selected readings
Class outline/Study Questions and/or Discussions Prompts/Assessments for Students:
General Class Discussion
a. Overview of colonial Christianity and Christianity in the Midwest today
b. Ethnic boundaries and insider/outsider knowledge and practices
c. Mennonite and Amish beliefs and practices
i. Anabaptism
ii. Technology
iii. Community organization
iv. Gender roles
Assignment:
To submit before the next class meeting, students will compose a typed, 2 page essay focusing on the following
question: Using the information from class readings and today’s discussion, explore the reasons why Mennonite and
Amish communities choose to be culturally separate from society at large in many respects, but still integrate into
society to varying degrees? How does this relate to specific religious beliefs and practices of these communities?
Students should incorporate at least one detail/example from the in-class lesson and one detail from their own
research/experiences.
World Religions in Greater Indianapolis Teaching Module
Teacher Name: Alphonso Atkins Humanities Discipline: Theatre Appreciation (HUMA 100) Date: February 26, 2016
World Religion: Christianity
Teaching Module Title: Directing Cultural Theatre/Theatre of Identity
Teaching Module Goals:
1. Introduce Cultural Theatre/Theatre of Identity through basic definitions of key vocabulary, significant contributions of
theatre artists.
2. Explore theatre as a vehicle of seeing the world through another person’s eyes.
3. Develop competencies in production/concept planning and script analysis of plays associated with cultural theatre.
Assigned Readings:
Wills, Christianity in the United States, pp.44-64
Downs, The Art of Theatre, “Theatre and Cultural Diversity” chapter 3
Downs, The Art of Theatre, “Modern Theatre” chapter 16
Downs, The Art of Theatre, “The Art of Directing” chapter 8
Beebe, Beebe, & Redmond, Interpersonal Communication, “Adapting to Others” chapter 4 (excerpt)
The Green Pastures by Marc Connelly
Study Questions:
1. What is the definition of culture? In what ways do religion, race and ethnicity inform how we interact with others and
how we see the world (worldview)? What significance/priority is given to self-concept/identity by religious belief? Does
it transcend identity by race or gender?
2. What are the fundamental “stories” and beliefs of Christian identity in America? What themes emerge from those
stories?
3. What role does race play in the development of Reconstruction-era and early 20th century Christianity in America? Did
Black Christians and White Christians have different faith traditions? What political implications were there?
4. Do you believe the Pulitzer-prize winning play The Green Pastures represents a celebration of African-American
Christian traditions or an example of white bigotry of the time period? (NOTE: This was one of the earliest Broadway
shows to feature an all-Black cast.)
5. What ethical challenges are presented in staging this play for a modern audience? Can they be overcome?
Assignment:
Prepare a “concept portfolio” for the following play:
The Green Pastures by Marc Connelly
The concept portfolio will act as a guide for your Directing project. In designing a production, the first step is to perform
a script analysis which will require knowledge of the following three (3) areas:
1. An in-depth knowledge of the “stories” (themes) of the play
2. History of the play itself (previous or contemporary productions, historical context)
3. History and background of the playwright and other works
Read the play. In addition to the Assignment Study Questions; develop responses for the three (3) areas above. Be
prepared to discuss the three areas in our initial concept meeting.
World Religions in Greater Indianapolis Teaching Module
Teacher Name: Rachel Michele Barrett Knight
World Religion: Christianity
Discipline: English - Composition
Date: March 31st, 2016
Teaching Module Title: Christian Cultural Communities
Teaching Module Goals:
1. Explore the cultural connection between Christianity in the United States and various cultural groups.
2. Apply critical reading and thinking skills to the writing process.
3. Research and critically evaluate information to produce writing with APA or MLA formal documentation.
Assigned Readings and/or Websites:
Emerson, M. O. & Smith, C. (2000). Divided by Faith. Oxford University Press, New York, NY. Pages 1-20.
Smeitana, B. (2015). Sunday morning segregation: Most worshippers feel their church has enough diversity. Retrieved
from: http://www.christianitytoday.com/gleanings/2015/january/sunday-morning-segregation-most-worshiperschurch-diversity.html
Study Questions and/or Discussions Prompts for Students:
1. What are the pros and cons of a segregated church community? What about immigrants who come to the United
States?
2. What historical factors may have led to the separation?
3. What changes could or should communities make to address this?
Written Assignments and/or other Assessment Instruments:
1. Using the discussion prompts from above as a guide, students should read the assigned readings and formulate a
research question they want to explore.
2. Students should use the research question to find three articles to include as part of their research essay.
3. Students should write an expository essay related to the history of the United States and/or its perceived impact on
current culture.
World Religions in Greater Indianapolis Teaching Module
Teacher Name: Courtland Blade
Humanities Discipline: Art History
Date: Feb. 24 2016
World Religion: Christianity
Teaching Module Title: Christianity and Art in America: Taking a closer look
Teaching Module Goals:
1. Introduce students to the diversity and beginnings of Christianity in America.
2. Address how Black American Christian artists were affected by the shifts and changes in America and the ideas
and policies implemented.
3. Explore the effects Christianity had on Christian American artists like Henry Osawa Tanner.
Assigned Readings and/or Websites:




Art History Volume 2 pgs. 983-984
Christianity in the United States: A history survey and Interpretation pgs. 5-23, 28-30.
Henry Ossawa Tanner: Revolutionizing the Christian Canon at the website bellow,
http://alberstowyeth.weebly.com/7/post/2013/03/henry-ossawa-tanner-revolutionizing-the-christiancanon.htm
Henry Osawa Tanner (Link Bellow)
http://americanart.si.edu/collections/search/artist/?id=4742
Study Questions and/or Discussions Prompts for Students:
1. What is Just War Theory?
2. What Christian group brought the first African to Virginia to be sold as a slave in 1619?
3. What were the three “Enduring Themes” for Christianity in the Colonial period?
4. About how many European immigrants flooded into the United States in the first decade of the twentieth century?
5. What effect did this influx of Europeans have on Christianity?
Written Assignments and/or other Assessment Instruments:
Paper:
After doing the readings, review the image of Tanner’s early works and a piece from his later period below. Discuss the
effects and or changes that you see in Tanner’s work as he moved from domestic scenes of African American life to
Images of Biblical narratives. Also discuss what may have caused this shift in subject matter.
This should be addressed in essay format in a Word document in MLA, APA, or Chicago style format with a minimum of
two pages.
Henry Ossawa Tanner's The Banjo Lesson, oil on canvas, 1893
The Annunciation by Henry Ossawa Tanner 1896
World Religions in Greater Indianapolis Teaching Module
Teacher Name: Jeffrey Dodge
World Religion: Christianity
Humanities Discipline: Philosophy
Date: January 29, 2016
Teaching Module Title: American Christian Religious Traditions
Teaching Module Goals:
(PHIL 220) Introduce students to American Christian thought while considering how their American experience has
affected them.
(PHIL 102) Introduce students to American Christian moral thinking including compassion, justice, identity, family,
relationships with others’ faith communities, and human rights.
Assigned Readings and/or Websites:
NRSV Harper Study Bible (New Revised Standard Version), Zondervan Publishing House. 1991, or
Life Application Bible, New International Version, Tyndale House Publishers, 1988.
 Read Luke 10:25-37 (Parable of the Good Samaritan)
 Romans 13:1-10 (Submission to Civil Authorities)
 1 Corinthians 13:1-13 (Love from God)
 2 Corinthians 5:11-21 and Ephesians 2:11-22 (Reconciliation)
Barnette, Introducing Christian Ethics, “Race Relations,” pp. 128-139 (PHIL 102), and “Political Life” (PHIL 220) pp. 161172, Broadman Press.
Bedell, Sandon, & Wellborn, “The Mayflower Compact,” p.34, Religion in America [exerpts to be provided].
“America” by Phillip Schaff, p 47-49
“Manifest Destiny,” p. 45-47
Religion and Law, p. 86-89, “Everson v. Board of Education (Justice Black)” (PHIL 220),
pp. 96-99 “West Virginia v. Barnette (Justice Frankfurter)” (PHIL 220),
pp.117-121 “The Church and the Republic” by James Cardinal Gibbons (PHIL 220).
Chapter 7 (selections), “Black and White in American Religious Pattern” (PHIL 102).
Wills, Christianity in the United States, University of Notre Dame Press, 2002
Study Questions and/or Discussions Prompts for Students:
1. What is the basis for American Christian beliefs/philosophy? What has shaped American Christian thoughts and
practices and give brief explanation of each.
2. What other major American Christian religious works, other than the Bible, have influenced the development of
American Christianity? List and explain the importance of each text.
3. Explain the origin of American Christian people. What events, beliefs, & practiced shaped their identity? How have
those beliefs and practices continued to develop?
4. List some of the major moral values of American Christianity (name the source), and explain their importance (PHIL
102).
5. How has the belief in Manifest Destiny helped shape American Christianity (PHIL 220)?
6. How has interaction with the First Amendment of the U.S. Constitution affected American Christianity?
7. What has influenced the dynamics of race relations in American Christianity (PHIL 102)?
8. What major groups of churches have developed in America, and what are some of their differences?
Written Assignments and/or other Assessment Instruments:
(PHIL 220) Black Board Journal entries (essay minimum 500 words each).
(PHIL 102) Black Board Discussion Board (minimum 500 words).
Additional Resource information:
Pelikan, Jesus Through the Centuries: His Place in the History of Culture, Harper & Row Publishers and Yale University
Press, 1987.
Kerr, Readings in Christian Thought, Second Edition, Abington Press, 1966 [Selections from John Wesley, Jonathan
Edwards, William James, Walter Rauschenbusch, Reinhold Niebuhr, Thomas Merton, and Martin Luther King, Jr.].
Walker, A History of the Christian Church, 3rd edition, 1970 [A one volume history of Christianity]., “The Beginnings of
Modern Science and Philosophy,” p. 425ff. “The Transplantation of Christianity to America,” p. 430ff. “Deism and Its
Opponents, Sceptism,” p. 437ff. “The Evangelical Revival and “The Great Awakening,”p.454ff. American
Protestantism in the Nineteenth Century,” p. 507ff. “Roman Catholicism in the Modern World,” p. 519.
World Religions in Greater Indianapolis Teaching Module
Teacher Name: Amy Guess
Humanities Discipline: Art History
World Religion: Christianity
Date: March 25, 2016
Teaching Module Title: Homosexuality in Contemporary (Christian?) Art
Teaching Module Goals:
1. Explore how modern artist are expressing homosexuality in Christian based works of art.
2. Examine the comparisons between LGBT artists from the Renaissance and today.
3. Understand why LGBT artists wish to express their beliefs and sexuality through one cohesive work of art.
Assigned Readings and/or Websites:
“The Radiant Christ Child: Keith Haring and the Jesus Movement”:
http://www.jstor.org/stable/10.1086/526480?Search=yes&resultItemClick=true&searchText=contemporary&searchText
=christian&searchText=art&searchUri=%2Faction%2FdoBasicSearch%3FQuery%3Dcontemporary%2Bchristian%2Bart%2
6amp%3Bprq%3Dpiss%2Bchrist%26amp%3Bgroup%3Dnone%26amp%3Bhp%3D25%26amp%3Bso%3Drel%26amp%3Bw
c%3Don%26amp%3Bfc%3Doff%26amp%3Bacc%3Don&seq=1#page_scan_tab_contents
“The Marriage of Heaven and Hell” by Keith Haring: http://www.haring.com/!/selected_writing/the-marriage-ofheaven-and-hell#.Vv30D5wrK1s
“Holy Smoke! Take the Church Gay Art Tour”:
http://www.theguardian.com/artanddesign/jonathanjonesblog/2013/jul/30/gay-art-catholic-church-homosexuality
“Queer Lady of Guadalupe”: http://jesusinlove.blogspot.com/2010/12/queer-lady-of-guadalupe-artists-re.html
“Stations of the Cross Show Struggle for Equality”: http://www.jesusinlove.blogspot.com/2013/03/lgbt-stations-ofcross-shows-struggle.html
“Smithsonian Censors Gay Artist”: http://jesusinlove.blogspot.com/2010/12/smithsonian-censors-gay-artist-when.html
“Controversial Artist Mixed Gay and Christian Imagery”: http://www.jesusinlove.blogspot.com/2013/07/davidwojnarowicz-controversial-artist.html
Study Questions and/or Discussions Prompts for Students:
1. Keith Haring was a homosexual and a Christian. How did he display these themes in his works?
2. Considering three out of our four “Ninja Turtles”, or top Reniassance masters, were homosexual, how has this become
such a controversial topic in our modern society? Is it because the artists are more outwardly intermixing their faith and
sexuality? Explain your thoughts.
3. What are your thoughts on artists who create traditional Christian icons as LGBT? Should this be considered
blasphemous and censored? Why?
Written Assignments and/or other Assessment Instruments:
Select any one of the articles we did not discuss from http://www.jesusinlove.org/artists.php. In your own words, write
a one-page essay explaining how the artist in your article of choice expresses Christian themes alongside their sexual
preference through their art. Do you believe that artist gets their points fully across through their works and why?
World Religions in Greater Indianapolis Teaching Module
Teacher Name: Douglas Hammerling Humanities Discipline: US History
Date: Feb. 25, 2016
World Religion: Christianity Teaching Module Title: Christianity Tradition in American Part II
Teaching Module Goals:
1. Introduce students to David Wills’ book “Christianity in the United States.” Explore the major themes of the book.
2. Have the students become familiar with some of the influential Christian ministers or Christian movements in
American History.
3. Create an awareness of the Great Awakening’s religious and social impact in America.
Assigned Readings and /or Websites:
-David W. Wills, Christianity in the United States a Historical Survey and Interpretation
Essay Resources
-The First Great Awakening, Divining America, TeacherServe ...
nationalhumanitiescenter.org/....
-Africans in America/Part 3/Richard Allen - PBS
www.pbs.org/wgbh/aia/part3/3p97.html
-“The Most Famous Man in America: The Biography of Henry Ward Beecher” by Debby Applegate. 2006
-“America’s Pastor: Billy Graham and the Shaping of the Nation” by Grant Wacker. 2014
-Fanny Crosby: America's Hymn Queen - Christianity
www.christianity.com
-Biography - The Jonathan Edwards Center at Yale University
edwards.yale.edu/research/about-edwards/biography
-The American Experience | Jubilee Singers | Jubilee Songs
www.pbs.org/wgbh/amex/singers/sfeature/songs.html
Study Questions and/or Discussion Prompts for Students for David Wills’ book:
1. In Chapter One, the author discusses “Three Enduring Themes” in America’s Colonial Religious History. What were
they and how did they impact the colonies?
2. In Chapter One, who was Ann Lee and who were the Shakers?
3. What religious denomination openly challenged slavery in colonial America?
4. Why were the Baptist and Methodist congregations popular among African-Americans?
5. In Chapter Two, the book discusses the impact of the immigrants on religion. What was the influence of the Asian
immigrants? What was the influence of the German, Scandinavian, and Jewish immigrants on America’s religious
mix?
6. What country provided the most Roman Catholic immigrants to America? How did they change Christianity in the
United States?
7. How did the slavery issue impact the various denominations in America?
8. In chapter 2, what was the influence of religion in the foreign missions and international politics?
9. On page 57, what is position of the Orthodoxy Christianity in America?
10. On page 69-70, discuss some of the modern trends in Christianity that arose in the 1970’s and 1980”s.
11. On page 77-78, the author mentions non-traditional European immigrants to the United States. What have been
some of the religions that have been brought over? How have they reshaped Christianity?
Written Assignments:
Select one topic from the Essay Resources. Discuss the impact and influences of the individual or movement on
Christianity in America. Who was the individual? What did they do to change the religious landscape in America? What
were their strengths and weaknesses? Are they still impacting Christianity in the modern world? What evidence do we
see of them in the world today? What were some of their greatest sermons? Did they change Americans’ views on
social and political issues? What unique traits did they possess to have such inspiration on society? On the individuals
who made contributions to music, are their songs still heard in today?
World Religions in Greater Indianapolis Teaching Module
Teacher: Barry LeBlanc
Humanities Discipline: Music Appreciation (HUMA 118)
World Religion: Christianity

Date: March 29, 2016
Teaching Module Title: Early American Christian Music
Note: This module is intended as one lesson in a multi-lesson, auto-instructional unit on Religion & Music. The
unit is one of several Term Assignment options; others include Concert Report, Term Paper, and Global
Perspectives.
Teaching Module Goals:
Through answers to questions, the student will demonstrate an understanding of:
1. Early American Psalm Singing
2. Early American Hymnody
3. African American Spirituals
Assigned Readings and Websites:
HUMA 118 Music Appreciation required textbooks:

Joseph Kerman and Gary Tomlinson, Listen, 8e
o pp381-409 (Chapter 24: “Music in America: Jazz and Beyond”)
Other books / websites:



Craig Wright, Listening to Music, 7e
o pp384-387 – “Early American Psalm Singing”
Early American Hymnody to 1835
African American Spirituals (Library of Congress)
Reading Quiz Questions
To answer questions 1-5 below, read Craig Wright, Listening to Music, 7e, pp. 384-387 – “Early American Psalm Singing.”
1. Identify the incorrect statement regarding the religious music of the Pilgrims.
A. Although religious, it was "popular" music because everyone participated in its creation.
B. It did not use musical instruments, trained singers, or professional choirs.
C. Their music for worship consisted not only of Psalm tunes, but also hymns and motets.
D. They used a technique known as "lining out" when singing.
E. Since the Pilgrims knew the tunes by heart, they did not need music.
2. T/F? The Bay Psalm Book of 1640 contained all 150 psalms translated into English with meter and rhyme, but
without music since everyone knew the hymns by heart.
3. What is meant by the concept of "lining out" a psalm?
A. one group sings a phrase and another group answers it
B. a leader sings a phrase and then the congregation repeats it
C. singing the melody as a short canon or fugue
D. a process of collaborative improvisation
E. all of these choices
4. When an early American psalm tune was sung as a short canon or round, it was called a:
A. polonaise
B. glee
C. counterpoint
D. ground bass
E. fuguing tune
5. Identify the term that applies to the listening example. [Windsor Tune: Psalm 116]
A. fuguing tune
B. lining out
C. call and response
D. blues
E. country reel
To answer questions 6-8 below, refer to Early American Hymnody to 1835.
6. Why is Isaac Watts important in the history of Christian hymnody?
7. Identify four important outgrowths of the Singing Schools movement.
8. Fill-in-the-Blank: The image below is an example of [shaped-note] hymnody.
To answer questions 9-11 below, refer to African American Spirituals (Library of Congress)
9. Which is not true of spirituals?
A. They are a type of religious folksong that is most closely associated with the enslavement of African people
in the American South.
B. They kept the slaves happy and content, thus garnering the approval of the white colonists of North
America. [CORRECT]
C. They proliferated in the last few decades of the eighteenth century leading up to the abolishment of
legalized slavery in the 1860s.
D. They constitute one of the largest and most significant forms of American folksong.
E. They were sometimes regarded as codified protest songs and incitements to escape slavery
10. Fill-in-the-Blank: Spirituals are typically sung with a leader improvising a line of text and a chorus of singers
providing a solid refrain in unison. This form is known as [call] and [response].
11. Click on one of the song links on the African American Spirituals (Library of Congress) website. Listen, and
answer the following questions:
 What is the character of this spiritual? Is it a “sorrow song” (slow and melancholic), or is it a “jubilee”
(more joyful, fast, rhythmic, and/or syncopated)?
 Does it allude to a biblical story? If so, how might that story appeal to or parallel the slaves’ own lives?
 How might the music and lyrics express faith, hope, joy, or sorrow?
 Could this spiritual have served as a codified protest song (i.e. an incitement to escape slavery)?
World Religions in Greater Indianapolis Teaching Module
Teacher Name: Tanya A. Martin Humanities Discipline: Philosophy (Ethics)
Date: 3/27/2016
World Religion: Christianity
Teaching Module Title: Social Implications of Christianity in the United States
Teaching Module Goal:
How have the interpretations of Christianity influenced both U.S. government policy and popular opinion toward Native
Americans, African Americans, poor people, women, and other historically oppressed persons? The goal of this teaching
module is (1) reveal the role of Christianity in social prejudice and political behavior treatment and (2) compare and
contrast this legacy with selected Christian scriptures.
Readings:
American Philosophies: An Anthology edited by Leonard Harris, et al. What the Indian means to America by Luther
Standing Bear pp 420-422; Letter to the Taino/Arawak Indians, 1493 (King Ferdinand of Aragon) pp 9-10; Speech: Sa-GoYe-Wat-Ha pp 11-14
Kristin E. Kandt; Historical Essay: In the Name of God; An American Story of Feminism, Racism, and Religious Intolerance:
The Story of Alma Bridwell White, 8 Am. U. J. Gender, Soc. Pol. & L 753 (2000)
Christianizing the Klan: Alma White, Branford Clarke, and the Art of Religious Intolerance by Lynn S. Neal Church History
June 2009
World Religions: The great faiths explored and explained by John Bowker c. 1997, 2003, 2006 Professor John Bowker;
(Introduction; Jesus’ Teaching page 150 The Life of Christ page 154
2 Peter 3:16
2 Corinthians 4:2
2 Timothy 2:15
Matthew 19:16-24
Divining America-Religion in American History: The Religious Origins of Manifest Destiny by Donald M. Scott Professor of
History Queens College and the Graduate Center of the City University of New York ©National Humanities Center
Questions and prompts for discussion:
1.
2.
3.
4.
Does/Did American Manifest Destiny have any relation to the teachings of Jesus in the Gospels?
How did dominant interpretations of Christianity shape the lives of Native, African, and European Americans?
What role did Christianity play in slavery and ethnocide?
We will discuss various consequences of how and when the United States (and other nations) have claimed a special
providence and mission from God.
Assignments:
In a Wiki or Blog, students will address the following:
1.
In your opinion, what did Jesus mean when he said “It is easier for a camel to go through the eye of a needle than
for a rich man to enter the Kingdom of God”?
2. What does the previous statement reveal about Jesus’ attitude toward personal property, the attainment of wealth
or capitalism in general?
3. What do you think Jesus would say about the way this American lands were conquered and turned into privatelyheld or U.S. government property?
4. Based on your interpretation of the assigned readings, are there tensions between what Jesus said to do and what
Christians actually did in the era of slavery?
World Religions in Greater Indianapolis Teaching Module
Teacher Name: Patrick Meegan
Humanities Discipline: World History
World Religion: Christianity
Teaching Module Title: Christianity in America
Date: February 25, 2016
Teaching Module Goals:
1. Introduce students to the historical background to Christian immigration to North America.
2. Examine the cultural and religious environment that led to the spread of Christianity in North America.
3. Familiarize students with the basic historical events related to Christian scripture.
Assigned Readings and/or Websites:
Duiker and Spielvogel, Chapter 7, pp 180-183, “Andalusia: A Muslim Outpost in Europe”
Duiker and Spielvogel, Chapter 14, pp 357-359, ‘A New Player: Europe”
“U.S. History: Pre-Columbian to the new Millenium”, http://www.ushistory.org/us/25f.asp
American River ganges by Thomas Nast (1871) http:// thomasnastcartoons.com/irish-catholic.../the-american-riverganges-1871
Study Questions and/or Discussions Prompts for Students:
1.
2.
3.
4.
5.
What was the cultural background of the first Christians in America?
What was the nature of the relations between Catholic and Protestant Europeans at the time of colonization?
How did these relations affect Christian interactions in the English colonies and then the United States?
How were Irish immigrants received in the United States, and how did they respond?
What was the reaction of many Americans to Catholic education in the United States?
Written Assignments and/or other Assessment Instruments:
Come to class with written responses to these questions. We will discuss the answers together and have a brief lecture.
After the classroom discussion, students will be assigned a one-page paper demonstrating their learning regarding
Christian immigration to the United States.
_________________________________________________________________________________________________
Important points to stress in classroom discussion:
The Reconquista in Iberia and the various religious wars in Europe led to a colonial mindset of denominational
dominance in North America.
Protestant domination of the English colonies and the United States led to suspicion and suppression of non-Protestants,
including Catholics, Jews, and others. Job discrimination was rampant.
Irish and other Catholic immigrants responded to such discrimination by building Catholic institutions (schools, churches,
hospitals, etc.). Often these were viewed with suspicion by non-Catholics.
Irish Catholics served in the military (both Union and Confederate) and in public service (police and fire fighting) in
numbers well beyond their general representation.
World Religions in Greater Indianapolis Teaching Module
Teacher Name: Joshua M. Phillippe
World Religion: Christianity
Humanities Discipline: Art History
Date: February 26, 2016
Teaching Module: Architecture in Indianapolis, Scottish Rite Cathedral
Teaching Module Goals:
Frame a discussion on Christianity, the Christian architectural legacy in the United States and contemporary religious trends.
Assigned Readings:
David W. Wills, Christianity in the United States, Chapter 3: A Global Power, pages 47-82.
Michael Lipka, Rise of Religious “Nones”, Pew Research Center, November 11, 2015
http://www.pewresearch.org/fact-tank/2015/11/11/religious-nones-are-not-only-growing-theyre-becoming-more-secular/
Study Questions and Discussion Prompts for Students:
Type up a short reflection answering the following questions and bring it to class next week for credit and discussion.
1. The Scottish Rite Cathedral is a masonic lodge in downtown Indianapolis with neo-gothic limestone architecture and
dense Christian symbolism. Plan a tour of the structure (Tuesday-Friday, 10am-2pm, see website) noting the building’s
many external components and interior ornaments. Give special time and attention to the original 1929 east-facing art
glass windows (stained glass). What are some of the notable architectural features of the Scottish Rite Cathedral?
Discuss a few of the details that reference art history from the Sculpture, Painting and Architecture windows.
2. After touring the Scottish Rite Cathedral and reading the selections from Wills’ and the Pew poll on growing American
secularism, do you think gothic revival architecture will continue to be relevant in the 21st century? Why or why not?
Consider classical temples, originally religious in purpose, which are still taught, discussed and visited frequently today.
Scottish Rite Cathedral tour information: http://www.aasr-indy.org/scottish-rite/tour-cathedral
All photographs by Joshua M. Phillippe, Architecture Window (detail), Scottish Rite Cathedral, 1927-1929, Indianapolis, Indiana
World Religions in Greater Indianapolis Teaching Module
Teacher Name: Joe Skvarenina
Humanities Disciple: History
World Religion: Christianity
Date: Feb 9, 2016
Teaching Module Title: Christianity
Teaching Module Goal:
To discuss the role of evolving Christian doctrines and ethics in shaping political actions and public policies.
Assigned Readings:
Christianity in the United States by David W. Wills pp 1-84.
http://www.wctu.org
http://ushistory.org/us/38E.asp
http://www.fiarus.org/facts/us____laws
http://www.hitorytoday.com/jonathan-phiilps/crusades-completehistory
http://www.jewishvitruallibrary.org/jsource/history/inquisition.html
http://www.livescience.co/4321-creationis-vs--6-big-battles.html
www.susanbanthonyhouse.org
http://www.amazon.com/the-abortion-battle-lookingissues/dp/0894907247
Discussion Prompts For Students: (American History I&II)
1. What role did the Christian churches play in the passage of prohibition as a constitutional amendment? What is the
WCTU? Is it appropriate for the United States Constitution be amended for public policies like prohibition?
2. What did the 1890 Immigration Act accomplish? Why did the United States want to limit immigration from southern
and eastern Europe. Did the Immigration Act of 1890 and following acts discriminate against Roman Catholics? Why
or why not?
3. Why did it take so long for women to get the right to vote? Did some consider the women's right to vote a state
issue?
4. Why is abortion such a controversial political issue? What is the Catholic Church’s stance on abortion? What do
various Protestant churches teach? Has church policy evolved?
5. What do different Christian churches teach about evolution? How does the teaching of evolution affect the
interpretation of the Bible? Do all churches think the Bible is the word of God without error?
6. What are the benefits of settlement houses? Do they exist today?
Prompts (World History III)
7.
8.
9.
10.
What role does the Catholic Church play in public attitudes toward contraception?
Explain why some countries involve themselves in reproductive rights and have policies limiting the size of families?
How does population growth fit with concerns about hunger and food stability?
What were the crusades? How did the church influence the need for the Crusades? How do the Crusades still affect
foreign policy today in the Near East?
11. What was the role of the church in the inquisition? Why did Jews convert to Christianity as a result of the
inquisition? What about Muslims?
Assignments: (American History I & II)
Divide the class into groups and have each group and discuss how Christianity has influenced public policy on
prohibition, voting rights, immigration, teaching of evolution and contraception. Continue the discussion in a large
group. Ask if the Christian churches should be involved with public policy and on what level. Students need to formulate
their own thoughts before the discussion and would be requested to write a paragraph before class on their thoughts.
This would stimulate the discussions.
(World History 111)
I would use the same process for World History but would use the public policy issues of how the Inquisition and
Crusades influenced the Middle East, ethnic cleansing, and the Holocaust. We would also discuss population control,
national policies and how population control influences world hunger.
Before the discussion students would again be requested to write an advance paragraph in response.
World Religions in Greater Indianapolis Teaching Module
Teacher Name: Joanna Wos Humanities Discipline: Art Appreciation ARTH110 Date: Feb. 25, 2016
World Religion: Christianity Teaching Module Title: Christian History in the United States and Indianapolis
Teaching Module Goals:
To show the influence of the teachings of the Society of Friends (Quakers) on the artistic work of the American artist,
James Turrell, specifically in terms of his interest in the use of light.
Assigned Readings:
Basics for Newcomers. Quaker Resources. Friends General Conference:
www.fgcquaker.org
Frequently Asked Questions about Quakers. Friends General Conference: www.fgcquaker.org/explore/faqs-aboutquakers
James Turrell: “Live Oak Friends Meeting House”: http://art21.org Go to “Artists”. Go to “James Turrell”, go to “Texts”,
go to “Interview: James Turrell: "Live Oak Friends Meeting House"
Hylton, W. S. Alternate Realities of James Turrell. The New York Times Magazine. June 16, 2013.
Durham, G. God, the Spirit and the Light Within, in The Spirit of the Quakers, Yale University Press, New Haven and
London
Assigned Vewings:
James Turrell (American, 1941-). Acton. (1976). 1989.111. At Indianapolis Museum of Art. Currently on View in The
Nagler Family Gallery (K412).
Art: 21 - Art in the 21st Century: Season 1. (2001). Spirituality:James Turrell. Video. PBS.
Study Questions:
1. Give a brief synopsis of the history and beliefs of the Society of Friends in America.
2. Describe the religious experience summed up in the terms “Light within”, “Inner Light”, “Standing in the Light”,
”Hold someone in the Light”, and “Inward Light”.
3. How did James Turrell’s religious background impact his decision to use light as the primary visual element
incorporated in his art?
4. Why is his skyscape, in the Live Oak Friends Meeting House in Houston, TX, appropriate for the setting?
Write a one page narrative, incorporating the answers to the study questions, discussing how the religious beliefs of the
Society of Friends influenced James Turrell’s use of light in his art, specifically in the Live Oak Friends Meeting House.