LIBERTY, EQUALITY, UNIFORMITY?:
Debating Secularism in France's Public Schools

Grades:  6-8, 9-12

Subjects:  Civics, Geography, Language Arts, Social Studies

Related New York Times Article
"France Has a State Religion: Secularism, By ELAINE SCIOLINO", February 9, 2004

Overview of Lesson Plan:: In this lesson, students will learn about the French draft law to ban religious symbols from public schools. They then research "secularist" and "pluralist" positions regarding this ban, and debate the topic in class.

SUGGESTED TIME ALLOWANCE:
1 hour

OBJECTIVES:
Students will:

1. Consider their own styles of dress and the ways in which their families, cultural backgrounds, and religions might influence them.
2. Examine the debate in France's National Assembly regarding the ban on most religious symbols from public schools.
3. Formulate a position on the ban by researching France's history, laws, immigration policy, and religious demography from either a "secularist" or "pluralist" perspective.
4. Draft a position paper on the ban to be used in an in-class debate.

RESOURCES / MATERIALS:

• pens/pencils
• paper
• student journals
• copies of "France Has a State Religion: Secularism" (one per student)
• resources on French history, politics, law, and culture (textbooks, encyclopedias, and computers with Internet access)

ACTIVITIES / PROCEDURES:

1. WARM-UP/DO-NOW: Have students respond to the following prompt, written on the board prior to class: "Describe your style of dress. How does it compare to most kids your age at your school? How does it compare to other kids in your city or town, and in your country? Do any factors aside from your personal taste and budget, such as your family, cultural background, or religion influence the way you dress? If so, how?"
   Allow students a few minutes to write, and then ask them to share their responses.
2. As a class read and discuss "France Has a State Religion: Secularism," using the following questions:
   1. How, according to the article, is "a piece of cloth" threatening "the stability of the French state"?
   2. Which French government body is responsible for debating the draft law that would prohibit most religious symbols from public schools?
   3. According to the article, why do some politicians, such as President Chirac and Prime Minister Raffarin, favor the ban on religious symbols?
   4. How might one view this debate from a historical perspective?
   5. What are "pluralist" societies, according to the article?
   6. How many Muslims live in France, according to the article?
   7. In what ways is the Islamic religion visible in contemporary French society?
   8. What are some examples of "criminal behavior" among France's young Arab-Muslim underclass, according to the article?
   9. What is "laïcité"?
   10. How does France's secularism differ from the broader European Union discussion of multiculturalism?
   11. According to the article, how might the new French legislation create a deeper divide rather than cultural unification?
   12. What are some historical examples of images and symbols used to promote a unified French identity?
   13. When did France establish separation of church and state?
   14. Which French region is exempt from this policy, and why?
   15. How does the French government plan to address diversity in its policy of school holidays?
   16. What measures have Muslim leaders pledged to take in response to the ban on religious symbols in public schools?
   17. Why are some members of the commission that drafted the report promoting secularism critical of the way it has been handled?
   18. What were some of the other proposals issued by the commission?
3. Explain to students that they will be researching and debating the French ban on religious symbols from both the "secularist" and "pluralist" perspectives.
   Begin by reviewing the definitions of these terms. According to Merriam-Webster's Collegiate Dictionary Tenth Edition, "secularism" is defined as "indifference to or rejection or exclusion of religion and religious considerations" and "pluralism" is defined as "a state of society in which members of diverse ethnic, racial, religious, or social groups maintain an autonomous participation in and development of their traditional culture or special interest within the confines of a common civilization." How does each position apply to the current debate in France? What position would each side take regarding the topic of religious symbols? Depending on the level and the nature of the class, you may also wish to review key aspects of French history, such as Enlightenment philosophy, the Revolution, imperialism, and post-colonial immigration to France.
   Divide class into small groups, assigning half of the groups the "secularist" position, and the other half the "pluralist" position. Groups will research their positions by reviewing basic French law, politics, law, and demography. Groups should become familiar with the following information to formulate their arguments:
   • "Declaration of the Rights of Man and of the Citizen" (The French Republic's "constitution" of 1789)
     ( http://www.constitution.org/fr/fr_drm.htm)
   • France's "Act of 1905"
     ( http://www.info-france-usa.org/atoz/religion.asp)
   • France's history of secularism
     ( http://news.bbc.co.uk/1/hi/world/europe/3325285.stm) and
     ( http://www.brookings.edu/fp/cusf/analysis/relfreedom.htm)
   • French immigration policy
     ( http://www.brook.edu/fp/cusf/analysis/immigration.htm)
   • France's religious demography
     ( http://www.state.gov/g/drl/rls/irf/2003/24357.htm)
   Students should use the period to research the ban on religious symbols from their assigned positions. Instruct each group to formulate at least four arguments in support of its position.
4. WRAP-UP/ HOMEWORK: After groups have researched their positions, students individually draft position papers for homework, covering at least four key arguments. In the next class period, groups reconvene and discuss their position papers. A representative from each group should be selected to participate in a debate on the exclusion of religious symbols from French public schools.

DISCUSSION QUESTIONS:

• How does the debate in France compare to or differ from your own country's laws on religion and religious expression?
• What is your own personal opinion of the proposed legislation? Do you support separate cultural differences, or do you agree with the "French ideal" which sees uniform, secularized identity as the best path to national unity?
• How does separation of church and state help preserve religious diversity?

EVALUATION / ASSESSMENT:
Students will be evaluated based on written responses to Warm-Up exercise, participation in group research, thoughtfully drafted position paper articulating either the "secularist" or "pluralist" perspective on the French ban on religious symbols in school, and participation in in-class debate.

VOCABULARY:
swathing, egalitarianism, secularism, guarantor, baccalaureate, paradoxically, pluralism, permeated, counterrevolutionary, pillar, catechism, ghettos, eradicating, bandannas

EXTENSION ACTIVITIES:

1. Based on the United States Constitution and notable Supreme Court rulings, create a chart to explain the laws pertaining to public funding for private/parochial schools.
2. The article mentions some of the symbols of revolution and the French Republic. Create a visual timeline of the French revolutionary fashions and customs including representations of the pre-revolutionary Estate system and the resulting images and symbols of "the republican ideal."
3. Alsace-Lorraine is noted as a region exempt from secular French policy because of its German rule at the time of 1905 Act of Separation. Why was this region under German control, and under what conditions did France regain control of the territory? Write a report and illustrate with maps of the changing borders.

INTERDISCIPLINARY CONNECTIONS:
Fine Arts- Make a two-sided collage, with images representative of the "pluralist" perspective on one side, and of the "secularist" position on the other.

Mathematics- Choose a few countries in the world (or a few states in the United States) and go to their statistical Web sites. [The World Trade Organization provides links to of many national statistical Web sites: (http://www.wto.org/english/res_e/statis_e/natl_e.pdf).] Find demographic information about the religious affiliations of the population, such as, number of religions represented by the population, how many people (percent of the total population) are a part of each religion, the geographic distribution of the population practicing each religion. Create a table comparing the religious demography of the different countries you chose.

Media Studies- The article mentions France's "urban ghettos," also known as "banlieue." Matthieu Kassovitz's 1995 film, "Hate" ("La Haine") takes place in one such Parisian banlieue. Screen the film and write a response to the way the characters relate to their setting.

Teaching with The Times- Research articles about controversial events in recent history that blur the distinction between church and state (a notable example is the sculpture of the Ten Commandments in the Alabama court room of Judge Roy Moore.) Write an analysis of the controversy, presenting the arguments on each side, the outcome (if any), and whether or not you agree with the decision.

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Copyright 2004
The New York Times Company