Ethical Dilemma Mariel Ahumada Ashley Etier Treichae Hays Janna Oprea Jennifer Pascua Renee Renz

Texas Code of Ethics standard 3.4 The educator shall not exclude a student from participation in a program, deny benefits to a student, or grant an advantage to a student on the basis of race, color, sex, disability, national origin, religion, or family status. education.com/article_info.php/articles_id/48

General Guideline Public schools may not teach religion, although teaching about religion in a secular context is permitted. The Bible may be taught in schools only for it’s cultural, historical or literary value. It may never be taught in a devotional, celebratory or doctrinal manner, or in a way which encourages acceptance of the Bible in a religious context. Teaching About Religion V. Teaching Religion A program intended to teach religion, disguised as teaching about religion will be found unconstitutional.

Religion in school is the relevant issue.

All groups to be considered… Students Parents Teachers Administrators School Board

What additional information is needed? What religions are represented in my class by my students? Is the music teacher supported by the music department? Have I confronted students in class to make them feel uncomfortable? Why did I choose to include my religion in the curriculum and not represent any other religion? Have I openly expressed my religion? Do I understand the purpose of separation of church and state?

Possible courses of action… 1. I can remove all religious songs from my curriculum. Or 2. I can create a curriculum with songs representing regions from around the world, including but not limited to religious based music, making sure to represent them equally.

Remove all religious songs- Short term consequences- -I may be left with holes in my curriculum. -I feel as though I am cutting off a part of myself. -All of my students feel their religion is not an issue in my classroom. On-going consequences- -I am in compliance with the code of ethics. -My students miss out on the musical structure of the previously selected works. Long-term consequences -My students have less broad scope of the musical pieces of various groups. Psychological costs -I could feel lingering resentment over having to change from my comfort base and could possibly (unconsciously) take it out on my students. Social costs -Students and families with similar Christian beliefs could feel anger, resentment or less interest in my music class. Economic costs -The time and possibly money spent on adjusting the curriculum and purchasing the new materials.

Create a curriculum equally including religious-based music from a variety of regions- Short term consequences -Students and parents could refuse to participate in my class because it contains religions that conflict with their own. On-going consequences -Students may single a cultures or religion out, judging it to be better than the others. Long-term consequences -Parents could become angry and/or offended and take the matter higher, to the principle or a school administrator. Psychological costs -I may be uncomfortable with teaching music from religions that are not my own. I may see it as a test of my faith. Social costs -Students of one religion may feel uncomfortable joining their peers of another religion in singing. Fellow Christian teachers may look down on me for incorporating other religions into my curriculum. Economic costs -The time and possibly money spent on adjusting the curriculum and purchasing the new materials.

Applicable Court Cases- School District of Abington Twp v. Schempp (1963). The case dealt with state-approved reading of Bible passages before classes in public schools. At the beginning of the school day, students who attended public schools in the state of Pennsylvania were required to read at least ten verses from the Bible. After completing these readings, school authorities required all Abington Township students to recite the Lord's Prayer Verdict: The Court ruled 8-1 against of allowing the reciting of the Bible verses and the Lord's Prayer. Allegheny County v. ACLU Pittsburgh Chapter (1989). Two public-sponsored holiday displays in Pittsburgh were challenged by the American Civil Liberties Union, a Christian nativity scene and a menorah. The ACLU claimed the displays constituted state endorsement of religion. Verdict: In a 5-to-4 decision, the Court held that the nativity scene unmistakably endorsed Christianity in violation of the Establishment Clause. By displaying the words "Glory to God for the birth of Jesus Christ," the county sent a clear message that it supported and promoted Christian orthodoxy.

I decided to create a curriculum with songs representing regions from around the world, including but not limited to religious based music, making sure to represent them equally.

My Decision conforms to the Texas Code of Ethics Standard 3.4 By representing music from a variety of regions of the world I am not excluding any student or granting any student an unfair advantage based on my or their religion.

Any negative consequences possible? Declined participation Possibly offensive Less in depth lessons

Plan to correct negative consequences- Talk with students about respecting differences Assure parents of neutral curriculum Make emphasis on culture and music, not religion

I feel confident in accepting responsibility for the decision to include a variety of regions and their music representations in my curriculum.