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            <p><font face="Arial, Helvetica, sans-serif" size="3"><b><font color="829890">You 
              Are Free to Exercise</font><font face="Arial, Helvetica, sans-serif" size="3"><b><font color="829890">.</font></b></font></b></font></p>
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                <td width="62" height="24" bgcolor="e3e8f3"> 
                  <div align="right"><font face="Times New Roman, Times, serif" size="1" color="4066b0"><b>LEVEL&nbsp;&nbsp;</b></font></div>
                </td>
                <td width="376" height="24" bgcolor="e3e8f3"> <font face="Times New Roman, Times, serif" size="3" color="4066b0">&nbsp;&nbsp;Beginning 
                  </font></td>
              </tr>
              <tr> 
                <td width="62" bgcolor="e3e8f3"> 
                  <div align="right"><font face="Times New Roman, Times, serif" size="3" color="4066b0"><b><font size="1">SUBJECT&nbsp;&nbsp;</font></b></font></div>
                </td>
                <td width="376" bgcolor="e3e8f3"><font face="Times New Roman, Times, serif" size="3" color="4066b0">&nbsp;&nbsp;Civics, 
                  United States History</font></td>
              </tr>
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            <p><font face="Times New Roman, Times, serif" size="3" color="#4066b0"><b>Introduction</b></font><br>
              <font face="Times New Roman, Times, serif" size="3">Religious liberty 
              is an inalienable right. At the heart of what it means to be an 
              American citizen, religious liberty includes the right to freely 
              practice any religion or no religion without government coercion 
              or control. This was true in the decades before the Declaration 
              of Independence, when many people came to North America to escape 
              religious persecution in Europe. This was true in 1791 when the 
              Bill of Rights was ratified in a predominantly Protestant country. 
              It is true today. Expanding religious pluralism in today's society 
              challenges and affirms America's belief in freedom of conscience. 
              </font></p>
            <p><font face="Times New Roman, Times, serif" size="3">"Free exercise" 
              is the freedom of every citizen to reach, hold, practice and change 
              beliefs according to the dictates of conscience. The Free Exercise 
              Clause prohibits governmental interference with religious belief 
              and, within limits, religious practice. The Supreme Court traditionally 
              has required governmental bodies to demonstrate a compelling interest 
              of the "highest order" before they may interfere with religious 
              conduct. Government must demonstrate that the means by which it 
              seeks to address its compelling interest are the least restrictive 
              possible of religious conduct. </font></p>
            <p><font face="Times New Roman, Times, serif" size="3">This lesson 
              provides five cases in which an individual's freedom of conscience 
              comes into conflict with the interests of the larger society. Students 
              will hear the arguments put forth by plaintiffs and defendants in 
              each case, then deliberate on what limits &#151; if any &#151; may 
              be placed on religious expression. </font></p>
            <p><font face="Times New Roman, Times, serif" size="3" color="#4066b0"><b>Key 
              Concepts </b></font></p>
            <ul>
              <li><font face="Times New Roman, Times, serif" size="3">Religious 
                liberty, or freedom of conscience, is an inalienable right. </font></li>
              <li><font face="Times New Roman, Times, serif" size="3">It is the 
                duty of the government to guard and respect the individual's freedom 
                of conscience and belief.</font></li>
              <li><font face="Times New Roman, Times, serif" size="3">The Free 
                Exercise Clause of the First Amendment provides that government 
                will neither advance nor inhibit religious expression. </font></li>
              <li><font face="Times New Roman, Times, serif" size="3">The only 
                reasons for government to impose laws and regulations are secular. 
                </font></li>
              <li><font face="Times New Roman, Times, serif" size="3">No one will 
                be coerced by government to support or participate in any religion 
                or in its exercise. </font></li>
            </ul>
            <p><font face="Times New Roman, Times, serif" size="3" color="#4066b0"><b>First 
              Principles </b></font></p>
            <ul>
              <li><font face="Times New Roman, Times, serif" size="3">The First 
                Amendment affirms the freedom of the individual. </font></li>
              <li><font face="Times New Roman, Times, serif" size="3">The First 
                Amendment tells the government to keep its "hands off" our religion, 
                our ideas, our ability to express ourselves. </font></li>
              <li><font face="Times New Roman, Times, serif" size="3">Other people 
                have rights, too. </font></li>
              <li><font face="Times New Roman, Times, serif" size="3">When rights 
                collide, government must balance them. </font></li>
            </ul>
            <p><font face="Times New Roman, Times, serif" size="3" color="#4066b0"><b>First 
              Moments</b></font><br>
              <font face="Times New Roman, Times, serif" size="3">James Madison, 
              drafting his preliminary proposals for a Bill of Rights, wrote in 
              1789: "The civil rights of none shall be abridged because of religious 
              belief or worship, nor shall any national religion be established, 
              nor shall the full and equal rights of conscience be in any manner 
              or in any pretext, infringed. </font></p>
            <p><font face="Times New Roman, Times, serif" size="3">"Freedom is 
              not limited to things that do not matter much. That would be a mere 
              shadow of freedom. The test of its substance is the right to differ 
              as to things that touch the heart of the existing order.</font></p>
            <p><font face="Times New Roman, Times, serif" size="3"> In 1943, U. 
              S. Supreme Court Justice Robert H. Jackson wrote in the Pledge of 
              Allegiance case: "If there is any fixed star in our constitutional 
              constellation, it is that no official, high or petty, can prescribe 
              what shall be orthodox in politics, nationalism, religion, or other 
              matters of opinion, or force citizens to confess by word or act 
              their faith therein." </font></p>
            <p><font face="Times New Roman, Times, serif" size="3">In 1962, Supreme 
              Court Justice Tom Clark wrote: "The place of religion in our society 
              is an exalted one, achieved through a long tradition of reliance 
              on the home, the church and the inviolable citadel of the individual 
              heart and mind. We have come to recognize through bitter experience 
              that it is not within the power of government to invade that citadel, 
              whether its purpose or effect be to aid or oppose, to advance or 
              retard. In the relationship between man and religion, the State 
              is firmly committed to a position of neutrality." </font></p>
            <p><font face="Times New Roman, Times, serif" size="3">Discuss these 
              quotations. What are James Madison, one of the Founding Fathers 
              and author of the Bill of Rights, and Supreme Court Justices Robert 
              Jackson and Tom Clark saying about government's relation to individuals 
              and their religious beliefs? </font></p>
            <p><font face="Times New Roman, Times, serif" size="3">After listing 
              students' suggestions on the board and establishing key ideas, present 
              the following situation to students. </font></p>
            <p><font face="Times New Roman, Times, serif" size="3">A 2�-year-old 
              boy becomes ill. His parents, David and Ginger Twitchell, do not 
              seek traditional medical assistance. Instead, as members of the 
              Christian Science Church, they rely on prayer and faith as their 
              church teaches. Several times the child appears to get better, so 
              the parents believe their prayers and the prayers of the Christian 
              Science practitioner with whom they are consulting are working. 
              </font></p>
            <p><font face="Times New Roman, Times, serif" size="3">Robyn Twitchell 
              dies on April 8, 1986, of peritonitis from a congenital bowel obstruction 
              after five days of being ill. The parents are charged with involuntary 
              manslaughter. </font></p>
            <p><font face="Times New Roman, Times, serif" size="3"><i><a href="http://wings.buffalo.edu/law/bclc/web/matwitchell.htm" target="_blank">Massachusetts 
              v. David and Ginger Twitchell </a></i>(1990, Mass.) is heard before 
              a criminal trial court in Boston, Mass. The jury will find the parents 
              innocent or guilty in the death of their 2�-year-old son Robyn. 
              Manslaughter, a lesser charge than murder, means unlawful killing 
              of a person without the intention for that to occur. </font></p>
            <p><font face="Times New Roman, Times, serif" size="3"><a name="gotoparenspatriae"></a>Discuss 
              these questions with your students. </font></p>
            <ul>
              <li><font face="Times New Roman, Times, serif" size="3">Do the parents 
                have a right to exercise their religious beliefs? In their mind, 
                the practitioner and their prayers are equal to - in fact, better 
                than - a physician and medicine. </font></li>
              <li><font face="Times New Roman, Times, serif" size="3">What is 
                the state's responsibility for the welfare of children? What is 
                <i>parens patriae</i> (parent of his  country)? </font></li>
              <li><font face="Times New Roman, Times, serif" size="3">What freedoms 
                and responsibilities are in conflict in this case? Background 
                on religious-freedom cases involving children, this case and the 
                decision in Massachusetts is provided <a href="supportpages/L06-ParensPatriae.htm">for 
                teachers</a>. </font></li>
            </ul>
            <p><font face="Times New Roman, Times, serif" size="3">There are no 
              easy answers. The American Medical Association; congregants of Church 
              of Christ, Scientist; the National District Attorneys Association; 
              members of the Followers of Christ Church and the General Assembly 
              and Church of the First Born; and the Academy of American Pediatrics 
              haven't been able to agree on an answer. The courts continue to 
              balance conflicting interests, legal precedents, religious tenets 
              and state laws in cases that involve sick children, parents who 
              reject conventional medical care because of their religious convictions 
              and the state's <i>parens patriae</i> role. </font></p>
            <p><font face="Times New Roman, Times, serif" size="3" color="#4066b0"><b>Procedure 
              </b> </font></p>
            <ol>
              <li><font face="Times New Roman, Times, serif" size="3">Explain 
                to students that religious pluralism in the United States today 
                goes beyond the Protestant, Catholic and Jewish pluralism of the1950s. 
                The United States census does not include a question about religion; 
                however, reports from organizations and surveys, enable the <i>World 
                Almanac </i>and online 
                sources to estimate the statistics on religious groups in 
                the United States. You might discuss how religious affiliations 
                of members of Congress reflect the pluralism of the country. (You 
                might compare the religious affiliations of members of the first 
                Congress with those of the current 
                Congress.)What do students understand about the cultural and 
                religious diversity of the United States, their own community 
                and their school? </font><br>
                <br>
              </li>
              <li><font face="Times New Roman, Times, serif" size="3">Review the 
                Free Exercise Clause of the First Amendment with the class. It 
                reads "Congress shall make no law � prohibiting the free exercise 
                [of religion]." Conduct a brief class discussion of the importance 
                of the Free Exercise Clause. What benefits does guaranteeing such 
                a freedom have? Help students understand that religious intolerance 
                throughout history has led to conflict and violation of individual 
                rights. Guaranteeing religious freedom helps to promote respect 
                for differences. Furthermore, what one believes about religion 
                underlies what one believes about many other aspects of the world 
                and human relations. Thus, freedom of religion helps protect intellectual 
                freedom more generally. Discuss the fact that the framers believed 
                that religion was essential to developing the kind of character 
                needed by citizens in a free society. Do students agree with this 
                assumption?<br>
                <br>
                </font></li>
              <li><font face="Times New Roman, Times, serif" size="3">First Amendment 
                rights do have <a href="FirstPrinciples.htm">limits</a>. In the 
                case of the right to exercise one's religious beliefs, this is 
                particularly true when it comes to <i>actions</i> based on religious 
                beliefs as opposed to the beliefs themselves. Ask students to 
                think about how far outside the mainstream religious groups can 
                venture and still be protected by the First Amendment. </font> 
                <ul>
                  <li><font face="Times New Roman, Times, serif" size="3">Are 
                    religions that worship multiple gods legally permitted? (<i>Yes</i>.)<br>
                    <br>
                    </font></li>
                  <li><font face="Times New Roman, Times, serif" size="3">What 
                    about religious worship that involves handling poisonous snakes 
                    by both adults and children? (<i>Children should not be subjected 
                    to the risk of death; adults make up their own minds.</i>) 
                    <br>
                    <br>
                    </font></li>
                  <li><font face="Times New Roman, Times, serif" size="3">What 
                    about a religion that holds that each man should have more 
                    than one wife? (<i>No, polygamy is illegal everywhere in the 
                    United States.</i>) <br>
                    <br>
                    </font></li>
                </ul>
              </li>
              <li><font face="Times New Roman, Times, serif" size="3">Tell students 
                they will now have the opportunity to judge real issues that have 
                arisen concerning freedom of conscience and religious expression. 
                </font> 
                <ul>
                  <li><font face="Times New Roman, Times, serif" size="3">Divide 
                    the class into five groups. Explain that each group will act 
                    as the justices of the Supreme Court to decide whether the 
                    Free Exercise Clause of the First Amendment was violated in 
                    each case. Assign each group a different case to present to 
                    the class.</font> 
                    <p><font face="Times New Roman, Times, serif" size="3"><a name="gotocasebgandrc"></a>Case 
                      1: <i>West Virginia Board of Education v. Barnette </i>(1943)<br>
                      Case 2: <i>Welsh v. United States</i> (1970)<br>
                      Case 3: <i>State of Wisconsin v. Jonas Yoder, et al.</i> 
                      (1972)<br>
                      Case 4: <i>Oregon Employment Division v. Smith</i> (1990)<br>
                      Case 5: <i>Church of the Lukumi Babalu v. Hialeah</i> (1993)</font></p>
                  </li>
                  <li><font face="Times New Roman, Times, serif" size="3">Give 
                    the <a href="supportpages/L06-CaseBkgrndsRoleCrds.htm#gotocasebg">Case 
                    Backgrounds</a> and <a href="supportpages/L06-CaseBkgrndsRoleCrds.htm#gotorc">role 
                    cards</a> to the appropriate groups.<br>
                    <a name="gotocaseanalysis"></a><br>
                    </font></li>
                  <li><font face="Times New Roman, Times, serif" size="3">Distribute 
                    one copy of the <a href="supportpages/L06-CaseAnalysis.htm">Case 
                    Analysis</a> form to each group. After reviewing the case 
                    background and the positions taken in the case (refer to role 
                    cards), students should complete the questions on the Case 
                    Analysis form. <br>
                    <br>
                    </font></li>
                  <li><font face="Times New Roman, Times, serif" size="3">Once 
                    the analysis is completed, select a student in each group 
                    to read the background of the group's assigned case to the 
                    class and select two students to be the plaintiff and defendant. 
                    Give them the appropriate cards. These three students will 
                    come to the front of the class to present the case background 
                    and arguments of the plaintiff and defendant.<br>
                    <br>
                    </font></li>
                  <li><font face="Times New Roman, Times, serif" size="3">After 
                    the presentation of the arguments, give the four non-presenting 
                    groups 15 minutes to reach a decision on the case and to write 
                    down their reasons. During this discussion, members of the 
                    presenting group should plan the presentation of their group 
                    analysis and answer questions that other groups may have about 
                    the case they presented.<br>
                    <br>
                    </font></li>
                  <li><font face="Times New Roman, Times, serif" size="3">When 
                    groups are finished, have the four non-presenting groups give 
                    their decisions. The presenting group should then report its 
                    analysis, emphasizing the competing values and reasons for 
                    its decision. <br>
                    <a name="gotodecisionsofthesc"></a><br>
                    </font></li>
                  <li><font face="Times New Roman, Times, serif" size="3">Encourage 
                    students in other groups to question the reasoning and decisions 
                    in each case. At the end of discussion of the groups' decisions, 
                    provide the actual outcome of the case. <a href="supportpages/L06-DecisionsoftheSC.htm">Decisions 
                    of the Supreme Court</a> are provided for teachers. Do not 
                    present the outcome as the only correct answer, rather as 
                    the decision of the court at the time. Actual cases are complex, 
                    and judicial reasoning changes over time. These cases were 
                    selected to show how difficult deciding complex court cases 
                    can be. <br>
                    <br>
                    </font></li>
                  <li> <font face="Times New Roman, Times, serif" size="3">Repeat 
                    the presentation and discussion process with the remaining 
                    cases. <br>
                    <br>
                    </font></li>
                </ul>
              </li>
              <li><font face="Times New Roman, Times, serif" size="3">Teachers 
                may wish to conclude by discussing significant themes that emerge 
                from these cases. </font> 
                <ul>
                  <li><font face="Times New Roman, Times, serif" size="3">The 
                    following two quotations address one such theme: It is evident 
                    through the cases included in this study and others involving 
                    the Free Exercise Clause that laws should not be written to 
                    target a particular religious practice. </font> 
                    <blockquote> 
                      <p align="left"><font face="Times New Roman, Times, serif" size="3">" 
                        To satisfy the commands of the First Amendment, a law 
                        restrictive of religious practice must advance interests 
                        of the 'highest order,' and must be narrowly tailored 
                        in pursuit of those interests." </font></p>
                      <p align="right"><font face="Times New Roman, Times, serif" size="3"><font size="2">&#151;<i>McDaniel 
                        v. Paty</i>, 435 U.S., quoting <i>Wisconsin v. Yoder</i> 
                        (1972) </font></font></p>
                      <p><font face="Times New Roman, Times, serif" size="3">"A 
                        law that targets religious conduct for distinctive treatment 
                        or advances legitimate governmental interests only against 
                        conduct with a religious motivation will survive strict 
                        scrutiny only in rare cases." </font></p>
                      <p align="right"><font face="Times New Roman, Times, serif" size="2">&#151;<i>Church 
                        of Lukumi Babalu Aye v. City of Hialeah </i>(1993)</font><font face="Times New Roman, Times, serif" size="3"> 
                        </font></p>
                    </blockquote>
                  </li>
                  <li><font face="Times New Roman, Times, serif" size="3">Contained 
                    in this quotation is a second example of a theme emerging 
                    from study of these cases: Government officials must be sure 
                    that laws and regulations are instituted only for secular, 
                    not religious, reasons. </font> 
                    <blockquote> 
                      <p><font face="Times New Roman, Times, serif" size="3">"[The 
                        Free Exercise Clause] commits government itself to religious 
                        tolerance, � all officials must pause to remember their 
                        own high duty to the Constitution and to the rights it 
                        secures. Those in office must be resolute in resisting 
                        importunate demands and must ensure that the sole reasons 
                        for imposing the burdens of law and regulation are secular." 
                        </font></p>
                      <p align="right"><font face="Times New Roman, Times, serif" size="2">&#151; 
                        <i>Church of Lukumi Babalu Aye v. City of Hialeah</i> 
                        (1993) </font></p>
                    </blockquote>
                  </li>
                </ul>
              </li>
              <li><font face="Times New Roman, Times, serif" size="3">Ask students 
                to write an essay on one of the following topics: </font> 
                <ul>
                  <li><font face="Times New Roman, Times, serif" size="3">The 
                    Supreme Court's role in securing individual rights.<br>
                    <br>
                    </font></li>
                  <li><font face="Times New Roman, Times, serif" size="3">Tolerance 
                    and intolerance toward religious groups in America.<br>
                    <br>
                    </font></li>
                  <li><font face="Times New Roman, Times, serif" size="3">The 
                    conflict between free exercise of one's religious convictions 
                    and society's responsibility to its minors. <br>
                    <br>
                    </font></li>
                  <li><font face="Times New Roman, Times, serif" size="3">The 
                    Constitution and religious liberty. You may ask students to 
                    identify divergent viewpoints and to analyze the judiciary's 
                    role in reconciling them. Students may include in their essays 
                    one of the above quotations or a quotation from the case they 
                    presented. </font></li>
                </ul>
              </li>
            </ol>
            <p><font face="Times New Roman, Times, serif" size="3" color="#4066b0"><b>Enrichment</b></font><font face="Times New Roman, Times, serif" size="3"> 
              </font></p>
            <ol>
              <li><font face="Times New Roman, Times, serif" size="3">Explore 
                the teaching of creationism and evolution in high school biology 
                courses. Study <i>Edwards v. Aquillard, </i>482 U.S. 578 (1987) 
                in which the Supreme Court found that state law requiring equal 
                treatment for creationism is unconstitutional because it has a 
                religious purpose.<br>
                <br>
                </font></li>
              <li> 
                <div align="left"><font face="Times New Roman, Times, serif" size="3"> 
                  Explore the role religion has played in American history and 
                  society. Timothy Smith, professor of history at the Johns Hopkins 
                  University, compiled a list of 29 significant religious influences 
                  in the history of the United States. Download <a href="http://www.freedomforum.org/templates/document.asp?documentID=3979" target="_blank"><i>Finding 
                  Common Ground</i>.</a> Chapter 8 provides the list and resources 
                  for teaching. </font></div>
              </li>
            </ol>
            <p><font face="Arial, Helvetica, sans-serif" size="3"><font face="Arial, Helvetica, sans-serif" size="3"><font face="Times New Roman, Times, serif"><b>On 
              the Web</b></font></font></font></p>
            <blockquote> 
              <p><font face="Times New Roman, Times, serif" size="3"><a href="http://nationalhumanitiescenter.org/tserve/eighteen/ekeyinfo/erelrev.htm" target="_blank">Religion 
                and the American Revolution<br>
                </a></font><font face="Times New Roman, Times, serif" size="3">Essays 
                on TeacherServe from the National Humanities Center.</font> </p>
              <p><font face="Times New Roman, Times, serif" size="3"> </font><font face="Times New Roman, Times, serif" size="3"><a href="http://www.loc.gov/exhibits/religion/religion.html" target="_blank">Religion 
                and the Founding of the American Republic<br>
                </a></font><font face="Times New Roman, Times, serif" size="3">An 
                online exhibit of the Library of Congress. Outstanding resource 
                providing an overview that is rich with artifacts, original documents 
                and links to significant resources. </font></p>
              <p><font face="Times New Roman, Times, serif" size="3"><a href="http://www.loc.gov/exhibits/religion/rel04.html" target="_blank">Religion 
                and the Founding of the American Republic: Religion and the Congress 
                of the Confederation, 1774-89<br>
                </a></font>This Library of Congress online exhibit looks at  the Continental-Confederation Congress. &quot;The amount of energy that  Congress invested in encouraging the practice of religion in the new nation  exceeded that expended by any subsequent American national government.&quot;  Content includes why chaplains of different denominations were appointed. </p>
              <p><font face="Times New Roman, Times, serif" size="3"><a href="http://pluralism.org/" target="_blank">The 
                Pluralism Project<br>
                </a></font><font face="Times New Roman, Times, serif" size="3">This 
                project was established at Harvard University to study and document 
                the growing religious diversity of the United States. Contains 
                articles, workshop information and links.</font><font face="Times New Roman, Times, serif" size="3"> 
                </font></p>
              <p><font face="Times New Roman, Times, serif" size="3"><a href="http://www.interfaithcalendar.org/" target="_blank">Interfaith 
                Calendar<br>
                </a></font><font face="Times New Roman, Times, serif" size="3">Online 
                calendar of primary sacred times for world religions. One way 
                to become acquainted with a religious tradition is to study its 
                holy days. </font></p>
              <p><font face="Times New Roman, Times, serif" size="3"><a href="http://www.asia.si.edu/pujaonline/puja/start.htm" target="_blank">Puja: 
                Expressions of Hindu Devotion<br>
                </a></font>Curriculum material developed by the Freer Gallery of Art and  Arthur M. Sackler Gallery. Video, posters and lesson plans with activities. Includes  an online educator's guide to Puja, which is the act of showing reverence to a  god or aspects of the divine in Hindu worship.</p>
<p><font face="Times New Roman, Times, serif" size="3"> <a href="http://www.thefreemanonline.org/columns/saving-sick-children-from-state-science/#" target="_blank">Saving 
                Children From State Science</a></font><br>
                A footnoted article that  documents cases in which parents who did not use standard medical procedure for  their ill children who died were taken to court. The author questions whether  these charges of neglect are fair in &quot;one of the major battlegrounds of  religious freedom.&quot;</p>
              <p><font face="Times New Roman, Times, serif" size="3"><a href="http://soundportraits.org/on-air/they_shall_take_up_serpents/" target="_blank">They 
                Shall Take Up Serpents<br>
                </a>An <em>All Things Considered</em> broadcast  (transcript or RealAudio) about believers in the Appalachians  who have incorporated handling serpents and drinking strychnine into their  religious beliefs and practice. All but two southern states have outlawed the  practice. Produced by David Isay, Sound Portraits.</font></p>
            </blockquote>
            <p><font face="Times New Roman, Times, serif" size="3" color="#4066b0"><b>National 
              Standards<br>
              </b></font><font face="Times New Roman, Times, serif" size="3">Civics 
              Standard 3: Understands the sources, purposes, and functions of 
              law, and the importance of the rule of law for the protection of 
            individual rights and the common good. </font></p>
            <p><font face="Times New Roman, Times, serif" size="3">Civics Standard 
              8: Understands the central ideas of American constitutional government 
              and how this form of government has shaped the character of American 
              society. </font></p>
            <p><font face="Times New Roman, Times, serif" size="3">United States 
              History, Standard 8: Understands the institutions and practices 
              of government created during the Revolution and how these elements 
              were revised between 1787 and 1815 to create the foundation of the 
              American political system based on the U.S. Constitution and the 
              Bill of Rights.</font>            </p>
            <p><font face="Times New Roman, Times, serif" size="3" color="#4066b0"><b>Interdisciplinary</b></font><br>
              <font face="Times New Roman, Times, serif" size="3">Religious  Studies: Study the impact 
              of Supreme Court decisions on religious beliefs, marriage and the 
              law. </font></p>
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