INTRODUCTION

• Facilitator may choose to divide participants into smaller groups for this activity. (See Facilitator Tips tab.) 
• Explain that participants’ task is to draft a constitutional provision for a fictitious state that defines an ideal relationship between religion and the State.
• Participants should assume they are starting from scratch. 

ACTIVITY

• Provide participants with the link to the Constitute Project, which contains examples of existing constitutional provisions, to aid in drafting the fictitious constitutional provision. (See Resources tab.)
• Direct participants to consider the discussion questions under the Discussion Questions tab and from prior activities as they draft this constitutional provision.
• Allow the participants time to research, discuss, and draft a constitutional provision. 

• Ask a participant from each group to share an element from their constitutional provision and explain its significance. 

• Should States constitutionally “adopt” a religion? 
• What are the benefits and limits of secularism? 
• What are the international standards in this area? Are these standards in harmony with religious thinking or there are different perspectives? 
• Are you witnessing a de-secularization in your countries? How and why? 
• Can religious signs be worn in the public space in your respective countries?
• Does the State fund religious institutions, none of them or only some? 
• Should the term “religion” be defined in the constitution? 
• What should be the reaction of religious actors when facing a situation of apparent discrimination on religious grounds against a group or an individual? What if the apparent discrimination was committed by a State agent? 

• Constitute Project, examples of existing constitutional provisions

Tips for Small Group Activity

• The facilitator can divide participants into small groups of two to four depending on the size of the group.
• If this activity is held in-person, the facilitator can invite participants to sit together.
• If participants are meeting together virtually, the facilitator can assign break-out rooms.

Additional Tips for All Peer-to-Peer Activities

• The #Faith4Rights modules are flexible and require adaptation by the facilitators before their use. Case studies related to peer-to-peer exercises in the 18 modules need to be selected by the facilitators from within the environment where the learning takes place. The #Faith4Rights toolkit is a prototype methodology that requires contextualization, based on the text of the 18 commitments, context, and additional supporting documents.
• Not all issues raised need to be resolved. This would be an impossible and even a counterproductive target. The aim is rather to enhance critical thinking and communication skills, admitting that some questions could receive many answers, depending on numerous factors.
• Tensions may occur during discussions related to “faith” and “rights.” Most of these tensions are due to human interpretations. Learning sessions are spaces for constructive dialogue in a dynamic process where tensions can be reduced with the help of clear methodologies, including pre-emptive situation analysis and evidence of positive results in areas of intersectionality between faith and rights.
• When preparing the sessions, facilitators need to factor in the profile, age, and backgrounds of participants. Focused attention on the learning objectives can transform tensions into constructive exploration of new ideas.
• Meaningful engagement requires democratically pre-established rules. Facilitators should dedicate time with participants to elaborate these rules together at the outset and act all along the training as their custodians.
• The time frames suggested in this #Faith4Rights toolkit are merely indicative. Facilitators may adapt them freely to suit the needs of their group of participants. The key balance is between respecting the overall time frame while not cutting short a positive exchange momentum.
• To ensure optimal and sustainable benefit, facilitators may create a “training notebook” for participants during their peer-to-peer learning sessions. It would contain a compilation of templates to help participants keep track of what they have learned throughout the program and eventually use this notebook as their personalized follow-up tool.
• When technically feasible, facilitators are also advised to project the module under discussion on screen in order to alternate between discussions thereon and showing the audio-visual materials listed in each module or any other items selected by the facilitator.

“Then Peter began to speak: ‘I now realize how true it is that God does not show favoritism.’” (Acts 10:34) ​