Founding Views on Freedom of Religion

Samuel McGraw, Charles E. Brown Middle School (Newton Public Schools), Newton Centre, Massachusetts

DESIGN LEVEL: Middle-High School


Overview

This lesson is intended to deepen students’ understanding of the historical context in which the First Amendment was written.

Objectives

Students will:

  • consider the ideals of equality and liberty expressed in the Declaration of Independence as they pertain to religious freedom;
  • develop an understanding of the diverse religious landscape of the United States at its founding;
  • read a sampling of views about religion and human rights expressed at the time of the American Revolution by prominent individuals
  • consider the wording about religion found in the First Amendment in the context of the lens of the 1770’s and 1780’s.

 

Materials

See-Think-Wonder Document

 
Jigsaw Documents

 
Worksheets

 

Recommended Time

Depending on class length and grade, allow one to two class periods.
 

Activity

BACKGROUND INFORMATION

Religion has played a prominent role in the politics and culture of the United States throughout its history. Today the official motto of the United States, “In God We Trust,” adorns our money. “One nation under God” appears in the Pledge of Allegiance, and presidents often end remarks with “God bless the United States.”

One might reach the conclusion that the United States has had a unified view of religion and the relationship between government and religion. However, the role of religion has seen continual debate, from the first colonial settlements through the modern era. These debates have broken down into two key arenas, often working at cross purposes. One debate concerns freedom of worship and the other the establishment of an official religion. On one hand, there are those who would like to see a more prominent role for religion and greater influence of a particular religious interpretation. On the other hand, there are those who fear the tyranny of established religion, or worry about the influence of any religion on secular society.

The role of religion evolved differently in each of the American colonies representing the range of founding people and goals. It was influenced by a multitude of religious views, the tradition of religious establishment among European governments, and the history of religious conflict in Europe. The dominant religious group(s) in each colony determined the degree of tolerance for other views and the influence of religion on their colonial government.

Each colony governed itself under the umbrella of England and made its own decisions about the role of religion. This continued for the independent states until the ratification of the Constitution. In the founding era, an increasingly common view emerged that people should be free to worship in the manner of their choosing. Further, that was only possible if there were no established religions—if one religion was given preference, it would lead to the loss of religious freedom for others. With the ratification of the First Amendment, a national set of values about religious freedom and religious establishment emerged, although the debates continued. To gain some perspective on these debates, it is helpful to look back at the colonial era and at the views of the founders of the United States.

INTRODUCTORY ACTIVITIES
This lesson is designed for partners or small groups to focus on a specific document and then bring their learning back to the whole class. There is a corresponding section of a worksheet for each part of the lesson.

Introduce the wording of the First Amendment of the United States Constitution as it pertains to religion: “Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof…”

Discuss key vocabulary: respecting, establishment, free exercise.

Have students restate the phrase in their own words.

SEE-THINK-WONDER
Instruct students, with partners or in small groups, to examine the map entitled Predominant Religions in the Thirteen American Colonies in 1750 and answer the three questions on the Introduction Worksheet: What do you see? What does it make you think about? What do you wonder with regard to religious freedom in the post-independence United States?

Lead class discussion with the following prompts: What issues does the map of colonial religions raise for the new United States? …religious freedom? …state support for religion? …religious preference?

JIGSAW
Students should record all work completed on either their Introduction Worksheet or Jigsaw Worksheet as prompted.
1. In their small groups or as partners, instruct students to read The Long S about the long s—which looks like an “f” but is a different letter for a long “s” sound.
2. Invite the groups or pairs to look at the image of the titlepage of A Circular Letter, from his excellency George Washington… and identify three words on the page that use the long s letter., and rewrite them using modern spelling.
3. Review the wording of the First Amendment as it pertains to religion.
4. Instruct the groups or pairs that they will complete a close reading of one of five primary source documents (as excerpted): A Circular Letter, from his excellency George Washington…; From George Washington to the Hebrew Congregation in Newport, Rhode Island… (and Vine and Fig Tree); Memorial and Remonstrance against Religious Assessments; A sermon preached before the Honorable Council, and the Honorable House of Representatives of the State of Massachusetts-Bay…; “Worcestriensis Number IV of 1776.” Each group will identify the source of their document, provide an overview, and share how it applies to the concepts of the First Amendment.
5. When students have completed this activity, pose the following question for class discussion: What do these documents tell us about concerns and goals relative to religion in the new United States?
6. Each group or pair should present how the document they analyzed answers the question.
 

Assessment

As homework, students will write a claim about how either religious freedom or the establishment of religion was viewed in the founding era. They will support that claim with a quote or quotes from at least one of the primary source documents and a sentence or two explaining how their evidence supports their claim. (After the group presentations, students will have a sense for each of the five documents—it may be helpful to make the text of all of them available.)
 

Extensions

Direct students to read a current event, then lead a discussion based upon it using the context of the eighteenth century thinking explored during the lesson. Use the following questions to spur discussion: How do we see the debates over freedom of worship and separation of church and state expressed in these modern examples? How might the founders have responded to these twenty-first century debates?

Recent examples of these debates could include:
Oklahoma state superintendent orders schools to teach the Bible in grades 5 through 12
Public funds for religious charter school would be unconstitutional, Oklahoma high court says
Ten Commandments won’t go in some Louisiana classrooms until at least November as lawsuit plays out.
 

Standards Addressed

MASSACHUSETTS HISTORY AND SOCIAL SCIENCE FRAMEWORK
Grade 8 Content Standards
Topic 4. Rights and responsibilities of citizens [8.T4]
10. Analyze issues involving liberty in conflict with equality or authority, individual rights in conflict with the common good, or majority rule in conflict with minority rights.
Topic 5. The Constitution, Amendments, and Supreme Court decisions45 [8.T5]
2. Explain the historical context and significance of changes in the Constitution, including key amendments.
History and Social Science and the Standards for Literacy
Grades 6–8 Reading Standards for Literacy in the Content Areas: History and Social Science [RCA-H]
2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
Grades 6–8 Writing Standards for Literacy in the Content Areas [WCA] Text Types and Purposes
1. Write arguments focused on discipline-specific content. a. Introduce claim(s) about a topic or issue…