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The Roots and Branches of Religious Liberty_Europe


Sandy Cook


The Roots and Branches of Religious Liberty_Cook


Although the initial reason for exploration was to locate a water route to the East Indies, after a “new world” was discovered the motives changed. Not only were Europeans looking for economic advantages, but religion also began to play a role. Religious persecution in England brought many settlers to America. However, even they bought into the European concept that unity was achieved by religious uniformity; therefore, religious persecution continued in the colonies. After the American colonies gained the status of an independent nation, religious liberty became a hotly debated issue in the creation of a Constitution.  
This lesson focuses on reasons early settlers came to the New World and explores the difference between the two phases of exploration. Documents, providing insight into these reasons with a focus on the religious aspect, are examined.


1. Document A: Thomas Jefferson's letter to Spafford (excerpt)

2. Document B: Thomas Jefferson's First Inaugural Address (excerpt)

3. Document C: Pinckney's speech to the Convention (excerpt)

4. Document D: Paine's Common Sense (excerpt)

 


One 90 minute class block


1


How did the colonists’ backgrounds influence their views of religious liberty?


Ask students to describe a time in their lives when they had to rely on previous knowledge. Allow 5-10 minutes for several students to share. Guide their discussion to reveal the importance of a frame of reference. It can shade the way events are viewed and valued.  


Ask students to list reasons people might immigrate to America today.  What are they searching for?  From what are they trying to escape?  Discuss.  (Consider:  countries with political unrest, religious freedom, economic advantages, lack of rights based on gender or ethnicity, etc.)  Relate these to reasons early immigrants came and lead students to a discussion of the importance of religious liberty. 

 


1. Discuss the importance and value of primary source documents.

2. Establish "home" groups of four and have the students letter off A-D. Then allow all As, Bs, Cs, and Ds to get together.  Distribute copies of attached document excerpts A-D (See linked files).  Give Document A to Group A, etc.   Each group should: a. Read their document underlining any words that reflect any emotion. b. Answer the questions. c. Discuss "emotional" wording to ascertain mood of the writer and discuss document questions.

After all four groups are finished, have students return to their "home" group to go over all four documents and questions. Students should create their own graphic organizer to determine statements unique to each document and items similar in some documents. The whole group should compile a list of reasons why religious liberty was important to the colonists. Each group should report its findings to the whole class. Teacher may provide additional background information to students based on supplemental notes.


From these documents, have students write a "letter to the editor" of a local colonial newspaper describing the attitude of a colonial American in 1776 regarding the issue of religious liberty. Include a description of how their knowledge of the typical European monarch's view of rights and religion has influenced them in their desire to be protected in the future from such abuses.


None


Documents with Supplement Notes_LP1 YR1 Cook

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