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The Roots and Branches of Religious Liberty_Religi
Sandy Cook
The Roots and Branches of Religious Liberty_Cook
Between 1776-1791, major changes in ideas concerning religious liberty were taking place. Roger Williams’ idea of freedom of conscience, George Mason’s proposal to change “tolerance” to “free exercise”, Article VI requiring no religious test, and the ratification of our first liberty within the First Amendment all reflected a concern and a conscious effort to preserve this precious liberty for all Americans for all times.
This lesson seeks to review religious liberty and its two main clauses, to explore the philosophical concept of freedom of conscience (or “soul liberty”) and to examine how three presidents (Washington, Jefferson and Theodore Roosevelt) dealt with various aspects of religious liberty. This lesson includes short excerpts and complete documents allowing for the teacher to use as a whole lesson or easily extract sections as needed.
Documents and supplemental notes (See linked files)
1 90 Minute Block
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How does freedom of conscience impact religious liberty?
Assess the validity of this statement: “There is a difference between religious liberty and freedom of conscience.” Be prepared to defend your opinion.
Class discussion.
Have students read Document A (Ben Franklin quotation).
Discuss: How does Franklin describe mankind? What does he view as the role of religion for man? Do you agree or disagree and why? How does this quotation relate to the concept of “freedom of conscience”?
Read Document Set B: Article VI and the First Amendment. Discuss the two religious clauses within the First Amendment: no establishment and free exercise. (See Supplemental Notes) Have students write the two clauses in their own words. Discuss: How does each clause support freedom of conscience? Distribute Document Set C: Have students read each document and underline each reference to religious liberty and freedom of conscience. Go over Discussion Starter.
Whole Class:
Distribute Document Set D: (three letters to and from presidents)
First document: Have one student read the first document as a dramatic reading aloud to the group and use discussion starters to discuss the letter.
Second document: One student read the letter to President Jefferson and one read his response. Use discussion starters to analyze.
Third document: All students read this document silently and use discussion starters to analyze this document.
Whole Group:Discuss: What were the main concerns of the citizens of Washington 's, Jefferson 's, and T. Roosevelt's days concerning religious liberty and freedom of conscience? What are our main concerns today? Are they the same or different? Why? What are some possible solutions?
Students should write a letter to the President today expressing his/her concerns and comments concerning religious liberty and freedom of conscience within our society today. Students could share with the class as they are comfortable to do so.
Supplemental Notes: In the midst of debating the Constitution and the inclusion of a Bill of Rights between 1787-1791, religious liberty was also on the minds of many people. As the discussion grew, it became more of a philosophical discussion on the concept of religion itself. Issues of conscience, moral absolutes, free will, basis for morality, etc. emerged. Religious liberty is the first right listed in the First Amendment within the Bill of Rights. It is divided into two clauses: no establishment and free exercise clauses. No establishment means that the federal government will not have an official state religion. Free exercise means that American citizens can put their religious beliefs into action.
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