1 LIBRARY OF CONGRESS – PATHWAYS
Religion and the Founding of the American Republic
By Caitlin Patten, Katherine Pedretti, Brooke Piehl,
Kelsey Randa, and Kimberly Reysack
College of Education
University of Northern Iowa
Cedar Falls IA
Title: “What was life and religion like before America was founded?”
Theme: Religious diversity in the American colonies
Historical Period: Colonization and Settlement, 1585-1763
http://www.loc.gov/exhibits/religion/
Lesson Module Overview: Students will actively learn about Religion and the founding of the
American Republic through exploring and analyzing primary resources from the Library of
Congress such as images, documents, political cartoons, and posters. Through participating in
inquiry-based learning, group work, and classroom discussion, students will have an opportunity
to investigate and critique our nation’s past, while also learning the affects different religions
played in the colonization of America.
Grade Range: Intermediate/Middle Level (3rd-6th)
TABLE OF CONTENTS
LESSON MODULE DAY 1
Title: “Witches in America. Is this for real?”
2
LESSON MODULE DAY 2
Title: Who are the Puritans?: An Introduction
5
LESSON MODULE DAY 3
Title: “The Quaker Way of Life”
7
LESSON MODULE DAY 4
Title: “Roman Catholics in America”
9
LESSON MODULE DAY 5
Title: “Pennsylvania Germans”
12
APPENDIX I: Images and Graphic Material
15
APPENDIX II: Bibliography and Webliography
29
2 Lesson Module
Day 1
Title: “Witches in America? Is this for real?”
Learning Goals:
Knowledge:



Students will be able to describe religious groups in colonial America and the role of
religion in their communities.
Students will be able to explain how Puritanism shaped New England communities and
how it changed during the 17th century.
Students will be able to explain the basic facts about the Salem Witch.
Skills:


Students will begin exploring various types of primary sources such as images,
documents, and posters.
Students will be able to use a variety of technological and information resources (e.g.,
libraries, internet, video) and primary sources to gather information and to create and
communicate knowledge.
Dispositions:

Students will begin to look at events from multiple perspectives, and critically think
about historical events and issues.
Students will develop an empathetic awareness of the


National Council for the Social Studies Themes:
http://www.socialstudies.org/standards/strands
Time, Continuity, and Change: Social studies programs should include experiences that
provide for the study of the past and its legacy.
People, Places, and Environments: Social studies programs should include experiences
that provide for the study of people, places, and environments
Individuals, Groups, and Institutions: Social studies programs should include experiences that
provide for the study of interactions among individuals, groups, and institutions.
3 Power, Authority, and Governance: Social studies programs should include experiences
that provide for the study of how people create, interact with, and change structures of
power, authority, and governance
Materials Needed
Pictures from this event –appendix
Book: “The Salem Witch Trials: An Unsolved Mystery from History”
Copies of Primary Sources from Lesson Module (Appendix I)
Internet access
White board & markers
Additional resources about the Salem Witch Trials (Appendix 2)
Lesson Procedures:
Introduction:
1. Begin the lesson by reading the children’s book “The Salem Witch Trials: An Unsolved
Mystery from History” by Jane Yolen and Heidi E. Y. Stemple. Ask students questions
about the book and have discussion over these questions: Where and when did the trials
occur? (1692, village called Salem in Massachusetts) What were people of? (witchcraft)
What was the outcome of the trials? (people were convicted and hung)
2. Write New England 1692 on the board. Ask the students what New England was like
back then. Write the students’ answers on the board. Ask, why did the first colonists
come to America? (religions freedom) Explain that these people were the Puritans. Write
this word on the board, pointing out that it has the word pure in it. These people were
unhappy with the changes of the Church of England and wanted to purify it. They were
persecuted for their beliefs in England, and then settled in New England. Write the word
beliefs on the board; ask the students what beliefs mean. Explain that the Puritans
believed in strict interpretation of the Bible. There were also superstitious and believed
that witches and demons could do evil works through human beings. If you followed
Satin you were considered a witch. Because they believed that human beings were sinful
and bad they had to live according to the Bible. It was against the law to not attend
church. Describe their lifestyle. People were expected to work hard and keep their
feelings to themselves. They believed that all sins should be punished. The first women
to be accused of witchcraft in Salem were seen as different. These women were Tituba- a
slave, Sarah Good- a homeless beggar, and Sarah Osborne- a sickly old woman. These
“witches” were accused and hung.
Development
3. Ask the students to imagine what it must have been like for children living under these
strict religious principles. Explain to them that in order to understand why this happened
and how the accused felt, they will be examining different Web sites. Have them look at
the primary resources in the appendix and also encourage them to find sources on their
4 own other than the internet. They are searching for additional facts and feelings the
people would have experienced going through this event.
4. Share with the student posters and pictures from this event. (Appendix 1) Group the
students into groups of three of four. Have the students describe the pictures by writing
about one. Have them write a one page summary of the picture and the significance of it
during this time. The summary should describe the event, the puritan religion and its
significance, and the significance of the photo given.
Culmination
5. Have the students share their photos and summaries with the whole class. Have the
students share why their photo is significant to the event and the Puritan religion. Have
each student individually share one fact or feeling they learned from researching the
topic.
Assessment
1. Access the students’ written work and group analogies of the photos. Also, have the
students give feedback by filling out on a scratch piece of paper one thing they do still do
not understand after the lesson. Use this to make an instructional decision about where to
go next and in the future with this lesson.
5 Lesson Module
Day 2
Title: Who are the Puritans?: An Introduction
Learning Goals:
Knowledge
-Students will understand the term “Puritan” and begin exploring resources about this group of
people.
-Students will develop an understanding of what it is like for some individuals to be living in this
time.
Skills
-Students will begin to understand the key pictures and how life was different then.
-Students will begin exploring various types of primary sources such as images,
documents, political cartoons, and posters.
Dispositions
-Students will begin to develop an ability to evaluate multiple perspectives, think
critically about the past, and grapple with the complexity of historical issues.
National Council for the Social Studies Themes:
http://www.socialstudies.org/standards/strands
Time, Continuity, & Change: Social studies programs should include experiences that
provide for the study of the past and its legacy.
Power, Authority, & Governance: Social studies programs should include experiences
that provide for the study of how people create, interact with, and change structures of
power, authority, and governance.
Civic Ideals & Practices: Social studies programs should include experiences that
provide for the study of the ideals, principles, and practices of citizenship in a democratic
republic.
Materials Needed:
Paper
Pencils
Dictionary
Crayons/Markers
Computers with online access
6 Lesson Procedures:
Introduction
1. Hook the students’ interest by leading a short simulation related to The Puritans. Start by
asking how many students have cooked a meal over a fire.
2. Tell the class that you are going to show them pictures of that time period, and the way people
lived.
3. Read a short passage about the time period.
4. Allow students to ask questions and lead a brief class discussion on the topics that arise.
Development
1. Set the students to work. Allow them to look at books, or the internet to get a glimpse of what
life would be like then.
2. Afterward, share idea.
3. Send them to their seats and give them a piece of paper.
4. Tell them they are to describe their life as if they were a Puritan at that time, explain it can be
a letter to someone, or a story, however they feel they would like to write. 5. Have them create a picture to go along with what they wrote.
6. When finished, read stories out loud.
Culmination
1. Create a space in the classroom where story can be displayed, and read.
Assessment
1. Ask students to complete a “Check Out Slip” where they write two new things
that they learned during today’s lesson and one question about the topic. Use
these to influence your planning for future lessons.
2. Check for grammatical errors and punctuation.
7 Lesson Module
Day 3
Title: “The Quaker Way of Life.”
Learning Goals
Knowledge:
Students will be able to describe in detail beliefs about the Quaker religion.
Students will be able to understand the struggle the Quaker people went through in the 17th
century.
Skills:
Students will arrange a letter to the town about the Quaker beliefs and lifestyle to change other’s
opinions.
Dispositions:
Students will develop critical writing skills to communicate to others through writing.
Students will develop an understanding of others emotions through the writing the letters.
National Council for the Social Studies Themes:
http://www.socialstudies.org/standards/strands
INDIVIDUALS, GROUPS, AND INSTITUTIONS
Social studies programs should include experiences that provide for the study of interactions
among individuals, groups, and institutions.
PEOPLE, PLACES, AND ENVIRONMENTS
Social studies programs should include experiences that provide for the study of people, places,
and environments.
CULTURE
Social studies programs should include experiences that provide for the study of culture and
cultural diversity.
Materials Needed:
Pencils
Journals
Copies of Primary Sources (Appendix I and other resources)
Additional resources for student research (websites—see Appendix II)
8 Lesson Procedures:
Introduction:
1. Before going into the subject of Quakers, Ask your students how would they feel if they
were not able to practice their religion? Explain to the students this happened to a group
of people in the 17th century. At this point of time religion was evolving in America.
Many biases and attitudes were started in this time period.
2. One group is called the Quakers. This group was punished and was not able to worship in
this time period. Ask if anyone has prior knowledge of this religion.
3. Next, read the book Q u a k e r s i n e a r l y A m e r i c a . Tell the students to listen and
remember information about the Quakers. After reading ask your students:
How they would feel if you were a Quaker?
Do you think this group of people are peaceful?
What are some of the beliefs of these people?
Development:
1. As stated before, the Quakers were a group of people who were not accepted by others in
the colonization. We are going to pretend we are living in the 17th century. In order for us
to understand the beliefs of this group and the way of life, we must live it.
2. Show the students the artifact, the Quaker book of discipline. Tell the students we would
follow this book to live the correct way in life.
3. Next, have the students use the website in the students resources in the appendix. These
websites gives information about the Quaker religion. These websites include beliefs and
lifestyles.
4. Since the religion of “Quaker” is not well known, it is important for all of us to spread the
information. Using the information from the book and students resources, the student are
going to write a letter to the editor about religious beliefs of these groups and the
relations between colonization and the religion.
5. Tell the students to write the letter in a positive manner. They want to tell the community
about being a Quaker. Tell them to point out positive aspects of the lifestyle and religion.
Also in the letter, point out your own emotions on the topic of being treated in colony. It
is important to show the reader of your emotions towards the colonization.
Culmination
1. After the students are done completing the assignment, collect the letters.
2. Ask for volunteers to read their letters to the class. Then ask the students how they felt
during and after writing the letter.
3. Then ask the students: If the Quakers did this during the 17th century, would it change
other’s opinions?
Assessment
1. After collecting the students’ letter to the newspaper, assess the information in the
letters.
2. Assess the letters for grammar structure including sentence structure, punctuation,
and spelling.
9 Lesson Module
Day 4
Title: “Roman Catholics in America”
Learning Goals:
Knowledge
-Students will understand key events that happened during the Catholics landing in Maryland.
-Students will learn about the hardships that Catholics faced in Maryland.
-Students will develop an understanding of how treatment of Catholics changed over time.
Skills
-Students will begin exploring different types of primary sources and researching information
related to them.
-Students will compare and contrast two different primary sources.
Dispositions
-Students will develop an ability to evaluate different perspectives and think critically about
events that happened in the past and historical issues.
-Students will develop an awareness of the ways in which people were treated and viewed in
regards to Catholicism.
National Council for the Social Studies Themes
http://www.socialstudies.org/standards/strands
Time, Continuity, and Change-Social studies programs should include experiences that provide
for the study of the past and its legacy.
10 Individuals, Groups, and Institutions-Social studies programs should include experiences that
provide for the study of interactions among individuals, groups, and institutions.
Materials Needed
Copies of the two Catholic Primary Sources from Lesson Module (Appendix 1) with
information on the source copied on the back of the document
Compare and Contrast sheet for each student
Extra sources on Catholicism in Maryland (Books, Internet, Articles)
Whiteboard and Marker
Lesson Procedure
Introduction
1. Ask students to share some of the experiences that early settlers in America faced
in regards to their religion that we have addressed so far.
2. After students have had a chance to share, inform students that today we will be
addressing how the Catholics adapted to life in Maryland in the 1600s and 1700s.
Development
1. Prepare the primary sources that are related to the Catholics in Maryland. These
two images should have information taped on the back so that students can make
a connection to what the picture is depicting.
2. Show the first picture that is entitled Religious and Civil Liberty in Maryland in
1649. Explain to students some of the Civil and Religious Liberties that were
included in the document that the men in the picture are holding.
3. Next show the picture of the bishop getting pushed away from shore. Talk about
the differences in the dates of the two sources. Include extra information on the
two sources to help develop students' background knowledge.
4. Pass out compare and contrast sheets to the class. Have students partner up to
discuss some of the similarities and differences between the two sources. Was
Catholicism welcome in America in both images? What is the feeling of freedom
of religion in both sources?
5. Allow students to analyze both of the images. Encourage them to use other
sources that can give information about these pictures as well as what life was like
in Maryland during these two dates. Extra resources could include the internet,
books, and articles.
6. Give students time to prepare a short summary comparing and contrasting the two
sources.
11 Culmination
1. Have students in pairs share their findings and summaries to the class.
2. After all students have shared as a class write down some of the classes findings
on the two sources. Record what life was like for Catholics in Maryland during
the two dates and the feeling towards Catholicism.
3. Have students record this information in their Social Studies notebooks.
Assessment
1. Collect students' compare and contrast sheets as well as their summaries they
prepared on their primary sources. Evaluate both of these formally and informally
to check for student understanding.
2. Formatively assess students' as they are working in pairs and discussing the two
sources.
12 Lesson Module
Day 5
Title: “Pennsylvania Germans”
Learning Goals:
Knowledge:
1. Students will know where the Germans settled when they came to America.
2. Students will know about the persecution of the Mennonites and Germans.
3. Students will know at least one of the German rituals.
Skills:
1. Students will be able to label on a map where the Germans settled.
Dispositions:
1. Students will appreciate the diversity of other religions.
Corresponding NCSS Themes:
Standard 5: Individuals, Groups and Institutions.
Materials Needed:
1. Copy of United States Map
2. Picture of persecution from Library of Congress
3. Copy of the book Hostage on the nighthawk: william penn
Lesson Procedures:
Introduction:
“How many of you have heard of William Penn before?”
1. I will then tell students we will be learning about how the Germans were persecuted
because of their religion and we will learn where most of the Germans lived when
13 they came to America.
Development:
1. I will start by discussion William Penn with students and his affiliation with the
Germans.
a. Here we will discuss how Pennsylvania was where most of the early
Germans settled due to their Mennonite roots and William Penn’s
influence.
b. I will tell the class that William Penn influenced Germans to move to
Pennsylvania because the economy was great and they would be safe and
protected there.
c. Germans and Quakers also shared many similarities which made it easy
for the Germans to assimilate into the culture.
d. We will talk about the foot washing ritual practiced by early German
settlers.
2. We will then look at the picture of the persecution of the Mennonites.
a. I will tell students that there have been many prejudices against religions
and it was the same back in the 1700’s.
b. We will discuss as a class why we think the Catholics persecuted the
Germans and Mennonites.
Culmination:
I will tell students that even though the Germans were persecuted they survived. I will
then tell students that in 1720 German Lutherans and Germans Reformed came to America and
settled in Pennsylvania because they could easily adapt to the culture there.
I will ask students to read the book Hostage on the nighthawk: william penn within two weeks.
We will discuss the book as a class.
14 Assessment:
I will give students a map of the United States and have them fill in the area where Germans
settled.
Students should write three things they learned about Germans and Mennonites and their
persecution in their journals.
15 APPENDIX I:
IMAGES AND GRAPHIC MATERIALS
FROM THE LIBRARY OF CONGRESS
1. Image
Petition for bail from accused witches during the Salem Witch Trials.
16 2. Image
East Church where nearly 150 men and women filled prisons from Salem and
surrounding towns. It is now the Salem Witch Museum, 1901.
17 3. Image
Regni Annae Reginae decimo. Province of the Massachusetts-Bay. An act made and
passed by the great and General Court or Assembly of Her Majesty's province of the
Massachusetts-Bay in New-England, held at Boston the 17th day of October, 1711.
18 4. Image
A Puritan Hearthstone, 1906.
19 5. Image
The Puritan, 1845-1846
20 6. Image
A Fair Puritan, 1897
21 7. Image
News Years Day with the Puritans, 1886
8. Image
Puritan Woman Holding Book, 1900-1910
9. Image
Midway Church, 1963
22 10. Image
The surrender of Vicksburg, July 4th, 1863
11. Image
Swift’s American Girl Calendar, 1900
23 12. Image
Two things he can’t stop on Sunday, 1866-1905
24 13. Image
Sachem and Puritan, 1887
25 14. Document
The Quaker book of discipline. This book gives advice to the Quakers on how to act. The
book was updated every year.
26 15. Image
Religious and civil liberty established in Maryland in 1649. Lord Calvert showing Lycurgus the
document establishing civil and religious liberty in Maryland.
27 16. Image
An attempt to land a bishop in America. A bishop climbing aboard a ship is being chased away
by angry American colonists who are using long poles to push the ship away from the quay.
28 17. Image
This picture is of the persecution of the Dutch Mennonites David van der Leyen and Levina
Ghyselins by the Catholics. This depiction of their execution in 1554 is the second most
important thing next to their bible.
29 APPENDIX II:
BIBLIOGRAPHY AND WEBLIGRAPHY
OF RESOURCES FOR STUDENTS AND TEACHERS
Bibliography of Children’s Literature
Butler, J. (2000). Religion in Colonial America. Oxford, NY: Oxford University Press.
Díaz & Lilly . (2003). Quakers in early America. Vero Beach, FL: Rourke Publishing.
Gaustad, E. (1994). Revival, Revolution, and Religion in Early Virginia. Williamsburg, VA:
Colonial Williamsburg Foundation.
Jackson, N. (2000). Hostage on the nighthawk: William Penn. New York, N. Y.: Bethany House.
Stemple, H. & Yolen, J. (2004). The Salem Witch Trials: An Unsolved Mystery from History.
Simon & Schuster Children's Publishing.
Salem Possessed: The Social Origins of Witchcraft by Paul Boyer and Stephen Nissenbaum.
(Harvard University Press, 1974)
Webliography of Supporting Online Resources for Students
Salem Witch Trails: The World Behind the Hysteria
A very informational website that describes the event of the Salem Witch Trials, the people
during this time, and the Puritan religion. Also includes six videos to watch online describing
these aspects!
http://school.discoveryeducation.com/schooladventures/salemwitchtrials/life/religion.html
The Salem Witchcraft Papers
A website that is part of a project created by the University of Virginia. It includes primary
documents and transcriptions, historical maps, and collections related to the Salem witch trials.
http://etext.lib.virginia.edu/salem/witchcraft/texts/
Secrets of the Dead
The PBS Web site. It includes an interactive map with profiles of people involved in the witchhunts and also a timeline of the events.
http://www.pbs.org/wnet/secrets/case_salem/interview.html
17th Century Pennsylvania Quakers
The website below is very informational on the history of Quakers in Pennsylvania. It gives a
30 clear outline of their religion.
http://genealogical-gleanings.com/17thc%20PennQuakers.htm
Quakers Online
This website gives the students religious facts about Quakers. The facts can be used by the
students during the lesson.
http://www.quakers.org/
Pennsylvania Historical and Museum Committee
This website gives information about colonies in the state of Pennsylvania. It gives the student
examples of factors during the 17th century.
http://www.portal.state.pa.us/portal/server.pt?open=512&objID=4281&&PageID=478727&level
=4&css=L4&mode=2
Social Studies for Kids
Description of the roles that religion and church played in the 13 American colonies.
http://www.socialstudiesforkids.com/articles/ushistory/13colonieschurch.htm
Early Virginia Religious Petitions
This website explains early religious petitions to Virginia.
http://www.loc.gov/teachers/classroommaterials/connections/early-virginia
Webliography of Supporting Online Resources for Teachers
Salem’s Trial
A great resource for teachers of ELL students, providing a webquest to be used with a unit on the
Salem Witch Trials.
http://www.carmengomez.com/webquest/salem/salem_index.htm
Library of Congress: A Puritan Heathstone
A plethora of teaching resources and background information on ‘The Puritans,’ including links
to images, audio, video, and webpages for teachers.
http://www.loc.gov/pictures/item/96515943/
A Quaker Book of Discipline
This is a good website for teachers to find helpful resources to use on the Quakers way of life.
http://www.loc.gov/exhibits/treasures/trr032.html.