City on a Hill
Jessica Papp
Lesson Description: In this lesson students will be examining the role of religion in the
New England colonies (particularly Massachusetts) compared to the role of religion in
governments in the Islamic world. The purpose of the lesson is to demonstrate the strong
influence of religion in colonial life as well as to look at the idea of an ideal society (city
on a hill) and America’s role as and experiment of that idea. This lesson will also ask
students to consider the relevance of the separation between church and state in today’s
world.
Grade: 9-12
Time required: 90 minutes or 1 -2 class periods.
Benchmarks Addressed: History one: Students will analyze historical materials to trace
the development of an idea or trend across space or over a prolonged period of time in
order to explain patterns of historical continuity and change.
Essential Question Addressed: Has America lived up to this idea of a “city on a hill”?
Enduring Understanding: Students will understand that...
1. Religion was a big part of the colonial governing in New England colonies.
2. The attempt to create an ideal society (“city on a hill”) was an underlying theme
of Puritan society.
3. The idea of America becoming and example to people through out the world, is a
tradition that began with the Puritans.
Materials: Handout 1: Puritan and American Values chart. Handout 2: American values
chart.
Procedures:
1. Introduction activity: To introduce this lesson and to activate some prior
knowledge, use the following quote from John Winthrop:
“Thus stands the case between God and us: we are entered into a covenant with Him
for his work; we have taken out a commission…We must be knit together in this work,
as one man. We must…make others’ condition our own. ...For we must consider that
we shall be as a city upon a hill, the eyes of all people are on us.”
-Taken from: John Winthrop, A Model of Christian Charity
Teachers can use this quote in a variety of ways: on an overhead, written on the board
or on a handout. The aim of using this quote is to open the discussion of the idea of a
“city on a hill”. Teachers should help students decipher the quote and establish just
what John Winthrop is talking about. This would be a good way to introduce
information about the Puritan’s goal for their colony and strong religious focus.
2. Developmental Section: After an introduction students should receive notes or
text reading to give the background and history of the Puritans and the
Massachusetts colony. In designing this lesson I used the information in the
Prentice Hall America: Pathways to the Present, Modern American History book
(chapter 1 section 2 pp. 20-21) as the student background reading. Check out
these sites for other materials and information:
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http://en.wikipedia.org/wiki/Colonial_America (section on the Puritans)
http://www.teacheroz.com/colonies.htm#Mayflower
http://www.hope.edu/academic/religion/reader/cityonhill.html
http://stockholm.usembassy.gov/usis/history/chapter2.html
http://www.digitalhistory.uh.edu/database/textbook_search.cfm?HHID=67
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3. Group activity: Put students into discussion groups of 4-5 students. Distribute the
comparison of Puritan and American values chart (Handout 1). Several Puritan
values are provided for the students. Before beginning the activity make sure to
go over the Puritan values so that students have a clear picture of Puritan society
and the example they were trying to set. After students have an idea of the Puritan
values, in their groups, ask students to come up with 4 values that are portrayed in
American society today. Encourage students to think about how our government
treats our own citizens as well as the way our government interacts with the rest
of the world and other nations.
4. Class discussion: As a class, have students share the ideas that they came up with
in their groups. On the board or overhead the teacher should be keeping a running
tally of the values from today. After all the ideas have been shared, as a class
narrow the list down to 3 main values.
5. Distribute Handout 2. On this sheet, have the students copy down the 3 main
values that they came up with as a class. Either individually or in their groups,
have the students give one example of how we as a nation/society enforce or
portray those values.
Debrief: After students have completed the activity, teachers should try to tie things
together by asking some discussion questions such as:
 How have American values changed since the Puritan colony?
 What role did religion play in the Puritan experiment?
 What role does religion play today in our government?
 Do you see America as an experiment in being a city on a hill?
In order to encourage transfer, teachers should try to lead a discussion to the war in Iraq.
This event can be incorporated into this theme by looking at the idea of the United States
“making the world safe for Democracy” and putting ourselves as a nation out there as an
example of how Iraq should create their government in the wake of the fall of Saddam
Hussein’s regime. Can the students think of any other times in history where the United
States has done similar things? What might be the role of the Islamic religious law
(Sharia) in Iraq’s new government?
Assessment:
On a separate sheet of paper have students use the work they have done so far to answer
the following essay question.
“Do you think that our American nation has lived up to the Puritan idea of a city on a
hill? Why or why not?”
Handout 1
Name ___________________________________________________
City on a Hill
List the values that our government portrays today. Think about our laws,
the way we interact with other nations and the way the government treats
its citizens as well as citizens of other nations.
Puritan Values
•
Set an example for all to
follow: “City on a Hill.”
•
Primary purpose of government
was to punish the breaking of
God’s laws: religion had great
influence on governing.
•
Separation of church and
state: rejected idea of church
courts, and forbade ministers
from holding public office.
•
Right to vote: annual elections,
extended the right to vote and
hold office to all “freemen”.
(This term originally only
meant church members, but
many more men were able to
vote in Massachusetts than
back in England.)
American Values
Handout 2
American Values:
On this sheet, copy down the three main American values you and your class
has decided on. Give one specific way we as a nation and society enforce or
portray each value.
1. Value: _______________________________________________
Example: _______________________________________________
2. Value: _______________________________________________
Example: _______________________________________________
3. Value: _______________________________________________
Example: _______________________________________________