LIBRARY OF CONGRESS PATHWAYS

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1 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, 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) LESSON MODULE DAY 1 TABLE OF CONTENTS 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 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: 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 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 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 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: 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 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 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 17 th 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: 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 17 th 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 Quakers in early America. 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 17 th 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 17 th 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. 8

9 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 Time, Continuity, and Change-Social studies programs should include experiences that provide for the study of the past and its legacy.

10 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 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 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 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 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 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 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 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,

18 18 4. Image A Puritan Hearthstone, 1906.

19 19 5. Image The Puritan,

20 20 6. Image A Fair Puritan, 1897

21 21 7. Image News Years Day with the Puritans, Image Puritan Woman Holding Book, Image Midway Church, 1963

22 Image The surrender of Vicksburg, July 4 th, Image Swift s American Girl Calendar, 1900

23 Image Two things he can t stop on Sunday,

24 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. 25

26 Image Religious and civil liberty established in Maryland in Lord Calvert showing Lycurgus the document establishing civil and religious liberty in Maryland.

27 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. 28

29 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! 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. 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. 17th Century Pennsylvania Quakers The website below is very informational on the history of Quakers in Pennsylvania. It gives a

30 30 clear outline of their religion. Quakers Online This website gives the students religious facts about Quakers. The facts can be used by the students during the lesson. 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. =4&css=L4&mode=2 Social Studies for Kids Description of the roles that religion and church played in the 13 American colonies. Early Virginia Religious Petitions This website explains early religious petitions to 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. 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. A Quaker Book of Discipline This is a good website for teachers to find helpful resources to use on the Quakers way of life.