SPLIT: A DIVIDED AMERICA LESSON 3 – FAITH

Lesson 3 - Faith
Key Takeaway: This lesson will explore the American ideal that, as Thomas Jefferson wrote in
the 1786 Virginia Act for Establishing Religious Freedom, “our civil rights have no dependence
on our religious opinions.” Students will be able to understand and appreciate the significance of
religious liberties in our national life.

Lesson Structure:
1. Begin the class by watching the chapter Faith [18 minutes]
2. Initial Discussion on student reactions to the film (details below) [7 minutes]
3. Classroom activity: Three ways to examine faith in our politics [15 minutes]
4. Assignment: Church and State Today [5 minutes]

Initial Discussion: From the chapter of the film you just watched, it is clear that faith plays an
important role in our civic experience. What role should it ideally play in our lives as voters?

[Note: Underscore the value of empathic discourse in this lesson plan - the ability to understand
the reasoning of different viewpoints, especially those viewpoints in opposition to one’s own.
Because opinions concerning the relationship between church and state are based on deeply held
personal beliefs, the ability to ‘see the other side’ can be extremely challenging. Therefore,
encouraging students to contribute to the pros and cons of those viewpoints not in line with their
own is possibly the most valuable experience this chapter offers.]

Through a group discussion, provide the arguments for and against each of the following three
positions:

o Position 1 - Faith should not play any role in determining which candidate to vote for.
o Position 2 - Faith should play a role in determining which candidate to vote for but
no different – larger or smaller – than that of any other deciding factor.
o Position 3 - Faith should play the most important role in determining which candidate to vote for.

Through civil discourse and debate, have the class determine which position is the most effective
in terms of making the most informed decision in the voting booth.

 What are the issues on which there is immediate consensus? Is it possible to build on these
to manage the more challenging issues?
 What are the major obstacles? What are possible comprises that might mitigate these
obstacles?

Have the students focus on the role of faith and religion in the current race for the White House.
Is there a commonly recognized ‘faith’ candidate? If so, what has influenced this public
perception? Consider the following in this discussion -

• The candidates personal expressions of faith

• Events during the campaign that influenced this dynamic
• The endorsements of faith based groups
• Campaign strategy focused on faith oriented messaging
• Historic associations of the parties and faith
 SPLIT: A DIVIDED AMERICA LESSON 3 – FAITH

CLASS ACTIVITY - RELIGION AND

POLITICS IN AMERICAN HISTORY
This lesson plan provides three different ways of understanding the First Amendment’s guarantee
of freedom of religion.

1. A City upon a Hill [Introductory Level]

This class activity explores the role religion in governance as defined by John Winthrop,
founder of the Massachusetts Bay, in his sermon A Model of Christian Charity and the impact
of this declaration on the eventual writing of the First Amendment.

2. A Wall of Separation [Intermediate Level]

This class activity explores Thomas Jefferson’s Wall of Separation between Church and
State.

3. A Question of Two Clauses [Advanced Level]

This class activity explores the meaning and importance of the First Amendment’s two
clauses – the establishment clause and the free exercise clause.
 SPLIT: A DIVIDED AMERICA LESSON 3 – FAITH

A CITY UPON A HILL

Present the following quote to the students -

‘We are commanded this day to love the Lord our God, and to love one another, to walk in his
ways and to keep his Commandments and his ordinance and his laws, and the articles of our
Covenant with Him, that we may live and be multiplied, and that the Lord our God may bless us
in the land whither we go to possess it.

From John Winthrop’s (founder of the Massachusetts Bay Colony) sermon titled “A Model of
Christian Charity” delivered in 1630, shortly before landing in the new world. In it he described a
community governed by laws and statutes in strict accordance with biblical scripture.

Have the students cite how the quotation specifies the source of the community’s laws.
Through group discussion –

o List two advantages of establishing the colony’s legal principles in this manner
o List two disadvantages of establishing the colony’s legal principles in this
manner

Discuss specifically the usage of the term ‘covenant with Him’ as evidence of the Puritans belief
that their relationship with their God was covenantal, ie they were his chosen people.

Present the most famous phrase from the sermon describing the colony’s place among the people
of the world -

‘We shall be as a city upon a hill. The eyes of all people are upon us.’

• Why did Winthrop see the establishment of this society as different from those
established before it? (how would it differ from the England the Puritans had left?)
• Why did this make him see the colony as ‘a city upon a hill?
• In his opinion, what was it other peoples were waiting to see?

Finally, present the First Amendment for consideration in light of the two previous discussions -

“Congress shall make no law respecting the establishment of religion,

or prohibiting the free exercise thereof.”

Compare and contrast Winthrop’s statement and the First Amendment. Considering the
advantages and disadvantages of the Puritan’s approach explored above, discuss why the
Founding Fathers chose the language they did in formulating the First Amendment.

Have the class take the answers from the above and, to make the understanding immediately
materials, explore how their lives would be impacted today, at this moment, if there were no
guarantee of the freedom of religion.
 SPLIT: A DIVIDED AMERICA LESSON 3 – FAITH

A WALL OF SEPARATION
Present the following quote to the students –

“Believing with you that religion is a matter which lies solely between man and his God…..
I contemplate with sovereign reverence that act of the whole American people which declared
that their legislature should ‘make no law respecting an establishment of religion, or prohibiting
the free exercise thereof’ thus building a wall of separation between church and State.

It is from President Thomas Jefferson’s letter to the Danbury Baptist Association in 1802 in
response to their complaint that in their state, the religious liberties they enjoyed were not seen as
inalienable rights, but as privileges granted by the legislature - as "favors granted”.

Through group discussion, explore the wall of separation between church and state Jefferson cites
in terms of the direction of its permeability. Discuss how that wall would work protecting -
• The church from the state - ie. The state seeking to regulate & interfere with religious
expression
• The state from the church - ie. The church seeking to inject religious matters &
considerations into the business of the state
• What do you think Jefferson’s intention was?

Now present a second passage from the letter –

“ I shall see with sincere satisfaction the progress of those sentiments which tend to restore to
man all his natural rights, convinced he has no natural right in opposition to his social duties. ”

• Why would the Danbury Baptists take issue with perceiving their religious liberties as
‘favors granted’? What could be the possible consequences of this governmental
approach towards religious liberties? What specifically were the Baptists seeking to
avoid?
• How does the statement “…. convinced he has no natural right in opposition to his social
duties.’ address these concerns?
• Is this the guarantee the Danbury Baptists were seeking?

Have the class take the answers from the above and, to make the understanding immediately
materials, explore how their lives would be impacted today, at this moment, if the governmental
attitude towards religious liberties were different – ie. that they are granted as the government
sees fit, favors to be granted and revoked.
 SPLIT: A DIVIDED AMERICA LESSON 3 – FAITH

A QUESTION OF TWO CLAUSES

Present the First Amendment –

“Congress shall make no law respecting the establishment of religion,

or prohibiting the free exercise thereof.”

The Framers of the Constitution set up a line of demarcation between the functions and
operations of the institutions of religion and the functions and operations of the institutions of
government in our society.

Through group discussion, have the students explore what the Founding Father’s intentions were
in describing the separation of religious and governmental institutions in this manner. Encourage
them to consider the era in which it was written –

o the relationship of church and state in England at that time

o the relationship of religion and government in the first colonies – see John
Winthrop’s Sermon A Model of Christian Charity)

Now examine the two clauses of the First Amendment. The first is known as the “Establishment
Clause.” and the second is known as the “Free Exercise Clause”

• What does the establishment clause guarantee?

o Explore the absoluteness of the language “no law’
o Why did they include ‘respecting’? How would the amendment be different if
‘respecting’ were not in the language?
• What does the free exercise clause guarantee?

Have the students explore why the Constitutions Framers included both clauses. Through group
discussion, determine the difference in the Amendments scope and breadth of the guarantee of
religious freedom if the First Amendment contained only –

• The establishment clause

• The free exercise clause

Have the class take the answers from the above and, to make the understanding immediately
materials, explore how their lives would be impacted today, at this moment, if the amendment
were worded differently.
 SPLIT: A DIVIDED AMERICA LESSON 3 – FAITH

ASSIGNMENT – CHURCH AND STATE TODAY

Study a current controversy relating to the relationship between
religion and government. Three possible cases are:

• teaching of evolution in public schools

• prayer in schools
• display of the Ten Commandments and other religious
symbols on government property

In the study of the issue, consider the following questions.

Exploring Both Sides
• What are the arguments for the stated issue?
• What are the arguments against the stated issue?
This image depicts a monument of the Ten
Commandments outside the Texas State
Capitol building. The Supreme Court was
asked to decide the constitutionality of the
display in Van Orden v. Perry.

Exploring the Historical Context

• When did the issue first appear in the national dialogue?

• What have the rulings been on the issue?

Exploring the Political Elements:

• What would the liberal/left-wing view be on the issue? Why?

• What would the conservative/right-wing view be on the issue? Why?
• Devise a compromise that you think bridges the gap between the two.