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Please refer to the Pennsylvania Standards Aligned System website: (http://www.pdesas.org/module/sas/curriculumframework/SocialStudiesCF.aspx)

for information on the Pennsylvania Curriculum Framework for Social Studies. You will find much of the information about PA Academic Standards, essential questions, vocabulary, assessments, etc. by navigating through the various components of the Curriculum Framework.

LESSON / UNIT TITLE: William Penn’s “Holy Experiment”

Teacher Name(s): Rob Kathcart

School District: Southern Tioga School District

Building: North Penn High School

Grade Level: 8th

Subject: Pennsylvania History

Time Required: 1-2 class periods (45 minutes each)

Lesson/Unit Summary: Students will analyze the key ideas that guided William Penn in his founding of Pennsylvania. Students will also analyze the Charter of Privileges and decide its impact on religious freedom.

Essential Questions for Lesson/Unit

What were the conditions in England in the 1600’s that prohibited religious freedom?

What were the key influences on William Penn in his ideas for establishing Pennsylvania?

What were the key freedoms promoted by the Charter of Privileges?

Why is religious freedom important?

Pennsylvania Academic Standards Addressed in Lesson/Unit

8.2.8.A: Compare and contrast the social, political, cultural, and economic contributions of specific individuals and groups from Pennsylvania.

8.2.8.B: Compare and contrast the importance of significant historical documents, artifacts, and places critical to Pennsylvania history.

8.2.8.C: Compare and contrast the ways continuity and change have impacted Pennsylvania history.

Lesson/Unit Objectives

Students will analyze the conditions in England that prohibited religious freedom.

Students will examine the key religious and intellectual influences on William Penn.

Students will examine and identify key freedoms outlined in the Charter of Privileges.

Vocabulary/Key Terms for Lesson/Unit

Freedom of Conscience: liberty or freedom of thought and belief

Tolerance: acceptance of others and their viewpoints

Charter: a written document, like a contract.

Persecute: to discriminate against

Sects: smaller, religious sub groups

Quaker: Society of Religious Friends. Non-violent and tolerant Christian sect.

“Holy Experiment”: William Penn’s nickname for his Pennsylvania colony. PA was going to be “holy” in that it would be based on religious freedom and tolerance and an “experiment” because it had not been done previously

Historical Background for Teachers / Research Narrative

Throughout much of the history of Europe and England, religious freedom and tolerance were not common or popular ideas. After the Protestant Reformation, England broke ties with the Catholic Church, no longer recognizing the authority of the Pope in Rome. Kings began to rule not only their kingdoms, but also their churches. Therefore, allegiance to the church became allegiance to the King and his authority. England created the Church of England, or Anglican Church. Membership was not optional, as the King was the leader. In 1681, Charles II was the ruler of England and leader of the Church of England. To be considered a loyal subject to the King, membership was necessary. Those religious groups, or sects, that were not members were considered disloyal to Charles II and could be found guilty of treason. Protestant religious groups that were not members of the Church of England were considered dissenters. Quakers and Separatists fell into this category. These groups were considered disloyal to the Crown and did not have the right to practice their religion freely, as only loyal members of the Church of England were permitted to do so. The main issue against these sects was that they rejected the earthly authority of the King over spiritual matters.

The Quakers were one of these dissenting groups. Founded in the mid 1600’s by George Fox and others, the Quakers believed that individuals could experience a personal relationship or direct connection with God without the need for clergy. They believed that they were restoring the practices of the early church. Calling themselves The Religious Society of Friends, Quakers held meetings openly, despite persecution. One of their more radical tenants was a greater, nearly equal role for women in spiritual practice. Quakers were treated severely in England and harassment and persecution were commonplace. Quakers were beaten and imprisoned and could not hold any positions in Parliament. Due to their beliefs in the equality of people and their refusal to recognize those in positions of authority, Quakers were often considered to be radicals and revolutionaries. In the new American colonies, such as Massachusetts, Quakers were banished under threat of death.

As a young man, William Penn joined the Society of Friends. Very quickly, Penn was imprisoned for writing and preaching his beliefs. Fortunately for Penn, his father had been closely allied with King Charles II and upon his fathers’ death, William convinced King Charles to grant him land in Pennsylvania to take care of an outstanding debt owed to his father’s estate. William Penn would call Pennsylvania his “Holy Experiment” and wanted to establish his colony as a place where religious groups could worship freely.

Once Penn had established Pennsylvania as a colony, he wanted to invite other people who had been persecuted because of their religion. Many people from all over Europe came to live in Pennsylvania. Even though Penn owned the colony and his Quaker friends governed the colony, Penn gave the non-Quaker settlers many privileges. He allowed anyone who believed in one God to come to Pennsylvania and to have equal rights as citizens. He permitted all Christians, including Roman Catholics, to run for political office. Penn enabled the freely elected legislature to propose bills and to make laws. He guaranteed the people a trial by jury, the right to cross-examine witnesses, and he protected their property rights. Through Penn’s effort, Pennsylvania became the most tolerant colony in America.

William Penn’s influence can be seen in the later development of the United States. Penn’s model and the rights he guaranteed to citizens in Pennsylvania are basic rights enshrined by our Founding Fathers in the Declaration of Independence and the US Constitution. These ideas of the rights of citizens and religious freedom have made the United States a beacon of hope and liberty for generations of peoples seeking a better life where they can freely practice their beliefs.

Sources:

http://www2.cicerohistory.com/Cicero/c/3/Lessons/HighSchool/hs1PennsylvaniaCharterOfPrivileges.pdf

http://www2.cicerohistory.com/Cicero/c/3/Lessons/MiddleSchool/ms1-PennsylvaniaCharter.pdf

Instructional Prodedures and Activities

(List/describe the step-by-step sequence of procedures and learning activities.

Teacher will follow format from Cicero History Lesson: Charter of Privileges

Students will review and discuss the BINARY PAIDEIA Chart: “Pennsylvania 1701 and England 1701”

Procedure:

a. Students will list five ways they know there is freedom of religion and freedom to not practice religion in the United States.

b. Review the Binary Paideia with the class. Explain the differences in both

societies to students.

c. Read the narrative.

d. Students will then answer the following questions:

Why did some kings become absolute powers in their kingdoms after the Protestant Reformation? (The kings no longer had to share power with the Pope, the bishops, and the Catholic Church. Protestant kings held both spiritual and temporal powers in the kingdoms.)

Why did Charles II insist that everyone in England be a member of the

Anglican Church of England? (Charles was the head of the Church of England.

To reject his spiritual power was seen as rejecting his temporal power.)

The Quakers were not considered part of the Church of England. Why? (The Quakers rejected Charles as head of the church. They rejected ministers and the Anglican Church’s governmental structure. Additionally, they believed they were in direct communication with God through their “Inner Light.”)

In the Anglican religion, who was in communication with God? (For Anglicans, God communicated through the king, the Anglican bishops, and the Anglican Church.)

In the Quaker religion, who was in communication with God? (For Quakers, God communicated directly to the individual through the individual’s “Inner Light.”)

What types of people were attracted to Pennsylvania? (People who had been persecuted because they belonged to various religious sects in Europe would be attracted to Pennsylvania.)

Show the students a picture of the Liberty Bell and read the inscription (The inscription is from the Book of Leviticus, 25: 10. It says, “Proclaim liberty throughout the land unto all the inhabitants thereof.”)

Procedure:

a. The teacher will explain the Liberty Bell was cast in 1751 to commemorate the

fifty-year anniversary of the Charter of Privileges Granted by William Penn, Esq. to the inhabitants of Pennsylvania and Territories, October 28, 1701. The teacher will explain that one of the most important freedoms Penn granted the

citizens was “Freedom of Conscience.”

b. Hand out the excerpts of the Charter of Privileges to the students.

“BECAUSE no People can be truly happy, though under the greatest Enjoyment of Civil Liberties, if abridged of the Freedom of their Consciences, as to their Religious Profession and Worship: And Almighty God being the only Lord of Conscience, Father of Lights and Spirits; and the Author as well as Object of all divine Knowledge, Faith and Worship, who only doth enlighten the Minds, and persuade and convince the Understandings of People, I do hereby grant and declare, That no Person or Persons, inhabiting in this Province or Territories, who shall confess and acknowledge One almighty God, the Creator, Upholder and Ruler of the World; and profess him or themselves obliged to live quietly under the Civil Government, shall be in any Case molested or prejudiced, in his or their Person or Estate, because of his or their conscientious Persuasion or Practice, nor be compelled to frequent or maintain any religious Worship, Place or Ministry, contrary to his or their Mind, or to do or super any other Act or Thing, contrary to their religious Persuasion.”

c. The teacher will ask students:

Why was Penn’s idea of Freedom of Conscience so important to a free

society?

Why do you think Penn wanted to grant all citizens “Freedom of

Conscience”?

Since most colonies had “established” churches, why was this document

so important to American liberty in the United States?

Homework:

Write a one-sentence answer for each question.

The first sentence will describe the situation in 1681 England, regarding religion.

The King was the head of the Church of England, and all subjects must be a member

of the Church.

The second sentence will describe why King Charles believed he had to have certain

rules regarding religion in England. The King and most others believed that in order for one to be loyal to the King and to England, one must also be loyal to his Church of England.

The third sentence will describe the situation in 1701 Pennsylvania, regarding

religion. William Penn had agreed to allow all settlers who believed in one God the right of freedom of conscience.

4) The fourth sentence will describe why William Penn believed he had to have certain

rules regarding religion in Pennsylvania. As a Quaker, Penn believed God dealt with each person’s “Inner Light” individually. As a victim of religious persecution, he wanted to allow others freedom to worship as they thought correct.

Assessment: Have the students take their homework answers and compose a paragraph contrasting 1681 England with 1701 Pennsylvania, in terms of religious freedom.

Extension: Have students read the next part of Section One of the Charter of Privileges.

“AND that all Persons who also profess to believe in Jesus Christ, the Saviour of the World, shall be capable (notwithstanding their other Persuasions and Practices in Point of Conscience and Religion) to serve this Government in any Capacity, both legislatively and executively, he or they solemnly promising, when lawfully required, Allegiance to the King as Sovereign, and Fidelity to the Proprietary and Governor, and taking the Attests as now established by the Law made at New-Castle, in the Year One Thousand and Seven Hundred, entitled, An Act directing the Attests of several Officers and Ministers, as now amended and confirmed this present Assembly. had to find another place to practice their religion.”

Discuss with them why Penn would allow freedom of conscience in his colony, but only allow Christians the right to run for public office. Why was this still a very progressive act?

Sources:

http://www2.cicerohistory.com/Cicero/c/3/Lessons/HighSchool/hs1PennsylvaniaCharterOfPrivileges.pdf

http://www2.cicerohistory.com/Cicero/c/3/Lessons/MiddleSchool/ms1-PennsylvaniaCharter.pdf

Suggested Strategies for Differentiating Instruction

Enrichment Students will not only complete Charter of Privileges Activity, but based on the lesson and activities, they will apply their knowledge to complete a one-page essay that responds to the prompt, “Why is freedom of religion important today? Use at least three pieces of evidence to support your argument.

Assessment of Student Learning (Formative and Summative)

Formative:

William Penn Guided Reading Questions, Charter of Privileges Questions and Activities,

Homework assignment

Summative:

Have the students take their homework answers and compose a paragraph contrasting 1681 England with 1701 Pennsylvania, in terms of religious freedom.

Students will complete a one page essay responding to the prompt: Why is freedom of religion important today?

Materials and Resources

Basic resources will be lesson plan from Cicero History. Teacher will add differentiation in assignments for different class groups.

http://www2.cicerohistory.com/Cicero/c/3/Lessons/HighSchool/hs1PennsylvaniaCharterOfPrivileges.pdf

http://www2.cicerohistory.com/Cicero/c/3/Lessons/MiddleSchool/ms1-PennsylvaniaCharter.pdf

See included resources from Cicero website lessons

Author(s) of Unit/Lesson Plan

Rob Kathcart, Social Studies, North Penn High School, Southern Tioga School District