REVOLUTIONARY

IDEALS
 The Puritans and “Liberty of Conscience”:
Conflicting Views on Religious Freedom in
Colonial New England
GUIDING QUESTION:
How did differing views of religious freedom impact life in the New England colonies and the legacy
of religious freedom in the United States?

CO-AUTHORS:
Leif Liberg, Saint Mary’s Ryken High School, Leonardtown, Maryland
William Turner, Cornerstone Charter Academy High School, Belle Isle, Florida

⊲ OVERVIEW ⊲ STANDARDS CONNECTIONS

Many sources cite religious freedom as a primary motivator
behind Europeans who settled in the Americas. Yet, CONNECTIONS TO COMMON CORE
colonists had very different interpretations of the meaning
of religious freedom. In many cases, they wanted the › CCSS.ELA-Literacy.RH.9-10.2 Determine the central
freedom to practice their religions, but were not interested ideas or information of a primary or secondary source;
in letting others do the same. In New England, differing provide an accurate summary of how key events or
views on religion led to persecutions and banishments ideas develop over the course of the text.
as well as the establishment of one of the first colonies to
› CCSS.ELA-Literacy.RH.9-10.4 Determine the meaning
embody the concept of freedom of religion, Rhode Island.
In this lesson, students look at this story through the lenses of words and phrases as they are used in a text,
of critical figures—John Winthrop, John Cotton, Roger including vocabulary describing political, social, or
Williams, and Anne Hutchinson—and discuss how these economic aspects of history/social science.
leaders’ shaped freedom of religion in America. › CCSS.ELA-LITERACY.RH.11-12.6 Evaluate authors’
differing points of view on the same historical event or
issue by assessing the authors’ claims, reasoning, and
⊲ OBJECTIVES evidence.
At the conclusion of this activity, students will be able to:
CONNECTIONS TO C3 FRAMEWORK
› Explain the meaning of religious freedom to Puritan › D3.1.9-12. Gather relevant information from multiple
leaders, and discuss how their concept impacted life in sources representing a wide range of views while
colonial Massachusetts; using the origin, authority, structure, context, and
› Explain how Roger Williams and Anne Hutchinson corroborative value of the sources to guide the
challenged the dominant views of religious freedom, and selection.
explore how their views affected life in Rhode Island;
› Consider how the views of each side in these cases
shaped the long-term views of freedom of religion in
America; and
› Create a storyboard to illustrate these multiple
perspectives.

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⊲ DOCUMENTS USED
PRIMARY SOURCES Students interested in this topic
Letter, George Washington’s Letter to the Hebrew might be interested in researching
Congregation of Newport, August 18, 1790 (excerpt)
Touro Synagogue National Historic Site the following for an NHD project:
https://tourosynagogue.org/history/george-washington-
letter/washington-seixas-letters/ › Roger Williams and the Founding of
Rhode Island (c. 1631–1663)
Letter, “Mr. Cottons [sic] letter lately printed, examined
and ansvvered [sic],” 1644 (excerpt)
Early English Books Online, University of Michigan
› The Trial of Anne Hutchinson (1637)
https://quod.lib.umich.edu/e/eebo2/
A96614.0001.001?rgn=main;view=fulltext › Philadelphia Nativist Riots (1844)
Royal Charter of Rhode Island, 1663 (excerpt) › Scopes Monkey Trial (1925)
Rhode Island Department of State, Rhode Island State
Archives › Engel v. Vitale (1962)
https://www.sos.ri.gov/divisions/civics-and-education/
for-educators/themed-collections/rhode-island-charter

Sermon, John Winthrop, A Modell of Christian Charity,

1630 (excerpt) ⊲ TEACHER-CREATED MATERIALS
Hanover Historical Texts Collection, Hanover College
https://history.hanover.edu/texts/winthmod.html › Religious Belief Source Analysis Guide
› Storyboard Instructions
Trial Record, Transcript of the Trial of Anne Hutchinson,
1637 (excerpt) › Religious Freedom Storyboard
Thomas Hutchinson, History of the Colony and Province
of Massachusetts Bay
http://bcs.bedfordstmartins.com/WebPub/history/ ⊲ ACTIVITY PREPARATION
mckayunderstanding1e/0312668872/Primary_ › Organize the class into pairs.
Documents/US_History/Transcript%20of%20the%20
› Make one copy of the Religious Belief Source Analysis
Trial%20of%20Anne%20Hutchinson.pdf
Guide for each student.
SECONDARY SOURCES › Make one copy of the Storyboard Instructions for each
student or pair (at teacher’s discretion).
Richard Mather, A Platform of church discipline . . ., 1649
Early English Books Online, University of Michigan › Arrange the classroom for group work.
https://quod.lib.umich.edu/e/eebo/ › Prepare technology (i.e., projector, computer, etc.), as
A55001.0001.001/1:2?rgn=div1;view=fulltext needed.

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 ⊲ PROCEDURE ACTIVITY THREE (30 MINUTES)
› Distribute a copy of the Storyboard Instructions
ACTIVITY ONE (10 MINUTES) to each student. Review the instructions and
expectations.
› Project the quotation from George Washington’s
Letter to the Hebrew Congregation of Newport. Ask
students: ASSESSMENT OPTIONS
» What essential freedom is Washington addressing › Allow students to complete the storyboard
in this letter? independently or with a partner.
» Was this a commonly held view in Washington’s › Allow students to choose to complete their storyboard
time? by hand or computer.
» How did the idea for this freedom emerge in
America?
› Allow students to share their responses with the class.
› Inform students that they will discuss debates over
freedom of religion in the New England colonies.

ACTIVITY TWO (45 MINUTES)

› Distribute one Religious Belief Source Analysis Guide
to each student. Organize students into pairs. Allow
students time to read through the excerpts provided
and answer the accompanying analysis questions.
› Bring the class back together as a group.
› Facilitate a class discussion of the documents by
allowing students to share their responses to the
analysis questions.
» Teacher Tip: Allow students to debate their
interpretations of the documents and clarify
any misunderstandings. Guide the discussion
as needed to ensure that students have a clear
understanding of each document. Remind students
that Roger Williams and Anne Hutchinson were
exceptions to the rule. The majority of Puritans
desired a religious community consistent with their
beliefs.

To access a PDF containing all of the sources and materials to complete this lesson plan, go to: nhd.org/RevIdeals.

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 Title
George Washington’s Letter

“The citizens of the United States of America have a right to applaud

themselves for having given to mankind examples of an enlarged
and liberal policy–a policy worthy of imitation. All possess alike
liberty of conscience and immunities of citizenship . . . May the
children of the stock of Abraham* who dwell in this land continue to
merit and enjoy the good will of the other inhabitants–while every
one shall sit in safety under his own vine and fig tree and there shall
be none to make him afraid . . .”
“. . . For happily the Government of the United States, which gives
to bigotry no sanction, to persecution no assistance requires only
that they who live under its protection should demean themselves
as good citizens, in giving it on all occasions their effectual
support.”

*the Jewish people

Letter, George Washington’s Letter to the Hebrew Congregation of Newport, August 18, 1790 (excerpt)
Touro Synagogue National Historic Site
https://tourosynagogue.org/history/george-washington-letter/washington-seixas-letters/

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 Religious
Title Belief Source Analysis Guide

⊲ THE PURITAN PERSPECTIVE

The Puritans were a religious group who took issue with some of the practices of the Church of England. They
were often persecuted in England, leading many to leave for the colonies. There they hoped to set up a society
centered around the church where Puritans could worship according to their own beliefs. Read each excerpt
below and answer the accompanying analysis questions to help clarify how the Puritans viewed the idea of
freedom of religion.

“. . . we see no rule of God for this, we see not that any should have authority to set up
any other exercises besides what authority hath already set up and so what hurt comes
of this you will be guilty of and we for suffering you.”

Massachusetts Governor John Winthrop at the Trial of Anne Hutchinson (1637)

Based on the context clues provided, what role did John Winthrop play in colonial New England? What
does this suggest about his influence over people living there?

Winthrop speaks of church “exercises” and points to an “authority” that establishes them. What do you
think he means by exercises, and who or what is the authority he references? How does this correspond
with the idea of religious freedom?

How does this statement indicate how Puritans in New England viewed the concept of religious freedom?

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 Religious Belief Source Analysis Guide (Con’t)
Title

“Those who have found the presence and power of the spirit of Christ . . . will be slow to
change such a ministry of faith, and holiness, for the liberty of church order.”

Reverend John Cotton (c. 1649), quoted in A Platform of church discipline . . . 

Based on the context clues provided, what role did John Cotton play in colonial New England?
What does his position suggest about his influence over people living there?

What does Cotton believe about change in the church? How does this correspond with the idea of religious freedom?

How does this statement indicate how Puritans in New England viewed the concept of religious freedom?

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 Religious
Title Belief Source Analysis Guide (Con’t)

“Now the onely way to avoyde this shipwracke, and to provide for our posterity, is to followe the
counsell of Micah, to doe justly, to love mercy, to walk humbly with our God. For this end, wee
must be knitt together, in this worke, as one man. Wee must entertaine each other in brotherly
affection. Wee must be willing to abridge ourselves of our superfluities, for the supply of other’s
necessities. Wee must uphold a familiar commerce together in all meekeness, gentlenes,
patience and liberality. Wee must delight in eache other; make other’s conditions our oune;
rejoice together, mourne together, labour and suffer together, allwayes haueving [having] before
our eyes our commission and community in the worke, as members of the same body. Soe shall
wee keepe the unitie of the spirit in the bond of peace. The Lord will be our God, and delight to
dwell among us, as his oune [own] people, and will command a blessing upon us in all our wayes
. . . But if our heartes shall turne away, soe that wee will not obey, but shall be seduced, and
worshipp and serve other Gods, our pleasure and proffitts, and serve them; it is propounded
unto us this day, wee shall surely perishe out of the good land whither wee passe over this vast
sea to possesse it; Therefore let us choose life that wee, and our seede may live, by obeyeing
His voyce and cleaveing to Him, for Hee is our life and our prosperity.”

Excerpts from John Winthrop’s sermon, A Modell of Christian Charity, commonly known
as his “City Upon a Hill” sermon, 1630

How does Winthrop link the religious beliefs of Puritans, the Puritan church, and the success of the New
England colonies? Was there religious freedom in Massachusetts?

How does this statement indicate how Puritans in New England viewed the concept of religious freedom?

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 Religious Belief Source Analysis Guide (Con’t)
Title

⊲ OTHER PERSPECTIVES
Within Puritan-dominated New England, dissenters occasionally emerged who challenged different aspects of
Puritan beliefs and practices. Those who spoke out about their beliefs often found themselves in conflict with
Puritan church leaders, government officials, and others. This sometimes resulted in persecution, including
public trials that could result in banishment (being forced out of the colony) or worse. Such was the case for two
Massachusetts residents—Roger Williams and Anne Hutchinson—who became key figures in the establishment of
a new colony known as Rhode Island. Read each excerpt below and answer the accompanying analysis questions
to help clarify how these individuals viewed the idea of freedom of religion.

“First hee publickly taught, and teacheth . . . that body-killing, soule-killing, and State-
killing doctrine of not permitting, but persecuting all other consciences and wayes of
worship but his own in the civill State, and so consequently in the whole world, if the
power or Empire thereof were in his hand.”

Reverend Roger Williams, writing to John Cotton, in “Mr. Cottons letter lately printed,
examined and ansvvered,” 1644

Based on the information provided, who was Roger Williams? What role did he play in colonial New England?

Why does Williams take issue with the ideas promoted by Reverend John Cotton? What does this suggest about
Williams’s views on religious freedom?

How do these ideas differ from the other Puritans in New England?

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 Religious
Title Belief Source Analysis Guide (Con’t)

“ . . . I bless the Lord, he hath let me see which was the clear ministry and which the
wrong. Since that time I confess I have been more choice and he hath left me to
distinguish between the voice of my beloved and the voice of Moses, the voice of John
the Baptist and the voice of antichrist, for all those voices are spoken of in scripture.
Now if you do condemn me for speaking what in my conscience I know to be truth I must
commit myself unto the Lord.”

Anne Hutchinson, defending herself to the Massachusetts magistrates at her trial for
heresy for speaking to groups of colonists about matters of religion, 1637

Based on the information provided, who was Anne Hutchinson? What role did she play in colonial New England?

What does Hutchinson believe about the importance of religion? How does she approach the idea of religious freedom?

How do these ideas differ from the other Puritans in New England?

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 Religious Belief Source Analysis Guide (Con’t)
Title

“Now, know ye, that we, being willing to encourage the hopeful undertaking of our said loyal and loving
subjects, and to secure them in the free exercise and enjoyment of all their civil and religious rights,
appertaining to them, as our loving subjects and to preserve unto them that liberty, in the true Christian
faith and worship of God, which they have sought with so much travail, and with peaceable minds,
and loyal subjection to our royal progenitors and ourselves, to enjoy; and because some of the people
and inhabitants of the same colony cannot, in their private opinions, conform to the public exercise of
religion, according to the liturgy, forms and ceremonies of the Church of England, or take or subscribe the
oaths and articles made and established in that behalf; and for that the same, by reason of the remote
distances of those places, will (as we hope) be no breach of the unity and uniformity established in this
nation: Have therefore thought fit, and do hereby publish, grant, ordain and declare, that our royal will
and pleasure is, that no person within the said colony, at any time hereafter shall be any wise molested,
punished, disquieted, or called in question, for any differences in opinion in matters of religion, and do not
actually disturb the civil peace of our said colony; but that all and every person and persons may, from
time to time, and at all times hereafter, freely and fully have and enjoy his and their own judgments and
consciences, in matters of religious concernments, throughout [Rhode Island] . . .”

Excerpt from Royal Charter of Rhode Island, 1663

Note: Royal charters were granted by the monarchy and permitted a colony’s existence.

How does the Royal Charter of Rhode Island address religious freedom? Why would this be significant to
colonists seeking freedom of religion?

How do these ideas differ from the sentiments expressed by those in Massachusetts?

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 Religious
Title Belief Source Analysis Guide (Con’t)

⊲ SYNTHESIS QUESTION
How did views on religious freedom differ between the Puritan leaders in New England and those of
dissenters like Williams and Hutchinson? How did this cause life in Puritan-dominated colonies to differ
from life in Rhode Island?

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 Storyboard Instructions
Title

For each storyboard panel, create a graphic that summarizes and represents your understanding of the
documents and quotes you read and analyzed.

Panel One: Based on the Panel Two: Based on your Panel Three: Create a graphic
quotes you read from John reading of John Winthrop’s representing a modern
Cotton and John Winthrop, “City on a Hill” sermon, create interpretation or example of
create a graphic representation a graphic representation of the Puritan viewpoint. Look
of your understanding of their Winthrop’s main purpose for modern issues in religion
basic views on the role of in helping establish the that appear to be influenced
religion in society. Think about Massachusetts Bay Colony. by or similar to the ideas of the
how you could show Puritans’ Choose a key quotation that Puritans.
ideas about religious freedom. you think best represents
Winthrop’s idea and rewrite it
in your own words to include as
part of your graphic.

Panel Four: Based on the Panel Five: Based on the Panel Six: Create a graphic
quotes from Roger Williams excerpt from the Royal Charter representing a modern
and Anne Hutchinson, create a of Rhode Island, create interpretation or example of
graphic representation of your a graphic representation Williams’s or Hutchinson’s ideas
understanding of how their explaining why Roger Williams of religious freedom. Look for
views differed from Puritans and other leaders created this modern issues in religion that
like John Winthrop and John colony. Select a key quotation appear to be influenced by or
Cotton. that you think best represents similar to the ideas of Williams
their ideas and rewrite it in your or Hutchinson.
own words to include in your
graphic.

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Religious Freedom Storyboard

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