Lessons
To Bigotry No Sanction: Religious Liberty in the United States
State standards
Results
2014 Wyoming Social Studies Content and Performance Standards [See Full Text]
WY SS8.1.5
Describes the structures of the United States and Wyoming Constitutions (e.g., Articles, Bill of Rights, ammendments).
2018 Wisconsin Standards for Social Studies [See Full Text]
WI SS.PS1.a.h
Analyze how constitutionalism attempts to preserve fundamental societal values, protects individual freedoms and rights, promotes the general welfare, and
responds to changing
circumstances and beliefs
by defining and limiting the
powers of government.
Analyze sources of
governmental authority.
WI SS.PS1.b.m
Investigate how principles expressed in the Declaration of Independence, Constitution (including the preamble and Bill of Rights) have been applied throughout United States History, including how they may have evolved over time.
WI SS.PS1.b.h
Analyze the foundational idea of United States Government that are embedded in founding era documents.
2023 South Dakota Social Studies Standards [See Full Text]
9-12.USH.3
The student demonstrates understanding of the modern way of life by comparing the following in history to prior eras. -religious practices
SD SS 9-12.C.3I
The student explains the status and effects of each of the following in colonial society, and the
extents to which these were the exception in history: HC
̵ religious freedom
SD SS 9-12.C.5O
The student reads and discusses the U.S. Constitution and the Bill of Rights. C
SD SS 9-12.C.7C
The student explains how the First Amendment guarantees that individuals can practice their
religious beliefs without fear of persecution by the government. C
SD SS 9-12.C.7D
The student explains how the First Amendment prohibits the federal government from
establishing (creating or recognizing) an official national religion or abolishing an established
religion at the state level. C
2020 New Jersey Student Learning Standards: Social Studies [See Full Text]
NJ SS 6.1.12.HistoryCC.3.a:
Evaluate the role of religion, music, literature, and media in shaping
contemporary American culture over different time periods.
NJ SS 6.1.12.CivicsDP.4.b:
Analyze how ideas found in key documents contributed to demanding
equality for all (i.e., the Declaration of Independence, the Seneca Falls Declaration of
Sentiments and Resolutions, the Emancipation Proclamation, and the Gettysburg Address).
NJ SS 6.1.12.HistoryCC.14.d:
Evaluate the role of religion on cultural and social norms, public
opinion, and political decisions.
2022 New Mexico Social Studies Standards [See Full Text]
NM SS 8.57.
Identify and apply the function of the first 10 Amendments (the Bill of Rights).
NM SS 9-12.Civ.39.
Evaluate how fundamental U.S. principles have been interpreted over time and how they
currently shape policy debates.
NM SS 9-12.Civ.45.
Analyze rights and obligations of citizens of the United States.
NM SS 9-12.US.22.
Examine immigration policy in the United States.
NM SS 9-12.US.28.
Analyze social, political, and economic reasons groups migrated to and within the United States,
including push and pull factors.
NM SS 9-12.US.34.
Examine the role assimilation plays in the loss of cultural, ethnic, racial, and religious identities and
language between 1865 and 1920.
NM SS 9-12.US.57.
Examine the role assimilation plays in the loss of cultural, ethnic, racial, and religious identities and
language during the Progressive Era and World War I.
NM SS 9-12.WH.30.
Examine historical events from the perspectives of diverse groups, including Indigenous
peoples, national, regional, racial, ethnic, class, and gender, sexual orientation, and differently abled
2016 New York Social Studies Framework [See Full Text]
NY SS 7.5b
The Constitution established three branches of government as well as a system of checks and balances that
guides the relationship between the branches. Individual rights of citizens are addressed in the Bill of Rights.
NY SS 11.2 c
Weaknesses of the Articles of Confederation led to a convention whose purpose was to revise the Articles of Confederation but instead resulted in the writing of a new Constitution. The ratification debate over the proposed Constitution led the Federalists to agree to add a bill of rights to the Constitution.
NY SS 12.G1a
Enlightenment ideas such as natural rights, the social contract, popular sovereignty, and representative government greatly influenced the framers of the Constitution and Bill of rights.
NY SS 12.G2b
The Constitution aims to protect, among other freedoms, individual and group rights to freedom of speech, freedom of the press, freedom of assembly, freedom of petition, and freedom of religion. The extent to which these ideals exist in practice and how these protections should be applied in a changing world continues to be an issue of ongoing civic debate.
2021 North Carolina K-12 Social Studies Standards [See Full Text]
NC SS 7.H.1.2
Summarize the influence women, indigenous, racial, ethnic, political, and religious groups have had on historical events and current global issues.
NC SS 8.C&G.1.1
Summarize the democratic ideals outlined in the founding documents of the state and national government.
2019 North Dakota Social Studies Content Standards [See Full Text]
ND SS C.6_12.1.3
Evaluate the creation and impact of
primary sources on political thought in the United
States.
ND SS C.6_12.2.3
Analyze the structure, principles, and
interpretation of the Constitution of the United
States.
ND SS US.6_12.1-6.E1.2
Explain the development of early
United States government.
2018 Ohio's Learning Standards Social Studies [See Full Text]
OH SS 9-12.AG.7
The debate presented by the Federalist and Anti-Federalist
Papers over protections for individuals and limits on
government power resulted in the Bill of Rights. The Bill of
Rights provides constitutional protections for individual liberties
and limits on governmental power.
OH SS 9-12.AH.10
Immigration, internal migration and urbanization transformed
American life.
OH SS 9-12.AH.29
The continuing population flow from cities to suburbs, the
internal migrations from the Rust Belt to the Sun Belt, and the
increase in immigration resulting from passage of the 1965
Immigration Act have had social and political effects.
2019 Oklahoma Academic Standards Social Studies [See Full Text]
OK SS 8.4.5
Analyze the rights and liberties guaranteed to all citizens in the Bill of Rights.
OK SS USG.1.3
Examine the founding principles of the American republic.
OK SS USG.6.4
Analyze the civil rights and civil liberties affirmed and guaranteed by the Bill of Rights.
2024 Oregon Social Studies Standards [See Full Text]
OR SS 8.C.PI.4
Examine and analyze significant primary source documents
establishing, limiting, or denying civil rights in the United
States and Oregon.
OR SS 8.C.IR.9
Identify and understand how to apply the rights and
responsibilities of individuals under the Constitution.
OR SS 8.C.DP.10
Analyze important political and ethical values for individual
rights and their lasting effect on the status, rights, and
liberties of historically underrepresented individuals and
groups embodied in documents such as the Declaration of
Independence, the United States and Oregon Constitutions,
and the Bill of Rights.
OR SS 8.C.DP.11
Analyze issues involving liberty in conflict with equality or
authority, individual rights in conflict with the common
good, or majority rule in conflict with minority rights.
OR SS HS.C.PI.7
Compare core documents associated with the protection
of individual rights.
2003 Pennsylvania Academic Standards for History [See Full Text]
PA SS 8.3.6.C
Explain how continuity and change has
influenced United States history from
Beginnings to 1824.
PA SS 8.3.12.C
Evaluate how continuity and change
has influenced United States history
from 1890 to Present.
• Belief Systems and Religions
(e.g., 20th century movements,
religions of recent immigrants)
2022 Rhode Island Social Studies Standards [See Full Text]
RI SSHS.CVC.3.1
Argue the impact of the structure of government and law established by the
Constitution of the United States and Bill of Rights
RI SSHS.USI.3.2
Analyze the philosophical and
ideological influences embedded in the
founding documents of the United
States of America
RI SSHS.USI.3.4
Analyze the Constitution of the United
States and the Bill of Rights and the
governmental powers and rights
outlined in them
2019 South Carolina Social Studies College and Career Ready Standards [See Full Text]
SC SS USHC.3.CX
Contextualize demographic changes resulting from economic
development and growth during the Gilded Age.
SC SS USG.1.IN
Interpret founding documents and principles that led to the creation
of the American constitutional democracy.
SC SS USG.1.IP
Investigate and communicate the importance of constitutional principles and fundamental values and apply them in abstract and real world situations.
2017 Tennessee Social Studies Standards [See Full Text]
TN SS 8.02
Explain the founding and development of the Plymouth Colony, including the significance of:
the Mayflower Compact, interactions with Squanto, and the role of religious freedom.
TN CI.12
Describe the protections offered by the Bill of Rights and their changing interpretations within
American society.
TN SS GC.08
Analyze how the Bill of Rights limits the powers of the government and ensures individual
rights. (T.C.A. § 49-6-1028)
Texas Essential Knowledge and Skills: Social Studies [See Full Text]
TX SS 113.B.C.15C
Government. The student understands the American beliefs and principles reflected in the
Declaration of Independence, the U.S. Constitution, and other important historic documents. The
student is expected to:
(C) identify colonial grievances listed in the Declaration of Independence and explain how
those grievances were addressed in the U.S. Constitution and the Bill of Rights;
TX SS 113.B.C.19B
Citizenship. The student understands the rights and responsibilities of citizens of the United States.
The student is expected to:
(B) summarize rights guaranteed in the Bill of Rights; and
TX SS 113.B.C.25A
Culture. The student understands the impact of religion on the American way of life. The student
is expected to:
(A) trace the development of religious freedom in the United States;
TX SS 113.B.C.25C
Culture. The student understands the impact of religion on the American way of life. The student
is expected to:
(C) analyze the impact of the First Amendment guarantees of religious freedom on the
American way of life.
TX SS §113.42.D.19B
Government. The student understands how contemporary political systems have developed from
earlier systems of government. The student is expected to:
(B) identify the impact of political and legal ideas contained in the following documents:
Hammurabi's Code, the Jewish Ten Commandments, Justinian's Code of Laws, Magna
Carta, the English Bill of Rights, the Declaration of Independence, the U.S. Constitution,
and the Declaration of the Rights of Man and of the Citizen;
TX SS §113.44.D.12C
Citizenship. The student understands the rights that are protected and secured by the U.S.
Constitution and Bill of Rights. The student is expected to: identify the freedoms and rights protected and secured by each amendment in the Bill of
Rights;
TX SS §113.44.D.12D
Citizenship. The student understands the rights that are protected and secured by the U.S.
Constitution and Bill of Rights. The student is expected to: (D) analyze the reasons the Founding Fathers protected religious freedom in America and
guaranteed its free exercise by saying that "Congress shall make no law respecting an
establishment of religion, or prohibiting the free exercise thereof," and compare this to
the concept of separation of church and state;
2022 Utah Core State Standards for Social Studies: 7-12 [See Full Text]
UT SS U.S. I Standard 4.1
Students will explain how the ideas, events, and compromises which
led to the development and ratification of the Constitution are reflect-
ed in the document itself.
UT SS U.S. GOV Standard 2.1
Students will use historic and modern case studies, including
Supreme Court cases, amendment initiatives, and legislation to
trace the application of civil liberties, civil rights, and responsibil-
ities spelled out in the Constitution, the Bill of Rights, and other
amendments.
2014 College, Career and Civil Life C3 Framework for Social Studies Standards (Vermont) [See Full Text]
VT SS D2.Civ.5.6-8.
Explain the or-
igins, functions, and structure
of government with reference
to the U.S. Constitution, state
constitutions, and selected
other systems of government.
2019 Washington Social Studies Learning Standards [See Full Text]
WA SS C1.6-8.3
Explain key ideals and principles outlined in the
Declaration of Independence, including life, liberty, and
the pursuit of happiness; the U.S. Constitution, includ-
ing the rule of law, separation of powers, representa-
tive government, and popular sovereignty; and, the Bill
of Rights, including due process and freedom of ex-
pression.
2023 Washington, D.C. K-12 Social Studies Standards [See Full Text]
DC SS 7.33
Analyze the impact of the American Revolution on the social and political status of different groups in the new nation
including but not limited to women, Indigenous Nations, enslaved and free Black Americans, religious minorities, and European
Americans of various socioeconomic groups (e.g., rural farmers, Southern planters, urban craftsmen, Northern merchants).
DC SS 7.40
Evaluate the reasons for the creation of the Bill of Rights, and determine the extent to which the fundamental liberties
ensured by the Bill of Rights were equitably and fairly applied to people within the United States.
DC SS 8.4
Analyze the historical and philosophical influences on the creation of the American government, including the role of race,
gender, religion and socioeconomic status.
DC SS GC.1
Analyze major tensions within the United States’ constitutional democracy: majority rule and individual rights, liberty and
security, state and national authority in a federal system, civil disobedience and the rule of law and the relationship between
religion and government.
DC SS GC.14
Analyze the ways in which the US Constitution and Bill of Rights protect individual rights and liberties from undue
governmental influence, analyzing to what extent these rights have expanded or been abridged over time.
2021 West Virginia Social Studies Curriculum Standards [See Full Text]
WV SS.C.8
Investigate the system of government created by the Preamble, Seven Articles, the Bill
of Rights and other Amendments of the U.S. Constitution to evaluate how the framework for
American society is provided.
WV SS.C.10
Analyze the protection of liberties in the Bill of Rights and their expansion through
judicial review and the gradual incorporation of those rights by the Fourteenth Amendment.
2006 K-12 Social Studies New Hampshire Curriculum Framework [See Full Text]
NH SS:CV:6:1.1:
Apply the ideals and principles of the
American system of government to historic and
contemporary examples, e.g. , individual rights
and responsibilities, minority rights, or equality of
opportunity and equal protection under the law.
(Themes: B: Civic Ideals, Practices, and
Engagement, H: Individualism, Equality and
Authority)
NH SS:CV:6:1.2:
Identify the core ideals and principles
of American government by citing documents, e.g.,
the Declaration of Independence, the United States
Constitution, or the Bill of Rights. (Themes: B:
Civic Ideals, Practices, and Engagement, H:
Individualism, Equality and Authority, J: Human
Expression and Communication)
2018 Nevada Academic Content Standards for Social Studies [See Full Text]
NV SS.9-12.US.35.
Explain how American identity is shaped by founding documents, political participation, democratic institutions,
and the interactions among diverse cultures.
2020 Maryland State Standards and Frameworks in Social Studies [See Full Text]
MS SS 8 USH.S1
Students shall inquire about the historical development of the fundamental concepts and processes of
authority, power, and influence with particular emphasis on civic reasoning in order to become informed,
responsible citizens, engage in the political process, and contribute to society.
MS SS 8 USH.S5
Students will inquire about significant events, ideas, beliefs, and themes to identify patterns, trends, and to
analyze how individuals and societies have changed over time to make connections to the present in their
communities, Maryland, the United States, and the world.
MS SS 9-12 USH.S1
Students shall inquire about the historical development of the fundamental concepts and processes of
authority, power, and influence with particular emphasis on civic reasoning in order to become informed,
responsible citizens, engage in the political process, and contribute to society.
MS SS 9-12 USH.S5
Students will inquire about significant events, ideas, beliefs, and themes to identify patterns, trends, and to
analyze how individuals and societies have changed over time to make connections to the present in their
communities, Maryland, the United States, and the world.
MS SS 9-12 USH.S1
Students shall inquire about the historical development of the fundamental concepts and processes of
authority, power, and influence with particular emphasis on civic reasoning in order to become informed,
responsible citizens, engage in the political process, and contribute to society.
MS SS 9-12 USH.S5
Students will inquire about significant events, ideas, beliefs, and themes to identify patterns, trends, and to
analyze how individuals and societies have changed over time to make connections to the present in their
communities, Maryland, the United States, and the world.
2019 Nebraska Social Studies Standards [See Full Text]
NE SS 6.1.1.c
Communicate the various ways governmental decisions
have impacted people, places, and history.
NE SS 7.1.1.b
Identify and report significant historic events and
documents that have influenced governmental institutions and their
function.
NE SS 8.1.1.c
Examine the development of foundational laws and other
documents in the United States government.
NE SS 8.4.1.a
Evaluate the impact of people, events, and ideas,
including various cultures and ethnic groups, on the United States.
NE SS HS.1.1.b (US)
Evaluate the structure of American constitutional
government
NE SS HS.4.1.c (US)
Evaluate the impact of people, events, and
ideas, including various cultures and ethnic groups, on the United
States.
NE SS HS.4.1.c (WLD)
Evaluate the impact of people, events, and
ideas, including various cultures and ethnic groups, on the world.
2018 Delaware History Standards: K-12 [See Full Text]
DE SS 2.6-8a
Students will understand that the concept of majority rule does not mean that the rights of minorities may be disregarded and will examine and apply the protections accorded those minorities in the American political system.
DE SS 2.6-8b
Students will understand the principles and content of major American state papers such as the Declaration of Independence; United States Constitution (including the Bill of Rights); and the Federalist Papers.
DE SS 2.9-12b
Students will understand that the functioning of the American government is a dynamic process which combines the formal balances of power incorporated in the Constitution with traditions, precedents, and interpretations which have evolved over time.
DE SS 1.9-12a
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.
DE SS 2.6-8b
Students will examine historical documents, artifacts, and other materials, and analyze them in terms of credibility, as well as the purpose, perspective, or point of view for which they were constructed.
DE SS 2.9-12b
Students will examine and analyze primary and secondary sources in order to differentiate between historical facts and historical interpretations.
DE SS 4.6-8a
Students will develop an understanding of pre-industrial United States history and its connections to Delaware history, including:
-- Three worlds meet (Beginnings to 1620)
-- Colonization and Settlement (1585-1763)
-- Revolution and the New Nation (1754-1820s)
-- Expansion and Reform (1801-1861)
-- Civil War and Reconstruction (1850-1877)
DE SS 4.9-12a
Students will develop an understanding of modern United States history, its connections to both Delaware and world history, including:
-- Civil War and Reconstruction (1850-1877)
-- Development of an industrialized nation (1870-1900)
-- Emergence of modern America (1890-1930)
-- Great Depression and World War II (1929-1945)
-- Postwar United States (1945-early 1970s)
-- Contemporary United States (1968-present)
2023 Florida's State Academic Standards: Social Studies [See Full Text]
FL SS.68.HE.1.1
Examine the Holocaust as the planned and systematic state-sponsored persecution and murder of European
Jews by Nazi Germany and its collaborators between 1933 and 1945.
• Students will describe the basic beliefs of Judaism and trace the origins and history of Jews in
Europe.
• Students will analyze how antisemitism led to and contributed to the Holocaust.
• Students will identify examples of antisemitism (e.g., making mendacious, dehumanizing,
demonizing or stereotypical allegations about Jews; demonizing Israel by using the symbols and
images associated with classic antisemitism to characterize Israel or Israelis).
FL SS.6.W.1.3
Interpret primary and secondary sources.
FL SS.7.CG.1.1
Analyze the influences of ancient Greece, ancient Rome and the Judeo-Christian tradition on America’s constitutional republic.
FL SS.7.CG.1.2
Trace the principles underlying America’s founding ideas on law and government.
• Students will recognize principles contained in the founding documents (e.g., due process of law,
equality of mankind, limited government, natural rights, the rule of law).
• Students will explain why religious liberty is a protected right.
FL SS.7.CG.2.3
Identify and apply the rights contained in the Bill of Rights and other amendments to the U.S. Constitution.
FL SS.8.CG.2.5
Analyze how the Bill of Rights guarantees civil rights and liberties to citizens.
• Students will explain the meaning and purpose of each amendment in the Bill of Rights.
• Students will describe how the Bill of Rights affects citizens and government.
FL SS.912.CG.1.1
Examine how intellectual influences in primary documents contributed to the ideas in the Declaration of
Independence, the U.S. Constitution and the Bill of Rights.
• Students will recognize the influence of the Judeo-Christian tradition.
FL SS.912.W.1.3
Interpret and evaluate primary and secondary sources.
2023 Georgia Standards of Excellence: Social Studies [See Full Text]
GA SSCG6
Analyze the meaning and importance of each of the rights guaranteed under the Bill of Rights and how each is secured.
Hawai'i Core Standards for Social Studies [See Full Text]
HI SS.8.1.7.3
Analyze how the Bill of Rights protects
individual liberties from the national
government
HI SS.AP.4.1
Analyze issues of diversity, prejudice, and discrimination in America
2024 Idaho Content Standards K-12 Social Studies [See Full Text]
ID 6-9.WH.1.10
Explain how religion and belief systems shaped the development of
civilizations.
ID 6-9.WH.1.11
Discuss how religion, belief systems, economics, and politics influenced
social behavior and were used to maintain social order.
ID 6-9.WH.1.12
Examine why the diversity of religion and belief systems across cultural,
social, political, and economic institutions have been sources of conflict.
ID 6-9.WH.5.1
Explain the political, economic, religious, or cultural causes of conflicts in
various civilizations and their consequences.
ID 6-9.WH.6.1
Synthesize evidence from information sources including, but not limited to
artifacts, primary and secondary sources, charts, graphs, and/ or images to
interpret historical events.
ID 9-12.GOV.9
Analyze how the Bill of Rights limits the powers of the government and
ensures individual rights.
ID 9-12.GOV.11
Understand the shared values and aspirations of Americans including liberty,
egalitarianism, individualism, and laissez-faire government.
2022 Illinois Learning Standards for Social Science [See Full Text]
IL SS.9-12.IS.5.
Gather and evaluate information from multiple primary and
secondary sources that reflect the perspectives and experiences of multiple
groups, including marginalized groups.
IL SS.6-8.CV.2.LC.
Describe the origins and purposes and
impact of governing documents and policies (e.g.,
U.S. Constitution, Illinois Constitution, laws, treaties,
and international agreements) and synthesize their
application and impacts on multiple groups of people
with how they have changed over time.
IL SS.6-8.CV.3.LC.
Identify the means used by individuals
and groups to either maintain or change powers
and protect, grant, or deny rights of individuals and
communities in societies.
IL SS.6-8.CV.4.LC.
Analyze the relationships among
democratic principles, civic virtues, special interests,
and perspectives to the ideas and principles contained
in the constitutions, laws, treaties, and international
agreements of the United States and other countries.
IL SS.6-8.CV.5.LC.
Identify the impact of specific rules
and laws (both those that are in effect and proposed)
on multiple individuals and communities in
relationship to the intended issues they were meant to
address.
Analyze cause-and-effect relationships of issues that
resulted in specific rules and laws.
IL SS.6-8.CV.3.MdC.
Analyze the origins, purposes, and
processes connected to maintaining or changing
powers and how individuals and societies protect,
grant, or deny rights.
IL SS.6-8.CV.4.MdC.
Analyze and synthesize ideas and
principles contained in the founding and governing
documents and practices of the United States, U.S.
territories, and tribal nations within the United
States.
IL SS.6-8.CV.5.MdC.
Analyze the perspectives and
positions of multiple individuals and communities
impacted by specific rules and laws (both actual and
proposed); the equitable application of rules and
laws; and consequences for not abiding by rules and
laws historic and contemporary settings.
IL SS.6-8.CV.2.MCa.
Analyze how the application of laws and
the protection, granting, or denial of individual and collective
rights have impacted participation and powers of various
groups of people.
IL SS.9-12.CV.5.
Analyze civic dispositions, democratic principles,
constitutional rights, and human rights and their impact on personal
interests and multiple perspectives.
IL SS.9-12.REL.5.
Explain how religious identities shape and are shaped by the beliefs people hold, the behaviors they exhibit, and the ways people experience membership in intersecting communities.
2023 Indiana Academic Standards for Social Studies [See Full Text]
IN 6.CIV.2
Identify and explain essential ideas of constitutional government, which include limited
government; rule of law; due process of law; separated and shared powers; checks and
balances; federalism; popular sovereignty; republicanism; representative government; and
individual rights to life, liberty, and property; and freedom of conscience and religion. (E)
IN 6.CIV.4
Describe and give examples of individual rights guaranteed by the Bill of Rights. (E)
IN 6.CIV.6
Describe individual rights held under Article I of the Indiana Constitution, such as freedom
of speech and freedom of religion.
IN 8.C.1
Identify and explain essential ideas of constitutional government, which include limited
government; rule of law; due process of law; separated and shared powers; checks and
balances; federalism; popular sovereignty; republicanism; representative government;
individual rights to life, liberty, and property; and freedom of conscience. (E)
USG.2.3
Analyze and interpret central ideas on government, individual rights, and the common good
in founding documents of the United States. (E)
2022 Kentucky Academic Standards: Social Studies [See Full Text]
KY SS 8.C.CP.2
Explain the origins, functions and structure of government, with reference to the
Mayflower Compact, the Declaration of Independence, Articles of Confederation, the
Federalist No. 1 (Alexander Hamilton), the Federalist Nos. 10 and 51 (James Madison),
the Constitution of the United States, the first ten (10) amendments to the Constitution
of the United States, also known as the Bill of Rights and other fundamental documents,
and their impacts on citizens.
KY SS 8.H.CH.6
Analyze the impact of fundamental documents and speeches on the development of the United States from 1600-1877 that shall include but are not limited to: The first ten (10) amendments to the Constitution of the United States, also known as
the Bill of Rights;
2022 K-12 Louisiana Student Standards for Social Studies [See Full Text]
LA SS 6.9b
Explain the importance of the founding and development of the Plymouth settlement, including practice
of self-government established by the Mayflower Compact, religious freedom, and contributions of
Native Americans, including Chief Massasoit and Squanto, the leadership of William Bradford.
LA SS 6.12i
Explain how and why the Constitution of the United States was amended to include the Bill of Rights,
and analyze the guarantees of civil rights and individual liberties protected in each of the first ten
amendments.
LA SS C.8d
Analyze the foundational documents and ideas of the United States government and its formation,
including Magna Carta, the Mayflower Compact, Enlightenment philosophies, English Bill of Rights,
Declaration of Independence, the Articles of the Confederation, the Constitution of the United States of
America and the Bill of Rights, and the Federalist papers, and their role and importance in the origin and
development of the nation.
LA SS C.10b
Analyze the rights enumerated in the Bill of Rights and their application to historical and current issues.
LA SS US.7g
Evaluate how the U.S. Constitution and Bill of Rights seek to prevent tyranny and protect individual
liberty and freedom, including through representation, limited government, separation of powers, and
checks and balances.
2019 Maine Social Studies Standards [See Full Text]
ME SS 6-8 2.F2
Describing how the powers of government are
limited to protect individual rights and minority
rights as described in the United States
Constitution and the Bill of Rights.
ME SS 6-8 1.F2
Identifying major historical eras, major enduring
themes, turning points, events, consequences, and
people in the history of Maine, the United States and
various regions of the world.
ME SS 6-8 2.F1
Explaining how both unity and diversity have played
and continue to play important roles in the history of
Maine and the United States.
ME SS 6-8 2.F2
Identifying a variety of cultures through time,
including comparisons of native and immigrant groups in
the United States, and eastern and western societies in
the world.
ME SS 9-12 1.F2
Analyzing and critiquing major historical eras: major
enduring themes, turning points, events, consequences,
and people in the history of the United States and the
implications for the present and future.
ME SS 9-12 1.F3
Tracing and critiquing the roots and evolution of
democratic ideals and constitutional principles in the
history of the United States using historical sources.
ME SS 9-12 2.F2
Identifying and critiquing issues characterized by
unity and diversity in the history of the United States,
and describing their effects, using primary and
secondary sources.
ME SS 9-12 1.D3
Tracing and critiquing the roots and evolution of
democratic ideals and constitutional principles in the history
of the world using historical sources.
2018 Massachusetts History and Social Science Framework [See Full Text]
MA SS 8.T2.5
Summarize the Preamble and each article in the Constitution, and the rights enumerated in
the Bill of Rights; explain the reasons for the addition of the Bill of Rights to the Constitution in
1791.
MA SS 8.T4.4
Define and provide examples of fundamental principles and values of American political and
civic life.
2019 Michigan K-12 Standards: Social Studies [See Full Text]
MI SS U3.3.6
Explain how the Bill of Rights reflected the concept of limited
government, protection of basic freedoms, and the fear among many Americans of a
strong central government.
MI SS 4.1.1
Describe the five essential rights protected by the First Amendment.
Through the use of court cases and examples, explore and analyze the scope and
limits of First Amendment rights.
MI SS 4.3.1
Identify and explain personal rights, political rights, and economic
rights as well as how these rights might conflict.
2021 Minnesota K-12 Academic Standards in Social Studies [See Full Text]
MN SS 9.1.2.1
Analyze the foundational ideas of the United States
government embedded in founding era documents: natural
rights philosophy, social contract, civic virtue, popular
sovereignty, constitutionalism, representative democracy,
political factions, federalism and individual rights.
MN SS 9.1.3.1
Compare rights in the U.S. Constitution and the Bill of Rights
and subsequent amendments, the rights in the Constitution of
the State of Minnesota and the Universal Declaration of
Human Rights.
MN SS 9.1.3.2
Explain the scope and limits of rights protected by the First
and Second Amendments. Explain changes created by
legislative action and court interpretation.
MN SS 9.4.20.9
U.S. History Era 3: Freedom, Unfreedom and Revolution.
Examine the founding documents and early statutes of the
United States, focusing on the Declaration of Independence,
the Constitution and the Great Law of Peace (Haudenosaunee
Constitution) as historical sources, asking who created them,
whose voices were absent and whose interests were
articulated or excluded.
2022 Mississippi Standards for the Social Studies [See Full Text]
MS SS 7C.7
Analyze the challenges and central ideas
involved in creating the new nation.
MS SS USG.2
Examine the fundamental principles and
philosophies that shaped the
government of the United States.
MS SS USG.6
Differentiate civil rights from civil
liberties and describe how each have
been interpreted and amended
throughout United States’ history.
MS SS USG.8
Describe and evaluate the role, rights,
and responsibility of a citizen in the
American democracy.
2016 Missouri Priority Standards for Leveraging Learning in Social Studies [See Full Text]
MO SS 6-8.AH.1.GS.A
Analyze laws, policies, and processes to determine how governmental systems affect individuals and groups in society in American history prior to c. 1870.
MO SS 9-12.GV.1.GS.A
Analyze laws, policies, and processes to determine how governmental systems affect individuals and groups in society.
2021 Montana Content Standards for Social Studies for K-12 [See Full Text]
MT SS.CG.6-8.2
Explain the structure of and key principles in foundational
documents, including the Montana Constitution
MT SS.CG.9-12.1
Analyze and evaluate the ideas and principles contained in the
foundational documents of the United States, and explain how
they establish a system of government that has powers,
responsibilities, and limits
2024 Alaska Social Studies Standards [See Full Text]
AK SS.6.4.7.1
Describe the roles of political, civil, and economic organizations in shaping people’s lives.
AK SS.6‐8.4.3
Reflect on the connection of historical knowledge to contemporary challenges, fostering an understanding of how the past informs the present.
AK SS.6.4.10.1
Describe the roles and responsibilities of people in the United States.
AK SS.7.1.10.1
Describe the roles of political, civil, and economic organizations in shaping people’s lives.
AK SS.7.3.10.1
Identify rights and responsibilities of citizens and noncitizens within different forms of government.
AK SS.8.4.21.3
Examine the principles of the Enlightenment and their influence on the ideas of liberty, equality, and individual rights during this period.
AK SS.8.4.6.1
Examine the drafting and ratification of the U.S. Constitution and the Bill of Rights and their impact on shaping the structure of the federal government.
AK SS.8.5.6.1
Define the fundamental principles of democracy, including popular sovereignty, rule of law, and individual rights.
AK SS.8.5.10.1
Explore the rights and responsibilities of people in a representative democracy.
AK SS.8.7.5.1
Engage in collaborative discussions about the ongoing struggle for civil rights, equal justice, and the responsibilities of citizenship in a diverse society.
AK SS.9‐12.6.7
Formulate an informed opinion and engage in productive discourse on how we balance individual liberties and public good.
AK SS.9‐12.10.2
Interpret founding documents and evaluate their impact on the rights and responsibilities of members of a representative democracy.
AK SS.9‐12.10.5
Examine the intersection of personal views, civic virtues, and democratic principles and their impact on constitutional and human rights.
AK SS.8.4.5.1
Reflect on the principles of democracy and civic responsibility that emerged from the American Revolution and the early years of the New Republic and their relevance to contemporary society.
2016 Arizona's English Language Arts Standards: Anchor Standards [See Full Text]
AZ SS HS.H4.4
Examine how a diverse society can be a force for unity and/or disunity.
2018 Arizona History and Social Science Standards [See Full Text]
AZ SS 6.C2.1
Analyze the beliefs, experiences, perspectives, and values that underlie points of view regarding civic issues in the time period and regions studied.
AZ SS 6.C4.1
Explain challenges and opportunities people and groups face when solving local, regional, and/or global problems.
AZ SS 7.H3.3
Trace how individual rights, freedoms, and responsibilities have evolved over time.
AZ SS 7.H3.5
Investigate a significant historical topic from global history that has significance to an issue or topic today
AZ SS 8.C1.1
Analyze ideas and principles contained in the founding documents of the United States, including the Declaration of Independence and
Constitution, and explain how they influence society and political systems.
AZ SS 8.C3.2
Examine the origins and purpose of constitutions, laws, treaties, and international agreements.
AZ SS 8.H3.3
Compare how individual rights, freedoms, and responsibilities have evolved over time around the world.
AZ SS 8.H3.4
Investigate a significant historical topic from United States History that has significance to an issue or topic today.
AZ SS HS.C1.1
Explain the significance of civic virtues to a well-functioning constitutional republic.
AZ SS HS.C1.2
Evaluate how society and political systems in different contexts promote civic virtue and democratic principles established by the
founding documents
AZ SS HS.C2.3
Evaluate the evolution of ideals and rights established in historical documents, legislation, executive actions, and court cases.
AZ SS HS.C3.1
Examine how the United States Constitution established a system of government that has powers, responsibilities, and limits and
analyze how those powers, responsibilities, and limits have changed over time.
AZ SS HS.C3.1
AZ SS HS.C3.4
Evaluate how societies have balanced individual freedoms, responsibilities, and human dignity versus the common good.
AZ SS HS.C4.1
Examine how historically marginalized groups have affected change on political and social institutions.
2022 Arkansas Social Studies Standards [See Full Text]
AR SS C.1.6.1
Research origins, purposes, and structures of government citing primary and secondary sources:
● Origins (e.g., Code of Hammurabi, Jewish Torah, Mandate of Heaven, Justinian Code, Twelve Tables, Magna Carta)
● Purposes (e.g., belief systems, resource allocation)
● Structures (e.g., patriarchal, matriarchal, tribal, city-state, national)
AR SS C.1.6.3
Compare ways in which various civilizations foster social responsibility and civic virtues.
AR SS H.2.6.13
Examine key concepts and influences of major belief systems on societies:
● Buddhism
● Christianity
● Confucianism
● Hinduism
● Judaism
● Islam
AR SS C.1.7.1
Examine foundational documents of the United States government and the impact they had on the development of a new nation: ● Magna Carta
● English Bill of Rights
● Mayflower Compact
● Declaration of Independence
● Articles of Confederation
● United States Constitution
AR SS C.1.7.7
Analyze rights, responsibilities, and privileges of citizens and non-citizens in the United States:
AR SS C.1.7.8
Examine historical developments that contributed to the rise of civic virtues in the United States, including colonial self-government and individual liberties.
AR SS H.5.8.7
Evaluate the effects of key political issues of the 1910s and 1920s:
● Nativism and cultural assimilation: (e.g., Emergency Quota Act, Sacco and Vanzetti)
● Racial discrimination and civil rights: (e.g., continued presence of Ku Klux Klan, founding of NAACP, Elaine Race Massacre, Tulsa Race Massacre)
● Indigenous rights: (e.g., Indian Citizenship Act, United States vs. Winans)
● Rise of Communism/Marxism: (e.g., First Red Scare, J. Edgar Hoover)
AR SS C.3.CIV.1
Evaluate rights and responsibilities of citizens in the United States using the Bill of Rights and various Supreme Court decisions.
● Free exercise of religion (Kennedy vs. Bremerton School District)
● Freedom of speech (Brandenburg vs. Ohio)
● Freedom of press (New York Times vs. United States)
● Freedom of assembly (Bates vs. Little Rock)
Teacher Note: Other significant rights may include:
● Rights of students (Tinker vs. Des Moines)
● Right against self-incrimination (Miranda vs. Arizona)
● Right against unreasonable search or seizure (Katz vs. United States)
● Presumption of innocence (Coffin vs. United States)
● 14th Amendment (Gitlow vs. New York)
When addressing responsibilities, key topics may include:
● Obeying the law
● Respecting rights of others
● Paying taxes
● Staying informed
● Military service
● Serving as juror
● Voting
AR SS C.3.CIV.8
Examine the amendments to the U.S. Constitution in order to determine how the roles of citizens and the federal and state governments have changed over
● Bill of Rights
● Incorporation of states’ rights into government
● Due process
● Citizenship and equal protection (14th Amendment)
● Voting rights (e.g., 15th Amendment, 19th Amendment, 24th Amendment, 26th Amendment)
AR SS C.4.USG.2
Explain ways the U.S. Constitution and U.S. Supreme Court decisions have defined, recognized, and protected or not protected civil liberties, due process, and
equal protection from governmental intrusion over time.
AR SS C.2.USG.17
Analyze the purposes of the Bill of Rights.
AR SS H.6.WH.11
Analyze the social, economic, and political ideas, including self-determination, liberty, and human rights, that influenced the 18th and 19th-century revolutions.
This may include:
● American Revolution
● French Revolution
● Haitian Revolution
● Latin American Wars for Independence
● Norwegian War for Independence
● Scottish Rebellion
● United Irish Rebellion
AR SS H.6.WH.12
Analyze written documents that both articulate and contest the powers, responsibilities, and limits of a variety of governments over time.
2016 California History Social Science Framework [See Full Text]
CA SS 8.1.2
Analyze the philosophy of government expressed in the Declaration of
Independence, with an emphasis on government as a means of securing
individual rights (e.g., key phrases such as “all men are created equal, that
they are endowed by their Creator with certain unalienable Rights”).
CA SS 8.2.5
Understand the significance of Jefferson’s Statute for Religious Freedom
as a forerunner of the First Amendment and the origins, purpose, and
differing views of the founding fathers on the issue of the separation of
church and state.
CA SS 8.2.6
Enumerate the powers of government set forth in the Constitution and
the fundamental liberties ensured by the Bill of Rights.
CA SS 10.1.3
Consider the influence of the U.S. Constitution on political systems in
the contemporary world.
CA SS 11.1.1
Describe the Enlightenment and the rise of democratic ideas as the
context in which the nation was founded.
CA SS 11.1.2
Analyze the ideological origins of the American Revolution, the
Founding Fathers’ philosophy of divinely bestowed unalienable natural
rights, the debates on the drafting and ratification of the Constitution,
and the addition of the Bill of Rights.
CA SS 11.3.1
Describe the contributions of various religious groups to American civic
principles and social reform movements (e.g., civil and human rights,
individual responsibility and the work ethic, antimonarchy and self-rule,
worker protection, family-centered communities).
CA SS 11.3.3
Cite incidences of religious intolerance in the United States (e.g.,
persecution of Mormons, anti-Catholic sentiment, anti-Semitism).
CA SS 11.3.4
Discuss the expanding religious pluralism in the United States and
California that resulted from large-scale immigration in the twentieth
century.
CA SS 11.3.5
Describe the principles of religious liberty found in the Establishment
and Free Exercise clauses of the First Amendment, including the debate
on the issue of separation of church and state.
CA SS 12.1.1
Explain how the U.S. Constitution reflects a balance between the
classical republican concern with promotion of the public good and the
classical liberal concern with protecting individual rights; and discuss
how the basic premises of liberal constitutionalism and democracy are
joined in the Declaration of Independence as “self-evident truths.”
CA SS 12.1.3
Explain how the U.S. Constitution reflects a balance between the
classical republican concern with promotion of the public good and the
classical liberal concern with protecting individual rights; and discuss
how the basic premises of liberal constitutionalism and democracy are
joined in the Declaration of Independence as “self-evident truths.”
CA SS 12.2.1
Discuss the meaning and importance of each of the rights guaranteed
under the Bill of Rights and how each is secured (e.g., freedom of
religion, speech, press, assembly, petition, privacy).
CA SS 12.3.1
Explain how civil society provides opportunities for individuals to
associate for social, cultural, religious, economic, and political purposes.
CA SS 12.3.3
Discuss the historical role of religion and religious diversity.
2022 Colorado Academic Standards: Social Studies [See Full Text]
CA SS 12.10
Students formulate questions about and defend their analyses of tensions
within our constitutional democracy and the importance of maintaining
a balance between the following concepts: majority rule and individual
rights; liberty and equality; state and national authority in a federal
system; civil disobedience and the rule of law; freedom of the press and
the right to a fair trial; the relationship of religion and government.
CO SS.6.4.2
Explain how the development and features of systems of government in the Western Hemisphere relate to their citizens.
CO SS.8.1.2d
Evaluate the impact of various gender, age, race, ethnicity, religion, and class during this time period and the impact of these demographic groups on the events of
the time period.
CO SS.8.1.2f
Analyze ideas that are critical to the understanding of early United States history.
CO SS.8.4.1e
Analyze primary sources supporting democratic freedoms and the founding of our government and explain how they provide for both continuity and change.
Including but not limited to: the Declaration of Independence, the Constitution, Bill of Rights, and the Declaration of Sentiments.
CO SS.8.4.2b
Explain the role and importance of the Constitution and the strength of amendments made during this time period. Including but not limited to: the Bill of Rights,
and the 13th, 14th, and 15th Amendments.
CO SS.HS.1.2f
Evaluate the historical development and impact of political thought, theory, and actions.
CO SS.HS.1.2g
Analyze how opposing perspectives, compromise, and cooperation have shaped national unity and diversity. For example: The rights and contributions of diverse groups and individuals, including and ethnic and religious minorities.
2022 Colorado Academic Standards: Social Studies [See Full Text]
CO SS.HS.4.2a
Describe the origins, purposes, and limitations of government, and include the contribution of key philosophers and American historical figures of diverse
backgrounds.
CO SS.HS.4.2e
Describe the role and development of the founding documents of Colorado and the United States from their inception to modern day.
2023 Connecticut Elementary and Secondary Social Studies Standards [See Full Text]
CT SS 7.Civ.13.a.
Analyze the purpose, implementation, and consequences of a policy in both historical and
contemporary contexts (e.g., environmental, human rights, public health, White Australia
Policy).
CT SS 8.Civ.3.a.
Examine the origin, purpose, and impact of the founding documents (e.g., popular
sovereignty, republicanism, separation of powers, enfranchisement, liberty).
CT SS 8.Civ.8.a.
Analyze how the ideas and principles within the Bill of Rights influence the social and political
system in the United States.
CT SS 8.His.5.a.
Analyze the perspectives of immigrant groups and their reasons for moving to and within the
United States (e.g., German, Irish, Scandinavian, Chinese, Jewish).
CT SS US.Civ.5.b.
Evaluate the effectiveness of individuals, groups, and institutions in addressing issues of
civil rights and justice in the post-World War II era (e.g., disability, education, environmental
justice, LGBTQ+ rights, poverty, racial and gender equity, voting access).
CT SS CG.Civ.4.c.
Explain how the United States Constitution has been adapted and interpreted in response
to societal changes in both historical and contemporary contexts (e.g., amendments, Mar-
bury v. Madison, Brown v. Board of Education, Tinker v. DesMoines, Obergefell v. Hodges).
CT SS MW.Civ.12.a.
Investigate how different groups have struggled to gain freedom, equality, and social
justice at the national and international levels (e.g., Nelson Mandela, Ho Chi Minh, Kwame
Nkrumah, Indian National Congress).
CT SS CG.Civ.2.e.
Analyze the rights and responsibilities of individuals in the United States (e.g., 4th
Amendment, trial by jury, jury service, interacting with law enforcement, voting).
https://www.alabamaachieves.org/wp-content/uploads/2025/01/AS_20250110_2024-Alabama-Course-of-Study-Social-Studies_V1.0.pdf [See Full Text]
AL SS 5
Explain how the desire for religious freedom served as a motivation for establishing colonies.
AL SS 17
Explain key rights included in the Bill of Rights and provide examples of how citizens
exercise these rights in today’s society.
AL SS 19
Analyze the election and presidency of George Washington for its impact on establishing the
role of president in the United States, including the creation of the first Cabinet,
establishment of the District of Columbia, commitment to religious freedom (Letter to the
Hebrew Congregation at Newport), and the two-term precedent.
AL SS 1
Explain how the Enlightenment influenced societies and inspired revolutions in Europe and the
Americas.
AL SS 2c
Compare the arguments of Federalists and Anti-Federalists regarding ratification of the
United States Constitution, and explain how the Bill of Rights represented a compromise
between fundamental liberties and the powers of government.
AL SS 17
Analyze the push and pull factors contributing to the rapid growth of cities in the United
States during the late nineteenth and early twentieth centuries.
AL SS 17c
Investigate and recount the experiences of immigrant communities in urban America,
including patterns of settlement, cultural assimilation, and origins of migration.
AL SS 3
Analyze the major features and structural organization of the Constitution of the United States and the
Bill of Rights.
AL SS 12a
Explain why maintaining a balance between individual rights and majority rule and between
state and national power is important for the functioning of the United States government.
Length: 60-120 minutes | Grades: 6-12 | Themes: democratic values
Lesson Overview
Religious liberty has been a defining feature of American democracy, offering historically persecuted communities, like Jews and others, a chance to live and practice their faith more openly than ever before. Among them were Sephardic Jews escaping forced conversion and persecution in Spain and Portugal. Though intolerance still existed in many colonies, places like Rhode Island began to plant the seeds of true religious toleration. After the American Revolution, there was hope, but also uncertainty, about whether the new government would fully protect this right. For many Jewish immigrants, the early years of the United States represented both opportunity and risk. Today, religious liberty remains a vital but contested part of American life, as diverse communities continue to navigate the balance between legal rights and cultural acceptance.
In this lesson, students will take a closer look at how religious freedom has taken shape throughout U.S. history and into the 21st century. Using original documents and working together in discussion and inquiry, they will explore moments when religious liberty was protected, and times when it was tested. Along the way, students will learn how different communities, including Jews, Catholics, and Muslims, have actively fought to defend and expand their rights to worship and live according to their beliefs. The lesson highlights both the challenges and the resilience of these groups in shaping what religious freedom means in America.
Enduring Understanding
Religious liberty is a revolutionary yet contested feature of American civil society.
Religious liberty has benefited Jewish and other religious minorities throughout American history.
The ideal of religious liberty has been repeatedly challenged and upheld throughout American history
Essential Questions
What is religious liberty and why is it a revolutionary political idea?
What is the value of religious liberty in a pluralistic and democratic American society?
How has religious liberty been upheld and challenged throughout American history?
Learning Objectives
Students will be able to interpret and make claims about religious liberty in the United States by analyzing a variety of primary source documents.
Students will be able to reach informed conclusions about the history of religious liberty through discussion with classmates.
Students will be able to describe the ways religious liberty and challenges to it have impacted Jewish and other religious communities throughout the United States.
Toolkit
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Religious Liberty in the United States lesson plan
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Religious Liberty in the United States slide deck
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Keeping the Peace While Keeping Her Faith film
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Religious Liberty in the United States T-Chart handout
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Seixas-Washington handout
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Religious Liberty in United States History handout
Procedures
Access all Religious Liberty in the United States lesson materials.
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