The Ten Commandments & Inalienable Rights

It is vital that students learn how their world is a better place because of Christianity's influence.

The Declaration of Independence famously asserts that "all men are created equal and endowed by their Creator with certain inalienable rights." What isn't so well known is how Reformation thinkers, two hundred years before America's founding, saw the Ten Commandments as the basis for these rights.

John Witte, Jr., Professor of Law at Emory University, points out in his essay, "Calvinist Contributions to Freedom in Early Modern Europe," that Reformers saw the Ten Commandments (also referred to as the Decalogue) as more than merely laws about what not to do. The commandments logically assumed certain rights from the Creator. Witte points out:

"While the First Table of the Decalogue anchored each person's religious rights...the Second Table anchored each person's natural social rights and correlative duties."

Religious Freedom

While "You shall have no other gods before Me" did not allow much freedom (without consequences) for Israel, Reformation leaders believed the commandment implied that people must have the right to religious freedom. If people throughout the world are to fulfill this command they must have freedom from government coercion. They cannot be made to violate their religious conscience and worship another god. (Think of Daniel and his friends in Babylon.)

Right to Life and Self-Defense

Reformation thinkers understood the command, "you shall not murder," to also mean that people have the right not to be murdered - a right to self-defense, as well as a right to care for and protect life. 

Right to Property

Reformers saw, "You shall not steal," as affirming the right to own things--property rights. This also means that, in order to afford property, people have the right to be paid for their labor.

Right to Reputation

"You shall not bear false witness" also means that everyone has the right to a good reputation and protection from slander and defamation.

Protection of Marriage and Family

Reformers saw, "You shall not covet your neighbor's wife; and you shall not covet your neighbor's house..." to also mean that their household should be respected and protected by the government and from the government (as in, the Fourth Amendment's protection against unlawful search and seizure).

Johannes Althusius (pronounced alt-housus) was a lawyer, a Calvinist, and a leader in the new Dutch legal system developed in the late 1560s and 1570s. Witte comments that Althusisus expanded on other Calvinist thinkers' ideas and more fully developed...

"the ideas that the republic is formed by a covenant between the rulers and the people before God; that the foundation of this covenant is the law of God and nature; that the Decalogue is the best expression of this higher law...that violations of these rights and liberties or of the divine and natural laws that inform and empower them, are instances of tyranny that must trigger organized constitutional resistance."

The Pilgrims were Calvinists who carried these ideas to America which ultimately led to the Founding Fathers' thinking about ordered liberty and revolution against tyranny.

Where This Can be Taught in Public Schools

This history lesson can be taught in any class that addresses subjects such as the ancient Israelites, the Reformation, the Puritans, the Pilgrims, America's founding, the Declaration of Independence, the Constitution, and the Bill of Rights.

Conflict in North Carolina

In North Carolina, the Cumberland County Board of Education recently voted 6-3 to keep the Ten Commandments posted in some of its schools. The Ten Commandments have been part of "Freedom Walls" which display a variety of historical documents including Magna Carta, the Mayflower Compact, and the Declaration of Independence.

Educators in Cumberland County as well as all of North Carolina need to look beyond the symbolism of "Freedom Walls" (which few students will even read). I urge them to also teach about how the Ten Commandments impacted Western Civilization and, indeed, the world. Here are just three examples of where public school students in North Carolina are EXPECTED to learn this:

Sixth Grade Civics & Government - "The student will know: The basic tenets of major world religions and philosophies such as ...Judaism ...Christianity...; Examples of how ...Judaism... Christianity... transformed various societies."

High School World History - "Students will know: How written laws such as ...the Ten Commandments reinforced the belief that government had a responsibility for what behaviors were acceptable in a society and the consequences of unacceptable behaviors."

High School American History 1 - "Student will know: How the Protestant Reformation impacted European exploration and settlement of North America. How the social and religious movements (e.g., Great Awakening) impacted religions in the colonies, family and educational practices. How and to what extent specific factors such as ...religion... helped lead to the political, social and economic development of North American colonies."

Symbolism has its place. But symbolism is only valuable when those who see it understand the substance behind it.

_____________________

"Calvinist Contributions to Freedom in Early Modern Europe," Chapter eight in Christianity and Freedom, Volume 1: Historical Perspectives, Edited by Timothy Samuel Shah and Allen D. Hertzke; Cambridge University Press, 2016, NY, NY

Resources:

• Book: Christianity and Freedom, Volume 1
• Essay: Calvinist Contributions to Freedom in Early Modern Europe, John Witte, Jr. 

Easter in Public Schools

NOTE: Scroll to the bottom for a textbook style lesson about Easter

Education leaders from around the country recognize the importance of students learning about the Bible. For example, a California sixth grade academic standard expects students to learn about "the life and teachings of Jesus of Nazareth as described in the New Testament" (see p. 26; standard 6.7.6)

In Massachusetts,  seventh graders are to "describe the origins of Christianity and its central features: A. monotheism; B. the belief in Jesus as the Messiah and God's son who redeemed humans from sin; C. the concept of salvation; D. belief in the Old and New Testament; E. the lives and teachings of Jesus and Saint Paul." (see p. 47; standard 7.41)

In Florida, sixth-graders are to "identify key figures and the basic beliefs of early Christianity." In Texas, sixth-graders are expected to " explain the significance of religious holidays and observances such as Christmas, Easter…” (scroll to 113.19.B)

Objectivity

It is important when teaching students about a religion that you remain objective. The best way to achieve this is by attribution. For example, when introducing a lesson on the Resurrection, explain to students that it is from Luke's account of the life of Jesus. Use phrases such as, "Luke wrote that...," or "The Bible says...".

When referring to beliefs about the story, use phrases such as "Christians believe...," or "Martin Luther King, Jr. believed..." 

Your goal should be to introduce students to the story and help them understand the influence it has had on history, literature, art, and music. The lesson is not designed to prove the story is true, nor question whether the story is accurate.

According to the U.S. Department of Education's guidelines on students' religious liberties, your students have the right to freely express themselves regarding their personal beliefs. However, as moderator of a class discussion on this topic, you should emphasize that every student be respectful regarding their classmates' comments. No student should be made to feel excluded for expressing belief or disbelief in the story.

As a teacher, you can be confident in addressing this topic. This story has had significant influence in world history and should be understood as such. You are not teaching Sunday school; you are teaching a subject that has impacted history, social movements, politics, literature, art, and music.

Resources:

You can download our Easter Lesson Plan for Public Schools by CLICKING HERE. It adapts Luke 22-24 into a textbook-style lesson with pictures, vocabulary, culture facts, and discussion questions.

CLICK HERE to order our EASTER CARD, Bunny Goes to School, for your teacher.

CLICK HERE to share your story about Easter in your public schools.

What is Religious Freedom Day? - Teaching Without Fear, Part 19

Each year since 1993, the President declares January 16th to be “Religious Freedom Day,” and calls upon Americans to “observe this day through appropriate events and activities in homes, schools, and places of worship.” It’s not the day you get to have religious freedom! It’s a day to celebrate the freedom we have year ‘round.

It’s the anniversary of the passage, in 1786, of the Virginia Statute on Religious Freedom. Thomas Jefferson drafted the legislation and considered it one of his greatest achievements. It protected the rights of people to express their religious beliefs without suffering discrimination and it influenced how the First Amendment was written just three years later.

It’s a great opportunity for students to learn a civics lesson about their religious freedom at school. Ask your school to recognize the Day, and have teachers give students a list of their freedoms to express their faith in class.

For more information on Religious Freedom Day and the list of freedoms students have, click on the link below.

Resources:

ReligiousFreedomDay.com

Christmas & Religious Freedom - Teaching Without Fear, Part 18

How have your local schools recognized Christmas this year? Did students learn about the birth - and life - of Jesus? Were they allowed to say "Merry Christmas" and give out Christmas cards in class? Could they talk about their faith in Jesus? Or, did the school censor the religious aspects of the holiday and suppress students' freedom of expression?

If your schools did the latter, I have good news. There's a special day coming in January that could help solve the problem. Every year since 1993, the President - whether Democrat or Republican - declares January 16th to be "Religious Freedom Day."

It's a day to learn about and celebrate the freedom of religious expression protected by the First Amendment. It's a great opportunity for students to learn a civics lesson about their religious freedom at school. AND, it's a great way for educators and school administrators to learn that students DO have the freedom to express their faith in class.

The U.S. Department of Education has clarified students' religious freedoms. We've created a pamphlet that quotes right from their document and you can distribute them in your church and in your schools. To get the pamphlets, click on the link below.

Resources:

Free to Speak pamphlets

www.ReligiousFreedomDay.com

Acknowledging Christmas in Public Schools - Teaching Without Fear, Part 17

Did you know the Supreme Court assumes public school children are singing traditional Christmas carols at school? That’s right! Many teachers think it’s unconstitutional to sing carols like Silent Night or Away in a Manger, but it’s not.

In the case of Lynch v. Donnelly, dealing with the public display of a nativity scene (which the Court said was fine), it stated the following:

“To forbid the use of this one passive symbol while hymns and carols are sung and played in public places including schools…would be an overreaction contrary to this Nation’s history and this Court’s holdings.”

If you would like a more information about teaching the religious aspects of Christmas in public schools, click on the link below.

Resources:

Gateways Christmas Resources