LESSON TITLE: The Quest for Religious Freedom
GRADE LEVEL: Grades 10-12
TIME ALLOTMENT: Two to three 45-minute class periods
OVERVIEW
The 2012 series Finding Your Roots with Henry Louis Gates, Jr. explores the
complex tapestry of American history through the stories of celebrity guests. In Episode
5, Gates explores the family histories of Pastor Rick Warren, Rabbi Angela Buchdahl
and Sheikh Yasir Qadhi, and the role religion has played in shaping their individual and
their ancestors’ stories.
This hands-on, media-enhanced lesson examines how religion has played a part in
attracting immigrants to the U.S. and the role it plays in the lives of modern American
families. In the Introductory Activity, students discuss reasons why immigrants have
come to the U.S., including the pursuit of religious freedom. Students learn about the
quest by Puritans, including Pastor Rick Warren’s ancestors, to freely practice their
religion. In Learning Activity 1, students learn about the family stories of Rabbi
Buchdahl’s Jewish ancestors from Romania and Yasir Qadhi’s family, originally from
India, and how they left their homelands to pursue religious freedom. In Learning
Activity 2, students explore the impact of religious stereotypes. Students learn about
how young Angela Buchdahl contemplated leaving Judaism after repeatedly being told
she didn’t “look Jewish”, and about how Yasir Qadhi faced anti-Muslim stereotypes after
the attacks on the U.S. on September 11, 2001. Students watch video segments and read
related articles to gain more insight on these stories. In the Culminating Activity,
students reflect upon the role religion has played in shaping the U.S. and whether their
own family history has been shaped by religion and the quest for religious freedom.
Students select from a variety of related themes and write reflection papers.
SUBJECT MATTER
American History; Language Arts; Religion; Social Studies; World History
LEARNING OBJECTIVES
After completing this lesson, students will be able to:
Describe how religion has played a role in immigration to the U.S.
Explain why Puritans came to the U.S. in the 1600s.
Discuss why Jews in Romania fled the country in the late 1800s and early 1900s.
Describe why Muslims migrated from India to Pakistan in 1947/1948.
Discuss the history of Pakistan.
Discuss the impact of religious stereotypes.
Identify main facts and summarize key points presented in video and print form.
STANDARDS
Common Core/English Language Arts Standards for History/Social Studies:
http://www.corestandards.org/the-standards/english-language-arts-standards/historysocial-studies/introduction/
Key Ideas and Details:
o Grades 9-10: RH.9-10.2. Determine the central ideas or information of a primary
or secondary source; provide an accurate summary of how key events or ideas
develop over the course of the text. Grades 11-12: RH.11-12.2. Determine the
central ideas or information of a primary or secondary source; provide an
accurate summary that makes clear the relationships among the key details and
ideas.
Craft and Structure:
o Grades 9-10: RH.9-10.4. Determine the meaning of words and phrases as they
are used in a text, including vocabulary describing political, social, or economic
aspects of history/social science. Grades 11-12: RH.11-12.4. Determine the
meaning of words and phrases as they are used in a text, including analyzing how
an author uses and refines the meaning of a key term over the course of a text
(e.g., how Madison defines faction in Federalist No. 10).
o Grades 9-10: RH.9-10.5. Analyze how a text uses structure to emphasize key
points or advance an explanation or analysis.
Integration of Knowledge and Ideas:
o Grades 11-12: RH.11-12.7. Integrate and evaluate multiple sources of information
presented in diverse formats and media (e.g., visually, quantitatively, as well as in
words) in order to address a question or solve a problem.
o Grades 9-10: RH.9-10.8. Assess the extent to which the reasoning and evidence
in a text support the author’s claims.
o Grades 9-10: RH.9-10.9. Compare and contrast treatments of the same topic in
several primary and secondary sources. Grades 11-12: RH.11-12.9. Integrate
information from diverse sources, both primary and secondary, into a coherent
understanding of an idea or event, noting discrepancies among sources.
National Standards for History Basic Education
http://www.nchs.ucla.edu/Standards/
United States History Content Standards for Grades 5-12
Era 2: Colonization and Settlement (1585-1763):
o Standard 1A: The student understands how diverse immigrants affected the
formation of European colonies. Therefore, the student is able to:
 Analyze the religious, political, and economic motives of free immigrants from
different parts of Europe who came to North America and the Caribbean.
o Standard 2B: The student understands religious diversity in the colonies and
how ideas about religious freedom evolved. Therefore, the student is able to:
 Describe religious groups in colonial America and the role of religion in their
communities.
 Explain how Puritanism shaped New England communities and how it
changed during the 17th century.
 Trace and explain the evolution of religious freedom in the English colonies.
Era 6: Historical Analysis and Interpretation: The Development of the
Industrial United States (1870-1900)
o Standard 2A: The student understands the sources and experiences of the new
immigrants. Therefore, the student is able to:
 Distinguish between the "old" and "new" immigration in terms of its volume
and the immigrants' ethnicity, religion, language, place of origin, and motives
for emigrating from their homelands.
 Trace patterns of immigrant settlement in different regions of the country and
how new immigrants helped produce a composite American culture that
transcended group boundaries.
 Assess the challenges, opportunities, and contributions of different immigrant
groups.
 Evaluate how Catholic and Jewish immigrants responded to religious
discrimination.
Era 10: Contemporary United States (1968 to the present)
o Standard 2C: The student understands changing religious diversity and its
impact on American institutions and values. Therefore, the student is able to:
 Analyze how the new immigrants have affected religious diversity.
United States World History Content Standards for Grades 5-12
Era 7: An Age of Revolutions, (1750-1914):
o Standard 4B: The student understands the impact of new social movements
and ideologies on 19th-century Europe. Therefore, the student is able to:
 Describe the changing legal and social status of European Jews and the rise of
new forms of anti-Semitism.
Era 9: The 20th Century Since 1945: Promises and Paradoxes:
o Standard 1C: The student understands how African, Asian, and Caribbean
peoples achieved independence from European colonial rule. Therefore, the
student is able to:
 Assess the impact of Indian nationalism on other movements in Africa and
Asia and analyze why the subcontinent was partitioned into India and
Pakistan.
o Standard 2F: The student understands worldwide cultural trends of the second
half of the 20th century. Therefore, the student is able to:
 Describe varieties of religious belief and practice in the contemporary world
and analyze how the world’s religions have responded to challenges and
uncertainties of the late 20th century.
MEDIA COMPONENTS
Video:
Finding Your Roots, Episode 5, selected segments
Access the video segments for this lesson at the Video Segments Page.
Clip 1: “Seeking Religious Freedom: From England to Roxbury, MA”
A look at Pastor Rick Warren’s Puritan ancestor’s migration to America.
Clip 2: “Seeking Religious Freedom: From Romania to New York, NY”
A look at Rabbi Angela Buchdahl’s Jewish ancestors’ migration form Romania to the
United States.
Clip 3: “Seeking Religious Freedom: From India to Pakistan to Houston,
TX”
An overview of the persecution experienced by Sheikh Yasir Qadhi’s Muslim ancestors
and their quest for religious freedom.
Clip 4: “Questioning Jewish Identity”
Rabbi Angela Buchdahl describes growing up as a Korean Jew, facing stereotypes, and
questioning her Jewish identity.
Clip 5: “Facing Muslim Stereotypes after 9/11”
Sheikh Yasir Qadhi describes hatred and stereotypes he encountered after September
11th, 2001.
Websites:
For Learning Activity 2:
“Kimchee on the Seder Plate” by Angela Buchdahl
http://www.shma.com/2003/06/kimchee-on-the-seder-plate/ (online and easy to
print version)
http://www.interfaithfamily.com/holidays/passover_and_easter/My_Personal_Sto
ry_Kimchee_on_the_Seder_Plate.shtml (online version with definitions of words
included)
Rabbi Angela Buchdahl reflects on being Jewish and Korean, encountering
stereotypes of others telling her she didn’t “look Jewish” and the presence of
multiracial Jewish families in modern and ancient times.
“The New Normal: Muslims Reflect on Life After 9/11” by Sheila Poole
http://www.ajc.com/news/the-new-normal-muslims-1168040.html
This essay highlights discrimination against Muslims and hate crimes against
Muslims in the U.S. Muslims feel like they are under more scrutiny & surveillance
than other Americans because of the links between Islamic extremists and 9/11.
MATERIALS
One copy of “Kimchee on the Seder Plate” by Angela Buchdahl or “The New Normal:
Muslims Reflect on Life After 9/11” by Sheila Poole for each student.
(Note: Half the class will read one of the articles and half will read the other and then
they will share the information. If you have access to multiple computers, students can
read the articles online. If not, print out the articles.)
PREP FOR TEACHERS
Prior to teaching this lesson, you will need to:
Preview all of the video segments used in the lesson. Prepare to watch them using your
classroom’s Internet connection.
Bookmark all websites you plan to use in the lesson on each computer in your
classroom. Using a social bookmarking tool such as del.icio.us or diigo (or an online
bookmarking utility such as portaportal) will allow you to organize all the links in a
central location.
Print out enough copies of “Kimchee on the Seder Plate” for half the class and enough
copies of “The New Normal: Muslims Reflect on Life After 9/11” for the other half. If you
have access to multiple computers, students can read the articles online, rather than
printouts. (See the “Materials” section for the links to these articles.)
INTRODUCTORY ACTIVITY
1) Ask students to brainstorm reasons immigrants have come to the United States.
(Possible responses: To seek a better life, escape persecution, seek religious
freedom, etc.) If none of the students mentions seeking religious freedom or
escaping religious persecution, ask them why people of different religious faiths
might have chosen to come to the U.S. (To freely practice their religions. To escape
religious persecution.)
2) Ask students to discuss whether the right to practice any religion is guaranteed in the
U.S. (Yes. Freedom of Religion is a right guaranteed in the U.S.) Ask student where
this right is guaranteed. (It is guaranteed in the First Amendment of the
Constitution, which states: “Congress shall make no law respecting an
establishment of religion, or prohibiting the free exercise thereof; or abridging the
freedom of speech, or of the press; or the right of the people peaceably to assemble,
and to petition the Government for a redress of grievances.”)
3) Explain that the PBS series Finding Your Roots with Henry Louis Gates, Jr.,
explores the history of the United States through the family stories of well-known
Americans. This lesson uses segments from a Finding Your Roots episode featuring
Pastor Rick Warren, Rabbi Angela Buchdahl and Sheikh Yasir Qadhi and examines
the role religion has played in attracting immigrants to the U.S., and how it has
featured prominently in the lives of the featured guests.
4) Ask students to name religious groups that fled to the U.S. in search of religious
freedom. Explain that this lesson focuses on the stories of Puritan, Jewish and
Muslim families who left their homelands at different times in history to freely
practice their religions. Let students know you will be showing a video segment
discussing an ancestor of California-based Pastor Rick Warren. As they view the clip,
ask them to identify Rick’s 9th great grandfather’s motivation for coming to the
United States.
5) Play the clip “Seeking Religious Freedom: From England to Roxbury, MA.” After
showing the segment, ask students to discuss Warren’s ancestor’s motivation for
coming to the United States. (Warren’s 9th great grandfather, William Parke, was
struggling to worship as a Puritan in Semer, England in the early 1600s when he
decided to escape persecution by sailing to America in search of religious freedom.
He came to the U.S. in 1630 on the boat the Lyon. The Puritans wanted to find a
refuge to practice their religion, without the influences of the Jesuits or others who
they felt were promoting anti-Christian sentiment.)
6) Optional: Remind students that the segment mentions John Eliot printed the first
Bible in the New World. Ask students what language they think the Bible was
printed in. If they answer, “English,” let them know it was not English and ask for
other possible ideas. After they have finished guessing, let them know it was
Algonquin (a native language). Explain that John Eliot printed a Bible in Algonquin
in 1663, so he and his fellow Puritans could spread Christianity to Native Americans
in the Massachusetts colony. The first English Bible in North America wasn’t printed
until the late 1700s, since it was easier and less expensive to import English language
Bibles from England until the Revolutionary War.
LEARNING ACTIVITY 1
1) Explain that the class is now going to learn about another group of immigrants that
came to the United States to pursue religious freedom more than two centuries after
Pastor Rick Warren’s 9th great grandfather arrived. Specifically, the class is going to
look at the migration of Rabbi Angela Buchdahl’s Jewish ancestors from Europe to
the United States. Ask students to list European countries where Jews were
persecuted in the late 1800s and early 1900s. If students don’t mention Romania,
explain that Romania was one country where Jews were not able to freely practice
their religion. Introduce the next clip by explaining that Rabbi Angela Buchdahl’s
ancestors came to the U.S. from Romania. Ask students to observe the reasons why
Rabbi Buchdahl’s family migrated from Romania to the U.S. as they watch the next
video segment.
2) Play the clip “Seeking Religious Freedom: From Romania to New York, NY.” After
showing the segment, ask students to discuss the reasons why Rabbi Buchdal’s
family came to the U.S. [Possible answers: In Romania, between 1879 and 1913
most Jews (about 248,000 out of 250,000) were not considered full citizens and
there were laws restricting their rights. In 1882, a law was passed which forced
them to serve in the military, even though they weren’t citizens, and another law
forbade them from selling goods, thus limiting the income of thousands of families.
There was widespread anti-Semitic sentiment. A wave of emigration began in
1899, as Jews, including Angela’s ancestors, fled Romania. Angela’s ancestors
sailed on a ship to the U.S. and arrived in New York City.]
3) Ask students to discuss how Angela’s new knowledge of the persecution experienced
by her ancestors impacted her. (She says knowing the hardships her Jewish
ancestors endured to practice their faith and pass it along to their descendants
highlights the need for her to carry on Jewish traditions.)
4) Let students know they will now be exploring immigrants from another part of the
world, who were also seeking religious freedom. Explain that you will now be
showing a video segment featuring the story of the migration of Sheikh Yasir Qadhi’s
Muslim ancestors to the United States. Ask students to observe where Sheikh
Qadhi’s ancestors lived prior to coming to the U.S. and their reasons for migrating.
5) Play the clip “Seeking Religious Freedom: From India to Pakistan to Houston, TX.”
After playing the segment, ask students to discuss where Qadhi’s ancestors lived
prior to coming to the U.S. and their reasons for migrating. (In 1948, Yasir Qadhi’s
grandfather was forced to flee his home of Jabalpur, India with his wife and
children, including Yasir’s father. First they fled to Bombay—now Mumbai—India
and then fled to Karachi, Pakistan, the newly-partitioned Muslim nation, with the
hopes of freely practicing their Islamic religious beliefs and starting a new life.
They fled to Pakistan with hopes that there would be a better future there for them,
since the land was being specifically created as a Muslim country. The travel to
Karachi was a very difficult and dangerous journey. In Pakistan there was
sectarian violence between Hindus and Muslims. For Yasir’s father the dream of
finding a better life in Pakistan didn’t come true. In 1963, Yasir’s father decided to
move to America to seek a brighter future and also practice his faith freely. When
he first arrived in Houston, TX he enrolled as a Biology student at the University of
Houston. He realized he could practice his faith freely and decided to live there
permanently. At the first Id prayer, there were only 3 people celebrating Id. He
ended up taking on the role of Imam and leading them in Id prayer.)
6) Ask students to discuss what Yasir Qadhi describes happened in 1947. (He mentions
that the largest mass migration of humans in the history of humanity occurred in
1947. Over 15,000,000 Sikhs, Muslims and Hindus migrated across borders. A lot
of chaos, terror and riots took place during that time, making the journey very
treacherous.)
7) Ask students to reflect upon the migration stories of the ancestors of Pastor Rick
Warren, Angela Buchdahl and Yasir Qadhi. Encourage students to compare and
contrast Warren, Buchdahl and Qadhi’s ancestors’ reasons for leaving their
homeland and for eventually coming to the United States.
8) Divide students into groups of 2-3 students each and ask each group to research and
find out at least three facts about one of the following topics:
Puritan migrations to the U.S. in the 1600s
(Encourage students to research the following: where they came from, why
they came to the U.S. and where they settled in the U.S.)
The first Bible printed in North America
(Ask students to include details about why the first Bible was printed, what
language it was printed in and how it was used.)
The history of Jews in Romania
(Encourage students to find out when Jews first arrived in Romania and how
their conditions changed in the late 1800s.)
Romanian Jews’ migrations to the U.S. in the late 1800s/early 1900s
(Ask students to conduct research about why Romanian Jews migrated to the
U.S. and how they managed to safely travel to the U.S.)
The history of Pakistan
(Ask students to find out how and why Pakistan was formed and where people
migrated from to come to Pakistan.)
Migrations between Pakistan and India, beginning in 1947
(Encourage students to conduct research about the massive migrations that
occurred from India to Pakistan and from Pakistan to India among the
Muslims, Hindus and Sikhs beginning in 1947. Ask students to find out which
groups were migrating, why they were migrating and where they were going.)
9) Give students about 15 minutes to gather information about their assigned topics.
Ask students to present their findings to the class.
10) Lead a discussion about the role religion played in motivating religious groups to
leave their homelands and eventually come to the United States. Ask students to cite
specific examples from their research and the Finding Your Roots video segments.
Ask students to compare and contrast different immigrant groups’ backgrounds and
their quests for religious freedom.
LEARNING ACTIVITY 2
1) Ask students to reflect upon stereotypes and think about the following:
What types of stereotypes have they had about other people or groups of people?
What stereotypes have people had about them?
What types of behavior or comments based on stereotypes have they witnessed in
school? In their community? In the media?
What are the possible consequences/impact of people stereotyping groups of
people?
2) Explain the next clip features Angela Buchdahl reflecting on being Jewish. Ask
students to identify stereotypes she encountered and how they impacted her.
3) Play the clip “Questioning Jewish Religious Identity.” After showing the segment,
ask students to discuss the stereotypes faced by Angela Buchdahl and how they
impacted her. (People within the Jewish faith questioned whether she could really
be Jewish since she didn’t “look Jewish.” These statements made Angela question
her faith and think about no longer being Jewish. In the end she realized that being
Jewish was as much a part of who she was as being a woman or being Korean. She
decided not only to continue practicing Judaism, but to become a Rabbi.)
4) Explain that the next segment features Yasir Qadhi describing anti-Muslim
stereotypes he encountered after September 11, 2001. Ask students to observe
stereotypes Qadhi encountered and how they impacted him.
5) Play the clip “Facing Muslim Stereotypes after 9/11.” Ask students to describe
stereotypes Qadhi and other American Muslims encountered and how they impacted
him. (After 9/11 some Americans blamed all Muslims for the attacks. Qadhi, who
had been studying in Saudi Arabia, postponed a trip back to America in January
2002 based on the advice of his father. Yasir returned the next year and found that
attitudes toward Muslims had become very negative. He was called Bin Laden
multiple times, and was told he and his family didn’t belong in America. He said the
experience of being unfairly treated and discriminated against made him more
tolerant toward beliefs and experiences of people of other faiths.)
6) Ask students to compare Rabbi Buchdahl’s and Yasir Qadi’s reactions to stereotypes
they encountered, and how their experiences impacted their beliefs and actions.
7) Ask students to read one of the following articles and write down the main ideas
presented in the essay (links to the essays are available in the Lesson Overview):
“Kimchee on the Seder Plate” by Angela Buchdahl
“The New Normal: Muslims Reflect on Life After 9/11” by Sheila Poole
Encourage students to summarize and write down at least three facts presented in
their assigned article.
8) Ask students to share information they learned from reading the articles.
“Kimchee on the Seder Plate”
(The number of multiracial Jewish families has increased since Angela was a
child. In ancient times, Jews were from different cultures and comprised of
different races.) Ask students to describe some facts they learned from the essay
about Angela Buchdahl and her family. (Her mother, who is Korean, suggested
placing kimchee on the Seder Plate—the traditional plate used during the Jewish
celebration of Passover. Even though Angela’s father is Jewish, she needed to
have a conversion ceremony in order to be considered fully Jewish.) Note:
Explain to students that the “giyur” ceremony that Angela mentions is a
conversion ceremony.
“The New Normal: Muslims Reflect on Life After 9/11”
(Even though it has been more than a decade since 9/11 there is still
discrimination against Muslims and hate crimes against Muslims in the U.S.
Muslims feel like they are under more scrutiny & surveillance than other
Americans because of the links between Islamic extremists and 9/11.)
CULMINATING ACTIVITY
1) Ask students to reflect upon and discuss the role religion has had in shaping the U.S.
and to think about whether their own family history has been shaped by religion and
the quest for religious freedom. Ask students to reflect on the stories of persecution
faced by the ancestors of Pastor Rick Warren, Rabbi Angela Buchdahl, and Sheikh
Yasir Qadhi, and the way in which religion has shaped the lives of these religious
leaders.
2) Ask students to write a reflection essay on one of the following topics:
Describe the role religion played in shaping the U.S. (Include a discussion about
the role religion played in attracting the ancestors of Pastor Warren, Rabbi
Buchdahl and Sheikh Qadhi to the U.S.)
Explore the ways in which their own family history has been shaped by religion
and the quest for religious freedom.
Select one religious group (Buddhist, Hindu, Mormon, Sikh, Catholic, Quaker,
Jewish, Muslim, Atheist/Agnostic, Baha’i Faith, Jehovah’s Witnesses,
Scientologists, etc.) and explore the ways in which religion brought them to the
United States and how it shaped the lives of its practitioners in the U.S.
Take a close look at one very observant religious group (Amish, Hasidic Jews,
Seventh Day Adventists, etc.) and how they have maintained their traditional
beliefs and lifestyles in the modern world.
Explore religious stereotypes in the U.S. and how they have impacted different
religious groups.
3) Ask students to share their reflections with the class.