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Historical Context and Introduction| Project 2: Historical Context and Introduction

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Historical_Context_and_Introduction.docx Project 2: Historical Context and Introduction Southern New Hampshire University Research Plan Research Question: How can the meaning of the First Amendmen ... t change depending on how it is interpreted? Introduction The right to practice religion, or none at all, is one of the most fundamental freedoms granted by the First Amendment. The Founding Fathers recognized how important it was to make sure that our government did not favor any faith, so they created The Establishment Clause, which keeps the government from establishing an official religion, as well as prohibiting favoritism. Beyond granting religious liberty and prohibiting federal government interference in religious practices, the meaning of the First Amendment is contested. This debate has existed since the founding of our country and a definitive answer seems unlikely. The separation of church and state matters because without it, favoritism would threaten religious liberty for all. The Enlightenment was what sparked the ideas for the American Revolution. It focused on freedom of speech, religion, and equality as a response to the tyranny of King George III. After the end of the revolution, both state and federal government began to enact changes to remove government from religious practices and guarantee religious freedom. Thomas Jefferson based the Establishment Clause on his belief that œlegitimate powers of government reach actions only, and not opinions. (Jefferson, 1802). Many people, even members. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . [Show More]

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