The Puritans – Part 3: The Meetinghouse Interior

Details

Author
Mary Gene Devlin, Bette Schmitt
Topic/Subject Area
Architecture, Buildings; Religion, Church, Meetings & Revivals; Politics, Government, Law, Civics
Historical Era
Colonial settlement, 1620–1762
Grade Level
Elementary (K–5), Middle School (6–8)
Creation Date
2000
Last Revision Date
2024

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About This Lesson

Summary and Objective

Unit Central Questions:

What do primary and secondary sources teach us about the characteristics of “everyday life” of individuals living in Deerfield at the three turns of the centuries? What do these characteristics reveal about changes in the town since its beginning as an English settlement?

Key Content Ideas

Typical of the English in New England, the community of Deerfield was united by religious beliefs and practices. The selectmen ran the business of the town in the same meetinghouse in which the Church met. The building was used for both religious and secular purposes.

Intended Learning Outcomes

Understandings:

Students will:

  1. Understand how religion was the foundation of daily life for the English settlers. 
Skills:

Students will be able to:

  1. Read and extract information from background reading materials.
  2. Read transcriptions of primary source materials (documents) from the period.

Materials & Resources

Primary and Secondary Sources:
  1. Essay: The English Settlers in Deerfield
  2. “Seating the Meeting House” – Copy of Plan reported to the town about 1777-1778, Sheldon, George, A History of Deerfield, Volume 1, Greenfield, Massachusetts, 1895-1896.
  3. Plan for Seating of the Meeting House, 1788, PVMA.
Other:
  1. Posterboard
  2. Markers
  3. Social studies notebooks

Teaching Plan

In Preparation for Teaching
  1. Read and copy The English Settlers in Deerfield
  2. Copy or print the two meetinghouse seating plans for students.
Activities
  1. Distribute the essay and instruct students to read the first paragraph without taking notes and then reread it underlining key ideas. Write down any words or phrases that are unclear, and look them up in the dictionary where possible. Complete the reading repeating these steps.
  2. Instruct students to use this essay to answer (in their social studies notebooks) any questions from the Activity 1 list.
  3. When a student is finished with step 2 above, pair them with another who has finished. Ask them to compare their answers and add to their lists any answers they may have missed.
  4. Distribute the two meetinghouse seating plans and ask students to figure out what they are. Note that the printed one, dated 1777, comes from The History of Deerfield, and was constructed from an earlier record.
  5. Discuss the differences between the two plans (pulpit turned around, some names in different places, etc.)
  6. Ask if any names are women. Discuss.
  7. How many people are listed on each?
  8. Records indicate that there were about 40 enslaved people in Deerfield at this time. Where did they sit? (They sat in the gallery. Names of people who sat there appear at the bottom of the printed 1777 plan.)
  9. Where do you think children sat? (probably in the gallery)
Homework Assignment
  1. Instruct students to complete the answers on the question lists, using the essay.
  2. Ask them to imagine that they are 12-year-old Puritans living in Deerfield at the first turn-of-the-century (1680-1720). Instruct them to write a diary entry in your social studies notebooks describing what the Lord’s Day was like, including what they did and what the service was like.
Follow-Up:
  1. Discuss any new answers to questions on the poster and list any new questions that have come up.
  2. Instruct students to add the answers and new questions in their social studies notebooks on their special question page.
  3. Divide students into small groups. Instruct them to share their diary entries with one another, being sure to listen for accuracy in each piece of writing.
  4. Instruct students to correct any inaccuracies in their own diary entries and produce a new draft of their piece with the title “How I Spent the Lord’s Day.”
Assessments

social studies notebook entries and the final versions of diary entries.