Unit Central Question:
How did the cultural characteristics, beliefs, attitudes, behaviors, and economic conditions of the French, English, and Indigenous people contribute to the growth of inter-group hostilities, fighting, and attacks in the late 17th and early 18th centuries?
Key Content Ideas Taught in this Lesson and Teacher Background
- The English who settled in the Deerfield area were primarily Puritan farmers and their families who came seeking religious freedom, land ownership, and financial gains. They hoped to accomplish this by acquiring land, establishing communities, and farming.
- The Puritan religion and the power of the minister influenced every aspect of English life.
- The English concept of land ownership assumed that individual owners had full control of their land. Those who created settlements also set aside land to be held in common for uses that promoted the common good.
- The economic life of the English was based on agriculture, fur trading, and small artisan businesses.
For more information read:
Teacher background essays – English Daily Life in Early 18th Century Deerfield, The English Settlers in Deerfield
Intended Learning Outcomes
Understandings
Students will understand:
- that the English believed that land could be owned by individuals who had absolute rights to the use and occupancy of their land. This concept contrasts with the Native Americans’ concept of land ownership.
- that the English formed communities. Individuals owned property on which to raise their families. Some land was reserved for communal uses. The settlers established and promoted their religious beliefs within their communities.
- that the English came to North America seeking religious freedom, land ownership, and financial gain. They tried to accomplish these goals by establishing secure communities with houses, churches, small businesses, and farms. The Puritan religion and the power of the minister influenced every aspect of English life.
- the precepts of the Puritan religion.
- that the economic life of the English in Deerfield was based on agriculture, fur trading, and small businesses such as cordwaining (shoemaking), blacksmithing, tavernkeeping, and milling.
Skills
Students will be able to:
- gather data from primary and secondary sources.
- assimilate information uncovered in their research and incorporate it into their written work.
In Preparation for Teaching
Activity 1
- Copy excerpts fromThe Compact with the Charter and Laws of the Colony of New Plymouth, Acts and Resolves of the Province of the Massachusetts Bay, Vol. I and VIII, and The Basics of Puritanism.
- Locate a copy of the book Stranded at Plimoth Plantation by Gary Bowen, and copy pages 8, 10, 14, 15, 23, 24, 30, 43, and 45.
- Distribute paper for the writing activity.
- Read teacher background essays, The English Settlers in Deerfield and English Daily Life in Early 18th Century Deerfield.
Activity 2
- Contact an historian or historical re-enactor to portray a Puritan Englishman.
Activity 3
- Copy town meeting notes from Excerpts from the Deerfield Town Book and Vocabulary List of abbreviations for the book.
Activity 4
- Be prepared to define the terms “primary source” and “secondary source”.
- A large piece of paper (flip chart size) will be needed for the source lists.
Activity 5
- Copy Lot Survey of Deerfield (circa 1671) and 1831 Plan of Deerfield (“in the County of Franklin from Actual Survey”)
Teaching the Lesson
Activity 1 – Puritan Research
- Distribute excerpts from The Compact with the Charter and Laws of the Colony of New Plymouth, Acts and Resolves of the Province of the Massachusetts Bay, Vol. I and VIII, Stranded at Plimoth Plantation, and The Basics of Puritanism. Instruct students to read these to learn about Puritanism. Discuss.
Activity 2 – A Visit from a Puritan
- Invite a historical interpreter or re-enactor portraying a Puritan person to visit the class to explain the influence of their religion on everyday life. If no interpreter is available, explain the topic to the class and hold a discussion [note: refer to teacher background essays – The English Settlers in Deerfield and English Daily Life in Early 18th Century Deerfield.
Activity 3 – Town Meeting Notes
- Distribute Excerpts from The Deerfield Town Book (town meeting notes) excerpts and vocabulary list of abbreviations. Review the abbreviations. Ask pairs of students to analyze the excerpts to determine the kind of jobs or professions people had. (NOTE: Where are the women?)
Activity 4 – Primary and Secondary Sources
- Introduce and define the terms primary and secondary sources. Review with class the sources used so far, and identify which are primary or secondary sources. Start a list for each source and add to them throughout the unit.
Activity 5 – Proprietor’s Map
- Distribute the circa 1686 proprietor’s map (Lot Survey of Deerfield) fragment and the modern version of the map fragment (1831 Plan of Deerfield). Analyze the map with students, noting especially the duplication of numbers. This gives an indication of how the English organized the land in Deerfield. [Note: Lots are numbered. Each number corresponds to a proprietor (landowner). Owners had houselots, farm lots, and access to woodlots. Although everyone had land, proprietors with a more prominent position in society had larger lots.]
Activity 6 – Assignment
- Instruct students to write a dialog between two early seventeenth century people, or a fictional journal entry from this period depicting an imagined event reflecting Puritan beliefs and values. Problems and issues with Puritanism that might be addressed include:
-
- People were beginning to rebel against such a strict life
- Few ruled over many
- Being in a new, unsettled area helped foster self-reliance and individualism
- The religion was very inflexible
- More people were interpreting the word of God in their own ways and were not depending upon the Bible as much
- There was a great fascination with death
- Too much pride was being exhibited, especially as more people became wealthier
- People were violating Sabbath laws
- More people were swearing
- People were sleeping during sermons
- Family government was falling apart
- There was more alcohol abuse
- Fewer people were willing to reform
- More people were behaving in a less “godly” way and their social behavior was worse than it had been
Assessment
Use the written dialogs or diary entries to assess the degree to which students have achieved the intended learning outcomes for this lesson.
