| Lesson 6: Revolution in Deerfield:
Political Turmoil
1 class period (85 minutes)
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| Key Content Ideas Taught in this Lesson and
Teacher/Student Background |
The Deerfield community found itself in the midst
of political debate.
Teacher/Student Background Essay: American
Revolution in the Connecticut River Valley
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| Intended Learning Outcomes |
Understandings
Students will understand:
- World events brought important changes impacted
Deerfield.
- There were diverse opinions about the War
of Independence.
Skills
Students will be able to:
- Contrast the changing viewpoints of Deerfield
people in the years before, during, and after the Revolution.
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| In Preparation for Teaching |
1. Read Teacher/Student Background Essay: American
Revolution in the Connecticut River Valley
Further Background Reading:
Merritt, Bruce. "Loyalism and Social Conflict in Revolutionary
Deerfield, Massachusetts." Journal of American History, 1970.
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Primary and Secondary Sources:
Unless otherwise noted, all can be found on
the American Centuries website.
- Smith, Barbara Clark. "The War at Home: Samuel
Colton, Merchant of Longmeadow, Massachusetts." After the Revolution:
The Smithsonian History of Everyday Life in the Eighteenth Century.
New York: Smithsonian, 1985. (not on web site)
- Elihu Ashley letters regarding Whigs and
Tories in Deerfield
- Military equipment
- List of Deerfield soldiers
- Teacher/Student Background Essay: American
Revolution in the Connecticut River Valley
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| Activities |
Materials in Context |
- The teacher will give a short talk
about national events leading up to the Revolution.
- To learn about the reaction to the war
in Deerfield, give students the teacher/student essay to
read.
- Instruct students to divide into expert
groups. Then reconfigure to study groups to discuss and
respond to focus questions related to the following primary
documents: (Each group should make reference to the homework
assignment in their response to the focus questions -- "The
War at Home: Samuel Colton, Merchant, Longmeadow, Massachusetts.")
Group 1: Elihu Ashley letters/position
on war -- other Tories
Respond to these statements:
- "Oh Tempora, All nature seems to be
in confusion; every person in fear of what his neighbor
will do to him. Such times were never seen in New England."
- Who would choose which George (King
or Washington) to side with?
- Churches in Western Massachusetts were
not inclined to support the War.
Group 2:
Invite students to review the roster
of Deerfield soldiers and documents showing town support of
troops, and then respond to the following:
- What influences came into play to determine
party loyalties?
- How could the families with differing
loyalties co-exist in Deerfield?
Group 3:
Invite students to look at the military
equipment and read their labels.
- Based on their investigation and the
use of other websites (such as American Memory), write a
description of warfare in Revolutionary America.
Reconvene the class and discuss
the results of their investigations.
Assignment: Instruct students
to complete the following writing exercise:
After studying the American Revolution
and its effects on the people of New England and the people
of Deerfield, in particular, consider the following.
-- It is April, 1775 and the colonies
have gone to war with Great Britain. You are male, 17 years
old, and about to be drafted into the Continental Army.
What are your inner thoughts and response to the draft?
-- In the year 2002, you are a student
who has just graduated from high school. You and your family
have diverse views on the merit of America's participation
in the world as "peacekeeper." As a member of
the Army reserves, you have been called up to serve in Asia.
What is your response, and why?
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Written response to these dilemmas.
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