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Juniors Versus Wild
Would You Survive the Perilous and Treacherous New England
Wilderness?
An Historical Introduction Activity to The Puritans and “The Crucible”
by Arthur Miller
Amanda Hapgood
Olympia High School
Fall 2008
Boughton, George Henry. Pilgrims going to church.
Photograph of a 1867 painting by George Henry Boughton.
Created between 1940 and 1950. Prints and Photographs Reading Room.
Library of Congress. 20. Nov. 2008.
<http://memory.loc.gov/service/pnp/cph/3a00000/3a06000/3a06800/3a06801r.jpg>
This is an interactive, front-loading activity to help introduce a study of the Puritans who
settled early America and the play “The Crucible” by Arthur Miller. It is designed to
help students understand the conservative, restrictive Puritan community of Salem
Village and how the nature of this community contributed to the Salem Witch Trials,
which is the main focus of the play.
Overview/ Materials/Historical Background/LOC Resources/Standards/
Procedures/Evaluation/Rubric/Handouts/Extension
Overview
Objectives
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As a pre-reading strategy to Arthur Miller’s play
“The Crucible,” students will complete an activity
where they will form their own community and
develop a workable survival plan.
Students will learn about early Puritan life in
America through a lesson involving primary
sources.
Students will make connections between the
Teaching with Primary Sources
Illinois State University
survival activity and the historical lesson about the
Puritans. These two activities will help set the stage
for the class study of “The Crucible” which is about
the Salem Witch Trials. The goal of the lesson is for
students to form a picture in their minds of what
early Puritan America was like and how that, in part,
caused the witch trials.
Recommended time frame
Grade level
Curriculum fit
Materials
3 days—this lesson is structured to fit 80 minute block
classes. It may have to be adjusted to fit other class
periods.
10th-11th
American Literature/American Studies
 Large sheet of paper or poster board.
 Markers.
 Computers with internet access.
 Handouts.
 KWL sheet.
 http://www.loc.gov/teachers/classroommaterials/pre
sentationsandactivities/presentations/thanksgiving/
 http://plimoth.org/
Illinois State Learning Standards
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Language Arts:
Goal 1: Read with understanding and fluency.
 1.C. Comprehend a broad range of reading
materials.
 1.C.4a Use questions and predictions to guide
reading across complex material
 1.C.4c Interpret, evaluate and apply information
from a variety of sources to other situations (e.g.,
academic, vocational, technical, personal).
Goal 2: Read and understand literature
representative of various societies, eras and ideas.
 2.B: Read and interpret a variety of literary works.
 2.B.4a Critique ideas and impressions generated
by oral, visual, written and electronic materials.
 2.B.4b Analyze form, content, purpose and
major themes of American literature in their
historical perspectives.
Teaching with Primary Sources
Illinois State University
Procedures
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Day One:
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Students will form a circle—either with their desks
or sitting on the floor.
Place a piece of paper on the floor in the middle of
the circle.
Pass out the Survivor Scenario handout.
Elaborate on the Survivor instructions—students
(only those present in class today) have just ended a
very long journey. It is November. They have
ended up in an area that is along a rocky coastline
that is densely forested and has some clear land that
might be suitable for farming. They have enough
supplies to last a week and a few basic tools (ax,
saw, couple of shot guns with limited ammunition,
other non electric/battery powered building tools,
basic cookware) and the clothes on their backs.
There are not enough supplies to turn back—the
group is stuck here. There are also indigenous
people who live in the area—some are not at all
happy to see you. The goal of the assignment is to
create a plan of survival.
First decide who is the leader/leaders. Explain the
method and rational behind this choice.
Form a survival plan for creating shelters, finding
food, and setting up security.
What else is needed for survival in this harsh land?
Develop some rules and consequences.
Set up a government.
Create a map of their community.
The teacher needs to hang back and let the discussion
and process happen. Students need to figure this out
themselves. Some groups may function well and
immediately come up with an organized plan. Other
groups may take longer and struggle with creating their
own functioning community. The teacher should step in
and guide students if they get too far off topic (like
tangent discussions about cannibalism).
Teaching with Primary Sources
Illinois State University
Once students are done or the hour is near the end, have
students answer the discussion questions on the
handout. When they finish writing, have an oral
discussion about the activity. The last question is the
lead in to the historical portion of the lesson—students
probably will respond with the Puritans or something
similar—guide their discussion to that of the
Pilgrims/Puritans.
Days Two and Three:
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
To begin the class period, start with the Puritan
KWL chart. Fill out the first two sections as a class.
This is a way to judge what students have learned
about this topic previously.
Next divide students into groups of 3-4.
The groups should work on the 7 activities described in
the handouts. These could also be set up around the
room as different stations—the groups could rotate
through each one to add a kinesthetic element to it. The
activity could also be jig-sawed or a few of the activities
could be done as a big group.
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Evaluation
Once all the activities are complete, bring students
back together as a big group and go through each
source.
Ask student to discuss their findings.
Take some notes as a group (perhaps on an
overhead) of what new information they found out
about the Puritans and their lifestyle.
The overall point it for students to form a general
image in their minds of the area where the Puritans
settled in New England, their religion, morals and
the Puritan mindset.
Next as part of group discussion, fill out the last
column of the KWL sheet.
Assign the Reflection Essay--Who were the
Puritans?.
Begin acting out the play, “The Crucible” on Day
Four.
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Teaching with Primary Sources
Illinois State University
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Extension
Students after the survival activity will immediately
complete a worksheet of discussion questions.
During the historical part of the lesson, students
have a set of worksheets to complete.
The final assessment will be a reflection essay
where students will connect both elements of the
lesson.
In this piece, students will explain their groups
survival plan, discuss if their group would have
survived, what challenges they faced, what would
work, what would not work.
Students will also sum up what they learned in the
historical section and compare that to their group
experience.
Rubric for the Reflection Essay
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Additional Readings About the Puritans
Interpreting The Scream by Edvard Munch
Teaching with Primary Sources
Illinois State University
Historical Background
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Historical Background on The Puritans in America
The Puritans are character group in “The Crucible” by Arthur Miller. The play
was written in 1952. The setting of the play is 1692 in Salem, Mass. The premise
of the play is determining the causes that lead up to the Salem Witch Trials
where 19 men and women were hanged for the capital felony of witch craft;
however all were later proved to have been falsely accused. Within the play
itself, the author provides many theories about reasons what lead up to the
trials, why so many were accused and why it was not halted when authorities
realized that most of the accusations were false. Arthur Miller considers this to
be “one of the strangest and most awful chapters in human history.” Miller’s
main premise is that the unbending, strict, theocratic society is what tore the
community apart and caused innocent victims to be hanged. This lesson is
designed to help students visualize the religion and lifestyle of the Puritans who
settled America and to also show why this strict way of life was needed at first to
ensure the survival of the colony. The play later shows how 50 years later the
society is still operating in this same strict fashion.
Puritanism was the religion of the first settlers in the New World. They wanted
direct communication with God- no ceremonies, priests, art, rituals—and believed the
Bible was the final law in all things; they interpreted it directly. A Puritan of 16th
and 17th century England was any person seeking "purity" of worship through
biblical supremacy and a doctrine of the priesthood of all believers. Puritans objected
to ornaments and ritual in churches. This was a very zealous, devout group in
conflict with the Church of England. This strife stemmed from the Reformation of
the Catholic Church in 16th century which had created a desire for change and a
time of radical reformation. Puritanism evolved from discontent the Roman Catholic
Church.
Many Puritans emigrated to North America in the 1620–1640s because they
believed that the Church of England was beyond reform. They went to the New
World (America) to set up their own church, free from persecution. The Puritans
were a very educated group of people and TOUGH! They really understood hardship
and perseverance. They set up a church, a government and schools very soon after
they were settled. In the Colony, the church and the government were closely
intertwined—needed to be for survival in this wild, new, dangerous place. Minister
was an important authority figure and held lots of power. The Puritans who travelled
to New England were primarily made up of families. Between 1630 and 1640 over
13,000 men, women, and children sailed to Massachusetts. Puritan ships were full of
“ordinary” people, old and young, and families.
The central belief of Puritanism was God’s supreme authority over human affairs,
particularly in the church, and especially as expressed in the Bible. This view led
Teaching with Primary Sources
Illinois State University
them to seek both individual and community conformance to the teaching of the
Bible. They formed a government where the religious aspect of life was merged with
civics. This meant the ministers were also political figures and held great government
power. This form of government is a Theocracy.
These early Puritan communities were very simple, strict and religious—very
restrictive—was natural considering their environment, they needed to be close and
stick together in order to survive. Consequently, citizens were encouraged to watch
their neighbors and report to the minister those who strayed from the “straight and
narrow”—ensured survival of the village—everyone had to pull their weight and get
along.
Later after the New World was more settled new large towns sprung up and more
people arrived from Europe. These people were not as restrictive in their religion.
They had fancy clothing, foods, books, music and saw plays. But the small towns,
like Salem Village, remained very restrictive and stuck with the old ways. This
caused friction among city people and village people. Women, they believed, should
be totally subservient to men. By nature, a woman was more likely to enlist in the
Devil's service than was a man, and women were considered lustful by nature. In
addition, the small-town atmosphere made secrets difficult to keep and people's
opinions about their neighbors were generally accepted as fact. “Children should be
seen and not heard." Children were at the bottom of the social ladder. Toys and games
were seen as idle and playing was discouraged. Girls had additional restrictions
heaped upon them. Boys were able to go hunting, fishing, exploring in the forest, and
often became apprentices to carpenters and smiths, while girls were trained from a
tender age to spin yarn, cook, sew, weave, and be servants to their husbands, mothers,
and children. The Puritan way of life was simple and plain. It included hard work, a
close-knit family, and strict church attendance. Celebrations of holidays, such as
Christmas, were forbidden as frivolous. Puritans also did not approve of dancing,
singing, books, theatre, fancy clothing, or extravagant food or toys.
There was a solid belief in Witchcraft in 17th century in Europe and America.
Scientific discoveries were slowly emerging with the studies and experiments of
Galileo, Newton, and Copernicus; however, most people did not believe in a
scientific explanation for natural occurrences. Losses of crops, livestock, and
children, as well as earthquakes and bad weather, were typically attributed to the
wrath of God or the presence of witch. These people believed witchcraft was REAL
and must be fought- there were national, criminal laws against it. People were always
on the lookout for witches, but the laws were rarely acted upon. The only time witch
trials occurred were when major misfortunes struck on a large scale. The Salem
witch trials were a series of hearings before local magistrates followed by county
court trials to prosecute people accused of witchcraft several counties of colonial
Massachusetts, in 1692 and 1693. The hearings in 1692 were conducted in Salem
Village, Ipswich, Andover and Salem Town, Massachusetts. Between February 1692
and May 1693, over 150 people were arrested and imprisoned, with even more
accused who were not formally pursued by the authorities. The two courts convicted
29 people of the capital felony of witchcraft, 19 of whom (fourteen women, five men)
were hanged.
Teaching with Primary Sources
Illinois State University
Bibliography
Baker, James. “The Pilgrims as People: Understanding the Plymouth Colonists.”
Plimoth Plantation. http://www.plimoth.org/discover/colonial-life/pilgrimpeople.php
In Search of History. Salem Witch Trials. VHS Cassette. New York: A and E
Television Network, 1996.
“The Mayflower Compact.” Plimoth Plantation.
http://www.plimoth.org/discover/colonial-life/mayflower-compact.php
Miller, Arthur. The Crucible and Related Readings. Evanston, IL; McDougal Littell,
1997.
Roach, Marilynn K. In the Days of The Salem Witchcraft Trials. Boston: Houghton
Mifflin Co., 1996.
“13 Original Colonies—Massachusetts.” The TimePage.
http://www.timepage.org/spl/13colony.html#mass accessed through LOC
http://memory.loc.gov/ammem/ndlpedu/start/inres/ushist/colonial.html
“Timeline of Plymouth Colony 1620-1692 .” Plimoth Plantation.
http://www.plimoth.org/discover/colonial-life/timeline.php
Teaching with Primary Sources
Illinois State University
Primary Resources from the Library of Congress
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Would You Survive the Perilous and Treacherous New England
Wilderness Resource Table
Image
Description
Citation
URL
A Puritan
Maiden's
Diary. [The
New England
magazine. /
Volume 17,
Issue 1,
September
1894]
AUTHOR
Adeline E. H.
Slicer
Page(s) 20-25
The
Nineteenth
Century in
Print:
Periodicals
Slicer, Adeline E. H.
“A Puritan Maiden’s
Diary.” The New
England Magazine.
Sept. 1894: 20-25. The
Nineteenth Century in
Print: Periodicals.
Library of Congress.
19. Nov. 2008.
<http://memory.loc.gov
/pnp/fsa/8d19000/8d19
900/8d19965r.jpg>
http://cdl.library.cornell
.edu/cgibin/moa/pageviewer?fr
ames=1&cite=&coll=&
view=50&root=%2Fm
oa%2Fnewe%2Fnewe0
017%2F&tif=00031.TI
F&pagenum=20
Gloucester,
Massachusetts
Inscription
on a rock
telling of the
founding of
the
Massachusetts
Bay colony.
Parks, Gordon,
1912photographer.
Parks, Gordon.
Inscription on a rock
telling of the founding
of the Massachusetts
Bay colony. June
1943. Farm Security
Administration –
Office of War
Information
Photograph Collection
(Library of Congress).
Prints and Photographs
Reading Room.
Library of Congress.
20. Nov. 2008.
<http://memory.loc.gov
/pnp/fsa/8d19000/8d19
900/8d19965r.jpg>
http://memory.loc.gov/
pnp/fsa/8d19000/8d199
00/8d19965r.jpg
http://memory.loc.gov/
cgibin/query/r?ammem/fsa
all:@field(NUMBER+
@band(fsa+8d19965))
Teaching with Primary Sources
Illinois State University
Postcard
showing
Plymouth,
Massachusetts
in 1622, with
buildings
identified.
W.L. Williams
Williams, W.L.
Postcard showing
Plymouth,
Massachusetts in 1622,
with buildings
identified. Plymouth,
Mass.: A.S. Burbank,
[c1901(?)]. Prints and
Photographs Reading
Room. Library of
Congress. 20. Nov.
2008.
http://www.loc.gov/pict
ures/item/96516617/
http://memory.loc.gov/
service/pnp/cph/3g000
00/3g04000/3g04900/3
g04992r.jpg
The General Laws
and Liberties of
the Massachusetts
Colony:
Revised and
Reprinted
Cambridge,
Massachusetts:
Samuel Green,
1672
Law Library, Rare
Book Collection,
Library of
Congress
The General Laws and http://www.loc.gov/exh
Liberties of the
ibits/religion/vc006523.
Massachusetts Colony: jpg
Revised and Reprinted
Cambridge,
Massachusetts: Samuel
Green, 1672
Law Library, Rare
Book Collection,
Library of Congress.
18. Nov. 2008.
<http://www.loc.gov/ex
hibits/religion/vc00652
3.jpg>
The General Laws
and Liberties of
the Massachusetts
Colony:
Revised and
Reprinted
Cambridge,
Massachusetts:
Samuel Green,
1672
Law Library, Rare
Book Collection,
Library of
Congress
The General Laws and
Liberties of the
Massachusetts Colony:
Revised and Reprinted
Cambridge,
Massachusetts: Samuel
Green, 1672
Law Library, Rare
Book Collection,
Library of Congress.
18. Nov. 2008.
http://www.loc.gov/pict
ures/item/96516617/
http://www.loc.gov/exh
ibits/religion/vc006524.
jpg
Teaching with Primary Sources
Illinois State University
<http://www.loc.gov/ex
hibits/religion/vc00652
4.jpg>
TITLE: Pilgri
ms going to
church
CALL
NUMBER: L
ocation
unknown
[item] [P&P]
REPRODUC
TION
NUMBER: L
C-USZ623291 (b&w
film copy neg.)
Boughton, George
Henry. Pilgrims going
to church. Photograph
of a 1867 painting by
George Henry
Boughton. Created
between 1940 and
1950. Prints and
Photographs Reading
Room. Library of
Congress. 20. Nov.
2008.
<http://memory.loc.gov
/service/pnp/cph/3a000
00/3a06000/3a06800/3
a06801r.jpg>
http://memory.loc.gov/
service/pnp/cph/3a0000
0/3a06000/3a06800/3a
06801r.jpg
http://www.loc.gov/pict
ures/item/2006691545/
Prints and
Photos reading
room
The
Pilgrims in
the
Rotunda
Landing of the
Pilgrims, 1620
was
contributed by
Enrico Causici
in 1825, and is
one of four
reliefs which
stand over the
four Rotunda
doors in the
US Capitol
building.
Atkins, Scott. The
http://xroads.virginia.e
Pilgrims in the Capitol. du/~CAP/PURITAN/p
A work completed for
urrot.html
the Capitol Project,
from the American
Studies group at the
University of Virginia.
17. Nov. 2008.
<http://xroads.virginia.
edu/~CAP/PURITAN/
purrot.html > Accessed
from Library of
Congress The Learning
Page. Internet
Resources. U.H.
History. Chronological
Period.
<http://memory.loc.gov
/ammem/ndlpedu/start/i
nres/ushist/colonial.htm
Teaching with Primary Sources
Illinois State University
l>
Nanepasheme
t’s Map of
Wampanoag
Country in
the 1600’s
Nanepashemet’s Map
of Wampanoag
Country in the 1600’s.
Just for Teachers Maps.
Plimoth Plantation.
2003-2008. 16 Nov.
2008.
<http://plimoth.org/edu
cation/teachers/maps.p
hp>
http://plimoth.org/educ
ation/teachers/maps.ph
p
Teaching with Primary Sources
Illinois State University
Rubric
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Reflective Essay : Who are the Puritans?
Teacher Name: Mrs. Hapgood
Student Name:
________________________________________
4321Above
Standards
Meets
Standards
Approaching
Standards
Below Standards Score
CATEGORY
Introduction
The introduction
provides a clear, strong
statement of the
author's position on the
topic.
The introduction
provides a clear
statement of the
author's position on
the topic.
A introduction is present, but
does not make the the author's
position clear.
There is no
introduction.
Support for
Position
Includes lots of
evidence (facts,
statistics, examples,
real-life experiences)
that support the
position statement.
The writer anticipates
the reader's concerns,
biases or arguments
and has provided at
least 1 counterargument.
Includes enough
evidence (facts,
statistics, examples,
real-life experiences)
that support the
position statement.
Includes some evidence (facts,
statistics, examples, real-life
experiences) that support the
position statement.
Includes few pieces of
evidence (facts,
statistics, examples,
real-life experiences).
Reflection on
Group
Activity
All of the evidence and
examples are specific,
relevant and
explanations are given
that show how each
piece of evidence
supports the author's
position.
Most of the evidence
and examples are
specific, relevant and
explanations are given
that show how each
piece of evidence
supports the author's
position.
At least one of the pieces of
evidence and examples is
relevant and has an explanation
that shows how that piece of
evidence supports the author's
position.
Evidence and
examples are NOT
relevant AND/OR are
not explained.
Reflection on
Group
Activity
All of the evidence and
examples are specific,
relevant and
explanations are given
that show how each
piece of evidence
supports the author's
position.
Most of the evidence
and examples are
specific, relevant and
explanations are given
that show how each
piece of evidence
supports the author's
position.
At least one of the pieces of
evidence and examples is
relevant and has an explanation
that shows how that piece of
evidence supports the author's
position.
Evidence and
examples are NOT
relevant AND/OR are
not explained.
Teaching with Primary Sources
Illinois State University
Grammar &
Spelling
Author makes no
errors in grammar or
spelling that distract
the reader from the
content.
Author makes 1-2
errors in grammar or
spelling that distract
the reader from the
content.
Author makes 3-4 errors in
grammar or spelling that
distract the reader from the
content.
Author makes more
than 4 errors in
grammar or spelling
that distract the reader
from the content.
Capitalization
&
Punctuation
Author makes no
errors in capitalization
or punctuation, so the
essay is exceptionally
easy to read.
Author makes 1-2
errors in capitalization
or punctuation, but the
essay is still easy to
read.
Author makes a few errors in
capitalization and/or
punctuation that catch the
reader's attention and interrupt
the flow.
Author makes several
errors in capitalization
and/or punctuation that
catch the reader's
attention and interrupt
the flow.
Closing
paragraph
The conclusion is
strong and leaves the
reader solidly
understanding the
writer's position.
Effective restatement
of the position
statement begins the
closing paragraph.
The conclusion is
The author's position is restated There is no conclusion
recognizable. The
within the closing paragraph,
- the paper just ends.
author's position is
but not near the beginning.
restated within the first
two sentences of the
closing paragraph.
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Teaching with Primary Sources
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Handouts
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Could You Survive the Perilous and Treacherous
Wilderness?
You (only those present in class today) have just ended a very long,
exhausting and dangerous journey. It is November. You have ended
up in an area that is along a rocky coastline that is densely forested
and has some clear land that might be suitable for farming.
Your group has enough food supplies to last a week and a few
basic tools (ax, saw, couple of shot guns with limited ammunition,
other non electric/battery powered building tools, basic cookware)
and the clothes on your backs.
There are not enough supplies to turn back—the group is stuck
here. There are also indigenous people who live in the area—some
are not at all happy to see you.
The goal of the activity is to create a plan of action that will
ensure the survival of all (hopefully) members of the group until
spring arrives in March.

First decide who is the leader/leaders. Explain the method and
rational behind this choice.

Form a survival plan for creating shelters, finding food, and
setting up security.

What else is needed for survival in this harsh land?

Develop some rules and consequences.

Set up a government.

Create a map of the community.
Teaching with Primary Sources
Illinois State University
Survival Activity Discussion Questions
Discuss how your group approached the activity—what did you decide to
do first?
Who did you chose as leader? Why? How was the person chosen—
election/vote/someone just took over?
Summarize your plans for survival—food, shelter, security, government:
Would your group have actually survived if this happened for real?
Explain why or why not?
What success did you have?
What were problems with your groups?
Did you forget anything in your plan?
Did everyone have a say or did one person take control? If so, why did
this happen?
How did everyone feel about the process you created/used?
Is there an historical group of people that did something like this? Who?
Did the they make it? Why or why not?
Teaching with Primary Sources
Illinois State University
KWL Chart--Focus on Puritans
What are you pretty sure you know already about the Puritans?
What questions do you have about the topic—what do you want to
find out?
What did you learn in the lesson?
Teaching with Primary Sources
Illinois State University
A Puritan Maid’s Diary Worksheet— answer these questions as
you read the excerpt from the diary.
1. Give the date of the diary and the age of the author (Hetty Shepard). Why is this date
significant to her?
2. What does her aunt say to her about this day?
3. Which holidays are mentioned that the Puritans do not celebrate? Why don’t the
Puritans celebrate holidays?
4. Describe the setting of the diary.
5. What bad news does George bring?
6. Describe the way Sunday was spent.
7. What happened to Hetty’s brother Stephen? What does this say about life during this
era?
8. What is the moral lesson Hetty gets from the scandal with Hannah?
9. What is meant by the worldly fashions Hetty sees in Boston? Why are they unsuitable to
people like Hetty?
10. Describe her relationship with Samuel. Why does she fell guilty about smiling at him?
11. What do you think the rules for dating are like in this society?
12. What does Hetty’s relationship with Samuel say about Puritan morals and the role of
young ladies during this time period? How is this relationship different from ones of
today?
13. Discuss the dangers of this time period.
14. What is fasting? Why is a 15 year old going to spend a day fasting? What does this say
about the religion of the Puritans?
15. Write a paragraph that describes this girl (Hetty Shepard), and her life. How does she
spend her days? What are her parents’ expectations of her?
Teaching with Primary Sources
Illinois State University
An Excerpt from A Puritan Maiden's Diary, printed in The New
England magazine-- Volume 17, Issue 1, September 1894. The
article was written by Adeline E. H. Slicer, who quoted parts of
this diary from the 1600s.
The first entry in this diary is on December 5, 1675, and is as follows:
I am fifteen years old to-day, and while sitting with my stitchery in my hand, there came a man in all wet
with the salt spray, he having just landed by the boat from Sandwich, which had much ado to land by
reason of the surf. I myself had been down to the shore and saw the great waves breaking, and
the high tide running up as far as the hillocks of dead grass. The man George, an Indian, brings word of
much sickness in Boston, and great trouble with the Quakers and Baptists; that many of the children
throughout the country be not baptised, and without that religion comes to nothing. My mother hath bid me
this day put on a fresh kirtle and wimple, though it be not the Lords day, and my Aunt Alice coming in did
chide me and say that to pay attention to a birthday was putting myself with the worlds people. It happens
from this that my kirtle and wimple are not longer pleasing to me, and what with this and the bad
news from Boston my birthday has ended in sorrow.
December 25. My Cousin Jane coming to-day has told me much of the merry ways of England upon this
day, of the yule log, and plum puddings, till I was fain to say that I would be glad to see those merry
doings; but she told me it was far better to be in a state of grace and not given over to popish practices.
But I thought she looked sad herself and almost unhappy as she reminded of the coming of John Baily who
is to preach to-morrow all day. If those things are so bad why did she tell me of them? She asked me to
help her get the fore- room in order and lend her our fermity pot for there would be a mort of people
come to the meeting and she would need twice as much fermity as she had ever made before.
January i. Yesterday was a day in-deed. The preaching began at ten in the morning, and held until twelve,
when a strong prayer was made and I was, I hope, much built up. But when the sermon was preached in the
afternoon I would fain sleep, and lost .much I fear me of the discourse, and this weighed heavily
on my conscience, so that when I went home and found that brother Stephen had received word that he was
to be bound to Mr. Bates of Plymouth for five years I wept sore and felt to murmur greatly.
March 5. A very disgraceful thing has happened in our meeting, and much scandel hath been caused.
Hannah Smith is married with her husbands brother, and it is declared null by the court of assistants and
she hath been commanded not to entertain him further; and she did appear before the congregation on
lecture day and make a full confession. A lesson this is to all young women, Mother says, not to act hastily
or allow our minds to wander into by or forbidden ways.
March 12. Although it has been pointed out to me that in times of danger I ought not to be merry, I could
not help laughing at the periwig of Elder Jones, which had gone awry. The periwig has been greatly
censured as encouraging worldly fashions, not suitable to the wearing of a minister of the gospel, and it has
been preached about by Mr. Mather and many think he is not severe enough in the matter, but rather doth
find excuse for it on account of health.
March 16. At afternoon discourse on I am afraid of thy judgments Mr. Moody prayed an hour, sung the
Fifty-first psalm.
March 20. This day had a private fast. Mr. Willard spoke to the second commandment. Mr. Elliot prayed.
While we were ceasing for half an hour, I saw Samuel Checkly and smiled; this was not the time to trifle,
and I repented, especially as he looked at me so many times after that I found my mind wandering from the psalm. And afterwards when the Biskets, Beer, Cider and Wine were distributed he
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whispered to me that he would rather serve me than the elders, which was a wicked thing to say, and I felt
myself to blame.
April 2. As Nathaniel Southworth was crossing Nunaquohqet Neck brook he saw several Indians who
immediately disappeared. He thought they were Narragansetts.
April 5. There cometh sad news from Plymouth. William Clark left his garrison house on Eel river with
every man to attend Sunday morning service. They left the gate of the garrison open. Totoson and his
savages rushed in and killed Mistress Clark and ten other women and children. One boy was not
quite dead, and the doctors have mended his skull with a piece of silver. All this happened on March 22nd,
almost at the time that Mr. Southworth saw the Indians at Nunaquohqet Neck. Mother and father would
fain send me to Aunt Mehitable in Boston for safety. But surely I am none too good to share the fate of
my dear mother: and my faith in God sustains me, as surely as does my dependence upon my Uncle
Benjamin Church, who hath great skill in Indian fighting and is a mighty warrior before the Lord.
June 1i. Stephen hath gotten a letter to us by the hand of a friendly Indian, in which he tells us of a burning
of a part of Plymouth in May: but, through the blessing of God, none of the people were hurt. Uncle
Benjamin hath been made Captain, though they were so stingy with him it maketh it hard to
fight.
June 12. Not a day passeth but something maketh our heart faint within us. Yesterday George, our faithful
Indian, while laying a stone wall in the south pasture, saw two strange Indians skulking through the swamp.
June 30. Jane Almys baby died of fits this morning.
October 2. Mistress Pabodie came to see us to-day. She hath had news of her father and her mother, John
and Priscilla Alden, that by the first sloop they shall come from Duxbury to visit her. To-day I plucked
some yellow and purple flowers, and have opened the windows in the fore-room; I can but
rejoice and be glad. Samuel Checkly, coming through the swamp at the same time, did point out the very
place where Awa Saunks, the Sachem squaw, was found, by Uncle Benjamin, dancing, and in a great
sweat, when he got the upper hand of Philips men, who had come from Merry Mount to gain her to their
cause. Samuel would fain have brought my flowers for me, but that seemed to me not maidenly or proper to
allow, so he returned by the way he came.
October 16. The thatch is to be mended on the roof, and some new oiled paper hath come for the windows.
October 30. Mother hath gone to the fast at Jabez Howlands. I would fain cook the pumpkin for the
morrow, but, though I do not go to the service, I must keep the fast at home. It is weary doing nothing;
Samuel Checklys mother is too sick to go, and surely Samuel will stay at home with her.
January 2. The weather is bitter cold. Went to meeting this Lords-Day morning, and listened to a discourse
by Elder Increase Mather from Zephaniah, iii, 7 I said, Surely thou wilt fear me, thou wilt receive
correction: so her dwelling should not be cut off:, according to all that I have appointed concerning
her: but they rose early and corrupted all their doings. I shed many bitter tears over my sins. I fear that I
shall go to hell for all my corrupt doings. Aunt Mehitable bade me dry my eyes and fast all day to-morrow,
saying the Lord would have mercy on me, for he would not allow the daughter of my good mother
to be lost. Oh! what becomes of those girls who have not good mothers?
January 14. An inflammation of the throat was cured by taking the inside of a swallows nest, stamped and
applied to the throat externally.
January 30. I saw on the street today a man standing in the pillory, for counterfeiting a lease and making
false bargains. I was fain to look another way.
March ~. Through all my life have I never seen such array of fashion and splendor as I have seen here in
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Boston. Silken hoods, scarlet petticoats, with silver lace, white sarconett plaited gowns, bone lace and
silken scarfs. The men with periwigs, ruffles and ribbons.
May 7. There hath been a sad case. A woman and man hath been fined for playing cards. They lived very
near the meeting house. The fine was five pounds, but Uncle John says it should be more for so grave a
matter.
June 6. There is to be a training and I am to go. I slept not last night for thinking of it. This is a sin. I
repented at morning prayers with many tears. Why am I so prone to sin? The devil goeth about like a
roaring lion, seeking whom he may devour.
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July 8, 1630---Founding of the Massachusetts Bay Colony
Visit this website to view this tablet which commemorates the agreement the Purtian
leaders made as they stepped of the Mayflower onto the Massachusetts Bay shore. for
their new community. The Puritans intend their new settlement to be a Christian
community and a "city upon a hill."
http://memory.loc.gov/learn/features/thanksgiving/timeline/1630.html
The inscription reads:
Wee must be knitt together in this worke as one man, wee must entertaine
each other in brotherly Affeccion, wee must be willing to abridge our selves
of our superfluities, for the supply of others necessities, wee must uphold a
familiar Commerce together in all meekenes, gentlenes, patience and
liberallity, wee must delight in eache other, make others Condicions our
owne rejoyce together, mourne together, labour, and suffer together,
allwayes haveing before our eyes our Commission and Community in the
worke.
1. Translate the tablet writing and summarize what it says.
2. What is meant by a “city on a hill”?
3. What does the tablet say that the Puritans expected to do to survive in
this new land?
4. What kind of community would have to be formed to make this ideal
city exist and thrive?
5. How did the Puritans make their colony thrive? What did they have
to do to make it?
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The Pilgrims in the Capitol
This web site was located using the Library of Congress. It shows some artistic images
of the Puritans (Pilgrims) located in the Rotunda of the Capitol building. Visit this web
site to see these artist’s impressions of the early settlers of this nation:
http://xroads.virginia.edu/~CAP/PURITAN/purrot.html
There are many images shown on this site, however look at the first one, entitled
Landing of the Pilgrims, 1620. It was sculpted by Enrico Causici in 1825.
1. What does this image show?
2. Describe the Puritans.
3. Describe the Indian.
4. Why is this event shown in this way?
5. Did it really happen in this way? Discuss the historical differences and
discrepancies.
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Plymouth, Massachusetts in 1622
Visit this web site to view the above image more clearly:
http://memory.loc.gov/service/pnp/cph/3g00000/3g04000/3g04900/3g04992r.jpg
It is a postcard showing Plymouth, Massachusetts in 1622. The image was created
around the turn of the century. Obviously it is an artist’s creation and interpretation of
what the area that the Puritans first settled looked like; however it does give the viewer a
good mental image of what the Massachusetts coastline probably would have looked like
when the Puritans arrived.
1. Describe the setting you see in the image.
2. Imagine life in this area. What would it be like?
3. Discuss the types of weather they probably had.
4. Describe the shelters—do these seem like the type that the settlers could have
built?
5. Why did they choose to settle here? Advantages? Disadvantages?
6. What did the settlers have to do to survive in this area?
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Wampanoag Country Map of 1600
1. Take a moment to think about the area where the Purtians landed on November
11, 1620. Describe what you think it looked like:
2. Who else lived in that area?
The Thanksgiving story told to grade school children always includes how an Indian tribe
helped the colonists survive their first winter and how the Indians shared planting
techniques with them. However, the Wampanoag were not the only Native Americans
living in New England. The Puritans chose an abandoned Indian village as the spot for
their new settlement.
Visit this map at this web site: http://plimoth.org/education/teachers/maps.php
3. Describe what did this map showed.
4. How many Native American tribes lived in New England?
5. Was New England a vast empty space waiting for Europeans to settle it? Explain
why or why not.
6. Were all Native American tribes glad to see the Puritans and willing to help them
out? Why or why not?
7. What did this mean for the Puritans and their settlement? What did they have to
do to ensure that they would survive and thrive?
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Pilgrims Going to Church
Here is one more artist’s impression of the Puritans. This one shows a group walking
through the woods to church. Go to this web site to see a larger image:
http://memory.loc.gov/service/pnp/cph/3a00000/3a06000/3a06800/3a06801r.jpg
1. After viewing the image, first summarize what you see.
2. Describe the setting.
3. Describe the people. What are their expressions? What are they looking at?
4. Why are they so heavily armed?
5. What does this image say about this society and the place where they lived?
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Puritans Laws
The Library of Congress has a web site exhibit entitled America as a Religious Refuge.
It has sites for each century the USA has been in existence. Religion is obviously a huge
reason why the Puritans decided to take a risk and settle in the new world. Their religion
has a complex and complicated history. This exhibit looks deeply into it.
What is incredibly interesting is to see that there are some pages from a 17th century
criminal law book on display. The Puritans did not separate church from state as we do
today. To them, church law and civic law were the same. Go to this web site and browse
the exhibit: http://www.loc.gov/exhibits/religion/rel01.html
1. Give a brief summary of what you learned about the Puritan religion:
Next in this exhibit, look for the CROSSING THE OCEAN TO KEEP
THE FAITH: THE PURITANS section. Below this is a display of
Seventeenth-Century Laws of Massachusetts. Click on the two pages from a
criminal law book (or on these links):
http://www.loc.gov/exhibits/religion/vc006523.jpg
http://www.loc.gov/exhibits/religion/vc006524.jpg
2. What were some of the laws of the time?
3. What are the same today?
4. How do they differ?
5. Which laws surprise you?
6. Look at the one about witch craft. Summarize it. What does this law say about
this time period? Why would they need such a law?
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Reflection Essay--Who were the Puritans?
The final assessment for this brief introduction to the Puritans is a short reflection essay
where you will connect both elements of the lesson—the Survival activity and the
Historical ones.
First write a short paragraph on each topic as it relates to the Puritans based on what you
learned in the historical part of this lesson:





Daily Life
Morals and values
Religion
Attitude to others
Challenges of surviving in the new world
Also in this piece, explain your group’s survival plan. What challenges would you have
faced? What in your group’s plan would work? What would not work? Also sum up
what you learned in the historical section and compare that to your group experience.
Finally discuss how the Puritans manage to survive and thrive in this harsh new world.
The odds were definitely against them—consider the harshness of the climate, the
dangerous Native Americans, the lack of recognizable food, illness and so on. How did
they do it? Why did they not give up and go back to England? What did they have to
give up in order to make it? What were the rewards? What unified them?
Compare once again to your experience. Did your group have a unified reason to survive
and bond together like the Puritans? Why or why not? Would your group would have
survived, like the Puritans?
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Extension Activity Handouts
Articles About the Puritans
Polity of the Puritans. Published in the North American Review on
October 1849. This essay is lengthy and written in 1849, but it discusses the
Puritans and their lifestyle at length. It provides additional information and
an interesting viewpoint on the Puritans.
Students should visit the article at http://memory.loc.gov/cgibin/query/r?ammem/ncps:@field(DOCID+@lit(ABZ7578-0069-27))::
There are tons of articles about the Puritans and witchcraft that would
be suitable to accompany this study of Arthur Miller’s “The Crucible.” This
one was about the Puritans is entitled Puritans and Witches and was
published in The Century in July, 1882. This article is short and provides
some additional information about the Puritans viewpoint on witches and
witchcraft. Again another interesting viewpoint. See the article at
http://memory.loc.gov/cgibin/query/r?ammem/ncps:@field(DOCID+@lit(ABP2287-0024-115))::
The teacher can excerpt the articles and ask questions such as these:
 What kind of life did these people lead?
 Describe the religion of the Puritans based on what is in the essay.
 What kind of people founded this nation?
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Have You Ever Felt Like This?
Describe the images you see in the above painting:
Describe the colors you see:
Describe how the image is painting—its style, brushstrokes, etc.:
What emotions are depicted? How do you know this—what do you see in
the painting specifically that gives you this impression?
What do you think the main character thinking about? Why?
Give it a title:
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Have you ever felt this way? Discuss similarities in your own experience
with the one depicted here.
What causes people to feel like this person does?
Connect this image and the above discussion to the play we are acting
out—“The Crucible.” What similarities do you see? What situations do
the characters end up in that might make them act like this?
Connect this image to the novel we are reading and discussing—1984.
What similarities do you see? What situations do the characters end up
in that might make them act like this?
Historical Note for Teachers:
The painting is The Scream by Edvard
Munch, created in 1983. He was inspired to create this when “I was walking along a path
with two friends—the sun was setting—suddenly the sky turned blood red—I paused,
feeling exhausted, and leaned on the fence—there was blood and tongues of fire above
the blue-black fjord and the city—my friends walked on, and I stood there trembling with
anxiety—and I sensed an infinite scream passing through nature.” He wrote this in his
diary on a page titled Nice 22.01.1892. The original German title given to the work by
Munch translates as The Scream of Nature.
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