Teacher Resources
: Lesson Plans
: Acrimony in Bruton Parish Church
GRADE LEVEL: Middle School through High School
BACKGROUND INFORMATION:
In 1773 very little of a revolutionary nature was occurring in Williamsburg, but the city was
not without its controversies and excitement. One of the more interesting events was Bruton Parish's
search for a new rector.
The church had filled its vacant minister's position numerous times before with little difficulty.
But this time the search involved a clash of personalities and religious doctrines. The status of
holding the most coveted and powerful rectory in the colony intensified the controversy.
This role play activity will demonstrate to students the importance of religion in the eighteenth
century and the involvement of citizens in the selection of the rector of Bruton Parish Church.
TIME REQUIRED:
Three 45-50 minute class periods
MATERIALS:
INSTRUCTIONAL FORMAT
OBJECTIVES:
As a result of this lesson, the student will be able to:
- explain and give examples of the meaning of the words acrimony and
dilemma
- use critical thinking skills to draw conclusions about 18th-century people
- engage in a role-play activity in order to explore feelings, attitudes, values and
problem solving strategies
SETTING THE STAGE:
Brainstorm with students the meaning of the word acrimony. Ask if they have ever been involved
in an argument in which individuals were angry and quick tempered. Next ask them to define the
word dilemma. Ask them if they have ever had to make a difficult decision in which it seemed
impossible to arrive at satisfactory solution. Inform the students that in eighteenth-century
Williamsburg, the parishioners of Bruton Parish Church were involved in a dilemma in which
tempers reached the boiling point.
The dilemma was this: should the parish be led by the Rev. Mr. Samuel Henley, a moralist, a
man who held passionate views on religious toleration but was the target of some parishioners for
holding unorthodox theological views or by the Rev. Mr. John Bracken, a newcomer, who was known
to strictly adhere to the teachings of the established church? This controversy, which the students
will investigate, can best be described as a conflict between traditional religious beliefs and
new, enlightened beliefs.
STRATEGIES/PROCEDURES:
Divide class into six collaborative groups. Give each student a copy of the
graphic organizer "The Role of the Vestry."
Appoint a team leader and recorder for each group. When each group has completed
this graphic organizer, ask each team leader to report back to the class. Before
continuing, be sure that students understand that the Church of England was
the state church of Virginia. There was no separation of church and state at
this time.
Next give each student a copy of "The
Candidates". Inform them that in a few minutes they will select the
vestry for Bruton Parish Church for the year 1773. Ask them to read over silently
"The Candidates." In their
own words, have students write an opinion of each candidate, why they came to
that opinion and how they plan to vote when the vestry is asked to appoint a
new rector. When they are finished with this activity, allow time for each student
to share his or her thoughts.
Next have the class select twelve of its number to represent the vestry of
Bruton Parish Church. Before continuing, ensure that all students understand
the role of the vestry and its importance in eighteenth-century life (see notes
on the vestry in "The Role of the Vestry.")
Ask two members of the class who were not selected as vestrymen to represent
the Rev. Mr. Henley and the Rev. Mr. Bracken. Inform these "two gentlemen"
that they will deliver to the vestry a short speech explaining why they should
be selected to be the new rector.
After the Reverends Mr. Henley and Bracken have delivered their short speeches, have the vestry
debate the following: "Should the parish be led by Henley - a moralist, a man who held
passionate views on religious toleration but was the target of some parishioners for holding
unorthodox theological views - or Bracken, a newcomer, but who was known to strictly adhere to
the teachings of the established church?" It is not necessary for them to come to a
consensus.
Finally have the vestry vote. Following eighteenth-century voting procedures, the vote should
be oral. When voting, each member of the vestry will give a reason for his vote. Ask members of
the class who were not members of the vestry to comment on the decision made for them. Do they
agree or disagree with this decision and why.
In conclusion share with the students the following article that was printed in the Virginia
Gazette:
June 12, 1773
The Vestry proceeded to the Choice of a Minister for Bruton Parish,
in the Room of Mr. Johnson, deceased, when Mr. John Bracken was chosen, and accordingly
sent for and came, when he agreed to perform all the Services of the Church, in the
same Manner as before by his Predecessor; and in Case the Parishioners should choose
to have a Lecturer for every Sunday Afternoon, that he would not refuse his Pulpit;
all which he promised faithfully, and likewise to officiate to the End of the Year
for the Benefit of Mrs. Johnson.
---Matthew Moody, Junior, C.V.
Virginia Gazette, December 16, 1773
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ALTERNATE PLAN:
Have students write a script based on this debate and present it as a reader's theater. If
time permits, students could create puppets and present this as a puppet show.
EVALUATION/ASSESSMENT:
Have the students write an article for the Virginia Gazette describing the dilemma and how
this dilemma was solved.
This lesson plan was developed by the staff of School and
Group Services. If you have a lesson plan which you would like to share, please
send to School & Group Services, The Colonial Williamsburg Foundation, P.O.
Box 1776, Williamsburg, VA 23187
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