Grade Level: 5
Time: 1 class period

Standards: The Colonial Era 

5.His.16.a. Use evidence to develop a claim about a significant person, place, or event in Connecticut during the Colonial Era (e.g., Pequot War, Connecticut Witch Trials, Charter Oak).

Learning Objective: 

Students will understand that a diary is a valuable historical record that can be used to track daily events, community news, and personal observations. They will practice detailed observation and writing by documenting their own lives using a format similar to that of Joshua Hempsted.

Teacher Background: 

On May 19, 1780, a strange darkness fell over much of New England. It was so dark by noon that it was impossible to read or write even sitting by a window. The darkness that enveloped Connecticut remained there for a day and a half. 

In Hartford, a legislative meeting was in progress at the Old State House. Instead of adjourning, legislator Abraham Davenport of Stamford said, “Bring the candles.” For this, and for assuaging the fears of what was perceived as the Day of Judgment by many of his colleagues, Davenport became a hero. 

While still considered a supernatural event by some today, it has been proven through scientific examination of tree rings in Canada that a major forest fire in the spring of 1780 was the likely culprit of Connecticut’s Dark Day. 

Click here for more about Connecticut’s Dark Day.

Materials: 

• Tree Ring Worksheet (printable) 
• Colored pencils or crayons

Introduction (10-15 minutes)

1. Teacher Prompt:

“On May 19, 1780, a strange darkness fell over much of New England, including Connecticut, when the colonies were fighting for independence. It was so dark by noon that it was impossible to read or write even sitting by a window – people had to light candles to see.

‘People were unable to read, determine the time of day by their clocks or watches, dine, or manage their domestic business, without the light of candles… The birds having sung their evening songs, disappeared and became silent; the fowls retired to roost; the cocks were crowing all around, as at break of day; objects could not be distinguished but at a very little distance, and everything bore the appearance and gloom of night. 

Early in the morning, the weather was cloudy: the sun was but just visible through the clouds, and appeared of a deep red… In most places thunder was heard several times in the morning… In some places there were showers throughout the day. The water that fell was found to have an uncommon appearance, being thick, dark, and sooty.’ 

In Hartford, there was a legislative meeting in progress at the Old State House in the middle of a debate. The House decided to adjourn the meeting because of the darkness, but Abraham Davenport, a member of the Council, asked for candles to be brought instead so he could keep doing his duty. He helped his colleagues feel less fearful about the day and in doing so became a hero!

Davenport was smart to continue on that day: we’ve since learned through scientific evidence that the cause of the darkness was smoke from a forest fire all the way in Canada! 

Scientists learned about the fire by using what’s called dendrochronology, or the study of tree rings. Trees can live for hundreds, or even sometimes thousands, of years! By counting a tree’s rings, you can find out how old it is. We can also see weather patterns in the rings: rings are thicker in years with long, warm, or wet growing seasons. The trees might have had less competition for resources like sun and water. The rings are thinner in years where there might have been a drought, cold snaps, disease, pests, or even fires, which leave scars on the rings.

2. Class Discussion: 

• Ask students what clues people noticed at the time. Write the initial observations down on the board. 
• Ask students to brainstorm their initial ideas of what may have caused the darkness. Share that many people at the time thought there was a religious explanation: the Day of Judgment. 
• Ask students what they would have done if they were in Abraham Davenport’s position. Would they have kept working? 

Main Activity: Tree Rings Tell a Story (20–25 minutes)

(If your school has access to trees outside, you may choose to begin this activity by having students find tree stumps and count their rings.)

Show students the “Interpreting Tree Rings” graphic and explain the different markings. Have students complete the Tree Ring Worksheet.

Opportunities for Assessment

1. Class Share (20 minutes): Have students share their colored worksheets, identifying what rings and scars tell us about their tree.
2. Closing Reflection Questions (10 minutes): 
   • What do different rings and scars tell us about a tree’s life? 
   • Why is it important for us to study the Earth’s history? 
   • What might events in the past tell us about the future? 

Slides and Worksheets

Slides Presentation (Canva) (PDF) (Editable Powerpoint)

Tree Ring Worksheet (PDF) (Doc)