Chloe Kaplan, Ashley Embler, Jillian Donner
Thanksgiving begin? Why do we celebrate Thanksgiving? Who declared
Thanksgiving as a national holiday? Pretend you are a Pilgrim as you
take a journey on the Mayflower. Think about the trouble you would
have gone through during this long journey. What are the similarities
and differences between pilgrim children and children today? In this
lesson, you will be taught a day in the life of a Pilgrim and how
Thanksgiving came to be what it is today. After this lesson you will
have a clear understanding of a typical day in the life during the year
of 1621 on Thanksgiving.
The learners will be able to define the meaning of
Thanksgiving as well as understand where it came from. The task is as
-Students will brainstorm what they know about Thanksgiving / Pilgrims as a collective class and make a written list
-Visit a website about Thanksgiving to learn about the journey on the Mayflower
-Take a vocabulary quiz on a website
-Go through a slide show about what was eaten on Thanksgiving
-Draw a Venn diagram of what you eat with your family and what the pilgrims eat as well as the similarities
-Research books and websites to find out a typical day in the life of a pilgrim
-A skit from online will be printed out and acted in class in groups
-Write a letter to their family about what they
learned and what they are thankful for as well as drawing a picture of
their own Thanksgiving
1. Work as an entire class to brainstorm and make a K-W-L chart about
Pilgrims and Thanksgiving. This will be used as a tool to help guide
the rest of the history lesson.
2. Break up into groups of 2-3 students per computer screen. Go to http://www.scholastic.com/scholastic_thanksgiving/
take a virtual tour of The Mayflower. You will get a better
understanding of ancient humans and defining what their specific roles
were. Make sure each student has a turn to use the mouse for the
interaction of the tour and time lines.
3. After the tour you will have a better understanding of the
vocabulary terms being used in the lesson. You will take a short online
vocabulary quiz independently from
. While the
individual student is taking the vocabulary quiz the other 1-2 students
will look on to another group still working on the virtual tour.
4. View a slide show of the food that was eaten on the first
While viewing this slide show you should make a written list of
similarities and differences in the choice of food that is prepared.
5. Take your lists and construct a Venn diagram that will depict the differences of Thanksgiving meals.
6. You will have some library research time to find out how tribes survived and what they did in a typical day of living.
7. Print out a skit from
and break up
into your groups again and join with another group of 2-3. Assign
yourselves roles in the skit and act out what you have learned about
the Pilgrims, the Pilgrim's lives, a typical day, and what they did to
8. As a wrap up to the lesson, individually write a letter to your
family about what you are thankful for this year. Draw a picture of
your Thanksgiving scene, decorate the letter in fall colors, and take
it home to share what you have learned about the Pilgrims.
The following chart shows how you will be grading on your project. You will be graded individually on working well with others and participation. You will be graded as a group on your ability to differentiate between present and past.
|Working Well with Others|| You understand that the project is done as a group, but cannot work on it together with classmates, only separate.||You work with other group members on a certain topic, but not on the lesson as a whole.||You understand how to share and get along with all group members. Allows others to do work as well as also contributing him/herself.||Has no problems working groups, almost if it comes naturally. Has patience and works well in every situation with group members. Also knows how to accommodate to the needs of every group member.|
|Ability to differentiate between past and present|| You understand that Thanksgiving was long ago, but cannot connect it to Thanksgiving today that we celebrate.|| Can connect the past Thanksgiving with the pilgrims but needs help on the idea that we are still celebrating the same holiday today.|| You understand all levels of Thanksgiving, how it started and why we still celebrate it today.|| Students understands all aspects of Thanksgiving including where it began, who was involved, why it is important and the many journeys taken.|
|Participation|| Lack of peer cooperation. You do not feel that you have to participate in any of the activities with the group. Isolates yourself from theothers. You do not share, listen, or comment to any of the ideas given.|| You sometimes are aware of the groups progress. You know some information on the topics. You sometimes cooperate and involve yourself in the discussions.|| You usually contributed to the conversations. You usually had ideas to share. You were usually aware of what was going with the group. You were a good team member just not at all times. || You always work well with others. You contributed to the group the entire time. Work is completed on time. You listened as well as shared many ideas. You were aware of the groups progress at all times. You were a group team player. |
| || || || || |
When you are finished, you will have a better understanding of the
Pilgrims and Thanksgiving. You will have learned about their food, a
typical day in the life, and their journey on the Mayflower. The skit
from online will have been printed and acted out in class in groups of
4-6. You will also have created a Venn diagram of what you eat on
Thanksgiving compared to the what the Pilgrims eat. Also, you will have
written a letter to your family about what you learned and what you are
thankful for. Lastly, you will have drawn a picture of your own
Thanksgiving. You are all Pilgrims!
Credits & References:
This 3rd grade lesson is about
Thanksgiving so your students will get a better understanding of what
it is. The first task to be completed by students is to discuss as a
group what they know about Thanksgiving, what they want to know about
Thanksgiving, and what they have learned throughout the lesson.
Second, the students will learn about the journey on the Mayflower by
watching a video that describes what happened on the Pilgrim's long
journey. Following the video, the students will take a vocabulary quiz
on some of the terms they might have not known before they took the
Mayflower tour. Students will then be able to watch a slide show to
see what was eaten on the first Thanksgiving. This will help the
students to decipher differences of what they eat on Thanksgiving, and
what the pilgrims ate. These similarities and differences will be
constructed into a Venn Diagram. Schedule library time for your class
to research the Pilgrim's lives more in depth. Students can use books,
encyclopedias, articles, and other websites to reinforce the
information they have already learned. While in the library students
can find a skit to act out in groups to express in a dramatized event
what they have learned.Lastly, each student will get the opportunity to
put in writing what they have learned about the pilgrims and tell their
families what they are thankful for. The multiple intelligences
addressed will be Interpersonal, verbal-linguistic, and Intrapersonal.
Interpersonal is addressed because the lesson has to do with working
with others in groups, which helps them to be more outgoing in the
future. Verbal-linguistic is addressed because the students will learn
to take what they have learned from the website and take notes to
construct their Venn diagram. The students will be able to explain the
cause and effects of the Pilgrims way of life after completing this
lesson. Intrapersonal intelligence is addressed because this helps the
students be able to answer the questions of Why did the pilgrims eat
what they did? Why is what we eat so much different than what the
pilgrims ate? How are our daily lives differently than the Pilgrims?
The target grade level for this lesson is 3rd
grade. This lesson could easily extend to as high as the 5th grade
level. Students will be studying the areas of History, Reading, and
Writing. The students will also gain more knowledge of computer skills,
as well as dramatic role playing.
- 8.1.3.A Understand chronological thinking and distinguish between past, present and future time.
-8.1.3.D Understand historical research.
-8.4.3 C Compare similarities and differences between earliest civilizations and life today
-1.2.3 B Use and understand a variety of media and evaluate the quality of material produced
-1.3.3 E Identify the structures in drama (e.g., dialogue, story enactment, acts, scenes)
-1.4.3 B Write informational pieces (e.g., descriptions, letters, reports, instructions) using illustrations when relevant
-1.6.3 E Participate in small and large group discussions and presentations.
Reflection on Standards
Students can use a wide
variety of tools and resources to help gain a better perspective on the
Pilgrims and Thanksgiving. Finding differences between the past and
present helps with the better understanding of daily living. Using the
websites, time lines, and tours will have the students have a different
way of understanding the historical research being presented to them.
Different media being used will be effective in making the lesson
different and fun, more so than what they are used to. Acting out
scenes and using scenarios will get the students to interact with each
other and use other forms of learning such as drama and art. Combining
history lessons and writing pieces is a great tool in making sure the
information they have learned from the other lessons was relevant and
factual. Also, using small and large groups allows the students to
interact and learn as a group and well as contributing to the overall
goal of learning about the subject matter.
Printed materials are
the same as the teacher created materials for this lesson. They would
be the K-W-L chart that the students will complete. A Venn Diagram will
also be printed out for the students to construct. Reference materials
will be the Internet, the students own textbooks, and research books
from the library. Supplies that are needed would be paper, pencils, art
supplies for the letters, and optional costumes for the dramatic roles
in the skits. The class would need access to computers. The computers
would need audio speakers to be functioning. A lot of these activities
require the use of a computer and the Internet. It might be beneficial
to have another teacher in the room to implement this lesson to help
with any technology problems that might arise, as well as control
during the skits.
The lesson on the
Pilgrims and Thanksgiving will be successful if the students can come
away from the lesson knowing a distinction between a day in the life of
Pilgrims and a day of their life in the year 2009. The celebration of
Thanksgiving has many differences and similarities from the year 1621
and present day. The students are being evaluated in a few different
ways. The K-W-L chart is the first form that the teacher can gain
perspective on whether or not the student has an understanding of the
background of the Pilgrims. After the virtual tour of the Mayflower,
and the slide show of Thanksgiving the students will be evaluated by
the vocabulary quiz. Another form of evaluation of the students would
be the completion of the Venn diagram. If the students can
differentiate the differences between the two Thanksgiving meals then
that part of the lesson was successful. The skit being performed is a
good tool in evaluating if the students were able to understand the
daily life of the Pilgrims (i.e. what were the chores? how did they
interact with each other? what were their common goals?) Lastly, as a
written activity the students will be writing letters of thanks and
what they have learned throughout the lesson to their families. If the
students understood their tasks and topic then the letters will be
accurate and sufficient. The standards incorporated with this lesson
deal with thinking between past, present, and future; similarities and
differences, media, use of drama, and writing informational pieces
while working as a group.