Introduction: Prior to beginning the lesson: (1) Photocopy I am a Wampanoag Child (1 per student).


Group Size: Whole Class


Learning Objectives:

Students will be able to:

·          Describe daily life of the Wampanoag Nation.

·          Describe the role of men, women, and children in Wampanoag life.

·          Write a brief story from the point of a view of a Wampanoag child.


Materials: I am a Wampanoag Child (see attachment), pencils, crayons.



1.       Ask students: Who can tell me something you learned about the Eastern Woodland Wampanoag Nation? Give students time to share ideas.

2.       Tell students: Today, we are going to take a closer look at their daily life. We know that the Native Americans spent a lot of their time meeting their needs. In fact, they spent most of their time getting food.

3.       Ask students: Did you know that each person in a Wampanoag Family was responsible for helping to get food? The men did the hunting. Does anybody remember what animals they hunted? Give students time to answer, and continue: The women did the farming. Does anybody remember what kinds of food they grew? Give students time to answer. And the Wampanoag children did the gathering. Does anybody remember what kinds of food they gathered?

4.       Ask students: What do you think life was like for Wampanoag children? Do you think they went to school like you go to school everyday? Give students time to make guesses. Tell students: The children did not have formal school like you do. Instead, they spent time with their elders and learned how to do things by watching them. Girls would stay with their mothers and learn how to farm, cook, and sew clothing. Boys would stay with their fathers and learn how to hunt, build wigwams, and craft bows and arrows.

5.       Ask students: How many of you have learned to do something around your house by watching your parents? Tell me about it.

6.       Tell students: The Wampanoag tribe was always working hard in order to prepare for the winter. They had to grow all of their food in the spring, summer, and fall to make sure they had enough stored up for the winter. They also had to make sure that they sewed enough blankets and clothing to keep them warm though the cold and snowy winter.

7.       Tel students: Wampanoag children had one more important job. They often had to sit in the cornfields to drive away birds and small animals that tried to eat the corn.

8.       Tell students: Even though Wampanoag children had a lot of work to do, they still had time for some fun. They played games with their friends, such as swimming and lacrosse. Running was important in their games because it trained their bodies to be strong  for the hard work they had to do.

9.       Continue to tell students: Wampanoag children didn’t have many toys. But they did have dolls made out of cornhusks.

10.    Ask children: How many of you have a pet? Do you think Wampanoag children had pets? Give students time to make guesses. Tell students: Wampanoag children sometimes had small animals such as skunks and rabbits as pets. They had to watch their pets very closely to make sure they didn’t become someone else’s dinner. Sometimes Wampanoag children even had baby bears as pets. But this got very dangerous when the bears got big!

11.    Tell students: Now you are each going to pretend that you are a child living in the Wampanoag Nation. You are going to write a story about it. Distribute I am a Wampanoag Child. Go over the word bank at the top and tell students: Here are some words you may need to write your story. You do not have to use every word.

12.    Teacher can do an example story on the board.

13.    Give students time to write stories. Circulate the classroom, helping students when necessary. Instruct students to illustrate their story on the second page.


Modifications: For students with special needs, provided one-on-one assistance with writing as necessary.


Assessment: Teacher should circulate classroom to ensure students are writing and drawing correct answers.


Benchmark or Standards:

National Council for the Social Studies Standards

I. Culture and Cultural Diversity

a. Explore and describe similarities and differences in the in the ways groups, societies, and cultures address similar human needs and concerns.

d. Compare ways in which people from cultures think about and deal with their physical environment and social conditions.

III. People Places and Environments

        h. Examine the interaction of human beings and their physical environment, the use of land,

        building of cities, and ecosystem changes in selected locales and regions.

V. Individuals, Groups, and Identities

        a. Identify roles as learned behavior patterns in group situations such as student, family

        member, peer play group member, or club member.

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