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Grade 3: Native Americans and The Plymouth Colony Unit GoalsMassachusetts Standards of Learning

Know:

3.2 Identify the Wampanoags and their leaders at the time the Pilgrims arrived, and describe their

way of life. (H, G)

3.3 Identify who the Pilgrims were and explain why they left Europe to seek religious freedom;

describe their journey and their early years in the Plymouth Colony. (H, G, C, E)A. The purpose of the Mayflower Compact and its principles of self-governmentB. Challenges in settling in America C. Events leading to the first Thanksgiving

3.9 Identify historic buildings, monuments, or sites in the area and explain their purpose and significance. (H, C)

3.10 Define barter, give examples of bartering (e.g., trading baseball cards with each other).(E) Barter is the direct exchange of goods and services between people without using money. Trade is the exchange of goods and services between people.

Understand:

Cultures can differ and vary depending on geographic location and environment. People of different cultures offer different contributions to our societies and world. Different cultures can have different beliefs, customs, and ways of life. Culture can change and new cultures can be established when different cultures mesh. Cultures can disagree.

Do:3.1 On a map of the United States, locate the New England states (Connecticut, Rhode Island,

Massachusetts, Vermont, New Hampshire, Maine) and the Atlantic Ocean. On a map of Massachusetts, locate major cities and towns, Cape Cod.

3.2 Observe visual sources such as historic paintings, photographs, or illustrations that accompany historical narratives, and describe details such as clothing, setting, or action.

(H)

3.4 Use cardinal directions, map scales, legends, and titles to locate places on contemporary maps of New England, Massachusetts, and the local community. (G)

3.5 Describe the difference between a contemporary map of their city or town and the map of their city or town in the 18th, 19th , or early 20th century. (H, G)

G3-5: 1.10 Do simple searches of existing databases (e.g., online library catalog, electronic encyclopedia).

Social Skill: TSW demonstrate active listening amongst peers and teachers in the

classroom.

Concept Map:

EDUC350 Unit: American Indian CulturesTaylor Fitzpatrick

Demographics

I will be planning on teaching my unit about culture to second graders. I am

planning on this class being somewhat mixed, but about half of the students are at grade

level with the other half divided between gifted, ELL, and learning disabled students. My

students are going to be age 9, depending on the time of year. Our class as a whole meets

every day, but we only have limited time for social studies practice 4 times per week. My

school is an upper-middle class public school with enough funding for field trips and

classroom additions. We are in the shape of a square, each hallway lined with cubbies and

a courtyard in the center – a library, a gymnasium, cafeteria, nurses office, playground, and

music room. Our school is small, and only offers three teachers at each grade level, ranging

K-4. The population of our upper-middle class town is close to 7000. I find that culture is

an especially important to teach in this type of social class and school environment because

of their place in the world. Living in a more protected community, county, state, and even

country, can keep you sheltered from the other cultural aspects around you. With more

sheltering and less exposure to different kinds of people, it is extra important to become

more educated, tolerable, and educated about such cultures. In particular, our location

provides a lot of flexibility in occupation, which is another level of culture important to

discuss within our classroom. Our curriculum framework focuses specifically on the role of

the Native Americans and their cultures, which is very relevant to our geographic location.

Students are able to understand the history of where they come from while meeting state

standards and visiting nearby historical icons to enhance learning.

Resource List

Student-Books:

The Story of the Pilgrims by Katharine RossIf you Lived in Colonial Times by Ann McGovernThe Pilgrims at Plymouth by Lucille Recht PennerMayflower 1620: A New Look at a Pilgrim VoyageStranded at Plimouth Plantation by Gary BowenCorn is Maize: The Gift of the Indians by Aliki

Adventure Tales of America: Student TextAn Illustrated History of the United States 1492-1877 by Jody Potts

Workbook:Adventure Tales of America: Student Activities Book

Websites:Plimoth.org (Has many resources – art, music, games, interactive parts)

Music:http://www.youtube.com/watch?v=Nw07DjfQ48g The Compass Slide

Teacher - Books:US History Readers: Columbus to the Revolution Text Book (content - high school

level)Adventure Tales of America: Teachers Guide and Text

Websites:Plimoth.org – Amazing Resource

Instructional:US History Readers: Columbus to the Revolution Activity Book

A History of Us – Teaching Guide Resource Book

Adventure Tales of America: Student Activities Book

http://www.youtube.com/watch?v=Nw07DjfQ48g

SCOPE AND SEQUENCE

Unit Sequence: My third grade student’s should have some simplistic prior knowledge that is crucial

for this unit from previous grade levels and life outside of school. They should already be somewhat

if not totally familiar with: basic geography (maps, cardinal directions, landmarks, continents),

economics (money, goods and services), holidays and historic events (Columbus Day, Thanksgiving

Day), basic civics and government (the president, authority, justice), time (history, past, present,

chronology), and culture (respecting/learning differences, religion, ancestry, ethnicity, race).

Although I will provide some review for certain topics and concepts, we will mostly be deepening

our content knowledge and expanding how we think about more abstract ideas.

The unit I have planned covers the years of 1614 to 1691, as well as references present day

to make connections across conceptual ideas. This unit would be a good follow up to a unit or

lesson on historical terminology and depth. Students need to understand ideas about history,

artifacts, and present day economics to truly understand this unit. It would be appropriate to have

the unit on the Puritans and the Massachusetts Bay Colony to follow this unit. The standards of

learning ask that they are chronologically consecutive due to SOL 3.4. Then having the American

Revolution unit to follow due to its geographical relevance to both colonies would be a nice end to

the year in history. Following both of these units, students could expand knowledge on present day

monuments, study specific historical figures, and understand how relevant these historical events

and places are to their lives and towns. My unit is designed to be completed in two to three weeks.

The unit begins with the geography of New England so the students will have an idea as to

where different events took place and how the geography affected its inhabitants. Already familiar

with maps, globes, and cardinal directions, we will expand knowledge and skills in regards to scales,

legends, and titles. Now with familiarity of locations and natural landmarks, my students will learn

about the original inhabitants of the Americas: Native Americans or “Indians.” We will specifically

study the tribe of the Wampanoag due to their group locality relevance and well-known

interactions with the pilgrims. We will study their culture in depth concerning daily way of life and

means of control and authority. Now with a knowledge and understanding of the geography and

the native people, we can begin to introduce the pilgrims and their journey to America. We will

identify who they were, where they came from, and why they were leaving. We will then dive into

their first years in New England, represented ideals in self-government, hardships they faced, and

their interactions with Natives, such as bartering. With knowledge and understanding of these two

groups of people, we can begin to apply the skills we are learning to the concepts of culture and

change.

Week 1Getting to Know Your Surroundings

(Geography and the Natives)

GENERALIZATIONS Cultures can differ and vary depending on geographic location and environment. People of different cultures offer different contributions to our societies and world. Different cultures can have different beliefs, customs, and ways of life.

CONTENT PROCESS SENSE-MAKING ACTIVITIES Identify on a map where we

are located in relation to New England and the other colonies.

Show how a modern day map and historic map differ in this area.

Review cardinal directions. Explain and define map

scales and map legends. Demonstrate how they are

used. Label map with all important

places and titles.

Discuss recognizing cultural differences and cultural sensitivity.

Introduce, define, and describe the vocabulary associated with natives.

Explain that the Wampanoag tribe were “natives”

Identify their leaders. Describe their way of life. Introduce economics and

idea of bartering and trade.

Questions and Lecture Active Listening Overhead Activity Discussion Tiered Activity – Map

Labeling Brainstorm Encouraging Participation Concept Attainment Sharing Complex Instruction

Then vs. Now - Geography Research Worksheet

“Jump Around” Creative Movement – Cardinal Direction Review Activity

Collage – Cultural Differences

KWL Chart – Native Americans

Week 2Preparing for Change

(Pilgrims, The Voyage, and Settled Life)

GENERALIZATIONS Cultures can differ and vary depending on geographic location and environment. People of different cultures offer different contributions to our societies and world. Different cultures can have different beliefs, customs, and ways of life.

CONTENT PROCESS SENSE-MAKING ACTIVITIES Introduce the Pilgrims – who

were they, why they left Europe, etc.

Discuss how the Pilgrims planned for their own life change.

Discuss the voyage – how did they get here? What was it like?

Introduce their way of life – economics (currency), occupation, food, attire, values, government, and family.

Introduce the Mayflower Compact and its significance.

Discuss hardships the Pilgrims faced – starvation, farming, weather, conflict, etc.

Explain what lead to the first Thanksgiving.

Complex Instruction Active Listening Discussion Interpreting Historical

Documents Research Interpret/Gather/Apply

Information from Resources Brainstorm

KWL Chart Music – Pilgrim Song Role-Play Oral Presentation Write Your Own Story

Week 3Coexisting: How Change Affects Culture

(The Natives, The Pilgrims, and Life Together)

GENERALIZATIONS Different cultures can have different beliefs, customs, and ways of life. Cultures can disagree. Culture can change and new cultures can be established when different cultures mesh.

CONTENT PROCESS SENSE-MAKING ACTIVITIES Compare and contrast how

the two cultures were alike and different in their way of life.

Discuss how the Natives felt about the Pilgrims coming to America.

Discuss how the Pilgrims felt about the Natives who had already settled here.

Discuss if/how the Pilgrims and Natives caused each other discomfort.

Discuss how the Natives and Pilgrims helped one another, and which aspects of their cultures they shared.

Discuss how the two cultures disagreed and worked together.

Discuss in detail if/how either culture changed in response to the other, and if a new culture formed as result of them coexisting.

Discuss how different pieces of art portray both cultures and historical ideas.

Discuss how economics has changed from then to now.

Field Trip – Plimoth Plantation

Cooperative Learning Discussion Recognizing and Analyzing

Different Points of View Interpretation Drawing Conclusions Interpreting Art

Letter to a Pilgrim or Native American

Role Play/Interactive Learning – Group Barter Fair

Venn-Diagrams Personal Art Interpretation

Day 1

ObjectivesKnow:

1. TSW find the map scale and legend on a map and explain their purpose.2. TSW name the four cardinal directions.3. TSW find historic buildings, monuments, and sites in the area and explain

their significance.

Do:1. TSW locate the New England area on a map.2. TSW locate the Atlantic Ocean on a map.3. TSW locate the New England states (CT, RI, MA, VT, NH, ME) on a map.4. TSW locate major cities and towns in the state of Massachusetts (Cape Cod,

Plymouth, etc.)5. TSW distinguish the differences and similarities between a modern day map

of the area and a contemporary one.6. TSW demonstrate proper use of cardinal directions.7. TSW demonstrate active listening

Understand:1. TSW understand that Cultures can differ and vary depending on geographic

location and environment.

Activities Then vs. Now – Map Comparing on the Overhead “Jump Around” Creative Movement – Cardinal Direction Review Activity Legend vs. Legend, Scale vs. Scale – Vocabulary Session! Differentiated Map Assessment

Day 2

ObjectivesKnow:

1. TSW describe culture and how it relates to them.

Do:1. TSW demonstrate active listening

Understand:1. TSW understand that people of different cultures offer different

contributions to our societies and world.2. TSW understand that different cultures can have different beliefs, customs,

and ways of life.

Activities Cultural Differences Book Cultural Differences Video Class Collage – How we all mesh together

Day 3

ObjectivesKnow:

1. TSW describe who the Wampanoag’s were.2. TSW list the Wampanoag leaders at the time.3. TSW write about the Wampanoag way of life.

Do:1. TSW demonstrate active listening.

Understand:1. TSW understand different cultures can have different beliefs, customs, and

ways of life.2. TSW understand that cultures can differ and vary depending on geographic


Activities Book KWL Chart – Native Americans Way of Life – Food activity! Making “Pemican”

Day 4

ObjectivesKnow:

1. TSW describe who the pilgrims were.2. TSW explain why the pilgrims left Europe.3. TSW describe the pilgrims voyage from Europe on the Atlantic Ocean.


Understand:1. TSW understand that cultures can differ and vary depending on geographic

location and environment.2. People of different cultures offer different contributions to our societies and

world.3. TSW understand that culture can change and new cultures can be

established when different cultures mesh.

Activities Pilgrim KWL Chart Music – Pilgrim Song Written Letter speaking as someone on the Voyage

Day 5

ObjectivesKnow:

1. TSW describe the pilgrims way of life.2. TSW write about the hardships the pilgrims faced in the new world.3. TSW state which events lead to the first thanksgiving and why

Do:1. TSW demonstrate active listening




Activities Role-Play: Different Occupations Art – Personal Artistic Interpretation of the First Thanksgiving Write Your Own Story about life in the Plymouth Colony

Day 6

ObjectivesKnow:

1. TSW describe the purpose of the Mayflower compact and its principles of self-government.

Do:1. TSW conduct simple searches in existing databases (library catalog, online

encyclopedia, etc.)



location and environment.3. TSW understand that cultures can disagree.

Activities Primary Document Overhead “Self-government” Exercise

Day 7

ObjectivesKnow:

1. TSW compare and contrast the Native Americans and the pilgrims and their ways of life.




location and environment.3. TSW understand that cultures can disagree.

Activities Letter to a Pilgrim or Native American Venn-Diagrams

Day 8

ObjectivesKnow:

1. TSW know the significance of Plymouth and what happened there.

Do:1. TSW participate in the interactive field trip at Plimoth Plantation.2. TSW demonstrate active listening

Understand:1. TSW understand that cultures can differ and vary depending on geographic

location and environment.2. TSW understand that people of different cultures offer different

contributions to our societies and world.3. TSW understand that different cultures can have different beliefs, customs,

and ways of life.4. TSW understand that cultures can disagree.

Activities Field Trip

Day 9

ObjectivesKnow:

1. TSW explain how the two cultures felt about one another.2. TSW tell how the different cultures helped one another.3. TSW describe how and why the two cultures disagreed.



contributions to our societies and world.2. TSW understand that culture can change and new cultures can be

established when different cultures mesh.3. TSW understand that cultures can disagree.

Activities Newspaper Article

Day 10

ObjectivesKnow:

1. TSW define bartering and how it was used in this time period.2. TSW tell the significance of certain buildings, monuments, or sites as they

appear in various works of art.

Do:1. TSW demonstrate active listening.2. TSW observe visual works of art that accompany historical events and

discuss what they portray about these different cultures or the time period.3. TSW properly demonstrate the act of bartering cooperatively with other

students.



established when different cultures mesh.3. TSW understand that cultures can disagree.

Activities Role Play/Interactive Learning – Group Barter Fair Art Dissection

Day 11 -

ObjectivesKnow:

1. TSW relate cultural differences in our own lives to cultural differences between the pilgrims and the Native Americans.

2. TSW tell how either culture changed in response to the other.




established when different cultures mesh.

Activities Personal Reflection – How has this affected me?

Lesson Plan Name: Taylor Fitzpatrick Date:Subject: Grade: ThreeMASS SOL: 3.1, 3.4 Start time: 2 PM Stop time: 3 PMLesson Title: Getting to know your SurroundingsObjectives (What do you want students to know, do, or feel as a result of your instruction?)1. TSW locate the New England area on a map.2. TSW locate the Atlantic Ocean on a map.3. TSW locate the New England states (CT, RI, MA, VT, NH, ME) on a map.4. TSW locate major cities and towns in the state of Massachusetts (Cape Cod, Plymouth, etc.)5. TSW demonstrate proper use of cardinal directions.

Critical vocabulary: New England Colony Scale LegendCardinal Directions (N, S, E, W)

Compass

Materials/resources:

Intro (how do you capture their attention and get them interested?):

Announce and point out the big direction/compass poster you have at the front of the room (blown up version of the one attached.) Ask students if they know what it is or remember what the cardinal directions are and why we use them. If no one remembers, take a few minutes to show them on a globe the different directions, and how they might mix them up with our relative directions (up and north, down and south, left and west, right and east).

When students are familiar, begin “The Compass Slide” http://www.youtube.com/watch?v=Nw07DjfQ48g – Cha Cha Slide Dance/Song using the cardinal directions rather than relative directions (front, back, left right).

Body (what comes after your interesting intro?)

Now that students are familiar with cardinal directions, which are normally shown in the corner of a map for reference, we can point out the other parts of a map: the legend and the scale.

Vocabulary Exercise! – Homographs – Different Meaning, Same SpellingLegend vs. Legend, Key vs. Key, Scale vs. ScaleOverview as Class – Worksheet all together.

Now that they have knowledge of the different working parts of a map - we can explain the relationship between different states, other countries, and continents using cardinal directions, legends, and scales. Discuss how where we live is on the East coast. Then dive into our general area in the North-east is where some of the original colonies were before the United States was created. Explain how different symbols may stand for mountains, rivers, or capital cities. They could also represent important landmarks like Plymouth Rock.



Divide students into groups by readiness from the pre-assessment map test but they will work independently.- Group A will have a fully blank map to label, they are the gifted students.- Group B will have a blank map, but it will have different cities, places, and landmarks marked on

the map and associated with a map legend so they can differentiate what goes where – these are the average students.

- Group C will have a word bank and fill in the blank – these are the English Language Learners and LD students.

Closure (purposeful summary-help them remember today or anticipate tomorrow):

Introduce the size of the Atlantic Ocean – over 3,000 miles – ask students: How do you think all of our ancestors got here the first time? Do you think your ancestors were the first people to get here? Tell them we will find out tomorrow!

Homework:Make your own map – of your house, your yard, your neighborhood, or your town. You choose! It can be colorful or plain, made on the computer or hand drawn. Just make sure you include the legend, the scale, and directions!Assessment: (How will you assess if they have mastered your objectives? Be specific.)

I will assess each students progress by their differentiated group level. If students are doing well, next time they will join the more advanced group for geography, or vice versa if they are doing poorly.

Pre-assessment: (How will you know if your students already know what you are teaching?)

In the prior unit, have them fill out a blank map of the original colonies – see what they know from home or previous grade levels. This is how I will determine their readiness level on the map assessment.

Are you differentiating lesson content, process, or product by readiness, interest, or learning profile? Explain below.

content

process The process is different; some students have a blank map, some a word bank, and some symbols to help differentiate different types of places.

product

This is differentiated by readiness – students were divided up based on how they did on the pretest and were accommodated on the activity accordingly.

readiness

interest

learning profile

For cooperative learning explain how you have insured: N/A

positive interdependence-

individual accountability-

group processing-

social skills-

face-to-face interaction-

Lesson Plan

Name: Taylor Fitzpatrick Date:Subject: Social Studies Grade: ThreeMASS SOL: 3.3, G 3-5: 1.10 (technology) Start time: 2pm Stop time: 3pmLesson Title: The Mayflower CompactObjectives (What do you want students to know, do, or feel as a result of your instruction?)1. TSW describe the purpose of the Mayflower compact and its principles of self-government.2. TSW conduct simple searches in existing databases (library catalog, online encyclopedia, etc.)3.4.

Critical vocabulary: Government Primary Document


Intro (how do you capture their attention and get them interested?):

Introduce the idea of primary documents. Talk about how there are still MANY primary documents left in this world from the past, like the declaration of independence. People have to wear special gloves when they touch it because it’s so old.

Show this video clip: http://www.youtube.com/watch?v=3_MRImf4LNM “Primary and Secondary Sources Video”

Have students share stories where they were a primary source, at a birthday party, parade, or for a snow storm.

Body (what comes after your interesting intro?)

Introduce the idea of government. How we have a democracy now and how that differs from other cultures and past cultures. Talk about how the pilgrims had their own form of government too, and how that was the written rules for how those living in the colonies would interact.

Let’s look at the actual Mayflower Compact together on the overhead.

Have students point out any words they may recognize – then describe the details of the compact beyond self government and what it implied.

Activity – Would you sign? (Attached)Students will have to decide if they would sign the Mayflower Compact or not and explain why. This will test students ability to reason decisions and to test their knowledge of self government in the colony. Have students use basic preset search tools to do research before signing. See what other primary documents they can find that talk about life in the colonies in relation to government. Were they controlling? Were there a lot of rules? Let them decide!

Closure (purposeful summary-help them remember today or anticipate tomorrow):

After students have done research – have a signing ceremony where students can use a calligraphy pen to sign their names in cursive.

Homework: N/A

Assessment: (How will you assess if they have mastered your objectives? Be specific.)

http://www.youtube.com/watch?v=3_MRImf4LNM

See if students gave rational reasoning for signing or not signing. Look at how they used the databases for research and see if they are accurately achieving technology goals in the classroom setting.


Ask:What kind of government do we have? What does the President get to decide?


content

process

product

readiness

interest

learning profile

For cooperative learning explain how you have insured:

positive interdependence-

individual accountability-

group processing-

social skills-

face-to-face interaction-

Lesson Plan

Name: Taylor Fitzpatrick Date:Super 7 Model Grade: ThreeMASS SOL: 3.10 Start time: 2pm Stop time: 3pmLesson Title: Barter FairObjectives (What do you want students to know, do, or feel as a result of your instruction?)1. TSW define bartering and demonstrate how it was used in this time period.2.3.4.

Critical vocabulary: Barter Trade Goods MoneyEconomics


The What of the Lesson:TSW define bartering and demonstrate how it was used in this time period.

The Why of the Lesson:Today we will be having a barter fair! You all know how to use money right? Well today we will not be using any money at all. Back in the days of the pilgrims and the Native Americans, they didn’t use money, they would barter. Bartering was a way of trading different things that people needed. I might say, I’ll trade you one pencil for one eraser. Or, I’ll trade you two pairs of boots for that hyde. It is important to realize how people got the things they needed and wanted before we had money, and that not all cultures use money. You can still barter today with friends and family and other citizens, but it might be hard to barter at your local grocery store or mall.

How of the Lesson:1. Book: Bartering by Linda Brennan.2. Barter fair3. Reflection4. End of Unit Party

The Information:

Bartering is defined as: Barter is the direct exchange of goods and services between people without using money. Trade is the exchange of goods and services between people.

Explain the barter fair. Divide into groups based on what you brought – 1) food, 2) raw materials, 3) clothing/shelter

Students must set up their booth and decide what they want as a group. They need to get at least one item from the two other areas. They must all agree on their minimum trade (say, one pencil is the lowest they would trade for). Students must take jobs: the distributor, the recorder, the salesman, the reasoner.

The Practice of the Lesson:

The actual fair – go!

The Feedback of the Lesson:

Teacher will be waling around the barter fair observing social interactions and judging cooperative learning.

Summary of the Lesson:

Students will have to reflect on this experience and explain what their group completed in the fair. What their good was and how they “bartered” with the other groups

Homework: N/A


Let students know to bring in some kind of baked good, beads, yarn, or something they don’t mind giving away for next class! Get parents involved too.


content

process

product

readiness

interest

learning profile

For cooperative learning explain how you have insured:

positive interdependence- Students depend on others in their group because all jobs help achieve the whole and the fair wouldn’t be happening without group members or interactions with other groups.

individual accountability- Students have their own assigned role that they are responsible for. Teacher will be taking note.

group processing- The students must decide as a group what they want and their limits. They have to process ideas together to come up with the best possible method to go about it.

social skills- The students must actively listen to one another’s ideas in order to group process successfully. They also have to listen to other groups talk while actually bartering in order to get what they want.

face-to-face interaction- students are walking around bartering with one another, face to face, arguing/disputing values of different goods and services.

Works Cited APA Format

Compass. (n.d.). edupic. Retrieved December 2, 2013, from http://www.edupic.net/Images/SocialStudie

Indiana Society of Mayflower Descendants. (n.d.). - Mayflower Compact. Retrieved December 2, 2013, from http://www.indianamayflower.com/index.php?page=mayflower-compact

Learn. (n.d.). Plimoth Plantation. Retrieved December 1, 2013, from http://www.plimoth.org/learn

Swansey. (2012, May 16). Homograph. Life in First. Retrieved December 2, 2013, from http://mrsswanseyslifeinfirst.blogspot.com/2012/05/homographfreebies-happywednesday-today.html

Williams, J. (2013, November 8). The Mayflower Compact: Would You Sign?. Education.com. Retrieved December 2, 2013, from http://www.education.com/activity/article/m

http://www.education.com/activity/article/m

http://mrsswanseyslifeinfirst.blogspot.com/2012/05/homographfreebies-happywednesday-today.html

http://mrsswanseyslifeinfirst.blogspot.com/2012/05/homographfreebies-happywednesday-today.html

http://www.indianamayflower.com/index.php?page=mayflower-compact

http://www.indianamayflower.com/index.php?page=mayflower-compact

http://www.edupic.net/Images/SocialStudie