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Social Studies Mini-Unit

School of Education

The College of New Jersey

Lesson One

1. Topic and Grade: Introduction to the Pilgrims, 2nd grade

2. Lesson Essential Question(s): Who were the Pilgrims and why did they migrate to the New World?

3. Standards:

· 6.1.4.D.2: Summarize reasons why various groups, voluntarily and involuntarily, immigrated to New Jersey and America, and describe the challenges they encountered.

· 6.1.4.D.3: Evaluate the impact of voluntary and involuntary immigration on America’s growth as a nation.

· 6.1.4.D.5: Relate key historical documents (i.e., the Mayflower Compact, the Declaration of Independence, the United States Constitution, and the BIll of Rights) to present day government and citizenship.

· CCSS.ELA-Literacy.RI.2.1: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

4. Learning Objectives and Assessments:

Learning Objectives

Assessments

SWBAT explain who the Pilgrims were, what they did, where they traveled to and from, when they left, why they left England, and how they got to America

Discussion and “question” chart

SWBAT explain how the Pilgrims coming to the New World impacted the community in which they settled.

Discussion and observation

SWBAT explain the role that the Mayflower Compact played in the creation of the new Pilgrim community in the New World.


SWBAT compare the things the Pilgrims had coming to the New World with the things we have today

Traveling trunk worksheet, discussion

5. Materials:

· Pencils

· “What to bring on the trip” worksheets

· Three Young Pilgrims by: Cheryl Harness

· The Pilgrims by: Will McGovern

· Glue

· Scissors

· Large Chart paper

· Markers

· Morning Journals

· Extra Thanksgiving-themed worksheets for early finishers (a mix of several different sheets provided by the cooperating teacher)

6 . Pre-lesson assignments and/or prior knowledge: Students have been informed of the Pilgrims/Native Americans and have had a brief introduction to Thanksgiving. They know that Thanksgiving is approaching within the next week. However, there is a prevailing belief among the students that the Pilgrims were leprechauns (because of the buckle on their hats).

7. Lesson Beginning: The students will be engaged and informally assessed through a chart with labels “Who, What, Where, When, Why, and How” on it (“question” chart). The teacher will lead the discussion and ask students if they know anything about the pilgrims. The class will try to fill out the chart as best as possible and will revisit throughout the class.

8. Instructional Plan:

· The teacher will read The Pilgrims by: Will McGovern and the beginning of Three Young Pilgrims by: Cheryl Harness (page1-12)

· Teacher will stop throughout the books and point out possible answers that the students could put on the question chart

· Teacher will instruct children to return to their seats where a discussion pertaining to the book that was read will ensue and the chart will be revisited

· Teacher will ask questions such as “What things did we find out while reading this book? Can we add anything to our chart that can help us to understand the Pilgrims better?”

· Teacher will add answers the children come up with on the chart

· Teacher will review the book and discussion that happened and then elaborate on the book explaining who the pilgrims were, where/when/how they came over, what issues they faced, how their first year went, and what life was like

· “What to bring on the trip” worksheets will be handed out by the teacher’s helper

· Students will cut out their trunk and will color in the things on the worksheet that they think Pilgrims would have brought on the trip to America

· When the students complete their worksheet, some students will be picked to share what they placed in their trunk

· Discussion will start about why the students decided to put certain things in their trunk and why they left some out

· Teacher will scaffold conversation so that students realize that the Pilgrims did not have some of the things we have today

· Differentiation

· Students will fill out the question chart as a class and will hear their peers ideas through a think-pair-share method in order to hear different views

· Teacher will assess the classroom and help those who may need additional help during the “What to bring on the trip” worksheet

· Those students who finish early will be given additional Thanksgiving worksheets to color in

· Questions

· Who do we think the Pilgrims were?

· What did the Pilgrims do?

· Where were the Pilgrims originally from?

· When did the Pilgrims come to America?

· Why did the Pilgrims leave their country to come to America?

· How did the Pilgrims come to America?

· What things did we find out while reading this book? Can we add anything to our chart that can help us to understand the Pilgrims better?

· Classroom Management

· Happy sad list will be used as necessary

· Participation will be ensured through a think-pair-share method in which each student will have to share his/her idea with their partner

· Students who are asked to share their worksheets will be those who are modeling good behavior within the classroom

· Transitions

· Students will be directed to come to the rug after filling out the chart as a class

· Students will be directed back to their seats after the read aloud

· Students will be directed when to engage in think-pair-share conversations, and when to redirect their attention back to the teachers.

9. Closure: In order to assess comprehension, students will be asked to write in their journals two new things they learned about the Pilgrims. They will also be asked to predict what will happen once they arrive in America and what problems they may have run into. Journals will be collected and revisited at the end of the unit.

What did the Pilgrims bring on the Mayflower?

Barrels of water

Family Photo Album

A dog

Cell Phone

A car

A knife

Clothes

Credit Cards

Cans of Soda

Bread and Cheese

Sneakers

Blankets

Candles

iPod

DVDs

Minions

Lesson Two

1. Topic and Grade: Introduction to the Wampanoag, 2nd grade

2. Lesson Essential Question(s): Who were the Wampanoag and what was their life like?

3. Standards:

· 6.1.4.D.3: Evaluate the impact of voluntary and involuntary immigration on America’s growth as a nation.


Learning Objectives

Assessment

SWBAT explain how the Pilgrim migration impacted the Native American population in the region.

Way of life worksheet, Compare and Contrast chart for Native Americans and Pilgrims, Journal entries

5. Materials:

· Way of life Worksheet

· Pencils

· Chart Paper

· Markers

· Morning Journal


6 . Pre-lesson assignments and/or prior knowledge: Students learned about the pilgrims and their reasons for migrating to the New World during the previous day. Students have a basic knowledge of who the Native Americans were, but not many details about specifics.

7. Lesson Beginning:

· The lesson will begin with the whole class working together to fill out the “Pilgrim” side of the way of life worksheet. The class will review what was learned the previous day and work together to fill out the worksheet.


· Once the Pilgrim side of the worksheet is completed, the teachers will introduce who the Wampanoag were.

· Teachers will introduce the tribe name, the region in which they lived, and talk about how the Wampanoag had been living there long before the Pilgrims arrived in the New World

· Teachers will then lead a conversation asking the students how they think the Wampanoag were different from and similar to the Pilgrims

· Students will watch a portion of the Scholastic video that talks about Wampanoag life

· http://www.scholastic.com/scholastic_thanksgiving/webcast.htm

· The class will work together to fill out the Native American side of the way of life worksheet

· Teacher will lead a discussion in which the students compare and contrast the Native American life and the Pilgrim’s life

· Teacher will ask students the put themselves in the shoes of the Wampanoag and think about how they would feel if they were living in their own land for a long time and a stranger suddenly appeared on the land claimed it as their own

· Differentiation

· Students will fill out the way of life worksheet as a class and will hear their peers ideas through a think-pair-share method in order to hear different views

· Teacher will assess the classroom and help scaffold the thinking of students who may be struggling during the compare and contrast portion of the lesson


· Questions

· Who do we think the Wampanoag were?

· What did the Wampanoag do?

· How did the Pilgrims coming to America affect the Wampanoag?

· What things did we find out while watching the video? Can we add anything to our chart that can help us to understand the Wampanoag better?




· Students who are asked to share their worksheets will be those who are modeling good behavior within the classroom

· Transitions

· Students will be directed to raise their hands when volunteering responses while filling out the worksheets as a class


9. Closure: In order to assess comprehension, students will be asked to write in their journals two new things they learned about the Wampanoag. Using their prior knowledge in addition to what they learned that day, they will be asked again to predict what will happen with the Wampanoag now that the Pilgrims have arrived in the New World, and what issues the Pilgrims and Wampanoag may have with each other. Journals will be collected and revisited at the end of the unit.

Name: ______________________ Date:___________________

Ways of Life

Pilgrims

Wampanoag

What did they wear?

When did they come to America? Where did they come from?

Where did they live?

What did they eat?

What did they do in day-to-day life?

What did their houses look like?

Lesson Three

1. Topic and Grade: The Pilgrims and Wampanoag Coming Together, 2nd grade

2. Lesson Essential Question(s): How did the Pilgrims and Wampanoag help each other?

3. Standards:

· 6.1.4.A.15: Explain how and why it is important that people from diverse cultures collaborate to find solutions to community, state, national, and global challenges.

· 6.1.4.D.14: Trace how the American identity evolved over time.


Learning Objectives

Assessments

SWBAT explain how the Pilgrims and Native Americans helped each other.

L section of the KWL chart, Indian Corn activity

SWBAT explain the impact that the Pilgrim and Native American interaction had on the development of the New World.


5. Materials:

· Student predictions from previous lesson

· Chart paper

· Markers

· Brown, yellow, and orange construction paper

· Pencils

· Glue


6 . Pre-lesson assignments and/or prior knowledge: Students learned about the Pilgrims, their reasoning for coming to America, where they came from, and when they came. They have also learned about the Native American tribe of the Wampanoag. They have learned that this Native American tribe originated from America. In addition to this, the children have learned about Wampanoag daily life and how they survived.


· The lesson will begin with an overview of both the Pilgrims and the Wampanoag tribe

· Students will answer questions based on the comparison worksheet that was filled out the previous day

· “Who were the Pilgrims? Where did they come from? Why did they come to America?”

· “Who were the Wampanoag? What was their life like? How did they survive? Where were they from?”

· Teacher will introduce KWL chart to students and show them the cover of the book Squanto

· Teacher will lead discussion in ask students to help in filling out the “know” and “want to know” section on the chart in regards to Native Americans, Pilgrims, and how they came together


· Teacher will lead children to the carpet and read Squanto book to the students

· Teacher will stop to point out answers to questions written on the want to know portion of the chart

· Teacher will instruct students to return to their seats where the rest of the chart will be filled out as a class

· Teacher will use think-pair-share method in order to ensure participation in each student

· Teacher’s helper will hand out brown and yellow construction paper as teacher is introducing the next activity to the students

· The students will be instructed to cut and fold their yellow construction paper and glue it onto the brown paper

· On the outside, teacher will pass around a paragraph that says “Squanto taught the Pilgrims how to catch eel and grow corn. What can you teach someone to do?”

· Students will fill in their answer on the inside of the yellow construction paper

· Differentiation

· Students will fill out the KWL chart as a class and will hear their peers ideas through a think-pair-share method in order to hear different views

· Teacher will assess the classroom and help scaffold the thinking of students who may be struggling during the know and learned portion of the lesson


· Questions

· Who were the Pilgrims?

· Where did they come from?

· Why did they come to America?

· Who were the Wampanoag?

· What was their life like?

· How did they survive?

· Where were they from?




· Students who are asked to share their ideas will be those who are modeling good behavior within the classroom

· Transitions

· Students will be directed to raise their hands when volunteering responses while filling out the chart as a class


9. Closure: In addition to collecting the final activity in order to assess comprehension on how the student can help others, the teacher will hold a discussion in which the students will talk about how the Native Americans helped the Pilgrims and why this was so necessary. Students will brainstorm with each other and will talk about how they think the Native Americans and Pilgrims interacting with each other changed the New World. After sharing, the students will be asked to write their answers down in their journals.

Lesson Four

1. Topic and Grade: Thankfulness and the Creation of the Thanksgiving holiday, 2nd grade

2. Lesson Essential Question(s): What are we thankful for? How did the Thanksgiving holiday come to be?

3. Standards:

· 6.1.4.A.15: Explain how and why it is important that people from diverse cultures collaborate to find solutions to community, state, national, and global challenges.

· 6.1.4.D.14: Trace how the American identity evolved over time.


Learning Objectives

Assessments

SWBAT explain how the lessons learned from the Thanksgiving story can be used to help the greater community.

“What are you thankful for?” worksheet, discussion and observation

SWBAT explain the American tradition of Thanksgiving and its origins.


5. Materials:

· “What are you thankful for?” worksheet

· Pencils

· Thankfulness poem

· Pipe cleaners

· White, blue, green, black, brown, red, orange and yellow pony beads


6 . Pre-lesson assignments and/or prior knowledge: Students have already experienced the three previous lessons about Thanksgiving, the Pilgrims and the Wampanoag. They know who the Pilgrims were and what their experience was like, who the Wampanoag were and what their experience was like, and what the the purpose behind the first Thanksgiving was.


· Students will be asked to sit in a circle on the carpet.

· The teachers will begin a brief conversation with the students reviewing the materials and concepts about Thanksgiving that the students have learned over the past few lessons.


· Teachers will explain that while the First Thanksgiving happened in 1621, Thanksgiving didn’t officially become a consistent national holiday until 1863 when Abraham Lincoln made a proclamation that there should be a national day of thankful reflection and remembrance of our origins.

· Teacher will connect the holiday with the idea that the Pilgrims were so thankful that Squanto and the Wampanoag helped them out during their first year, which led to the tradition of having a special say where everyone concentrates on what they’re thankful for.

· Teachers will ask students to take a moment to quietly think about all the things they are thankful for.

· Taking turns, each student and teacher will go around the circle and say 1 or 2 things that he or she is thankful for.

· The teachers will then read the Thanksgiving poem.

· The teacher will distribute the materials, and instruct the students as to their proper and improper uses.

· When the Thanksgiving poem is read a second time, students will be asked to raise their hand when they hear a color name that correlates with one of the beads they will put on their bracelet. At this point, the students will begin stringing their beads onto their pipe cleaners. Periodically, the teachers will pause before continuing reading the poem and ask the students what the past color beads each represent.

· When the poem is complete, the class will review one last time what each of the color beads represents.

· Differentiation:

· Students will be given a printed form of the poem, but the poem will also be read aloud for those students who are not able to read the written poem.

· Students will be required to be present on the rug, but not told exactly how they must sit; students will be able to determine the body position that they feel helps them learn best.

· Students will be asked mainly for verbal responses to avoid the difficulty of extensive creating written responses.

· The lesson will be completed as a whole class with no opportunity for students to race ahead and finish early.

· Questions:

· What do you remember about the Thanksgiving story?

· What are you thankful for?

· What are some ways that you can think of that you can show your thankfulness this holiday?

· Classroom Management:

· Student seating will be arranged strategically, with students who are known to cause trouble while sitting next to each other being separated.

· Students will be explicitly instructed as to how they should and should not use materials.

· Happy list and sad list will be used as needed.

· Transitions:

· Students will be directed to the carpet at the beginning of the lesson.

· Students will be engaged in conversation by the teachers, with scaffolding occurring as needed.

· Students will be directed back to their seats at the end of the circle time when it is time to complete the thankfulness worksheets.

9. Closure: Describe how you will bring your lesson to a meaningful closure that summarizes the lesson and provides you with information on what your students have learned and need to learn in the future.

· Students will be directed back to their seats, and specific students will be asked to pass out the thankfulness worksheets.

· The teachers will explain that the students are to think about what they are most thankful for and write it down on the thankfulness worksheet. They will then be able to color the worksheet in or draw a picture to illustrate their writing.

· Three students will be chosen to share their work in front of the class.

· Worksheets will be collected when students are finished and hung up on a classroom wall on display.

Name:_____________________________

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