DOCSLIB.ORG

Canadian Thanksgiving

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Canadian Thanksgiving NATIONAL EDition OCtoBER 2020 Monthly News FOR GRADES 3, 4 & 5 www.classroomready.com www.classroomready.com CANADIAN THANKSGIVING INDIA Contents Canadian Thanksgiving . 1 Questions . 3 India . 4 Questions . 6 Wildfires . 7 Questions . 9 Word Search . 10 Map Activity . 11 Map of India . 12 Thanksgiving Feasts . 13 Word Smart . 14 Writing Fun . 15 WILDFIRES Answer Key . 16 © 2020 Classroom Ready. All rights reserved. National Edition CLASSROOM READY MONTHLY NEWS October 2020 2020–21 ORDER FORM Scan and email to [email protected] or fax to 1-866-888-8968 SCHOOL INFORMATION (please print clearly) School Name: Contact Name: Address: Position: City, Province: Email: Postal Code: Phone Number: SUBSCRIPTION FROM SEPTEMBER 2020 TO JUNE 2021* Classroom Ready Grade Order Classroom Ready Grade Cost Order Publications Level Cost Amount ($) Publications Level Amount ($) 3 - 5 English $210 5 - 7 $290 WEEKLY NEWS 3 - 5 French $210 8 - 10 $290 3 - 5 $210 5 - 7 English $250 MONTHLY NEWS SCIENCE NEWS 5 - 7 $250 5 - 7 French $250 8 - 10 $250 8 - 10 English $250 Subtotal B 8 - 10 French $250 Shipping & Handling For Mail Delivery $25 Subtotal A Total ON add 13% HST GST# 86092 7391 RT 0001 NB, NL, NS & PEI add 15% HST HST/GST *No July or August issues. No June issues for Grade 3-5 or French publications. All others add 5% GST GRAND Total PLEASE INDicate PREFERRED DELIVERY: Canada Post First Class Mail Digital Delivery - Email Address: (Add $25 S&H above) (Included in cost) BILLING INFORMATION (if different from school information) Bill To: City, Province: Address: Postal Code: BILLING OPTIONS: Invoice school Please charge to: VISA MasterCard Send invoice to billing contact above Card Number: Purchase Order attached Cardholder Names: P.O. # ________________________ Expiry Date (MM/YY): Classroom Ready Suite 207, 8501 – 162nd Street, Surrey, British Columbia, V4N 1B2 P 1.866.888.8967 F 1-866-888-8968 E [email protected] ii © 2020 Classroom Ready. All rights reserved. National Edition CLASSROOM READY MONTHLY NEWS October 2020 CANADIAN THANKSGIVING very year in Canada, families and friends gather together on the second Monday in October to celebrate a special occasion. They eat special foods and talk about the things that make them Ethankful. Thanksgiving has a history going back hundreds of years, but it is still important today. You probably know that you should thank people who give you gifts. Are you also thankful for other things, such as sunshine, air, and friends? The celebration of Thanksgiving can help you remember all of the good things you have in your life. Many people know the story of the Pilgrims and their first Thanksgiving celebration in the United States. The Canadian Thanksgiving started over 40 years earlier, with the explorer Martin Frobisher. In 1578, he and his crew successfully completed a trip across the waters north of what is now Newfoundland, which was very dangerous at the time. They were so happy about their safe arrival that they held a celebration of thanksgiving. In 1606, Samuel de Champlain held a similar celebration, and in 1879, it became an official national celebration. At first, Thanksgiving was held on November 6. In 1959, the government changed Thanksgiving to the second Monday in October so that it wasn’t as close to Remembrance Day. The day is an official www.classroomready.com 1 National Edition CLASSROOM READY MONTHLY NEWS October 2020 holiday from work and school everywhere in Canada except in Prince Edward Island, Newfoundland and Labrador, New Brunswick, and Nova Scotia. People celebrate with meals of turkey, pumpkin pie, and cranberry sauce. The different origins are part of the reason why Canadians celebrate in October and the Americans in November. Another reason is that the harvest in Canada is earlier because we have a colder climate . No matter how you celebrate Thanksgiving, it is a good time to remember to be thankful for the people and things in your life. Pilgrims: A group of people who left England, came to America, and founded Plymouth Colony in 1620. Origin: The point where something starts, or the cause of something. Harvest: The season in which crops become ripe and are gathered. Climate: The weather typical of a place over a long period of time. 2 © 2020 Classroom Ready. All rights reserved. National Edition CLASSROOM READY MONTHLY NEWS October 2020 CANADIAN THANKSGIVING QUESTIONS 1. When do people gather together to celebrate Thanksgiving? 2. The celebration of Thanksgiving can help you remember all of the you have in your life. 3. The Canadian Thanksgiving started with the explorer . 4. In 1606, held a similar celebration. 5. At first, Thanksgiving was held on . 6. When was Thanksgiving changed to the second Monday in October? 7. How do people celebrate? 8. Another reason why the Canadian Thanksgiving is in October is that the in Canada is earlier because we have a colder climate. www.classroomready.com 3 National Edition CLASSROOM READY MONTHLY NEWS October 2020 INDIA magine living in a country with over 1.3 billion people, three of the largest cities in the world, and hundreds of different languages. India is the seventh largest country in the world in area, but it is the Isecond largest in population. It is also a country with many different cultures and people, making it a unique and interesting place. India has a long history. Like Canada, it was once ruled by the British, and English is still one of its official languages. In 1947, a leader named Mohandas Karamchand Gandhi helped to end British rule. The country is now independent and has a president, Ram Nas Kovind, and a prime minister, Narendra Modi. Because of its size and its position in the southern part of Asia, India is often called a subcontinent. The country is 3,166,391 square kilometres and is shaped somewhat like the letter “V.” In the north of India, you will find the Himalayas, which is a mountain range that separates it from China. India is bordered by Bangladesh, Pakistan, Bhutan, Burma, China, and Nepal. The capital city is New Delhi, and the three largest cities are Mumbai, Kolkata, and Delhi. About one-third of the people live in cities, but the rest live in rural areas. Access to clean water is a problem in many areas. India’s people belong to many different religious and ethnic groups. Many of the people are Hindu, but Christians, Muslims, and other groups also live 4 © 2020 Classroom Ready. All rights reserved. National Edition CLASSROOM READY MONTHLY NEWS October 2020 there. The official languages are Hindi and English, but there are over 700 different languages spoken around the country. India has wonderful and historic places to see like the Taj Mahal. It is also known as the land of spices because no other country produces as many spices. It is a land full of diversity . Culture: The ideas, customs, tradition, and way of life of a group of people. Independent: Not controlled or affected by other people or things. Subcontinent: A large area of land that is a part of a continent. Rural: Having to do with the countryside, country life, or farming. Ethnic: Having to do with a group of people sharing the same national origins, language, or culture. Diversity: A variety. www.classroomready.com 5 National Edition CLASSROOM READY MONTHLY NEWS October 2020 INDIA QUESTIONS 1. How many people live in India? 2. India is the largest country in the world in area, but it is the largest in population. 3. Like Canada, India was once ruled by whom? 4. In 1947, a leader named helped to end British rule. 5. The country is square kilometres. 6. What will you find in the north of India? 7. The capital city is , and the three largest cities are Mumbai, Kolkata, and Delhi. 8. The official languages are , but there are over 700 different languages spoken around the country. 6 © 2020 Classroom Ready. All rights reserved. National Edition CLASSROOM READY MONTHLY NEWS October 2020 WILDFIRES very year in Canada, about eight thousand wildfires burn up forests and often threaten people’s homes. Fighting these fires is Eimportant for everyone’s safety. Most wildfires are one of three types: crown, surface, and ground fires. Crown fires are the most dangerous ones. They can burn an entire tree from top to bottom. Surface fires burn mainly the dead leaves and needles on the ground. Ground fires are hard to extinguish completely because they burn the moss, peat, and dead plants lying below the surface. Fires start for many reasons. In dry weather, a lightning strike can start a fire that burns an entire forest. Lightning starts just under half of Canada’s wildfires, but causes more than half of the damage. These fires are often in remote areas away from anyone who could extinguish them. People cause the rest of the fires, often by failing to put out a campfire completely or by some other carelessness . Many of Canada’s wildfires happen in the northern parts of the provinces, but especially in British Columbia and Ontario. This year, the Arctic areas around the world are burning badly, including the Canadian Arctic. In the areas north of the tree line, it would be mostly ground fires, but many forests are also burning. Every year, about 2.5 million hectares of land burn, about half the size of Nova Scotia. www.classroomready.com 7 National Edition CLASSROOM READY MONTHLY NEWS October 2020 Fighting a fire can be dangerous. Firefighters first try to contain fires by burning or wetting down anything around the edge that could become fuel. Then they fly over the blaze and drop water or chemicals called fire retardants from airplanes.
Load more

Recommended publications
  • Samuel De Champlain April 1882 Information About Samuel De
    For Educational Use Only www.MaineMemory.net Copyright 2018 Samuel de Champlain April 1882 A.A. Waterman, Cambridge Information about Samuel de Champlain Compiled/Written 1882 Contributed to Maine Memory Network by Mount Desert Island Historical Society MMN # 102778 Date: 1882 Description: Champlain Society log, Information about Samuel de Champlain, Cambridge References are to Otis’s translation. Prince Society’s Edition of Champlain’s works. Read by C.E. to Champlain Society, May 19, 1882 Samuel de Champlain On Christmas day 1635, [about a year before the foundation of Harvard College,] Samuel de Champlain, sol dier, explorer and first Governor of New France, died in the fort of Que- bec. The trading post which he had established twenty-three years before had become a mission house, and a black-robed Jesuit pronounced his funeral discourse. Champlain was born in a sea-coast town near La Rochelle about 1567, - in the middle of the religious wars. At the age of twenty-five, he was made quarter master in the army of Henry IV, and he served with distinction in Brittany until the close of the war against the League. The soldier’s life, however, was not his choice. In a letter addressed to the Queen Regent he says of the art of navigation, “This is the art which from my earliest years has won my love and induced me to expose myself all my life to the impetuous waves of the ocean.” An irresistible love of ad- venture and discovery was one of his most striking characteristics. It was this that led him to conceive the wild scheme of a voyage to the Spanish West Indies and Mexico, at a time when all but Spaniards were excluded from those countries.
    [Show full text]
  • The Mapping of Samuel De Champlain, 1603–1635 Conrad E
    51 • The Mapping of Samuel de Champlain, 1603–1635 Conrad E. Heidenreich The cartography of Samuel de Champlain marks the be- roster of 1595 he was listed as a fourier (sergeant) and aide ginning of the detailed mapping of the Atlantic coast north to the maréchal de logis (quartermaster), apparently of Nantucket Sound, into the St. Lawrence River valley, reaching the rank of maréchal himself.4 The same pay ros- and, in a more cursory fashion, to the eastern Great Lakes. ter states that in 1595 he went on a secret mission for the Previous maps were based on rapid ship-board reconnais- king that was regarded to be of some importance. He also sance surveys made in the early to middle sixteenth cen- made a “special report” to Henri IV after his West Indian tury, particularly on the expeditions of Jacques Cartier and voyage (1601) and after the first two voyages to Canada Jean-François de La Rocque, sieur de Roberval (1534 – (1603 and 1607). These reports seem to indicate that 43). These maps conveyed little more than the presence of Champlain had a personal relationship with Henri IV, a stylized coastline. The immediate result of the Cartier- probably accounting for the pension the king awarded him Roberval expeditions was that France lost interest in sometime before 1603.5 After the war, Champlain joined North America, except for fishing off the northeast coast. his uncle’s ship, the 500-tun Saint-Julien, in Spanish The indigenous population was considered impoverished Caribbean service.6 In June 1601, Champlain was in and hostile, there were no quick riches, and the winters Cádiz where he was a witness to his dying uncle’s testa- were so brutal that the French wondered whether Euro- ment leaving him a large estate near La Rochelle as well as peans could live there.
    [Show full text]
  • The Heritage Gazette of the Trent Valley Volume 19, Number 4, February 2015
    1 Heritage Gazette of the Trent Valley, vol 19, no 4 february 2015 ISSN 1206-4394 The heriTage gazeTTe of The TrenT Valley Volume 19, number 4, february 2015 President’s Corner: ….…………………………….…….…………..…………………..……… Guy Thompson 2 Samuel de Champlain and the Portage Road in 1615 …………………………………………… R. B. Fleming 3 Samuel de Champlain and the Portage Road in 1615, footnotes ………………………………… R. B. Fleming 43 Lieutenant Harold S. Matthews: Reflections on a family photo album …………………….… Elwood H. Jones 7 Mabel Nichols’ Science Note Book ……………………………………………..………………….. John Marsh 11 Thomas Morrow in World War I: Part 3 …………………………………………… Memoirs, Thomas Morrow 14 Hazelbrae Barnardo Home Memorial 1913 ………………………………………… Ivy Sucee and John Sayers 27 John Boyko and How Canada Fought the American Civil War ……………………………... Michael Peterman 30 World War I Nursing Sisters: Old Durham County ………………………...………………… Elwood H. Jones 32 Queries …………………………………………….………………… Heather Aiton Landry and Elwood Jones 33 Old Stone House, Hunter and Rubidge, 31; Peterborough’s Earliest Photographer? 33; PCVS Class 9-1 1943-44; A New Pulpit at St. John’s Anglican Church Peterborough 34; Wall Street or Bust (with Dianne Tedford) 35; Peter Lemoire, 36; The Market Hall 1913 37; P. G. Towns and the “Canadian Grocer”, 38; Trent Valley Archives Even new buildings are haunted: Trent Valley Archives downtown ghost walk October 2014 ( Jessica Nyznik) 36; Around Trent Valley Archives 31; Events 2015 29 Coming Events There and Back Again: Searching for Peterborough’s Irish Roots, February 17 …..…. Ruth Kuchinad 37 Workshop on Upper Canada & Canada West Research …………………………………..OGS Toronto 38 Books Entangled Roots, Bev Lundahl …………………..……………….. Keith Foster 39 and inside back cover Cornelius Crowley of Otonabee and His Descendants, Colum Diamond ……………………………….
    [Show full text]
  • Thanksgiving Trivia Questions and Answers From: Conversationstartersworld.Com/Thanksgiving-Trivia-Questions
    Thanksgiving trivia questions and answers From: conversationstartersworld.com/thanksgiving-trivia-questions There are many countries and cultures that have a Thanksgiving holiday or celebrations based around giving thanks. But this set of trivia questions will focus mostly on Thanksgiving in the United States. Although there is a section at the end for trivia about Thanksgiving celebrations around the world. History of Thanksgiving in the USA What year was the celebration that is most commonly attributed as the first Thanksgiving? 1621 This is the celebration that people most often talk about when they are talking about the “first” Thanksgiving. But there are others that are claimed to be the first Thanksgiving. There was another celebration in Plymouth in 1623 and one in Boston in 1631 that people claim was the actual first Thanksgiving. In reality there were lots of Thanksgiving celebrations in North America before 1621 as well because days of Thanksgiving were often celebrated after good events that were deemed to have the hand of God behind them. How long did the first Thanksgiving celebration last? 3 Days It was celebrated much earlier than our current celebration, possibly in late September. There were about 50 European settlers and around 90 native Americans who attended the 3-day feast. When the religious group that would later be known as the Pilgrims left England to practice their religion freely, where did they go? Leiden, Holland Unlike the Puritans, the Pilgrims believed that they couldn’t practice their religion within the English state church. This led to fines and sometimes imprisonment. To escape persecution, they fled to Leiden, Holland.
    [Show full text]
  • Massasoit of The
    OUSAMEQUIN “YELLOW FEATHER” — THE MASSASOIT OF THE 1 WAMPANOAG (THOSE OF THE DAWN) “NARRATIVE HISTORY” AMOUNTS TO FABULATION, THE REAL STUFF BEING MERE CHRONOLOGY 1. Massasoit is not a personal name but a title, translating roughly as “The Shahanshah.” Like most native American men of the period, he had a number of personal names. Among these were Ousamequin or “Yellow Feather,” and Wasamegin. He was not only the sachem of the Pokanoket of the Mount Hope peninsula of Narragansett Bay, now Bristol and nearby Warren, Rhode Island, but also the grand sachem or Massasoit of the entire Wampanoag people. The other seven Wampanoag sagamores had all made their submissions to him, so that his influence extended to all the eastern shore of Narragansett Bay, all of Cape Cod, Nantucket, Martha’s Vineyard, and the Elizabeth islands. His subordinates led the peoples of what is now Middleboro (the Nemasket), the peoples of what is now Tiverton (the Pocasset), and the peoples of what is now Little Compton (the Sakonnet). The other side of the Narragansett Bay was controlled by Narragansett sachems. HDT WHAT? INDEX THE MASSASOIT OUSAMEQUIN “YELLOW FEATHER” 1565 It would have been at about this point that Canonicus would have been born, the 1st son of the union of the son and daughter of the Narragansett headman Tashtassuck. Such a birth in that culture was considered auspicious, so we may anticipate that this infant will grow up to be a Very Important Person. Canonicus’s principle place of residence was on an island near the present Cocumcussoc of Jamestown and Wickford, Rhode Island.
    [Show full text]
  • Wampanoag, Tribespeople “Of the Dawn”
    THE WAMPANOAG, TRIBESPEOPLE “OF THE DAWN” “Ye see, Hinnissy, th’ Indyun is bound f’r to give way to th’ onward march iv white civilization. You ’an me, Hinnissy, is th’ white civilization... The’ on’y hope f’r th’ Indyun is to put his house on rollers, an’ keep a team hitched to it, an’, whin he sees a white man, to start f’r th’ settin’ sun.” — Finley Peter Dunne, OBSERVATIONS BY MR. DOOLEY, New York, 1902 HDT WHAT? INDEX WAMPANOAG WAMPANOAG When the English settlements first commenced in New England, that part of its territory, which lies south of New Hampshire, was inhabited by five principal nations of Indians: the Pequots, who lived in Connecticut; the Narragansets, in Rhode Island; the Pawkunnawkuts, or Womponoags, east of the Narragansets and to the north as far as Charles river;1 the Massachusetts, north of Charles river and west of Massachusetts Bay; and the Pawtuckets, north of the Massachusetts. The boundaries and rights of these nations appear not to have been sufficiently definite to be now clearly known. They had within their jurisdiction many subordinate tribes, governed by sachems, or sagamores, subject, in some respects, to the principal sachem. At the commencement of the seventeenth century, they were able to bring into the field more than 18,000 warriors; but about the year 1612, they were visited with a pestilential disease, whose horrible ravages reduced their number to about 1800.2 Some of their villages were entirely depopulated. This great mortality was viewed by the first Pilgrims, as the accomplishment of one of the purposes of Divine Providence, by making room for the settlement of civilized man, and by preparing a peaceful asylum for the persecuted Christians of the old world.
    [Show full text]
  • A Place Under Heaven: Amerindian Torture and Cultural Violence in Colonial New France, 1609-1729 Adam Stueck Marquette University
    Marquette University e-Publications@Marquette Dissertations (2009 -) Dissertations, Theses, and Professional Projects A Place Under Heaven: Amerindian Torture and Cultural Violence in Colonial New France, 1609-1729 Adam Stueck Marquette University Recommended Citation Stueck, Adam, "A Place Under Heaven: Amerindian Torture and Cultural Violence in Colonial New France, 1609-1729" (2012). Dissertations (2009 -). Paper 174. http://epublications.marquette.edu/dissertations_mu/174 A PLACE UNDER HEAVEN: AMERINDIAN TORTURE AND CULTURAL VIOLENCE IN COLONIAL NEW FRANCE, 1609-1730 by Adam Stueck A Dissertation submitted to the Faculty of the Graduate School, Marquette University, in Partial Fulfillment of the Requirements for the degree of Doctor of Philosophy. Milwaukee, Wisconsin May 2012 ABSTRACT A PLACE UNDER HEAVEN: AMERINDIAN TORTURE AND CULTURAL VIOLENCE IN COLONIAL NEW FRANCE, 1609-1730 Adam Stueck Marquette University, 2012 This doctoral dissertation is entitled, A Place Under Heaven: Amerindian Torture and Cultural Violence in Colonial New France, 1609-1730 . It is an analysis of Amerindian customs of torture by fire, cannibalism, and other forms of cultural violence in New France during the seventeenth and eighteenth centuries. Contemporary French writers and many modern historians have described Amerindian customs of torturing, burning, and eating of captives as either a means of military execution, part of an endless cycle of revenge and retribution, or simple blood lust. I argue that Amerindian torture had far more to do with the complex sequence of Amerindian mourning customs, religious beliefs, ideas of space and spatial limits, and a community expression of aggression, as well as a means of revenge. If we better understand the cultural context of Amerindian torture, we see more clearly the process of cultural accommodation in New France.
    [Show full text]
  • American Literature 1 Syllabus
    AMERICAN LITERATURE I Massasoit Community College Fall 2013—Online Instructor: Sean McPherson Email: Through Canvas. Allow one business day turnaround for email responses. M-F, 8-5. COURSE DESCRIPTION ENGL 213: American Literature I 3 credits An introduction to American literature, this course examines the major contributors to the development of American literature, culture, and ideals from the colonial period to the era of American Romanticism. Prerequisite: English Composition II (ENGL102) REQUIRED TEXT Perkins, Barbara & Perkins, George. The American Tradition in Literature 12th Edition (Concise). New York, NY: McGraw-Hill, 2009. ISBN: 978-0-07-338489-5 COURSE GOALS 1. Understand the way major works reflect the cultures of America at various points in its history prior to 1860. 2. Discussion, informal writing, and formal essays, carry to a higher level the skillful analysis of language and texts that was developed in earlier composition courses. 3. Trace through selected literary and historical texts the development of American consciousness, attitudes, and ideals. 4. Recognize in literary and historical texts themes that continue to challenge America (e.g. personal freedom versus group responsibility, class, gender and race consciousness, violence, religious values). 5. Develop and express, formally and/or informally, points of view on these themes in order to stimulate critical thinking. 6. Use research to deepen understanding and to develop analytical papers that demonstrate the connections between primary and secondary sources. 7. Appreciate the personal relevance and shared values of literature and the pleasure of recognizing the universal human condition. 8. Strengthen Core Competencies** in order to increase success in this and other courses and in the workplace.
    [Show full text]
  • Cultural Landscape Report for Fort Hill, Cape Cod National Seashore
    CULTURAL f)-13 If LANDSCAPE REPORT FOR FORT HILL [Eape Cod National Seashore United States Department of the Interior NATIONAL PARK SERVICE Olmsted Center for Landscape Preservation 15 State Street • Boston, Massachusetts 02109 IN REPLY REFER TO: June 4, 1996 Memorandum To: DSC Technical Information Center Information and Product Services National Park Service PO Box 25287 Denver, CO 80225-0287 From: Director, Olmsted Center for Landscape Preservation Subject: Transmittal of Cultural Landscape Report for Fort Hill, Cape Cod National Seashore We are pleased to send you a copy of the Cultural La,ndscape Report for Fort Hill. The report is the result of exacting historical research and field analysis. It documents the evolution of the landscape, evaluates • the historic context of the site, and analyzes the landscape's significance and integrity. It also includes recommendations for the treatment and management of the Fort Hill Historic District. The cultural landscape report was completed in part under a cooperative agreement between the National Park Service and the Arnold Arboretum of Harvard University. It is part of the Cultural Landscape Publication Series continuing at the Olmsted Center for Landscape Preservation. If you would like additional copies of the report, of it you have any comments or questions, please contact me at the Olmsted Center for Landscape Preservation (617) 223-5059. Nora Mitchell Enclosure • • CULTURAL LANDSCAPE REPORT FOR FORT HILL Cape Cod National Seashore by Lynn Kneedler-Schad, • Katharine Lacy, and Larry Lowenthal CULTURAL LANDSCAPE PUBLICATION #10 Olmsted Center for Landscape Preservation National Park Service Boston, Massachusetts • 1995 • Cover Illustration: Stone Walls at Fort Hill, 1995, by Lynn Kneedler-Schad.
    [Show full text]
  • LMC Champlain Lesson Plan FINAL
    Exploring Plymouth Prior to the Arrival of the Pilgrims LOCATION/S: Plymouth, MA TIME PERIOD: early 17th century GRADE LEVEL: 2nd & 3rd SUMMARY In this lesson, students will examine a primary source map and an English translation, looking for the parts of the map that will help them decode and analyze it. Students will determine the meaning of unknown words or phrases from the key, and reflect orally and in writing about what the cartographer’s choices show us about his view of Plymouth and the Native Americans who were living there. TIME COMMITTMENT 60 minutes ESSENTIAL QUESTION/S ● What was Plymouth like prior to the arrival of the Pilgrims? ● How did the explorers view the Native peoples in America? ● What information can we learn from this and other maps? OBJECTIVES ● Students will be able to identify and interpret key features of a map. ● Students will be able to discuss with their partners which features help them interpret a map. ● Students will use context clues and a dictionary to define Tier 2 and Tier 3 vocabulary from the map’s key. CURRICULUM STANDARDS Massachusetts Frameworks English Language Arts RI 3.6: Distinguish their own point of view from that of the author of a text. ©2018 Norman B. Leventhal Map Center 1 www.leventhalmap.org Exploring Plymouth Prior to the Arrival of the Pilgrims LESSON PLAN OVERVIEW RI 3.7: Use information gained from illustrations (e.g., maps, photographs) and the words, numbers, and symbols in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
    [Show full text]
  • Hidden Treasure-Historical Truth Squanto by Katherine Bone One Hundred and Two English Colonists First Landed in Plymouth, Massachusetts, in 1620
    Hidden Treasure-Historical Truth Squanto By Katherine Bone One hundred and two English colonists first landed in Plymouth, Massachusetts, in 1620. Newly separated from the Church of England, these brave men and women, known today as ‘puritans’, had previously fled to Holland where they lived in the Dutch settlement of Leiden before sailing to the new world. Financed independently of the Plymouth Company, they could not know their lives would drastically change when they reached what is now Providence Harbor and formed an acquaintance with an Indian who surprisingly spoke English. Through the Plymouth Company, which dispatched Captains George Weymouth, Sir Ferdinando Gorges and John Smith on explorations off the coasts of Penobscot, Maine and Massachusetts, a man named Tisquantum, also known as Squanto, had been groomed for such a feat. His fascinating life journey had placed him in the Pilgrim’s path precisely when they needed him most. Known as Tisquantum, Squantum, and Squanto, Squanto hailed from the Wampanoag community of Patuxet, a village which held two thousand tribal members and stood exactly where the pilgrims would later erect their homes. During his adolescence, explorers began to make contact with his tribe and being considered a sachem or potential sachem, spiritual leader, he was probably one of the first to meet them. French colonizer Samuel de Champlain was one of the first adventurers to trade with the Patuxet in 1605 and 1606. And in turn, the Patuxet were awestruck by European muskets, brass kettles, sharp knives and ax heads, piercing needles and fishhooks, and were encouraged to barter surpluses of maze and fur in exchange.
    [Show full text]
  • A Journal of Regional Studies
    SPRING 2009 THE HUDSON RIVER VALLEY REVIEW A Journal of Regional Studies Hudson • Fu l t o n • Champlain Quadricentennial Commemorative Issue Published by the Hudson River Valley Institute THE HUDSON RIVER VA LLEY REviEW A Journal of Regional Studies Publisher Thomas S. Wermuth, Vice President for Academic Affairs, Marist College Editors Christopher Pryslopski, Program Director, Hudson River Valley Institute, Marist College Reed Sparling, writer, Scenic Hudson Editorial Board Art Director Myra Young Armstead, Professor of History, Richard Deon Bard College Business Manager Col. Lance Betros, Professor and deputy head, Andrew Villani Department of History, U.S. Military Academy at West Point The Hudson River Valley Review (ISSN 1546-3486) is published twice Susan Ingalls Lewis, Assistant Professor of History, a year by the Hudson River Valley State University of New York at New Paltz Institute at Marist College. Sarah Olson, Superintendent, Roosevelt- James M. Johnson, Executive Director Vanderbilt National Historic Sites Roger Panetta, Professor of History, Research Assistants Fordham University William Burke H. Daniel Peck, Professor of English, Lindsay Moreau Vassar College Elizabeth Vielkind Robyn L. Rosen, Associate Professor of History, Hudson River Valley Institute Marist College Advisory Board David Schuyler, Professor of American Studies, Todd Brinckerhoff, Chair Franklin & Marshall College Peter Bienstock, Vice Chair Thomas S. Wermuth, Vice President of Academic Dr. Frank Bumpus Affairs, Marist College, Chair Frank J. Doherty
    [Show full text]