The First Thanksgiving a Teaching Unit for Kindergarten Students

Home , Mayflower, Plymouth Harbor, Speedwell (1577 ship), Squanto, Thanksgiving dinner

The First Thanksgiving A Teaching Unit for Kindergarten Students

Prepared by: Samantha Smith Url: http://slsmit.wmwikis.net/

Submitted as Partial Requirement for ED 405 Elementary and Middle Social Studies Curriculum and Instruction Professor Gail McEachron The College of William and Mary Spring 2009

Contents:

• Historical Narrative

• Map/Globe Skills Lesson: Use maps to show location of Plymouth Rock

• Critical Thinking and the Arts: The First Thanksgiving by Jeanne Browncombe

• Civic Engagement: Biography of Sarah Morton

• Global Inquiry: Foods of the First Thanksgiving

• Assessments

• Bibliography

• Appendix: National and State Standards

• Expenses

Historical Narrative: The First Thanksgiving Introduction:

The First Thanksgiving occurred in 1621 between the Pilgrims and the

Wampanoag Indians. The first Thanksgiving was held to celebrate the harvest and the Wampanoags who were instrumental in the survival of the Pilgrims. It is important to study about this feast and the circumstances that lead up to it. It not only teaches students about the origin of our current Thanksgiving holiday, but also teaches the valuable lesson of sharing and taking care of other people even if they are different. Studying the first Thanksgiving satisfies NCSS standards 1.1,

1.2, 1.3, 1.4, 1.5, 1.6, and 1.9. (See attached sheet for specifics on the standards)

Several of the Virginia Standards of Learning are also met by studying the first

Thanksgiving. These standards are K.1, K.2, K.4, and K.8. (See attached sheet for specifics on the standards)

Key Ideas and Events:

The journey of the Pilgrims to America began in England during the

Protestant Reformation. A group of Christians decided to separate from the

Church of England and found their own church, the Separatist Church, in 1602.

In 1607 this group of followers decided to go the Holland in hopes of having religious freedom and ending their persecution. The Separatists stayed in

Holland until 1620 when they returned to London to board the Mayflower and the Speedwell in order to sail for America. The Mayflower was the larger of the two ships (Dalgliesh, 1954). The two ships left England on August 15, 1620 but after a short while the Speedwell began to leak and both ships returned to shore

(Atwood, 1940). After some repairs were made to the Speedwell, they tried again only to have the ship leak again (Atwood, 1940). The Speedwell was finally abandoned and the Mayflower took over its passengers. The Mayflower then left

Plymouth harbor on September 16, 1620 with one hundred and two passengers

(Atwood, 1940). The Pilgrims were among these passengers but did not make up the entire population of the ship (Dalgliesh, 1954).

Once arriving at Plymouth Rock, the Pilgrim men signed an agreement, the Mayflower Compact. Those who signed the agreement pledged to do all things “for the general Good of the Colony” (Mayflower Compact, 1909). Forty- three men signed the Mayflower Compact on November 11, 1620. Once the

Mayflower Compact was signed the passengers could begin to set up their colony. On November 25th, under the command of Captain Myles Standish, sixteen men went looking for a site for a permanent settlement (Atwood, 1940). It was not until December that a permanent site was found and it was not until

January that the Pilgrims began to build (Atwood, 1940). The Pilgrims endured great losses their first winter because of disease and lack of supplies (Atwood,

1940).

Men, Women, Youth, and Children: There were many different types of people, including servants, adventurers, women, and children (Dalgliesh, 1954). During their journey, which took over two months, many of the passengers became ill (Dalgliesh, 1954). This was because of the lack of fresh fruits and vegetables (Dalgliesh, 1954). When the Mayflower finally landed at the shore, it was where they had planned. They had originally planned to land in Virginia, but instead they had landed in New

England (Dalgliesh, 1954). The journey of the Mayflower from England to

America could be an excellent chance for kindergarten students to learn about continents and oceans. This could also be an excellent opportunity to teach students about the differences in terrain and climate between Virginia and

Massachusetts. Also many of the passengers aboard the Mayflower were children; students could discuss how they would feel if they were a passenger on the Mayflower.

The passengers that did not survive the first winter were all of different classes, genders, and ages. Edward Thompson a servant died on December 4th, two days later a young boy named Jasper More also died aboard the Mayflower

(Heaton, 1980). Even the wife of William Bradford, who would become governor of the colony, died during this winter when she fell from the ship and drowned

(Heaton, 1980).

Before March 1621, the only contact that the Pilgrims had with the Native

Americans was seeing them from a distance (Atwood, 1940). On March 26th, a

Native American named Samoset entered the settlement and greeted the

Pilgrims in English (Atwood, 1940). Samoset had learned his broken English from English traders in Maine (Noble, 1907). Samoset stayed overnight with the

Pilgrims and was given many gifts (Dexter, 1894). The next day, Samoset returned to the settlement with five other Native Americans, they stayed in the settlement for three days (Dexter, 1894). On April 1st, Samoset returned to the settlement with another Native American, Tisquantum (Squanto) (Atwood, 1940).

Squanto had been captured by Thomas Hunt and taken to Spain in 1614; he then escaped to England where he learned to speak English (Johnson, 2009).

His language skills allowed him to converse easily with the Pilgrims. After

Squanto met the Pilgrims, the Wampanoag chief Massasoit came to visit the settlement (Bradford, 1959). The Pilgrims and the Wampanoags made peace and signed a treaty (Bradford, 1959). This treaty stated that neither side would harm the other, would take from the other, or would do unjustly war against the other (Bradford, 1959). This treaty between the Pilgrims and the Wampanoags lasted for over fifty years (Treaty, 2008). Squanto taught the Pilgrims how to plant

Indian corn and use fish to fertilize it (Hilton, 2005). He also caught eels for the

Pilgrims to eat (Hilton, 2005) Squanto was indispensable as a guide to planting and as an interpreter (Hilton, 2005) Learning about the characteristics of the

Native Americans and the Pilgrims could be used to compare the two in a classroom. The students could compare the customs and dress of these two groups.

The first Thanksgiving probably took place in late September or early

October, after the crops had been harvested (Philbrick, 2006). The concept of a

Thanksgiving feast was not a new one; many Native American tribes had annual feasts to give thanks for their harvests (Curtin, 2008a). This time of the year saw an abundance of crops and game to be eaten for the feast. (Atwood, 1940) The fifty-one remaining Pilgrims, half of which were children, attended this harvest feast (Dalgliesh, 1954). They were joined by ninety Wampanoag Indians

(Dalgliesh, 1954). The Wampanoags brought five deer to the first Thanksgiving

(Atwood, 1940). Other foods that were probably on the menu for the feast included water fowl, Indian corn, peas, beans, plums, and walnuts (Curtin,

2008b). It is possible that wild turkey was eaten at the first Thanksgiving but historians are not sure (Curtin, 2008b). Forks were not used at the first

Thanksgiving; the Pilgrims used spoons, knives, and their fingers to eat their meal (Curtin, 2008a). The meal was centered around the different meat dishes because meat was more plentiful than vegetables (Curtin, 2008a). The Pilgrims also did not have any sweets at their Thanksgiving because, although they had brought sugar with them from England, by the time of the first Thanksgiving their supply had dwindled (Curtin, 2008a) At the first Thanksgiving Chief Massasoit and Governor Bradford sat at the same table and the minister said a prayer to give thanks (Dalgliesh, 1954). As was customary for the Pilgrims the adults ate first while the servants and children waited on them (Curtin, 2008a). After the feast was over, the settlers played games and the Native Americans danced

(Dalgliesh, 1954). Captain Myles Standish also brought out the soldier and drilled them while the Native Americans watched (Dalgliesh, 1954). This celebration continued for three days (Dalgliesh, 1954). Today Thanksgiving is a national holiday that is celebrated all over the

United States, but it was not always this way. While George Washington did set aside days for the celebration of Thanksgiving, it was not until 1863 that it was a national holiday (Loewen, 2007). On October 3, 1863 Abraham Lincoln declared that the fourth Thursday of the month of November would be a national holiday to celebrate Thanksgiving. (National Archives, 2008) This was done to try and bring the country together, at least for a day, despite the bloody Civil War that was raging (National Archives, 2008). President Franklin D. Roosevelt changed

Thanksgiving in 1939 to the third Thursday in November in order to extend the

Christmas shopping season in an effort to boost the American economy which was in the middle of the Great Depression (National Archives, 2008). This caused quite an uproar from the American people and because of it in 1941

Congress passed a law that established Thanksgiving as the fourth Thursday in the month of November (National Archive, 2008).

Closing and Legacy:

The first Thanksgiving is an excellent lesson to teach to young students.

The first Thanksgiving is an example of good relations between the settlers and the Native Americans. While this is an example it was definitely not the norm.

The settlers did not usually treat the Native Americans well and as time went on the treatment got worse and worse. It gives them a chance to learn about the origins of a holiday they are familiar with and also to learn about the history of their country. Kindergarteners can also benefit from learning the differences between the Pilgrims and the Native Americans. The students can also use this skill by comparing their Thanksgiving traditions to those of the Pilgrims, Native

Americans, other students, or fictional characters. A good literature connection that could be made with the students would be to read them a story of how someone else celebrates Thanksgiving and have them compare it to how they celebrate. One good story for this is “Franklin’s Thanksgiving.” This book tells the story of how Franklin the turtle and his family celebrate one Thanksgiving by inviting all their friends over when their family cannot make it (Bourgeois & Clark,

2001). Having the students make connections to their own lives is sure to keep them engaged and interested in learning about Thanksgiving.

Kindergarten Map and Globe Skills Lesson: The Pilgrims Journey to America

Samantha Smith

Audience: Kindergarten

Standards: Virginia History Standards of Learning

K.1 The student will recognize that history describes events and people of other times and places by a) identifying the people and events honored by the holidays of Thanksgiving Day, … K.4 The student will use simple maps and globes to a) develop an awareness that a map is a drawing of a place to show where things are located and that a globe is a round model of the Earth; b) describe places referenced in stories and real-life situations; c) locate land and water features. K.5 The student will develop an awareness that maps and globes a) show a view from above; b) show things in smaller size; c) show the position of objects.

National Geography Standards: Use geographic representations, tools, and technologies to answer geographic questions

Objectives:

1. Having participated in a map activity with the teacher, students will be able to identify land and oceans on maps of the Earth. 2. Given a blank map of the world, students will be able to identify Europe, North America, the Atlantic Ocean, and the route that the Pilgrims took to America.

Materials/Time/Space: Pilgrim’s First Thanksgiving , A laminated map of the world, dry erase marker, map of England, map of Massachusetts, blank maps (one for each student), 1 hour, whole class,

Lesson Description:

Introduction (Anticipatory Set): Ask students if any of them have ever moved to a new home. Ask how they got to their new home. Did you go by car, plane, train, ship, etc? (If no students have moved or cannot remember tell a story of your moving from one place to another.) After listening to a few moving stories, read the book Pilgrim’s First Thanksgiving by Ann Mcgovern. Point out that maps help us understand how people move from one location to another and the purpose of today’s lesson is to learn about maps and the First Thanksgiving (Purpose). After reading this book, discuss with the students how the Pilgrims came from England to America by ship.

Content Focus: (Instructional Input) Use a laminated map of the world to point out the difference between land and water on a map. Then show the students the continent (Europe) that the Pilgrims moved from and the continent that they came to live on (North America). Also show the students the ocean that they crossed (Atlantic). Show students a map of England and point out Plymouth Harbor where the Pilgrims first set sail. Also should students a map of Massachusetts and point out the Wampanoag village near Plymouth Rock. (Modeling) Use the map and a dry erase marker to draw the route that was taken by the Pilgrims. (Guided Practice) Show the students several times, making sure to ask students to identify Europe, the Atlantic Ocean, and North America. Hand out paper maps to each student that match the laminated map. (Checking for Understanding) Have the students put their finger on Europe. Check each student’s map for correctness. Then repeat this process for both the Atlantic Ocean and North America. (Independent Practice) Using their paper maps have the students draw a circle on Europe, a square on North America, and a triangle on the Atlantic Ocean. (Draw examples of a circle, square, and triangle on the board if the students need them.) Then have the students draw a line to represent the journey of the Pilgrims to America.

Closure: Explain to the students how the map is a flat representation of the Earth. Also explain that maps show views from above and show the position of objects. Explain how this map helps us to understand how the Pilgrims got to America.

Assessment: Formative—Check for understanding of map skills through questioning and observation. Summative--Maps that the students created; multiple choice question.

Background Information: The Pilgrims First Thanksgiving describes the Pilgrims’ journey from England to America and their struggles up until the First Thanksgiving in 1621 including their relationship with the Wampanoag Indians. A continent is considered to be a large, continuous, discrete land mass. Thanksgiving is a national holiday of the United States. A national holiday is one that is celebrated by the country and people with state jobs are given the day off.

Kindergarten Art Lesson The First Thanksgiving

By: Samantha Smith

Context: Kindergarten; 1 hour; whole class (15-30 students)

Standards/ Objectives:

History Standards of Learning of Virginia:

K.1. The student will recognize that history describes events and people of other times and places by (a) identifying the people and events honored by the holidays of Thanksgiving Day… K.2. The student will describe everyday life in the present and in the past and begin to recognize that things change over time. National History Standards: 2D: Draw upon the visual data presented in photographs, paintings, cartoons, and architectural drawings.

Objectives:

1. Given a painting of the first Thanksgiving, students will make observations about its contents. 2. After a class discussion of the meaning of Thanksgiving, students will create their own painting of what Thanksgiving means to them.

Resources:

The First Thanksgiving by: Jennie Brownscombe Available online: http://www.artcom.com/Museums/vs/mr/569.jpg Materials: The First Thanksgiving by Jennie Brownscombe, paint, paper, table clothes, smocks;

Introduction:

There are many different types of artists that use their talents to create beautiful art. Some artists make sculptures out of clay or rock. Other artists make beautiful music for us to listen to. Still other artists, like the one we are looking at today, paint. Artists help to make our world more beautiful. Today we are going to look at a painting that was painted by Jennie Brownscombe.

Content Focus:

Have students look at the painting The First Thanksgiving by Jennie Brownscombe. Ask them questions about the painting: Objective level: What do you see in the painting? What do you think they are doing in the painting? Reflective Level: How does this painting make you feel? What does it make you think about? Interpretive Level:

What do you think the painter might have been thinking when she was painting this? What season do you think it is? Where does it look like they are? Why?

Are all the people in the painting the same age? What do you see in the painting that is the same as what we have learned about the first Thanksgiving? Decisional Level:

Does this look like the kind of Thanksgiving that you have? What do you think about when you think of Thanksgiving?

Discuss with the students that this painting represents what the painter thinks about when she thinks about the first Thanksgiving. Then ask the students: Is this what you think about when you think about Thanksgiving? What do you think about when you think of Thanksgiving?

Art Activity: Say what you think about when you think of Thanksgiving.

Have the students use fingerpaints to paint what they think about when they think of Thanksgiving. Make sure to cover tables and have the students wear smocks to protect their clothes.

Closure:

Have the students share their paintings with the class and have them explain what they painted and what Thanksgiving means to them.

Assessment:

Formative: The students will participate in classroom discussion about The First Thankgiving by Jennie Brownscombe and what they thing about when they think of Thanksgiving.

Summative: Student paintings hung up in the classroom; multiple choice question.

Background Information:

Jennie Brownscombe was an artist who painted pictures of important events in the history of the United States. Her most famous painting was The First Thanksgiving. In this painting, she shows the pilgrims and the Wampanoag Indians sitting down to eat the first Thanksgiving. The cultural differences between the Native Americans and the Pilgrims are very apparent in this painting. They are dressed very differently and while the Pigrims are saying a prayer before the meal the Native Americans are not. The first Thanksgiving was a day in which people of different cultures got together and celebrated the fact that they had survived the hard winter.

The First Thanksgiving by Jennie Brownscombe at http://www.artcom.com/Museums/vs/mr/02360-38.htm

Kindergarten Biography Lesson: Sarah Morton Samantha Smith

Audience: Kindergarten

Standards: Virginia History Standards of Learning

K.2 The student will describe everyday life in the present and in the past and begin to recognize that things change over time.

Objectives: 1. After listening to the story Sarah Morton’s Day, students will be able to explain what makes Sarah Morton a good citizen. 2. After listening to the story, students will also be able to compare their lives to that of Sarah Morton. 3. After having a class discussion on a day in Sarah Morton’s life, students will be able to act out a typical day in her life.

Materials/Time/Space: Sarah Morton’s Day, white, black, and gray construction paper, glue, scissors, yarn, hole punch, tape, pencil, 1 hour, whole class (15-30 students)

Lesson Description:

Introduction:

Explain to the students that Sarah Morton was a real person who was nine years old at the time of the story. She traveled over to North America from Europe to be a citizen in a new community. Then read Sarah Morton’s Day.

Content Focus: Discuss with the students how Sarah Morton helped out her parents and her community by doing chores everyday. Explain that her home and community were both better places because of the simple work that she did everyday. She also was very devoted to learning to read and write. With these skills, she could help members of her community to read and write letters to family members back in Europe. Also discuss how Sarah Morton’s family was going to help the people who had just arrived on the ship. (They were going to help lodge them and give them some food) Next have the students discuss how their lives differ from the life of Sarah Morton. Focus the discussion on her clothing, food, and chores. Make a chart to highlight the differences between Sarah Morton and your students. Then have the students make hats similar to those that pilgrims like Sarah Morton would have worn. After they have completed the hats, have the students split up into groups and act out what a typical day for a pilgrim would have been like. Closure: After the students have finished, have two of the groups act their days out for the class. Then have the other students discuss how Sarah’s everyday activities helped out the community of Plymouth Plantation.

Assessment:

Formative: Participation in classroom discussion and activities.

Summative: Students will also be assessed with a multiple choice question.

Background Information: Sarah Morton was born in 1618 in Holland. Her family sailed to America on The Anne in 1623. They left Holland because of religious persecution in order to join the new community at Plymouth Plantation in the New World. Sarah Morton has been mentioned in several journals and other histories of the period. She was a regular citizen of the community that helped to make it a better place with the work that she did everyday. Sarah Morton was married in December of 1644 to George Bonham and the two had six children. She lived at Plymouth Plantation until she died in 1694, she was 76.

Chart:

Clothing Food Chores

Pilgrims Wore a lot Stew, cornbread, meat Fire tending, feed of layers, chickens, cook meals, no bright milk goat, tend garden, colors, fetch water, always bonnet, working skirts

You Jeans, Different types of food Feed dog, clean room, do bright from different countries dishes, most of the day is colors, and cultures not spent on chores usually only 1 or 2 layers

How to make the girl Pilgrim hat:

What you'll need:

• 12 by 18 inch white construction paper • Glue • Scissors • Hole punch • Yarn

How to make it:

1. Fold the paper lengthwise back two inches to create the front opening. Crease well. 2. Bend, without folding, the hat over the child's head so that the two shorter ends meet at each side of the child's jawline. 3. Mark the paper with a pencil where it will meet a the child's jawline, then cut a slit about six inches from the end of the paper towards the head. Cut another slit about six inches from the other end in towards the head. 4. Bending paper back in same position as if on child's head, fold the middle section down and hold. 5. Fold one side over the middle section and glue in place. 6. Fold the other side over the other two sections and glue in place. 7. Place the hat on a flat surface with the face opening up. Place something like a heavy book on it to hold in place. 8. Let dry. 9. On each end, hole punch one hole in the turned over flap. 10. Tie a piece of yarn to each hole. 11. The child then puts the hat on and ties the yarn to hold it on her head.

12. Cute as can be, and simple to make!

How to make the boy Pilgrim hat:

What you'll need:

• 10x13" Black construction paper • 9x12" Gray construction paper • Tape • Pen or pencil • Scissors • Glue

How to make it:

1. Cut an oval out of the black construction paper the full size of the paper. 2. Cut a strip of paper to make a band to put around the boy's head, tape it. Put that circle (slightly oval) on the paper to trace the inner circle. Then draw a circle around it. Leave about a 2" brim on 3 sides and about 4" on the "front". 3. Draw the trapezoid, and cut out the gray parts. (see photo) 4. Cut out a band and band and buckle out of gray paper. 5. Glue the hat band on the hat and then the buckle on top of the band. 6. Bend the hat piece up and try on the child. 7. You may need to adjust the opening to fit the individual child's head. 8. On the underneath side, apply tape to the two points where the hat bends. This will help reinforce the stress point, and hopefully prevent tearing.

Kindergarten Inquiry Lesson: Foods at the First Thanksgiving

Samantha Smith

Audience: Kindergarten

Standards: Virginia History Standards of Learning

K.1 The student will recognize that history describes events and people of other times and places by b) identifying the people and events honored by the holidays of Thanksgiving Day

K.2 The student will describe everyday life in the present and in the past and begin to recognize that things change over time.

Objectives: 1. After asking questions about the contents of a box, students will make educated guesses on what is in the box. 2.

Materials/Time/Space: Indian corn, box, PowerPoint with pictures of foods, water, cornmeal grits, flour, paper, pencils, colored pencils, 2 hours (over 2 days), whole class (15-30 students)

Lesson Description:

Introduction: Show students a cardboard box, shake the box so that the students can here that there is something inside the box. Have the students each ask a yes or no question about the box and then have several students make guesses about the contents of the box. Open the box to reveal that there is Indian corn inside it.

Content Focus: Day 1: Ask the students what they think the Indian corn is. Ask them what they think it has to do with the first Thanksgiving. Then ask what other things they would like to know about the first Thanksgiving dinner. Then show the students a PowerPoint with different pictures of food on it and have them decided whether or not that food was served at the first Thanksgiving. After the PowerPoint is complete, split the students into 4 groups and give each group a bowl filled with 17th century Indian corn bread dough (because the recipe involves using boiling water prepare the dough in advance so that students are not burned). Tell the students that this is the type of bread that the Pilgrims ate. Give each group a cookie sheet and ½ a cup of flour. Have the students work the flour into the dough and have each student make a small flat cake and place it on the cookie sheet (teacher assistance may be needed). Then collect all of the cookie sheets and explain that you are going to bake the bread tonight and bring it back the next day. For homework have each of the students interview a family member about his or her favorite Thanksgiving foods. Day 2: Have the students taste the now baked 17th century Indian corn bread that they made the day before. Ask them about it. How does it taste? Would you like to eat this for Thanksgiving? How does it compare to the bread that you eat today? What do you think would make it better? Then give each student a piece of paper and ask them to draw the foods that their family member said were his or her favorites. As students finish, have each one dictate a sentence describing what they have draw to you or a teacher’s assistant.

Closure: After the drawings and sentences are complete, make them into a Big Book of Thanksgiving. Then share the book and compare and contrast the different stories.

Assessment:

Formative: Participation in classroom discussion and projects.

Summative: Take up the drawings that the students did about their family members’ favorite Thanksgiving foods. Students will also be assessed by an essay question.

Background Information: At the first Thanksgiving historians believe that Native Americans and Pilgrims ate fish, eels, clams, lobster, water fowl, venison, and seal. They also believe that Indian corn, pumpkins, peas, beans, carrots, plums, grapes, and nuts were served at the first Thanksgiving. They believe that this was the menu based on journals entries, what the Pilgrims had available, and what was customary at the time.

17th Century Indian Corn Bread Recipe

Boil 3 cups of water. Stir in 1 cup coarse cornmeal grits. Simmer until water is absorbed, stirring occasionally. Cool. When mixture is cool enough to handle, turn on to work surface floured with ½ cup fine cornmeal flour. Work into 2 round flat cakes. Bake on floured cookie sheet at 400 degrees for ¾ hour.

(Taken from Sarah Morton’s Day by Kate Waters) Assessment:

What continent did the Pilgrims sail from?

A. North America B. South America C. Europe * D. Africa

What holiday does this painting represent?

A. Independence Day B. Thanksgiving Day* C. Presidents’ Day

What group of people did Sarah Morton belong to?

A. Wampanoag Indians B. Jamestown Settlers C. Pilgrims at Plymouth Plantation*

Draw two Thanksgiving dinner tables. The first should be a Pilgrim’s table and the second should be your Thanksgiving table. Make sure to include at least two types of food on each table.

Points:

Had 2 Thanksgiving tables---5pts

Included at least 2 foods on each table—5pts

Foods were correct to the group---5pts

Award an extra point for each additional correct food that is drawn. Bibliography:

Atwood, W. (1940). The Pilgrim Story. Plymouth, MA: The Memorial Press.

Bourgeois, P., & Clark, B. (2001). Franklin's Thanksgiving. Tonawanda, NY: Kids

Can.

Bradford, W. (1959). Of Plymouth Plantation 1620-1647. New York, NY: Alfred A.

Knopf.

Curtin, K. (2008a). First Thanksgiving. Retrieved February 25, 2009, from

Histoy.com Web site: http://www.history.com/content/thanksgiving/the-

first-thanksgiving

Curtin, K. (2008b). Thanksgiving Food. Retrieved February 25, 2009, from

Histoy.com Web site:

http://www.history.com/minisites/thanksgiving/viewPage?pageId=873

Dalgliesh, H. (1954). The Thanksgiving Story. New York, NY: Charles Scribner's

Sons.

Dexter, M. (1894). The Story of the Pilgrims. Boston & Chicago.

Heaton, V. (1980). The Mayflower. Devon, England: Webb & Bower Limited.

Hilton, C. (2005). Mayflower. Gloucestershire: Sutton Publishing Limited.

Johnson, C. (2009). Biography of Tisquantum ("Squanto"). Retrieved February

25, 2009, from Mayflower History Web site:

http://www.mayflowerhistory.com/History/BiographyTisquantum.php Loewen, J. (2007). Lies My Teacher Told Me. New York, NY: Simon & Schuster.

Mayflower Compact. (1909). Retrieved February 25, 2009, from Avalon Project

Web site: http://avalon.law.yale.edu/17th_century/mayflower.asp

Mcgovern, A. (1993). The Pilgrim's First Thanksgiving. New York, NY: Scholastic Inc.

The National Archives Celebrates Thanksgiving. (2008, November 25). Retrieved

February 25, 2009, from The National Archives Web site:

http://www.archives.gov/press/press-releases/2009/nr09-25.html.

Noble, F. (1907). The Pilgrims. Boston, MA: The Pilgrim Press.

Philbrick, N. (2006). Mayflower. New York, NY: The Penguin Group.

Pilgrim hat for boys. (2009). Retrieved April 7, 2009, from Kaboose Web site: http://crafts.kaboose.com/pilgrim-hat-for-boys.html

Pilgrim hat for girls. (2009). Retrieved April 7, 2009, from Kaboose Web site: http://crafts.kaboose.com/pilgrim-hat-for-girls.html

The Pilgrim-Wampanoag peace treaty. (2008). Retrieved February 25, 2009, from History.com Web site: http://www.history.com/this-day-in- history.do?action=Article&id=4880.

Plimoth Plantation , (2003). Sarah Morton. Retrieved April 7, 2009, from Plimoth Plantation Web site: http://www.plimoth.org/kids/homeworkHelp/sarah.php

Waters, K. (1989). Sarah Morton's Day. New York, NY: Scholastic.

Standards

NCSS Standards

Matrix Item 1.1 -- Theme One: Culture and Cultural Diversity

Social Studies teachers should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of Culture and Culture Diversity.

Indicators of Capabilities for Teaching Social Studies

Teachers of social studies at all school levels should provide developmentally appropriate experiences as they guide learners in the study of culture and cultural diversity. They should:

• enable learners to analyze and explain the ways groups, societies, and cultures address human needs and concerns; • encourage learners to compare and analyze societal patterns for preserving and transmitting culture while adapting to environmental and social change;

Matrix Item 1.2 -- Theme Two: Time, Continuity, and Change

Social Studies teachers should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of Time, Continuity, and Change.

Indicators of Capabilities for Teaching Social Studies

Teachers of social studies at all school levels should provide developmentally appropriate experiences as they guide learners in the study of time, continuity, and change. They should:

• assist learners to understand that historical knowledge and the concept of time are socially influenced constructions that lead historians to be selective in the questions they seek to answer and the evidence they use; • have learners apply key concepts from the study of history -- such as time, chronology, causality, change, conflict, and complexity -- to explain, analyze, and show connections among patterns of historical change and continuity;

Matrix Item 1.3 -- Theme Three: People, Places, and Environment Social Studies teachers should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of People, Places, and Environment.

Indicators of Capabilities for Teaching Social Studies

Teachers of social studies at all school levels should provide developmentally appropriate experiences as they guide learners in the study of people, places and environments. They should:

• enable learners to construct, use and refine mental maps of locales, regions, and the world that demonstrate their understanding of relative location, direction, size, and shape; • have learners create, interpret, use, and distinguish various representations of Earth, such as maps, globes and photographs, and use appropriate geographic tools such as atlases, data bases, systems, charts, graphs, and maps to generate, manipulate, and interpret information; • help learners to locate, distinguish, and describe the relationships among varying regional and global patterns of geographic phenomena such as landforms, climate, and natural resources; • challenge learners to speculate about and explain physical system changes, such as seasons, climate, and weather; • challenge learners to examine, interpret, and analyze the interactions of human beings and their physical environments;

Matrix Item 1.4 -- Theme Four: Individual Development and Identity

Social Studies teachers should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of Individual Development and Identity.

• assist learners in articulating personal connections to time, place, and social/cultural systems; • help learners to identify, describe, and express appreciation for the influences of various historical and contemporary cultures on an individual's daily life; • assist learners to describe the ways family, religion, gender, ethnicity, nationality, socioeconomic status, and other group and cultural influences contribute to the development of a sense of self; • guide learners as they examine the interactions of ethnic, national, or cultural influences in specific situations or events; Matrix Item 1.5 -- Theme Five: Individuals, Groups and Institutions

• help learners understand the concepts of role, status, and social class and use them in describing the connections and interactions of individuals, groups, and institutions in society; • help learners analyze group and institutional influences on people, events, and elements of culture in both historical and contemporary settings;

Matrix Item 1.6 -- Theme Six: Power, Authority, and Governance

Social Studies teachers should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of Power, Authority and Governance.

Indications of Capabilities for Teaching Social Studies Teachers of social studies at all levels should provide developmentally appropriate experiences as they guide learners in the study of power, authority, and governance. They should:

• enable learners to examine the rights and responsibilities of the individual in relation to his or her family, social groups, community, and nation; • provide opportunities for learners to examine issues involving the rights, roles, and status of individuals in relation to the general welfare;

Matrix Item 1.9 -- Theme Nine: Global Connections

Social Studies teachers should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of Global Connections.

Indicators of Capabilities for Teaching Social Studies Teachers of social studies at all school levels should provide developmentally appropriate experiences as they guide learners in the study of global connections and interdependence. They should: • help learners to explain conditions and motivations that contribute to conflict, cooperation, and interdependence among groups, societies, and nations;

Virginia Standards of Learning

Kindergarten

History K.1 The student will recognize that history describes events and people of other times and places by b) identifying the people and events honored by the holidays of Thanksgiving Day, Martin Luther King, Jr. Day, Presidents’ Day, and Independence Day (Fourth of July). K.2 The student will describe everyday life in the present and in the past and begin to recognize that things change over time.

Geography K.4 The student will use simple maps and globes to d) develop an awareness that a map is a drawing of a place to show where things are located and that a globe is a round model of the Earth; c) locate land and water features.

Civics K.8 The student will demonstrate that being a good citizen involves a) taking turns and sharing; practicing honesty, self-control, and kindness to others.

Expenses:

 Finger paint--$6  Cornmeal Grits--$6.99  Flour--$4