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Plimoth Plantation Inc T E A C H E R ’ S G U I D E T E A C H E R ’ S G U I D E T E A C H E R ’ S G U I D E • C e l e b rate T h a n k s giv ing with a thre e - d ay “ fe a s t ” just befo re the holiday Suggested Print Resourc e s i t s e l f . Use books or Internet sites to help decide what diffe re n t • Brooks, Philip. Mayflower Compact. Compass Point Books, food(s) you will share each day. H ave students write descriptions of Minneapolis, MN; 2005. e a ch food ex p e r ience using sight, t a s t e , t o u ch and smell as the basis for these. • Edwards, Judith. Plymouth Colony and the Pilgrim Adventure in • M a ny of the wo rds in the video may seem new or stra n ge to students. American History. Enslow Publishers, Berkeley Heights, NJ; 2003. After discussing these wo rd s , h ave the students create a list of wo rd s • Gray-Kanatiiosh, Barbara. Wampanoag. Abdo Publishing Company, t h ey use that would seem new or stra n ge to the Wa m p a n o ags and the Edina, MN; 2004. P i l gri m s . • Hirschfelder,Arlene B. Squanto 1585?-1622 (American Indian • Discuss the diffe rences in the way the Pilgrims and the Wa m p a n o ag s Biographies Series). Blue Earth Books, Mankato, MN; 2004. s p o k e English compared to how we speak it today. Note that the • Plimoth Plantation Inc. Mayflower 1620:A New Look at a Pilgrim Wa m p a n o a gs learned English from the Pilgrims but some English Voyage. National Geographic,Washington DC; 2003. sounds we re not part of the Wa m p a n o a g language . Talk about the dif- • Stanley, Diane. Thanksgiving on Plymouth Plantation. Joanna Cotler fe rent ways English is spoken within the United States, e . g . N e w Books, New York, NY; 2004. E n g l a n d , the South, the Midwe s t .Talk about diffe rent wo rds and usage s f rom place to place, e . g . s o d a / p o p , h o agi e / s u b m a r i n e . H ow do English wo rds and accents va r y from place to place and fa m i ly to fa m i ly ? • I n vite small groups of students to create their own play telling the s t o r y of Plimoth Plantation and the fi rst T h a n k s gi v i n g . Videotape these as time perm i t s . Assign jobs to each student, i n cluding dire c t o r, s c ri p t w r i t e r, a c t o r, p h o t o gra p h e r. PLIMOTH Suggested Internet Resourc e s PLANTATION Periodically, Internet Resources are updated on our web site at www.LibraryVideo.com. Grades 3–7 • www.plimoth.org TEACHER’S GUIDE CONSULTANT his guide is a supplement designed for teach e rs to Plimoth Plantation, the living history museum of 17th-century Michael Zuckerman T use when presenting Colonial Life for Childre n : Plymouth, has its own web site featuring the museum, as well as Professor of History, University of Pennsylvania Plimoth Plantation. The guide provides you with a resources on the Pilgrim story, the history of Plymouth Colony and COMPLETE LIST OF TITLES s u m m a r y of the pro gra m , p re - v i ewing and fo l l ow - u p the Wampanoag Indians. q u e s t i o n s , a c t i v i t i e s , vo c ab u l a r y and re s o u rc e s . • www.mayflowerhistory.com/ • Jamestown • William Penn & Pennsylvania B e f o re Vi e w i n g : G i ve students an ove rv i ew of the Caleb Johnson’s Mayflower Web Pages provide extensive informa- • Plimoth Plantation • The Spanish & Colonial Santa Fe tion about the Mayflower, passenger lists, the text of the Mayflower program. Use the program summary to help provide • St. Augustine • Roger Williams & Rhode Island Compact and much more. this introduction. Select pre-viewing discussion ques- • The Dutch & New Amsterdam • Settling the New World • www.2020tech.com/thanks/ tions, activities and vocabulary to provide a focus for • The French & Colonial Quebec This T h a n k s giv ing site offe rs links to historical info r mation about the students when they view the program. P i l gri m s , the “ Fi rs t”T h a n k s gi v i n g , and the story of Miles Standish as After Vi e w i n g : R ev i ew the pro gram and vo c ab u l a r y well as favo r ite T h a n k s giving re c i p e s . and discuss what students learn e d . Use fo l l ow - u p • www.pilgrimhall.org/plgrmhll.htm Teacher’s Guides Included 800-843-3620 questions and activities, and encourage students to The Pilgrim Hall Museum in Plymouth, Massachusetts allows online and Available Online at: re s e a rch the topic further with the Internet and pri n t visitors a chance to see Pilgrim artifacts such as clothing, tools and re s o u rces prov i d e d . furniture along with collections of paintings from that time period. Teacher’s Guide and Program copyright 1998 by Schlessinger Media, a division of Library Video Company P.O. Box 580,Wynnewood, PA 19096 • 800-843-3620 Produced and directed by Summer Productions • Executive Producer:Andrew Schlessinger All rights reserved K6622 5 9/05 V6322 Historical Backgro u n d s o b a h e g — A food made from a mixture of corn , beans and deer meat. • H a ve students wo rk in groups of three to wa t ch the video and note In the Autumn of 1620, a ship called the May f l ower sailed across the Pilgrims — A group of English settlers who sought re l i gious freedom in ch a ra c t e r istics of the Wa m p a n o a g s , the Pilgrim women and the Atlantic from England.When the passenge rs arri ved and made their homes, America. P i l g rim men. G i v e each partner a diffe rent paper to re c o rd their t h e y had a celebration of thanksgi v i n g . And thanks to them, so do we . pilgrim — One who journ e ys to fo reign places, often for re l i g i o u s observations. reasons. Plimoth Plantation, founded in 1620, was the fi r st permanent Euro p e a n bandolier — A belt worn over the shoulder and across the chest to carry Focus Questions settlement in southern New England. N o w the site of a living history gunpowder. museum in Ply m o u t h , M a s s a ch u s e t t s , Plimoth Plantation is dedicated to 1 . What did a Wa m p a n o a g home re a l ly look like ? armor — A metal body covering worn for protection. 2 . What did the Wa m p a n o a g eat? re - c r eating 17th-century life as it existed for early settlers . E x h i b i t s watch — A time of standing guard. i n clude re c o n s t r uctions of the 1627 village occupied by the Pilgri m s , 3 . What we re the roles of both Indian and Pilgrim women and men, duel — An armed fight between two people. and why we re they so specifi c a l ly defi n e d ? Hobbamock’s Wampanoag Indian Homesite, and the Nye Barn, which lets coif — A close-fitting cap worn by Pilgrim women. visitors view the types of animals that would have inhabited this first set- 4 . What did a Pilgrim home re a l ly look like ? grits — Coarsely ground hulled grain, e.g., corn. t l e m e n t . People in historic costumes, speaking the dialect of the peri o d , 5 . What did the Pilgrims eat, and how was it pre p a re d ? peel — A long-handled tool used to put bread in an oven. carry out the daily tasks that would have been performed by the settlers. kitchen garden — An area planted with herbs used pri m a r i ly fo r 6 . What did the Pilgrim women and men we a r, and what we re their cooking. bathing hab i t s ? Video Program Summary daub — The mixture used as an adhesive in the walls of the Pilgri m 7 . W h e re did Goodw i fe Alden get her herbs? Milk and ch e e s e ? The video opens with Tracy and her brother, Greg, at home completing a homes. 8 . What did Gove rnor Bra d fo rd say about how punishment wa s centerpiece re p resenting the fi r st T h a n k s gi v i n g .
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