Thanksgiving—Upper Elementary 9–12

Lesson 1: How do we Celebrate Thanksgiving Day?

Materials: 6 large sheets of paper; Appendix 1; Appendix 2; Appendix 3

Exercise 1: Carousel Brainstorming

1. Post 6 large sheets of paper at various stations around the room. 2. Write the following questions on paper, one per paper 3. Who celebrates Thanksgiving? 4. What do we celebrate on Thanksgiving? 5. When do we celebrate Thanksgiving? 6. Where do we celebrate Thanksgiving? 7. Why do we celebrate Thanksgiving? 8. How do we celebrate Thanksgiving? 9. Assign students into 6 groups 10. Have each group rotate around room and read previous groups’ responses

11. Have them add additional responses

Exercise 2: Become the Experts

1. Assign each group the task of being the experts on one of the questions. 2. Give each group a blank organizing sheet. [Appendix 1] 3. Have each group organize and rewrite information found on their assigned sheet on organizing sheet. 4. For example, say: Group 1, you will take poster about “Who celebrates Thanksgiving.” In your group read

over the responses, organize them, and write a final copy of your work on the sheet I have given you. You will be our experts whenever we need help about who we are studying. If you learn some new information about the past, make sure you add it to your poster.

5. Assign remaining posters to group with similar instructions. 6. Give groups time after every Lesson to add information to their sheets.

Exercise 3: Correct the Myth

1. Create a large T-Chart from Appendix 2 on a poster sheet and place it for students to see. 2. Explain to students that sometimes we learn only part of history. Say: We are going to become better

Thanksgiving historians by correcting myths about this past event by learning new information. 3. Read each statement and discuss the following questions with students. Which statement(s) seem to be facts?

Which seem to be myths? 4. Conclude by asking students to write down their initial ideas either in a journal or on a copy of the T-Chart sheet

from Appendix 2 that you pass out to them.

Follow-up:

At the end of each lesson, stop, direct students attention to T-Chart statements and ask if they have any information

to contribute to it.

[Note: Appendix 3 is for your background—full discussion of Appendix 2 statements about why they are myths or facts

or, in many cases. telling an incomplete story]

Direct Aims:

1. To encourage students to distinguish their own point of view from that of the author of a text. 2. To give students practice in determining fact from myth. 3. To provide students with opportunities to assess their knowledge, verbalize their interest, and record

findings through a visual aid accessible to the entire group.

Appendix 1: [Lesson 1, Exercise 2]

Our Group Question

____________________________________________________________________________________________

Details

1.

2.

3.

4.

5.

New Information about the Past

1.

2.

3.

4.

5.

Names of Group Members

___________________________

___________________________

___________________________

___________________________

___________________________

Appendix 2: [Lesson 1, Exercise 3]

Thanksgiving Facts and Myths

Fact or Myth?

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

1. First Thanksgiving” occurred in 1621

2. People on the Mayflower were called Pilgrims.

3. Colonists came seeking freedom of religion.

4. When “Pilgrims” landed, they stepped on

“Plymouth Rock.”

5. The Pilgrims found corn.

6. Squanto became friends with Pilgrims, helped

them, and was at “The First Thanksgiving.”

7. Pilgrims invited Indians to First Thanksgiving.

8. Pilgrims provided food for their Indian friends.

9. Pilgrims and Indians ate turkey, potatoes,

berries, cranberries, pumpkin pie, popcorn.

10. Pilgrims and Indians became great friends.

11. Thanksgiving is a happy time.

Appendix 3: [Lesson 1, Teacher Background] Page 1 of 2

Myth #1: “The First Thanksgiving” occurred in 1621. Fact: No one knows when “first” thanksgiving occurred. People have been giving thanks for as long as people have existed. Indigenous nations all over the world have celebrations of the harvest that come from very old traditions; for Native peoples, thanksgiving comes not once a year, but every day, for all the gifts of life. To refer to the harvest feast of 1621 as “The First Thanksgiving” disappears Indian peoples in

the eyes of non-Native children.

Myth #2: The people who came across the ocean on the Mayflower were called Pilgrims. Fact: The Plimoth settlers did not refer to themselves as “Pilgrims.” Pilgrims are people who travel for religious reasons, such as Muslims who make a pilgrimage to Mecca. Most of those who arrived here from England were religious dissidents who had broken away from the Church of England. They called themselves “Saints”; others called them “Separatists.” Some of the settlers were “Puritans,” dissidents but not separatists who wanted to “purify” the Church. It wasn’t until around the time of the American Revolution that the name “Pilgrims” came to be associated with the Plimoth settlers, and “Pilgrims” became

the symbol of American morality and Christian faith, fortitude, and family.

Myth #3: The colonists came seeking freedom of religion in a new land. Fact: The colonists were not just innocent refugees from religious persecution. By 1620, hundreds of Native people had already been to England and back, most as captives; so the Plimoth colonists knew full well that the land they were settling on was inhabited. Nevertheless, their belief system taught them that any land that was “unimproved” was “wild” and theirs for the taking; that the people who lived there were roving heathens with no right to the land. Both the Separatists and Puritans were rigid fundamentalists who came here fully intending to take the land away from its Native inhabitants and establish a new nation, their “Holy Kingdom.” The Plimoth colonists were never concerned with “freedom of religion” for anyone but

themselves.

Myth #4: When the “Pilgrims” landed, they first stepped foot on “Plymouth Rock.” Fact: When the colonists landed, they sought out a sandy inlet in which to beach the little shallop that carried them from the Mayflower to the mainland. This shallop would have been smashed to smithereens had they docked at a rock, especially a Rock. Although the Plimoth settlers built their homes just up the hill from the Rock, William Bradford in Mourt’s Relation: A Journal of the Pilgrims at Plymouth, does not even mention the Rock; writing only that they “unshipped our shallop and drew her on land.” The actual “rock” is a slab of Dedham granodiorite placed there by a receding glacier some 20,000 years ago. It was first referred to in a town surveying record in 1715, almost 100 years after the landing. Since then, the Rock has been moved, cracked in two, pasted together, carved up, chipped apart by tourists, cracked again, and now rests as a memorial to something that never happened.

It’s quite possible that the myth about the “Pilgrims” landing on a “Rock” originated as a reference to the New Testament of the Christian bible, in which Jesus says to Peter, “And I say also unto thee, Thou art Peter, and upon this rock I will build my Church and the Gates of Hell shall not prevail against it.” (Matthew 16:18) The appeal to these scriptures gives credence to the sanctity of colonization and the divine destiny of the dominant culture. Although the

colonists were not dominant then, they behaved as though they were.

Myth #5: The Pilgrims found corn. Fact: Just a few days after landing, a party of about 16 settlers led by Captain Myles Standish followed a Nauset trail and came upon an iron kettle and a cache of Indian corn buried in the sand. They made off with the corn and returned a few days later with reinforcements. This larger group “found” a larger store of corn, about ten bushels, and took it. They also “found” several graves, and, according to Mourt’s Relation, “brought sundry of the prettiest things away” from a child’s grave and then covered up the corpse. They also “found” two Indian dwellings and “some of the best things we took away with us.” There is no record that restitution was ever made for

the stolen corn, and the Wampanoag did not soon forget the colonists’ ransacking of Indian graves.

Myth #6: Samoset appeared out of nowhere, and along with Squanto became friends with the Pilgrims. Squanto helped the Pilgrims survive and joined them at “The First Thanksgiving.” Fact: Samoset, an eastern Abenaki chief, was the first to contact the Plimoth colonists. He was investigating the settlement to gather information and report to Massasoit, the head sachem in the Wampanoag territory. In his hand, Samoset carried two arrows: one blunt and one pointed. The question to the settlers was: are you friend or foe? Samoset brought Tisquantum (Squanto), one of the few survivors of the original Wampanoag village of Pawtuxet, to meet the English and keep an eye on them. Tisquantum had been taken captive by English captains several years earlier, and both he and Samoset spoke English. Tisquantum agreed to live among the colonists and serve as a translator. Massasoit also sent Hobbamock and his family to live near the colony to keep an eye on the settlement and also to watch Tisquantum, whom Massasoit did not trust. The Wampanoag oral tradition says that Massasoit ordered Tisquantum killed after he tried to stir up the English against the Wampanoag. Massasoit himself lost face after his years of dealing with the English only led to warfare and

land grabs. Tisquantum is viewed by Wampanoag people as a traitor, for his scheming against other Native people for

Appendix 3: Page 2 of 2

his own gain. Massasoit is viewed as a wise and generous leader whose affection for the English may have led him to be

too tolerant of their ways.

Myth #7: The Pilgrims invited the Indians to celebrate the First Thanksgiving. Fact: According to oral accounts from the Wampanoag people, when the Native people nearby first heard the gunshots of the hunting colonists, they thought that the colonists were preparing for war and that Massasoit needed to be informed. When Massasoit showed up with 90 men and no women or children, it can be assumed that he was being cautious. When he saw there was a party going

on, his men then went out and brought back five deer and lots of turkeys.

In addition, both the Wampanoag and the English settlers were long familiar with harvest celebrations. Long before the Europeans set foot on these shores, Native peoples gave thanks every day for all the gifts of life, and held thanksgiving celebrations and giveaways at certain times of the year. The Europeans also had days of thanksgiving, marked by religious services. So the coming together of two peoples to share food and company was not entirely a foreign thing for either. But the visit that by all accounts lasted three days was most likely one of a series of political meetings to discuss and secure a military alliance. Neither side totally trusted the other: The Europeans considered the Wampanoag soulless heathens and instruments of the devil, and the Wampanoag had seen the Europeans steal their seed corn and rob their graves. In any event, neither the Wampanoag nor the Europeans referred to this feast/meeting as

“Thanksgiving.”

Myth #8: The Pilgrims provided the food for their Indian friends. Fact: It is known that when Massasoit showed up with 90 men and saw there was a party going on, they then went out and brought back five deer and lots of turkeys. Though the details of this event have become clouded in secular mythology, judging by the inability of the settlers to provide for themselves at this time and Edward Winslow’s letter of 1622, it is most likely that Massasoit and his people provided most of the food for this “historic” meal.

Myth #9: The Pilgrims and Indians feasted on turkey, potatoes, berries, cranberry sauce, pumpkin pie, and popcorn. Fact: Both written and oral evidence show that what was actually consumed at the harvest festival in 1621 included venison (since Massasoit and his people brought five deer), wild fowl, and quite possibly nasaump—dried corn pounded and boiled into a thick porridge, and pompion—cooked, mashed pumpkin. Among the other food that would have been available, fresh fruits such as plums, grapes, berries and melons would have been out of season. It would have been too cold to dig for clams or fish for eels or small fish. There were no boats to fish for lobsters in rough water that was about 60 fathoms deep. There was not enough of the barley crop to make a batch of beer, nor was there a wheat crop. Potatoes and sweet potatoes didn’t get from the south up to New England until the 18th century, nor did sweet corn. Cranberries would have been too tart to eat without sugar to sweeten them, and that’s probably why they wouldn’t

have had pumpkin pie, either. Since the corn of the time could not be successfully popped, there was no popcorn.

Myth #10: The Pilgrims and Indians became great friends. Fact: A mere generation later, the balance of power had shifted so enormously and the theft of land by the European settlers had become so egregious that the Wampanoag were forced into battle. In 1637, English soldiers massacred some 700 Pequot men, women and children at Mystic Fort, burning many of them alive in their homes and shooting those who fled. The colony of Connecticut and Massachusetts Bay Colony observed a day of thanksgiving commemorating the massacre. By 1675, there were some 50,000 colonists in the place they had named “New England.” That year, Metacom, a son of Massasoit, one of the first whose generosity had saved the lives of the starving settlers, led a rebellion against them. By the end of the conflict known as “King Philip’s War,” most of the Indian peoples of the Northeast region had been either completely wiped out, sold into slavery, or had fled for safety into Canada. Shortly after Metacom’s death, Plimoth Colony declared a day of

thanksgiving for the English victory over the Indians.

Myth #11: Thanksgiving is a happy time. Fact: For many Indian people, “Thanksgiving” is a time of mourning, of remembering how a gift of generosity was rewarded by theft of land and seed corn, extermination of many from disease and gun, and near total destruction of many more from forced assimilation. As currently celebrated in this country, “Thanksgiving” is a bitter reminder of 500 years of betrayal returned for friendship. [Adapted from http://www.oyate.org/index.php/resources/43-resources/thanksgiving]

Lesson 2: How do we find out if something is a fact or a myth?

Materials: Appendix 4; Grace and Bruchac book 1621: A New Look at Thanksgiving, page 9

Exercise 1: How to Read Primary Sources

1. Explain the following to students— a. An historian’s job is to learn about events/people of the past and tell a story about them b. It takes a long time and a lot of work to put the story together c. The story changes each time a new fact is discovered d. It also changes when an old “fact” turns out not to be true e. Historians have to change story if they learn new information. And they are always finding out new

things. f. Modern historians try to tell whole story by including how others might have looked at events in the

past g. They do this by looking for primary sources—letters, diaries, newspapers, maps, etc. written by people

who saw an event or were living at the same time. h. Use examples to clarify what primary sources are. Ask: Is a newspaper from 1861 about the Civil

War a primary source? Is a letter written by Abraham Lincoln a primary source? i. Continue using examples from historical eras that students may already be familiar with.

2. Explain what a secondary source is. Point to student textbook and ask: Is this textbook a primary or secondary source? Keep asking and clarifying until students understand the difference.

3. Pass out a copy of Appendix4 “How to Interpret Source Documents.” Use examples to help students understand how they will use this chart to evaluate source materials.

Exercise 2: Reading History

1. Have partners read p. 9 from 1621: A New Look at Thanksgiving. 2. As a class, ask partners to tell what they learned, explain what they might not have understood, and try to have

other students clear up any misunderstandings.

3. Ask students whether what they read is a primary or secondary source.

Extensions:

Have students add new information to T-Chart learned from the reading.

Give students a source and have them interpret it using Appendix 4 with following procedure— Before Reading—Have students use Step A. Rubric—Interpret Source Documents to note information about the

document. Give students background about context for the document. During Reading—Have students use Step B. Rubric—Understand Source Documents as they read document and

take notes. Depending on the language of document, you may want to read the document aloud together. After Reading—Choose skill strategy to analyze text(s), such as comparison/contrast, matrix, main idea/details,

etc. to have students think critically about multiple perspectives on history. Alternatively, have students

rewrite document in contemporary language to appeal to today’s reader

Direct Aims:

1. To introduce the concepts of primary and secondary sources. 2. To have students compare and contrast information given by a primary and secondary account of the same event in

order to assess the differences in each account. 3. To help students formulate what they know and don’t know in order to motivate them to seek answers to questions

they have.

Appendix 4: [Lesson 2, Exercise 1] Source Documents Rubric

Step A. Rubric—Interpret Source Documents Step B. Rubric—Understand Source Documents

Who wrote it?

What are some key words or images author uses?

What do you know about this person?

What is author’s point? Summarize it.

When and where was it written?

What evidence does author give?

Who was it written for?

Why was it written?

Is it a primary or secondary source?

How do you know?

Lesson 3: Who were the Wampanoag?

Materials: Grace and Bruchac book 1621: A New Look at Thanksgiving, pages 11-16; Appendix 5; Appendix 6; Appendix

7; Russell Peter’s book Clambake: A Wampanoag Tradition

Exercise 1: Wampanoag Confederation in the 1600s Map

1. Read the following background to students. Stop, ask questions, explain, and summarize as you go.

At beginning of 17th century, at the time of first contact with the English, the Wampanoag [wahm-puh-NO-ahg] lived in southeastern Massachusetts and Rhode Island, as well territory that included current Martha's Vineyard and Nantucket. Their population numbered in the thousands. Three thousand Wampanoag lived on Martha's Vineyard alone. Three Wampanoag men were very involved with Pilgrims in early Plymouth, as interpreters and advisors. You may have heard of Tisquantum, or Squanto, but probably not Hobomok [HOE-buh-muk] and Tokamahaman [toe-kuh-MAH-HUH-mun]. Wampanoag territory was made up of about 67 villages. The map below shows some of them. The Grand Sachem [SAY-chem] of the Wampanoag in the 1600s, Massasoit, lived near what is today Warren and Bristol, RI. His village was called Pokanoket [po-kuh-NO-ket]. Each village under him had its own leader or sub-sachem,

many of whom Pilgrims met during their early explorations.

2. Pass out a copy of “Wampanoag Confederation in the 1600s” Appendix 5 map. 3. Have students study the map and answer the questions that follow it. 4. Ask students to find and circle both Mashpee and Aquinnah on the map. 5. Explain these two places are locations of only federally recognized Indian tribes today in Massachusetts.

6. Conclude by making sure students understand how populated this area was.

Exercise 2: Historical Native American Tribal Territories of Southern New England Map

1. Pass out a copy of Appendix 6, Historical Tribal Territories of Southern New England map to students. 2. Before doing map, read students the following background. Stop, ask questions, explain, and summarize as you go.

Wampanoag Confederation was not only native group in New England at the time of the arrival of the Pilgrims. The map below shows a number of other groups. The Narragansett were traditional enemies of the Wampanoag. At the time disease struck the Wampanoag, 1617-1619, the Narragansett escaped it. So, when the Pilgrims came, the population of Wampanoag people was greatly reduced. One of the reasons that Massasoit made a peace treaty with the English was he thought they could help him protect his people from Narragansett attacks. Later, when King Philip’s War broke out in 1675-1676, many of these other groups would fight on the side of the Wampanoag or the English. They would decide based on what they thought was better for their particular group.

3. Have student complete map exercise. 4. Make sure students understand how this area had a political and cultural structure going back many thousands of

years before the Europeans came.

Exercise 3: Finding Out More about the Wampanoag

1. Using reading activity of your choice, assign students to read about Wampanoag on pp. 11–16 in 1621: A New Way to Look at Thanksgiving.

2. Have students use worksheet in Appendix 7 to report what they learn.

Extensions:

Make sure students understand Wampanoag people are still alive today with these exercises.

Use Internet to find out about Wampanoag people still living today. Two helpful sites: Mashpee Wampanoag mashpeewampanoagtribe.com and Wampanoag Tribe of Aquinnah http://www.wampanoagtribe.net

Read Russell Peter’s book Clambake: A Wampanoag Tradition showing contemporary Wampanoag carrying out ancestor traditions.

Direct student attention to T-Chart statements and ask if they have any information to contribute to it.

Direct Aims:

1. To provide students with background information on the Wampanoag confederation. 2. To have students accurately interpret information given in map form.

3. To have students accurately summarize information given by both oral and visual sources.

Appendix 5: [Lesson 3, Exercise 1]

Wampanoag Confederacy in the 1600s

Key: Large print = Wampanoag name of a village / Small print = modern name

1. How many different villages were there in the Wampanoag Confederation? ______________

2. What was the name of Massasoit’s village? ____________________________

3. What is the name of this place today? ________________________________

_________________________________________________________________________________________________

Appendix 6: [Lesson 3, Exercise 2]

Historical Native American Tribal Territories of Southern New England

(https://commons.wikimedia.org/wiki/File:Tribal_Territories_Southern_New_England.png)

4. When the Pilgrims landed, they thought the land around them was empty and free to take. Looking at the map, how would you argue against them?

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

Appendix 7: [Lesson 3, Exercise 3]

Notes on the Wampanoag

Who were the Wampanoag?

What was their culture like?

When did they live?

Where did they live?

How did they live?

Lessons 4: Who were the Pilgrims Really?

Materials: Appendix 8; Appendix 9; Appendix 10; Book--1621: A New Way to Look at Thanksgiving

Exercise 1: Exploration and Colonization before Pilgrims

1. Ask students if they think the Pilgrims were the earliest people to discover New England. Accept all answers. 2. Project the Timeline of Exploration and Colonization before Pilgrims (Appendix 8) and ask them to read it. 3. Discuss timeline with students. Ask what new information they have learned about this time period. 4. Conclude by saying: Sometimes, we think New England was an empty place when the Pilgrims came. But

looking at the timeline, you can see how much activity and exploration went on before Pilgrims arrived.

Exercise 2: Finding Out More about the Pilgrims Background:

Not all Mayflower’s passengers motivated by religion. Mayflower actually carried three distinct groups of passengers. About half were Separatists, people we now know as Pilgrims. Another handful sympathetic to the Separatist cause but weren’t actually part of them. The remaining passengers really just hired hands—laborers, soldiers, craftsmen whose skills were required for both transatlantic crossing and first few months ashore. Community leader John Alden was a cooper, brought along to make/repair barrels. Myles Standish was soldier hired for protection against whatever natives settlers might encounter.

Mayflower didn’t land in Plymouth first. Mayflower first landed at tip of Cape Cod, now Provincetown. Settlers had originally hoped to make for Hudson River/find fertile farmland north of present-day New York City, but bad weather forced them to retreat. They intended to try again for Hudson, but approaching winter/dwindling supplies eventually convinced them to continue on across Cape Cod Bay to Plymouth.

Pilgrims didn’t name Plymouth, Massachusetts, for Plymouth, England. Pilgrims didn’t name Plymouth. It had been named that by previous explorers/was clearly marked as Plimouth on maps Mayflower’s captain surely had on hand. It’s sheer coincidence Mayflower ended up sailing from town called Plymouth in England and landing in town called Plymouth in America. And it’s unlikely Mayflower’s passengers felt any emotional connection to Plymouth, England. Most Separatists had been living in exile in Holland for 10 years, and rest of the passengers were drawn from greater London area. Mayflower ended up departing from Plymouth because bad weather/misfortune prevented settlers from making crossing on two earlier attempts—first from Southampton/then Dartmouth—finally Plymouth.

Some of Mayflower’s passengers had been to America before. Several of Mayflower’s crew had made journey at least once before, on fishing or exploration trips. Stephen Hopkins had tried to settle in New World 10 years earlier, in Jamestown colony. On his way, ship was wrecked off coast of Bermuda, stranding him/fellow passengers for several months. The story of Virginia settlers’ shipwreck/rescue made waves back home in England. Shakespeare freely admitted he based play “The Tempest” on the tale. He even may have named one of characters, Stephano, after Stephen Hopkins, who was once one of Shakespeare’s neighbors. Hopkins eventually returned to England/later joined Mayflower as member of sympathetic group of supporters from London.]

1. Using a reading activity of your choice, assign students to read about the Plymouth colonists on pp. 17-21 in 1621:

A New Way to Look at Thanksgiving. 2. Have students use worksheet in Appendix 9 to report what they learn. Extensions:

Have students add any new information to T-Chart statements.

See Appendix 10 for copy of Smith map. [Teacher Note: Students will need a magnifying glass for the Smith map]

Have students look at a copy of John Smith’s New England map and a copy of a contemporary map of Massachusetts. Ask them to look at Smith’s names for certain places and compare them with today’s map. (Examples: Plimouth, now Plymouth, is the same. But Cape Cod called Cape James by Smith)

Direct Aims:

1. To encourage students to think independently about what they thought they knew about the Pilgrims and what they have learned in this lesson.

2. To have students read independently and summarize their findings.

Appendix 8: [Lesson 4, Exercise 1]

Timeline of Exploration and Colonization before Pilgrims

1524 Giovanni da Verrazano made landfall off Carolinas/sailed north to New England

1524-1525 Esteban Gomez to New England/kidnapped 58 Indians/sold into slavery

1602 Bartholomew Gosnold discovered and named Cape Cod

1603 Martin Pring explores New England coast/exchanged gifts/established friendly

relations with Indians/then allowed men to attack Indians with two large dogs

1604 Champlain sailed New England coast from Maine to around Cape Cod.

1605 George Weymouth explored New England/kidnapped five Indians/took them to

England

1607 Jamestown founded. First permanent English colony in New World

1607 English colony begun at Sagadahoc (Kennebec) River/One of Weymouth’s

captive Indians from 1605 guided them

1614 John Smith surveys New England coast/makes a map of it/names it New

England/gives name Plimouth to place Pilgrims come to six years later

1614 Thomas Hunt, one of Smith’s captains, kidnaps 24 Indians from Cape Cod/sells

them as slaves/One of them was Tisquantum

1616 Captain John Smith publishes "A Description of New England"

1616 Pocahontas visits England, poses for portrait, and dies there

1620 Colonists land at Plymouth

Appendix 9: [Lesson 4, Exercise 2]

Notes on the Pilgrims

Who were the Pilgrims?

What was their culture like?

When did they live?

Where did they live?

How did they live?

Appendix 10: [Lesson 4,Extensions]

John Smith Map of New England

Lesson 5: Who was Tisquantum?

Materials: Appendix 11; Appendix 12

Exercise 1: Squanto Timeline

1. Explain the following to students—Tisquantum becomes an important member of Plymouth Colony, translating/negotiating between Plymouth's governors (John Carver, later William Bradford) and tribal leaders including Massasoit. Peace made with Nauset, with whom they had initial conflict on Cape Cod; peace negotiated with a number of other Indian leaders within Wampanoag Confederation. Tisquantum is guide, taking Pilgrim ambassadors to various locations, helping them establish trading relations. He also teaches Pilgrims how to utilize natural resources: how to catch eels, how to plant corn using fish caught from town brook as fertilizer. Tisquantum's return home was just in time for Mayflower Pilgrims, who pulled into Provincetown Harbor in November 1620. Pilgrims sent out own exploration parties, and during third expedition attacked in camp early one morning by Nauset. Shots fired and arrows flew heavily, but nobody injured and Nauset fled back into the woods. Pilgrims continued their expedition around Cape Cod, eventually ending up in abandoned Patuxet territory, where they decided to settle.

(http://mayflowerhistory.com/tisquantum/)

2. Use Appendix 11 to give students background about Squanto.

Exercise 2: Primary Sources Related to Squanto’s Story

1. Pass out a copy of Appendix 12 Primary Source Quotes to students. 2. In pairs, have students read the sources and write down any questions they have. 3. As a class, discuss questions and clarify any other issues as necessary. 4. Ask source rubric questions such as: Who wrote it? What are they talking about? Why do you think they wrote it?

5. Have students match the source quotes to correct events in Squanto’s Timeline.

Conclusion: Share the following information with students

Squanto's new-found power soon begins to corrupt him.

He realizes Indians have fear of the English, especially guns/technology.

He uses fear for his own private benefit, exacting tributes to put in a good word for someone, or by threatening to have English release plague against them.

Squanto even tries to trick Pilgrims into military action, by claiming certain Indian groups in conspiracy together to fight English: but he went too far, and he is discovered by both Pilgrims and Indians.

When Massasoit learns Squanto abusing his power/deceiving for personal gain, he orders Pilgrims to turn him over for punishment (death).

Pilgrims obligated to do it, by peace treaty they had signed: but they realize survival of Colony depends on communication with Indians.

Bradford refuses and Massasoit, disappointed and frustrated, does not ask for Squanto's life again.

Follow-up:

Direct student attention to T-Chart statements and ask if they have any information to contribute to it.

Direct Aims:

1. To expand student understanding of the historical figure, Tisquantum, beyond cartoon interpretations in modern media.

2. To encourage critical thinking by having students use their rubric skills to assess primary quotations. 3. To help students think about how difficult it must have been for early native people to act as go-betweens

between their people and the European colonists who came to stay in their lands. 4. To talk about the concept of disease and how it devastated Native people with no immunity to the new germs

introduced by Europeans.

Appendix 11: [Lesson 5, Exercise 1]

Squanto Timeline

1580 or 1585 or 1592 Tisquantum born in one of these years into Patuxet band of Wampanoag

1614 Capt. Hunt kidnaps Tisquantum along with 23 to 26 other Patuxet/Nauset Indians

Hunt goes to Málaga, Spain to sell his prisoners as slaves

Local friars buy some of them, baptize them, and free them

Tisquantum goes to England

An Englishman, John Slaney, helps Tisquantum to sail for home

1618–1619 Devastating plague wiped out entire Patuxet village and surrounding area

1619 Tisquantum sails to New England as part of English expedition with Capt. Thomas Dermer

More than fifteen years have passed and he longs to see his home and family

When he arrives at his village in June, it is empty

All that he finds are bones and skulls. His village has died from a European disease

Tisquantum seeks shelter with Massasoit [mass-uh-SOY-it], Grand Sachem [SAY-chem] of Wampanoag Confederation

There he mourns his people

1620 Pilgrims land on New England coast in late winter and travel down coast

Their colony Plymouth built on former site of Patuxet, Tisquantum’s village

1621 March 16 Samoset walks into Plimouth and welcomes settlers in broken English

Samoset is eastern Abenaki from Maine

He knows a few English words from fisherman that came into Maine harbors

He says there is an Indian, Tisquantum, who can speak better English.

1621 March 22 Tisquantum comes with Massasoit

Serves as interpreter as Pilgrims negotiate peace treaty and establish trading relations.

Englishmen call him Squanto

1621 Pilgrims celebrate a harvest feast of thanksgiving for a good crop.

1622 Tisquantum falls ill with smallpox during a trading expedition and dies in November

Appendix 12: [Lesson 5, Exercise 2]

Primary Source Quotes 1

1. John Smith would later write that Master Hunt "most dishonestly, and inhumanely, for their kind usage of me and all our men, carried them with him to Malaga, and there for a little private gain sold those silly salvages for rials of eight."

2. Sir Ferdinando Gorges, head of Council for New England, said: "one Hunt (a worthless fellow of our nation) set out by certain merchants for love of gain; who (not content with the commodity he had by the fish, and peaceable trade he found among the savages) after he had made his dispatch, and was ready to set sail, (more savage-like than they) seized upon the poor innocent creatures, that in confidence of his honesty had put themselves into his hands." (http://mayflowerhistory.com/tisquantum/)

Primary Source Quote 2

Thomas Morton says "…they died on heaps as they lay in their houses; and the living, that were able to shift for themselves, would run away and let them die, and let their carcasses lie above the ground without burial. For in a place where many inhabited, there had been but one left to live to tell what became of the rest; the living being (as it seems) not able to bury the dead, they were left for crows, kites and vermin to prey upon. And the bones and skulls upon the several places of their habitations made such a spectacle after my coming into those parts, that, as I travelled in that forest near the Massachusetts, it seemed to me a new found Golgatha." (Thomas Morton. Manners and Customs of

the Indians of New England, 1637 http://www.fordham.edu/halsall/mod/1637morton.asp)

Lesson 6: What did the Pilgrims and Wampanoag do to create peace?

Materials: 1621: A New Way to Look at Thanksgiving; Appendix 13

Exercise 1: Wampanoag Diplomacy

1. Explain the word “diplomacy” making sure students understand what it means. 2. Ask students to look for the Wampanoag attitude toward making peace when they read the next section of 1621: A

New Way to Look at Thanksgiving.

3. Then have students read pp. 22-25.

Exercise 2: Reading the Actual Treaty between Pilgrims and Wampanoag 1621

1. Have students read the Adapted Version of the treaty in Appendix 13. 2. Help students compare/contrast what they think Pilgrims goal was and also Wampanoag goal in making this treaty.

3. Make sure to utilize the rubric for dealing with Primary Sources from Appendix 4.

Direct Aims:

1. To encourage students to create meaning by having them define terms for themselves. 2. To help students determine the main idea and details of historical texts. 3. To evaluate the point of view of both sides to this early treaty by discussing the pluses and minuses for each side.

Appendix 13: [Lesson 6, Exercise 2]

Treaty with Wampanoag (1621)

Primary Source Adapted Source

…about…16th of March, a certain Indian came …amongst them and spoke to them in broken English, which they could well understand but marveled at it…he was not of these parts…His name was Samoset. He told them also of another Indian whose name was Sguanto, a native of this place, who had been in England and could speak better English than himself. Being after some time of entertainment and gifts dismissed, a while after he came again, and five more with him, and they brought again all the tools that were stolen away before, and made way for the coming of their great Sachem, called Massasoit. Who, about four or five days after, came with the chief of his friends and other attendance, with the aforesaid Squanto…whom, after friendly entertainment and some gifts given him, they made a peace with him…

1. That neither he nor any of his should injure or do hurt to any of their people.

2. That if any of his did hurt to any of theirs, he should send the offender, that they might punish him.

3. That if anything were taken away from any of theirs, he should cause it to be restored; and they should do the like to his.

4. If any did unjustly war against him, they would aid him; if any did war against them, he should aid them.

5. He should send to his neighbors confederates to certify them of this, that they might not wrong them, but might be likewise comprised in the conditions of peace.

6. That when their men came to them, they should leave their bows and arrows behind…

…Squanto continued with them…was their interpreter… He directed them how to set…corn, where to take fish…to procure other commodities… and never left…till he died.

About March 16, an Indian came walking into the colony and spoke to us in broken English. We could understand him, but we were very surprised. He said he was not from this area…His name was Samoset. He told us that an Indian named Squanto who lived in our area had been to England and could speak better English than he could.

After we entertained Samoset and gave him gifts, he left. Soon he came back with five more Indians. They brought back some tools that other Indians had stolen earlier. They said the great chief, Massasoit, would be coming. About four or five days later, Samoset returned with Massasoit, his men and Squanto. After we entertained Massasoit and gave him gifts, we made a treaty of peace…

1. Neither Massasoit nor his people would hurt the English.

2. If any of Massasoit’s people hurt the English, he had to send the guilty one so the English could punish him.

3. If Massasoit’s people stole anything from the English, he would return it. The English would do the same thing if one of their people stole from Massasoit’s people.

4. If anyone fought with Massasoit unfairly, the English would help him. If anyone fought the English, Massasoit would help them.

5. Massasoit should warn neighboring tribes about this agreement so they won’t fight him. We hope that knowing this they might make peace with us also.

6. When Massasoit’s people came to Plymouth, they shouldn’t bring their bows and arrows.

...Squanto stayed with the English…He was our interpreter, he showed us how to plant corn, where to fish, how to get other things … and…never left us until he died.

Lesson 7: What do the primary sources say about the so-called “First Thanksgiving?

Materials: Appendix 14; Appendix 15; 1621: A New Way to Look at Thanksgiving

Exercise 1: Thanksgiving Anticipation Guide

1. Pass out a copy of the Anticipation Guide in Appendix 14 to each student. 2. Read Part 1 directions together and have students check the true or false box based on their prior knowledge. 3. Tell students: Only two people who were actually present at what we call the first Thanksgiving wrote

something about it. One was by a man named Edward Winslow. The other was by William Bradford who later

became the governor of Plymouth colony. We are now going to read each one together.

Exercise 2: Two Eyewitnesses to History

1. Read Edward Winslow’s original account of the meal shared by the colonists and Indians together from Appendix 15. Stop and clarify what the students understand about the original words.

2. Then read the Adapted Version to make sure students understand what Winslow said. 3. Repeat for William Bradford’s account. 4. Compare the two accounts by asking students to list details that both wrote about and the differences as well. 5. Have student read pp. 29-33 in 1621: A New Way to Look at Thanksgiving. Discuss if there is any other new

information that surprised them. 6. Have students complete Parts 2 and 3 on the Anticipation Guide. As a class, summarize what the class now knows

about what happened at the meal shared by Pilgrims and Indians in 1621.

Extensions:

Take this opportunity to explain how the English language and the way people express themselves has changed over the years. The goal is to get students to think about the idea that language is not stagnant.

Ask for examples of changes today, i.e. texting and what it is doing to language.

Direct students’ attention to T-Chart statements and ask if they have any information to contribute to it.

Exercise 3: What Did They Really Eat and What Did They Do?

1. Do an informal Anticipation exercise by asking students: What do you think the people at Plymouth and the Indians ate at this shared meal? (Answers will likely reflect what is eaten today.)

2. Have students read pp. 34-35 in 1621: A New Look at Thanksgiving. Discuss true/false items from their initial list.

3. Then read together pp. 37-39. Discuss the information together.

Conclusion:

Spend time comparing/contrasting all new information learned about the facts and myths of the first Thanksgiving.

Explain that to the Pilgrims, a day of Thanksgiving would have been a day of prayer and not a festive occasion.

What the Pilgrims and Indians shared was a harvest festival to celebrate a good crop.

So, it wasn't the beginning of a Thanksgiving tradition nor did Pilgrims call it a Thanksgiving feast.

Direct Aims:

1. To give students practice in distinguishing their own point of view from that of the author of a text. 2. To introduce students to how English language usage has changed over time. 3. To have students compare and contrast information given by two primary accounts of the same event in order to

assess the differences in each account.

Appendix 14: [Lesson 7, Exercise 1]

Anticipation Guide

“The First Thanksgiving”

Directions: Part 1—Read each sentence. Decide if you think it is true or false. Then make a check in the correct column to the right under “Before.”

Before After

True False True False

The Pilgrims were thankful for a good harvest.

The Indians were invited to share a meal.

Pilgrims supplied all the food

Pilgrims and Indians shared the first Thanksgiving!

In the years after, Pilgrims always had enough to eat.

Directions: Part 2—After you read about the Pilgrims and Indians with your teacher, read these sentences again. Decide if you think it is now true or false and place a check mark in the correct column.

Directions: Part 3—Write a sentence explaining what you learned!

_________________________________________________________

_________________________________________________________

Appendix 15: [Lesson 7, Exercise 2]

Thanksgiving Descriptions http://www.pilgrimhallmuseum.org/thanksgiving.htm

Primary Document Adapted Document 3-5

Edward Winslow Mourt’s Relation From a letter written to a friend

"our harvest being gotten in, our governour sent foure men on fowling, that so we might after a speciall manner rejoyce together, after we had gathered the fruits of our labours ; they foure in one day killed as much fowle, as with a little helpe beside, served the Company almost a weeke, at which time amongst other Recreations, we exercised our Armes, many of the Indians coming amongst us, and amongst the rest their greatest king Massasoyt, with some ninetie men, whom for three dayes we entertained and feasted, and they went out and killed five Deere, which they brought to the Plantation and bestowed on our Governour, and upon the Captaine and others. And although it be not always so plentifull, as it was at this time with us, yet by the goodness of God, we are so farre from want…we often wish you partakers of our plentie."

When we brought the crop in, our governor sent four men to hunt birds. He wanted to hold a celebration for the good harvest. The four men shot enough birds to feed the people for almost a week. During the celebration, some men shot off their guns for fun and the Indians came to see why. Massasoit came with about 90 men. We fed them for three days and played games too. The Indians went to shoot five deer to be polite and add to the feast. Since then, we have not always been so lucky. But we have enough, thank God. You would be lucky to be with us here.

William Bradford Of Plymouth Plantation Diary kept by Bradford

"They begane now to gather in ye small harvest they had, and to fitte up their houses and dwellings against winter, being all well recovered in health & strenght, and had all things in good plenty; fFor as some were thus imployed in affairs abroad, others were excersised in fishing, aboute codd, & bass, & other fish, of which yey tooke good store, of which every family had their portion. All ye somer ther was no want. And now begane to come in store of foule, as winter approached, of which this place did abound when they came first (but afterward decreased by degrees). And besids water foule, ther was great store of wild Turkies, of which they tooke many, besids venison, &c. Besids, they had about a peck a meale a weeke to a person, or now since harvest, Indean corn to yt proportion. Which made many afterwards write so largly of their plenty hear to their freinds in England, which were not fained, but true reports."

The townspeople began to harvest the crop. They also began to fix their houses to protect them for winter. Everyone healthy and had enough to eat and live on. Other people went fishing for cod, bass, and other fish. They caught a lot. They shared the fish with every family. We had a great summer. But since winter was coming, we went to shoot birds to store. There were so many birds. Later, I have to say, we didn’t have as many as in the first years. They shot water birds and wild turkeys. The also shot venison. Each family had enough food for each person with the meat and Indian corn. People wrote to their friends about how plentiful things were here in Plymouth. And they didn’t lie.

Lesson 8: How did the harvest feast come to be celebrated as the “First Thanksgiving?”

Materials: 1621: A New Look at Thanksgiving; Appendix 16

Exercise 1: Evolution of a Holiday

1. Have pairs read page 40 in 1621: A New Look At thanksgiving and make a timeline of the evolution of the Thanksgiving holiday.

2. Have pairs share their list with the class and make a class chart on the board.

Exercise 2: Timeline of Thanksgiving (Optional)

You may wish to extend this lesson or use the information in Appendix 16 to enrich it.

Unit Conclusion:

Direct students’ attention to T-Chart statements and ask if they have any final information to contribute to it.

Review T-Chart. Have students identify what they now know about the facts and myths on the chart.

Discuss why students think the myth of the first Thanksgiving was created in the first place. Ask: What do you think the positive and negative consequences of creating history are? What do you think present day Indian people think about Thanksgiving?

Have each group write a summary of what they have learned about their particular who, what, when, where, why,

and how question from Lesson 1, Exercise 1. Use these summaries as a reading book for whole class.

Extensions:

Explain the following to students—

The National Day of Mourning is an annual protest organized since 1970 by Indians of New England on the fourth Thursday of November, the same day as Thanksgiving in the United States. The organizers consider the national holiday of Thanksgiving Day as a reminder of the death and continued suffering of the Native American peoples. Participants in the National Day of Mourning honor Native ancestors and the struggles of Native peoples to survive today. They want to educate Americans about history. The event was organized in a period of Native American activism and general cultural protests. The protest is organized by the United American Indians of New England (UAINE). Since it was first organized, social changes have resulted in major revisions to the portrayal of United States history, the government's and settlers'

relations with Native American peoples, and renewed appreciation for Native American culture.

Have students research National Day of Mourning directing them to United American Indians of New England web site http://www.uaine.org/

Direct Aims:

1. To have students create a timeline to practice sequencing events in chronological order. 2. To encourage students to make conclusions about what they have learned. 3. To discuss how all actions have both positive and negative results that depend often on who benefits and who does

not benefit from a given historical event.

Appendix 16: [Lesson 8, Exercise 2]

Thanksgiving Timeline: How the Holiday was Created

Fall 1621: Pilgrims hold three-day feast to celebrate first harvest. This is often cited as first Thanksgiving.

1623: The previous year’s harvest had not been good. If the next harvest failed, Plymouth Colony might not survive. A

day of fasting and humiliation – “appointed by public authority, and set apart from all other employments”

1637 Puritan colonies celebrated the massacre of Pequot Indians and declared a day of thanksgiving and praise.

June 20, 1676: Governing council of Charlestown, Massachusetts holds meeting to decide how to express thanks for

their good fortune in defeating Wampanoag under King Philip. They proclaim June 29th as a day of thanksgiving.

Oct. 1777: All 13 colonies participate in the thanksgiving celebration.

1789: After members of Congress request it, George Washington declares that national day of thanksgiving will be held on November 26th. On day of thanksgiving, George Washington writes in his diary: "Being the day appointed for a

thanksgiving I went to St. Pauls Chapel though it was most inclement and stormy - but few people at Church."

April 31, 1815: At end of War of 1812, President James Madison declares a national day of prayer and thanksgiving.

1827: Sarah Hale, editor of Boston's Ladies' Magazine, writes essays calling for annual national Thanksgiving.

1841 Rev. Alexander Young first identified the Plymouth harvest celebration as the “first New England thanksgiving” in

his Chronicles of the Pilgrim Fathers (Young 1841)

Nov. 1846: Sarah Hale, now editor of Godey's Lady's Book, begins letter-writing campaign for last Thursday in

November named national Thanksgiving Day.

Sept. 28, 1863: During the Civil War, Sarah Hale sends letter to President Lincoln asking him to proclaim national Thanksgiving Day. She has been trying for almost 17 years to have it proclaimed national holiday.

Oct. 3, 1863: President Lincoln proclaims national Thanksgiving Day on last Thursday in November. Proclamation reads, in part: "I do therefore invite my fellow citizens in every part of the United States, and also those who are at sea and those who are sojourning in foreign lands, to set apart and observe the last Thursday of November next, as a day of Thanksgiving and Praise to our beneficent Father who dwelleth in the Heavens. And I recommend to them that while offering up the ascriptions justly due to Him for such singular deliverances and blessings, they do also, with humble penitence for our national perverseness and disobedience, commend to his tender care all those who have become widows, orphans, mourners or sufferers in the lamentable civil strife in which we are unavoidably engaged, and fervently implore the interposition of the Almighty Hand to heal the wounds of the nation and to restore it as soon as

may be consistent with the Divine purposes to the full enjoyment of peace, harmony, tranquillity and Union."

1920: Gimbel Brothers Department Store sponsors first Thanksgiving parade in streets of Philadelphia.

Thanksgiving Day, 1924: The first annual Macy's Thanksgiving Day Parade held in New York City.

Thanksgiving Day, 1934: Detroit Lions play against Chicago Bears. This is first year National Football League holds

game on Thanksgiving Day. It is broadcast on radio and becomes national tradition.

Aug. 1939: President Franklin D. Roosevelt declares second-to-last Thursday in November Thanksgiving instead of last Thursday in the month. This is done to benefit retailers by extending Christmas shopping season by one week as holiday season officially starts day after Thanksgiving. Confusion sets in in the country, with people unsure whether to

celebrate Thanksgiving on 23rd or 30th.

1941: President Roosevelt signs legislation to reestablish Thanksgiving on 4th Thursday of November in 1942.

Thanksgiving Eve, 1947: President Truman pardons turkey. This becomes an annual White House tradition.

Thanksgiving Day, 1956: The first television broadcast of the Thanksgiving Day football game.

Thanksgiving Day, 1970: Dressed in traditional clothing, 25 American Indians hold day of mourning in MA.

BIBLIOGRAPHY

Allegra, Mike. Sarah Gives Thanks. China: Albert Whitman & Company, 2012. (7+)

Anderson, Laurie Halse. Thank You, Sarah: The Woman Who Saved Thanksgiving. NY: Simon and Schuster, 2002. The

engaging story of woman author who persuaded President Lincoln to declare Thanksgiving a national holiday. (5+)

Are You Teaching The Real Story of the "First Thanksgiving"? http://www.educationworld.com/a_curr/curr040.shtml

Baker, James W. Plimoth Plantation: A Pictorial Guide. R. I.: Fort Church Publishers, 1997. Interesting photographs of 1627 Pilgrim Village, Hobbamock’s Wampanoag Indian Homesite and Mayflower II bring living history museum of

Plimoth Plantation to life. (7+)

Bruchac, Joseph. The Circle of Thanks: Native American Poems and Songs of Thanksgiving. Bridgewater Books, 1996.

Fourteen poems with themes of thanksgiving and appreciation of nature from a prolific Native American author. (5+)

____________. Squanto’s Journey: The Story of Our First Thanksgiving. Sandpiper, 2007. Native Americans’ side of story, as told by this prolific Native author. (6+)

Coleman, Penny. Thanksgiving, the True Story. New York: Henry Holt and Company, 2008. Uses firsthand accounts,

magazines, newspapers, interviews to examine competing claims for first Thanksgiving. (10+)

Dorris, Michael. Guests. New York: Hyperion Books, 1994.

George, Jean Craighead. The First Thanksgiving. New York: Puffin Books, 1993. George’s retelling of traditional tale is

more fairly balanced and corrects more misconceptions than many other children’s books. (4-8)

Gioia, Robyn. America’s REAL First Thanksgiving. Sarasota, FL: Pineapple Press, Inc., 2007. Teacher provides evidence for belief that first Thanksgiving actually occurred 56 years before Plymouth, on September 8, 1565 between Spanish

explorer Pedro Menendez and Timucua near St. Augustine, FL. An accompanying Teacher’s Manual is available; (8+)

Grace, Catherine O’Neill and Margaret Bruchac. 1621: A New Look at Thanksgiving. Washington, D.C.: National Geographic Society, 2001. Told from perspective of Wampanoag child and his Pilgrim counterpart, simple text and great photographs bring this event to life. (6+)

“Guidelines for Teaching about Thanksgiving.” Mitchell Museum of the American Indian. www.mitchellmuseum.org Click on “Education,” then “Teachers,” then “Teacher's Guide to the Curriculum”

Harvest Ceremony: Beyond the Thanksgiving Myth http://nmai.si.edu/explore/foreducatorsstudents/classroomlessons/

History of Wampanoag in Southeastern Massachusetts—various articles http://www.tauntonriver.org/history.htm

Jackson, Ellen. The Autumn Equinox: Celebrating the Harvest. CT: Millbrook Press, 2000. Look at historic/current celebrations of this equinox gives students chance to explore similarities/differences among various cultures. (7+)

Koller, Jackie French. Nickommoh! A Thanksgiving Celebration. NY: Scholastic, 1999. Strikingly-illustrated book uses

language of Narragansett of Rhode Island to describe one of their traditional harvest celebrations in Pilgrim times. (6+)

London, Jonathan. Giving Thanks. Cambridge, MA: Candlewick Press, 2003. Simple prose and rich illustrations lead the

young reader through a Native-inspired day of giving gratitude to natural beauty. (5+)

New York Times “Presidential Proclamations about Thanksgiving” (Scaffolded Lesson)

http://learning.blogs.nytimes.com/2001/11/22/thank-you-notes/ [14+]

Peters, Russell. Clambake: A Wampanoag Tradition. Lerner, 1992. Contemporary Wampanoag carrying out ancestor’s

traditions. [8+]

Philbrick, Nathaniel. The Mayflower and the Pilgrims World: Adapted for Young People. G.P. Putnam’s Sons, 2008.

Plimoth Plantation. Mayflower 1620: A New Look at a Pilgrim Voyage. Wash. D.C.: National Geographic, 2003. Living

museum photographs from 1990 voyage with re-enactors on Mayflower II for factual account of Pilgrims’ journey. (8+)

Plimoth Planation. “You are the Historian” activity for grades 4+

http://www.plimoth.org/learn/MRL/interact/thanksgiving-interactive-you-are-historian

Seale, Doris, Beverly Slapin and Carol Silverman. Thanksgiving: A Native Perspective. Berkeley, CA: Oyate, 1995.

www.oyate.org These Native authors provide great background information and activity ideas for this holiday. (A)

Swamp, Chief Jake. Giving Thanks: A Native American Good Morning Message. New York: Lee and Low Books, 1995.

(5+)

Talk Like a Pilgrim www.plimouth.org/learn/just-kids/talk-pilgrim

Text of a famous speech by Wampanoag Wamsutta (Frank B.) James http://www.uaine.org/wmsuta.htm

Thanksgiving Proclamations www.pilgrimhall.org/ThanxProc.htm for Proclamations since 1862

Thanksgiving Proclamation 2012 http://www.whitehouse.gov/the-press-office/2012/11/20/presidential-

proclamation-thanksgiving-day-2012

Tisquantum Information http://mayflowerhistory.com/tisquantum/

Turkey Pardons http://en.wikipedia.org/wiki/National_Thanksgiving_Turkey_Presentation

United American Indians of New England (UAINE) website http://www.uaine.org/

Using Primary Sources to Uncover the True Thanksgiving Story http://alex.state.al.us/lesson_view.php?id=27870

Using Primary Sources to Uncover the True Thanksgiving Story http://alex.state.al.us/lesson_view.php?id=27870

Wampanoag “Hub Hub” game http://www.beyondthechalkboard.com/activity-pdf/hubbub-89.pdf

Wampanoag “Toss and Catch” game and Pilgrim “Fox and Geese” game http://www.plimoth.org/learn/just-

kids/make-it-home#wampanoag

[The following trilogy was photographed at Hobbamock’s Homesite and Pilgrim’s Village at living history museum

Plimoth Plantation to provide detailed, accurate, appealing portrayals of children’s daily lives during this time.]

Waters, Kate. Tapenum’s Day: A Wampanoag Indian Boy in Pilgrim Times. NY: Scholastic, Inc., 1996. (5+)Waters, Kate:

Samuel Eaton’s Day: A Day in the Life of a Pilgrim Boy. New York, Scholastic, Inc., 1996. (5+)

Waters, Kate. Sarah Morton’s Day: A Day in the Life of a Pilgrim Girl. New York: Scholastic, Inc., 1996. (5+)

Primary Sources

Bradford, William. Of Plymouth Plantation 1620-1647. New York: McGraw Hill, 1981. ISBN 0075542811.

Heath, Dwight B., ed. Mourt’s Relation: A Journal of the Pilgrims at Plymouth 1622. Applewood Books, 1986. ISBN

0918222842. First-hand account, in 17th century English, of the day-to-day life of the Pilgrims.

Winslow, Edward. Good Newes From New England. Applewood Books, 1986. ISBN 1557094438. This early Pilgrim tract

helped to persuade others to come join the colonists in Plymouth.

Plimoth Plantation www.plimoth.org Bookmark this link! Go-to site for videos and student research information. Their

store also offers one-stop-shopping for book packages on the Pilgrims, the Wampanoag and the Mayflower. Plus:

Authentic Pilgrim and Wampanoag recipes http://www.plimoth.org/learn/just-kids/recipes

Brief synopsis of the holiday’s history, with references from primary sources.

http://www.plimoth.org/learn/MRL/read/thanksgiving-history

18-minute video tours of 1627 Pilgrim Village and Hobbamock’s Wampanoag Indian Homesite http://www.plimoth.org/learn/just-kids/thanksgiving-virtual-field-trip

New England Tribal Websites (**Federally Recognized Tribe)

1) Herring Pond Wampanoag http://herringpondwampanoagtribe.com

2) Chappaquiddick Wampanoag http://www.chappaquiddick-wampanoag.org

3) Council of Seven/Royal House of Pokanoket http://pokanoket.us/

4) Herring Pond Wampanoag Tribe http://herringpondwampanoagtribe.com

5) Mashantucket Pequot Tribe of Connecticut http://www.foxwoods.com/TheMashantucketPequots/Home

6) **Mashpee Wampanoag Tribe mashpeewampanoagtribe.com

7) Mohegan Tribe http://www.mohegan.nsn.us/Heritage/ourHistory.aspx

8) Narragansett Indian Tribe of Rhode Island http://www.narragansett-tribe.org

9) Natick Praying Indians http://natickprayingindians.org/history.html

10) Nipmuc Nation http://www.nipmucnation.org

11) Pocasset Wampanoag Tribe http://www.pocassetwampanoagtribe.com

12) Seaconke Wampanoag http://www.seaconkewampanoag.com/

13) ** Wampanoag Tribe of Gay Head (Aquinnah) of Massachusetts http://www.wampanoagtribe.net

14) United American Indians of New England http://www.uaine.org/

15) Wampanoag, Pequot, Mohegan, Narragansett Descendants of Indian Slaves on St. David’s Island, Bermuda

http://www.rootsweb.ancestry.com/~bmuwgw/stdavidislanders.htm