Stage 1- Desired Results
Transfer:
1. Demonstrate independence in reading complex texts, and writing and speaking about them.
2. Build a strong base of knowledge through content rich texts.
3. Obtain, synthesize, and report findings clearly and effectively in response to task and purpose.
4. Construct viable arguments and critique the reasoning of others.
5. Read, write, and speak grounded in evidence.
6. Use technology and digital media strategically and capably.
7. Come to understand other perspectives and cultures through reading, listening, and collaborations.
Standards:
  • HG-1-Explain the meaning of time periods or dates in historical narratives (decade, century, 1600s, 1776) and use them correctly in speaking and writing. (H)
  • HG-2-Observe visual sources such as historic paintings, photographs, or illustrations that accompany historical narratives, and describe details such as clothing, setting, or action. (H)
  • HG-3-Observe and describe local or regional historic artifacts and sites and generate questions about their function, construction, and significance. (H)
  • E-10-Define barter, give examples of bartering (e.g., trading baseball cards with each other), and explain how money makes it easier for people to get things they want. (E)
  • LS 3.2-Identify the Wampanoag and their leaders at the time the Pilgrims arrived, and describe their way of life. (H, G)
  • LS3.3-Identify who the Pilgrims were and explain why they left Europe to seek religious freedom; describe their journey and their early years in the Plymouth Colony. (H, G, C, E)
    • A. the purpose of the Mayflower Compact and its principles of self-government
    • B. challenges in settling in America
    • C. events leading to the first Thanksgiving
  • LS3.4-Explain how the Puritans and Pilgrims differed and identify early leaders in Massachusetts, such as John Winthrop; describe the daily life, education, and work of the Puritans in the Massachusetts Bay Colony. (H, E, C)
  • LS 3.12-Explain how objects or artifacts of everyday life in the past tell us how ordinary people lived and how everyday life has changed. Draw on the services of the local historical society and local museums as needed. (H, G, E)
Essential Questions

Overarching:
  • How did the arrival of the European settlers affect the Native Americans?
  • How are people and nature connected?
  • How do geography, climate, and natural resources affect the way people live and work?

Topical:
  • What were the contributions of the Wampanoag, Pilgrims, and the Puritans?
  • Why did the settlers establish systems for self-government?
  • Why did the European settlers leave their countries to come to the Americas?
Big Ideas
Challenges and Opportunities

Enduring Understandings

Overarching:
  • The Wampanoag and the English colonists represented distinct cultures with their own points of view that at times clashed and coexisted. The arrival of the Europeans brought new technologies and diseases to the Native Americans.
  • People make decisions that impact the environment both negatively and positively.
  • The geography, climate, and natural resources affect the way people live and work.

Topical:
  • The Wampanoag and European colonists contributed to early American, e.g. self-government and utilizing the geography for survival and advancement.
  • The European settlers established systems for self-government out of necessity and to maintain law and order.
  • The European settlers sought religious freedoms and economic opportunities.
Students will know…

  • The location of the Wampanoag people on a map of Massachusetts.
  • The seasonal activities of the Wampanoag people.
  • The daily responsibilities for the Wampanoag men, women, and children including the concept of battering.
  • The term sachem and the importance of the sachem to the Wampanoag tribe.
  • The similarities and differences between the daily life, education, and work of the Pilgrim and Puritans.
  • The impact European settlers had on the Wampanoag’s survival, land, and culture.
  • The path traveled and the difficulties faced on the journey of the Pilgrims and Puritans to America.
  • The advantages and disadvantages for the Pilgrims and Puritans of leaving for the North American including religious freedom, economic opportunity, lifestyle change, and death.
  • The importance of the Mayflower Compact.
  • The contributions of the early leaders in Massachusetts.
Students will be skilled at …

  • Locating Wampanoag, Pilgrim, and Puritan settlements on a Massachusetts map.
  • Identifying geographical features as the pertained to the settlements of the Native American and European settlers to determine the reasons for their choices.
  • Comparing and contrasting the differences in seasonal activities and daily responsibilities of the Wampanoag people
  • Analyzing various European settlers’ impact and point of view of the Wampanoag.
  • Applying in writing and discussion key vocabulary about Wampanoag, Pilgrim and Puritan life.
  • Creating a timeline of a series of events and explaining the connections among the events.
  • Comparing similarities and differences in early MA communities (Wampanoag, Pilgrims, Puritans).
  • Writing from the point of view of a Wampanoag or European settler.
  • Reading across two or more texts including informational text and primary source documents to determine main ideas and details.
  • Synthesizing information from multiple sources.
Stage 2- Assessment Evidence
Performance Tasks:
Write a magazine article that compares and contrast a child’s life today with a child’s life (choose 1: Wampanoag, Pilgrim or Puritan). Plan your article using a graphic organizer to outline your research.

Write a letter from the point of a European settler (a Pilgrim or Puritan) to your family back home. Use the information from the texts you have read about the settlers. Include details of the journey and details of your daily life.

Formative: Informal checks for understanding, observations, dialogue, and examination of student work will serve as a formative assessment to guide student learning.

Summative: The performance task will serve as a summative assessment of student learning.

Student Self-Assessment: Students will assess themselves on the performance task rubric.
Stage 3- Learning Plan
Wampanoag:
  • Students will read Chapter 3, Lessons 1 & 2 on pages 42-55 in Massachusetts Our Home.
  • Students will write a story about one day or event as a Wampanoag boy or girl long ago.

Pilgrims:
  • Students will collaboratively read Social Studies Weekly - Week 5 "Pilgrims of Plymouth."
  • Students will tell of the Pilgrims and their arrival in Massachusetts using two-column notes or a top down web.
  • Students will read Chapter 4, Lesson 2 on pages 70-74 in Massachusetts Our Home.
  • Students will compare the historic painting on page 74 in Massachusetts Our Home titled, "The First Thanksgiving at Plymouth, Mass" to the Library of Congress photograph titled, "First Thanksgiving" using www.loc.gov/resource/cph.3g04961.

Puritans:
  • Students will collaboratively read Social Studies Weekly - Week 6 "Puritans form the Massachusetts Bay Colony."
  • Students will tell of the arrival of the Puritans and their impact on Massachusetts and America using two-column notes or a top down web.


Model Curriculum Unit:


Primary Source Lesson
Resources
Digital:

Print:

Media: