BY Anne Williamson
Third graders will participate in a comprehensive and engaging social studies exploration of Native American and Pilgrim ways of life in the 1620s. Students will individually research a Wampanoag topic (shelter, food, clothing, tools) organize the information in writing and design a 4×6 two-sided trading card to represent their learning. Then students will work in groups of four to “jigsaw” their knowledge by trading cards with other students. Activities that will serve to support this unit will include; a visit to the Martha’s Vineyard Museum to study Wampanoag artifacts, writing Pilgrim Journals through the lens of a 9-year-old who traveled on the Mayflower and settled in Plymouth, planting a “three sisters garden” (beans, corn and squash) using an authentic Wampanoag technique and growing herbs that the Pilgrims introduced to Plymouth.
How will the project be evaluated (e.g. how will you gauge its success)
Evaluation is based on the progress students demonstrate between the first day assignment based on predictions the daily life of Wampanoag child and knowledge of Wampanoag vocabulary words to a post unit understanding (drawings, written work and discussion) of Wampanoag life. Evaluation will also include the quality of the independent Wampanoag trading card, information shared by the students in small group work and the quality of the students’ Pilgrim journals.
Benefit to the students and the school
Success in the classroom looks like students who are happily working hard while enthusiastically learning (and teaching) about different cultures and ways of life throughout history.
Timeline of Project (when will you do the project, if applicable)
Over 150 students during the next five years will be impacted by this project (approximately 35 students each school year). The books should last for ten years or more.