Thanksgiving

Lesson #5

Lesson Topic/Subject: Thanksgiving Day 1621; What Really Happened?
Grade Level: Third Grade
Teacher of Lesson: Cari Schaffer

Objectives:

  1. Students will recap what they believe happened on the first Thanksgiving given what they have learned about in the past and thus far in the unit.
  2. Students will listen as I read a story.
  3. Students will interact actively and cooperatively in their groups.
  4. Students will change their prior conceptions or at least question their traditional views.
  5. Students will learn that there are always two views or two sides to a story.
Materials:
  1. 21 copies of The Plymouth Thanksgiving Story by Chuck Larsen
  2. 6 copies of the Discussion questions
  3. map
  4. pencils
  5. Brother Eagle, Sister Sky by Susan Jeffers
Procedures:
  1. Divide the students into six groups of three or four (cooperative groups have already been predetermined in our classroom). Allow students time to get situated.
  2. Read off who the #1's, #2's, #3's, and #4's are in every group (again, already predetermined).
  3. Assign each number a job and write this on the board. i.e.:
    The #1's = scribes
    The #2's = scribes' assistants
    The #3's = question seekers
    The #4's = question seekers' assistants
    (The question seekers try to spot the questions in the reading while the scribes record the answers. The assistants, obviously, assist.)
  4. Do a recap. Have all the #1's raise their hands. Have them repeat back what their job is. Do the same with the #2's, #3's, and #4's.
  5. Begin to settle everyone by asking them to close their eyes and picture what they think the first Thanksgiving was like based on what they have learned in the previous lessons. Wait 30-60 seconds.
  6. Warn the students that things actually may have happened a different way than what they may have thought. Ask them to think about the beauty we have learned of the Native American culture. These people ultimately respected everyone and everything they encountered. Tell the students that I am about to read a very sad but very real story about what happened to these people during and after the first Thanksgiving. Ask them to pay the Native American Indians that same respect while listening to the story.
  7. Pass out copies of the story and discussion questions and tell the students they may follow along if they choose, but they have to keep an eye out for and answer the questions cooperatively.
  8. Read The Plymouth Thanksgiving Story aloud to the students.
  9. Pause as you answer a question to clue the students in and allow them time to jot things down. You could even tell them the answer; they'd still be learning. Point to the map when locations and journeys are mentioned while you are reading.
  10. After the reading, ask the students to share and discuss their feelings. How do they think Native Americans that are with us today might feel? Have them pretend that new people have just arrived to Champaign, and they are very sick. They help them by inviting them into our homes, giving them some of Mom's homemade chicken soup, and insisting that they sleep in their beds while they stay on the floor. How would they feel if one week later, these same people that they nursed back to health take over their homes, neighborhoods, malls, and schools and send them to some far away deserted land? Reflect. Point out that there are always two sides to a story, and sometimes you need to evaluate both. If by chance a student disagrees with this Thanksgiving story or does not believe that it is true, say that that is fine. Point out, though, that those are the exact feelings the Native Americans have when they hear the traditional story. This puts emphasis on the evaluation of both sides.
  11. While having the students share, use a corn cob to toss around that acts as the "speaking tool." They can only share if they have the cob in their hands.
  12. Go over questions together sort of quickly and have the students give themselves one point if the have the right answer. The winning group will somehow be rewarded.
  13. Afterward, read Brother Eagle, Sister Sky to the class on the carpet. They will enjoy this book, and will now see it in a new light!
Evaluation:
  1. Were the students able to provide a somewhat accurate representation of what they have learned thus far?
  2. Were the students attentive during the story?
  3. Did the students interact cooperatively and effectively in their groups? Were they able to locate the questions and write the answers down?
  4. By evaluating the kinds of comments made during the post-reading discussion, were the students surprised or shocked, and did they change their views, opinions, and ideas?
  5. Were the students able to see that there were two sides to that Thanksgiving story as well as most stories that we hear about? Do they understand that we need to look at both sides before assuming anything? This can be related and applied to problems in the classroom or on the playground.
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