LIBRARY OF CONGRESS PATHWAYS ADVENTURES:

Using Historical Documents to Develop Early Literacy

Jessica Willman, Carrie Traetow, Makenzie Pahnisch, Whitney Hoffmann, Hannah Colpitts

College of Education University of Northern Iowa

Book Backdrop Title:

Squanto's Journey : The Story of the First Thanksgiving

Table of Contents

Introduction Lesson Module

Lesson 1­­ Squanto’s Early Life.......................................................................3 Lesson 2­­ Squanto’s Journey...........................................................................6 Lesson 3­­ Squanto Helping the Pilgrims: The First Thanksgiving..............9 Lesson 4­­ A Hero: A Summary of Squanto’s Life.........................................12

Appendix I: The Library of Congress Resources Appendix II: Bibliography and Webliography Appendix III: One Act Children’s Play

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INTRODUCTION

Book Backdrop Title: Squanto's Journey : The Story of the First Thanksgiving

Focus Book Citation: Bruchac, J. (2000) Squanto's Journey: The Story of the First Thanksgiving. San Diego: Silver Whistle Focus Book Summary: In 1620, an English ship called the Mayflower landed on the shores inhabited by the Pokanoket people.Squanto welcomed these newcomers, and they betrayed him by taking him to Europe. Squanto’s unintended adventures led him away from his home and family, but he eventually found his way back.When he returned, Squanto still befriended the Europeans after all they had done to him. Without the friendship of Squanto, who taught them the ways of the land and the animals and how to survive in thisrugged place they now called home, the colony would not have survived. When autumn came, their hard work produced a bountiful harvest, and the two peoples came together to feast in the spirit of brotherhood­­a feast we still celebrate today. Book Setting: Plymouth Settlement and Europe (Spain, England) NCSS Notable Tradebook Theme: Biography Historical Period: Settlement Beginnings Grade Range: Fifth

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LESSON MODULE

Four Lesson Primary Source­Based Book Backdrop Lesson Plans

Lesson 1 Title: Squanto’s Early Life Learning Goals: Knowledge

Students will learn about the early life of Squanto. Students will understand what life was like in the Patuxet Tribe.

Skills

Students will create artifacts/props the Patuxet Indians would wear or use. Dispositions

Students will begin to develop an understanding of how Squanto’s life was living in the Patuxet Tribe.

Links to National Standards http://www.socialstudies.org/standards/strands Culture: Social studies programs should include experiences that provide for the study of cultureand cultural diversity.

Time, Continuity, and Change: Social studies programs should include experiences that provide for the study of the past and its legacy.

Individual Development and Identity: Social studies programs should include experiences thatprovide for the study of individual development and identity.

Individuals, Groups, and Institutions: Social studies programs should include experiences thatprovide for the study of interactions among individuals, groups, and institutions.

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Production, Distribution, and Consumption:Social studies programs should include experiencesthat provide for the study of how people organize for the production, distribution, and consumptionof goods and services.

General Instructional Materials:

Copy of Squanto’s Journey: The Story of the First Thanksgiving by Joseph Bruchac Construction paper Tape Glue String Rope Markers Crayons Any other available materials for creating representations of Patuxet Indian artifacts/items

used in that tribe. Class Computer/overhead with internet access to Library of Congress images

LOC Primary Source Materials:

Appendix #1­Image: Map of Massachusetts showing where Plymouth is Appendix #2­Image: Depiction of Squanto Appendix #3­Image: Monument of Squanto

Lesson Procedures: Introduction

1. Introduce Squanto’s Journey book and read the first portion. Allow students the opportunity to be involved and read a section of the story.

2. Discuss ideas from the book as you read. Such as, Squanto’s birth circa 1590. Talk aboutwhat circa means and try to help the students understand how long ago 1590 was by relatingit to something relatable to your students.

3. Talk about how the Patuxet Tribe is Squanto’s tribe and that is a branch of the WampanoagIndians, refer to the glossary in the back of the book Squanto’s Journey to talk about therelationships of the tribes. Talk about how Native American’s and the English were on goodtrading terms. How do you see “good terms” in the book?

Development

1. Use the mentioned ideas of the Patuxet Tribe from the book and use images from the Library of Congress to add to the educational value.

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2. Use the overhead to show the students image one from Appendix 1 of Massachusetts fromthe Library of Congress. Ask the students if they remember from the book where Squantoand the Patuxet Tribe lived. When they answer Plymouth, have a student point out where inMassachusetts Plymouth is. Proceed to discuss how the location of Plymouth affected theculture of the tribe.

3. Show the students images 2 and 3 from Appendix 1 from the Library of Congress. Theseimages are two different depictions of Squanto. Have the students study the images and thinkabout what the dress and settings can teach people about Squanto. Have a group discussionabout clothing; that could lead into climate and lifestyle. You could talk about how they bothappear to be monuments, this could emphasise the importance of Squanto's life. In addition,you could point out the fact that we do not have a “real” picture of Squanto but rather depictions of him through statutes, paintings, or drawings.

4. Ask the students if they think that the book Squanto’s Journey depicts Squanto in a similarfashion as the Library of Congress images.

Culmination

1. Sum up what the students have learned about the Patuxet Tribe and their lifestyle. 2. Bring out materials for the students to create items such as head dresses, tools, small replicas

of homes, exc. Have the students refer to Library of Congress images to encourage the students to develop ideas that avoid stereotypes. Briefly tell students to spend time on whatthey choose to create because they can use it in a play they will be performing in a later lesson.

Assessment Strategies Linked to Lesson Goals

1. Informal assessment from discussions and the students work time. 2. Assess the students understanding of Squanto’s life and lifestyle through the types of things

they create. The items should display their understanding of some aspect of the Patuxet Tribeclothing, culture, lifestyle exc.

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Lesson 2 Title: Squanto’s Journey Learning Goals: Knowledge

Students will learn about Squanto’s journey to Spain and back. Skills

Students will write from the point of view of an Patuxet tribe member that has been capturedand taken to Europe.

Students will write from Squanto’s point of view when he had come back home and foundout his family had died.

Dispositions

Students will sympathize with Squanto’s experience of being captured and then broughtback with his family gone.

Links to National Standards http://www.socialstudies.org/standards/strands Culture: Social studies programs should include experiences that provide for the study of cultureand cultural diversity.

Time, Continuity, and Change: Social studies programs should include experiences that providefor the study of the past and its legacy.

People, Places, and Environments: Social studies programs should include experiences that provide for the study of people, places, and environments.

Individual Development and Identity: Social studies programs should include experiences thatprovide for the study of individual development and identity.

Individuals, Groups, and Institutions: Social studies programs should include experiences thatprovide for the study of interactions among individuals, groups, and institutions. Materials:

Copy of Squanto’s Journey: The story of the First Thanksgiving Map of Atlantic Ocean

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Paper Pencils

LOC Primary Source Materials:

Appendix #4­ Image/Map: Map of Atlantic Ocean Lesson Procedures: Introduction

1. Review what was read in the previous lesson by talking about Squanto’s tribe and his earlylife.

2. Read the second section of the book­­pages 4­8. a. Discuss what the book meant by, “English ships often sailed toward the sunset,” and

how Squanto would be able to help the English. b. Discuss how the English brought new diseases that ended up killing Squanto’s

family.

Development 1. Talk about Squanto’s trip to England and Spain and back to New England using the map.2. In a small group, students will make a timeline that includes the following events in Squanto’s

journey in Europe. a. Squanto is kidnapped by Hunt and taken to Spain (1605). b. While Squanto is in Spain, he’s sold to a friar.

i. Explain what a friar is. ii. Friars teach Christianity and English to Squanto

c. Squanto travels from Spain to England (1618). d. By 1619, learns Spanish friars and is taken back to New England to aid as a

translator between Native Americans and Englishmen. 3. Students can use the book or websites like the following to make their timeline:

http://www.arcgis.com/home/webmap/viewer.html?webmap=03e4c8663e8f41dc9452cbb89fe7344f

Culmination

1. Point of view writing. Have students get out a piece of paper and write at least a paragraphabout each of the following questions.

a. How would you feel if you were taken/kidnapped and taken to a place where theyspoke a different language?

b. What would you do if you came back and your family was gone?

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Assessment Strategies Linked to Lesson Goals

1. Informal assessment from discussions and the students work time. 2. Assess the students understanding of Squanto’s journey to Spain and England and back to

New England through their creation of the timeline.

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Lesson 3 Title: Squanto Helping the Pilgrims: The First Thanksgiving Learning Goals: Knowledge

Students will understand how Squanto’s language communication aided relationships between pilgrims and indians.

Students will be knowledgeable of Squanto’s participation in the first thanksgiving. Skills

Students will develop an understanding of crop production and what it means to have a goodharvest.

Dispositions

Students will reflect over the relationship that the pilgrims and Native Americans have madethrough the first thanksgiving.

Links to National Standards http://www.socialstudies.org/standards/strands

Culture: Social studies programs should include experiences that provide for the study of cultureand cultural diversity

Time Continuity, & Change: Social studies programs should include experiences that provide forthe study of the past and its legacy.

People, Places, and Environment: Social studies programs should include experiences that provide for the study of people, places, and environments.

Individual Development and Identity: Social studies programs should include experiences thatprovide for the study of individual development and identity.

Individuals, Groups, and Institutions: Social studies programs should include experiences thatprovide for the study of interactions among individuals, groups, and institutions. Materials:

Copy of Squanto’s Journey: The story of the First Thanksgiving List of comprehension Questions for each group White Board Marker

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Computer Access to library materials Markers Pencils Poster board for each group

LOC Primary Source Materials:

Appendix #5­ Image: Development of Crops and Harvest Appendix #6­ Image: Squanto, Pilgrim, and Indian Harvest

Lesson Procedures: Introduction

1. 1. Review with the students what we did in the previous lesson and the main ideas of Squanto’s journey in Europe. Have students look over their point of view writing and timeline they made in their last lesson.

2. 2. Explain to the students that today we are going to continue the book “Squanto’s Journey: The story of the First Thanksgiving.” We will read the next section of the bookall together and I will stop periodically throughout the story and ask comprehension questions to check for understanding.

Development

1. 1. After reading the story, we will have a small group discussion in groups of three to fourstudents. After separating into groups, I will hand each of the tables a slip of paper whichincludes the following questions: ­How do you think Squanto felt when he communicated with the settlers on the Mayflower?­How does your group think Squanto’s tribe died? ­How do you think the Native Americans and Pilgrims felt when they started to share theland? What challenges or conflicts might they have faced?

2. Give students ten or so minutes to talk these comprehension questions over. If more/lesstime is needed, adjust to how much time your students discuss.

3. Pull the students together and have one representative per table. Have each of these representatives explain to the whole class how their group answered the questions. Writethe different answers for each group on a white board.

Culmination

1. Explain to the students that in Squanto’s Journey: The story of the First Thanksgiving, they also talked about harvesting and planting crops. Ask the students if any of them know

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what harvest means? Also ask the students if any of their families farm. Have students talkin small groups and discuss these topics.

2. The students will next use books, internet, and other primary resources to research the following questions (One question is assigned to each group):

1) What is needed for a good harvest? 2) How would these early settlers hunt for and provide for their hungry families? 3) What struggles would these early settlers have when growing crops? 4) What crops does your group think that the early settlers had for Thanksgiving? 5) How do you think the Indians and Pilgrims worked together to produce crops from

the land? 3. Each group will research their question and present it to the class in the form of a poster. Wewill take time as a class to present, discuss, and understand each of the questions. We will thenhang the posters in our classroom. Assessment Strategies Linked to Lesson Goals

1. I will assess the students by taking anecdotal notes while they are discussing questions intheir groups. I will also be looking how well they worked with their group along with theposter each group created. Information should be clearly displayed and resources should belisted on the poster. I will provide a rubric with this information for each group.

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Lesson 4 Title: A hero: A Summary of Squanto’s life Learning Goals: Knowledge

Students will understand the story of Squanto’s life. Students will understand how slave trades took place. Students will understand the important role Squanto was in the Pilgrims’ lives.

Skills

Students will participate/perform in a children’s play centered on Squanto’s adult life. Students will write form of poem writing such as acrostic poems.

Dispositions

Students will develop an empathetic understanding of Squanto’s life changing journey fromSpain, to England, and back to the New World.

Students will recognize the importance of Squanto in the Pilgrim’s successful harvest. Links to National Standards: http://www.socialstudies.org/standards/strands

Time, Continuity, and Change: Social studies programs should include experiences that providefor the study of the past and its legacy.

People, Places, and Environments: Social studies programs should include experiences that provide for the study of people, places, and environments.

Individual Development and Identity: Social studies programs should include experience thatprovide for the study of individual development and identity.

Individuals, Groups, and Institutions: Social studies programs should include experiences thatprovide for the study of interactions among individuals and institutions.

Materials: Copy of Squanto’s Journey: The Story of the First Thanksgiving by Joseph Bruchac Paper/Notebooks Pencils

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Crayons/markers Copy of Children’s Play (Appendix III) for each student Materials needed to make props (this will be decided by the students)

LOC Primary Source Materials:

Appendix #6­ Image: First Thanksgiving Appendix #7­ Image: Mile Standish Appendix #8­ Image: Chief Massasoit Appendix #9­ Image: William Bradford Appendix #10­ Image: Samoset Appendix #11­ Image: Squanto

Lesson Procedures: Introduction

1. Begin lesson by flipping through Squanto’s Journey: The Story of the First Thanksgivinggiving the students a refresher of all they’ve read about in the previous lessons.

2. Follow up the review with a brief discussion of major issues presented in the book. Ask questions like:

1) “How did he come to learn English? 2) “What did Squanto return to when he came home from Europe? 3) “What tribe did Squanto join after returning from Europe? 4) “What role did Squanto play in the Pilgrims life?” 5) “What important idea about planting corn did Squanto share with the Pilgrims?”6) “Would there have been a ‘first Thanksgiving’ without Squanto? Why/why not?”

Development

1. Hand out a copy of the children’s play (Appendix III) to each student. Read through the listof characters and review or explain who each person is. Assign roles or have the studentspick roles from the character list.

2. Use the primary sources listed in the materials (found in Appendix I) to give the students aportrayal of what the character may have looked like. Post these on a bulletin board or somewhere the students can use them as a visual aid throughout the play.

3. Do a quick read through of the play giving the students a chance to hear their character’slines, as well as an opportunity to grasp the concept and main points of the play.

4. Allow the students to brainstorm prop and costume ideas. Integrate their accessories theymay have created in lesson one to use during the play.

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Culmination 1. Have the students perform the play incorporating any props, costumes, etc. How the play is

performed and presented is up to the teacher (this may be in front of an audience or for their peers).

2. After the performance of the play, to wrap up what they’ve learned about Squanto have the students create an acrostic poem. Using each letter of Squanto’s name, have the students describe a characteristic, philanthropic action, or trait he possessed. Students may draw illustrations if desired. For example, the letter S may say: S howed Pilgrims how to fertilize crops. Q U A N T O

3. Allow students to share one of their favorite lines from their acrostic poem with the class.

Assessment Strategies Linked to Lesson Goals 1. Observe student participation before/during production of the play to assess involvement and

understanding of content presented in play. 2. After having the students complete the acrostic poem, check for understanding by reading over

the actions/traits listed for each letter of Squanto’s name in the poem for accuracy. Assessment can also be done over whether the student wrote their poem in correct acrostic form.

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APPENDIX I: Library of Congress Resources

1. Image Map of Massachusetts showing where Plymouth is.

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2. Image Depiction of Squanto

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3. Image Monument of Squanto

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4. Image Map of the Atlantic Ocean to show Squanto’s journey to Spain and England.

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5. Image Shows how the development of crops and harvest lead to a beautiful first thanksgiving between the pilgrims and indians.

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6. Image A depiction of what is thought to be the first Thanksgiving in 1621 between the Pilgrims and Wampanoag Indian tribe. Came from the collection of Jean Leon Gerome Ferris, titled “The First Thanksgiving, 1621”.

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7. Image Miles Standish, military commander of Plymouth.

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8. Image Chief Massasoit “Great Sachem (leader) of the Wampanoags”

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9. Image William Bradford, “Governor” at Plymouth settlement.

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10. Image Samoset (depicted below) and Squanto were the first Indians to visit the Pilgrims.

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11. Image Illustration of Squanto placing fish into the ground while planting corn.

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APPENDIX II: Bibliography and Webliography

Bibliography of Related Children’s Literature: Bruchac, J. (2000). Squanto's Journey: The Story of the First Thanksgiving. San Diego: Silver

Whistle. Bulla, C. R. (1982). Squanto, Friend of the Pilgrims. New York: Scholastic. Celsi, T. N. (1989). Squanto and the First Thanksgiving. Milwaukee: Raintree. Gunderson, J. (2011). The Pilgrims' First Thanksgiving. Mankato, MN: Picture Window. Jassem, K. (1979). Squanto: The Pilgrim Adventure. Mahwah, NJ: Troll Associates. Kessel, J. K. (1983). Squanto and the First Thanksgiving. Minneapolis: Carolrhoda. Metaxas, Eric. (1999). Squanto and the Miracle of Thanksgiving. Nashville: Tommy Nelson. Osborne, M. P. (2002). Thanksgiving on Thursday. New York: Random House.

Whitehurst, S. (2002). A Plymouth Partnership: Pilgrims and Native Americans. New York:

PowerKids.

Ziner, F. (1988). Squanto. Hamden, CT: Linnet.

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Webliography of Supporting Online Resources for Students: ArcGIS ­ Squanto’s Journey ­ Copy http://www.arcgis.com/home/webmap/viewer.html?webmap=03e4c8663e8f41dc9452cbb89fe7344f This is an interactive map that also shows dates and what happened on those dates during Squanto’s journey to England and Spain, and then back to England. History Channel: The Pilgrims & Relations with Native Americans http://www.history.com/topics/pilgrims Information of how Squanto’s role in the first Thanksgiving is featured on this website. The development of Squanto and the Pilgrims’ friendly relationship is also provided. Video clips and photos that support these ideas are also found. Squanto Biography http://www.biography.com/people/squanto­9491327: “Squanto was born circa 1580 near Plymouth, Massachusetts. In 1614, he was kidnapped by English explorer Thomas Hunt, who brought him to Spain. Luckily, Squanto escaped, eventually returning to North America in 1619. He then returned to the Patuxet region, where he became an interpreter and guide for the Pilgrim settlers at Plymouth in the 1620s. He died circa November 1622 in Chatham, Massachusetts.” Webliography of Supporting Online Resources for Teachers: Scholastic: Squanto http://www.scholastic.com/teachers/article/squanto A brief overview of Squanto for teachers to use as a guide to building a lesson based around his life and actions.

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APPENDIX III: One Act Children’s Play

SQUANTO'S THANKSGIVING www.joyfulheart.com/holiday/squanto_play.htm Play Time: About 15 minutes By Ralph F. Wilson (Adaptations have been made for this lesson) PRODUCTION NOTES: 16 roles (13 male [these can be adapted for females], 2 female, and narrator) PLAYING TIME: About 15 minutes. COSTUMES: Costumes need only be suggestive (a hat, a feather, a sword) or more elaborate, as desired. INDIANS have feathers, etc. CHIEF MASSASOIT may have full Indian headdress. CAPTAINS have till three­corner hats, swords, top coats with epaulets. FRIAR has brown, hooded robe. SLAVE TRADER has sword in sash around waist, hat with plume. PILGRIMS have hats or bonnets, white collars, buckles on shoes, etc. CHARACTERS: Narrator Squanto (an Indian) Captain Thomas Hunt (an evil English sea captain) Slave Trader Friar Captain Thomas Dermer (a compassionate English sea captain) Samoset (an Indian) Miles Standish (military commander of Plymouth colony) William Bradford (Governor of the Plymouth colony) Pilgrim Humility (older Pilgrim girl) Mary (younger Pilgrim girl) Resolved (older Pilgrim boy) Samuel (younger Pilgrim boy) Massasoit (Indian chief)

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SCENE I TIME: Fall, 1615. SETTING: Slave auction in Spanish town square. AT RISE: CAPTAIN HUNT and SLAVE TRADER, enter stage right, pushing INDIAN BRAVES and SQUANTO, who are tied with ropes. FRIAR enters stage left. NARRATOR: Thanksgiving began long before the Pilgrims and Indians sat down to dinner at Plymouth Colony. The year is 1615. We are witnessing a slave auction. Indians, cruelly taken from the coast of New England, are being sold in Spain as slaves. SLAVE TRADER (Mounts box, spoken heartlessly): What will you take for these slaves from lands of America? Come on. Who will make the first bid?

(Pauses, then gestures to CAPTAIN HUNT.) This is the sea captain who brought them from the New World. CAPTAIN HUNT (Evilly): Indians have strong backs. They work hard in the fields. One of them, this Squanto (Points), can even speak English. These slaves are worth a great deal of money. FRIAR (angrily): Why do you bring such evil on these poor slaves? Do you not care? Here... (Digs for bag of money), I will purchase them. (Counts out coins and gives to SLAVE TRADER.) (Leads SQUANTO and INDIANS to stage left, CAPTAIN HUNT and SLAVE TRADER exit stage right.) Be seated, good fellows. (SQUANTO and INDIANS sit cross­ legged. While speaking, FRIAR unties them.) You are free now. We

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will take care of you. Together we will serve Jesus. SQUANTO: That wicked captain took us from our homes and families. Why are you so kind? FRIAR: We try to be like our Master, Jesus. He is the Son of God. SQUANTO: I want to be someone who is kind, too. FRIAR: I’ll help you. (ALL exit stage left.) * * * * * SCENE II TIME: June 1619. SETTING: Longboat on beach at Plymouth Bay. AT RISE: CAPTAIN DERMER and SQUANTO are seated in longboat (stage right). NARRATOR: Squanto became a Christian with the help of the kind Friars in Spain. After a while he made his way to England. Here Squanto was hired as the scout and guide for a New World expedition headed by Captain Thomas Dermer, a good and compassionate man. Four years had passed since he had been kidnapped. After reaching America, Squanto is eager to return to his village, his family, and his friends. The captain anchors his ship offshore Squanto's village and rows in the longboat with the Indian, landing on the beach. CAPT. DERMER (DERMER and SQUANTO get out of longboat): Well, we're here. Where is your village? SQUANTO (Point towards audience): Over there. It looks deserted. Where

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are my people? (SAMOSET enters stage left.) CAPT. DERMER (Points at SQUANTO who approaches): Here comes an Indian along the beach. Maybe he can tell us. SAMOSET (Lifting hand in greeting): Ho, Squanto. Welcome back. Sit down, my brother. I have bad news for your ears. (SAMOSET gestures to be seated. SAMOSET and SQUANTO sit cross­legged. CAPT. DERMER remains standing.) SQUANTO: What word have you, Samoset? Where are all my people? SAMOSET (Somberly): Two years ago a whiteman's disease came to many of our villages. All in your tribe are dead. I am sorry, my brother. SQUANTO (Desperately): Did not even one escape? Where is my mother? My family? (SAMOSET shakes his head) They are all dead? (SAMOSET nods. SQUANTO, almost hysterical, kneels.) Lord, what am I to do now? (Gestures toward heaven.) I have no tribe. I have no people. Why should I go on living? What purpose is there for my life now? (SQUANTO kneels with head bowed. SAMOSET puts his arm on his shoulder. They rise. ALL exit stage left.) * * * * * SCENE III TIME: March 22, 1621. SETTING: Main street of Plymouth colony. AT RISE: STANDISH, BRADFORD, and PILGRIM standing stage right.

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NARRATOR: It is a blustery March day, 1621. Two years have passed. The Pilgrims, who landed four months ago in the dead of winter have already lost nearly half their number to disease. Forty­four new graves have been dug in the cold New England ground. Despite their hardships the Pilgrims have begun to construct buildings and establish a colony. The new town of Plymouth is built on the very site of Squanto's deserted village of Patuxet (paw­TUX­et). STANDISH: Mr. Bradford, how can we ever survive? Perhaps ­we should return to England when the Mayflower sails next month. BRADFORD: The Lord will help us, Mr. Standish. We must abandon our heritage. PILGRIM: (SAMOSET and SQUANTO enter stage left. STANDISH, BRADFORD and PILGRIM reach for their weapons­­swords and muskets. PILGRIM shouts.) Indians! To arms! Protect the women and children! SAMOSET (SAMOSET and SQUANTO lift right hands as sign of peace): Have no fear. I, Samoset. I bring my friend, Squanto (Points). He lives in this place many moons. He speaks whiteman's tongue. (STANDISH, BRADFORD, and PILGRIM lower weapons.) SQUANTO: My name is Squanto. Welcome to Patuxet (paw­TUX­et), the village of my father and his father before him. STANDISH: I am Miles Standish, commander of the army of Plymouth Colony. This is Mr. Bradford. (Gestures to BRADFORD.) Do you come in peace? SQUANTO: Yes. In peace.

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BRADFORD: We also desire peace. How is it that you speak our mother tongue so well? SQUANTO: Twice I was taken prisoner and brought to England where I was taught English. BRADFORD: We are sorry for your misfortunes. We wish you no harm. Why have you come to us? SQUANTO: I have served as a scout and a guide on trips to the New World. While I was gone all my tribe died from a great sickness. I alone am left. (Drops head, pauses, then continues with conviction.) God has let me live for some reason. Now I know what it is. I have come to help you. This town will be my village. You will be my tribe, my people. BRADFORD (Visibly moved, removes hat): Yes, let’s join together. (BRADFORD shakes SQUANTO'S hand. All exit stage right.) * * * * * SCENE IV TIME: Late spring, 1621. SETTING: Corn field. AT RISE: SQUANTO, HUMILITY, MARY, RESOLVED, and SAMUEL enter from stage right. SQUANTO begins to dig in the ground with a hoe, showing Pilgrim children how to plant corn. NARRATOR: Squanto proved to be a tremendous aid to the struggling

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Plymouth colony. His knowledge of hunting and fishing was invaluable. His skill at planting maize, or Indian corn, enabled the Pilgrims to grow enough food to last them through the next terrible winter. HUMILITY: Mr. Squanto, why did we go fishing before we came to plant corn? What are these fish for? (Gestures toward fish.) SQUANTO (Leaning on the shovel): The corn is hungry. This ground has been used by my tribe for many years. The land is tired. Without fish, corn grows only very small. (Resumes shoveling.) My mother taught me how to plant corn when I was just your age. MARY: You dug a hole. (Points.) What do we do next? SQUANTO: Here, take these kernels of corn and put them in the hole. (SQUANTO hands kernels to MARY which she places in "hole".) Now, Mary, put these fish with the seeds. (SQUANTO hands fish to MARY who leans back to avoid touching it.) MARY: Oooo! Dead fish are so slimy! RESOLVED (Mimicking): "Oooo, slimy." Girls are such sissies! SQUANTO (Hands fish to RESOLVED): Here, great brave. You put the fish in the hole. RESOLVED (Leans back to avoid fish): Ah . . . Maybe Samuel should do it. HUMILITY (Haughtily): Boys are such "fraidy cats". (Reaches over, taking fish from SQUANTO'S hand.) I'll do it! (HUMILITY puts three fish next to the kernels.) SAMUEL (After HUMILITY finishes): Mr. Squanto, can I go with you to

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explore in the woods? (RESOLVED begins to fill hole using hoe.) SQUANTO: Maybe when you're older. Sometimes it's dangerous. Last week some of the men ran into a war party of Indian braves. They were ready to attack us if I hadn't called out in their language that we came in peace. (SQUANTO and CHILDREN dig and plant quietly for a few moments.) HUMILITY: Mr. Squanto, are you ever lonely? SQUANTO: Yes, many times. My family died of smallpox after I was kidnapped. I've told you the story, haven't I? HUMILITY: Yes, you told us. You must really miss them. I miss my Uncle Edward and Aunt Anne who died last winter in the "General Sickness". MARY: I miss my mommy. (MARY starts to cry. HUMILITY comforts her.) RESOLVED: My dad died, too. It's really hard. Sometimes I feel like quitting. SQUANTO: I felt that way, too. But God helped me. And now I know why I was spared. I’ve learnt English so now I can help you. Today, you are my family. Now I'm not so lonely. RESOLVED: My mom says that if it weren't for you, none of us would survive this next winter. SQUANTO (Meditatively): 'God really did have a plan for my life, didn't He? (SQUANTO and CHILDREN exit stage right.) * * * * * SCENE V

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TIME: Thanksgiving Day, November 1621. SETTING: Table laden with food. AT RISE: CHILDREN enter with SQUANTO. The others come in groups conversing silently. Gradually, the entire cast (in Pilgrim or Indian costume) gathers around the table. NARRATOR: The Indian corn Squanto and the Pilgrims planted that spring prospered and grew tall. After the harvest, the Pilgrims invited their Indian friends to join them for a celebration of thanksgiving to God. Chief Massasoit came to the feast with ninety hungry braves. Fortunately, the Indians shot five deer to help feed the large company. Governor Bradford greets the guests. BRADFORD (Speaking to ALL): When we've all gathered, we will pray and then begin. SAMUEL (Speaking to the other CHILDREN and SQUANTO): It sure is ,great to have all this food for a change. RESOLVED: Yes. Turkeys and venison and corn bread . . . . HUMILITY: and clams and eels . . . MARY: Oooo! I hate eels. They're so slimy. SAMUEL: You never like anything, Mary. HUMILITY (Continuing): . . . and goose and berries. MARY: I like berries the best. SAMUEL: You would. You always . . . SQUANTO: Now children!

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BRADFORD (Grandly): Before we partake in this generous feast, let us take a moment to thank Squanto and our Indian friends. We wouldn’t have all this harvest without their help. We are truley blessed to have met Squanto. MARY: Thank you, Mr. Squanto. SAMUEL: Thank you our Friend, Mr. Squanto. ALL (In unison): Thank you. The End

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