Ohio Social Studies Strands

for a 5th grade lesson:

Coming to America: The Story of the Pilgrims

by

Stephanie Burke & Ali Lines

TABLE OF CONTENTSStrand One: American Heritage

Activities

Websites

Strand Two: People in Societies

Activities

Websites

Strand Three: World Interactions

Activities

Websites

Strand Four: Decision Making and Resources

Activities

Websites

Strand Five: Democratic Processes

Activities

Websites

Strand Six: Citizenship Rights and Responsibilities

Activities

Websites

Strand One: American Heritage

Activities

1. Read the book, “Squanto’s Journey” and discuss as a class Squanto and the hardships he faced in life.

2. Identify the role Squanto played in the relationship between the Pilgrims and the Native Americans. Discuss your answer in a one page essay.

3. Draw or construct a replica of the Mayflower.

Activities continued . .

4. Draw or find a picture of two means of transportation from our world today and two from the Plymouth colony.

5. Recommend the best types of crops to grow in the Plymouth colony area. This will be a group activity, each group must submit their list to the teacher.

Websiteshttp://www.plimoth.org/Library/pc22-26.htm

http://www.plimoth.org/Library/museum/subscribe.htm

http://www.moah.org

http://dickshovel.com/wampa.html

http://pilgrims.net/plymouth/thanksgiving.htm

Strand Two: People in Societies

Activities

1. Pretending that you are a Pilgrim, write a letter to your friends you left in England, explaining your reasons for coming to the New World.

2. We will have a class role play in which some students are Pilgrims and some are the King of England. We will replay the conversation in which the Pilgrims told the King that they wanted to leave England.

Activities continued . .

3. Using ellison cuts, trace the route the Mayflower took when it sailed off to America.

4. Using a map with a key or legend, estimate the number of miles the Mayflower traveled.

5. If you had $150.00 and had to prepare Thanksgiving dinner, what would you buy and how much would you spend?

Websiteshttp://www.mayflowerfamilies.com/colonial_life/

http://www.pilgrimhall.org.museum.htm

http://www.geocities.com/Athens/Acropolis/1465/

http://www.holidays.net/thanksgiving/pilgrims.htm

http://www.pilgrims.progress.org.uk/

Strand Three: World

Interactions

Activities

1. Given latitude and longitude points students will be able to find the points on the map (Plymouth Colony, England, Holland) and color them in.

2. Draw a diagram of farms that Pilgrims had due to the physical environment of the area.

3. Pilgrims had to build special houses because of their physical environment, construct a Pilgrim house of your own and explain the special features it has.

Activities continued . .

4. Students will be either Native Americans, Pilgrims or reporters. Reporters will ask questions such as “How did the Native Americans help you” and “How did the Pilgrims help you?”. Everyone else must answer.

5. The students will write a journal entry answering the question, “Could the Pilgrims have survived without the help of the Native Americans?

Websiteshttp://www.pilgrimhall.org/phouses.htm

http://pilgrims.net/plimothplantation/vtour/index.htm

http://www.fcps.k12.va.us

http://aol.com/RichClark7/pilgrims.htm

http://members.aol.com/calebj/squanto.html

Strand Four: Decision

Making and Resources

Activities

1. Students will participate in a bartering activity with their classmates illustrating the concept of trade-offs for consumers.

2. The students will write a short essay (1 pg.) answering the question, “Do you think the Native Americans felt that their food supply was threatened by the arrival of the Pilgrims?

Activities continued . .

3. Use picture and bar graphs to examine the exchange of resources, goods, and services between the Native Americans and Pilgrims by making identifications, comparisons and predictions.

4. Pretend that you are a Native American. Write down the advantages and disadvantages of the arrival of the Pilgrims.

5. A class discussion of the change of supply and demand with the arrival of the Pilgrims.

Websiteshttp://www.plimoth.org

http://usinfo.state.gov

http://www.yale.edu/lawweb.avalon/amerdoc/

http://www.civnet.org/resources/teach/basic/

http://etext.lib.virginia.edu/users/deetz/Plymouth/

Strand Five: Democratic Processes

Activities

1. Role-play a situation in which the Pilgrims and Native Americans are having a conflict. How would the government have handled that conflict?

2. Compare and contrast the government in England with that in the Plymouth colony.

3. If you were a Pilgrim, what rules and laws would you want in your colony? Make a list in groups.

Activities continued . .

4. Compare and contrast the government of the Pilgrims with our government today. Make a chart showing what you find.

5. Pretend you are a Pilgrim. Make an advertisement showing why people should come to your colony.

Websiteshttp://xroads.virginia.edu/~CAP/PURITAN/

http://www.plimoth.org/Library/pc28-92.htm

http://www.rootsweb.com/~mosmd/

http://www.puritansermons.com/banner/logan1.htm

http://7cs.com/mayflower.htm

Strand Six: Citizenship Rights

and Responsibilities

Activities

1. Given a list of facts/opinions about the Plymouth Colony students will determine what is fact and what is opinion.

2. Write a poem answering the following question: How were the Pilgrims courageous?

3. Read “Squanto’s Journey” to the third grade class.

Activities continued . .

4. Debate whether or not groups of people should be allowed to leave their homelands if they are not happy.

5. Design a Thanksgiving display on the school bulletin board.

Websiteshttp://members.aol.com/calebj/

http://www.pilgrimsprogress.org.uk/poetscor.htm

http://www.ocmayflower.org/compact.htm

http://law.ou.edu/hist/mayflower.html

http://www.fcps.k12.va.us/ChurchillRoadES/