Thanksgiving Second Grade

1. ThanksgivingSecond Grade • Mary Maxwell • Missy Brindle

2. Slide 3: I. American Heritage & People in Societies Slide 4-6: I. Activities Slide 7: I. Websites Slide 8: II. People in Societies Slide 9-11: II. Activities Slide 12: II. Websites Slide 13: III. World Interactions Slide 14-16: III. Activities Slide 17: III. Websites Slide 18: IV. Citizenship Rights and Responsibilities Slide 19, 20: IV. Activities Slide 21: IV. Websites Slide 22: V. Democratic Processes Slide 23, 24: V. Activities Slide 25: V. Websites Slide 26: VI. Decision Making and Resources Slide 27, 28: VI. Activities Slide 29: VI. Websites Slide 30: VII. Science Technology, and Society Slide 31, 32: VII. Website Activities Slide 33: VII. Websites Table of Contents

3. I.American Heritage & People in Societies

4. I. Activities • As a class read the story, “The First Thanksgiving” by Linda Hayward. Create a timeline from the start of Columbus’s voyage to the first Thanksgiving. Have the students illustrate the events. • Materials: “First Thanksgiving,” chart papers, markers, construction paper, scissors, glue • Have the students visit a reenactment site or have a Colonial or Native American enactor visit the classroom. Have the students examine artifacts and make a history log including drawings. • Materials: books for additional reference, paper, pencil

5. I. Activities • Read the story, “Day in the Life of a Pilgrim Girl” by Kate Waters. Talk about the differences in life today and life in colonial times. Record the results in a chart comparing similarities and differences. • Materials: “Day in the Life of a Pilgrim Girl,” chart paper, markers • Record the results of Columbus’s voyage in calendar form. Talk about the number of days, weeks, and months the voyage took place. • Materials: data for calendar, calendar

6. I. Activities • As a class make fry bread and butter like the Pilgrims would have in the colonial times. This is to experience food and the ways of life of the Pilgrims. • Fry Bread 2 c. flour 1 c. milk 3 tsp. Baking powder Deep frying pan with fat 1 tsp. Salt Mix dry ingredients. Stir in milk. Kneed and work dough on board with hands until smooth. Pinch off fist-size lumps and shape into a disk. Fry in pan until golden brown (about 5 mins.) Drain on paper. • Butter baby food jars salt whip cream Fill jars half full with whipped cream and screw on lids tightly. Shake the far for about 5 mins. Or until lumps of yellow butter form. Shake until cream has formed a ball. Add salt if desired.

7. I. Websites • www.teacherlink.ed.usa.edu/Tlresources/longterm/LessonPlans/MonsonUnits/amychr/index.htm • www.kstrom.net/isk/food/r_frybre.html • www.ed.uiuc.edu • www.kidsource.com/kidsource/content/history.html • www.ericir.syr.edu

8. II. People in Societies

9. II. Activities • Students will make a map on where the Pilgrims started in England to where they ended up at Plymouth Rock. Then have a class discussion of the obstacles the Pilgrims faced on their journey. • Materials: map, atlas, markers, paper • Make a list of clothing worn by the Pilgrims and the Native Americans. Ask why each group wore certain things and what kind of materials were used. Read the story, “The Legend of the Indian Paintbrush,” by Tomie DePaola. Talk about the dyes the Pilgrims used from plants and foods to color their clothing. • Materials: “The Legend of the Indian Paintbrush,” chart paper, marker

10. II. Activities • Have the students construct a model of the Mayflower ship out of construction paper and put the ship on a popsicle stick. Take another piece of construction paper and decorate it like the ocean. Cut a slit in this paper and stick the Mayflower ship in it. • Materials: construction paper, crayons, popsicle sticks, scissors, glue 4. Divide the class into groups of Native Americans and Pilgrims. Have the class role play the different emotions each group felt in this new situation. • Materials: Kids!, research books

11. II. Activities • Explore the different cultural and ethnic backgrounds of the people that have traveled to this land to become Americans. Explore the following websites and keep and history log of your findings. Sites • www.internationalchannel.com/education/ellis • www.ellisisland.org • www.libertystatepark.com/history1.html

12. II. Websites • www.libsci.sc.edu/miller/diversity.htm • www.teacherlink.ed.usu.edu/Tlresources/longterm/LessonPlans/Byrnes/Thanksgiving.html • www.theteacherscorner.net/seasonal.htm • www.teelfamily.com/education/thanksunit.html • www.teachervision.com/lesson-plans

13. III. World Interactions

14. III. Activities • Make a map of our community. Compare this location to Plymouth Rock. Discuss as a class, the different geographic features of each area and the benefits of living in each area. • Materials: map, atlas, paper, crayons, encyclopedia, reference books • Make a world map labeling all the continents and oceans to have a better understanding of the world and migration. • Materials: maps, paper, crayons

15. III. Activities • Discuss and contrast the American Thanksgiving with Canada’s Thanksgiving. (American tradition of remembering Pilgrims and the New World, Canada gives thanks for a harvest) Discuss the following Canadian poem: T for the time to be together, turkey, talk, and tangy weather. H for harvest stored away, home and hearth, and holiday. A for autumn’s frosty art, and abundance in the heart. N for neighbors, and October, nice things, new things to remember. K for kitchen, kettle’s croon, kith and kin expected soon. S for sizzles, sights, and sounds, and something special that abounds. • Materials: poem

16. III. Activities • Pretend you are a Native American child from colonial times dropped into today’s society. What would you notice new? Different? Write a story from your new point of view. • Materials: paper, pencil, resource books • Compare two maps from “Blackcoats Among the Delaware,” by Earl P. Olmstead. One map is of Ohio in 1808, when Native Americans lived here, and the other one is a current map of Ohio. As a class discuss the differences and boundary lines. • Materials: “Blackcoats Among the Delaware”

17. III. Websites • www.everythingesl.net/lessons/gobble.php • www.craigmarlatt.com/craig/canada/symbols • www.stemnet.nf.ca/CITE/celthanksgiving.htm/ • www.western2.com/global/holidays/thanks.htm/ • www.sapme.com/net/newstories/9810/tlb.htm/

18. IV.Decision Making and Resources

19. IV. Activities • Set up a bartering exchange in the classroom. Give each student a different color or size of marbles. Each student should have about 10 marbles. Have the students practice exchanging marbles to get as many different marbles (goods) as possible. Talk about how the Pilgrims and Native Americans had to exchange goods for other needed goods. • Materials: 10 marbles for each student • Brainstorm about the goods that the Pilgrims had, the goods they needed, and how they got them. • Materials: none

20. IV. Activities • Discuss the limited space aboard the Mayflower and the limited goods the Pilgrims could bring. Give the students a list of 20 survival items, and have them pick 10 items that they would take on a survival trip. Discuss the results. • Materials: survival items list • Make a bar graph about the number of items selected from the survival list in Activity #3. For example, if 16 students picked matches, the that bar would extend from 0 to 16. • Materials: survival list results, paper, crayons, pencils • Make a picture book about what goods and services the Pilgrims and Native Americans had and exchanged. • Materials: construction paper, crayons, resource books

21. IV. Websites • www.vivisima.com • www.aitech.ac.jp/~iteslj/cw/l/af-thanks.html • www.Holidays.net • www.themeunits.com/Thanksgiving_c.html • www.education-world.com/a_lesson/lesson037.shtml

22. V. Democratic Processes

23. V. Activities • Review the story “The First Thanksgiving,” by Linda Hayward. Discuss the different leaders of the Pilgrim colony and why they were picked. Discuss what qualities the students think a good leader should have. • Materials: “The First Thanksgiving,” chart paper, marker • Have the students read a version of the Mayflower Compact. Discuss why the Pilgrims picked certain laws and how those laws helped the colony. • Materials: books on the Mayflower Compact • Find information about Squanto, a Native American leader, on the internet as a class. Discuss what he did that made him a good leader. • Materials: computer, internet service

24. V. Activities • Discuss the different laws in our community and how they are similar/ different to the laws the Pilgrims had. Make a book based on the discussion. Have each student pick a law and illustrate it. • Materials: construction paper, crayons/markers, chart paper • Give the students role-playing scenarios about resolving conflicts. Have them take on the role as Native Americans of Pilgrims and act out scenarios about problems that arose during the first Thanksgiving. • Materials: research books

25. V. Websites • www.night.net/thanksgiving/index-text.html • www.odur.let.rug.nl/~usu/D/1601-1650/plymouth/compac.html • www.tolatsga.org/wampa.html • www.biography.com/find/find.html • www.encyclopedia.com

26. VI. Citizenship Rights and Responsibility

27. VI. Activities • Give each student a 9”x9” felt square. Have them write a name or draw a picture of a person they are thankful for. Sew the squares together to make a Thanksgiving quilt. • Materials: felt, felt tip markers, thread, needle • Organize a food drive for your school. Tell the students to bring in canned goods to help needy families during Thanksgiving. • Materials: boxes to hold goods 3. Students will make thankful turkeys out of construction paper. On each feather of the turkey, the students will write something that they are thankful for. • Materials: construction paper, glue, scissor, markers

28. VI. Activities • Divide the students into groups. Tell the students that they are settlers and they are going to divide up responsibilities. All the jobs must be divided, and each student must have a job. (hunting, cooking, making clothing, etc.) Each student should then write a paragraph about their job. • Materials: paper, pencil, research books • Set up reading buddies with another classroom. Have the reading buddies share their favorite fall/Thanksgiving book with each other. This activity shows caring and respect for classmates opinions. • Materials: buddies!, books

29. VI. Websites • www.atozteacherstuff.com/lessons/ThanksgivingQuilt.shtml • www.kinderart.com/seasons/thankfulturkey.html • www.edhelper.com/cat159.html • www.teacherfeatures.com/themes/thanksgiving-theme.html • www.annieshomepage.com/thanksgivinglesson.html

30. VII.Science, Technology, and Society

31. VII. Website Activities • Explore the Waterboro Public Library home page. Learn about the Mayflower, First Thanksgiving Proclamation, and the history or Plymouth and its settlers. • Learn about the different symbols of Thanksgiving: turkey, corn, Pilgrims, etc. • Each student will design a slide for a Power Point presentation. It will be titled, “I am Thankful for….” The teacher will put the slides together for a presentation.

32. VII. Website Activities • Explore this website to learn about harvest around the world. Make a Venn diagram comparing the American harvest to a harvest from another country. • Do the crossword puzzle at this site. Explore other Thanksgiving games to play on this site.

33. VII. Websites • www.media3.com/plymouth/thanksgiving.html • www.aitech.ac.jp/~iteslij/cu/l/af-thanks.html • www.webhand.com/lagrande/schools/lessonplans/thanksgiving.html • www.waterboro.lib.me.us/thanksgi.html • www.holidays.net/thanksgiving

34. The End!