Thanksgiving

1
Thanksgiving

• 3rd Grade
• SS Unit
• By Alison McCartan

2
Table of Contents

• Connecting the Standards
• History
• History Activities
• People in Societies
• People in Societies Activities
• Geography
• Geography Activities
• Economics
• Economic Activities
• Government
• Government Activities
• Citizenship Rights Responsibilities
• Citizenship Rights Responsibilities Activities
• Social Study Skills Methods
• Social Study Skills Method Activities
• Online Resources (student centered)
• Online Resources (teacher)
• Intervention
• Reflection

3
How to Connect the Standards

• This lesson takes all the third grade content
  standards and applies them with the various
  lessons involved. The unit is on Thanksgiving
  which can be applies in history, geography and
  many more.

4
History

• Students use materials drawn from the diversity
  of human experience to analyze and interpret
  significant events, patterns and themes in the
  history of Ohio, the United States and the world.

5
History Activities

• 1. Discuss what the meaning of Thanksgiving is
  and where it came from.
• 2. Draw what Thanksgiving, pilgrims and
  traditions mean to you.
• 3. Describe Thanksgiving, pilgrims and traditions
  using 5 adjectives
• 4. Use a time line to understand the time period
  that Thanksgiving began
• 5. In a small group, compare the daily life of
  today to the time Thanksgiving began. What are
  the changes?
• 6. Read a book to relate the lives of people from
  diverse backgrounds. How did the Pilgrims
  contribute to the heritage of the United States?

6
People in Societies

• Students use knowledge of perspectives, practices
  and products of cultural, ethnic and social
  groups to analyze the impact of their commonality
  and diversity within local, national, regional
  and global settings.

7
People in Societies Activities

• Read book on what the pilgrims used as tools
  compared to today's equipment.
• Discuss the result of the decision the Pilgrims
  made to have a Thanksgiving.
• How have people shaped our culture?
• Using the internet look up the types of food used
  in the first Thanksgiving.
• Write two paragraphs explaining the cultural
  practices of the Pilgrims.

8
Geography

• Students use knowledge of geographic locations,
  patterns and processes to show the
  interrelationship between the physical
  environment and human activity.

9
Geography Activities

• Discuss and research where pilgrims use to live
  and where they come from.
• Learn the names and locations of pilgrims.
• Create a map with the given worksheet, Blocks and
  Lots Map- 4 pages
• Use given map to show and explain where the
  Pilgrims lived compared to where we do. (cardinal
  direction, grid system)
• Use the 3 aerial maps to give a presentation to
  the class on the type of land where the Pilgrims
  lived.

10
Economics

• Students use economic reasoning skills and
  knowledge of major economic concepts, issues and
  systems in order to make informed choices as
  producers, consumers, savers, investors, workers
  and citizens in an interdependent world.

11
Economics Activities

• How were things paid for back then? (internet)
• Do lesson on How we affect the earth
• Read the book River Ran Wild
• Ask follow up questions - What happened to the
  Nashua River? What were the causes of the
  pollution? What effect did these events have on
  the river? How did the river change throughout
  time?
• Work as a whole class to determine the different
  types of bodies of water and land forms.

12
Government

• Students use knowledge of the purposes,
  structures and processes of political systems at
  the local, state, national and international
  levels to understand that people create systems
  of government as structures of power and
  authority to provide order, maintain stability
  and promote the general welfare.

13
Government Activities

• Investigate using the internet and given books if
  the Pilgrims had a government system.
• Use SMARTboard with whole class to show their
  findings.
• Ask questions and have them write out one
  paragraph each, how did their form of government
  affect their life?
• Read book on American Communities in History
• What type of community was around for the first
  Thanksgiving?

14
Citizenship Rights and Responsibilities

• Students use knowledge of the rights and
  responsibilities of citizenship in order to
  examine and evaluate civic ideals and to
  participate in community life and the American
  democratic system.

15
Citizenship Rights and Responsibilities Cont.

• Make a constitution for your classroom as a
  class.
• Take a virtual tour of the world to investigate
  the variety of communities.
• Have students begin to construct a book on the
  community they live in.
• Using the internet, have students learn the
  levels of the American government.
• Have class discussion on how what they do affects
  the environment.

16
Social Studies Skills and Methods

• Students collect, organize, evaluate and
  synthesize information from multiple sources to
  draw logical conclusions. Communicate this
  information using appropriate terminology in
  oral, written or multimedia form.

17
Social Studies Skills and Methods Activities

• Students will develop an oral presentation on how
  the environments and communities change over
  time.
• Review and study the people that emerge into
  societies through the years.
• Use maps to analyze the physical features of
  land.
• Use prediction practices to see how our
  activities influence area.
• Begin lesson plan on maps and globes.

18
Online Resources (student)

• Should You Really Celebrate Thanksgiving?
• Fun craft ideas
• Yahoo! Pictures- Thanksgiving

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Online Resources (teacher)

• http//www.southerncenter.org/world_in_transition.
  html
• http//cybersleuth-kids.com/sleuth/Education/Early
  _Childhood/Social_Studies/index.htm
• http//www.journal.naeyc.org/btj/200509/mindes.asp
  

20
Intervention

• Review CUM records before Unit
• Children with tracking problems need to have one
  on one instruction on all websites.
• Use manipulative for symbols on all maps

21
Reflection

• The students had fun learning about the first
  Thanksgiving and where it originated from. I
  would have liked to had more craft projects to
  show that each child was actively engaged.
  Towards the end of this project the students
  suggested acting out a play for their grade
  level. We are still working on it and will be
  having it for our parents in two weeks.