1. Thanksgiving 3rd Grade SS Unit By: Alison McCartan

2. Table of Contents Connecting the Standards Connecting the Standards Connecting the Standards Connecting the Standards History History History History Activities History Activities History Activities History Activities People in Societies People in Societies People in Societies People in Societies People in Societies Activities People in Societies Activities People in Societies Activities People in Societies Activities Geography Geography Geography Geography Activities Geography Activities Geography Activities Geography Activities Economics Economics Economics Economic Activities Economic Activities Economic Activities Economic Activities Government Government Government Government Activities Government Activities Government Activities Government Activities Citizenship Rights & Responsibilities Citizenship Rights & Responsibilities Citizenship Rights & Responsibilities Citizenship Rights & Responsibilities Citizenship Rights & Responsibilities Activities Citizenship Rights & Responsibilities Activities Citizenship Rights & Responsibilities Activities Citizenship Rights & Responsibilities Activities Social Study Skills & Methods Social Study Skills & Methods Social Study Skills & Methods Social Study Skills & Methods Social Study Skills & Method Activities Social Study Skills & Method Activities Social Study Skills & Method Activities Social Study Skills & Method Activities Online Resources (student centered) Online Resources (student centered) Online Resources (student centered) Online Resources (student centered) Online Resources (teacher) Online Resources (teacher) Online Resources (teacher) Online Resources (teacher) Intervention Intervention Intervention Reflection Reflection 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. 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. Discuss and research where pilgrims use to live and where they come from. Learn the names and locations of pilgrims. Learn the names and locations of pilgrims. Create a map with the given worksheet, Blocks and Lots Map- 4 pages 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 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. 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. 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. 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. Make a constitution for your classroom as a class. Take a virtual tour of the world to investigate the variety of communities. 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. 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. Using the internet, have students learn the levels of the American government. Have class discussion on how what they do affects the environment. 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. 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. 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. Review and study the people that emerge into societies through the years. Use maps to analyze the physical features of land. Use maps to analyze the physical features of land. Use prediction practices to see how our activities influence area. Use prediction practices to see how our activities influence area. Begin lesson plan on maps and globes. Begin lesson plan on maps and globes.

18. Online Resources (student) S S hhhh oooo uuuu llll dddd Y Y Y Y oooo uuuu R R R R eeee aaaa llll llll yyyy C C C C eeee llll eeee bbbb rrrr aaaa tttt eeee T T T T hhhh aaaa nnnn kkkk ssss gggg iiii vvvv iiii nnnn gggg ???? F F uuuu nnnn c c c c rrrr aaaa ffff tttt i i i i dddd eeee aaaa ssss Y Y aaaa hhhh oooo oooo !!!! P P P P iiii cccc tttt uuuu rrrr eeee ssss ---- T T T T hhhh aaaa nnnn kkkk ssss gggg iiii vvvv iiii nnnn gggg

19. Online Resources (teacher) http://www.southerncenter.org/world_in_transi tion.html http://www.southerncenter.org/world_in_transi tion.html http://www.southerncenter.org/world_in_transi tion.html http://www.southerncenter.org/world_in_transi tion.html http://cybersleuth- kids.com/sleuth/Education/Early_Childhood/S ocial_Studies/index.htm http://cybersleuth- kids.com/sleuth/Education/Early_Childhood/S ocial_Studies/index.htm http://cybersleuth- kids.com/sleuth/Education/Early_Childhood/S ocial_Studies/index.htm http://cybersleuth- kids.com/sleuth/Education/Early_Childhood/S ocial_Studies/index.htm http://www.journal.naeyc.org/btj/200509/mind es.asp http://www.journal.naeyc.org/btj/200509/mind es.asp http://www.journal.naeyc.org/btj/200509/mind es.asp http://www.journal.naeyc.org/btj/200509/mind es.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.