Notable Trade Book Lesson Plan Thanksgiving: The True Story

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1 Notable Trade Book Lesson Plan Thanksgiving: The True Story Written and Illustrated by Penny Coleman Ruth Busby Troy University Using Thanksgiving: The True Story by Penny Coleman, this interdisciplinary inquiry-based lesson focuses on critical thinking. Students are introduced to the true story of the first Thanksgiving by examining primary sources. Working in cooperative learning groups, students use primary sources to evaluate the accuracy of the Thanksgiving story currently told in many history textbooks. Historical empathy is fostered as students examine this holiday from the perspective of the Native Americans. In addition, cultural sensitivity is addressed by examining how different ethnic groups celebrate Thanksgiving. This lesson teaches students the importance of using primary sources to construct accurate understandings of historical events by incorporating auditory, visual, and kinesthetic learning styles. Extensions in this lesson also integrate science and technology. About the Author Ruth Busby is an Assistant Professor at Troy University in Troy, Alabama. She has taught for twenty years and is a National Board Certified Teacher. She teaches social studies methods courses. Her research interests include oral histories, service learning, and pre-service teacher education. She can be reached at rsbusby@troy.edu. Citation for this Article Busby, R. (2010). Notable trade book lesson plan: Thanksgiving: The true story. Social Studies Research and Practice, 5(3), Book Title Thanksgiving: The true story (2007) Written and Illustrated by Penny Coleman (Notable, 2009). New York: Henry Holt and Company ISBN: Reading Level: Ages 9-12 (5 th -6 th grade) Length of Lesson: one to two days Book Summary In her quest to discover the real story of the first Thanksgiving, the author conducts research using primary sources as well a questionnaire that she used to survey the range of customs associated with this holiday. Many of the primary sources are included within the book. Volume 5 Number 3 84 Winter 2010

2 Book Summary NCSS Standards The book is divided into two sections and is suitable for reading in several settings. The first section of the book explores the history of Thanksgiving. The author addresses many of the competing claims of the origin of the first Thanksgiving, concluding that there is no direct relationship between one single historical event and the modern holiday that we now celebrate. In the second section of the book, the author describes various traditions and foods that have evolved with this holiday. The book demonstrates cultural sensitivity by addressing how different ethnic groups celebrate Thanksgiving. II. Time, Continuity, and Change Materials Prepare a chart on the board (see Appendix as a guide for the teacher) Copies of various textbook accounts of the first Thanksgiving (one per group) Anticipation Guide (one per student) Book: Thanksgiving, The True Story by Penny Colman Primary Source Worksheet (one per student) Objectives Social Studies Students will Identify various myths of the first Thanksgiving using primary sources (application). Assess the value of primary sources in determining the origin of the first Thanksgiving (evaluation). Examine the Native American role in the first Thanksgiving (analysis). Language Arts Students will Use search strategies in the research process to identify reliable current resources and computer technology to locate information. Procedures Exploration/ Introduction The teacher should begin by asking students to form a circle. He/she would whisper something in the ear of the first student in the circle and then this student whispers to the student next to him/her.this continues until the story makes its way around the circle. The first student should say what the teacher first whispered into her ear. The last student should do the same.the teacher should ask the students: Why do you think the stories are different? Because much of history is telling of stories, do you think we always get the truth? Why or why not? What happens if something is added to the story or left out? How can you determine if the story is true? Volume 5 Number 3 85 Winter 2010

3 Exploration/ Introduction continued Just like this process, sometimes the truths in history get distorted as they pass from generation to generation. Because no one is still alive that lived during the period in history when the first Thanksgiving occurred, we have to study the records, models, artifacts, drawings, and writings made at the time of the event to find out what happened. These artifacts are known as primary sources. Although history is always incomplete, we can learn much from examining primary sources. By the end of today s lesson, you should be able to tell what some of the myths of Thanksgiving are by examining some primary sources. Development Have students complete the Before Reading part of the Anticipation Guide regarding their beliefs about the origins of Thanksgiving. Ask students if they think there is a possibility that we have been given some misinformation about this tradition. Have students put their Anticipation Guides in their desks for later use. Introduce the book by showing the cover and telling the name of the author. Explain to the students that this is a nonfiction chapter book and we are reading only one section. Encourage them to read more as time permits. Read the book aloud beginning with chapter four (p. 60). As each subheading of the chapter is read, stop to complete the chart when claims are presented and primary sources are used. [See completed chart for teacher use and guidance] At the end of p. 67, ask students if they think the Indian perspective was left out of history. Why or why not? Continue reading and stop at the end of p. 76 to ask the following questions to check for comprehension. What did you think about a leader of the Wampanoag, Frank James, and his decision not to revise his bold speech for the 350 th anniversary of the landing of the Mayflower (p )? What was your reaction to his speech and the establishment of a National Day of Mourning? Are you surprised at anything you learned in our reading? Expansion Cooperative Learning Activity Divide the class into four groups of five students. Groups need to be heterogeneous to allow for diverse points of view. Discuss guidelines for working in groups (everyone does their part, inside voices, one person from group may approach teacher with questions, stay on the topic). Distribute the copied pages of various textbook accounts of the first Thanksgiving (one per group). Have students make a T-chart identifying the myths and accuracies they find in the story. Each student in the group should have a role to perform. Some suggestions are: Volume 5 Number 3 86 Winter 2010

4 Reader-reads the textbook story to the group. Recorder- records the information on the chart. Coach-makes sure everyone participates and approaches the teacher when needed with questions. Timekeeper - makes sure that the group stays on track and gets through a reasonable amount of material in the given time period. Researcher-looks on Internet or in reference books for information when needed. One T-chart should be turned in per group with all group members names on it. Each group member will be accountable for his/her individual role in the group, as well as the group product. In addition, group members should complete an anonymous pie chart illustrating the percentage that each person contributed to the group project. Assessment Have students complete the After Reading part of the Anticipation Guide. Collect the papers for teacher evaluation of knowledge gained during the lesson. After papers are collected, go over the Anticipation Guide orally with students to review the main points of the lesson and to clarify any misconceptions. Give students something to look forward to in the next lesson by telling them we will continue reading the book to learn how different ethnic groups celebrate the holiday of Thanksgiving. Suggested Extension Activities Option 1: Primary Source Worksheet In 100 years, what primary source documents will be left to reveal who you were and what you did? If future archaeologists found the evidence that you left, what could they infer or conclude about your life? Option 2: Forensics and History Forensic scientists continue to investigate the assassinations of United States Presidents Abraham Lincoln and John F. Kennedy. Have your students act as crime scene investigators by picking a famous figure and research the circumstances surrounding his or her death. Guide students in discovering what forensic evidence is currently available, method of analysis used, and conclusions that were drawn from that evidence. Have students report on their findings. Volume 5 Number 3 87 Winter 2010

5 Weblinks A lesson plan on connecting forensics and history in conjunction with Option 2 above. Here you will find the only 2 primary sources for the events in Plymouth during Classroom Connections and interdisciplinary extensions for all subject areas. An article written specifically for teachers on the teaching of Thanksgiving and includes concise information on the content. Deconstructing the myths of the first Thanksgiving. Because no one is still alive that lived during the period in history when the first Thanksgiving occurred, we have to study the records, models, artifacts, drawings, and writings made at the time of the event to find out what happened. Volume 5 Number 3 88 Winter 2010

6 Appendix The teacher should prepare a chart on the board with these headings. The chart will be completed as the story unfolds. Here the chart is completed for the teacher. Date Claim Primary Source Evidence Questions or Outcomes 1827 Thanksgiving originated in New England. Northwood by Sarah Josepha Hale Thanksgiving is referred to as a Jewish tradition Feast of the Weeks and to traditional harvests, not the one we celebrate today. Why were so many conflicting stories told in her writings? Thanksgiving began after Various newspaper articles Boston was settled after 1630, so the 1621 account of the first Thanksgiving was not supported with these sources. Cited 1623 (end of drought) or 1631 (supply ship arrived) One newspaper article stated the date 1623, but described the 1621 event Indians were invited as guests of the Pilgrims for the first Thanksgiving. Edward Winslow s letter in 1622 Mourt s Relations Edward Winslow s letter: suggests the Indians came after the feast began to see what the noise was. Numerous conflicts between Indians and European settlers. 1800s The 1621 first Thanksgiving involving the Pilgrim and Indian story was not supported. The Youth s Companion No mention of Pilgrim and Indian Thanksgiving story Pilgrims and Indians celebrated the first Thanksgiving together as friends. The Story of the Thirteen Colonies by H.A. Guerber Refers to Indians as savages and Massasoit as dirty chief. Volume 5 Number 3 89 Winter 2010

7 1900 American culture embraces the 1621 First Thanksgiving story and accepts it as truth. Karin Goldstein, curator of Plimoth Plantation Immigrants were pressured to attend Americanization classes where they learned the 1621 Thanksgiving story Pilgrim and Indians alike enjoy celebrating Thanksgiving. New York Times Indians were confined to reservations and Indian children were schooled in the ways of the white people ; allows for the emergence of the friendly Pilgrim and Indian story Indians portrayed as friendly guests of Pilgrims. Washington Post Inaccurate story becomes a familiar schoolroom classic Indians wore full war bonnets to the Thanksgiving feast and introduced Pilgrims to popcorn. Stories of the Pilgrims Claims are inaccurate, but tend to extend and support the classic story of the first Thanksgiving History textbooks begin to publish inaccuracies regarding the 1621 Pilgrim and Indian first Thanksgiving. America in the Making; Colonial America Governor Bradford set aside a day of Thanksgiving as the President does today. Together with Indian guests, the Pilgrims feasted for a week on corn, squash, and pumpkin on wild fowl, and on deer. When the winter s supply of wood and food had been stored away, Governor Bradford appointed a day of Thanksgiving. All their Indian friends were invited to the feast. Everyone contributed and had a share in the good times. This was the first Thanksgiving ever celebrated in America Newspapers begin to publish inaccuracies regarding the 1621 Pilgrim and Indian first Thanksgiving. Washington Post Practically every well-run school program features that perennial favorite the First Thanksgiving. There are little boys in high cardboard hats and silver cardboard buckles. Little girls trip on long gray skirts. And the Indians in crepe paper say, majestically, Me Massasoit, me great chief, or less impressively, Me Squanto, me friendly. Volume 5 Number 3 90 Winter 2010

8 1965 Inaccurate information portrayed in school pageants. School Pageants Usually more Pilgrims than Indians, opposite is true. Male Pilgrims are depicted as wearing black clothes and a high hat with a silver buckle. Pilgrim women wore black clothes and a white apron. Black was not the typical color of their clothes, nor were there any high hats with a silver buckle. Women red, brown, and violet clothes; bonnet or hat. Men- white, beige, and earthy green; felt hat or cap. Boys and girls wore dresses until about eight years old. Wore many other colors blue, yellow, red, and brown Pilgrim and Indians alike enjoy celebrating Thanksgiving. Flyer Frank James, leader of Wampanoag, was refused to give his speech at the annual Thanksgiving dinner at Plymouth. Instead, he gave it at the statue of Massasoit and the tradition continues today. Working in cooperative learning groups, students use primary sources to evaluate the accuracy of the Thanksgiving story currently told in many history textbooks. Volume 5 Number 3 91 Winter 2010

9 Primary Sources Primary Source: A piece of evidence created during the time period under investigation by someone who participated in, witnessed, or commented upon the events that you are studying. It is the surviving record of past events. Name Directions: Complete the following chart with primary source information. Tell what archaeologists could conclude about your life BASED ON THE EVIDENCE THAT YOU LEAVE. My activities during the past 24 hours My evidence and records of these activities (a diary, notes to yourself, letter or to friend, or relative) Other people s records of my activities (diary, notes, calendar entry, letter or , or school records) Eyewitnesses to my activities (oral history) What stuff in my trash tells about me? Records that are unique and identify me (fingerprint, footprint, lip print, handwriting samples, hair, voice, etc.) Adapted from Phineas Gage p. 174 Mountains and Valleys Presented by Dr. Ruth Busby, Troy University, at National Council for the Social Studies 2009 Annual Conference in Atlanta, GA. Volume 5 Number 3 92 Winter 2010

10 Thanksgiving Fact Anticipation Guide NAME DATE DIRECTIONS: Complete the Before Reading section. Then wait until we finish reading the book to complete the After Reading section. T/F Before Reading 1. The Pilgrims sailed to America on the Santa Maria. 2. The Pilgrims first landed at Plymouth Rock. 3. The Pilgrims came to America in search of religious freedom. 4. The quality of the accommodations on the voyage to America was determined by wealth and class. 5. Pilgrims only wore black and white clothing; pants for men and dresses for women. 6. Wealthier Pilgrims wore shoes adorned with buckles. 7. The Indians wore full war bonnets to the feast. 8. The Pilgrims built and lived in log cabins. 9. Some Indians considered Thanksgiving to be a time of mourning. 10. The Pilgrims invited the Indians to the first Thanksgiving. 11. The celebration known as the first Thanksgiving was attended by the Seminole Indian tribe. 12. Pocahontas taught Pilgrims how to successfully grow crops and trap food which saved them from starvation. 13. The Pilgrims and Indians shared a meal and played games together; the celebration lasted one entire day. 14. The Pilgrims and Indians ate from plates with utensils brought over from England. 15. The feast included mashed potatoes and pumpkin pie. 16. The first Thanksgiving in America was the one celebrated between the Pilgrims and Indians in Indian Chief Massasoit and 90 men and women from his tribe joined the Pilgrims in the feast. 18. Thanksgiving became a national holiday after a citizen wrote letters to the President requesting it. 19. President Abraham Lincoln issued the proclamation for observing a national day of Thanksgiving. 20. President Franklin D. Roosevelt moved the date of Thanksgiving up one week to increase the days for holiday shopping. T/F After Reading Volume 5 Number 3 93 Winter 2010