Sunday, October 17, 2010

Plymouth Colony Unit

I've been adjusting my lesson plans for this unit as we go through them. We've had lots of illness and life interruptions and so this unit is taking longer than I had expected to work through. So we're still in process and the plans aren't what they might have been but I wanted to post them anyway. Some of these were typed in future tense and then modified in past tense so the tenses may switch around mid lesson unintentionally.

In our history sequence this unit followed the Wampanoag Unit but the two could have easily been combined into one unit.

Lesson 1--The Journey

I began with a general "why and how it started" history of the journey the pilgrims made.

The websites I’m linking in the following lessons do a very nice job with all except the motivation for the journey.

A friend loaned me the book If You Sailed on the Mayflower which I used for the background and information parts of this unit. I suspect many library systems have it. This book would be great for this particular lesson I suspect. However, I found this wonderful colonial unit which has a “main points” section for each lesson that provide you with all the information you would need if books aren't available. Lesson 2 for example gives what you might want to use to introduce why the pilgrims left just like the book linked above.

After that brief introduction we’re going to explore the Mayflower and how it felt to make this long journey.

We'll explore the ship using the tour the ship portion of this site. As we view particular areas we will "experience" the Mayflower using activities from Lesson 2 of these plans. My kids like the back and forth but another child might be better served going through all the site and then experiencing it with the activities. Examples:

1. After the section covering food we discussed the food and why it was either salted or dried. We talked about spoilage and shortages as the journey went on. Then I planned to sample jerky, dried fruit (prunes), and cheese. Hardtack would work well here. This website contains a hardtack recipe. I did not use hardtack in this unit as it "shows up" in many units we'll be covering beyond this such as the Revolutionary and even Civil wars. I actually did this section last even though, I believe, it is number two on the diagram.

Note: The cook fed the crew but did not make food for the passengers based on my research. So I believe this site is incorrect in that area. They cooked when possible and otherwise ate food that didn't need to be cooked. I used these interviews for my own research as they were by people from and I know they are knowledgeable. They might be nice for an older child to use directly in some way.

2. As the site talked about the living conditions we first recreated the waves using the activity described in the link with a water bottle and plastic to represent the ship rocking among the waves inside. We talked about how it would feel to be tossed about on the ship and the seasickness.

3. We "experienced" the crowding as described on the link. I adjusted the dimensions provided (8 x 8 feet for 11 people) for our family size.

4. We talked about the fact that there was no room for kids to run. We talked about lots of sitting, little fresh air with the smells, and what they did do to pass time (riddles, singing, maybe marbles or cat's cradle). We sat in our little "ship" portion and tried some of that as we talked. It would be nice to have wave sounds in the background. After we did the unit someone who used these plans told me she cleared out a small closet to use! I really like that idea.

5. This site for Columbus activities has a make a quadrant idea though I didn't do that for this lesson.

6. At the end we talked about the length of the journey and counted 66 days off on the calendar.

Then we made a model of the ship. Options I found for this portion are here:
a black and white three dimensional model
a colorful cut out and paste picture (note: because of the masts this one is more challenging to cut out)
another option is here

Then we watched this link following the journey. A friend told me the intended destination and specifics about how and why they ended up in Massachusetts is unclear and there are many theories. This link says Virgina was the intended destination. Other links that also seem trustworthy will mention the New York (Hudson) area. Lies My Teacher Told Me lays out many possibilities including a hijacking. It's certainly worth reading. Basically, I don't think it's clear though it's presented that way in the link.

We did watch this but only the first half today. I thought it did a nice job of dramatizing the danger and conditions experienced. My boys enjoyed it a lot.

Then we created postcards as if they were passengers on the Mayflower. This is a printable postcard template.

Here is a link to a game. I didn't try it. It did give me an idea just now though. As an alternative to the postcard a child could make their own Mayflower game using this one as a guide but putting events they remember in the spaces. So they could have the beam crack--move back three spaces, get seasick--move back one space, storms stop and sails are opened--move ahead two spaces, etc.

Lesson 2--Arrival and Housing

We talked about the journey from yesterday and then I told the boys we were going to begin to learn about their lives off the ship. First, we listened to talk like a pilgrim here.

Then we watched this video. Note that it covers Plymouth Rock (a Core Knowledge Objective; I presented it as legend as described below) and the Mayflower Compact and leads nicely into talking about their day to day life. That said, it is so fast paced that I didn't find it terribly helpful. That's too bad because it is filmed as a field trip to Plimoth Plantation and so more time and detail would have been neat. If I found something better that would have covered Plymouth Rock in some measure I would have likely used it instead. Here is another video of Plymouth Rock. We didn't use it.

If I were planning this again I might just skip the above video. Too late for this lesson I found this site which I would have likely used in planning if I had found it. This shows pictures of and talks about Plymouth Rock. That would have been all I needed I think. It looks like there is a lot of helpful material on the site.

I explained that Plymouth Rock is a legend which allowed us to review what a legend was and purposes (for lack of a better term) of legends. This purpose was a little different than legends we've explored previously so that was nice. For parent information this radio program on Plymouth Rock is interesting. The link for Plymouth Rock is toward the bottom. Here is an article with a little less specific information and talking more about it’s symbolism.

Then we moved to actual life material. I emphasized that, while the pilgrims likely did not step on Plymouth Rock, we do know they took corn from a Native American storage pit. There is a bit about that here I played along with the perspectives presented to that point. We talked about the viewpoints of Wampanoag vs. Plymouth Colonists for each point and it was a good discussion. If I were planning it again I might have fleshed this out a little maybe be acting out the action and then discussing how it was viewed by both sides. That and interesting information on a variety of topics including housing is from via this site. They talk about the bulrush/cattails/thatch swelling with water and so being waterproof for Wampanoag homes and Pilgrim roofs for example. That site I found too late has housing pictures and information as well.

I read American Pioneers and Patriots, Story of Pioneers in Plymouth because I have that book on hand. Many library books on the topics would do fine here as would just using information and pictures from the internet. I placed Samuel Eaton’s Day and Sarah Morton’s Day on interlibrary loan for example but I got them a little late for our unit.

We’re focusing on housing today which is the theme in the book I’ve got.

Here is a link on housing we viewed and this alone is fine I think especially combined with some discussion.

We made sample Plymouth homes. I really debated on how to approach this. I thought about using those foam mat type pieces to form the frame and then use pipe cleaner "poles" to "raise the walls" as they would have done but ultimately I didn't. I also thought about using actual sticks or rolled paper logs and clay to make a mock chimney as they would have done. That would have been fun I think. I saw an idea to use toothpicks for the thatched roof.

We're extremely busy this week though so instead I just used this pattern adding our windows and doors. The boys enjoyed it even though it wasn't as neat as it could have been.

In most cases they used oiled paper for windows instead of glass. So we made oiled paper for windows. After they dried we held them up to our own windows to compare the sunlight coming through the oiled vs. not oiled paper.

Here is a coloring page of the village.

Lesson 3--Clothing

We viewed the clothing portion of this site.

I planned to use plant based dyes (blueberry, beets, strong tea, and onions) to dye cotton. Well, in our case "painting" on paper towels. There are dye recipes all over the internet but this link contains some. Here are instructions for onion dye.

I found a video of the process involved in getting dressed (at least in the 1770's--so not exactly "right" but close) here. We viewed it because I felt it really cemented the time consuming nature of dressing in those days as well as contrasts well with the Wampanoag dressing process. This site is "colonial" rather than specific to this specific time period and place. I used ideas in this pdf (toward end) to approximate a costume and this seems to have lots of links to possible instructions as well.

My kids like to make and wear hats and I knew the typical “pilgrim hat” was not commonly worn. I found this site about proper clothing that included male hat information. A girl would be easy I think but the making of a male cap which would have been the most commonly worn was beyond what I was willing to tackle. For someone who can sew well it’s probably easy and would be good for kids to help with perhaps! Here is a site that shows how to make the common cap and then another hat that I felt resembled one of the pictures in the previous site. We made one that resembled that hat with construction paper and I felt it worked well.

The boys dressed up and spontaneously named themselves Pilgrims Samuel and Applegate (I have no clue on the Applegate). It occurred to me that to invite a child to come up with a Pilgrim name from the start of this unit might be fun.

I found but didn't use these paper dolls. They aren't exactly "right" in all ways but might be fun to use anyway.

Lesson 4--Chores and Education

We'll view links on chores and school.

Note: Bathing is mentioned on this site in the pot on the chair "clickable" and is worth listening to at some point my opinion. You can also watch the chores (pot on floor) and look at the home interior. The other “clickable” links seemed better suited for a Thanksgiving type discussion. We will talk about the chore that hauling water for a bath would be and why water was precious. This can work in this section. I read that Squanto encouraged the Pilgrims to bathe more often. I imagine they smelled! So this discussion could work in the lesson on Squanto as well.

Our plan is to stuff craft feathers in mini-mattresses. I’m just stitching cloth napkins together. Now that I think of it we should have used the plant dye for these! The pilgrims would have used feathers, corn husks, or even pine needles. We’ll collect some pine needles outside and talk about how much work the collection process would be and talk about how comfortable a pine needle stuffed mattress might be!

Pilgrim boys would work with their father to build the homes and other construction projects so we’re making a birdhouse. I should say my husband and the boys will make a birdhouse. There are lots of plans online and kits to purchase as well. My husband felt this looked doable and inexpensive.

Food prep fits well in this section. I used a “corn” grinding activity on a later day that would work here as would actual dinner prep responsibilities which is what I will do instead.

I’m doing this in a future unit instead but dipped candle making would be fun I think. A friend is cross stitching with her daughter.

I found a recipe for soap making that just called for soap flakes or grating up regular soap as working with lye was well beyond what I am willing to do! For some reason when I link it it doesn't work correctly so I'll just copy and paste and hope it works. I want to provide it because it was a little hard find something I felt comfortable with when planning a later unit.

For the school section we're going to be finding rocks that can be used like chalk.

In later units on the thirteen colonies we'll be making a hornbook and in our constitution unit we'll be making feather quill pins and either of those might be used here for the school section instead. I'll try to link them along with other links at the end of this post.

Lesson 5--Recreation

Obviously, many of these lessons could be done in any order. I did this one out of order because it fit with a particular day we had available.

We viewed the games section here.

Because marbles were common toys, we created marbles with clay. We also played marbles using those I have here since the clay must dry. There are games suggested in that link and in this one and this one and many more.

We played nine man morris (games toward end) and Earth, Air, Fire, Water. Another idea would be to play foxes and geese.

It would be neat to sing the songs they might have sung but I couldn't find any.

This link has outside game ideas (top of page) and this site (toward the end) has lots of both. We did several of them and had a lot of fun.

There are also nice instructions for a whirligig on the first link and I'm sure it's easy to find corn husk doll instructions. We'll be doing things like that in later colonial units. If this were my only unit I would do more at this point. I've linked some other games/toys to make at the end of this unit. I'm using them in later plans but might use them here if I were just planning this unit.

Lesson 6--Pilgrim and Wampanoag Interaction
Here is a virtual field trip produced and recorded last year. This was after I planned the unit so we didn't use it ourselves. We did watch it and honestly I remember it being just ok.

At this point we will review and fill the details in about the Native Americans and particularly Squanto’s help. We have previously finished the book Squanto: Friend of the Pilgrims so they have some basis. The book we’re using and, I’d assume, any book on this topic will do this nicely.

We'll watch this clip to start or, maybe, to wrap up this lesson. I like all the background and my boys really enjoyed them. Here is an alternative clip.

Here is an online Squanto story (you may need to refresh the link to begin) we will watch to review. Note: I will review the procedure Squanto shared for planting corn outlined in the Wampanoag unit--Lesson 3.

We’ll talk about how Squanto helped them learn to find food, farm, modify housing and more. I want them to remember that without his help they likely wouldn’t have survived.

I found a science with Squanto activity combined with this plan.

We could make and eat “hasty pudding”. Grinding our own cornmeal would be neat. I think we’ll “grind cornmeal” using rocks and a corn based cereal then we’ll use regular cornmeal for the dish.

Lesson 7 "Thanksgiving"
We may view the remainder of the Wampanoag vs. Pilgrim viewpoints of 1621 on this site.

I’m going to read a book Three Young Pilgrims because I have access to that one. Again, many books would be terrific here.

We'll watch a short series of videos—part 9 is a repeat, then there is a video from another user that is labeled chapter 12 that seems to be the next step and last video combined.

I think we’ll make this little booklet.

We'll view the slideshow here.

The hyperlinks to the three foods on this site contain information about the Harvest Celebration that we think of as the First Thanksgiving.

Compare Thanksgiving foods now and then.

We will have a more legitimate to the time Thanksgiving dinner. Some recipes I plan to use are for stewed pompion and some of these dishes. I plan to use foods my kids don't typically eat.

Extra Things I'm Using Later
These are some links I'm using in other units that might fit here if this were a single unit.

New England Primer with berry ink and quill on coffee or tea stained paper. Links for how to are here and here and here (page 23). I'm using these in later units. Make hornbook. There is so much online. A couple of the links I collected are here and here. We're using this in later units.

You could use wax for sealing a letter.

Very simple model colonial kitchen.

Finally, a couple of game type things we might make at some point:

Tuesday, October 12, 2010

Music--Peter and the Wolf by Prokofiev

The first grade core knowledge music sequence calls for introduction to instrument families, the presentation of the leader of an orchestra as conductor, and exposure to Peter and the Wolf by Sergei Prokofiev.

I introduced Prokofiev first along with the concept of him as conductor. I highlighted information about him from this site and we saw pictures and listened to a bit of this piece.

The Peter and the Wolf movie is available online. I felt the second half was too traumatic for my sensitive kids to watch but we did watch the first one because I really like how it demonstrates the instrument for each character with a visual as well as auditory component. Warning: The wolf shows his teeth in a sort of scary way mid video when he’s introduced. We watched only the first video and then listened to the entire recording here--it's the first selection. I used it to initially introduce the instrument families. The wolf does eat the duck and sensitive kids might be bothered.

This is another link with instrument families introduced for this piece that I used later in the lesson.
An alternative is to just listen to the march and avoid the whole story depending on the child. I still think you'd want to introduce the animal sounds though with one of the two choices above. This is the Peter and the Wolf March.

We acted out the movement of the animals as suggested in this link and I also had a similar discussion following the story as the one described in the link.

I felt it was worth talking about wolves now or at some point given the scary presentation in so many stories. I will cover that in a literature unit later but today we did read The First Dog by Jan Brett because I have it here, it's a different viewpoint and it helped me make the point that both are fictional presentations of wolves.

Here is a unit study on wolves. They suggest creating the creatures using tanagrams. You can find tanagram patterns to make with cardstock free online if you don’t have tanagram pieces and want to try something like this. We’ve just got a single set of tanagrams and, at least with the limited amount we have, I would find this hard. So we used pattern blocks instead.

In case a person wanted to do a study on wolves I wanted to include a "learn to howl like a wolf" activity page I have linked that I will use when I cover wolves a little more in depth later. Note that there will be a loud wolf howl when this page is opened.
There are wolf crafts online if a person wanted to extend this lesson.

We did cover the various families of instruments again using this site. This is a more general one that could be used.

Saturday, October 9, 2010

History--Were We've Been and Where We're Going

We will begin this coming week with our final/extra lesson on the Wampanoag. We will begin Pilgrims next. We’ve got “travel to see the specialist” appointments this week and so I’m not sure how far we’ll get into the Plymouth Colony lessons. I’ll post them either very soon or perhaps after we go through them so I can tweak without needing to edit the blog.

I thought this weekend I would try to post information about some of the units that came before the Wampanoag in our history sequence this year. I hadn't saved my plans but did the best I could to recall what we did and find links I used.

I think I’ll portion the basic units we've covered to this point in individual posts.
Native Americans
Columbus, Balboa, Ponce de Leon, Pizarro, Cortes
St. Augustine
The Lost Colony of Roanoke

Jamestown Colony, 1607

I don’t have a book for this so I made a storybook of the settlement using google images and the following videos interspersed at appropriate points in the story.

Travel to Jamestown
A closer look at location
John Smith
At one point my story invited us to try to broker a trade between the Native Americans and Settler pointing out they couldn’t communicate verbally and the complications this might have caused. One child was the Native American and the other the Spanish settler.
Powhatan and Pocahontas
Note: there are tons of Pocahontas coloring pages available for free online.

Activity to end:
Make a model Jamestown together.

Lost Colony of Roanoke, 1587

We watched a portion of this video and the next stopping when the speculation on what happened to the colonists began. My boys were really thrilled with the concept of a historical mystery.

We talked about the theories. I found an idea on a message board (I didn’t save it to give credit unfortunately) to set up and video newscasts reporting on their favorite theory as if we knew what happened to the colonists of Roanoke!

We talked about how they had used archeology and written accounts to rule out many theories and determine the most likely outcome. There is a Magic Schoolbus Video and book on archeology that might fit nicely here though I didn't use it.

We did a simple mock archeological dig by digging for things buried in the old salt we used for our phonogram practice though dried coffee grounds would have been neater now that I think of it.

St Augustine in 1565

We read American Pioneers and Patriots, Settlers from Spain to begin this lesson.

Make a ship using this model of the Santa Maria given this was a Spanish ship after all and probably similar in my mind. If I weren’t using the above book which focused on the journey I would have used this link in our Columbus lessons. If a person doesn't want to cheat with a Santa Maria boat there are tons of craft ideas for boats from this time period online.

Talk about the settlement and try out the (possible, I honestly didn’t research this heavily) construction methods using a modified plan based on the ideas in this link. The site is full of lesson plans for the St. Augustine and Florida exploration history. Most were too old for my kids but it’s a very nice resource.

Columbus and Conquistadors

As we did these I didn’t think to save them to share online. I’m going to try to do some general ideas we used below but in many cases I don’t have links and I may be forgetting some things. The plans won't be as detailed as the ones I've been posting lately.

Columbus, 1492

We covered Columbus using a video that I’ll need to search for and link soon. It was good. The activity ideas in this unit and this link were very nice and make planning a breeze though we didn’t do all of either set. Hardtack is mentioned in every story of voyages (like the Mayflower) all the way through at least the Revolutionary War and this link has a good recipe though I "saved" it for a later unit.

Balboa, 1513
When we covered Balboa we focused on the discovery of the Pacific and talked about the Panama Canal. I read a story from a link I found but I can't find it now. I'll link back if I locate it. We did a playdough model/reenactment.

Ponce de Leon, 1513
When we covered Ponce de Leon we focused on the discovery of Florida and naming it for the flowers. My idea was to stamp flowers as my kids love stamping and I’ve got tons of materials from my stamping cards days. That said, now that I think of it this would be a great time to make a tissue paper flower craft!

Pizarro (1521) and Cortes (1534)
Yuck! We briefly covered Pizarro and Cortes. I’m sure there are neat ideas for this stuff but I found it difficult to communicate these things to my boys in ways that wouldn’t be too disturbing for their age in my mind. Therefore, after reading the grisly details I told them the basics of Pizarro and Cortes (and the Incas and Aztecs which we will cover in more detail at another point in our history) in story form. I used some ideas similar to those in this core knowledge lesson plan to reinforce the main points of the search for gold and advantages the Conquistadors experienced because they alone had horses and guns. We put them on our timeline and that was that for now for them. I’m sure I’ll cover in more detail when they are older.

Native Americans by Region

Native Americans by Region

As we did these I didn’t think to save them to share online. I’m going to try to do some general ideas we used below but in many cases I don’t have links and I may be forgetting some things.

I used The Very First Americans book for this unit.

We talked briefly about original North/South America inhabitants possibly coming via the Bering land bridge. I found information that led me to believe the very first people in the Americas were likely Aboriginal so I integrated that idea into the lesson. I plan to flesh those ideas out more and research myself when we cover that period in history in the future.

We focused on present day US Native Americans. For each regional area we talked about the resources available in the environment and how it determined the lifestyles of the people.

We read the Northwest portion of the book focusing on the main idea of resource use.

We could have done a lot on whaling as there are some neat plans and ideas online. We didn’t both because I wasn’t focusing long on each group and also because I’m going to use those ideas in a later unit I think. I selected an easy totem pole craft and viewed and talked about Totem poles as outlined in the Core Knowledge Kindergarten Lesson Plans for November art. This selection highlights the use of the resources available and their skill in woodworking.

We read the Southwest portion of the book talking about the resources available in that area.
I had found a video covering this regional group. You can make homes using adobe bricks. I decided not to do this at this time for several reasons but if I had I would have used clay for my bricks. Playdough works well enough for me but isn’t particularly educational in terms of adobe homes being sun dried bricks. If you’re up for the expense though Walmart sells Terra Cotta colored clay with their playdough, modeling clays, etc. that I noticed after I had completed the unit. I think it was Crayola if I remember correctly.

We read this portion of the book. We were studying the Wampanoag in a later unit so for our activity I decided to focus on the varying types of houses in these groups and making a longhouse seemed like the best craft though there are so many alternative ideas available. In searching for the longhouse idea to link in this blog post I found this site. I would have used it for each of the groups had I found it I think. It’s neat.

We spent a little more time on this group/region specifically compared to the others. The Core Knowledge plans have study of a particular regional group rather than each group in detail.

We read this portion of our book and I used select youtube videos for this portion. There are many videos especially for Sioux groups. I’m going to try to link some. That said, I had viewed tons of links and videos in the course of planning these units and I know some I previewed weren’t good. It’s hard to determine what I used and what I just viewed! It’s easy to find lots of information for these groups. I * think * we viewed this one though I’m not certain. We used some videos from this user for language and I know we viewed a video of traditional dancing from the late 1800s.

There are so many crafts (specifically shield covered here to touch on wars between tribes) and we made jewelry as well I know and something else clothing related that I can’t recall now.

Our literature day was the Sioux Legend of the Jumping Mouse much as outlined in the Core Knowledge Baltimore Literature Lesson plans for Kindergarten in November.

To finish we made a model with tepees, buffalo, and horses. We made the tepees and used drawn and cut out pictures for the other two because one son really wanted to do that instead of our animal figure horses and image search buffalo. I thought they would never stop with the tepees! It cemented the points I wanted them to remember from this culture.

Friday, October 1, 2010

Wampanoag Lessons

Lesson One--People of the First Light, Wampanoag Homes

Our read aloud during this unit was Squanto: Friend of the Pilgrims.

I found a nice site to introduce the different aspects of Wampanoag life. On this day I will be using the section on housing to introduce the wetus. I'm focusing only on the Wamapanoag for now though I'll be using both this and the next site as well in our upcoming unit on Pilgrims and the cultures together.

We will also listen to the wetu and footprint section on this great site.

This is a video showing a Wampanoag homesite recreation. You get a look inside various wetus.

I will be reading a portion of a story I made of the life of a Wampanoag boy focusing on housing for today. That's not necessary for this plan but was easy to put together. I made it because I couldn't get this book from our library but if you can I suspect it would be wonderful for these lessons.


Make a wetu. There are directions for one made of mud here but we’re doing it the clean way both because it's less messy and also because I think it's more accurate in terms of the way these homes were constructed. I'm saving the mud wetu link though because I may do something similar for homes made of mud or mud-like materials in other units. We used pipe cleaners with playdough at the base for stability and torn lunch bags as our bark.

There are directions on this site for making food dye (scroll to Nature's Paint Box, but note all the other neat ideas too) that we will use for colored mats. As I got ready for this lesson today I decided to wait on this portion because I believe I would rather use it in our upcoming lessons on colonial life. I'll leave it here though because if a person were using these materials for a Thanksgiving type unit I would probably leave it in this lesson.

Wetu coloring picture

We sang the "Song of the Tee Pee" listed on this site (scroll down to unit theme ideas) modifying it for a wetu.

Lesson Two--Wampanoag Clothing

View the clothing section and read the clothing section of my Wampanoag boy story.

I might use this Leather Painting idea (Native Americans Theme section; this site has so many good ideas I thought) to make our grocery bags look more like leather.

We'll be making pouches.

We'll be making headbands.

We'll be making jewelry. There are several ideas on that link for jewelry (note: Lately that link has been down. I"m leaving it here in case it's back up soon but the site I've been linking has an idea for clay jewelry that would work or you could dye pasta as well.

Lesson Three--Wampanoag Food and Corn Planting

We'll read my story and then watch this and the deer, turkey, and then the hoe section from here.

A. Make journey (or Johnny) corn cakes or other recipes widely available on various sites.

B. Act out the motions of planting corn using the script from this site.

We will make a makeshift Wampanoag hoe which was originally made out of a stick and clam shell. The boys will dig through a recycling paper-shredded garden “soil” following the script. We will possibly use a paper fish* to bury and candy corn or construction paper pieces for corn for the seeds. Real dried corn would be better of course. We will talk about later planting beans after the corn sprouts and why this was a good practice in terms of the soil quality.
*I'm not sure how I'm going to handle the fish. There is some evidence that this was not widespread among tribes yet we know Squanto taught the Pilgrims to include fish. I think the debate is whether he learned it from his tribe or while he was in Europe. I may save the fish inclusion for an activity we will do later with Squanto and and the pilgrims.

C. Our “harvest” will be based on this craft.

Lesson Four--Travel and Canoe Making

We'll read the travel section of my story which includes travel by foot and also the specific procedure for making the canoes.

We'll then possibly watch the canoe section here though it's pretty basic.

We will watch the following videos either in whole or in part. They are both via youtube and show making a Wampanoag canoe and traveling by canoe. Both start sort of slow and there is lots of talking but the content and video demonstration is good so I’m using them in some manner I'm nearly certain.

Wampanoag canoe coloring picture.

We will read my story portion on the chores. This includes how Wampanoag children would help their mother get clay for pots and use some to make their own play things.

We will view the chore portion and possibly "school" section from this site

Make a canoe or pots out of clay. I have a link for making a paper canoe as well but I think I'll do the clay as it's closer to what a Wampanoag child might have done.

Lesson Five--Wampanoag Games

We'll read my story and watch the strawberry section and games section.

We'll pretend that we are Wampanoag children and do some of the things they did for fun long ago.

Toss and Catch game

Outside and inside games as listed on this site.

Extra Day--Transmitting and Preserving Culture

I'm not sure where I'll fit this day or if I'll portion it out on various days perhaps but I plan to use this video of a present day Wampanoag, Mashpee drum circle and tie it in with rhythm objectives in the Core Knowledge Sequence for music as well as the concept of preserving a culture.

We will listen to this site with a recording of the last speaker of the Wampanoag dialect (Chief Wild Horse, Mashpee division). I might use this site with Wampanoag names for various animals as well.

We will watch the oral tradition section of this site and talk about storytellers and the importance of stories in terms of oral history. I believe I will use this legend discussing the purpose of folk tales (in this case to explain the geography of the area).

I found images of the places referred to in the legend.
Gay Head Cliffs picture
Satellite image of Nantucket Island
I *think* these are the rocks referred to in the legend.