Ss Unit

1
UNIT- Social Studies: Pilgrims

Grade: 3rd
1. Title, Grade Level, Goals, & Table of Contents

a. Title: Pilgrims
b. Grade Level: 3rd grade
c. Goals: The students should understand why the Pilgrims came to America, what their
trip was like, what happened during their daily lives, what hardships they
encountered, and what the first Thanksgiving was really like.
d. Table of Contents:
i.
ii.
iii.
iv.
v.
#1 Phase 1: The Decision & Phase 2: The Crossing (pg. 4 - 7)

#2 Phase 3: The Compact & Phase 4: The Settlement (pg. 7 - 10)
#3 Phase 5: The Struggle & Phase 6: The Indians (pg. 10 - 13)
#4 Phase 7: The Planting & Phase 8: The Trading (pg. 13 - 15)
#5 Phase 9: The Evaluation (pg. 15 - 17)
2. Overview
Knowledge
i.
The difference between Separatists and Pilgrims
ii.
Why the Pilgrims came to the New World
iii. The hardships aboard the Mayflower
iv.
The difficulties of surviving in the New World
v.
The first Thanksgiving and what happened afterward
Feelings
i.
ii.
iii.
iv.
v.
Appreciation for the difficulties faced by the Pilgrims

Uncertainty as decisions are made
Helplessness as disease strikes their colony
Satisfaction as their colony grows
Confidence as their writing skills improve
Skills
i.
ii.
iii.
iv.
How to proofread their written work

How to help other students with their written work
Practice making log entries
Practice decision making
v.
Practice working cooperatively in groups
3. Essential Questions
Why did the Pilgrims leave England and what were the consequences they had to suffer?
What did the Pilgrims do to govern their people and get them through the harsh winter?
What did the Indians teach the Pilgrims and how did they learn to work and live together?
How did the Pilgrims learn to survive and thrive in the New World?
What happened during the first Thanksgiving?
4. Objectives & NCSS Standards

#1 Objectives:
The students will review the story of the Pilgrims and why they came to the New
World.
The students will learn about the difficulties the Pilgrims had crossing the Atlantic
Ocean.
Standards:
8.3.3.A. Identify and describe the social, political, cultural, and economic
contributions of individuals and groups in United States history.
8.3.3.C. Identify and describe how continuity and change have impacted U.S.
history.
Belief systems and religions
#2 Objectives:
The students will study the Mayflower Compact and then write their own.
The students will begin constructing the houses for their colony and facing
hardships of the winter.
Standards:
8.3.3.C. Identify and describe how continuity and change have impacted U.S.
history.
Politics and government
8.3.3.B. Identify and describe historical documents, artifacts, and places critical
to United States history.
#3 Objectives:
The students will learn about the foods the Pilgrims ate and their reluctance to try
new foods.
The students will learn about the Indians who lived in the area surrounding
Plymouth Colony and the peace treaty they had with the Pilgrims.
Standards:
8.3.3.B. Identify and describe historical documents, artifacts, and places critical to
United States history.
8.3.3.D. Identify and describe how conflict and cooperation among groups and
organizations have impacted the history and development of the US.
Working conditions
#4 Objectives:
The students will complete true and false statements to learn about the crops
planted and the food eaten by the Pilgrims.
The students will chance their luck with trading to learn about how the Pilgrims
paid off their debt.
Standards:
Working conditions
#5 Objectives:
The students will learn about the first Thanksgiving then compare their teams
progress with the Pilgrims using the Colony Evaluation Form.
Standards:
5. Instructional Resources
Pilgrims: A Simulation of the First Year at Plymouth Colony from Interact
Smartboard
6. Initiation, Culminating Activity

For a week prior the students will learn about the Indians during this time. They will
learn of their customs, ways of living, and their side of the story before the first
Thanksgiving. Then, during Phase 1, you will introduce the story of the Pilgrims and
begin telling the story for their point of view. You will have a class discussion to find out
what the students already knew about the Pilgrims or what they learned about them from
the Indians perspective the week before.
7. Assessment
a. Pre- and post- tests will be directly before and after the simulation.
b. Summative assessment will be obtained through the students Pilgrim Logs.
8. Lesson Plans
#1 Phase 1: The Decision & Phase 2: The Crossing
I.
Big Idea
The Pilgrims had to weather the harsh conditions while sailing on the Mayflower to reach
religious freedom in the New World.
II.
Reference to PA and Common Core Standard(s)

8.3.3.A. Identify and describe the social, political, cultural, and economic contributions of
individuals and groups in United States history.
8.3.3.C. Identify and describe how continuity and change have impacted U.S. history.
III.
Belief systems and religions
Essential Question
Why did the Pilgrims leave England and what were the consequences they had to suffer?
IV.
Lesson Objectives
The students will review the story of the Pilgrims and why they came to the New
World.
The students will learn about the difficulties the Pilgrims had crossing the Atlantic
Ocean.
V.
Materials
Pilgrims simulation binder
Poster board for the Pilgrims with the finished map, List of Colonists (3), and the
Mayflower Compact
(3) Poster board for new teams with blank map and List of Colonists
(3) Folder for each team containing sets of food and house cards, Pilgrim Logs,
True/False cards, Team Compact, and a Peace Treaty
VI.
Pre-test
Scoring Pilgrim Logs layout (on Smartboard)
Tape & ruler
Route to New England (on Smartboard)
Coin
A. Introduction
1. Give students the pre-test.
2. Bring students together to sit on the floor around you and read the
Introduction (1:1).
B. Lesson Development
1. Have a small class discussion to find out what students may already know and
then read the Pilgrim Story (1:2-1:4).
2. Give students information about the simulation and that the goal is to finish
the year better than the Pilgrims. Describe the Pilgrims poster board and
their new teams poster board. Allow a short time for questions.
3. Read The Separatists (1:6-1:7).
4. Describe contents of the teams folder. Give each student their Pilgrim Log
and have them fill out the cover. Discuss how the Writing Guides will help
them layout their ideas and practice their writing before filling in their logs.
5. Go over how the Pilgrim Logs will be scored and their importance to the
simulation.
6. Have a 6 x 3 rectangle taped off on the floor and read Crossing the Atlantic
(2:1-2:2).
7. Put the Route to New England on the Smartboard. Use a brown pen for the
Pilgrims route and the class corresponding color for their teams route.
8. Read the instructions (#4, 2:3). Divide the class in half and have one half get
inside the ship (may need altered depending on class size). Decide on a
captain and give them the True/False cards.
9. Read Mayflower Fate 1 and draw a line on the Smartboard for the appropriate
number of dots moved. Then, have the captain flip the coin, read their fate,
and move them the appropriate number of dots. Last, ask a True/False
question, allow the students time to discuss their answer together as a team,
and have the captain hold up the appropriate card. If the answer is correct
move forward two dots, if not, stay on the same dot.
10. Repeat the previous step until they have finished the route. Swap the students
out every True/False question or every other depending on how many groups
you have divided your class into.
11. Record the month the team arrived on their New England Settlement Map.
C. Closure/Summary
1. Send students back to their desks and have them fill out their Writing Guides
for Spring 1620 and Crossing the Great Ocean. Then, let them work on their
Pilgrim Logs for the same sections (may need to be finished during another
class downtime or at home).
VII.
Assessment/Evaluation
The pre-test is given so that you can later assess their prior knowledge compared with
after the simulation. You will be able to pick up whether or not students are listening to
and comprehending the story parts of the simulation based off of their answers during the
True/False segment. Also, observing them while filling out their Writing Guides and later
assessing their Pilgrim Logs will help you discover student knowledge.
VIII.
Adaptations, Modifications, and Extension Activities

Some students may need one-on-one attention to help them read and focus while
working on the pre-test.
IX.
If necessary, work on the Writing Guide together as a class.
Interdisciplinary Connections
These activities could connect with numerous writing lessons. With more information,
modeling, guided practice, and then a chance to work independently children could learn
to write using different genres. For example, a personal narrative from a Pilgrims point
of view, a persuasive essay on why they should leave England, a cause and effect piece
on why they left and what happened to them while crossing the ocean.
#2 Phase 3: The Compact & Phase 4: The Settlement

I.
Big Idea
The Pilgrims had to figure out new ways to govern their people and endure their
hardships.
II.

8.3.3.C. Identify and describe how continuity and change have impacted U.S. history.
Politics and government
8.3.3.B. Identify and describe historical documents, artifacts, and places critical to
United States history.
III.
Essential Question
What did the Pilgrims do to govern their people and get them through the harsh winter?
IV.
Lesson Objectives
The students will study the Mayflower Compact and then write their own.
The students will begin constructing the houses for their colony and facing
hardships of the winter.
V.
Materials
VI.
Pilgrims & Teams poster boards
Team folder & Pilgrim Logs
Mayflower Compact
Compact guiding questions (on Smartboard)
Blank Team Compact
Class popsicle name sticks
Glue, scissors, yellow & brown crayons, clipboards (set of everything per group)
Dice
Tree & house cutouts (25 each)
A. Introduction
1. Have the students bring their Pilgrim Logs and sit on the floor around you and
read The Journey (3:1). Show them the Mayflower Compact and read the small
piece on 3:5.
1. Bring up the compact guide questions on the Smartboard and tell them that
they must select a leader. Pull 4 names from their periods popsicle sticks.
Write their names on the board, have the students close their eyes and vote for
one person, the two people with the most votes will be the teams leaders.
2. Give a clipboard and the teams blank compact to the leaders and have a class
discussion while the leaders fill it out. Finally, have everyone sign it and glue it
onto their poster board.
3. Next, read the Colonial Fate for the Pilgrims and the Teams Fate (Phase 4) or
depending on their month of arrival (4:1-4:3). While doing this have students
cross names off the Colonists List and fill out the Settlement Map.
4. Read Building Pilgrim Houses (4:3-4:4).
5. Divide students into groups of six and describe the job of each person. One
person must retrieve the trees and get a clipboard, one must cut off the
branches, one must cut out the boards, one must glue on the boards, one must
color the appropriate yellow and brown areas, and one must bring the finished
house to the teacher to be checked.
6. Give students the allotted time to work. When finished, decide which group
made the most houses and use that number to provide houses on the Settlement
Map.
7. While the students are building go around and ask 2 students for their Pilgrim
Logs (Spring 1620 & Crossing the Great Ocean). Read them and decide their
fate.
8. Keep students in their groups and tell them that they can earn more houses by
correctly answering True/False questions. Ask a question group-by-group, give
them time to discuss an answer, and then ask for a single answer from one
person in the group. If the answer is correct, they receive a house on their
Settlement Map.
9. Continue step 5 until they have 15 houses or you have read 20 True/False
statements.
C. Closure/Summary
1. Have students return to their desks and fill out their Writing Guides for Arrival
in the New World and Building the Settlement. Then, let them work on their
Pilgrim Logs for the same sections (may need to be finished during another
class downtime or at home).
VII.
How easily the students are able to fill in their Writing Guides and write in their Pilgrim
Logs will help you assess their understanding.
VII.

During the house building activity you may need to divide the jobs differently if
you have an uneven group. Also, if each group is only able to make one or two
houses in their allotted time then add up the total number of houses made from the
whole class and use that number to provide housing on the Settlement Map.
10
If students are struggling you may need to fill out the Writing Guides one-on-one
or as a whole class.
X.
to write using different genres. For example, they could write a persuasive essay on why
they want a certain aspect to be included in the teams compact or a narrative describing
the hardships the Pilgrims faced. Also, the Building the Settlement survival activity
involved a little math but could have gone more in depth if the time allowed.
#3 Phase 5: The Struggle & Phase 6: The Indians

I.
Big Idea
The Pilgrims had to learn how to survive in a new place and relied greatly on the Indians.
II.

8.3.3.B. Identify and describe historical documents, artifacts, and places critical to United
States history.
III.
Working conditions
Essential Question
What did the Indians teach the Pilgrims and how did they learn to work and live together?
IV.
Lesson Objectives
The students will learn about the foods the Pilgrims ate and their reluctance to try
new foods.
The students will learn about the Indians who lived in the area surrounding
Plymouth Colony and the peace treaty they had with the Pilgrims.
11
V.
VI.
Materials
Dice
Finding Food directions/list (10)
Peace Treatys 4 Main Points (on Smartboard)
A. Introduction
1. Have the students bring their Pilgrim Logs and sit together around you. Read
the Colonial Fate for the Pilgrims and their team (Phase 5) while crossing off
names on the Colonists Lists (5:1-5:2).
1. Read the Survival Activity: Finding Food (5:4). Divide the class into groups of
5 or 6. Give one copy of the Finding Food directions/list to each group and a
clipboard. Read the directions together and let them work for 5 minutes.
2. During this time, walk around and read 2 Pilgrim Logs (Arrival in the New
World & Building the Settlement), grade them, and determine their fate.
3. When finished, let one group read their list slowly. If and when a member of a
different group discovers that item also on their list they shout out, We have
it and then it must be crossed off the groups lists. Repeat this until all groups
have read through their lists. Determine which group earned the most food
cards and fill that in on the Settlement Map.
4. Bring the students back together on the floor around you and read the Colonial
Fate for the Pilgrims and for their team (6:1) while filling out the Settlement
Maps.
5. Read Survival Activity 4: Peace with the Indians (6:4-6:5) and discuss how
difficult it would be to reach an agreement with people who did not speak the
same language. Point out difficulties like peace, war, punishment, guilt, and
innocence (#3, 6:2).
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6. Put the Peace Treatys 4 Main Points on the Smartboard and read the Survival
Activity directions. Divide the students into groups of 5 or 6 and give them the
15 minutes to prepare their pantomime.
7. Have the students act out their pantomimes while the others guess which of the
4 points theyre performing. When finished fill out the Peace Treaty and glue it
onto their poster board.
C. Closure/Summary
1. Have students return to their desks and fill out their Writing Guides for Finding
Food and Indians. Then, let them work on their Pilgrim Logs for the same
sections (may need to be finished during another class downtime or at home).
VII.
How easily the students are able to fill in their Writing Guides and write in their Pilgrim
Logs will help you assess their understanding.
VIII.
During the Finding Food activity, if groups only end up with small numbers of
potential food cards to add to the Settlement Map then have the class add their
final numbers together instead.
You need to make sure your students understand what a pantomime is before
giving them time to create their own. Give an explanation as to what they are and
model a few examples beforehand.
VIII.
to write using different genres. For example, they could learn to write certain kinds of
poems that could correlate with their pantomimes.
#4 Phase 7: The Planting & Phase 8: The Trading
13
I.
Big Idea
The Indians taught the Pilgrims about growing crops and hunting. The Pilgrims used
these new skills to work on paying off their debt.
II.

III.
Working conditions
Essential Question
How did the Pilgrims learn to survive and thrive in the New World?
IV.
Lesson Objectives
The students will complete true and false statements to learn about the crops
planted and the food eaten by the Pilgrims.
The students will chance their luck with trading to learn about how the Pilgrims
paid off their debt.
V.
VI.
Materials
Survival Activity: Spring Planting true/false statements (12)
2 dice
Coin
A. Introduction
1. Have the students bring their Pilgrim Logs and sit on the floor around you.
Begin by reading the Colonial Fate for the Pilgrims and for their team (7:1)
while filling out the Settlement Maps. You will need one student to count the
remaining Colonists to determine the number of food cards to give them.
14
1. Read the Survival Activity: Spring Planting. Divide the students into groups
of 5 or 6. Give each group a copy of the Good Harvest Statements and a
clipboard and give them about 10 minutes to complete it. They get one food
card for every correct false statement identified and they lose one food card
for true statements they identify as false. Choose to fill out the Settlement
Map with whichever group receives the most food cards.
2. As the students are working on the Survival Activity read two Pilgrim Logs
and determine their fate.
3. Bring students back together and tell them that there is another way to earn
food cards. Read aloud True/False statements until they have received 20 food
cards or you have read through 25 statements.
4. Read the Colonial Fate for the Pilgrims and their team (8:5) and fill in their
Settlement Maps.
5. Discuss that they must repay their debt to the merchant back in England who
paid for their trip. They are to pay off their debt with barrels of beaver furs.
Twenty beaver furs are needed to fill a barrel. Read the Survival Activity 6:
Trading Expeditions (8:6). Tell them that paying off their debt is going to be
solely based on luck during this activity.
6. Write on the board the total furs collected by the Pilgrims (40) and the number
of barrels they were able to fill (2). Then, write their team name, the numbers
rolled on the dice each time, their total furs collected, and their number of
barrels filled.
7. Pull 5 names from their class popsicle sticks. One at a time give each student
2 dice and have them role and record their number on the board. When
finished, figure out the number of barrels they filled to see if they did better or
worse than the Pilgrims. Read #4 on page 8:4 to determine what happens with
the merchant.
C. Closure/Summary
1. Have students return to their desks and fill out their Writing Guides for Spring
Planting and Trading Expeditions. Then, let them work on their Pilgrim Logs
15
for the same sections (may need to be finished during another class downtime
or at home).
VII.
By observing your students answers to the Survival Activity: Spring Planting you can
gage their comprehension. Also, how easily the students are able to fill in their Writing
Guides and write in their Pilgrim Logs will help you assess their understanding.
VIII.

If students are far off track from receiving their 20 food cards or students do not
do well on the Survival Activity then add up the total number of correctly
identified false statements from each group and use that number to fill in the
Settlement Map.
IX.
to write using different genres. For example, they could write a dialogue between
Pilgrims and Indians as the Indians taught them how to plant and hunt. Another could be
between the Pilgrims and the merchant as they discuss paying off their debt. Also, the
trading activity could be used more in depth for a math activity if time allowed.
#5 Phase 9: The Evaluation

I.
Big Idea
The first Thanksgiving.
II.

III.
Essential Question
16
What happened during the first Thanksgiving?

IV.
Lesson Objectives
The students will learn about the first Thanksgiving then compare their teams
progress with the Pilgrims using the Colony Evaluation Form.
V.
VI.
Materials
Pilgrim simulation binder
Colony Evaluation (on Smartboard)
Pilgrim Test (65)
A. Introduction
1.
With their Pilgrim Logs have the students come and sit around you on the
floor. Read The First Thanksgiving (9:1).
2. Collect everyones Pilgrim Logs.

1. Pull up the Colony Evaluation form on the Smartboard. Have the team leaders
come up and count the items on their Settlement Map so that you may fill out
the form. Then, compare their results with those of the Pilgrims.
2. Read After Thanksgiving (9:3).
3. Have a short debriefing period. Use questions from #7 on page 9:3.
C. Closure/Summary
1. Send all the students back to their desks and give them the Pilgrim Test.
VII.
You will be able to assess students learning of the entire Pilgrim simulation by
comparing their pre-test and their post-tests. Also, reading their Pilgrim Logs will give
you a good idea of their understanding.
VIII.

As a review activity (if time), play the Ultimate Pilgrim game. To do this, divide
the classroom into two sections. The front wall will represent true statements and
17
the back wall will represent false statements. Have students stand in the middle
and read a True/False statement (start back at the beginning). Give the students 15
seconds to move and then say, Freeze! Those still moving, not at a wall, or at
the incorrect wall must be seated. Continue this until you have one student left as
the Ultimate Pilgrim.
Some students may need one-on-one attention to read through and focus on the
Pilgrim Test.

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UNIT- Social Studies: Pilgrims

1. Title, Grade Level, Goals, & Table of Contents

#1 Phase 1: The Decision & Phase 2: The Crossing (pg. 4 - 7)

Appreciation for the difficulties faced by the Pilgrims

How to proofread their written work

Practice working cooperatively in groups

4. Objectives & NCSS Standards

Pilgrims: A Simulation of the First Year at Plymouth Colony from Interact

6. Initiation, Culminating Activity

Reference to PA and Common Core Standard(s)

Belief systems and religions

Pilgrims simulation binder

Scoring Pilgrim Logs layout (on Smartboard)

Tape & ruler

Route to New England (on Smartboard)

Adaptations, Modifications, and Extension Activities

If necessary, work on the Writing Guide together as a class.

#2 Phase 3: The Compact & Phase 4: The Settlement

Reference to PA and Common Core Standard(s)

Politics and government

Pilgrims simulation binder

Pilgrims & Teams poster boards

Team folder & Pilgrim Logs

Compact guiding questions (on Smartboard)

Blank Team Compact

Class popsicle name sticks

Tree & house cutouts (25 each)

Scoring Pilgrim Logs layout (on Smartboard)

Adaptations, Modifications, and Extension Activities

#3 Phase 5: The Struggle & Phase 6: The Indians

Reference to PA and Common Core Standard(s)

Pilgrims simulation binder

Pilgrims & Teams poster boards

Team folder & Pilgrim Logs

Finding Food directions/list (10)

Peace Treatys 4 Main Points (on Smartboard)

Scoring Pilgrim Logs layout (on Smartboard)

Adaptations, Modifications, and Extension Activities

#4 Phase 7: The Planting & Phase 8: The Trading

Reference to PA and Common Core Standard(s)

Pilgrims simulation binder

Pilgrims & Teams poster boards

Team folder & Pilgrim Logs

Survival Activity: Spring Planting true/false statements (12)

Scoring Pilgrim Logs layout (on Smartboard)

Adaptations, Modifications, and Extension Activities

#5 Phase 9: The Evaluation

Reference to PA and Common Core Standard(s)

What happened during the first Thanksgiving?

Pilgrim simulation binder

Pilgrims & Teams poster boards

Team folder & Pilgrim Logs

Colony Evaluation (on Smartboard)

Pilgrim Test (65)

2. Collect everyones Pilgrim Logs.

Adaptations, Modifications, and Extension Activities

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