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CHAPTER 3
Pilgrims and Puritans
Content Objectives
Students will analyze a painting about the Pilgrims.
Students will learn to find main ideas in paragraphs.
Students will learn about Squanto and the first
Thanksgiving.
Students will learn about the Puritans’ journey to
America.
Students will learn about daily life in a Puritan town.
Students will compare the Pilgrims to the Puritans.
Preparation
Copy the Word Cards.
Set up the technology to project images of the
Capitol rotunda and “Embarkation of the Pilgrims”
from online.
Copy the “Find Main Ideas” activity pages.
Copy the “A Day in the Life” activity page.
Provide 3-by-5 cards and colored pencils or crayons
for the “Colonial Postcard” activity.
Bring in a clear glass jar filled with enough wrapped
candy to give a piece to each student.
Get a copy of Joseph Bruchac’s book, Squanto’s
Journey: The Story of the First Thanksgiving.
Copy the Chapter Assessment.
ELL Teaching Tip
“Show, don’t tell” isn’t just a
writing strategy: it’s a very good
idea for teaching ELLs, who are
especially prone to losing track
of subject matter when teachers
lecture at length. Instead, give
many colorful, simple examples; act
things out; make faces; and include
games and props in your teaching.
Students will understand more and
will be more engaged as well.
Lessons
Activator—Study a Painting
Embarkation of the Pilgrims
is a painting created in
1843 by Robert W . Weir. This 12-by-18 foot work of
art is one of eight large historic paintings hung around
the sides of the rotunda of the US Capitol. Show
students images of the Capitol and the rotunda from
online sources such as http://www.aoc.gov/capitol-hill/
architecture. Then show them the painting by projecting
it from this web page: http://www.aoc.gov/capitol-
hill/historic-rotunda-paintings/embarkation-pilgrims.
Define embarkation
as “getting on a ship or beginning
a journey.” Have students work in pairs to answer the
following questions or simply discuss them as a class.
Share information about the painting’s symbolism and
history from the web page at the end of the discussion.
What does knowing this information add to your
students’ understanding of the painting?
Who are the people in the painting?
Why do you think the painter wanted to show the
Pilgrims embarking, or leaving for America?
What are the people in the painting doing? Why
do you think they are doing that? (The Pilgrims
are praying. This makes sense because the Pilgrims
left England and Holland hoping to find religious
freedom in America. Religion was very important to
them.)
Describe the clothes of three different people in the
painting. Which clothes seem unlikely to have been
worn by actual Pilgrims? Why?
What is the mood of the painting? Scary? Happy?
Sad? What details tell you the painting’s mood?
Give the painting a different title. What would you
call it?
Who are the most important people in the painting?
How do you know?
Why do you think the artist put a rainbow in the
painting? What does it mean? (Rainbows often
symbolize hope.)
If the Pilgrims were to embark (go) on a journey in
our day, how would the event be recorded? Would it
still be shown in a painting? (Students might suggest
that it would be recorded on video or with digital
photos.)
Word Cards and Quick T our
Distribute a set of Word Cards to each student.
Preview each of the terms, taking time to help students
understand their meanings. Ask students to listen for
the Word Card terms as you go through the lesson.
Whenever they hear one of the terms, they should let you
know—and you can discuss as a class how the term fits
into the lesson.
Go through the chapter with your students using the
Quick Tour as a guide. Emphasize the visual images, and
pause to check comprehension using slightly simplified
language. Then use the following lesson activities with
your students to reinforce key material from the chapter.
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