Wampanoag got everything they needed from nature.
Look at what the students found from nature and ask them how the Wampanoag could use what they found to survive.
Massachusetts Our Home
Authors: Mary Stockwell, Ph. D. and Courtney Johnson Thomas
Social Studies Overview:
Drawing on information from local historic sites,
historical societies, and museums, third graders learn about the history of
Massachusetts from the time of the arrival of the Pilgrims. They also learn the
history of their own cities and towns and about famous people and events in
Massachusetts’ history.
Social Studies Overview:
Drawing on information from local historic sites,
historical societies, and museums, third graders learn about the history of
Massachusetts from the time of the arrival of the Pilgrims. They also learn the
history of their own cities and towns and about famous people and events in
Massachusetts’ history.
The First People
Massachusetts Social Studies Grade 3 Learning Standard 3.2: Identify the Wampanoags and their leaders at the time the Pilgrims arrived, and describe their way of life.
After studying this chapter, students should be able to:
-Identify the Wampanoag.
-Describe their way of life.
-Discuss Native American respect for, and spiritual connection to, Earth.
-Compare and contrast life in the different seasons.
After studying this chapter, students should be able to:
-Identify the Wampanoag.
-Describe their way of life.
-Discuss Native American respect for, and spiritual connection to, Earth.
-Compare and contrast life in the different seasons.
chapter_3_study_guide.pdf | |
File Size: | 43 kb |
File Type: |
Website with flashcards to reinforce Wampanoag vocabulary
http://quizlet.com/8415766/wampanoag-quiz-flash-cards/
Chapter 4: The Pilgrims
Massachusetts Social Studies Grade 3 Learning Standard 3.3: A-C: Identify who the Pilgrims were and explain why they left Europe to seek religious freedom; describe their journey and their early years in Plymouth Colony.
A. the purpose of the Mayflower Compact and its principles of self-government
B. challenges in settling in America
C. events leading to the first Thanksgiving
After studying this chapter students should be able to:
-Tell who the Pilgrims were.
-Recall the reasons the Pilgrims came to America
-Describe the journey on the Mayflower.
-List the main ideas of the Mayflower Compact.
-Describe everyday life for colonists at Plymouth.
-List some of the challenges the Pilgrims faced.
-Identify some leaders of the Wampanoag at the time of the Pilgrims' arrival.
-Describe ways in which the Wampanoag helped the Pilgrims.
-Describe the first Thanksgiving.
-Name an early leader of the Pilgrims.
A. the purpose of the Mayflower Compact and its principles of self-government
B. challenges in settling in America
C. events leading to the first Thanksgiving
After studying this chapter students should be able to:
-Tell who the Pilgrims were.
-Recall the reasons the Pilgrims came to America
-Describe the journey on the Mayflower.
-List the main ideas of the Mayflower Compact.
-Describe everyday life for colonists at Plymouth.
-List some of the challenges the Pilgrims faced.
-Identify some leaders of the Wampanoag at the time of the Pilgrims' arrival.
-Describe ways in which the Wampanoag helped the Pilgrims.
-Describe the first Thanksgiving.
-Name an early leader of the Pilgrims.
Chapter 4 Study Guide
chapter_4_the_pilgrims_study_guide.pdf | |
File Size: | 268 kb |
File Type: |
Visit Plimoth Plantations website and learn more:
http://www.plimoth.org/?gclid=CJOIiduEg7oCFXHNOgodUx0Akg
http://www.plimoth.org/?gclid=CJOIiduEg7oCFXHNOgodUx0Akg
Pilgrims Videos from History.com
Mayflower Story and Song
http://www.history.com/topics/mayflower/videos#the-mayflower
http://www.history.com/topics/mayflower/videos#the-mayflower
Plimoth Plantation Trip October 2018 |
Students were able to see how cramped it was sleeping on the Mayflower for 66 days.
Chapter 5: The Puritans
Massachusetts Social Studies Grade 3 Learning Standard 3.4 Explain how the Puritans and Pilgrims differed. Identify early leaders in Massachusetts such as John Winthrop. Describe daily life, education, and work of the Puritans in Massachusetts Bay Colony.
After studying this chapter students should be able to:
-Identify why the Puritans left England.
-Identify John Winthrop as the Puritan leader.
-Compare and contrast the Pilgrims and Puritans.
-Describe everyday life for the Puritan men, women, and children in the Massachusetts Bay Colony.
-Namethe main features of a Puritan town.
After studying this chapter students should be able to:
-Identify why the Puritans left England.
-Identify John Winthrop as the Puritan leader.
-Compare and contrast the Pilgrims and Puritans.
-Describe everyday life for the Puritan men, women, and children in the Massachusetts Bay Colony.
-Namethe main features of a Puritan town.
Chapter 5 Study Guide
chapter_5_the_puritans_study_guide.pdf | |
File Size: | 53 kb |
File Type: |
American Revolution
Massachusetts Social Studies Learning Standards Grade 3 Leaning Standards:
H- Explain the meaning of time periods or dates in historical narratives (decade, century, 1600s, 1776) and use them correctly in speaking and writing.
H- Observe visual sources such as historic paintings, photographs, or illustrations that accompany historical narratives, and describe details such as clothing, setting, or action.
G- Use cardinal directions, maps scales, legends, and titles to locate places on contemporary maps of New England, Massachusetts, and the local community.
E- Define what a tax is and the purposes for taxes
3.1- On a map of the United States, locate the New England states (Connecticut, Rhode Island, Massachusetts, Vermont, New Hampshire, Maine) and the Atlantic Ocean.
3.5- Explain important political, economic, and military developments leading to and during the American Revolution.
A. the growth of towns and cities in Massachusetts before the Revolution
B. the Boston Tea Party
C. the beginning of the Revolution at Lexington and Concord
D. the Battle of Bunker Hill
E. Revolutionary leaders such as John Adams, Samuel Adams, John Hancock, and Paul Revere
3.6-Identify the Declaration of Independence, the Constitution, and the Bill of Rights as key American documents.
After studying the chapter, students should be able to:
-Explain why colonists wanted independence from England.
-Describe the events leading to the American Revolution including the Boston Massacre and the Boston Tea Party.
-Compare and contrast Patriots and Loyalists.
-Identify Paul Revere as one of the riders who warned the colonists of a British invasion.
-Discuss Lexington, Concord, and the Battle of Bunker Hill.
-Identify the purpose of the Declaration of Independence.
-Recognize Massachusetts as the starting place of the American Revolution.
-Identify the Declaration of Independence, U.S. Constitution, and the Bill of Rights as key American documents.
School House Rock American Revolution Song-
http://youtubeforchildren.com/watch.aspx/watch?v=p8BwWBc571k
H- Explain the meaning of time periods or dates in historical narratives (decade, century, 1600s, 1776) and use them correctly in speaking and writing.
H- Observe visual sources such as historic paintings, photographs, or illustrations that accompany historical narratives, and describe details such as clothing, setting, or action.
G- Use cardinal directions, maps scales, legends, and titles to locate places on contemporary maps of New England, Massachusetts, and the local community.
E- Define what a tax is and the purposes for taxes
3.1- On a map of the United States, locate the New England states (Connecticut, Rhode Island, Massachusetts, Vermont, New Hampshire, Maine) and the Atlantic Ocean.
3.5- Explain important political, economic, and military developments leading to and during the American Revolution.
A. the growth of towns and cities in Massachusetts before the Revolution
B. the Boston Tea Party
C. the beginning of the Revolution at Lexington and Concord
D. the Battle of Bunker Hill
E. Revolutionary leaders such as John Adams, Samuel Adams, John Hancock, and Paul Revere
3.6-Identify the Declaration of Independence, the Constitution, and the Bill of Rights as key American documents.
After studying the chapter, students should be able to:
-Explain why colonists wanted independence from England.
-Describe the events leading to the American Revolution including the Boston Massacre and the Boston Tea Party.
-Compare and contrast Patriots and Loyalists.
-Identify Paul Revere as one of the riders who warned the colonists of a British invasion.
-Discuss Lexington, Concord, and the Battle of Bunker Hill.
-Identify the purpose of the Declaration of Independence.
-Recognize Massachusetts as the starting place of the American Revolution.
-Identify the Declaration of Independence, U.S. Constitution, and the Bill of Rights as key American documents.
School House Rock American Revolution Song-
http://youtubeforchildren.com/watch.aspx/watch?v=p8BwWBc571k
Social Studies Study Guide for the Thirteen Colonies
Another way to study the Thirteen Colonies
thirteen_colonies_study_guide.pdf | |
File Size: | 433 kb |
File Type: |
thirteen_colonies_study_guide_with_blank_map.pdf | |
File Size: | 356 kb |
File Type: |
Thirteen Colonies Rap Song
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American Revolution Websites:
http://www.ouramericanrevolution.org/index.cfm/page/view/m0001
http://www2.lhric.org/pocantico/revolution/revolution.htm
http://www.pbs.org/ktca/liberty/chronicle_boston1774.html
http://www.kidport.com/RefLib/UsaHistory/AmericanRevolution/TeaParty.htm
http://www2.lhric.org/pocantico/revolution/revolution.htm
http://www.pbs.org/ktca/liberty/chronicle_boston1774.html
http://www.kidport.com/RefLib/UsaHistory/AmericanRevolution/TeaParty.htm
Chapter 6 Study Guide for American Revolution
study_guide_for_chapter_6_american_revolution.pdf | |
File Size: | 333 kb |
File Type: |
Schoolhouse Rock Song- The Shot Heard Round the World
http://youtubeforchildren.com/watch.aspx/watch?v=rZMmPWTwTHc
John Hays Hammond Jr. Quote:
American inventor known as "The Father of Radio Control."
Clara Barton Quotes:
“The patriot blood of my father was warm in my veins.”
American inventor known as "The Father of Radio Control."
Clara Barton Quotes:
“The patriot blood of my father was warm in my veins.”