Unit Plan Overview

Unit: The Pilgrims

Stage 1- Desired Results
Connections to Context:
(How does this fit with students experiences,
the school goals, and the larger societal issues?)

Established Goals
Explain why descriptions of the same
event in the local community can be
different. (2 H2.0.2)
Compare the physical and human
characteristics of the local community
with those of another community (2
G2.0.1)
Use components of culture (e.g., foods,
language, religion, traditions) to
describe diversity in the local
community. (2 G4.0.3)
Use examples to show that people
cannot produce everything they want
(specialization) and depend on trade
with others to meet their wants. (2
E1.0.5)
Use cardinal directions (north, south,
east, west) to describe the relative
location of significant places in the
immediate environment. (3 G1.0.1)
Students pose relevant questions about
events they encounter.
(What content standards and program- or
mission-related goal(s) will the unit address?
What habits of mind and cross-disciplinary
goal(s)- for example 21st century skills, core
competencies- will this unit address?
Include source and identifying number)

Transfer
Students will be able to independently use their learning to
Seek out, compare, and critique different historical accounts
Compare the lives of the Pilgrims that arrived in 1620 and pilgrims today, on their own.
View interactions of civilizations, cultures, and peoples with greater perspective and empathy.
Discuss the applicability of the history they have been learning to current and future events, and to other historical
events and issues.
Consider how we should learn from the past and apply to the present and other past events
(What kinds of long-term independent accomplishments are desired?)

UNDERSTANDINGS
Students will understand that
People move for a variety of reasons--for new
economic opportunities, greater freedoms, or to flee
something.
History involves making sense of different stories.
(What specically do you want students to understand?
What inferences should they make?)

Meaning
ESSENTIAL QUESTIONS
Students will keep considering
What is a pilgrim?
Why do people move? Why did the Pilgrims leave
England and go to Holland and then America?
How do geography and topography affect settlement?
What happens when cultures interact?
(What thought-provoking questions will foster inquiry, meaningmaking and transfer?)

Acquisition of Knowledge, Skill and Values/Commitments/Dispositions

Cognitive Objectives
Physical Development Objectives
Socio-emotional Objectives
Define pilgrim
Write a postcard pretending to be Participate in class discussions
a Pilgrim on the Mayflower and
State where the Pilgrims
Collaborate and work well with
draw a picture going along with it
(Separatists) were from originally
group members to complete the
project

Write
a
persuasive
letter
to
Explain why the Separatists left
President Obama arguing why
England and went to Holland and
(What values and commitments and
they think Thanksgiving should
then America
attitudes should students acquire or
continue
being
a
national
holiday
Compare and contrast the Pilgrims
wrestle with?)
of 1620 and the family in the book
(What discrete skills and processes should
How Many Days to America? A
students be able to use?)
Thanksgiving Story by Eve Bunting
and pilgrims (e.g. immigrants)
today in general
List the cardinal directions and use
them to describe the relative
location of places indicated on a
map

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum

Describe the Mayflower and explain

what it would have been like
travelling on it to America in 1620
Write a postcard pretending to be a
Pilgrim on the Mayflower and draw
a picture going along with it
Explain why the Pilgrims chose to
settle where they did.
Describe the hardships the
Pilgrims faced in the first few
months.
Explain how Squanto helped the
Pilgrims.
Describe the First Thanksgiving of
1621
Write a persuasive letter to
President Obama arguing why they
think Thanksgiving should
continue being a national holiday
Compare and contrast the daily life
of the Pilgrims and the
Wampanoag Indians within their
assigned topic
Create a visual representation of
what their group learned about
their topic
Create a creative way to orally
present what their group learned
about their topic to the rest of the
class

(What facts and basic concepts should

students know and be
able to recall?)

Evaluative Criteria
Historically accurate
Well-crafted
Good detail
Clear explanation
Mechanically sound

Stage 2- Evidence
Students will show their learning by
PERFORMANCE TASK(S):
Create a double bubble map illustrating the similarities and differences between the Pilgrims of 1620 and the family
in the book How Many Days to America? A Thanksgiving Story by Eve Bunting
Describe how they can help foreigners like immigrants
Write a postcard and draw a picture to send to a family member or friend back home, describing the journey and

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum

(What criteria will be used in each assessment to

evaluate attainment of the desired results?)

conditions on the Mayflower. Tell about what you hope life will be like once you reach the New World.
Fill in the graphic organizer about what I learned about the First Thanksgiving
Final project: double bubble map comparing/contrasting the life of the Pilgrims and the Wampanoag Indians, Pilgrims
vs. Wampanoag fact sheet, oral presentation on your topic

(How will students demonstrate their understanding- meaning-making and transfer- through complex performance?)
(Regardless of the format of the assessment,
what qualities are most important?)

Accurate
Neat

OTHER EVIDENCE:
Drawings showing the life and hardships of the Pilgrims
Oral and/or written response to at least one of the essential questions
(What other evidence will you collect to determine whether Stage 1 goals were achieved?

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum

Stage 3- Learning Plan

Pre-assessment- due ________

KWL chart about the Pilgrims
What is a pilgrim? concept map
Asking students what they know about where the Pilgrims settled and why and listening to their responses.

(What pre-assessments will you use to check students prior knowledge, skill levels, and potential misconceptions?)
(Toward which goal does each
Learning Events
learning event build?)
Acquisition
Meaning
Transfer

Lesson 1
What is a pilgrim? concept map (Meaning)
Read pages 10-13 of If You Sailed on the Mayflower in 1620 by Ann McGovern
(Acquisition)
Read How Many Days to America? A Thanksgiving Story by Eve Bunting (Acquisition)
Double bubble map comparing and contrasting the Pilgrims of 1620 and the family in
the book (Transfer)
Lesson 2
Read pages 14-29 of If You Sailed on the Mayflower in 1620 by Anne McGovern
(Acquisition)
Tour the Ship and Journey on the Mayflower sections of the Scholastic Thanksgiving
website (Acquisition)
Postcard pretending to be on the Mayflower (Acquisition)
Lesson 3
Going around outside and discussing features of the Plymouth settlement and why
they settled there (Acquisition, Meaning)
Rafa Rafa simulation (Meaning)
Read Squanto and the Miracle of Thanksgiving by Eric Metaxas (Acquisition)
Lesson 4
Thanksgiving Feast slideshow on Scholastic website (Acquisition)
Read Thank You, Sarah: The Woman Who Saved Thanksgiving (Acquisition)
Write persuasive letter to President Obama arguing why Thanksgiving should or
should not continue being a national holiday (Acquisition)
What I Learned About the First Thanksgiving concept map (Acquisition)

Progress Monitoring
(How will you monitor students progress
toward acquisition, meaning, and transfer
during lesson events?)

o
o
o

Handouts
Class discussions
Writing assignments

(How will students monitor their

own progress toward acquisition,
meaning, and transfer?)

Updating concept maps after

lessons

(What are potential rough spots and

student misunderstandings?)

(How will students get the feedback they

need?)
o Rubrics
o Teacher comments
o Written feedback on papers
handed back

Lesson 5
Fill in double bubble map comparing and contrasting the Pilgrims and the Wampanoag
Indians within the assigned topic (e.g. food, housing, etc.) (Meaning, Acquisition)
Create a visual representation of what they learned (Acquisition)
Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum

Create a way to orally present what they learned to the rest of the class (Acquisition)

Student success at transfer, meaning, and acquisition depends upon their participation in
these learning events

(Have you included multiple means of representation, multiple means of action and
expression, and multiple means of engagement?)
(Are all three types of goals (acquisition, meaning, and transfer) addressed in the learning
plan?)
(Does the learning plan reflect principles of learning and best practices?)
(Is there tight alignment with Stages 1 and 2?)

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum