The Pilgrims & Puritans Grade 3 Unit 3

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1 The Pilgrims & Puritans Grade 3 Unit 3

2 Unit Overview This unit is focused on teaching students about the colonial life of the Pilgrims and the Puritans after their arrival in New England. The previous unit established a base of understanding of the lifestyles and cultures of some New England regional Native American groups and their early interactions with the Pilgrims, as well as the Pilgrims journey to the New World. Continuing to develop the concept of religious freedom, this unit focuses on the identifying the key similarities and differences between the Pilgrim and Puritan lifestyles during the colonial period. The topics discussed in this unit range from colonial housing to colonial government in order to provide students with a deeper understanding of colonial life. Standards History & Geography 2. Observe visual sources such as historic paintings, photographs, or illustrations that accompany historical narratives, and describe details such as clothing, setting, or action. (H) 3. Observe and describe local or regional historic artifacts and sites and generate questions about their function, construction, and significance. (H) 3.4 Explain how the Puritans and Pilgrims differed and identify early leaders in Massachusetts, such as John Winthrop; describe the daily life, education, and work of the Puritans in the Massachusetts Bay Colony. (H, E, C) 3.9 Identify historic buildings, monuments, or sites in the area and explain their purpose and significance. (H, C) 3.11 Identify when the students own town or city was founded, and describe the different groups of people who have settled in the community since its founding. (H, G) 3.12 Explain how objects or artifacts of everyday life in the past tell us how ordinary people lived and how everyday life has changed. Draw on the services of the local historical society and local museums as needed. (H, G, E) English Language Arts RI.3.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence) W.3.1 Write opinion pieces on topics or texts, supporting a pont of view with reasons and information. SL.3.1.c Ask questions to check understanding of information presented, stay on topic and link their comments to the remarks of others. 2

3 Essential Questions Why was the location of the Plimoth Colony important? How was colonial life in the 1600s different to our lives in the present day? What does it mean to make a living in colonial society? How did the Puritans manage to preserve their religious thoughts and beliefs in a new society? How do primary source documents like journals help us to understand events that occurred in the past? Learning Objectives Students will be able to locate region for Plimoth Colony on a map of Massachusetts. Students will be able to describe the characteristics of colonial houses. Students will be able to distinguish colonial chores as the responsibility of the men, women, boys, or girls. Students will be able to summarize the challenges of settling in the Plimoth Colony. Students will be able to compare the Pilgrims and Puritans reasons for leaving for the new world. Students will be able to identify John Winthrop as the governor of the Massachusetts Bay Colony. Students will be able to explain the purpose of a journal and how it can inform of events in history. Students will be able to compare the journeys and settlements of the Pilgrims and Puritans. Students will be able to identify the key features of a Puritan Town. Students will be able to define general court and town meeting. Students will be able to compare and contrast traditional colonial food with present day cooking. Students will be able to summarize the characteristics of Puritan Schools. Students will be able to categorize various colonial jobs as different methods of earning a living. 3

4 Interactive Student Notebook The lessons in this unit are designed for the Interactive Student Notebook (ISN). Students do all of their social studies work throughout the year in the ISN, which serves as an artifact of student learning. The ISN follows a very specific format: left side Preview Question right side Activity Processing Activity This is a representation of the ISN. Each lesson begins with a Preview activity, which builds background knowledge, taps into prior knowledge, reviews the previous lesson, or introduces vocabulary. This is always at the top of the left-hand page. Next, the mini-lesson is taught. The content from the lesson is recorded on the Notes page, which is always the right-hand page. Finally, the lesson ends with a Processing activity, which asks students to apply the content and skills from the lesson and show mastery of the day s objective. This is always at the bottom of the left-hand page. Thus, the flow of the ISN is top left- right - bottom left. Lessons The lessons for the unit were designed around an essential question and topic to build towards a cumulative understanding of the overall concept. The structure of the lessons is as follows: preview, mini-lesson, processing activity, extension. The preview is a warm-up to activate or build background knowledge; the mini-lesson is the explicit teaching time through modeling; the processing activity is the time for students to process the information taught and illustrate their understanding via the notebook or another form of communication; the extension is an activity that extends the students learning with an additional activity to be done for home-work or as a follow-up activity in class (can also be an opportunity for the students to extend their learning in a culminating task such as a research report, explanation, etc.). Lessons were designed with a minute timeframe in mind but in some cases span the course of the more than a day (as indicated). Extension activities for the most part were intended to take place outside of this timeframe. 4

5 The Pilgrims & The Puritans Unit Overview Lesson 1 Timeline: 1 day Topic: Choosing Plimoth Lesson 2 Timeline: 1 day Topic: Colonial Homes Lesson 3 Timeline: 1 day Topic: Life At Plimoth Lesson 4 Timeline: 1 day Topic: Challenges in a New Land Vocabulary: religious freedom, colony Vocabulary: plain, fireplace, garden, thatch, Vocabulary: population, trade, livestock Vocabulary: challenge, drought, disease, cooperate Preview: Why did the Pilgrims leave England? Visual Discovery: Discuss an image of a map labeled with the location of Plimoth Colony. Guiding Questions: What do you notice about the location of Plimoth Colony? Why do you think it would be a good place to settle? Activity: Students will read a passage on Choosing Plimoth and complete a t-chart focused on identifying the reason the Pilgrims selected in Plimoth. Processing Activity: Did the Pilgrims select a good location to settle their colony? Why or Why not? Preview: What does the inside of your house look like? Activity: Students will read a passage describing the characteristics of the colonial houses. After reading the passage students will use facts and create a t-chart comparing present day homes with colonial homes. Processing Activity: Create an illustration representing a colonial home. Be sure to show at least 3 specific details. Resources: Pilgrim Houses in the 1600s (Attached) Preview: What chores are you responsible for at home? Activity: Students will use a box-chart to record the responsibilities of the Pilgrim men, women, boys, and girls while living in Plimoth. Processing Activity: Select 1 member of the colonial Pilgrim family and create an image displaying the chores that person was responsible for. Resources: The Massachusetts Story Pgs Preview: Why do you think it might be challenging to move to a new place? Activity: Students will use a graphic to summarize the main idea for each challenge the Pilgrims faced when settling in Plimoth. Processing Activity: Why do you think cooperation was so important at Plimoth Plantation? Resources: The Massachusetts Story Pgs Resources: The Massachusetts Story Pg. 86 5

6 Lesson 5 Timeline: 1 day Topic: Who were the Puritans? Vocabulary: immigrants, purify Preview: Do you think that the Pilgrims were the only people who left England for religious freedom? Lesson 6 Timeline: 1 day Topic: John Winthrop Vocabulary: journal, governor, settlers, colony, journey Preview: If you were going on a trip, what would you write about in a journal (or diary)? Lesson 7 Timeline: 1 day Topic: Comparing and Contrasting Pilgrims and Puritans Vocabulary: religious freedom, purify, separatist, differences, similarities Preview: List 3 words that describe the Puritans. Lesson 8 Timeline: 1 day Topic: The Massachusetts Bay Colony Vocabulary: risk, town, common, pasture, model, meeting house, grist mill, Preview: What is the most important building in your town? Why? Activity: Students will practice using bulleted notes to record the key characteristics of the Puritans. Processing Activity: Create an illustration of a Puritan and record their thoughts and feelings about living in England during the 17 th century. Resources: The Massachusetts Story Pgs Activity: Students will identify 10 items they would bring with them if they were traveling to a new place and could never return to their home again. After the discussion, the students will read about John Winthrop and identify ways he helped prepare the Puritans for the journey to America. Processing Activity: Pretend you are John Winthrop, write a journal entry discussing your thoughts and feelings about traveling to the New World. Resources: The Massachusetts Story Pgs Activity: Students will create a t-chart comparing the characteristics of the Pilgrims and the Puritans. After completing the t- chart, the students will label a map of Massachusetts with the locations of Plimoth Colony and Massachusetts Bay Colony Processing Activity: Write at least 1 paragraph comparing and contrasting the Pilgrims and the Puritans. Resources: The Massachusetts Story Pgs Activity: Students will identify the key characteristics of a Puritan Town. Students will then create a map of their ideal Puritan Town. Processing Activity: Write 1 paragraph describing your Puritan Town. Be sure you include your specific thinking to the building and where they are located in your town. Resources: The Massachusetts Story Pgs

7 Lesson 9 Timeline: 1 day Topic: Puritan Government Vocabulary: strict, general court, town meeting, banish, stockade Preview: Why are rules important to a community? Visual Discovery: Image of America s First Book. Guiding Questions: What do you think this is? Why do you think it might be important? How do you think it represents the Puritans? Activity: Students will define general court and town meetings. They will then identify the reasons the Puritans decided to have them be a part of their government. Processing Activity: Create an illustration showing the thoughts and feelings of a Puritan who broke the law. Resources: The Massachusetts Story Pgs Lesson 10 Timeline: 1-2 days Topic: Colonial Food & Clothing Vocabulary: succotash, shellfish, preservation, linen, breeches, petticoats Preview: What are some of your favorite foods? Where do you get your clothing? Activity: Students will be divided into four groups to become experts on either colonial food or clothing. Students will record information about their topic in their notebook. After becoming an expert students will meet with a partner to share their knowledge about the topic. Processing Activity: Pretend you lived during the colonial period. Write a journal entry to tell about the food you ate and the clothes you wore. For example, what did you eat or wear? How did you get it? Resources: The Massachusetts Story Pg. 109 Colonial Food Passage (Attached) MCAS Passage: Don t Throw Your Bones on the Floor Lesson 11 Timeline: 1-2 days Topic: Puritan Schools Vocabulary: education, hornbook, public school, Dame School, Harvard College, Preview: What do you think is important to learn in school? Role Play: Teacher and 3 students will perform a short skit to represent consequences for behaving inappropriately at school. Visual Discovery: Image of a Hornbook. (The Massachusetts Story Pg. 127) Activity: As a whole class, students will record the key characteristics of a Puritan School. Students will then create a hornbook with information that they believe would be important to learn. Processing Activity: Students will create a Venn Diagram to compare and contrast a colonial school to a modern day school. Resources: The Massachusetts Story Pgs , 127 Hornbook Images Lesson 12 Timeline: 2 days Topic: Close Reading Lesson Preview: What information did you include in your hornbook? Why? Please see the attached Primary Source close reading lesson titled: The Autobiography of Benjamin Franklin: A Child Finds a Trade in Colonial Boston 7

8 Lesson 13 Timeline: 1 day Topic: Making A Living Vocabulary: merchant, craftsmen, apprentice Preview: How can you or your parents earn money? Activity: Students will identify the characteristics of each type of colonial job that existed within the community. Processing Activity: Which job would you like to have during colonial times? Why? Resources: The Massachusetts Story Pgs Lesson 14 Timeline: 1-3 days Final Assessment: Writing an Essay Preview: What was the most interesting piece of information you learned about the Pilgrims and the Puritans? Activity: Students will write an essay in response to the following prompt: Would you rather live in Massachusetts during the 1600s or the present day? In the essay students should include details about the following topics to support their decision: Housing Chores Food Clothing Schools Government Making a Living Extensions: When publishing the essay, students can create an illustration to represent their decision. 8

9 Supplemental Resources Books Websites Daily Life in The Pilgrim Colony 1636 Paul Erickson Did Pilgrims Really Wear Black and White? And Other Questions About Colonial Times Peter Roop If You Lived in Colonial Times Ann McGovern Samuel Eaton's Day: A Day in the Life of a Pilgrim Boy Kate Waters Sarah Morton's Day: A Day in the Life of a Pilgrim Girl Kate Waters Colonial House: PBS Mr. Shinski's Wiki Page: Colonial Life Plimoth Plantation Scholastic: Teaching with Dear America The Pilgrim Home Passage ome_0.pdf Think Quest: Colonial Kids Field Trip Experiences The Paul Revere House Colonial America exhibit at the Museum of Fine Arts Plimoth Plantation 9

10 Lesson 1: Choosing Plimoth Visual Discovery: Map of New England The yellow circle represents the approximate region of the Plymouth Colony. A map of New England and New York Author: Speed, John Publisher: Basset, Thomas Date: 1676 Location: New England, New York Source: Note: Interactive version of the map is available at the website listed above. 10

11 Reason for Selecting Plimoth (Why did they select the location for the colony?) How will this feature help them survive?

12 Provincetown Plymouth Plimoth or Plymouth? Why do you see Plimoth spelled in different ways? In the 1600s, there were no rules for spelling English words. A writer spelled a word by how it sounded. William Bradford s most common way of spelling the name was P-l-i-m-o-t-h. That is why we spell it that way when we talk about the village Pilgrims settled and the early colony. Choosing Plimoth The Pilgrims finally chose a place to build a colony. It had been the Indian village of Patuxet. However, it lay empty now. The Wampanoag people had died or left after a terrible epidemic hit. The Pilgrims saw that there were cornfields still growing there. It seemed like a good place to settle. There was a good harbor and springs of fresh water nearby. A high hill ran down to the ocean. It gave a clear view of any ships that might be coming. There were cherry and plum trees. When summer came, the trees would give fruit. Prince Charles of England called the place Plimoth, after the port the Pilgrims had left in England. (Today we spell it Plymouth.) 1 What Did You Learn? Find the Facts Tell What It Means Make Connections 1. Why were the Pilgrims known as Separatists? 2. What country did they try first, before sailing to America? 3. Where in America did they plan to settle? Where did they land? 4. What is a colony? 6. How is self-government different from other forms of government? 7. Why was the Mayflower Compact so important? 8. How did an epidemic among the Wampanoag end up affecting where the Pilgrims chose to settle? 9. Give an example of selfgovernment from your home, school, or community. 5. List three ways William Bradford helped the colony get started Chapter 3

13 Lesson 2: Colonial Homes Present Day Homes Colonial Homes 13

14 Pilgrim Houses in the 1600s Imagine that you have arrived in an unknown land after a long sea voyage. It is the middle of winter and bitterly cold. You are weak and tired from seasickness and need a warm house on dry land. You can have that house if you build it first! This is what the Pilgrims had to do when they sailed to New England on Mayflower in The colonists knew there were no English towns where they were going. They were prepared to build their own houses, but they hadn t expected to have to build those houses in the middle of winter. The colonists did not plan to arrive in Plymouth so late in the year. There were many delays. Speedwell, a leaky ship that was supposed to travel with Mayflower, had to be left in England, and the Pilgrims had a disagreement with the people who helped pay for the voyage. It took almost two months for Mayflower to finally leave England on September 5, As a result, Mayflower didn't arrive in Plymouth until December. When the colonists arrived in Plymouth, they started to build their town right away. They had brought tools with them, and nails and iron hardware. The land provided everything else they needed. The men went to the woods and cut down trees. They used axes to chop and trim the trees from round to square. Then they fit these pieces together so that they became a frame. This gave shape and strength to the house. 14

15 The colonists had thatched roofs on their houses to keep out the sun, wind and rain. To make the roofs, they cut grasses and reeds from the marshes, and bundled them. Then they fastened them in layers to the roof. For the outside of the house, the colonists cut down trees and split the wood to make thin boards called clapboards. The clapboards were then nailed together over the frame of the house. To make the walls of the house, the colonists built a framework of small sticks called wattle within the house frame. They took clay, earth and grasses and mixed them together with water to make a mortar called daub. They pushed the daub into the wattle until it filled the wall and made a smooth surface on the inside. This smooth surface resembles the plaster on the walls in some modern homes. It usually took about two or three months to make a house, from framing it, to covering it with clapboards, to making the wattle and daub, and finally thatching the roof. Work on the finishing touches sometimes went on for a few more months even after the family began living in it. When the houses were finished, they were not very large. Because the Pilgrims hoped to own their own land and build better houses in the future, the houses in Plymouth Colony in the 1620s were not as comfortable as the ones the Pilgrims left behind in England and Holland. Most of their houses only had one room. The colonists did their cooking, eating, and sleeping, as well as other work, in this room. The women cooked around a hearth, where small fires were lit. The fire from 15

16 the hearth provided heat during the winter months and light at night. Candles and oil lamps were sometimes lit too. If there was a chimney, it was built of timber and clay and clapboards just like the rest of the house. Most of the time, the houses were very dark. They had only a few small windows that closed with a wooden shutter. The floors were hard-packed earth. Some houses had a storage space above the first floor, called a loft. These spaces were used to store food and other goods, like dried herbs from the garden, bundles of corn from the fields, or even beds. They used ladders to climb up to the loft. The English colonists had a very difficult time during that first winter as they were building their town. About half of the men, women and children who sailed on Mayflower died of sicknesses brought on by the cold and wet weather and by not having warm houses. By the next winter, however, they had built 11 new houses. The town began to grow, and the colonists finally had the shelter they needed. Source: 16

17 Non-fiction: Pilgrims and Puritans The Pilgrim Home Pilgrims and Puritans The Pilgrim Home The Pilgrims built very simple and practical 1 houses for themselves. Despite a terrible first winter, they worked hard to create homes for everyone. Until then, most of the group lived on the Mayflower, the ship that had brought them there. The first thing the Pilgrims built was the Common House. This building was twenty feet long. The Common House was first used for storage and shelter 2. Eventually it was used as a hospital, church, and community meeting place. Once the Common House was built, workers had a place to rest from the cold. By April, several houses were finished. The Pilgrims were finally able to leave the Mayflower. They could start their new lives in their own homes. These homes were small. They had little or no furniture. Beds were made from bags filled with leaves, pine needles, or grass. Tables were made out of wooden planks 3. People sat on benches, stools, or even on the floor. One wall of the house held a fireplace. The fireplace was used for cooking and warmth. The Pilgrims did not have glass for windows. Families would rub oil into paper or cloth and use it to cover their windows. This kept out the cold. 1 practical- useful 2 shelter- protection from cold and weather 3 planks- wide, thick wooden boards ReadWorks, Inc. All rights reserved. 17

18 Questions: Pilgrims and Puritans The Pilgrim Home Name: Date: 1. What was the Common House first used for? a. Shelter b. Church c. Meetings d. All of the above 2. Which word best describes pilgrim houses? a. Fancy b. Large c. Plain d. Cozy 3. Why did families rub oil onto paper and cloth? a. The oil made them edible. b. The oil made them smell good. c. The oil kept wild animals away. d. The oil kept out the cold. 4. What is the main purpose of this passage? a. to inform b. to persuade c. to entertain d. to amuse 5. Based on the passage, the Pilgrims most likely a. arrived in America in the summer b. arrived in America in the winter c. had a lot of fancy furniture d. brought many things over from England ReadWorks, Inc. All rights reserved. 18

19 Questions: Pilgrims and Puritans The Pilgrim Home 6.How were Pilgrim houses different from American homes today? 7. Based on the passge, what did the Pilgrims most likely think about community? Why? 8. The question below is an incomplete sentence. Choose the word that best completes the sentence. The Pilgrims built the Common House first workers had a place to rest from the cold. a. despite b. so c. by d. instead 9. Answer the following questions based on the sentence below. During the winter, the Pilgrims built houses so people would have a place to live. Who? the Pilgrims What? When? Why? 10. Vocabulary Word: shelter: protection from cold and weather. Use the vocabulary word in a sentence: ReadWorks, Inc. All rights reserved. 19

20 Answers: Pilgrims and Puritans The Pilgrim Home Teacher Guide and Answers Passage Reading Level: Lexile 600 Featured Text Structure: Descriptive the writer explains, defines or illustrates a concept or topic Passage Summary: This passage describes the types of homes Pilgrims built when they arrived in America, including homes for every family and a Common House that was used by the community. 1. What was the Common House first used for? a. Shelter b. Church c. Meetings d. All of the above 2. Which word best describes pilgrim houses? a. Fancy b. Large c. Plain d. Cozy 3. Why did families rub oil onto paper and cloth? a. The oil made them edible. b. The oil made them smell good. c. The oil kept wild animals away. d. The oil kept out the cold. 4. What is the main purpose of this passage? a. to inform b. to persuade c. to entertain d. to amuse 5. Based on the passage, the Pilgrims most likely a. arrived in America in the summer b. arrived in America in the winter c. had a lot of fancy furniture d. brought many things over from England ReadWorks, Inc. All rights reserved. 20

21 Answers: Pilgrims and Puritans The Pilgrim Home 6.How were Pilgrim houses different from American homes today? Suggested answer: Pilgrim homes were smaller and plainer than homes today. 7. Based on the passge, what did the Pilgrims most likely think about community? Why? Suggested answer: Based on the passage, the Pilgrims most likely thought that community was important, because they built a Common House that was used by the community for gatherings like church and as a meeting place. 8. The question below is an incomplete sentence. Choose the word that best completes the sentence. The Pilgrims built the Common House first workers had a place to rest from the cold. a. despite b. so c. by d. instead 9. Answer the following questions based on the sentence below. During the winter, the Pilgrims built houses so people would have a place to live. Who? the Pilgrims What? built houses When? during the winter Why? so people would have a place to live 10. Vocabulary Word: shelter: protection from cold and weather. Use the vocabulary word in a sentence: answers may vary ReadWorks, Inc. All rights reserved. 21

22 Lesson 3 Life at Plimoth What were the daily chores that each person was responsible for completing? Men Women Boys Girls 22

23 Today, a museum called Plimoth Plantation sits along the shore of Plymouth Harbor. It is a living-history museum, where people dress, act, and speak like the Pilgrims did. It includes this village, which was built to show what Plimoth was like in 1627, seven years after the Pilgrims arrived. Life at Plimoth The men, women, and children of Plimoth worked hard to make their colony a success. Over the next few years, ships brought supplies from England. Ships also brought more people. Some hoped to practice their own faith. Others wanted to farm or set up a trade. They believed they could have a better life in Massachusetts. The Fortune brought 35 new people. Some were wives and children of the Mayflower passengers. It also brought a patent for the colony. This official paper gave the Pilgrims permission to stay at Plimoth. The Pilgrims were happy, because it made their settlement legal. As more people came, some of the colonists married and had children. The population (the number of people living in a place) grew. The Pilgrims lived in small oneroom houses along the main road Chapter 3

24 PORTRAIT Myles Standish ( ) Myles Standish was on the Mayflower when it landed in Massachusetts. He led the group of men who went ashore to find a good place to settle. As a soldier, he was in charge of making the village safe. He helped the Pilgrims move the cannon they had brought onto a nearby hill. Standish s wife died that first terrible winter. He married again and had seven children with his new wife, Barbara. As time passed, the colonists and Native Americans did not stay friends. Standish helped the colonists build a fence around the village. He led fights against the tribes in the area. As more settlers came across the ocean, they started to build new towns. Standish helped start the town of Duxbury. Today, you can visit a monument to Myles Standish in Duxbury at Captain s Hill. of Plimoth. Inside each house was a large stone fireplace. It was used for cooking, heat, and light. The families ate, worked, and spent most of their time near the fireplace. Each evening, the family read the Bible together. When it was time to sleep, the parents stayed downstairs. The children climbed a ladder to a loft where they slept on piles of hay. Pilgrims and Puritans Build your cabins as open as you can, and bring good store of clothes and bedding with you... bring every man a musket... bring juice of lemons... if you bring any thing for comfort, let it be butter or salted oil... bring paper and linseed oil for your windows with cotton yarn for your lamps... bring store of powder and shot. Edward Winslow 24 93

25 The Pilgrims cut down trees to make frames for their houses. Then they covered the frames with a mixture of sticks (wattle) and mud (daub). Women helped gather grasses and reeds from the marshes. These were bundled together and layered to make a thatched roof. The Men of Plimoth The men spent nearly every day working in the fields near Plimoth. They grew corn, beans, and squash just like the Indians did. They took care of the livestock (farm animals raised for their meat, eggs, or milk). The men also hunted deer and turkeys in the woods. The Pilgrims began trading with more Indian tribes. Soon they were setting up trading posts. These were places where people from different areas could meet to trade. The Indians brought beaver furs and pelts from other animals to the posts. They traded the furs for pots, pans, and other goods. The Women of Plimoth Women helped the colony feel more like home. Their hard work made a better life possible in the colony. They cooked the food and made all the clothes for the family. They made their own candles, soap, and anything else 94 Men got together for musket drills. They practiced using their muskets and following orders so they would be ready if they ever needed to use them. 25 Chapter 3

26 the family needed. They kept the house clean. With a dirt floor, that was not always easy! Women took care of small gardens near the house. They also took care of the children and sick people. They made sure a sense of family and home grew at Plimoth. The Children of Plimoth Children had important jobs, too. Boys helped their fathers with the crops and livestock. The older boys chopped wood and learned to hunt. They would need these skills when they grew up. Girls learned the skills they would need as women. They helped their mothers cook, clean, and sew. They took care of the younger children in the family. They worked in the garden and fed the chickens in the yard. Both boys and girls had to learn how to read. After a hard day of work, children sat down with their parents by the fire. They learned to read using the Bible. Everyone at Plimoth read the Bible and sang songs from the hymn book at church. Women had much work to do. They cooked the meals, made and fixed the clothing, nursed the sick, and took care of the children. They spun wool, knitted, washed clothes, swept the floors, cleaned the utensils, and made candles, soap, and butter. How many things in this picture were related to women s work? Pilgrims and Puritans 26 95

27 Lesson 4: Challenges in a New Land Challenge: Challenges in a New Land Challenge: Challenge: Challenge: Challenge: Challenge: 27

28 Challenges in a New Land Have you ever faced a challenge? A challenge is a kind of test. It is something that stands in your way. It takes hard work to get through it. Finding Their Way The Pilgrims faced many challenges in their new home. The land in America was new to the Pilgrims. They had to learn where the rivers and streams were. They had to learn which plants were harmful and which plants they could use. They had to learn what crops would grow and how to grow them. Nature Friend or Foe? Nature was not always kind. There was no bug spray to keep away the insects. Sometimes a fire burned down a house or barn. Often there was no rain for a long time. This is called a drought. One year, a drought ruined the crops. The people had to get all their food by fishing and digging for clams. During the starving time, families did not have enough to eat. This man is giving each member of his family five kernels of corn. That was all they had each day. In what other ways does this picture show the challenges the Pilgrims faced at Plimoth? Meeting Needs The Pilgrims only had the supplies they had brought on the ship. They did not have cows at first, so there was no milk, cheese, butter, or beef. They did not have enough food to get all the vitamins they needed. If they got sick, there were no doctors offices or hospitals. When a disease broke out, many people died. Missing Home The Pilgrims missed their loved ones back in England. They were very far from home, and they might never go back. They probably felt lonely, but they did their best to make Plimoth feel like home Chapter 3

29 Working Together The Pilgrims had to cooperate, or work together for the good of all. They helped each other build homes, hunt, and find food. They knew they could not survive if they did not work together. The Wampanoag and the Pilgrims also cooperated. By working together, they learned from each other. In 1623, Massasoit became very ill. He sent for Edward Winslow. Winslow traveled to Massasoit s home and found him blind and near death. Winslow nursed him with broth and herbs. Soon, Massasoit was able to see again. He grew stronger and got well. After that, Massasoit and Winslow were even better friends. From his time spent with Massasoit, Winslow was able to learn more about Wampanoag culture. The Legacy of the Pilgrims The Pilgrims were the first Europeans to start a colony in Massachusetts. They believed in selfgovernment, and they saw America as a place of freedom and opportunity. These ideas became very important for America. However, the Pilgrims also brought other changes. The native cultures would never be the same. For some Native Americans today, these changes are not something to celebrate. They marked the beginning of some very hard times. Plimoth Colony never grew very large. Soon, there was a larger colony at Massachusetts Bay. It takes courage to face a challenge. Courage is being brave. If you have courage, you are willing to try something new. How did the Pilgrims show courage? How did the Wampanoag show courage? 2 What Did You Learn? Find the Facts Tell What It Means Make Connections 1. Describe the first winter the Pilgrims spent in Massachusetts. 2. Who was Massasoit? Describe the agreement he made with the Pilgrims. 3. What kinds of skills did Squanto and Hobbamock teach the Pilgrims? 4. List three chores boys did and three chores girls did at Plimoth. Pilgrims and Puritans 5. How do we know what really happened at the first Thanksgiving? 6. Why do you think cooperation was so important at Plimoth Colony? 7. What challenges do immigrants (people who move here from other countries) face today? 8. Why do you think Thanksgiving became an important holiday in our country? 29 97

30 Lesson 5: The Puritans 3 The Puritans Key Ideas The Puritans settled in Massachusetts 10 years after the Pilgrims. The Puritans also wanted religious freedom. John Winthrop led them in starting the Massachusetts Bay Colony. The Puritans spread out and started new towns. Key Terms immigrant journal model pasture purify risk Become a Better Reader Find Lesson Main Ideas In England, the problems over religion got worse. In London, a group of Puritans showed their anger towards the king by pulling down this cross. The cross had statues of saints and bishops on it. It was a symbol of all the things the Puritans did not like about the old church. You have learned about the Pilgrims colony at Plimoth. Soon another colony was founded in Massachusetts. The Puritans, another group from England, started the Massachusetts Bay Colony. In some ways, the Puritans story is like the Pilgrims story. Both groups were made up of immigrants, or people who move to a new country to live. Both groups were seeking religious freedom. But the two groups were also different. In this lesson, we will learn how the two groups were different from each other. Who Were the Puritans? In England, the Puritans wanted to change the king s church (the Church of England). They did not want to leave the church, like the Pilgrims (Separatists) had done. Instead, they wanted to purify it, or clean it out and make it pure again. That is why they were called Puritans. The Puritans wanted to get rid of all the fancy decorations, crosses, and robes the Church of England still had. They believed that churches should be plain so they did not take people s minds away from the Chapter 3

31 word of God. They did not think people needed all those priests and clergymen. True believers would worship the way they believed God wanted them to according to the Bible. All they needed was a pastor. Remember, there was no religious freedom in England or other places in Europe at this time. The king grew angry at the Puritans. He had some of them locked in jail. Some were hanged. The Puritans wanted to practice their religion in peace, their own way. They decided to go to America. They also liked the idea of setting an example of good living for the rest of the world. A Journey across the Ocean John Winthrop led 16 ships across the ocean. There were about 1,000 Puritans on the ships. Winthrop sailed on a ship called the Arbella. Winthrop had heard about the hard times the Pilgrims had at first in America. He tried to make sure his people had everything they would need. He brought plenty of food, goods to trade, and even cattle. What Should I Bring? One man made a list of tools that every family coming to New England would need. These are some of the items on his list: scoop great pail casting shovel a sack tobacco pipes 5 broad howes [hoes] 5 narrow howes [hoes] 5 felling axes 2 hand saws 2 hammers wheels for a cart wheel barrow canoe short oak ladder plough [plow] The Arbella leads other ships into Massachusetts Bay. Pilgrims and Puritans 31 99

32 Lesson 6: John Winthrop What would you bring on the Arbella as you journey to the new world? What would you bring on the Arbella? What is your reason for this choice? 32

33 PORTRAIT John Winthrop ( ) In England, John Winthrop was a lawyer. He owned land and had servants. However, he lost his job because he was a Puritan. The king did not like Puritans. Winthrop wanted to live in a place where the people lived by the rules of the Bible. He led a large group of Puritans to Massachusetts and helped start the Massachusetts Bay Colony. Winthrop was the first governor of the colony. He tried to make it an example for the world. The colonists chose Winthrop to be their leader 12 times. Winthrop was married three times. He and Mary, his first wife, had six children. Mary died, and his second wife died soon after they were married. His third wife, Margaret, waited in England while he set up the colony. Then she joined him in Massachusetts. Winthrop wrote about the colony in his journal, or diary. We know a lot about the Puritans because of John Winthrop s journal. Governor John Winthrop comes ashore at Salem. Why do you think it was important for the colonists to have strong leaders? What figures do you see in the background of this picture, unloading the boat? A City on a Hill John Winthrop knew the journey of the Puritans was an important one in history. He gathered the people together on the deck of the Arbella and gave a speech. Winthrop said: We must consider that we shall be as a city upon a hill. The eyes of all people are upon us. These words reminded everyone of a verse from the Bible. (The Puritans knew the Bible very well.) It said that a city on a hill could not be hidden. It would shine like a light to the whole world. Winthrop meant that the Puritans should make their colony an example to the world of good living that honors God. After many days at sea, the ships landed in what is now Salem. The colonists were happy to finally walk on land again. 100 Read John Winthrop s words again. What do you think he meant? Try putting his words into your own words. 33 Chapter 3

34 Lesson 7: Pilgrims vs. Puritans When did they come to America? The Pilgrims The Puritans Who was the leader? How many people arrived in America? What did they bring with them? Why did they leave England? How did they get from England to America? Where did they settle? What kind of rules did they have? 34

35 Different from the Pilgrims Both the Puritans and the Pilgrims came across the ocean from England to settle in Massachusetts. They both came for religious freedom, but the two groups were different. How were the Puritans different from the Pilgrims? Study the chart to find out. The whole life... should be praises and thanks to God; we should neither eat nor sleep, but eat to God and sleep to God and work to God and talk to God, do all to His glory and praise. Richard Sibbes, Puritan Pilgrims and Puritans

36 Map of Massachusetts Bay Colony & Plimoth Colony 36

37 Lesson 8 The Massachusetts Bay Colony The Puritans settled along Massachusetts Bay. When they picked out a place to live, they were thinking of survival. They lived by the sea because of the harbors. They wanted to be able to fish and get back to England if they needed to. They built their first settlement at Salem. Not long after, John Winthrop took a small group to where Charlestown is now. However, when they got there it was too late to plant crops. Soon they were out of food. A man named William Blackstone invited them to come and live near him. He lived across the Charles River. The Puritans liked it there and decided to stay. They named their new settlement Boston. Many of them had come from a town called Boston in England. Boston became the capital of the Massachusetts Bay Colony. Before long, thousands of Puritans were coming to America. They risked their lives to get here. They joined others in Salem and Boston. Some started new towns at Lynn, Dorchester, Medford, Watertown, and Roxbury. When the Puritans moved to Boston, they built a windmill on a hill like this one. The windmill was used to grind grain into flour. The hill was later named Copp s Hill, after shoemaker William Copp who owned the land. What natural resources were there for the colonists to use, according to this picture? Salem Boston Chapter 3

38 Pilgrims and Puritans

39 Grist Mill Meetinghouse: This was the first building in the town. It served as a church and a place for town meetings. Stocks Town Green or Common: This was pasture land (land covered with grasses that horses, cattle, and sheep could eat) at the center of town. Everyone in town could graze their horses and cows here. There were also fields on the edge of town for everyone to use. These were called commons. Puritan Towns Towns were important to the Massachusetts Bay Colony. Puritan families did not go off on their own to start farms. They started towns so they could live and work together. Living in towns was the best way to make sure they stuck to their goals. They did not want to forget about building a model community. This picture shows some of the features the towns had. What are the people doing? What kinds of buildings do you see? Chapter 3

40 Farm Strips: The land around the town was divided into strips. Large families were given more strips than small families. Every family was given some of the good land and some of the land that was not so good. That way, things would be fair. Well House Lots and Garden Plots: Every family got a plot of land around the town green. They built a house facing the village green. They could grow vegetables and herbs in a garden plot nearby. 3 What Did You Learn? Find the Facts Tell What It Means Make Connections 1. What is an immigrant? 2. Why did the Puritans leave England? 3. Where did they end up settling? Pilgrims and Puritans 4. Why were the Puritans called Puritans? 5. List three differences between the Pilgrims and Puritans. 6. What did the Puritans hope to do in Massachusetts? 7. Why do you think the Puritans chose to live in towns instead of off by themselves? Why do you think many people choose to live in towns or cities today? 8. How is a Puritan town similar or different to the town you live in?

41 Lesson 9: Puritan Government Visual Discovery America s First Book This humble and well-worn hymnal was printed in 1640 in Cambridge, Massachusetts, by Stephen Daye, first printer of the Massachusetts Bay Colony. It is the very first book printed in what is now the United States. Known as The Bay Psalm Book, but really titled The Whole Booke of Psalmes Faithfully Translated into English Metre, it represents what was most sacred to the Puritans--a faithful translation of God's Word, to be sung in worship by the entire congregation. Other Protestant denominations relied on selected paraphrases of the Scripture, but the Puritans believed this could compromise their salvation. The same faith that compelled them to leave England and strike out for the New World prompted them to commit this text to print before all others. 41

42 Define general court: Why did the Puritans include the general court as part of their government? Define town meeting: Why did the Puritans include the town meeting as part of their government? How were Puritan laws strict? 42

43 4 Life in the Colony Key Ideas The Puritans set up a government with strict laws. The Puritans believed that God rewarded people who worked hard. Education was very important to the Puritans. Most of the people were farmers. Many others were merchants or craftsmen. Key Terms apprentice banish craftsman militia strict town meeting Become a Better Reader Summarize a Section The Puritans took care to make sure the colony s leaders would be in Massachusetts, not England. They did not want England to control the colony. They wanted to be self-governing (like the Pilgrims had been). The Puritans believed that God had helped them to safety. It was time to keep their part of the deal. They had to build a community of which God could be proud. The Rule of Law Governor John Winthrop wanted to make a new and better world for the Puritans. He wanted them to have laws and rules, and he wanted those laws to be based on the Bible. The General Court A group of leaders from each town made up the General Court. The General Court met to make laws for the whole colony. The colonists liked being able to choose their own leaders. They liked sending those leaders to speak for them in the General Court. They liked having a say in their own government. Hard Work and Strict Laws The Puritans believed that working hard was a way to honor God. They thought it helped them become good people and stay out of trouble. In turn, God would reward them for their hard work. They believed a simple, plain life was best. The Puritans made strict rules for their community. Some laws told how people must act on Sundays or how much they could spend on clothing. If you missed church often, you had to pay a fine. If you were not doing God s work, you could be whipped. Other sins included gossiping, nagging, fortune telling, witchcraft, stealing, and treason (acting against the government) Chapter 3

44 The Puritans believed they were doing God s work, so breaking the rules was not allowed. This man s punishment was being locked in the stocks. He may have kissed his wife on Sunday or fallen asleep too many times at church. Why do you think he was punished in front of everyone? The punishments were strict, too. If you were caught breaking the law, you might be locked in the stockade on the town green so the whole town could see you. Or you might be forced to wear a sign around your neck that told your crime. If you had to go in the ducking stool, you were strapped into a chair and lowered into a pond, then brought up again, soaking wet. Other punishments included branding (burning with a hot iron) or even hanging. Town Meetings Once a year, the men went to a town meeting. Town meetings were a type of local government. They were important because the voters got to talk about problems in their town. The men voted on new laws. They chose who would lead their town. Pilgrims and Puritans When was your town founded? You can find out from your local historical society or on the Internet. What can you learn about your town s early religious history? Many towns in New England still have town meetings. Does your town have them? Ask an adult to tell you what goes on there. In the 1600s, only men could serve in the General Court. They had to be Puritan church members, too. Today, we elect both men and women to lead our government. They belong to many different religions

45 This family is being banished from the Massachusetts Bay Colony. Why do you think the Puritans did not tolerate (allow) other beliefs? Freedom for All? The Puritans came here for religious freedom. However, they did not let others have the same freedom. They believed it was wrong to practice another religion. People who had other ideas about religion were punished. For example, a group called Quakers began to come to the colony. They were hanged, whipped, or branded with a hot iron. Sometimes they were sent away, or banished. PORTRAIT Anne Hutchinson ( ) Anne Hutchinson was the mother of 14 children. She loved to listen to sermons at church. She began to hold meetings in her own home where men and women could talk about religion. Soon, Hutchinson was preaching her own ideas about religion. She said God could talk to everyone, and everyone could talk to God. No one needed the Puritan Church or its ministers. Governor Winthrop did not like this. He said she was trying to destroy the rule of law in the colony. He put her on trial. But Anne Hutchinson said this: What have I said or done except that no man shall think for me? Hutchinson was banished from the colony. She and her family moved to Rhode Island and later to what is now New York. In New York, all of the family except for one child was killed in a Native American raid Chapter 3

46 Lesson 10 Everyday Life What was life like for the Puritans? Men, women, and children all had jobs to do. Cooking was one of the most important jobs for women. When one meal was over, a mother and her daughters cleaned up and started work on the next meal. Here is what you would have eaten in colonial days: What is the biggest thing in this room? The fireplace! Women cooked over the fire, so they had to be able to take pots in and out and roast meat over the coals. The fireplace was also the heater for the whole house. In the evening, the fire gave light for reading or sewing. What do you think the items on top of the fireplace were used for? Breakfast: Everyone was up just after sunrise. The whole family listened as the father read from the Bible. Then they sat down to steaming porridge served in wooden bowls. Porridge was made by boiling milk and flour or cornmeal together. Dinner was the big meal of the day. It was served at noon, when the men and boys came in from the fields. Women usually made a stew called succotash. It was made of meat, peas, corn, and other vegetables. Everyone got a heaping serving of succotash in a pewter dish. Pewter is a type of tin used to make spoons, forks, cups, bowls, and pitchers. Supper came after sundown when the day s work was done. It was a smaller meal than dinner, which took place in the middle of the day. The adults ate cold meat and bread. They drank beer or apple cider. The children ate hasty pudding made from cornmeal and milk. No one had milk as a drink in those days. People did not think it was healthy. Pilgrims and Puritans

47 Lesson 10: Colonial Food & Clothing Colonial Food In the minds of English people, the perfect diet was one of meat or fish, bread or grain-based porridges, and beer. Dairy products and vegetables were eaten but were not considered essential for health. In England, however, only wealthy people could afford to eat in this way. Poorer families ate meals of vegetables, dairy products and, when they could afford them, meat. Since hunting and trapping were the privileges of landowners, wildfowl (like turkeys) and game (like deer) were not a major part of the common person s diet. In Plymouth Colony, however, the colonists diet was more varied. In New England, supplies of fish and shellfish were plentiful. Without hunting restrictions, deer, wild fowl, rabbits and other small animals were available to anyone who wanted to hunt them. The Pilgrims also brought farm animals with them, including pigs, chickens, goats, and later, sheep and cows. These animals provided meat, eggs and dairy products for the colonists. Families in Plymouth planted enough in their fields to feed themselves. Their main crop was a kind of corn they had never seen before. Because it was native to North America and grew better in America than English grains, the Pilgrims called it 47

48 Indian corn. The Wampanoag taught the English colonists how to plant and care for this crop. First, they had to clear the land. They chopped down trees and pulled up grass and weeds. They dug holes in the ground and put two or three herring (a type of fish) in the hole and covered them with dirt. The herring fertilized the soil to make it good for growing corn. They planted 4-5 corn seeds in every mound. All of this work had to be done with hand tools tractors and automatic machines hadn t been invented yet. Indian corn was different from the sweet yellow corn that we eat today. It had various colors reds, blacks, yellows and whites on the same ear, and was not eaten fresh from the cob. Instead, Indian corn was dried and then pounded into flour and cornmeal for cooking and baking. Indian corn was part of almost every meal in Plymouth Colony. Along with Indian corn, the Pilgrims also grew some beans, pumpkins, wheat, barley, oats and peas in their fields. In the gardens near their houses, women grew many different kinds of herbs and vegetables, like parsley, lettuce, spinach, carrots and turnips. Some foods, like salt, sugar, oil and vinegar, had to be imported from England. The combination of available meat and shellfish, Indian corn and other field crops and garden plants made the Pilgrims diet a rich and varied one through most seasons of the year. Like the Wampanoag, however, the colonists experienced seasonal variations. Not all foods were available at every season of the year. The Pilgrims tried to extend the life of their foods through preservation. Salting, the most common method 48

49 of preservation, worked well for pork (meat from pigs) and fish. This method was sometimes combined with smoking for meats. Drying was also common. Vinegar pickles and sugar were also occasionally used to preserve foods. As the years passed, the Pilgrims began to grow more food than they needed to eat. The colonists traded their extra Indian corn with Native People to get furs. The furs were then sent back to England to be sold. The money they made from selling furs was used to buy many of the goods they imported from England. Farming was not just a way to eat, then, but also a way to get goods that they could trade for sugar, spices, oil, vinegar, clothes, shoes, baskets and gunpowder. Their lives depended on a good harvest. Source: 49

50 English Clothing in the 1620s: Not What You Think Many people think the Pilgrims always wore black clothes. This may be because in many images of the time, people are shown wearing black clothes. This is because in the 1620s, best clothes were often black, and people usually had their portraits painted while wearing their best clothes. It was not easy to dye cloth a solid, long-lasting black. It took a great deal of skill. People kept clothes made of such beautiful, expensive cloth for special occasions. Everyday clothes were made of many colors. Brown, brick red, yellow and blue were common. Other clothes were made of cloth that was not dyed. These clothes were gray or white, the natural color of the cloth. Children s Clothing In the 1600s, baby boys and girls dressed in the same way. Boys and girls wore gowns (one piece garments covering the whole body) with long sleeves and long skirts. When babies were learning to walk, long strips of fabric called leading strings were sewn into the shoulders of their gowns. A parent or older child held the strings. If the baby stumbled, the older person pulled the strings to help the baby balance. A toddler might wear a pudding a padded roll around his forehead. If he fell, the roll would protect his head from bumps and bruises. Babies also wore biggins on their heads. Biggins were made of wool or linen and tied under the chin. They kept the baby s head warm. Babies wore aprons over their gowns to help keep their gowns clean. Around age 4, boys began to wear doublets (long sleeved, close fitting jackets) with petticoats (skirts). The doublet looked like the clothes older boys and men wore. Girls still wore gowns. 50

51 At around age 6 or 7, boys and girls began to wear clothes that looked like those of their parents and older siblings. The first time a boy was dressed in grown-up clothes was a special event. His family said he was breeched. Because he was wearing breeches, he was no longer a baby. He would not spend all his time with his mother and sisters near the house. Now he would begin to spend more time with his father, learning to do men s work. Underwear in the 1620's was very different from what we know now. Everyone wore a long-sleeved loose-fitting linen garment next to their skin. Linen is a type of cloth that comes from a plant called flax. For boys and men, this garment was called a shirt. The shirt was knee-length and open at the bottom sides. This made it easier to tuck into breeches. For girls and women this garment was called a smock. It was longer, about calf-length, and wide at the bottom. This made it easier to walk while wearing petticoats. 51

52 Men s Clothing Over the shirt, a man or boy wore a doublet. Doublets attached to the breeches (knee length pants) to make a suit. Suits were usually made of wool cloth or linen canvas. Wool comes from sheep. Canvas is a heavy kind of linen cloth, similar to blue jeans. Both wool and canvas are strong and last a long time. Women s Clothing Girls and women wore stays, what we would call a corset, over their smocks. These stays had no sleeves. The stays were stiff, to support and shape the body to fit the clothes. The stays were stiffened with rows of stitching or reeds. Sometimes the stays had a flat piece of wood, called a busk, inside the center front Over the stays, a girl or woman wore a waistcoat. This garment looked like a longsleeved, close fitting jacket. It was usually made of wool or canvas. Women s waistcoats and men s doublets looked a little alike. On their legs girls and women wore one or two petticoats. When it was especially cold, they could wear more petticoats. Petticoats were made of wool. Wool is warm, and it does not get wet easily. If sparks from the fire touched the wool, they would take a long time to burn. Many times, the fire would just go out. Their wool petticoats helped protect women s legs while they were cooking over a fire. 52

53 Clothing Worn by Everyone Some clothes were worn only by men or only by women. For example, men always wore breeches; women always wore petticoats. Only women wore stays. Other clothes, however, were worn by both men and women. Everyone wore stockings to cover their legs. The stockings came up over their knees and were tied with garters to keep them up. Everyone wore leather shoes or sturdy boots on their feet. Everyone wore aprons to help keep their clothes clean. Women s aprons were long like their petticoats. Their aprons were made of linen or wool. Men s aprons were shorter and sometimes made of leather. Women wore their aprons all day; men usually wore aprons if they were practicing a trade like blacksmithing or carpentry. All people wore something around their necks. Most people wore ruffled or flat collars of linen cloth. Some had lace on their collars. Some women wore a kerchief of linen around their necks. Kerchiefs looked like large napkins folded in half. Everyone also wore something on their heads. Men and boys wore caps knitted of wool or hats made of felt. The felt hats had wide brims to shade their faces from the sun and keep them dry. Girls and women pinned their hair up on their heads. They wore linen caps called coifs over their hair. Over the caps, they too wore felt hats. In cold weather, everyone wore cloaks or coats of wool. They also wore mittens or gloves to keep their hands warm. Source: 53

54 Reading Comprehension Session 2 Pilgrims lived in Massachusetts in colonial times. Read this selection about the eating habits and table manners of the Pilgrims. Then answer the questions that follow. Don t Throw Your Bones on the Floor by Lucille Recht Penner Pilgrim parents were strict with their children. Some of the rules sound familiar, like this one (from a book called The School of Manners) about speaking with your mouth full: When your meat is in your mouth, do not drink or speak or laugh Dame Courtesy forbids. But Pilgrim manners weren t always the same as ours. In their first years in America, they were often too busy for regular meals. People just helped themselves right out of the cooking pot. They ate standing in front of the fire, if the day was cold and then hurried off to work again. When the family did eat together, the dinner table was often just some old boards laid on top of barrels. The cooking pot was placed in the middle, and the family gathered around. Later, when the Pilgrims had more time and more dishes food was brought to the table on large, round platters called chargers. No one had his or her own plate. Instead, two people would share a trencher a bowl carved or burned out of a block of wood. A mother and father shared a trencher. Children shared, too. The Pilgrims thought that people who had their own trenchers were show-offs. Some poor people didn t have wooden trenchers. Instead, they used pieces of stale bread as plates. They put the food on top. Then, after they had eaten the food, they ate the bread plates! 15 54

55 Reading Comprehension Session Almost nobody used a fork.... They thought forks were silly. Why bother, they said. Fingers were made before forks. But everyone needed a spoon, because the Pilgrims ate so many soups and stews. The first spoons made in Plymouth were clamshells attached to sticks. Buffalo horns made good spoons, too. You scooped up the food with the open end. Later, when they had more time, people carved spoons out of wood. Some lucky folks had brought pewter or silver spoons from England. And everyone had his or her own knife. If you were a grown-up, it was okay to stick your knife right into the pot and pull out a piece of food. But children weren t supposed to take any food for themselves. They were supposed to eat whatever their parents handed to them. It was always fine to eat with your fingers. The only rule was that you were supposed to wash them or at least wipe them before you stuck them in the pot. Naturally, this meant that everyone needed a napkin. A big napkin! The Pilgrims threw it over one shoulder or tied it around their necks. It hung down almost to their knees. And your napkin wasn t just for wiping your hands. You could use it to grab pieces of hot food. Often, a Pilgrim family had only one chair, and the father was the one who sat in it. The other family members sat on stools, sections of tree trunk, or wooden benches without backs. Children sometimes had to stand at the table. In some families, this was because there was nothing for them to sit on. Other families made children stand just because they thought it was good manners. They thought it was rude for a child to sit down when a grown-up was in the room. Sometimes children had to stand at a separate little table. They came to the main table to have their trenchers filled.... Men and boys were allowed to keep their hats on while they were eating. They needed to take them off only to drink a toast

56 Reading Comprehension Session A polite person did not scratch at the table. Most people had lice and fleas living in their hair and clothes. But it was good manners to wait until you were done eating to scratch. It wasn t pleasant to see your neighbor mash a flea and then reach into the trencher you were sharing. A big bowl of salt was placed in the center of the table. Important guests sat near the father, toward the head of the table above the salt. Children and other less important people were near the foot of the table below the salt. It was very bad manners to dip your food right into the salt bowl. The salt would get sticky. You were supposed to take salt only with a clean knife. If you wanted bread, you broke a piece off the loaf with your hands. You could use it to mop up your plate. When you were eating meat, what did you do with the bones? Throwing them on the ground was considered poor manners. And you weren t supposed to put them back in the pot. The correct thing was to pile them neatly on the table. Reprinted with the permission of Simon & Schuster Books for Young Readers, an imprint of Simon & Schuster Children s Publishing Division from EATING THE PLATES by Lucille Recht Penner. Copyright 1991 by Lucille Recht Penner

57 Reading Comprehension Session 2 Mark your choices for multiple-choice questions 13 through 20 by filling in the circle next to the best answer. ID: B Common 13 According to the selection, what was the reason the Pilgrims did not have regular meals when they first came to America? A B C There was not enough food. They had a lot of work to do. They were too cold to sit and eat. ID: A Common 15 In the selection, if a Pilgrim family had only one chair, who would sit in it at mealtime? A B C D the father the mother the oldest son the youngest child D Tables had not been invented yet. ID: D Common 14 What is the main idea in paragraphs 11 and 12? A B C Buffalo horns made the best spoons. Spoons were first made from clamshells. Pewter and silver spoons were very valuable. ID: C Common 16 Which of the following sentences best describes the main idea of paragraph 20? A B C D Scratching fleas was common. It was rude to have lice or fleas. Scratching at the table was bad manners. It was impolite to share food if you had fleas. D Spoons were made from many different materials

58 Reading Comprehension Session 2 ID: C Common 17 According to the selection, who was most likely to sit below the salt? A B C D a father a mother a young child a special guest ID: D Common 19 According to the selection, which of the following was most necessary for eating in colonial days? A B C D a fork a chair a barrel a spoon ID: A Common 18 Based on the selection, how did Pilgrims put salt on their food? A with a knife ID: B Common 20 According to the selection, what were Pilgrims supposed to do with leftover bones? B with a salt shaker A wrap them in a napkin C D by dipping food into the salt by dipping their fingers into the salt B C D stack them on the table throw them onto the floor put them into the cooking pot 19 58

59 Reading Comprehension Session 2 Question 21 is an open-response question. ID: Common 21 Read the question carefully. Explain your answer. Add supporting details. Double-check your work. Write your answer to question 21 in the lined space provided below. Based on the selection, describe three eating habits of the Pilgrims and give a reason for each one. Look at the examples in the boxes below, but use different examples in your answer. Way the Pilgrims Ate Example: People used bread as a plate. Reason Example: They did not have bowls

60 Grade 3 English Language Arts Reading Comprehension Spring 2007 Released Items: Reporting Categories, Standards, and Correct Answers Item No. Page No. Reporting Category Standard 38 Correct Answer (MC)* 1 11 Reading and Literature 12 C 2 11 Reading and Literature 8 B 3 11 Reading and Literature 8 C 4 11 Reading and Literature 8 C 5 12 Reading and Literature 12 A 6 12 Reading and Literature 8 D 7 12 Language 4 B 8 12 Language 4 C 9 14 Reading and Literature 14 C Reading and Literature 14 D Reading and Literature 14 D Language 5 A Reading and Literature 8 B Reading and Literature 13 D Reading and Literature 13 A Reading and Literature 13 C Reading and Literature 13 C Reading and Literature 13 A Reading and Literature 13 D Reading and Literature 8 B Reading and Literature Reading and Literature 13 B Reading and Literature 13 C Reading and Literature 13 B Reading and Literature 10 B Reading and Literature 8 A Reading and Literature 15 A Reading and Literature 15 B Reading and Literature 12 A Reading and Literature 12 B Reading and Literature 12 B Language 4 D Reading and Literature Reading and Literature 13 C Reading and Literature 13 B Reading and Literature 13 B Language 4 C Reading and Literature 16 A Reading and Literature 16 B Language 6 A Reading and Literature 15 B Reading and Literature 16 D * Answers are provided here for multiple-choice items only. Sample responses and scoring guidelines for open-response items, which are indicated by shaded cells, will be posted to the Department s Web site later this year. 60

61 Lesson 11: Puritan Schools Lesson Topic Title: Puritan Schools Standards: New England and Massachusetts 3.4 Explain how the Puritans and Pilgrims differed and identify early leaders in Massachusetts, such as John Winthrop; describe the daily life, education, and work of the Puritans in the Massachusetts Bay Colony. (H, E, C) Learning Objective: Students will be able to describe the conditions of a colonial school. Students will be able to compare and contrast a colonial school to a modern day school. Essential Question: How was colonial life in the 1600s different to our lives in the present day? Vocabulary: education, hornbook, public school, Dame School, Harvard College, Materials: Teacher Resources: Chart Paper Markers Role Play Cards Hornbook Images Student Resources: The Massachusetts Story Pgs , 127 School House Graphic Organizer Procedures: 1. Preview a. Students will complete the preview activity at their seats before coming to the rug for the mini-lesson or discuss the preview question prior to delving into the mini-lesson. i. Preview Question: What do you think is important to learn in school? 2. Mini-Lesson a. Connection: The teacher will review information about the Puritans and their way of life. 61

62 i. Guiding Questions: Who were the Puritans? Where did they live? Why did they leave England? What was their government like? What were their daily responsibilities? b. Students turn and talk to discuss: What do you think is important to learn in school? c. Role Play: i. Teacher will ask students to imagine what school was like during the colonial times. The teacher will then ask for 3 volunteers to role play as students in the colonial times using the attached scenarios. *NOTE: Exercise caution when picking volunteers for this activity in order to ensure that students do not feel insulted. ii. After students have selected their scenarios, ask the class to observe the skits. 1. Pretend you are biting your fingers. a. Hang a card on the student s neck that says Bitefinger Baby 2. Pretend you are falling asleep in class. a. Hang a card on the student s neck that says Idle Boy/Idle Girl 3. Pretend you don t know the answer to 5 times 5. Tell the teacher that 5x5=25. a. Ask the child to move to the back of the room and place a dunce cap on the student s head. iii. Whole Class Discussion: What did you think of the role play of a colonial school? How do you think the students felt? Do you think the punishments were fair? Why or Why Not? iv. Conclusion: Teacher will summarize that the school master was strict and mean. The punishments were meant to hurt your feelings. d. Teach: The teacher will connect the vocabulary word public school to the Puritans by explaining that the Puritan towns had strict guidelines for the development of public schools since they wanted the people in their community to be able to read and understand the Bible. e. Visual Discovery: The teacher will display an image of a hornbook (attached), or students may view the hornbook on Page 127 in The Massachusetts Story textbook. i. Guiding Questions: What do you think this is? What do you think it is made out of? What do you see written on the surface? f. After the visual discovery, the teacher will provide students will the directions for the independent work. i. The teacher will then display an anchor chart replicating the graphic organizer that the students will be completing. ii. After explaining the directions, the students may work with a partner to read and take notes on Puritan Schools. *NOTE: This reading could also be done as a whole class, with the teacher recording the notes on the anchor chart. 62

63 1. Application a. Students will work with a partner to record information about Puritan Schools listed in The Massachusetts Story on Pages on the graphic organizer provided. 2. Extension: Students will then create a hornbook with information that they believe would be important to learn. 3. Share: As a whole group, the teacher will ask the students to share the information they learned about the Puritan Schools and record the facts onto an anchor chart. a. Discussion: How do you think the Puritan Schools were different than our modern day schools? Informal Assessment: The teacher will observe student interactive notebooks for accurate detailed content. The teacher will also observe student interactions during partner work to evaluate communication skills. Processing Activity: Students will create a Venn Diagram to compare and contrast a colonial school to a modern day school. (Processing activities may be completed as homework.) 63

64 Role Play Scenarios Pretend you are biting your fingernails. Pretend you are falling asleep in class. Pretend you don t know the answer to 5 times 5. Tell the teacher that 5x5=21 64

65 Role Play Cards Bitefinger Baby Idle Boy 65

66 Graphic Organizer 66

67 Go to the Source An Early Textbook If you were lucky enough to go to school in colonial Massachusetts, you probably learned from a hornbook. A hornbook was a wooden paddle with a sheet of paper attached to it. The alphabet and words from the Bible were printed on the paper. A piece of clear animal horn was placed over the paper. You may have also used The New England Primer. It was the first official textbook. LOOK THINK DECIDE 1. What materials (besides animal horn) do you think were used to make this hornbook? 2. What kinds of lessons does this hornbook teach? 3. Why do you think the words were covered with an animal s horn? 4. How do you think students used a hornbook? Pilgrims and Puritans

68 Hornbooks A constant companion to beginning readers in Colonial America, the hornbook was a popular teaching aid in England during the sixteenth through the eighteenth century. Typically, hornbooks were composed of a printed alphabet sheet tacked or pasted to a wooden bat-shaped board and covered with a thin sheet of translucent horn, but there are specimens in ivory, silver, leather and even gingerbread. Printed sheets usually included both lower case and capital alphabets, vowels, and numerals, accompanied by a cross ornament, the Benediction, and Lord's Prayer. Often attached by string to the owner's belt, the hornbook was readily available to serve as a bat during play. However there are unusual specimens like this luxurious example (pictured below) on a silver sheet incised with the alphabet, complete with all twenty-six letters and two dipthongs and ten numerals, and framed in ivory and silver. Image and Text Source: 68

69 Figure 1. Ivory Hornbook 18th Century Englis1h Figure 2. Wood Hornbook 18th Century Possibly American Figure 3. Ivory Hornbook 18th Century Possibly American 69

70 Puritan Schools Education was very important to the Puritans. In the early years of the colony, parents taught their children how to read and write. They used the Bible as a textbook. Soon, people wanted schools. Boston set up the Latin School. It was America s first public school. That means the people of Boston paid for it, not just the parents of the boys who went there. Boys could go there and learn Latin and Greek for free. They needed to know these languages to go to college. The Puritans made laws about going to school. Every town had to teach boys who had no parents to teach them. When a town had 50 families, it had to PORTRAIT Anne Bradstreet ( ) One busy mother became America s first poet. Anne Bradstreet was 18 when she sailed with her husband on the Arbella to the Massachusetts Bay Colony. In England, she had been a wealthy girl with many servants. Now she had to work hard just to survive. She decided to think of this new life as a gift from God. The Bradstreets moved many times. Each time, they went farther into the wilderness. They started in Cambridge, then moved to Ipswich, and later to North Andover. During these years, Anne Bradstreet began writing poetry. She often wrote at night, after her children had gone to bed. She wrote her poems only for her family. She was surprised when her brotherin-law had them published in England. Many of Bradstreet s poems told of her deep love for her family. She wrote these lines in a poem about her husband: If ever two were one, then surely we, If ever man were loved by wife, then thee, If ever wife was happy in a man, Compare with me ye women if you can Chapter 3

71 have an elementary school. There, children learned to read, write, and do simple math. Every town with 100 families had to have a Latin grammar school. This would get young boys ready for college. Girls could not go to these schools. Some girls went to dame schools to learn how to read and write. Older women set up dame schools in their homes. Because of the Puritan rules about reading the Bible, many people in the Massachusetts Bay Colony could read and write. In the other English colonies, fewer people knew how to read and write. The New England Primer was an early textbook. It was first published in the 1680s. How does this page compare to your textbooks today? Harvard College The people of Massachusetts decided they needed a college. The Puritans started Harvard College in Cambridge in It was the first college in America. The college was named for John Harvard. He was a young man who had recently died and left some money and his own library to the new college. How did a boy know when he was ready to go to Harvard? Here is the rule he was to follow: When any scholar is able to understand Latin authors, and make and speak true Latin... and [say] the nouns and verbs in... Greek..., let him then... be capable of admission to the college. Pilgrims and Puritans

72 Puritan School Extension Please complete the following information using the first paragraph in the sidebar called Harvard College. The section begins with The people of Massachusetts decided they needed a college. 72

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88 Lesson 13: Making a Living Colonial Job Notes Farmers Merchants Craftsmen Apprentices & Servants 88

89 Making A Living Extension Please complete the following information using the third paragraph under Merchants section. The section begins with Some merchants became very wealthy. 89

90 Making a Living In the growing cities and towns, there were many jobs to do. Let s learn about some of the jobs in colonial Massachusetts. and older sons left the house at dawn to work on the farm. They worked all day long during the wet spring and hot summer. They chopped down trees, planted crops, and took care of the animals. The mother and older daughters stayed at the house in town. They cooked, cleaned, and sewed for the family. They took care of the garden. The young children helped in the fields Farmers Most people in the Massachusetts Bay Colony were farmers. They had fields at the edge of town. The father Chapter 3

91 Slaves were taken from their homes in Africa. They were forced onto crowded ships for a long, terrible journey. When they reached the colonies, they were sold to the highest bidder. Why is it important to remember the sad parts of history as well as the good parts? and around the house. They took the cows to pasture every morning and brought them back to the barn at night. Merchants More people were starting to trade for a living. They saved their money, bought a few ships, and began sailing the Atlantic. They carried goods between the colonies and Europe, Africa, and the West Indies. These traders and Pilgrims and Puritans businessmen were called merchants. Some merchants made fortunes by trading slaves. They bought men, women, and children from slave traders in Africa and the West Indies. They brought them in chains on their ships and sold them in the colonies. Some merchants became very wealthy. They built large homes in Boston and Salem and filled them with fine furniture. Their families wore the latest fashions from Europe. Their children went to the best schools in England. Many colonists looked up to the merchants as the leaders of Massachusetts. Not everyone made a fortune, but most believed that if they worked hard and stuck to their goals they could have a better life. This was not possible in England. In England, a better life was possible for the king s family or the lords and ladies, but not for the common people

92 Blacksmith Cooper Tanner Craftsmen Some people made money by making things to sell to others. People who are skilled in a particular craft are called craftsmen. They might make shoes, barrels, wheels, or candles. A blacksmith knew how to make iron into tools. He made horseshoes, nails, ladles, axe heads, and other things people used every day. Cobbler Apprentices and Servants Some men and women did not have money to buy their own land or tools. They had to work for other people. They hoped to save enough money to buy land, but they were not always able to. Craftsmen often needed helpers. Some young men worked for them as apprentices. An apprentice lived with the craftsman and learned his skills. The craftsman gave the apprentice food, clothes, and a place to live, but he did not pay him much money. Servants earned wages by working for other people. They often worked in the home, cooking, washing clothes, or driving the carriage. Miller Slaves Most colonists came to Massachusetts because they wanted to. It was their choice. Once they got here, they could live their own lives. But there was one group that did not come by choice Chapter 3

93 Africans were forced to come the colony against their will. They faced different challenges and hardships on their journey and once they arrived. Slaves were considered the property of their owners. They had no freedom. In Massachusetts, most slave owners had only a few slaves. Slaves worked on the docks, in shipyards, on ships, on farms, in homes, or at inns. In others colonies farther South, planters were buying hundreds of slaves. The first African slaves on record were brought to Massachusetts in One hundred and forty-five years later, in 1783, slavery was ended in Massachusetts. Massachusetts became the first state in the country make slavery illegal. Free Black People Not all African Americans in the colony were slaves. Some families were free. Others had become free. They were able to do extra work for wages, and they saved enough money to buy their freedom. Some free African Americans owned small farms or worked at skilled crafts. They often lived in the larger towns and cities. Free black children usually worked along with their parents. Their families needed their pay. Some could read and write, but most black children did not get to go to school. Some free black men worked as housewrights. They were skilled craftsmen who designed and built houses. The man on the right is using a tool called an adze to smooth a beam of wood. 4 What Did You Learn? Find the Facts Tell What It Means Make Connections 1. What was the name of the group of men who made the laws for the Massachusetts Bay Colony? 2. What does it mean to banish someone? 3. List three jobs that were common in colonial Massachusetts. Pilgrims and Puritans 4. Why did the Puritans base their laws on the Bible? 5. Why do you think the Puritans did not let others have religious freedom, even though they had come for religious freedom themselves? 6. Why do you think education was so important the Puritans? 7. In what ways was colonial life different from your life today? 8. Why do you think we still have town meetings today?

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