The First Thanksgiving – Senior High School Questions

The First Thanksgiving – Senior High School Questions

Directions: Answer the following questions about the reading on the First Thanksgiving on your own notebook paper.

1. 
   Who were the Pilgrims and what was their primary reason for migrating to North America?
   

2. 
   Describe the Pilgrim’s trip to America and the problems they faced when they arrived.
   

3. 
   Describe how Samoset and Squanto helped the Pilgrims.
   

4. 
   Who was the Wampanoag chief? Who was the Governor of the Plymouth Colony?
   

5. 
   Explain the significance of the following statement: “He (Squanto) also helped the settlers forge an alliance with the Wampanoag, a local tribe, which would endure for more than 50 years and tragically remains one of the sole examples of harmony between European colonists and American Indians.”
   

6. 
   Describe the first Thanksgiving or harvest celebration, including the food and other activities shared by the Pilgrims and Wampanoag American Indians.
   

7. 
   Describe two other harvest or Thanksgiving celebrations held in America that may have predated the celebration in Plymouth, Massachusetts.
   

8. 
   Explain some American Indians current feelings about Thanksgiving. Do you agree with their point of view?
   

9. 
   Explain the following statement: “…Thanksgiving falls under a category of festivals that spans cultures, continents and millennia.” Cite examples to support your explanation.
   

Images of Pilgrim and Wampanoag Life from Plimouth Plantation

Plimoth (or Plymouth) Plantation in Plymouth, Massachusetts is a living museum offering visitors personal encounters with the history of the Wampanoag People and the Colonial English community in the 1600s. See http://www.plimoth.org/

All images are historical interpretations based on research.

Mayflower II – Reproduction of the Original Mayflower

Source: http://www.plimoth.org/what-see-do/mayflower-ii

Pilgrim Mother and Son

Source: http://www.plimoth.org/learn/just-kids/homework-help/who-were-pilgrims

Pilgrim Man and Woman

Source: http://www.plimoth.org/plan-your-visit-0

Pilgrim Children at Play

Source: http://www.plimoth.org/learn/just-kids/homework-help/playing-learning

Pilgrim Home in the 1600s (Replica)

Source: http://www.plimoth.org/learn/just-kids/homework-help/building-home

Interior of 17^th Century Pilgrim Home (Replica)

Source: http://www.plimoth.org/what-see-do/17th-century-english-village

Wampanoag Family

Source: http://www.plimoth.org/learn/just-kids/homework-help/what-wear

Wampanoag Woman

Source: http://www.plimoth.org/what-see-do/wampanoag-homesite

Wampanoag Cook Site

Source: http://www.plimoth.org/learn/just-kids/homework-help/whats-dinner

Wampanoag Home

Source: http://www.plimoth.org/learn/just-kids/homework-help/building-home

Pilgrims and Wampanoag Indians

Source: http://www.plimoth.org/learn/just-kids/homework-help/who-were-pilgrims

Internet Resources

Suggested Internet Resources

Organizations

Library of Congress

http://www.loc.gov/search/?in=&q=american+indians&new=true&st=
National Congress of American Indians

http://www.ncai.org/
National Museum of the American Indian

http://www.nmai.si.edu/
U.S. Census Bureau

www.census.gov
U.S. Department of Interior – Indian Affairs

http://www.indianaffairs.gov/


General Background on History, Tribes, and Culture
American Indian Culture Areas

http://www.american-indians.net/cultures.htm
American Indian Tribes and Languages

http://www.native-languages.org/languages.htm
Exploring Florida Early American Indians Web Sites

http://fcit.usf.edu/Florida/websites/links001.htm

First People of America and Canada

http://www.firstpeople.us/
History Channel – Native American Cultures

http://www.history.com/topics/native-american-history/native-american-cultures

Indians.org

http://www.indians.org/articles/index.html
Suggested Internet Resources continued

Photographs and Images
Images and Photos of American Indians

https://www.google.com/search?q=American+Indians&rlz=1C1RNLG_enUS526US526&es_sm=93&source=lnms&tbm=isch&sa=X&ei=2lQsVJLXLsWGyAS-4YCwAw&ved=0CAgQ_AUoAQ&biw=1920&bih=979
Native Americans in Florida Gallery

http://fcit.usf.edu/Florida/photos/native/native.htm


Myths, Legends, and Other Folklore
Native American Myths and Legends for Kids

http://www.ducksters.com/history/native_americans/mythology_legends.php
Native American Myths and Legends by Tribe

http://www.legendsofamerica.com/na-tribelist.html
Native American Stories

http://www.warpaths2peacepipes.com/native-american-stories/

Secondary Character Education Activities to Support National American Indian and Alaska Native Heritage Month

Secondary Character Education Activities to Support

National American Indian and Alaska Native Heritage Month
Core Value: Citizenship

Miami-Dade County Public Schools (M-DCPS) is committed to helping all students develop the values and strength of character needed for them to become caring, responsible citizens at home, school, and in the community. To support this goal, character education has been an instructional requirement, grades K-12, since 1995.

The foundation of the District’s character education requirement is the nine core values adopted by The School Board of Miami-Dade County, Florida in 1995. The District’s nine core values are: citizenship, cooperation, fairness, honesty, integrity, kindness, pursuit of excellence, respect, and responsibility. Each month a different core value has been designated for emphasis in all classrooms throughout the District.

In November, students need to understand the importance of citizenship. Good citizenship includes obeying rules, laws, respecting others, and contributing positively to one’s school, community, and country.

In addition to the enclosed lessons for National American Indian and Alaska Native Heritage Month, teachers may further emphasize the core value of citizenship through the following lesson ideas.

Citizenship:

• 
  To begin the discussion of good citizenship, have students complete the following:
  

True	False
___	___	I take responsibility for what goes on in my community.
___	___	I do my part for the common good.
___	___	I participate in community service.
___	___	I help take care of the environment.
___	___	I obey the law.
I think I am/am not a responsible person because:________________________

• 
  Further discuss the meaning of good citizenship and identify attributes often demonstrated by good citizens (e.g. working with the community, volunteering time, standing up for a cause). Ask each student to identify an adult in their life they would name as a good citizen. Assign them the task of setting up an interview with that person. They may choose questions such as the following:
  

• 
  What characteristics are demonstrated by good citizens?
  
• 
  Do you think you are a good citizen? Why?
  
• 
  What do you do at home, work, and in the community to demonstrate good citizenship?
  
• 
  What cause(s) do you support? Why?
  
• 
  What kind of volunteer work do you do?
  

• 
  Research a person or group that are working for the common good and making the world a better place. Describe what they are doing and how they are making a difference.
  

• 
  From a newspaper, magazine, TV show, or movie, identify an act of poor citizenship displayed by someone who should know better. Write a letter of criticism to this person with the intention of trying to convince him or her to become a more responsible citizen. Provide specific ways in which this person can improve his/her behavior.
  
• 
  Write a speech describing the essential balance of rights and responsibilities in our democracy. Try to convince your fellow classmates that in a democracy the preservation of our rights depends on our exercise of responsibility.
  
• 
  Have students visit this website: www.goodcharacter.com and click "Opportunities for Action." Examine the opportunities to become involved in community service projects and other activities relating to citizenship and civic responsibility.
  

• 
  Have the class identify needs in the school or community, and plan a service project to meet those needs. For help in planning a service project, visit www.goodcharacter.com and click "service learning."
  
• 
  In November, we observe National American Indian and Alaska Native Heritage Month. Ask older students to research when American Indians and Alaska Natives were granted U.S. Citizenship (1924). Discuss why the indigenous people were not granted citizenship in the U.S. earlier.
  

Anti-Discrimination Policy

Federal and State Laws

The School Board of Miami-Dade County, Florida adheres to a policy of nondiscrimination in employment and educational programs/activities and strives affirmatively to provide equal opportunity for all as required by:

Title VI of the Civil Rights Act of 1964 - prohibits discrimination on the basis of race, color, religion, or national origin.

Title VII of the Civil Rights Act of 1964 as amended - prohibits discrimination in employment on the basis of race, color, religion, gender, or national origin.

Title IX of the Education Amendments of 1972 - prohibits discrimination on the basis of gender.

Age Discrimination in Employment Act of 1967 (ADEA) as amended - prohibits discrimination on the basis of age with respect to individuals who are at least 40.

The Equal Pay Act of 1963 as amended - prohibits gender discrimination in payment of wages to women and men performing substantially equal work in the same establishment.

Section 504 of the Rehabilitation Act of 1973 - prohibits discrimination against the disabled.

Americans with Disabilities Act of 1990 (ADA) - prohibits discrimination against individuals with disabilities in employment, public service, public accommodations and telecommunications.

The Family and Medical Leave Act of 1993 (FMLA) - requires covered employers to provide up to 12 weeks of unpaid, job-protected leave to "eligible" employees for certain family and medical reasons.

The Pregnancy Discrimination Act of 1978 - prohibits discrimination in employment on the basis of pregnancy, childbirth, or related medical conditions.

Florida Educational Equity Act (FEEA) - prohibits discrimination on the basis of race, gender, national origin, marital status, or handicap against a student or employee.

Florida Civil Rights Act of 1992 - secures for all individuals within the state freedom from discrimination because of race, color, religion, sex, national origin, age, handicap, or marital status.

Title II of the Genetic Information Nondiscrimination Act of 2008 (GINA) - Prohibits discrimination against employees or applicants because of genetic information.

Veterans are provided re-employment rights in accordance with P.L. 93-508 (Federal Law) and Section 295.07 (Florida Statutes), which stipulate categorical preferences for employment.

In Addition: School Board Policies 1362, 3362, 4362, and 5517 - Prohibit harassment and/or discrimination against students, employees, or applicants on the basis of sex, race, color, ethnic or national origin, religion, marital status, disability, genetic information, age, political beliefs, sexual orientation, gender, gender identification, social and family background, linguistic preference, pregnancy, and any other legally prohibited basis.  Retaliation for engaging in a protected activity is also prohibited. Rev. (05-12)

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